Http://untavatar.org Module 1 1. Overview 2 AVATAR: Academic Vertical Alignment Training and Renewal...
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Transcript of Http://untavatar.org Module 1 1. Overview 2 AVATAR: Academic Vertical Alignment Training and Renewal...
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Module 1
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OverviewAVATAR: Academic Vertical Alignment Training and Renewal
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An African Proverb
It takes a village to raise a child.
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Students
Counselors/Advisers
Parents
Administrators
Community
Campus Staff
Teachers
School/College as a Village
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5 Statewide Regional
Partnerships
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1. Rationale2. Partners and Roles3. Critical Conversations4. Use of Data5. Action Plans
This Module will introduce…
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Rationale
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1. Expand awareness of career and college readiness and vertical alignment.
2. Create regional vertical alignment initiatives.
3. Implement strategies to close regional academic course and expectation gaps.
4. Identify processes to assess and celebrate regional progress.
5. Share best practices statewide.
AVATAR Goals
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AVATAR Rationale
The AVATAR Process is built on Critical Conversations between secondary and postsecondary
leaders and educators. The conversation is structured and facilitated in order to achieve course vertical alignment in
content, cross-disciplinary, and college preparatory skills.
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Activity:
Go Round Robin and introduce the team members.
What institution and campus do you represent?
What is your role with students?
Share an experience about the transition of a student from high school to college.
Team Member Introductions
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Partners and Roles
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WHO IS INVOLVED IN AVATAR?
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AVATAR is a Partnership of Regional Leaders From The Following Institutions
High Schools
2 Year IHEs 4 Year IHEs
Regional ESCs
Regional P-16
Councils
S c a ff o l d i n gS t u d e n tS u c c e s s
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Partnerships: Leaders and educators representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers are committed to vertical alignment to support students’ college and career readiness and success.
AVATAR Partners
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Build capacity to improve alignment between regional secondary and postsecondary courses and curriculum
Strengthen regional secondary and postsecondary commitment to and capacity for college preparedness and success for students
Partnership Benefi ts
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Are committed to higher education access and success for all students
Understand content course knowledge and skills
Utilize research-based instructional strategies
Demonstrate strong communication and leadership skills
Are effective team players
Are flexible – able to deal with ambiguity
AVATAR Partners and Team Members…
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Education Service Center (ESC) or Others Who Serve as Facilitators/Coordinators
Convene a vertical alignment team (VAT) Expand or create a regional shared college and career
readiness foundation/understanding among the partnership and team
Support the P-16 council and the partnership in securing and reviewing their regional college and career readiness student data
Facilitate the vertical alignment critical conversations Design and implement with the partnership their vertical
alignment action plan
AVATAR PartnersRoles and Responsibilities
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Independent School District (ISD)
Identify campus or district leaders to participate and support vertical alignment partnership and team
Identify and support discipline specific teachers and leaders to participate in the vertical alignment process
Review and discuss course and instructional practices based on the VAT’s work
Expand and/or develop a campus or district vertical alignment plan for next academic year
AVATAR PartnersRoles and Responsibilities
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Postsecondary Education: Two- and Four-Year Institutions of Higher Education
General/Core Education Leaders and Faculty
Identify campus, system, or district level leaders who are responsible for core or general education courses to participate in and support the vertical alignment partnership and team
Identify and support discipline specific faculty and leaders to participate in the vertical alignment process
Develop or review course syllabi and based on the VAT’s study of vertical alignment
Expand and/or develop a campus or district vertical alignment plan for the next academic year
AVATAR PartnersRoles and Responsibilities
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P-16 Council
Provide regional college and career readiness student data and prepare the regional data PowerPoint
Serve as the recorder for the regional vertical alignment team and partnership
Receive and respond to periodic reports on the progress of the partnership
AVATAR PartnersRoles and Responsibilities
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21AVATAR Vertical Alignment Teams
Vertical Alignment Teams (VATs): Educators and leaders representing regional ISDs, two- and four-year institutions of higher education, P-16 councils, and ESCs are committed to addressing discipline specific course and instructional alignment needs to create environments where students can make successful transitions between and among regional educational systems.
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Critical Conversations
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23Starting Points for Critical Conversations (What can you add?)
Heard from High School Students
It’s OK. My mom was not good in math either.
Chemistry? Not for me! I’m planning to be a doctor!
Study? Not today! I have to work to keep my car running!
