Welcome to the 2014 WVDE Spring

School Counselor Conference

Parking Lot and Sharing

• Use your post-its to write questions, concerns, etc.

• Place them in the parking lot/playground.• Questions/concerns will be addressed at

lunch, end of day or with a follow-up email after the conference.

Conference RequestsITL - in text lingo

POV ˜ Phone on vibrate or turn off

BHN ˜ Be here now; try to stay focused though the presenters may be boring; pretend if you have to…

VATTP ~ THANK the presenters

TTW ~ VISIT and THANK the exhibitors

Have a great conference!

Handouts: http

://wvde.state.wv.us/counselors/workshops/2014-Spring-Counselors-Workshop/handouts.php

Today’s Agendaand

Logistics

Policy 2510 - Assuring the Quality of Education: Regulations for Educational Programs

• Major repeal and replace version• Focus on more developmentally effective practice• Increasing standards for programming while reducing regulatory

mandates• Very important opportunity for districts to establish high

expectations from the local level based upon the needs of your students

Policy 2510 - Assuring the Quality of Education: Regulations for Educational Programs

• Public comment extended due to changes based on previous comments– Sections 5 and 13 only– Deadline March 17th with action April 9th with an effective date of July 1st

• Many provisions removed from policy and placed in guidance documents– Initial review today– Released as DRAFT – Official release following April 9th adoption by the WVBE

State Board Goal

The West Virginia Board of Education will provide a statewide system of education that ensures all students graduate from high school prepared for success in high-quality postsecondary opportunities in college and/or careers.

Rationale

The future quality of life for the citizens of West Virginia is directly linked to the performance of our students. Today's students are tomorrow's wage earners and tax payers. Low student achievement levels, decreasing graduation rates and ranking among the nation's lowest levels of post-secondary transition are all bleak predictors of West Virginia's future. We must strive to prepare our graduates to meet the requirements of high quality jobs needed within West Virginia and nationally. In addition to career preparedness, many systemic public issues like obesity, drug dependence, teen pregnancy, and crime are statistically linked to the overall level of education. Thus, unless our education system improves and our young people are prepared to be productive and responsible members of our society, the state will have decreasing resources to support the infra-structure and services essential to attracting

economic growth and elevating the overall quality of life of its citizens.

WHAT IS THIS THING WE CALL COLLEGE-AND-

CAREER READINESS?

AGREED-UPON DEFINITION

College and Career Readiness

College and Career Readiness means that students exit high school prepared for success in a wide range of high-quality post-secondary opportunities. Specifically, college and career readiness refers to the knowledge, skills, and dispositions needed to be successful in postsecondary education and/or training that lead to gainful employment. Today’s workplace requires that all workers be lifelong learners in order to advance in their careers. Therefore, it is necessary that there be a common set of knowledge and skills that all individuals acquire to successfully transition into postsecondary education or the workplace. As individuals select specific career paths, they will then have to focus on the amount and type of additional knowledge and skills they should acquire to be successful in their chosen field. A student’s goals, desires, and interests influence the precise knowledge and skill profile necessary to be ready for success in their chosen postsecondary endeavors and the level of postsecondary education needed to accomplish a student’s individual career aspirations. All students should exit high school with a full understanding of the career opportunities available to them, the education necessary to be successful in their chosen pathway, and a plan to attain their goals.

College Readiness Career Readiness

College readiness involves being prepared to enroll in and successfully complete entry-level, credit-bearing, academic collegiate programs at two- and four-year postsecondary schools without remedial work or assistance, as well as being equipped with the knowledge, skills, and dispositions to make that transition successfully. This entails having mastered rigorous content knowledge, demonstrated ability to apply knowledge through higher-order skills and the ability to navigate the pathways and systems that will gain access to positive postsecondary opportunities.

Career readiness involves three major areas: core academic skills and the ability to apply those skills in concrete situations in order to function in the workplace and in routine daily activities; employability skills (such as critical thinking and responsibility) that are essential in any career area; and technical, job-specific skills related to a specific career pathway. These skills allow students to enter true career pathways that offer gainful employment and opportunities for advancement.

Knowledge and Skills Knowledge and Skills A college-ready person is proficient in the core academic subjects, as well as in specialized topics in their selected areas of interests. This foundational knowledge base includes competence in a broad range of academic subjects grounded in rigorous internationally benchmarked standards. Prerequisite skills and capabilities include, but are not limited to, proficiency in reading a range and type of material, with an emphasis on informational texts; fluent writing in several modes, most notably expository, descriptive and argumentative; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; a understanding of the scientific method and some insight into the organization of knowledge in the sciences; an awareness of how social systems operate and how they are studied; basic proficiency in a second language and awareness that languages reflect cultures; and experiences in and appreciation of creative and expressive arts. While not every person needs exactly the same proficiency in each of these areas, as student’s interests influence the precise knowledge and skill profile necessary for postsecondary studies.

A career-ready person is proficient in the core academic subjects, as well as in technical topics. This foundational knowledge base includes competence in a broad range of rigorous internationally benchmarked standards. It also includes a level of technical-skill proficiency aligned to a chosen career field and pathway, and the ability to apply both academic and technical learning in the context of a career. The essential knowledge and skills for initial career readiness are defined in the following categories: Academic foundations (minimally, the state’s graduation requirements), technical skills, communications, problem solving and critical thinking, information technology applications, systems, safety, health and environmental, leadership and teamwork, ethics and legal responsibilities, and employability and career development While not every person needs exactly the same proficiency in each of these areas, as student’s interests influence the precise knowledge and skill profile necessary for postsecondary studies.

