Effective State Leadership forCareer & Technical Education Dr. John Barge, Georgia State SuperintendentDr. Bill Daggett, Founder and Chairman, ICLE

November 30, 2012

Enter 2 or 4 Year Degree Program Without Remediation

College Ready

What Is It?

Career Ready

600

800

1000

1400

1600

1200

Tex

t L

exile

Mea

sure

(L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

Career Ready

• Fewer• Higher

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

Career Ready

70%

Eligible for the Military

• Lack High School Diploma• Can Not Pass Basic Literacy

Test• Obesity• Drugs• Prison

70%-Is Increasing at 1% Per Year-

70%Most are also unemployable

70%Are headed to public assistance

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

The Power of Career Pathways for Students

Dr. John Barge Georgia State School Superintendent

November 30, 2012

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Georgia’s Career Clusters/Pathways

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Georgia’s Career Clusters/Pathways

• There is a codependence of economic development and education to close the skills gap.

• Georgia has had six straight years of an unemployment rate higher than the national average while, at the same time, we have 5,000 vacant IT jobs in metro Atlanta alone.

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

The Need for Relevance• In America, roughly one million students leave high school

without a diploma.

• Many drop out because they struggle academically.

• But large numbers say they dropped out because they felt their classes were not interesting, and that high school was unrelentingly boring. In other words, they didn’t believe high school was relevant, or provided a pathway to achieving their dreams.

• Too many can’t see a clear, transparent connection between their program of study and tangible opportunities in the labor market.

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Career PathwaysPATHWAYS TO PROSPERITY PROJECT –

Harvard Graduate School of Education

• By concentrating too much on classroom-based academics with four-year college as a goal, the nation’s education system has failed vast numbers of students, who instead need solid preparation for careers requiring less than a bachelor’s degree.

• Leaders that developed the report argue for an education system that clearly articulates students’ career options as early as middle school and defines the coursework and training required, so young people can chart an informed course toward work, whether as an electrician or a college professor.

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

• The Georgetown Center projects that 14 million job openings – nearly half of those that will be filled by workers with post-secondary education – will go to people with an associate’s degree or occupational certificate.

• Many of these will be in “middle-skill” occupations such as electrician, and construction manager, dental hygienist, paralegal and police officer.

What Kind of Postsecondary Education is Necessary?

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

• While these jobs may not be as prestigious as those filled by B.A. holders, they pay a significant premium over many jobs open to those with just a high school degree.

• More surprisingly, they pay more than many of the jobs held by those with a bachelor’s degree.

What Kind of Postsecondary Education is Necessary?

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

• In fact, 27 percent of people with post-

secondary licenses or certificates –

credentials short of an associate’s degree –

earn more than the average bachelor’s

degree recipient.

What Kind of Postsecondary Education is Necessary?

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Career Pathways• Employers demand it and students beg for it:

relevant, experiential learning based on an area of interest that prepares each student for the world of work, whether they choose to attend college or not.

• We will align our offerings with high-demand areas and reward graduates with skills needed for 21st Century jobs.  

• Result: A graduate ready for college or a career.

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

HB 186“Provides and expands career

pathway options for high school students to ensure their college

and career readiness.”

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Aspects of HB 186

• Embedding the Common Core curriculum into CTAE

• Administering a soft skills assessment

• Assessing all 10th or 11th grade students with the Compass test

• Counseling all students appropriately

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Moving Forward with HB 186

• Development of the 17 Career Clusters

• Meetings with Career Cluster Advisory Committees, which are made up of business and industry leaders

• Developed a survey for business leaders to give us feedback

Achievement = All IndicatorsProgress = State Assessments - Student Growth PercentileAchievement Gap Closure = State Assessments – High Needs vs Non-high NeedsExceeding the Bar = Additional Points Added to Overall CCRPI ScoreFinancial Efficiency = Operational 2013-14 - No Points – Star Rating OnlySchool Climate = Operational 2013-14 - No Points – Star Rating Only

College and Career Ready Performance Index,High School, Grades 9 - 12

DRAFT

CONTENT MASTERY (END of COURSE TESTS in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15)1. Percent of students scoring at Meets or Exceeds on the Ninth Grade Literature End of Course Test (required participation rate ≥ 95%)

2. Percent of students scoring at Meets or Exceeds on the American Literature End of Course Test (required participation rate ≥ 95%)

