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Management: Strategic Planning: Braving the Journey (part 2)
 

Management: Strategic Planning: Braving the Journey (part 2)

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Two NPEA member programs, Aim High and Buffalo Prep, shared their successes and challenges with strategic planning.

Two NPEA member programs, Aim High and Buffalo Prep, shared their successes and challenges with strategic planning.

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    Management: Strategic Planning: Braving the Journey (part 2) Management: Strategic Planning: Braving the Journey (part 2) Presentation Transcript

    • Vision 2015
      • Meeting Agenda & Objectives:
      • Review background and progress
      • Review core components of V2015
      • Solicit Board feedback
      • What happens between now and the February 6 th Board Retreat
      • Next steps
      • Assignment :
      • Review slide deck
      • Consider questions posed on final page
      • Send initial thoughts/reactions to Alec in advance ( [email_address] )
      • Be prepared to discuss V2015 at December 7 th Board meeting
    • V2015 Headlines
      • Strategic planning during a severe economic meltdown and difficult fundraising climate presents some challenges in the planning process.
      • More to be done in Bay Area sandbox (where) and we are also committed to thinking about growth in some different ways.
      • Cannot definitively prove our impact (how).
      • Need to devote resources to #3 and satisfy #2 above.
      • This is essentially a two-tier plan:
      • First two years focus on very strategic, targeted growth and improving measurements; following three years, more aggressive growth.
    • Aim High Theory of Change: Our Impact on Students Strategy : Aim High delivers a multi-year summer program serving under-resourced middle school youth in high-need Bay Area communities. Measurements will be determined by end-of-summer and mid-year surveys to parents and students. Students will submit transcripts to Aim High for the purpose of tracking GPAs . * Pre & post test results for math curriculum at targeted sites will be taken into consideration. If successful, we may look at literacy measurements. Levers
      • Learning
        • Rigorous, interactive, & relevant curriculum emphasizing project-based learning
        • Enriching activities & out-of-classroom learning
      • Environment
        • Small & diverse learning communities that foster a culture of respect, opportunity, & high expectation
        • Team teaching model
      • Teachers
        • Diverse, passionate, & skilled instructors & leaders
      Outcomes Positive attitude towards learning   Motivated & engaged students with strong learning skills & habits Sense of community belonging & healthy, valued relationships with peers & adults Increased understanding of the path to college Measurements Positive attitude towards learning (90%) Student are prepared for school yr. (90%) Developed/strengthened academic skills (90%) * GPA improvement or maintaining at least a 3.0 in middle school (70%) 1+ adult role model who cares about their wellbeing (90%) Student retention (80% 2+ yrs) Better understand path to college (90%) Impact Positioned for success in school and life: Love of learning Sense of community & opportunity Success in high school On track for college Assumptions Middle school is a critical time to instill positive learning behaviors and attitudes. 8th grade academic commitment and achievement outweigh high- school-level performance as an indicator of being on target for college and career readiness.   Low-income youth are disproportionately affected by summer learning loss; that loss is compounded each year and contributes to the achievement gap. Low-income youth, especially African-American and Latino youth, are more prone to drop out of high school than their peers as a result of underachievement.
    • Aim High’s Broader Impacts Out-of-School Learning Field Impact the out-of-school learning field by disseminating best practices backed by sound qualitative and quantitative evidence Strengthening Evaluation Methods; Reporting Findings that Suggest Best Practices; & Involvement in Education Networks Participate in 3 out-of-school learning field conferences each year Publish 2 articles to contribute to body of research Bay Area Communities Serve a critical mass of students in our high-need communities of interest & establish a significant Bay Area presence through our network of community campuses & partners Targeting High-Need Neighborhoods & Partnerships with Schools Develop 4 formal school linkages 3+ campuses in each of four Bay Area regions Teachers Contribute to the pool of high quality, innovative educators and educational leaders, especially those with expertise at the middle school level Teacher