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  1. AVATAR Partnerships and Teams: Getting Started Module 1 http://www.ntp16.notlb.com/avatar

  2. AVATAR Partnerships and Teams: Getting Started • THIS MODULE WILL INTRODUCE… • AVATAR Processes, • Roles and Responsibilities of AVATAR Team Members and Partners, and • Group Norms Information

  3. What is Academic Vertical Alignment Training and Renewal?

  4. What is AVATAR? AcademicVerticalAlignmentTrainingAndRenewal AVATAR is a statewide network of regional partnerships, focused on secondary and postsecondary vertical alignment, to support students’ college and career readiness and success. AVATAR is a Texas Higher Education Coordinating Board (THECB) funded project that is implemented by the North Texas Regional P-16 Council and the University of North Texas.

  5. WHO IS AVATAR? Regional P-16 Councils 4 Year IHEs High Schools 2 Year IHEs Regional ESCs A Partnership of Regional Leaders From… Scaffolding Student Success Working to Scaffold Student Success

  6. AVATAR: Statewide Vertical Alignment Network of Regional Partnerships

  7. What are AVATAR’s Goals? • Expand awareness and create regional vertical alignment initiatives to prepare and support students who are ready for and successful in colleges and careers • Identify and implement strategies to close regional academic course and expectation gaps • Identify processes to assess and celebrate regional progress in preparing college and career readied students • Share best practices statewide

  8. Why is Academic Vertical Alignment Training and RenewalNeeded in Texas Today?

  9. Workforce Needs As cited in: Paredes, R. (2012, Aug 1). Progress on closing the gaps and the future of higher education and the Texas workforce. San Antonio Regional Meeting Presentation. THECB and Corpus Christi Chamber of Commerce. Retrieved from: thecb.state.tx.us

  10. Workforce Needs Source: Texas Workforce Commission cited in Texas Middle-Skill Jobs from National Skills Coalition (2011) Retrieved From: http://www.nationalskillscoalition.org/pdf.html?file=http://www.nationalskillscoalition.org/resources/fact-sheets/state-fact-sheets/middle-skill/nsc_middleskillfs_texas.pdf

  11. Workforce Needs: Percent of Unemployment of U.S. Workers by Level of Education Workers with higher level of education are less likely to be unemployed…. Source: U.S. Bureau of Economic Analysis; U.S. Bureau of Labor Statistics; McKinsey Global Institute Analysis, as cited in McKinsey & Company (2012, July 12). The future for educated workers in the United States economy. Retrieved from: www.thecb.state.tx.us/index.cfm?objectid=C3F10ADD-F5CA-9ECB-97D3AD796301A382

  12. Educational Attainment Needs: • Percent of Adults with an Associate Degree or Higher by Age Group – Texas, Mexico, United States, and Top 5 OECD Countries sdfsdfdfg As cited in: Heldenfrels IV, F. (2012, Sept 27). Progress on closing the gaps and the future of higher education and the Texas workforce. San Antonio Regional Meeting Presentation. THECB and The Chamber. Retrieved from: thecb.state.tx.us

  13. Educational Attainment Needs:Texas vs. United States Adults by Level of Education High School Graduate or More Bachelor’s Degree or More Advanced Degree or More From: U.S Census Bureau, 2009 http://www.census.gov/compendia/statab/cats/education.html

  14. Educational Attainment: • Texas Population with Associate Degree or Higher Report of The Select Commission on Higher Education and Global Competitiveness, January 2009

  15. Texas P-16 Pipeline

  16. Retention Rates Lower Each Year Source: Complete College America/Alliance of the States 2011 Texas Report Retrieved from: http://www.completecollege.org/state_data/

  17. Of first time degree-seeking students who enroll Full-Time Part-Time Number of Every 100 Texas Public University Students Who Earn a Postsecondary Degree Within 6 years: Enroll 57 Graduate in < 4 yrs. Graduate in 5-6 yrs. Total Graduates Still enrolled after 6 yrs. No longer enrolled, no degree

  18. Are Students College Ready? • According to ACT, • 25% of ACT-tested high school graduates met the 2012 college readiness benchmark. • Between 2008-2012 ACT benchmark attainment percentages remained stable (22%-25%). • African American graduates were least likely to meet the benchmarks in English, Reading, Mathematics, and Science (5%). (Asian – 42%, White – 32%, and Hispanic – 13%) Source: ACT, Inc. (2011). The Condition of College & Career Readiness. Retrieved from: http://www.act.org/research/policymakers/cccr11/pdf/ConditionofCollegeandCareerReadiness2011.pdf

