1 / 12

EXPECTED STUDENT OUTCOMES FOR K-12 INSTRUCTION

EXPECTED STUDENT OUTCOMES FOR K-12 INSTRUCTION. PERSONAL ADEQUACY ACADEMIC ADEQUACY CIVIC ADEQUACY OCCUPATIONAL ADEQUACY. WHAT DO WE MEAN BY PERSONAL, ACADEMIC, CIVIC, AND OCCUPATIONAL ADEQUACIES?. Personal adequacy – students are able to control their own learning and alter the outcome

obelia
Download Presentation

EXPECTED STUDENT OUTCOMES FOR K-12 INSTRUCTION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EXPECTED STUDENT OUTCOMES FOR K-12 INSTRUCTION PERSONAL ADEQUACY ACADEMIC ADEQUACY CIVIC ADEQUACY OCCUPATIONAL ADEQUACY

  2. WHAT DO WE MEAN BY PERSONAL, ACADEMIC, CIVIC, AND OCCUPATIONAL ADEQUACIES? • Personal adequacy – students are able to control their own learning and alter the outcome • Academic adequacy – students are able to read, write, speak, use technology, research, make inferences, compare/contrast, and create new knowledge • Civic adequacy – students actively participate and initiate change in the community and greater society • Occupational adequacy – students learn the necessary skills that make them employable in the emerging careers and/or professions of the 21st century

  3. +110% +108% +102% +94% +77% +73% +62% +58% +58% +53% WHY IS OCCUPATIONAL ADEQUACY A NECESSARY EDUCATIONAL OUTCOME? Fastest-Growing Occupations in the 21st Century (in thousands of jobs) Source: Bureau of Labor Statistic, 1999

  4. WHY IS OCCUPATIONAL ADEQUACY A NECESSARY EDUCATIONAL OUTCOME? Mean Yearly Earnings Potential as Related to Educational Level Source: U.S. Census Bureau, 1999. Internet Release Data: December 19, 2000

  5. WHAT IS THE DISTRICT DOING TO ADDRESS THE OCCUPATIONAL ADEQUACY OF ITS GRADUATES? The Secondary School Reform (SSR) Plan was approved by the School Board for implementation on May 15, 2006.

  6. THE PRIMARY TENENTS OF THE SSR PLAN INCLUDE: • Implementation of career academies in all senior high schools • Increased graduation rates in which students are ready for college, university, technical school, or career • An enhanced senior year experience which includes internships aligned to each students’ career path goals • Increased rigor of all academic subjects including Mathematics, English, Science and Social Studies • Increased access by all students to advanced placement courses • Improved articulation between levels to decrease academic achievement transition dips between elementary and middle school, and middle and senior high school • A personalized learning environment where relationships are developed between adults and youngsters

  7. Miami-Dade County Public Schools—Secondary School Reform Initiative Six Core Principles Personalized Learning Environments Academic Engagement of All Students Empowered Educators All youth ready for college, careers, and active civic participation. Engaged Community and Youth Accountable Leaders Integrated System of High Standards, Curriculum, Instruction, Assessments, and Support

  8. WHAT IS OUR FOCUS THIS YEAR? • Cohort 1 Schools of SSR are focusing on creating their career academies for the 2007 – 2008 school year. • Remaining high schools are involved in a year long planning for career academy deployment. • Cohort 1 Schools of SSR are preparing approximately 2OO seniors who will be involved during the second semester in an internship experience. This is in addition to the 5,000 students who participated in such experiences in 2005 – 2006. • An SSR Implementation Task Force has been developed in order to align district resources and oversee implementation activities. • Professional development activities are focused on the re-structuring and re-culturing aspects of reform.

  9. Expanded District-Operated Programs Research-Based Programs Designed to Meet Diverse Student Needs • Targeted Professional Development • Single Gender Program Models • Career-Themed Focus • Positive Behavior Support • 6-12 Grade Configuration Models • Adult/Vocational Enrollment Opportunities • Career Exploration and Licensure Tracks • Community Partnerships

  10. Proposed New Program Models • H.O.P.E. Early Intervention Instructional Models • Academic and Civic Support Centers • Truancy Schools • JUMPSTART Academies • CREATIVE Classrooms

  11. Coordinated and Coherent Process Develop, Implement, and Monitor New and Improved Process for Supporting At-Risk Students • Embrace a “Proactive” Rather Than “Reactive” Approach • Review and Revise Criteria for “At-Risk” Profile • Utilize “Revised” Criteria for Early Identification of Struggling Learners • Assign “Case Managers” to Work with Targeted Schools • Work with Students, Parents, and School Staff to Review Status and Make Appropriate Recommendations • Monitor Student Articulation, Transition, and Progress

  12. QUESTION AND ANSWER PERIOD

More Related