Roscoe Collegiate ISD

“ The world is becoming increasingly complex.”

(Shinn, Texas A&M University, 2004)

Is Education Working?

“I don’t know of many jobs where the employees go to work taking multiple choice tests all day.”

(Mike Moses, Former Commissioner, TEA, 2013)

“We’ve got too many high school graduates walking around that ‘can’t do diddly and don’t know squat’. We must address the college readiness issue.”

(Judge Scott McCowan, 2005)

Is It Really Working?

The Context - Texas

% GRADE 9 WHO… TEXAS UNITED STATES

Graduate High School 64% 69%

Enter College 35% 42%

Enroll Sophomore Year 23% 28%

Graduate 150% On Time 14% 20%

“Fewer than 1% of high school graduates, who lay out of college one year after graduation from high school complete a four year degree within six years.”

(Institute for Demographic and Socioeconomic Research, 2009)

EFFECTS ON TEXAS ECONOMY IF CURRENT TRENDS CONTINUE

• 12% decline in average household income

• 15% increase in number of households living in poverty

• $15 billion per year less in state tax revenue

• An increase of 100,000 in the prison population

• An additional $1.5 billion in incarceration costs

(Institute for Demographic and Socioeconomic Research, 2009)

The Context - Texas

Education is a REVENUE SOURCE, NOT AN EXPENSE

• 133,200 dropouts in Texas

• $34.6 billion lost wages and productivity in one class

• $1.6 billion in medical care

• $691 million per year savings from a 5% reduction in male dropout rate

(Alliance for Excellent Education, 2009, www.all4ed.org)

• Economic impact of quality teaching is much greater than previously thought – more than $700,000 per child in lifetime earnings

(The New York Times, January 6, 2012)

- T - TThe Context - Texas

“The population of Texas is projected to double by 2040. Ninety percent of that new growth will be low-socioeconomic.”

(Judge Scott McCowan, 2005)

“Only 9% of students from low income families go beyond a high school diploma.”

(Mortenson, 2007)

The Context - Texas

“Impoverished students come to school lacking many of the same cognitive structures that most non-poverty students possess.”

(Wagner, Harvard GSE, 2009)

“Results from extensive research support the premise that by age 4 children from affluent families have heard over 400 million more vocabulary words than children from impoverished homes.”

(Raymond Paredes, Commissioner of Higher Education, 2010)

The Context - Poverty

Change in demographic trends:

• 30% Low SES in 1990

• 70% in 2010

• 90% by 2015 (projected)

Addressing the poverty issue became Priority 1

Roscoe ISD: A Real World Example

“Two things that help one move out of poverty are education and relationships.”

“In order to learn, an individual must have a structure inside his/her head to accept learning – Increasingly, students, mostly from poverty, are coming to school without the cognitive strategies.”

(Payne, 2005)

SO WHAT CAN WE DO?

As difficult as it is to identify the problem, that’s the easy part.

The real challenge is developing a solution!

EARLY COLLEGE HIGH SCHOOL

SO WHAT CAN WE DO?

1. Early College

2. AVID

3. Common Instructional Framework

4. Instructional Coaches, Common Planning, Teacher Observations

5. Instructional Rounds

6. The Third 90

7. Project Based Learning (T-STEM)

Solutions …

• By 2015, over 90% of Roscoe Collegiate graduates will graduate high school having earned the Associate Degree.

• Of that 90%, over 90% of those graduates will complete the Baccalaureate Degree in 3 years.

• Of those who complete the Baccalaureate Degree in 3 years, over 50% will complete the Master’s Degree in 3 years.