  19. Too Many First Year Students in College Need Remediation 51% of those entering a 2-year college enrolled in remediation. Of those students… 30% completed the remediation 14.3% completed the remediation and associated college-level courses in 2 years 5.8% graduated within three years 22.5% of those entering a 4-year college enrolled in remediation. Of those students… 49.2% completed the remediation 32.1% completed the remediation and associated college-level courses in 2 years 29.6% graduated within six years Source: Complete College America/Alliance of the States 2011 Texas State Remediation Report Retrieved from: http://www.completecollege.org/state_data/

  20. The Impact of Developmental Education • Students that take developmental education courses: • Take longer to complete their degrees • Are less likely to complete their degrees • Source: National Center for Education Statistics, 2004 • Retrieved from: http://nces.ed.gov/programs/coe/indicator_rmc.asp

  21. Texas Higher Education Data:High School to College Linkages • For more information on the state of higher education in Texas, please visit: http://www.txhighereddata.org/Interactive/HSCollLink.cfm • Data on “High School to College Linkages” available at the state, county, district, and school levels

  22. Closing the Gaps by 2015 In 2000, the Texas Higher Education Coordinating Board began an initiative to close the gaps of educational attainment among subgroups of students in Texas in the areas of: • Student Participation • Student Success • Student Excellence • Student Research Source: Closing the Gaps Progress Report, June 2012 Retrieved from: http://www.thecb.state.tx.us/index.cfm?objectid=858D2E7C-F5C8-97E9-0CDEB3037C1C2CA3

  23. Closing the Gaps Progress • For an up to date look at Texas’ progress in closing the educational attainment gaps go to the Texas Higher Education Coordinating Board’s dashboards: • http://reports.thecb.state.tx.us/approot/closingthegaps/hed_main.htm?FIRSTRPT=CTG Source: Closing the Gaps Progress Report, June 2012 Retrieved from: http://www.thecb.state.tx.us/index.cfm?objectid=858D2E7C-F5C8-97E9-0CDEB3037C1C2CA3

  24. State of Higher Education Address:Closing the Gaps Progress “As a state, we are making substantial progress on all the overarching goals of ‘Closing the Gaps’ and the two fundamental goals related to participation and success are well within reach. All our colleges and universities should be commended for their achievements on ‘Closing the Gaps’. But many challenges remain and Texas is still a long way from being a national leader in higher education. To put the matter succinctly: we’re getting better but we’re not getting better fast enough.” Raymund Paredes, Commissioner of Higher Education October 2012 Full Text of His Address Available at: www.thecb.state.tx.us/StateofHigherEd2012

  25. Closing the Gaps Summary While progress is being made in “Closing the Gaps,” your work to promote academic enrollment, achievement, and success in postsecondary education remains needed andparticipation in AVATAR is one way.

  26. What is the Academic Vertical Alignment Training and Renewal Process?

  27. As Leaders in Your Region, • You Can Make a Difference by… • Helping secondary and postsecondary leaders and educators have shared and accurate information and understanding of what a student needs to know and do to be successful in postsecondary education and career; • Helping all students enter postsecondary education and completein a timely fashion; • Reducing the number of students taking developmental education at the postsecondary level; and • Participating in AVATARto promote student success and align key courses.

  28. AVATAR is a Process • 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 • Reviews reference course profile information • Identifies and implements intentional actions • Evaluates, sustains, and shares vertical alignment work

  29. What Is My Role as an AVATAR Partner or Team Member?

  30. AVATAR Partners & Team Members • Partnerships: Leaders and educators representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers committed to vertical alignment to support students’ college and career readiness and success • Teams: Educators and leaders representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers committed to addressing discipline specific course and instructional alignment needs to create environments where students can successful transitions between and among regional educational systems

  31. Partnership Benefits • Build capacity to improve alignment between regional secondary and postsecondary courses and curriculum • Strengthen regional secondary and postsecondary commitment to college preparedness and success for students

  32. AVATAR Partners and Team Members… • 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

  33. AVATAR Partners • Roles and Responsibilities Education Service Center (ESC) or Others Who Serve as Facilitators/Coordinators • Convene a vertical alignment team (VAT) in 2012-2013 and train a VAT for 2013-2014 • 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

