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SUNY Charter Schools Institute Active Ingredients Ignite Presentation

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This 5-minute ignite presentation was delivered for the SUNY Charter Schools Institute in February 2018. Leslie Talbot presents equity, accountability and policy challenges associated with authorizing schools serving off-track youth.

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SUNY Charter Schools Institute Active Ingredients Ignite Presentation

  1. 1. Ignite Presentation: Leslie Talbot, Founder & Principal, Talbot Consulting Presented at: Active Ingredients Expert Convening SUNY Charter Schools Institute
  2. 2. Who Am I? in <1 Minute My Titles • Management consultant, single, black female, Auntie Leslie, daughter, sister, friend, cool older cousin, Trustee Passions • Education, youth development, collective impact, my family, friends and community Career • Spans nearly 30 years • (wow I’m getting old!) 2
  3. 3. Who Am I? in <1 Minute My Vitals Daddy’s girl from Detroit, avid cyclist, experimental chef, Auntie Leslie to various children, love a good story and an amazing glass of red wine! My Background: Fundamental Insights into Accountability Measure Challenges Research, qualitative evaluations, legislative advocacy, school talent recruitment and development, program and school systems design and restructuring, project management 3
  4. 4. Our Work – Launched Talbot Consulting in 2006 to Help: Design and open new schools Improve existing schools Programs/schools expand and replicate Nonprofits move into the school space 4
  5. 5. BUILDING CONTEXT for ACCOUNTABILITY: If we have intimate knowledge of our clients and who they serve, increases our understanding of their accountability challenges 5
  6. 6. Our Client Schools Serving OY 6  Hail largely from underrepresented groups  Serve high poverty, minority students, and young people off-track to graduate in four years (opportunity youth)  Minority-led single or two-site charters  Minority-led small/mid-size nonprofits
  7. 7. Our Client Schools Serving OY Typically serve high-risk students AND their families Constituents experience ongoing emergent conditions Often lone service provider with capacity to grow Engaged in collective impact long before it was fashionable Laser-focused on future: postsecondary readiness, AND life-long productivity and independence Must simultaneously accelerate learning while developing basic skills Help stabilize families and communities; become true community schools 7
  8. 8. ADDITIONAL CONTEXT for ACCOUNTABILITY: Knowing the policy conditions under which our client schools must operate increases our understanding of their accountability challenges 8
  9. 9. Policy Conditions in which Our Client Schools Serving OY Operate 9 Serve the neediest, marginalized, often isolated isolated populations Rarely recognized by EdReform network Misunderstood, often ignored by funders and researchers Embedded in communities they serve, but must compete with outsiders for resources to do so EdReform has been “done to” their stakeholders
  10. 10. Capacity- Building Needed to Implement Augmented Measures 10 Need interpreters/storytellers to increase exposure Need guidance from shared experience partners to quantify achievements Need support and resources to build capacity from within
  11. 11. Prerequisites for Establishing Augmented Measures 11 Student population must be clearly defined; exact match needed for comparison measures Key design elements must be mission-aligned, population- aligned and converted into value-added (quantified) Return on investment must be carefully considered Before Add’l Measures Can be Established for Schools Serving Opportunity Youth:
  12. 12. Prerequisites for Augmented Measures 12 Understand that expected outcomes will occur in phases (OY face ongoing emergent conditions) Cohort students by entrance date, credit accumulated, and grade-level performance upon enrollment (2 or more years cohorting only part of story and always applicable) Thoroughly understand the model and know stakeholder groups intimately: consider credit- recovery versus youth dev models Before Add’l Measures Can be Established for Schools Serving Opportunity Youth:
  13. 13. All Things Considered: Now armed with: An increased understanding of internal and external conditions in which schools serving OY operate AND Clear knowledge and consensus regarding the prerequisites needed ONLY THEN can we Create fair, appropriate and achievable measures… 13
  14. 14. Augmented Measures for Consideration 14 Academic and nonacademic engagement (model-aligned) Attendance measured by increase over previous schooling
  15. 15. Augmented Measures for Consideration 15 Academic growth (computer adaptive with performance targets) Nonacademic growth (life skills navigation, reduced agitation)
  16. 16. Augmented Measures for Consideration 16 Dual enrollment rate (postsecondary readiness) ACCUPLACER, HSE, ASVAB (grad exam substitute) for severely OA-UC Return on Investment (postsecondary outcomes)
  17. 17. Augmented Measures for Consideration 17 Recidivism, pregnancy and parenting rates (comparison measure) CTE credentialing rate (postsecondary readiness & comparison measure) Personalized Learning Measures PLP, IDP, PSP, or ILP success rate
  18. 18. What Success Looks Like Increased attendance Increased reenrollment for eligible students Increased reengagement Higher grad rate Greater knowledge and skills gained
  19. 19. What Success Looks Like Sustained academic & nonacademic growth Greater more sustained postsecondary outcomes Stronger charter renewals Schools become a neighborhood anchors Young people acquire skills and direction to stabilize families and become leaders their communities
  20. 20. AS WE EMBARK UPON THE TASK AHEAD LET’S: - Acknowledge what each of us brings - Know that our time is not wasted, and - Realize that which is extraordinary, typically is gained through struggle

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