THE ROSCOE HYPOTHESIS

Class of 2011: College Going Rate

RCHS graduates enroll in college at a higher rate than the state

Class of 2011: College Going Rate

Higher % of RCHS grads enroll in 4 Year IHE than state average

1,280 graduates enrolled in Texas IHE from 15 ECHS

• 68% enrolled in Texas IHE

• 74% enrolled in 4 year

• 26% enrolled in 2 year

Top Destinations for 2011 RECHS Grads

University of Houston

Angelo State University

West Texas A&M

Midwestern State

Texas A&M

Tarleton University

Texas Tech University

South Plains College

Texas State Technical College

Western Texas College

Where did the Class of 2011 enroll in College?

Notes: Based on THECB report High School to College. Spring graduates who enroll the fall following graduation in a Texas IHE.

•To bring the Roscoe Hypothesis to fruition, we must close the literacy gap by grade 3.

•It is absolutely critical that ALL of our students are truly college ready by grade 9.

THE ROSCOE HYPOTHESIS

“Most schools are falling far short in the 100% proficiency goal, and international assessments show us that American schools are at best in the middle of the pack among our peers in level of achievement…The challenge is that we are asking schools to do something they have never done before – educate ALL students to high levels – and we don’t know how to do that in every classroom for every child.”

(City, et al., Harvard GSE, 2009)

SO WHAT CAN WE DO?

“Early College High School is a bold approach, based on the principle that academic rigor, combined with the opportunity to save time and money, is a powerful motivator for students to work hard and meet serious intellectual challenges. Early college high schools blend high school and college in a rigorous yet supportive program, compressing the time it takes to complete a high school diploma and a college degree.”

(Early College High School Initiative, 2006)

SO WHAT CAN WE DO?

NOW THAT WE KNOW WHY -NOW WHAT?

One Thing Usually Leads To Another:

1.Poverty led to Early College.2.Early College led to the Common Instructional Framework (CIF).3.The CIF led to Instructional Rounds.4.Instructional Rounds led to the Problem of Practice.5.The Problem of Practice (lack of rigor), led us to the Leadership and Learning Center.6.Lead and Learn led us to the need for relevance.7.The need for relevance led us to T-STEM.

SO WHAT CAN WE DO?

WHAT?

A ‘Best Practice’ Common Instructional Framework promotes six instructional strategies that prepare ALL students for 21st Century colleges, careers, and workforce readiness.

(Texas High School Project, 2007)

SO WHAT CAN WE DO?

The Common Instructional Framework (CIF)

1. Collaborative group work

2. Writing to learn

3. Questioning

4. Scaffolding

5. Classroom talk

6. Literacy groups

(UPCS Institute, 2003)

SO WHAT CAN WE DO?

The Harvard Instructional Rounds Method is designed to assess the degree of implementation of the CIF horizontally across the curriculum and vertically throughout the grade levels (what students are actually doing in class).

“The Rounds process is an explicit Practice that is designed to bring discussions of instruction directly into the process of school improvement. By Practice, we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing, and understanding instruction that can be used to improve student learning at scale. The Practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems.”

(City et al., Harvard GSE, 2009)

SO WHAT CAN WE DO?

A College Readiness Program that places a premium on Writing, Inquiry, Collaboration, and Reading (WICR) to develop responsible college students, a critical component of Early College Success!

Advancement

Via

Individual

Determination

= AVID

SO WHAT CAN WE DO?

Dr. Douglas Reeves, a faculty member of leadership programs sponsored by the Harvard Graduate School of Education, is chairman and founder of the Leadership and Learning Center in Denver, Colorado. In addition to numerous publications, Dr. Reeves’ work can be seen in national journals, magazines, and newspapers. He has twice been selected for the Harvard Distinguished Authors Series. As an international authority on understanding and educating poverty, Leadership and Learning Center intervention, to close the literacy gap among impoverished students by grade 3, as well as strict and persistent adherence to a well defined protocol of instructional strategy, is a key component of true college readiness in the Roscoe Collegiate Model.

SO WHAT CAN WE DO?

SO WHAT CAN WE DO?