  34. Critical Conversations Secondary Post-Secondary Graduate Career Ready Graduate College/Career Ready Impact of Developmental Education and Texas Success Initiative Dual Credit, Early College High Schools Student Support Services Educational Policies and Practices Classroom Instruction, Textbooks Grading, etc. Discipline Reference Course Profiles College & Career Readiness Standards Student Success Assessments Dual Credit, Early College High Schools Student Support Services Educational Policies and Practices Classroom Instruction, Textbooks, Grading, etc. Discipline Specific Course Curriculum Texas Essential Knowledge and Skills

  35. AVATAR Partners • Roles and Responsibilities 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 • Host the regional vertical alignment partnership’s Reflections, Celebrations, and Next Steps meeting by May 24, 2013 • Implement the regional vertical alignment sustainability plan for 2013-2014

  36. AVATAR Partners • Roles and Responsibilities 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 2013 - 2014

  37. AVATAR Partners • Roles and Responsibilities 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 and support the vertical alignment partnership and team • Identify and support discipline specific faculty and leaders to participate in the vertical alignment process • Review course syllabi and explore shared reference course profiles based on the VAT’s work • Expand and/or develop a campus or district vertical alignment plan for 2013 - 2014

  38. Partners for Success

  39. AVATAR Outcomes • Identify key leaders and educators who make up a regional “pipeline” needed for students to be college and career ready and successful • Establish shared regional college and career readiness foundation/understandings • Use regional data to guide decision-making • Design and implement a vertical alignment action planwhich will include critical conversations around specific courses needed for students to make academic progress • Design and implement a sustainability plan • Prepare students for college and career success

  40. Group Reflections and Next Steps • How do the steps we’ve taken as a group relate to the outcomes? • How did we come to decide the core content area for initial emphasis? • Are any partners missing who contribute to our regional success? • Am I aware of the roles and responsibilities I have committed to as an AVATAR Partner or Team Member? • Why do we need group norms?

  41. What Will Be theNormsFor Our Partnership and Team Meetings?

  42. Norms Norms encourage behaviors that will help a group do its work and discourage behaviors that interfere with a group’s effectiveness. “Never doubt that a small group of thoughtful, committed people can change the world.” Margaret Meade

  43. What are Norms? • Standards or expectations by which individuals in a group have agreed to operate while working together • Maximizes team productivity and effectiveness • Ensures individuals are respected • Places responsibility on individuals for expected behavior to build group community

  44. Creating Norms Let’s Discuss and Develop Our Group Norms: • Time Management • Listening • Confidentiality • Openness • Decision-Making • Participation • Expectations

  45. Items YOUR Group May Want to Think About: • Begin with the end in mind (What do you want to achieve at each meeting?) • Be respectful when others are voicing an opinion • Participate actively • Ask questions • Share experiences and insights • Make connections • Help each other • Tame the technology (limit cell phone use, refrain from answering e-mails and surfing the web on laptops, iPad's, etc.)

  46. Sample of a Group’s Norms • Prepare carefully for each session • Complete the assigned readings, assignments, and action items; review meeting minutes and action items • Speak with respect • Speak when it’s your turn; be honest in saying what you think, not what someone in your role should think; speak only for yourself; be brief and stay on point; speak in ways that invite continued discussion and dialogue • Listen with respect • Try to understand others’ opinions; be open to other viewpoints; hold all the differences together • Technology • Put aside your cell phone and technology for entire meeting; focus on engaging in and listening to critical conversations • Come on time and stay until the agreed end • Late comers are assigned the first task • Attend all sessions • If you’re unable to attend a session, notify your Facilitator/Coordinator as soon as possible Adapted from: The Journey by Stephie Hixon and Tom Porter (2011)

  47. Meeting Process Recommendations • Establish and follow a set of norms for all meetings • Meetings start and end on time • Record and share minutes and actions • Please use AVATAR resources and guides provided to make meetings more productive • Agenda Template • Discussion topics, formats, outcomes, leaders, etc. • Minutes Template • Next action items, person responsible, due dates, etc.

  48. Meeting Impact and Change • Evaluate each meeting’s effectiveness • Was it impactful? • What worked? • What should be done differently? • What can be improved before next meeting?