Dispositions While there may be specific dispositions necessary for individual careers, the basic dispositions for postsecondary success are essentially the same for both college and career readiness. Supported by research as strongly predictive of academic and lifelong success, these dispositions can be defined broadly as:

Self-efficacy Initiative Integrity Intellectual Curiosity Adaptability Time and Goal Management Leadership Ethical Decision Making and Social Responsibility Resilience

Collaboration Working in Teams and Independently Clear and Effective Communication Problem Solving Critical Thinking Self-Awareness Self-Control Applied Knowledge Social and Personal Responsibility

Four Guiding Questions

• Who are the students we serve?• For what are we preparing them?• How well are we doing?• What should we do differently?

Policy 2510: Middle Level Programmatic Changes

• Grade 5 was moved to Early Learning Programming• Renaming of programmatic levels (Early, Middle Grade and Adolescent)• Content areas no longer have times associated as to how long they are

required to be taught daily • Name Change from ISTP (Individualized Student Transition Plan) to a PEP

(Personalized Education Plan) • Student Mentoring /Advising - Greater emphasis on an collaborative

whole-school approach to integration of school and career readiness skills, career exploration and early goal setting

Middle Level Education (Grades 6-8)

• The programs of study will be taught by a team of qualified teachers. A diverse set of developmentally appropriate instructional strategies will scaffold students to mastery and beyond of the grade level content standards and objectives. The principal and a team of teachers will determine an adequate amount of time necessary to achieve mastery of the approved content standards and objectives for each program of study and effectively address the academic needs of all students in the literacy skills of reading, writing, speaking, listening and language in all content areas.

The Governor’s Commission on the Middle Grades: Promote a more systemic approach during the school day that allows students time to explore future career options including new and emerging careers in West Virginia.

Policy 2510: Adolescent Level Programmatic Changes

• Renaming of programmatic levels (Early, Middle Grade and Adolescent)

• More decision making at the local level (Policy and Local Concentrations and Service Learning)

• Name Change from ISTP (Individualized Student Transition Plan) to a PEP (Personalized Education Plan)

• Student Mentoring /Advising - Greater emphasis on an collaborative whole-school approach to integration of school and career readiness skills, career exploration and early goal setting

Graduation Requirements

Mathematics4 credits• Math I• Math II• Math III STEM, or Math III LA or Math III TR• Math IV or Math IV TR or Transition Mathematics

for Seniors* or any other fourth course option (Chart V)

• An AP® Mathematics course may be substituted for an equivalent course or any fourth course option.

English Language Arts4 credits• English 9• English 10 • English 11• English 12 or English 12 CR or Transition English

Language Arts for Seniors*• An AP® English course may be substituted for any of

the above courses.

Graduation Requirements

Science3 credits• Physical Science (Grade 9)• Biology or Conceptual Biology or AP® Biology

(Grade 10)• One additional lab science course or AP®

science course (Chart V)

Social Studies4 credits• World Studies (Grade 9) or an AP® Social

Studies course• United States Studies (Grade 10) or an AP®

Social Studies course• Contemporary Studies or an AP® Social Studies

course• Civics for the Next Generation or AP®

Government and Politics.

Graduation Requirements

Physical Education1 credit• Physical Education 9-12 (WV Education

Information System [hereinafter WVEIS course 6609]). At least 50 percent of class time for physical education should be spent in moderate to vigorous-intensity physical activity.

Health1 credit• Health 9-12 (WVEIS course 6909)

Graduation Requirements

The Arts1 credit

Personalized Education Plan (PEP)6 Credits

4 Personalized (CTE or Non-CTE Concentrations)

2 Electives

World LanguagesCommunicating in a global society requires students to apply appropriate language strategies through embedded opportunities to explore and gain an understanding of the world around them. Undergraduate admission to West Virginia four-year colleges and universities include the completion of two units of the same world

language.

Course Codes

New Course Codes

• Submit the following information to Dewayne Duncan, ddduncan@access.k12.wv.us

• Name of Course• Standards and Objectives for Course• Content Teacher(s) who will be teaching course (endorsement code)• Documentation of local board approval (board minutes)

Embedded Credit

• For courses that have already been approved for embedded credit through WVDE policy or a county waiver, no further action is needed. Students can still receive one credit and meet course requirements for the other course.

• In order to offer two credits for a single, embedded credit course or to establish new courses with embedded credit, counties will need to establish policy explicitly outlining how the course requirements are being met and submit to WVDE for approval.

Office of Early Learning

Lynn Baker, NBCTWVDE, Office of Early Learning

lhbaker@access.k12.wv.us

OEL Programmatic Levels

Early Learning Readiness (Grades Pre-K-Kindergarten)Early Learning Primary (Grades 1-2)Early Learning Intermediate (Grades 3-5)

Foundations for High-Quality Early Learning Programming (Grades Pre-K-5)

• Developmentally Appropriate Standards Focused Curriculum• Developmentally Appropriate Practices for Physical Health and Wellness• Developmentally Appropriate Practices for Global Competence• Developmentally Appropriate Practices for Formative Assessment Processes• Developmentally Appropriate Practices for Technology Integration• Developmentally Appropriate Foundations for Student Success and Career

Readiness

Early Learning Webpage

Listserv

• Kindergarten Listserv• Office of Early Learning Listserv

Contact Wendy McCoy wmccoy@access.k12.wv.us

Development comes from within. Nature does not hurry but advances slowly.

Fred Rogers