Common Denominator in 90/90/90 Schools

•Laser focus on academic achievement•Clear curriculum choices with depth•Frequent assessment of student progress with multiple learning opportunities to improve•Strong emphasis on non-fiction writing•Collaborative scoring of student work

(The Leadership and Learning Center, Reeves, 2011)

Students are only as successful as their schools demand they be – the level of proficiency of the student is also the level of proficiency of his or her school.

If we request, or even suggest, students do 90%> proficient work, it will not happen to scale.

Students will do what is demanded of them.

Assignments are incomplete until students have demonstrated 90%> proficiency of that lesson’s objectives.

THE 90/90/90 PHILOSOPHYTHE 90/90/90 PHILOSOPHY

WHY A STEM MODEL?

“ Rigor without relevance is not sustainable.”

(Daggett, 2008)

WHAT IS STEM?

S = Science

T = Technology

E = Engineering

M = Mathematics

WHY STEM EDUCATION?

“Texas is in a crisis today. We don’t have the skilled workforce to fill even half the STEM related jobs that exist today. Texas won’t continue to be the great state that we are, if we fail to address this issue right now.”

(Dan Branch, Texas House of Representatives, November, 2012)

• Entering 3rd year of a 3 year investigative process

• Entering 2nd year of a 2 year STEM Advisory Committee collaborative investigation

• Exploratory research is often messy by nature, as one is often led down unanticipated pathways.

• We’ve literally been all over the map looking at this to best design something that does not currently exist.

• The goal is to design a program that best meets the 21st Century need for college and workforce readiness through real world relevance in education.

THE INVESTIGATION

THE CAPS STEM MODEL

An innovative approach to education that is designed to give high school students hands-on, real world experience in a profession of their choice. CAPS offers courses with four strands: bioscience, business, engineering, or human services, in which students are fully immersed in a profession-based learning approach. Students are able to gain experience working with real businesses, assisting and learning through meaningful projects. In addition, students are paired with mentors in profession based learning to acquire 21st Century skills in problem solving, time and project management, business ethics, and self-discipline. (The Blue Valley Schools Center for Advanced Professional Studies, Overland Park, Kansas)

TEXAS BIOSCIENCE INSTITUTE

“The Temple College Texas Bioscience Institute Middle College prepares students with a foundational STEM education for career pursuits in today’s science, biotechnology, research, and medical fields. The rigorous yet innovative curriculum concentrates on math, science, and technology. Students attending the Institute are engaged in real world project-based curriculum. Located on Scott and White Hospital’s West Campus…The Texas Bioscience Institute collaborates with world class researchers to conduct seminars for the students enabling them to witness how what is learned in the classroom is applied to a real world situation.”

(Texas Bioscience Institute, Temple, TX)

THE CHINA FACTOR

Annual agricultural output in the world must double by 2050.

China is home to 20% (1.3 billion) of the world’s population, yet they are responsible for only 7% of the world’s food production.

China’s middle class has swollen from 150 million in 2000 to 650 million in 2010. That population is moving from a grain diet to a protein diet, similar to the diet of the United States.

It takes 7 pounds of grain to produce 1 pound of protein.

In 2005 alone, China opened 70,000 new supermarkets.

(Colvin, 2012 National Land Conference, Denver, Colorado)

THE AGRICULTURE DILEMMA

“ Food, agriculture, education, and environment are fundamental for sustainable life and critical for an expanding world population.”

“As a field of study agricultural education…is central to global productivity, food security, and sustainability, but it is a poorly understood relationship.”

“The agricultural industry lacks career appeal for young people.”

“…the least popular college majors are industrial arts and agriculture, with 1.6 percent each” and that “the field with the highest concentration of whites is agriculture and natural resources (90 percent).”

(Reimaging Our Brand: Is It Time?, Shinn, 2011)

IS TEXAS BEEF GLOBAL?