3. Percent of students scoring at Meets or Exceeds on the Mathematics I/GPS Algebra (transitioning to CCGPS Coordinate Algebra) End of Course Test (required participation rate ≥ 95%)

4. Percent of students scoring at Meets or Exceeds on the Mathematics II/GPS Geometry (transitioning to CCGPS Analytic Geometry) End of Course Test (required participation rate ≥ 95%)

5. Percent of students scoring at Meets or Exceeds on the Physical Science End of Course Test (required participation rate ≥ 95%)

6. Percent of students scoring at Meets or Exceeds on the Biology End of Course Test (required participation rate ≥ 95%)

7. Percent of students scoring at Meets or Exceeds on the US History End of Course Test (required participation rate ≥ 95%)

8. Percent of students scoring at Meets or Exceeds on the Economics End of Course Test (required participation rate ≥ 95%)

POST HIGH SCHOOL READINESS9. Percent of graduates completing a CTAE focus, or an advanced academic focus, or a fine arts focus, or a world language focus within their program of study

10. Percent of CTAE Pathway Completers earning a national industry recognized credential, or a passing score on a GaDOE recognized end of pathway assessment (operational in 2014-2015)

11. Percent of graduates: entering TCSG/USG not requiring remediation or learning support courses; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams ; or scoring 4 or higher on two or more IB exams

12. Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Advanced Placement courses, or International Baccalaureate courses

13. Percent of graduates earning 2 or more high school credits in the same world language (operational in 2012-2013)

14. Percent of students scoring at Meets or Exceeds on the Georgia High School Writing Test

15. Percent of students achieving a Lexile measure greater than or equal to 1275 on the American Literature EOCT

16. Percent of EOCT assessments scoring at the Exceeds level

17. Student Attendance Rate (%)

GRADUATION RATE

18. 5-Year Extended Cohort Graduation Rate (%)

Exceeding the Bar:a companion to the

College and Career Ready Performance Index for High Schools

In addition to the eighteen (18) items within the College and Career Ready Performance Index, high schools may earn additional points for these supplemental indicators.

1.Percent of graduates taking a nationally recognized college entrance examination2.Percent of graduates earning credit in a physics course 3.Percent of first time 9th grade students with disabilities earning 3 Carnegie Unit Credits in 3 core content areas (ELA, mathematics, science, social studies)4.Percent of first time 9th grade students earning 4 Carnegie Unit Credits in 4 core content areas (ELA, mathematics, science, social studies)5.School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification 6. Percent of English Learners with positive movement from one Performance Band to a higher Performance Band based on the ACCESS for ELLs7. *Percent of graduates completing a career-related Work-Based Learning Program or a career-related Capstone Project

(moves to face of CCRPI in 2016-2017)8. Percent of students in International Baccalaureate High Schools (IB) completing IB Career-Related Certificates9. School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement

To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator:

*Percent of tested students scoring at a proficient level on a Soft Skills Assessment (moves to face of CCRPI in 2014-2015)

School’s average score on the Georgia Teacher Effectiveness Measurement

School’s average score on the Georgia Leader Effectiveness Measurement

DRAFT

College and Career Ready Performance Index,Middle School, Grades 6 - 8

DRAFT

CONTENT MASTERY (CRCT in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15)

1. Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%)

2. Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%)

3. Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%)

4. Percent of students scoring at Meets or Exceeds in science (required participation rate ≥ 95%)

5. Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%)

POST MIDDLE SCHOOL READINESS

6. Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

7. Percent of Students With Disabilities served in general education environments greater than 80% of the school day

8. Percent of students scoring at Meets or Exceeds on the Grade Eight Writing Assessment (required participation rate ≥ 95%)

9. Percent of students in grade 8 achieving a Lexile measure equal to or greater than 1050

10. Percent of students completing 2 or more state defined career related assessments/inventories by the end of grade 8

11. Percent of students with a complete state defined Individual Graduation Plan by the end of grade 8

12. Student Attendance Rate (%)

PREDICTOR FOR HIGH SCHOOL GRADUATION

13. Percent of students in grade eight passing at least four courses in core content areas (ELA, mathematics, science, social studies)

14. Percent of CRCT assessments scoring at the Exceeds level

Exceeding the Bar: a companion to the

College and Career Ready Performance Index for Middle Schools

In addition to the fourteen (14) items within the College and Career Ready Performance Index, middle schools may earn additional points for these supplemental indicators.

