Youth truth, valerie threlfall


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Youth truth, valerie threlfall

  1. 1. Gathering Student Feedback About What's Working and What's Not<br />
  2. 2. Goals For Today<br />Provide an Overview of the YouthTruth Project<br />Case Study: One School’s Experience<br />Question & Answer<br />2<br />
  3. 3. 3<br />
  4. 4. 4<br />Audiences Served by YouthTruth<br />Philanthropic Funders<br />School Networks and Districts<br />High Schools<br />
  5. 5. Breadth of Schools Served to Date<br />WASHINGTON<br />NORTH <br />MAINE<br />MONTANA<br />MINNESOTA<br />DAKOTA<br />VT<br />OREGON<br />NH<br />WISCONSIN<br />MASS<br />SOUTH <br />IDAHO<br />DAKOTA<br />NEW YORK<br />MICHIGAN<br />WYOMING<br />RI<br />CONN<br />IOWA<br />PENN<br />NEW<br />NEBRASKA<br />States with participating YouthTruth Schools<br />JERSEY<br />NEVADA<br />OHIO<br />DELAWARE<br />INDIANA<br />UTAH<br />ILLINOIS<br />MARYLAND<br />COLORADO<br />WV<br />WASHINGTON, DC<br />KANSAS<br />VIRGINIA<br />MISSOURI<br />KENTUCKY<br />CALIFORNIA<br />NORTH <br />CAROLINA<br />TENNESSEE<br />Over 20,000 students from 86 schools have taken the YouthTruth survey. A mix of charter, themed, early college, alternative, and traditional schools from twelve unique networks and districts across the country have participated.<br />ARKANSAS<br />ARIZONA<br />OKLAHOMA<br />SOUTH<br />CAROLINA<br />NEW MEXICO<br />MISS<br />GEORGIA<br />ALABAMA<br />TEXAS<br />LOUISIANA<br />FLORIDA<br />5<br />5<br />
  6. 6. 6<br />Differentiated Aspects of YouthTruth<br /><ul><li>Detailed comparative data
  7. 7. A focus on school leaders and students
  8. 8. Actionable feedback that drives change</li></li></ul><li>Detailed Comparative Data<br />7<br />I Will Have Increased Options When I Graduate Because of What This School Has Done for Me <br />Strongly agree<br />District Y Schools<br /> Grade Level <br />Top of range<br />Somewhat agree<br />75th percentile<br />50th percentile(median)<br />1-5 Scale<br />25th percentile<br />Neither agree nor disagree<br />Bottom of range<br />School X Grade Level<br />1=Strongly Disagree<br />Somewhat disagree<br />
  9. 9. A Focus on School Leaders and Students<br />8<br />
  10. 10. Actionable Feedback that Drives Change<br />9<br />
  11. 11. Priorities for the Next Three Years<br />10<br />Increase the number of schools using YouthTruth data to drive change<br />Expand the audiences for YouthTruth data<br /><ul><li>Networks and districts
  12. 12. Education funders</li></ul>Explore relationship between student perceptions and student and school academic outcomes<br /><ul><li>Expand matched dataset
  13. 13. Longitudinal analysis</li></li></ul><li>YouthTruth Video<br />11<br />
  14. 14. Case Study<br />Miami Beach Senior High School<br />Dr. Rosann Sidener, Principal <br />12<br />
  15. 15. MBSH Demographics <br />13<br />
  16. 16. MBSH – Since 2007<br />14<br />Raised school performance grade 104 points<br />Increased AP participation from 625 to 1364 students<br />Accepted as an IB World School<br />Applied for Federal Magnet Assistance Program Grant<br />Implemented AVID<br />Completed construction of a new facility<br />Redesigned into three schools-within-a-school<br />Approximately 25% of MBSH students currently attend academies<br />Maintained successful NAF academies<br />
  17. 17. MBSH All Academy Structure<br />15<br />Academy of Marine and Environmental Science<br />Scholars Academy (International Baccalaureate Diploma Programme) <br />Academy of Visual and Performing Arts<br />Academy of Communication and Digital Media<br />Academy of Hospitality and Tourism<br />Academy of Information Technology<br />School of Technical Arts<br />School of Liberal Arts<br />School of Creative Arts<br />
  18. 18. Nagging Issues<br />16<br />Miami Beach High School<br />Poor Graduation Rate (64%)<br />Lack of engagement among students not in established academies<br /> Attendance (92%) <br />High class failure rates in 9th grade, ESL and SPED<br />
  19. 19. Why Another Survey?<br />Perceptual data to complement other achievement data<br />Moving from Technical Change to Adaptive Change<br />A powerful tool for advancing the vision<br />What ARE they thinking? <br />17<br />
  20. 20. The YouthTruth Survey<br />18<br />Student Engagement with School<br />Relationships with Adults in School<br />School Culture and Attitudes<br />Future Goals and Aspirations<br />Rigor of Classes and Instruction<br />Life Outside of High School<br />
  21. 21. Future Goals and Aspirations<br />
  22. 22. Future Goals and Aspirations<br />
  23. 23. Future Goals and Aspirations<br />
  24. 24. 22<br />Feedback on Prep for the Future<br />Selected Comments – Future Goals and Aspirations<br /><ul><li>“As much as I don’t like coming to school it gets me where I need to be. …I have the satisfaction of knowing that there are people here to help me in life and in my future career wise. They keep me on track.”
  25. 25. “The school almost does nothing for you. You are the one who has to make your own goals and take care of your things. You are the one who has to stand up and say, ‘I’m going to change and do my best…’ If you graduate, it’s not because of school, it's because the student initiates the action and can succeed.”
  26. 26. “This school has helped me in a lot of ways, this school also opened up a lot of doors for me in life regarding my personal life and my education.”
  27. 27. “The options are good, but only if you are a student who is in Scholar’s, joining IB.”</li></li></ul><li>Rigor of Classes and Instruction<br />
  28. 28. Rigor of Classes and Instruction<br />
  29. 29. Time Spent on Homework Outside of Class for All Classes<br /> More than<br />3 hours <br /> 2 hours-3 hours <br /> 1.5 hours-2 hours <br /> 1 hour-1.5 hours <br />Percent of Respondents <br /> 30 minutes-<br />1 hour <br /> Less than<br />30 minutes<br /> None <br />Average of All Schools<br /> Miami Beach<br />
  30. 30. Types of Classes Taken by Respondents <br />Percent of Respondents <br />
  31. 31. 27<br />Feedback on Rigor<br />Selected Comments – Rigor of Classes and Instruction<br /><ul><li>“My teachers are not only extremely qualified to teach college level classes but also believe in the students and push us to do beyond what we feel is our best.”
  32. 32. “The normal classes are way too easy! Colleges look for students that have good grades but not in normal classes but in challenging classes! My classes are way too easy and boring. What I’m learning in 9th grade, I’ve learned it before.”
  33. 33. “Most of my teachers apply themselves with an enthusiasm about their subject which is contagious, and this really helps me as a student to gain interest and do well in the subject they teach.”
  34. 34. “In my school they provide us with AP classes which are college level courses which prepares me for college. And because of this I feel like I'm already a college student and not in high school.”
  35. 35. “Having more challenging classes will help me challenge myself in the future and help me understand what I'm against in a career.”</li></li></ul><li>28<br />Questions for Small Group Discussions<br />Based on your understanding of the Youth Truth data, how do you think it informs the “nagging issues” Dr. Sidener and her staff have identified?  <br /><ul><li>What are possible relationships between the nagging issues and students’ perceptions?  
  36. 36. How might the YouthTruth data be used to help design solutions to the issues?</li></ul>What challenges are you facing at your own school in these two areas?<br /><ul><li>Helping all students plan for life after high school
  37. 37. Increasing the rigor of curriculum and instruction</li></ul>3. What next steps should Dr. Sidener take to respond to MBSH’s YouthTruth data? How could she work with her staff to address the issues raised? <br />
  38. 38. How MBSH Is Responding to YouthTruth Data<br />29<br />April<br />May<br />August-2011<br />March<br />February<br />Shared data with leadership: administrators, counselors, Curriculum Council, student leaders<br />Analyzed it against a research - based framework<br />We will implement our plan<br />Discussed with CEP staff in a group conference call<br />Completed a gap analysis and narrowed school improvement focus to four areas<br />We will repeat the process for continuous improvement<br />June<br />Discussed it within the school. Went through stages of loss (denial, anger, acceptance, action)<br />Developed an action plan<br />
  39. 39. Four Areas Identified for Improvement at MBSH<br />30<br />
  40. 40. For Additional Information: YouthTruth Website, www.youthtruthsurvey.orgValerie Threlfall, Director, YouthTruth Project 391-3070 ext. 136Rosann Sidener, Principal, Miami Beach Senior High<br />31<br />Questions?<br />