MAJOR BEEF PRODUCERS

2010

MMT

United States 12.0

Brazil 9.1

EU-27 8.1

China 5.6

India 2.8

World 57.3

U.S. Percent 21%Million Metric Tons/MMTCarcass Weight Equivalent

TOP 5 BEEF PRODUCE2009

STATES

MMT $BILLION

Texas 3.1 $5.5

Nebraska 2.1 $3.7

Kansas 1.8 $3.0

Oklahoma 0.9 $1.7

California 0.9 $1.1

Live Weight

USDA World Agricultural Outlook Board, Office of Global Analysis

A TEXAS SIZE PROBLEM

“… in Texas, a shortage of rural veterinarians persists and grows worse each year. The shortage greatly hinders the careers of ranchers, whose numbers have already dwindled because of drought and an industry-wide profitability drop in the last 30 years.” (Shortage of Rural Vets in Texas Creates a Challenge, The Texas Tribune, April 1, 2012)

“There are shortages in all disciplines in the veterinary profession, that includes food animal, large animal, regulatory medicine, diagnostic medicine, imaging, numerous small animal disciplines and pathology.” (TAMU Clinical Associate Dan Posey D.V.M., 2010)

USDA SPECA Grant

* Business collaborative with local and regional stakeholders•Higher education collaborative with 2 and 4 year institutions•System collaborative with USDA, AgriLife Extension, T-STEM•Agricultural magnet modeling James Madison High School•Model providing career path experiential learning in agriculture, business, education, engineering (robotics), health care, and technology•Capstone STEM Research Center featuring collaborative partnerships with business, higher education, extension, and research support•Veterinary Science Certificate Program through Texas Texas A&M AgriLife Extension 4H as the initial STEM endorsement with other STEM related endorsements to follow•http://www.azcentral.com/video/1823113518001

“Pending legislation in the area of accountability will bring drastic changes to the design, structure, and purpose of Texas High Schools.”

* This legislation was originally anticipated to be addressed during the 2015 Legislative Session, but the public outcry over standardized testing made it Education Priority # 1 of the current session!

83rd Texas Legislative Session

House Bill 5 – Representative Aycock, Killeen

• Creates a basis for postsecondary opportunities and workforce endorsements

• To get the “Distinguished” level of performance, students must complete an “Endorsement”.

• Rewards collaboration between public education, community colleges, & business/industry

• Evaluates school performance on multiple measures

83rd Texas Legislative Session

Senate Bill 23 – Senator Patrick, Houston

• SB 23 – Vouchers and School Choice

Senate Bill 1062 – Senator West, Dallas

• SB 1062 – Transportation to School of Choice

Senate Bill 1557 – Senator Luccio, Brownsville

• SB 1557 – Business participation in supporting Early College High Schools

- T - T83rd Texas Legislative Session

House Bill 2824 - Representative Ratliff, Coppell

• Texas High Performance Schools Consortium

• 23 School Districts across Texas are working closely with the Texas Association of School Administrators to develop a research based, multiple measure accountability system that is more rigorous and relevant to student needs than the current system

• The Goal of the Consortium is for Texas and the U.S. to regain global competitiveness as a top tier educational system in the world.

83rd Texas Legislative Session

“Job one of the state’s educational system will place extra emphasis on how well schools and school districts are closing achievement gaps between white and minority students, and improving educational outcomes for youngsters from low-income families.”

(Michael Williams, Texas Education Commissioner, 2013)

Schools Rated A-TO-F

“…as well as three other areas: student achievement on standardized tests, students’ academic improvement as they move through school, and how ready they are for college or a career upon graduating from high school.”

(Michael Williams, Texas Education Commissioner, 2013)

Schools Rated A-TO-F

College and Workforce Ready Students

• 90%> students will earn Associate Degree

• 90%> students will earn STEM Endorsement based upon career path (agriculture, business, education, engineering, health care, technology)

• All students will conduct collaborative research for development of a capstone research poster illustrating the steps followed in the research process

• All students will develop an evidence based student portfolio containing research conclusions accompanied by a rubric of measurable gains in the Common Instructional Framework (collaborative group work, writing to learn, classroom talk, questioning, scaffolding, and literacy groups).