1.Percent of students in grades 6 - 8 successfully completing above grade level core courses (ELA, mathematics, science, social studies)2.Percent of students successfully earning three middle school course credits in the fine arts, or career exploratory , or world languages3.Percent of students earning at least one high school credit by the end of grade 8 (ELA, mathematics, science, social studies, world languages, fine arts, CTAE)4.School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification5.Percent of students in grade 8 scoring proficient/advanced on the 21st Century Skills Technology Assessment 6.Percent of students in grades 6 - 8 with a fully documented Fitnessgram assessment 7.School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement

To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator:

School’s average score on the Georgia Teacher Effectiveness Measurement

School’s average score on the Georgia Leader Effectiveness Measurement

DRAFT

College and Career Ready Performance Index,Elementary School, Grades K - 5

DRAFTDr. John D. Barge, State School Superintendent

“Making Education Work for All of Georgia’s Students”

CONTENT MASTERY (CRCT in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15)

1. Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%)

2. Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%)

3. Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%)

4. Percent of students scoring at Meets or Exceeds in science(required participation rate ≥ 95%)

5. Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%)

POST ELEMENTARY SCHOOL READINESS

6. Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

7. Percent of Students With Disabilities served in general education environments greater than 80% of the school day

8. Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate ≥ 95%)

9. Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650

10. Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850

11. Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters (operational in 2012-2013)

12. Student Attendance Rate (%)

PREDICTOR FOR HIGH SCHOOL GRADUATION

13. Percent of students in Grade 5 passing at least 4 courses in core content areas (ELA, mathematics, science, social studies)

14. Percent of CRCT assessments scoring at the Exceeds level

Exceeding the Bar: a companion to the

College and Career Ready Performance Index for Elementary Schools

In addition to the fourteen (14) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these supplemental indicators.

1.Percent of students in grades K – 5 successfully completing above grade level core courses (ELA, reading, mathematics, science, social studies)2.Percent of students successfully completing world language courses3.Percent of students successfully completing fine arts courses4.School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification5.*Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017)6.Percent of students in grades 1-5 with a fully documented Fitnessgram assessment 7.School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement

To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator :

School’s average score on the Georgia Teacher Effectiveness Measurement

School’s average score on the Georgia Leader Effectiveness Measurement

DRAFT

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

The Power of Career Pathways for Students

Dr. John Barge Georgia State School Superintendent

November 30, 2012

School Improvement

Growing Gap

Changing World

School Improvement

Growing Gap

Changing World

School Improvement

Growing Gap

Changing World

21st Annual

Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing

resources and increasing expectations

• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations

• Providing effective instructional approaches for special populations

June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com

23 Successful PracticesWHAT Did They Do?

• Intended to focus on College and Career Ready

What Did They Do?

• Intended to focus on College and Career Ready

• In fact focused on Career Ready

What Did They Do?

• Intended to focus on College and Career Ready

• In fact focused on Career Ready•By so doing found students

were also prepared for College Ready

What Did They Do?

Career Ready Network

College and Career Ready

What did they do differently

• A focus on college AND career ready

Successful Practices

• A focus on college AND career ready• A common vision

Successful Practices

• A focus on college AND career ready• A common vision• A culture of high expectations

Successful Practices

• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum

Successful Practices

• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students

Successful Practices

• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement

Successful Practices

• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels

Successful Practices

• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels • Focused and sustained professional

development

Successful Practices

23 Successful Practices

Successful Practices Network-Barrier Study-

• A focus on college AND career ready• A culture of high expectations • Literacy across the curriculum• A culture of continuous improvement• A common vision• Leadership across all levels • Focused and sustained professional

development

23 Best Practices

• Level of Establishment• Firmly Established• Partially Established• In Planning Stage• Not Evident

Best Practices

•Technical•Cultural•Political• Insufficient Support• Insufficient Budget• Insufficient Personnel

Barriers

•Technical – •Cultural – is greatest barrier in 18

of the 23 successful practices•Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

•Technical – is greatest in 4 of the 23 successful practices

•Cultural – is greatest barrier in 18 of the 23 successful practices

•Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

•Technical – is greatest in 4 of 23 the successful practice

•Cultural – is greatest barrier in 18 of the 23 successful practices

•Political• Insufficient Support• Insufficient Budget – is greatest in 1

of the 23 successful practices • Insufficient Personnel

Barriers

School Improvement

Growing Gap

Changing World

No Formula

Rigor/Relevance Framework

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

Quad D – Skills and Knowledge