Pipeline  Professional Development and Access to Educational Leadership Opportunities;  Teaching Laboratory;  Youth Employment ( High School & College students );  Training & Inspiring Future Teachers Experience: 80% of master teachers have 3+ years of classroom experience. Retention: 80% of AH teachers return for 3+ summers . Leadership: 15 current/former teachers report that Aim High has served as a springboard into an educational leadership position within the past year. Minting : 35% of Teaching Interns and Assistants are inspired to pursue a career in education (partially) because of Aim High. Role Models: 30% of summer teachers are Aim High Grads. Students Prepare under-resourced middle school students for short- and long- term success in school and life Multi-year Summer Program & Limited Academic Year Outreach and Support 90% have a positive attitude towards learning 90% developed/strengthened academic skills 90% improved GPA or maintained 3.0 in middle school 80% student retention for 2+ years Impact achieved through: Key Measures:
    • Design Criteria Considered: “WHERE” Geography Kids Served Calendar Year San Francisco National High School Elementary Summer Full Year Rationale Bay Area: SF, EB, SB Middle School Summer Where we landed : Serve the four (4) regions of the Bay Area in a deep, meaningful way. Remain opportunistic and explore the hybrid model. Additionally, there is more work to be done in the Bay Area, especially as we work to improve our performance metrics. After first two years of V2015, look towards expanding beyond the Bay Area. Where we landed : Middle-school. Decision based on expertise and research that shows middle school as critical juncture, especially for less advantaged students. Partner with other high-quality organizations to support our grads (and play leadership role in College Success Consortium). Develop more campuses with rising 6 th grade. Capture experience of graduates who return to teach in Aim High. Where we landed : Summer, with very limited, specific offerings during the academic year that focus on high school placement (for all four regions). Develop linked to school model. Continue to explore opportunities for partnering with charter schools, charter networks and school districts. Today Vision 2015 Goal Bay Area: SF, EB, SB, Marin Summer + focused academic yr. workshops & (possible) linked to school activities
    • Design Criteria Considered: “HOW” Curriculum Impact Measurement Unstructured Standardized Academic Enrichment Youth Development Qualitative Quantifiable Rationale “ Aim High Framework”: freedom to design curriculum with AH learning expectations in mind Self -reported surveys; no yr-to-yr impact comparison Subjective & objective metrics; tracking impact over time Impact Bay Area Funders National Funders Development Focus Local + larger state/nat’l grants that carry prestige Where we landed : Fully standardized, packaged curriculum would negatively impact the Aim High experience for kids and teachers. Continue to strengthen Aim High framework, curriculum resources and professional development for teachers. Package specific elements such as Issues and Choices, project-based learning, and Headlands/Environmental Education program. Exploring standardized math curriculum. Where we landed : Aim High sits squarely at the intersection of youth development and academic enrichment and research supports our practice that these two areas are equally important. Where we landed : The V2015 goal is to move to a more balanced mix of qualitative and quantitative evaluation metrics and capture the impact on students, teachers/interns and community and field. All metrics will be quantifiable. Where we landed : As we expand our footprint to all four regions of the Bay Area, and as we improve our performance metrics, we intend to make our case to more prominent national funders. “ AH Framework” + math curriculum Hybrid Local funders; small -moderate sized gifts
    • Aim High Implementation Plan EB= East Bay SB=South Bay 2010 2011 2012 2013 2014 2015 Summary Summer Program
      • Site Performance Evaluation Tool
      • PD for Site Directors focused on site management & classroom instruction
      • Equal access to Environmental Programming
      • Focused student & teacher recruitment campaign in EB
      • Standards & expectations for afternoon activities
      • Focused student & teacher recruitment in SB
      • Targeted teacher & student recruitment to fit needs of each region
      • Tools to access site performance and gauge equity
      • Action plans to achieve equity across sites & ensure high quality programming
      • Develop and implement site-specific quality assurance action plans
      Growth
      • Marin Site #1
      • Define linked-to-school model
      • Program Director, Full Time
      • Pilot linked to school site
      • Marin or SB Site
