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Current trends in college readiness
Current trends in college and career readiness
Current trends in college and career readiness
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Introduction
The low percentage of high school students, who successfully transition to college without requiring developmental courses, supports the rationale for action research on K through 12 curriculum development ability to produce college ready students. The Pennsylvania Common Core clearly notes that curriculum standards should align college and work expectation. Unfortunately, the inability to meet the demands continue at the forefront. As a result, I chose to approach this research from Problem Based Learning Theory (PBL). PBL focuses on the investigation and resolution of messy, real-world problems – Curriculum Development (http://www.learning-theories.com/problem-based-learning-pbl.html). Comparison data from the K through 12 and Community College serves as guiding questions establishing what is missing from helping students meet academic demands.
Through interviews and research, supporting data was gathered from Northeastern School District’s Superintendent Shawn Minnich, Ed.D, who provided the current state of curriculum development for Northeastern School District (NESD). In addition, Kelley Engle, Ph.D., Campus Associate Dean - Curriculum Developer for Harrisburg Area Community College (HACC) addressed the college’s assessment needs and programs in place. Respectively, both parties outline the curriculum’s current challenges and ever evolving changing paradigm to meet workforce demands.
Conversations
The initial guiding question from the Curriculum Needs assessment required administrators to answer the following: Does their district have a curriculum coordinator in charge? In response, “The assistant superintendent and I split the duties of overseeing the curriculum. The district had an Assistant Supe...
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... 2014 from http://www.pdesas.org/ Pennsylvania Department of Education. (2013). Accommodations Guidelines. Retrieved from http://www.whsd.org/uploaded/documents/district/profdev/2014_Accommodations_Guidelines.pdf
Pennsylvania Department of Education. (2008). Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting and Meeting the Needs of English Language Learners Program Guide. Retrieved from http://www.education.state.pa.us/portal/server.pt/community/chapter_49/8627/program_framework_guidelines/683300
Problem Base Learning Theory. Retrieved 2014 from http://www.learning-theories.com/problem-based-learning-pbl.html)
Resmovits, Joy. (2014, April 30). John Kline Takes Arne Duncan To Task Over Special Education Funding. Retrieved from http://www.huffingtonpost.com/2014/04/29/john-kline-takes-arne-dun_n_5234387.html?utm_hp_ref=tw
The INCLUDE strategy is based on the application of applying an individualized method for students with disabilities. The characteristics include providing the teacher with an organized way to provide accommodations that fit the student’s needs and ability. The INCLUDE strategy is intertwined with the Response-To-Intervention method (RTI). The INCLUDE strategy is grounded in the presumption that the teacher and student relationship is vital to the success of the student. Additionally, the INCLUDE strategy allows the teacher to examine the student's needs and abilities as it relates to the classroom setting and implement practical accommodations. The INCLUDE strategy includes features of the universal design and differentiated instruction (Friend, & Bursuck, 2012).
Worthen, Blaine R., and Vicki Spandel. "Putting the Standardized Testing Debate in Perspective." Educational Leadership Feb. 1991: 65-69. ASCD. 1 Dec. 2013
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
Besides the concerns, there are many challenges for implementing CBE across all colleges and universities that lie in the basis of the American higher education system. The first one is the Carnegie Unit that is time-based and that is a basis for awarding financial aid to students (Silva et al, 2015). The second one is the complexity of re-designing curriculum into interrelated competencies and the problem of identifying these competencies in the current diverse educational landscape (Silva et al,
Schools must decide how to teach the standardized curriculum. Schools must figure out how to mesh a standardized and non-standardized curriculum. Can students guide their own curriculum and perform well on tests?
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
According to the NCES, nationwide, thirty to sixty percent of college freshmen require remedial courses in order to meet college admission requirements (2004). In Texas, 38 percent of Texas students enrolled in two-year colleges and technical schools and 24 percent of students at four-year public institutions took remedial courses during the 2006 academic year (Terry 2007). Twenty-eight percent of colleges in the United States report that students spend at least one year in remedial programs making it impossible to earn a degree in 2 or 4 years (NCES, 2003). These students have graduated from high school unprepared for participation in college courses. Unprepared student face both academic and financial barriers. Not preparing students for coursework and careers after high school is expensive. Remedial education courses are estimated to cost student one billion dollars annually. In addition, according to the ACT, despite participating in remedial classes, students who require remedial classes are significantly less likely to graduate from college (2005).
to about 83 percent of high school graduates enroll in some form of postsecondary education, but only about 52 percent of students complete their degrees. Further, a very small proportion of students complete a degree in four years—“among students starting at ‘four-year’ institutions, only 34 percent finish a B.A. in four years, 64 percent within six years, and 69 percent within eight and a half years.” Colleges always want students to graduate and support their alma mater. However this begins with deciding what student are mentally readiness and determination for the task that lies ahead, college. In today’s society we struggle trying to find a proper definition for college readiness. This is the main reason statistics and graduation rates suffer in the way that they do. Just because a high school student reaches the age of 18, obtains a high school diploma, and has functional literacy, does that really make students college ready?
The Isabelle Farrington College of Education at Sacred Heart University has been a pioneer in preparing K-12 public school teachers and leaders since 1950. For 75 years, the Farrington College of Education (FCE) has prepared thousands of professional educators. FCE graduates are educating K-12 public, private, and parochial school students and leading school change in nearly every school district in Southwestern Connecticut. As a function of prior expectations established by the National Council for the Assessment of Teacher Education (NCATE), the FCE developed key assessments and established candidate dispositions aligned to a conceptual framework that articulated the school’s core values and beliefs. These key assessments and dispositions
College-Ready Education has established shared valued by focus in on challenges in the education fields. I live in the state of Georgia and our education program just introduced the Common Core to our students last year. We have yet received the results and many students such as my own had a difficult time understanding the core. Introducing and learning new skills for both teachers and students can be a difficult time within a school year. Educators working on the Common Core feel this is a great learning experience for students to face the real world when entering college. In the article the main objectives is to support teachers as they go through modernization.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
One of my most influential experiences took place with my very first class, ED 523 taught by Dr. Howe. In this course, I learned about the Understanding by Design (UbD) Framework created by Wiggins and McTighe. This framework focuses on a backward design approach that uses big ideas, essential questions, and authentic assessments to create and guide curriculum (Wiggins and McTighe, 2005). The design encourages educators to “start with the end in mind.” Along with UbD, I also learned about a calendar-based curriculum mapping process created by Heidi Hayes Jacobs. The curriculum map allows for educators to examine curriculum both horizontally in a course and also vertically over the student’s K-12 academic career (Jacobs, 1997).
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.
Community Colleges require students to undergo placement testing prior to beginning any credit base courses. Placement test are conducted as a means of providing a benchmark to measure the academic level of students. As a result of placement testing, community colleges have a large amount of students who are placed in developmental courses. As stated by Bailey, Jaggers, and Jenkins (2015), “approximately two-thirds of incoming community college students fail to meet their institution’s standards for college readiness (p. 119). Developmental courses have been beneficial for students by offering academic development in various courses. The purpose of this paper is to explore the issue of delivery methods for developmental education and identify
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to