September 5, 2010
September 5, 2010
Keeping the student in mind first and foremost, design the entire school experience (curricular, extra-curricular and co-curricular) to ensure that every student completes school with a strong set of core academic skills, core knowledge and the success attributes. Every activity in the school should be judged by the question, "how is this activity directly contributing to building the Postsecondary and Workforce Readiness of our students?"
To Include:
Implementation Resources:
Ready or Not: Creating a High School Diploma that Counts
Achieve, Inc.
February 2004
This early report launching the American Diploma Project provides benchmarks in English and math, as well as an action agenda to ensure every high school graduate is prepared for postsecondary education and work. The report suggests that states and local entities should anchor academic standards in the real world, require all students to take a quality college and workplace readiness curriculum, measure what matters and make it count, and bridge the gap between high school and college. Sample assignments and workplace tasks linked to the benchmarks are included.
Are They Really Ready to Work?
Partnership for 21st Century Skills, Conference Board, Inc, Society for Human Resource Management, and Corporate Voices for Working Families 2006
This paper, one of the leading entries into the 21st century skills discussion, was based on an in depth study conducted by partnering organizations on the corporate perspective on the readiness of new entrants into the U.S. workforce. It links the education and workforce development systems and comes to the conclusion that current students lack the skills necessary for workplace success. The paper defines improvements needed in the education of basic knowledge and applied skills as well as future skill needs and emerging content areas.
The New Commission on the Skills of the American Workforce
2007
This report outlines a sweeping proposal to restructure the U.S. education system, based on the idea that today's students are not prepared meet the needs of the American workforce in the 21st century global economy. Ten action steps are outlined, including "Develop standards, assessments, and curriculum that reflect today's needs and tomorrow's requirements," and a new schema for student progression through the education system is outlined
Framework for 21st Century Learning
Partnership for 21st Century Skills
The Partnership for 21st Century Skills has developed a "unified, collective vision" for the 21st century U.S. education system. The framework emphasizes student learning outcomes including: Core Subjects and 21st Century Themes; Learning and Innovation Skills; Information, Media and Technology Skills; and Life and Career Skills. It also includes 21st Century Support Systems to ensure students master those skills. These support systems include: 21st Century Standards; Assessment of 21st Century Skills; 21st Century Curriculum and Instruction; 21st Century Professional Development; and 21st Century Learning Environments.
Ready for College and Ready for Work: Same or Different?
ACT
May 2006
This report outlines the results of a study conducted by ACT that examined the academic skill levels required in jobs that typically did not require a high school diploma and the skills required to be successful in college. Job profiles from ACT's WorkKeys program and the company's College Readiness Benchmarks on its ACT college admission and placement exam were compared in the study. Findings showed "that the math and reading skills needed to be ready for success in workforce training programs are comparable to those needed for success in the first year of college," providing insight into setting career and college readiness standards.
Making College and Career Readiness the Mission for High Schools: A Guide for State Policymakers
Achieve, Inc. and The Education Trust
November 2008
While this document is targeted for state policymakers, it provides useful insights for local programs as well. The guide provides action questions toward:
National Essential Skills Study
International Center for Leadership in Education
December 2007
The International Center for Leadership in Education has conducted a survey of nearly 14,000 educators, parents, business people, and other stakeholders nationwide. These individuals were asked to identify the 20 to 30 most important topics from a list provided in each of four subject areas: English language arts, mathematics, science and social studies. Results show the national ranking in each content area as well as the rankings by the different groups.
Sizing Up State Standards 2008
American Federation of Teachers (AFT)
2008
This review of state standards identifies progress states are making toward clear, specific and content-focused standards. In addition to the analysis of states' grade-by-grade and subject specific standards, the report also provides concrete recommendations for improving content standards generally and recommendations for instructional guidance and teacher resources to help teachers bring the standards into the classroom.
Back to TopDevelop personalization strategies to monitor the progress of every student's progress toward graduation with the core academic skills, core knowledge and success attributes. Make real-time adjustments and interventions to help each student quickly get back on track toward successful completion. Ideally, smaller learning community concepts will be implemented so that teams of teachers to monitor and confer about a student's progress and develop coordinated strategies to help students succeed.
Implementation Resources:
From Large to Small: Strategies for Personalizing the High School
Jobs for the Future
2002
According to Jobs for the Future, "In communities across the United States, the conversion of large high schools into small, focused learning environments is gaining currency as an education reform strategy. From Large to Small offers concrete guideposts to leaders of comprehensive high schools who seek to implement a small schools strategy. From Large to Small is a joint publication of JFF, Carnegie Corporation of New York, and the Northeast and Islands Regional Educational Laboratory at Brown University."
National High School Alliance
This collection of resources was compiled by the National High School Alliance from its partner organizations. Personalized learning environments is one of the six strategies the Alliance targets to transform high schools. Resources include research on various aspects of personalization, reports on best practices, and suggested action steps.
Research Brief: Personalized Learning in the High School
The Principals' Partnership
This short research brief outlines six basic elements constituting the culture and context of personalized instruction, including teacher role, student learning characteristics, collegial relationships, interactivity, flexible scheduling, and authentic assessment. Links to other online resources are provided for additional information.
Personalizing Schooling: Unleashing New Rigor via High School Detracking
The School Administrator, American Association of School Administrators
September 2007, Number 8 Vol. 64
This issue of The School Administrator is dedicated to information on personalization strategies. Individualized instruction and focusing on rigor, relevance and relationships are key themes of the stories included.
Strengthening Student Engagement
International Center for Leadership in Education
November 2008
This white paper looks at the theme of personalization through the lens of engagement-based teaching and learning. Guiding principles and tips on pedagogy and strengthening relationships are provided.
Promising Practices for Redesigning High Schools to Personalize Learning
The Knowledge Loom
The Education Alliance at Brown University
This Web site presents a collection of essential practices of a personalized high school, including relevant research. The essential practices include developing a learning community, adapting school organization to promote student success, standards-based teaching to each student, and fostering independent learning.
Create a Positive School Culture that Stresses Personalization in Relationships
Techniques, Association for Career and Technical Education
November/December 2006
This article was part of a series that more closely examined the recommendations made in ACTE's high school reform position statement and highlighted best practices for implementing each of the recommendations. Creating a positive school culture that stresses personalization in relationships was the third recommendation in the paper. This article provides information on student advisories and mentors for students classified as "special populations."
Redesigning the Ninth-Grade Experience
Southern Regional Education Board - High Schools That Work
2008
The ninth grade has often been identified as a key element in transforming high schools, especially as it relates to providing more personalized instruction. This paper, from renowned high school reform expert Gene Bottoms, discusses how to design an effective ninth grade program to reduce student failures. Elements discussed include: