Basic Skills Action Plans:  Action-ability and Account-ability  BSI Leadership Institute, June 16, 2009 Laura Lord, Resear...
The Center for Urban Education (CUE) conducts socially conscious research and develops tools needed for institutions of hi...
Accountability (& action) for California’s Basic Skills Challenge The Basic Skills Initiative
Intermediate Algebra Transfer Level Math Elementary Algebra Pre-Algebra Navigating the Basic Skills Pipeline Only about 10...
Purposes/audiences for accountability   <ul><li>Taking the  temperature …(external) </li></ul><ul><li>Creating  actionable...
Creating Actionable Knowledge  for Improved Student Outcomes <ul><li>To enable  practitioners to  recognize  that there is...
The BSI through the Lens of… <ul><li>Professional Accountability </li></ul><ul><li>Learning and Change Theories </li></ul>
Policy/Research Questions <ul><li>To what extent does the BSI provide a new model of accountability? </li></ul><ul><li>To ...
Methods <ul><li>Basic Skills as a Foundation of Student Success </li></ul><ul><li>Literature review </li></ul><ul><li>Self...
Conceptual Framework <ul><li>Theory Based Evaluation (TBE)—level I </li></ul><ul><ul><li>Problem/issues </li></ul></ul><ul...
Assumptions <ul><li>Professional learning </li></ul><ul><li>Followed directions </li></ul><ul><li>Artifact </li></ul>
Action Plans <ul><li>Your ideas, beliefs, experiences, predictions… </li></ul>
Overall <ul><li>Broad consensus on priorities </li></ul><ul><li>Variations in length, depth, approach, capacity(?), action...
Analysis  <ul><li>Strength </li></ul><ul><ul><li>Problem/issues </li></ul></ul><ul><ul><li>Strategies </li></ul></ul><ul><...
Actionable? Action Plans <ul><li>Something will stick/Battleship </li></ul><ul><li>Hear no evil, see no evil… </li></ul><u...
Actionable Action Plans <ul><li>Problem: Reflective response to challenges </li></ul><ul><li>Assets: resources/ways to lev...
Leaders & Exemplars <ul><li>Inquiry/evaluation </li></ul><ul><li>Practitioner learning/driven change </li></ul><ul><li>Cul...
No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier 8 colleges high usage of inquiry 12 colleges low usag...
No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier 5 colleges high inclusion of culture 12 colleges low ...
No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier 4 colleges high usage of inquiry/ culture
No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier
Action-ability & Accountability <ul><li>Action-ability? (19) </li></ul><ul><li>Actionability! (4+2) </li></ul><ul><li>Awar...
Outcomes? <ul><li>Learned? </li></ul><ul><li>Unanswered questions/areas for inquiry? </li></ul>
<ul><li>The Center for Urban Education leads socially conscious research and develops tools needed for institutions of hig...
Copy Right  Citation Dowd, A. C., Lord, L., Bensimon, E.M., and Kutz, E. (2009). Performance Funding for Practitioner Inqu...
Upcoming SlideShare
Loading in...5
×

Action Plan Presentation.6.16.09

2,701

Published on

Presentation by Laura Lord given at the Inaugural BSI Leadership Institute on June 16, 2009.

Published in: Education, Business, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
2,701
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
36
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • ALICIA INTRODUCES THE STUDY
  • Action Plan Presentation.6.16.09

    1. 1. Basic Skills Action Plans: Action-ability and Account-ability BSI Leadership Institute, June 16, 2009 Laura Lord, Research Associate
    2. 2. The Center for Urban Education (CUE) conducts socially conscious research and develops tools needed for institutions of higher education to produce equity in student outcomes.
    3. 3. Accountability (& action) for California’s Basic Skills Challenge The Basic Skills Initiative
    4. 4. Intermediate Algebra Transfer Level Math Elementary Algebra Pre-Algebra Navigating the Basic Skills Pipeline Only about 10% of Original Cohort Succeeds in Navigating the Gateway Curriculum
    5. 5. Purposes/audiences for accountability <ul><li>Taking the temperature …(external) </li></ul><ul><li>Creating actionable knowledge (internal) </li></ul>
    6. 6. Creating Actionable Knowledge for Improved Student Outcomes <ul><li>To enable practitioners to recognize that there is a problem. </li></ul><ul><li>To motivate institutional leaders and practitioners to inquire and act. </li></ul>
    7. 7. The BSI through the Lens of… <ul><li>Professional Accountability </li></ul><ul><li>Learning and Change Theories </li></ul>
    8. 8. Policy/Research Questions <ul><li>To what extent does the BSI provide a new model of accountability? </li></ul><ul><li>To what degree are the BSI action plans action-able ? </li></ul>
    9. 9. Methods <ul><li>Basic Skills as a Foundation of Student Success </li></ul><ul><li>Literature review </li></ul><ul><li>Self assessment tool (four domains; 26 effective practices; 107 strategies) </li></ul><ul><li>Action planning matrix </li></ul><ul><li>Compliance CCCC Documents </li></ul><ul><li>Action Plans for 25 colleges; 22 of these are Hispanic Serving </li></ul>
    10. 10. Conceptual Framework <ul><li>Theory Based Evaluation (TBE)—level I </li></ul><ul><ul><li>Problem/issues </li></ul></ul><ul><ul><li>Assets </li></ul></ul><ul><ul><li>Outcomes </li></ul></ul><ul><ul><li>Factors </li></ul></ul><ul><ul><li>Strategies </li></ul></ul><ul><ul><li>Surfacing the assumptions </li></ul></ul><ul><ul><li>(Suchman 1967;Weiss 1972, 1995, 1997, 1998; Bickman 1987, 1990; </li></ul></ul><ul><ul><li>Chen 1990; Patton, 1997) </li></ul></ul>
    11. 11. Assumptions <ul><li>Professional learning </li></ul><ul><li>Followed directions </li></ul><ul><li>Artifact </li></ul>
    12. 12. Action Plans <ul><li>Your ideas, beliefs, experiences, predictions… </li></ul>
    13. 13. Overall <ul><li>Broad consensus on priorities </li></ul><ul><li>Variations in length, depth, approach, capacity(?), action-ability! </li></ul>
    14. 14. Analysis <ul><li>Strength </li></ul><ul><ul><li>Problem/issues </li></ul></ul><ul><ul><li>Strategies </li></ul></ul><ul><ul><li>Outcomes* </li></ul></ul><ul><li>Opportunity </li></ul><ul><ul><li>Assets </li></ul></ul><ul><ul><li>Factors </li></ul></ul><ul><ul><li>Assumptions </li></ul></ul><ul><ul><li>Outcomes* </li></ul></ul>
    15. 15. Actionable? Action Plans <ul><li>Something will stick/Battleship </li></ul><ul><li>Hear no evil, see no evil… </li></ul><ul><li>College anywhere </li></ul><ul><li>Not counting/no compass </li></ul>
    16. 16. Actionable Action Plans <ul><li>Problem: Reflective response to challenges </li></ul><ul><li>Assets: resources/ways to leverage </li></ul><ul><li>Results: Cohesive, concrete steps towards a specific end—planning was evident </li></ul><ul><li>Factors: Culture (institutional/students) </li></ul><ul><li>Strategies (more than a list) </li></ul><ul><li>Assumptions—the how and why of change </li></ul><ul><li>A story, not a “saga” </li></ul>
    17. 17. Leaders & Exemplars <ul><li>Inquiry/evaluation </li></ul><ul><li>Practitioner learning/driven change </li></ul><ul><li>Culture </li></ul><ul><ul><li>Institutional </li></ul></ul><ul><ul><li>Community </li></ul></ul><ul><ul><li>Student </li></ul></ul>
    18. 18. No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier 8 colleges high usage of inquiry 12 colleges low usage of inquiry
    19. 19. No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier 5 colleges high inclusion of culture 12 colleges low inclusion of culture
    20. 20. No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier 4 colleges high usage of inquiry/ culture
    21. 21. No Low Med High Culture Inquiry No Low Med High Non-HSI 1 19 Outlier
    22. 22. Action-ability & Accountability <ul><li>Action-ability? (19) </li></ul><ul><li>Actionability! (4+2) </li></ul><ul><li>Awareness </li></ul><ul><li>Acceptance (?) </li></ul><ul><li>Allocation of resources </li></ul><ul><li>Professional learning </li></ul><ul><li>Inquiry </li></ul><ul><li>Not just taking temp </li></ul><ul><li>But not fully actionable </li></ul>
    23. 23. Outcomes? <ul><li>Learned? </li></ul><ul><li>Unanswered questions/areas for inquiry? </li></ul>
    24. 24. <ul><li>The Center for Urban Education leads socially conscious research and develops tools needed for institutions of higher education to produce equity in student outcomes. </li></ul><ul><li>Center for Urban Education </li></ul><ul><li>Rossier School of Education </li></ul><ul><li>University of Southern California </li></ul><ul><li>Contact us at: </li></ul><ul><li>Website: www.usc.edu/cue </li></ul><ul><li>E-mail: rsoecue@usc.edu </li></ul>
    25. 25. Copy Right Citation Dowd, A. C., Lord, L., Bensimon, E.M., and Kutz, E. (2009). Performance Funding for Practitioner Inquiry in California: A Model for Improving Institutional Effectiveness. Paper presented at the 2009 Annual Meeting of the American Educational Research Association, San Diego, CA . © 2009 University of Southern California, Center for Urban Education, All rights reserved. Reproduction or translation of this work beyond that permitted in Section 117 of the 1976 United States Copyright Act without the express written permission of the copyright owner is unlawful. Request for further information should be addressed to the Center for Urban Education.
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×