Heard from College Students
Dr. Jones, how can I get some extra credit to make up for my low test score?
Textbook? Why? I never used one in high school!
Me, failing English? No one ever called me in to tell me!
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Critical Conversations Pyramid
Student Success Assessments
Dual Credit, Early College
High Schools Student Support
Services
Educational Policies & Practices
Classroom Instruction, Textbooks Grading, etc. Discipline Specific Course
Curriculum
Texas Essential Knowledge
and Skills
Impact of Developmental Education and Texas Success Initiative
Dual Credit, Early College High Schools
Student Support Services
Educational Policies & Practices
Classroom Instruction, Textbooks
Grading, etc.
Discipline Reference Course Profiles
College & Career Readiness
Standards
Secondary Post-SecondaryGraduate College/Career Ready Graduate Career
Ready
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Use of Data
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26Sources of Data Used by VATs
The Texas Education Agency (TEA) produces annually a Texas Academic Performance Report (TAPR) for each campus, district, and region, and for the state. These reports provide student achievement and college readiness data by gender, ethnicity, and socioeconomic status.
The Texas Higher Education Coordinating Board (THECB) produces an annual profile for each public college. Data are available that show what colleges students attend by high school and how they perform as well as admission, transfer, performance, and completion data for each college.
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27Examples of Use of Data by VATS
Region 16 Problem: When the VAT
examined THECB data, they found the high school on the VAT did not feed the 2-year college.
Solution: The Regional P-16 Council invited the 2-year college fed by the active high school and the high school to which the active 2-year college was a feeder to join the VAT.
Region 20 Problem: Region 20 formed VAT
s for ELAR and math but found from TEA student achievement data that math was a higher priority concern.
Solution: The Partnership continued the math VAT and engaged the ELAR teachers in a supportive study of uses of language in teaching math. This strengthened the work of the math VAT.
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Sample THECB Data: Transfer Students to UT San Antonio from most common feeders, 2012
No Developmental Education
N <2.0
2.0-2.49
2.5-2.99
3.0-3.49
>3.5
Unk EnrollFall‘10
Developmental Education prior to Transfer
Total N <2.0
2.0-2.49
2.5-2.99
3.0-3.49
>3.5
Unk
Enroll Fall 2010
Alamo CCD Vista
434 310
95 53 63 49 39 11 235
Alamo CCD Palo A
72 46
9 8 13 11 5 0 38
Alamo CCS SA 390 260
46 60 48 61 44 1 217
SW TX Jr Coll. 51 26
6 8 6 5 1 0 21Data show that for this cohort, transfer students to UTSA from SW TX JC were least likely to have been enrolled in Developmental Education and those from Alamo College San Antonio were least likely to earn a failing grade.
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Creates and builds relationships through ongoing critical conversations
Uses regional data to make alignment decisions
Develops shared understanding of college and career readiness and success for students
Identifies and implements intentional actions Evaluates, sustains, and shares vertical
alignment work
The AVATAR Process
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Action Plans
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31Sample Action Plans
Region 6 After study of vertical
alignment in writing, an ELAR VAT developed the guidebook for alignment of high school and college writing, now available statewide.
Region 12 After study of vertical
alignment inn ELAR and mathematics, both VATs selected craft materials focused on demonstrated areas of student need and employed a lesson study process to develop common understandings and instructional processes.
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32Sample Action Plans for CPC
College Preparatory Courses Many VATS in 2014-15 will
develop College Preparatory Courses in ELA or mathematics. Study of alignment issues will lead to actions planned for the next offering such as better alignment of tests and assignments to course objectives.
College Preparatory Courses After offering of a College
Preparatory Course, develop an action plan around one or more of the following:
Better student performance
Stronger evidence of college readiness
Better alignment to the next college course in the core curriculum
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33Steps toward AVATAR Outcomes
1. Identify key leaders and educators who make up a regional “pipeline” needed for students to be college and career ready and successful
2. Establish shared regional college and career readiness foundation/understandings
3. Use regional data to guide decision-making
4. Design and implement a vertical alignment action plan which will include critical conversations around specific courses needed for students to make academic progress
5. Design and implement a sustainability plan
6. Prepare students for college and career successhttp://untavatar.org
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Recap
Rationale
Partners and Roles
Critical Conversations
Use of Data
Action Plans
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35Questions
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Find an inspirational quote to share
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