      • Linked-to-school #2
      • Linked-to-school #3
      • Marin or SB Site
      • Linked-to-school #4
      • 14 Sites / 1500 students
      • 4 Linked-to-school Sites
      • 7 Sites R6-R9 graders
      Teaching & Learning
      • Define “High Quality Program” standards & framework
      • Refine & strengthen PD at all levels
      • Formal “teacher exchange” with select Bay Area teacher credentialing programs
      • Online teacher training modules
      • High quality training & PD
      • Formal Teacher Pipeline; minting new teachers & education leaders
      • Standardized learning expectations (by grade & class); supported by quality curriculum
      • Standardized T&L protocol
      • Continue growing curricular resources
      Evaluation
      • Redesign database
      • Redesign data collection methods & introduce student tracking systems
      • Investigate, design & vet longitudinal study model
      • Longitudinal Study of Impact
      • Standardize long-term tracking
      • Vet longitudinal study
      • Engage in longitudinal study
      Program Enhancement
      • Pilot HS admissions workshop series in SF
      • Define standards & expectations for academic yr. Environmental Club
      • Exit tutoring program at weak sites
      • Expand HS admissions workshop series to EB
      • Implement academic year programming @ new linked-to-school site
      • Expand HS admissions workshop series to SB
      • High school admission support to 8 th grade cohorts across regions
      • Broaden & strengthen network of strategic partners
      • Possible year-round programming for students @ linked-to-school site [dependent on structure of model]
      • College Success Consortium
    • What Success Looks like in 2015 Students Teachers & AH Learning Community Growth
      • 1500 students in summer program
      • 350 teachers
      • 28 Site Directors
      • 14 sites; 7 serve rising 6 th -rising 9th
      • Presence in 4 Bay Area regions
      • 4 sites with formal school linkages
      • Exploring feasibility of sites beyond Bay Area & defining a growth model
      Program Quality
      • Students participating for a minimum of 2 years (80%)
      • Students succeeding in middle school, prepared for high school & on-track for college:
      • Students enjoy learning (90%)
      • Students prepared for upcoming school year (90%)
      • Students developing & strengthening academic skills (90%)
      • Students improving GPA or maintaining 3.0 or higher (70%)
      • 75+ 8 th graders and families receiving high school application assistance
      • Hiring and retaining experienced teachers
      • 80% return for 3 or more summers
      • 80% have 3+ years of classroom experience
      • “ Teacher Exchange” established with select teacher programs
      • Inspiring & training current & future teachers
      • 30% of summer teachers are program alums
      • 35% of young teachers interested in pursing career in education
      • 15 upper level teachers each yr. report using AH experience as professional springboard into leadership roles
      • Access to high quality teaching resources: math curriculum, online training modules, professional development opportunities for all teaching and site management positions
      • Participating in and contributing to 3 major out-of-school learning field conferences annually
      • Published a minimum of 2 articles about best practices and/or impact evaluation in out-of-school learning field
      • Developed/strengthened College Success Consortium and other strategic partnerships to establish chain of services and opportunities available to Aim High students
      Measurement & Evaluation
      • Systems in place to access short-term gains attributable to Aim High
      • Tracking students academic trajectory and Aim High’s cumulative impact with longitudinal study
      • Systems in place to access professional impact of Aim High on lead teachers and Site Directors
      • Ability to capture Aim High‘s impact on teaching interns’ and assistants’ career choices & job readiness
      • Sharing findings that suggest best practices with broader community of educators
      • Using credible impact assessment methods to access larger funding pools that will allow Aim High to serve more students in our targeted communities
    • Questions to Consider
      • Review “design criteria considered” (slides 5 & 6): Are there categories where would you put the bulls-eye differently?
      • We are asserting a strategy for where we want to take Aim High over the next five years and a rationale for strategic choices.
        • Which aspects of the plan are exciting/inspiring?
        • What are your concerns?
      • FYI
      • Between our December 7 th meeting and our annual winter retreat we will solicit feedback on the plan and then present a final plan and required resources at the retreat.