Roscoe Collegiate Needs an “A”

•Environmental (solar, wind, water, petroleum)

•Engineering (mechanical, petroleum, etc.)

•Biotechnology (plant, animal)

•Food Safety and Security (veterinary science, health, nutrition)

•Agri-business (books/records, inventory, HR, etc.)

Desired STEM Endorsements

• A challenge for rural settings is providing lab based, real world apprenticeship experiences!

• The Veterinary Science Certificate Program is an endorsement program (500 hour apprenticeship) that is already in place in high schools across Texas and the United States.

• Veterinary Science has the potential to satisfy career path endorsements for agriculture, business, education, engineering, health care, and technology.

Apprentice Opportunities

• Final component of the Roscoe Collegiate System Model

• National Rural Model for bringing educational transformation to scale through Educate Texas at the State level and Jobs for the Future at the National level

• Laboratory setting for Capstone STEM Research based student apprenticeships within 5 minutes of the main campus

• Patterned after the Center for Advanced Professional Studies in Overland Park, Kansas and the Bioscience Institute in Temple, Texas

Capstone STEM Research Center

Roscoe STEM Hypothesis

• By 2015, 50%> Roscoe Collegiate graduates will have completed one or more STEM certifications or endorsements.

• By 2017, 90%> of Roscoe Collegiate graduates will have completed one or more STEM certifications or endorsements.

• From 1996-2009 Roscoe ISD, like much of rural Texas and the U.S., experienced declining enrollment

• With the implementation of Early College, Roscoe ISD has grown at an average rate of 3.25% annually from 2009-2012

• For the 2012-2013 school year, Roscoe Collegiate ISD experienced 21% enrollment growth in one year, largely attributable to STEM Project Based Learning opportunities

Facilities Nearing Capacity

STEM Intern Laboratory Space

2007-2008 enrollmentTotal Students (PK-12) = 315

2011-2012Total Students (PK-12) = 361 (13% increase in 4 years-3.25/yr)

2012-2013Total Students (PK-12) = 455 (21% increase in 1 year)

2014-2015?Carl Childers and the City of Roscoe are planning to curb and gutter for a 230 (80 phase 1) home addition north of Roscoe!

•Carl Childers has asked Roscoe Collegiate students to join the City of Roscoe and “Young Farm Estates” in a student advertising campaign project to publicize a 200+ future housing development, with curbing and gutters for 80 homes in Phase 1 of a multi-phase project.

•He is projecting that a strong school system will be a significant contributing factor for projected growth for the City of Roscoe.

Future Growth?

Education a Priority?

“Learning is not compulsory…neither is survival.”

– W. Edwards Deming

“Without vision, the people perish.”

- Solomon

The Early Results

Kim Alexander, Ed.D.SuperintendentRoscoe ISDP.O. Box 579Roscoe, Texas 79545(325) 766-3629 (office)(325) 236-5427 (cell)kda@roscoe.esc14.net

WWW InformationWWW Information

Alliance for Excellent Education www.all4ed.org

Blue Valley Schools Center for Advanced Professional Studies

www.bluevalleyk12.org

Global Achievement Gap www.gse.harvard.edu/clg

Harvard Graduate School of Education http:/gseweb.harvard.edu

International Center for Leadership in Education www.leadered.com

Reinventing Education www.schoolchange.org

Student Gear Up http://avid.panam.edu

Sustainable Improvements in the Nation’s Most Challenging Schools

www.leadandlearn.com

Texas Bioscience Institute www.texasbioscienceinstitute.com

Tony Wagner, Global Achievement www.tasanet.org

University Park Campus School www.upcsinstitute.org

Where America Stands http://www.youtube.com/watch?v=Sem6XrROkee