This is a presentation used for a discussion on disruptive change and PSU 2025. a project aimed at understanding and preparing for the learning needs of graduating class of 2025.
EDCI 803 Final Presentation (supplemental)Joelyn K Foy
My final presentation for EDCI 803, Curriculum Development, Summer 2009 with Dr. Kim was a movie of the interview with Dr. Russell Blackbird. The movie can be viewed at http://www.youtube.com/edci803. These documents supplement the movie and the final paper.
EDCI 803 Final Presentation (supplemental)Joelyn K Foy
My final presentation for EDCI 803, Curriculum Development, Summer 2009 with Dr. Kim was a movie of the interview with Dr. Russell Blackbird. The movie can be viewed at http://www.youtube.com/edci803. These documents supplement the movie and the final paper.
Kick-off NAF Next with a program that addresses your leadership needs. This gathering opens with a panel discussion on what it takes to lead a NAF academy.
Evan Lefsky, Ph.D. is Director of Response to Intervention (RtI) and Leadership Services and a manager at PCG Education. He works jointly with the firm's regional offices on EdPlan™ student success planning projects. Dr. Lefsky has worked in the education field for 20 years and has taught at both the K–12 and college levels. Currently, he provides implementation and leadership support for large-scale RtI initiatives in Charlotte-Mecklenburg Schools and Wake County Schools in North Carolina, Miami-Dade Public Schools in Florida, and Fulton County Schools in Georgia. He is also Project Director for two Race to the Top grants from the Florida Department of Education. The first project provides leadership development to school board members, superintendents, senior district leadership, and principals from turnaround schools across the state. The second project provides Common Core State Standards (CCSS) implementation support for more than 630 charters schools across the state.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
2011 Winter Symposium. Presented with Provost Koch and Kevin Reynolds.
Objective: Clarify the need for proactive actions in response to financial realities. Create understanding of enrollment management and curricular effectiveness & efficiency as viable strategies. Provide overview of the strategies.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Freshman Retention: Impact of Financial ConcernsSukhwant Jhaj
Dear Colleagues,
We would like to invite you to a presentation and discussion of findings related to our continued research into retention and student success.
Over the past four years, University Studies has conducted research aimed at understanding retention and academic success of freshmen enrolled in Freshman Inquiry (FRINQ). We will present current findings related to fall-to-fall retention with a focus on the connection between financial concern and retention. Also included are narratives of student experiences that contextualize our findings.
We hope you will be able to attend our presentation, share your feedback, and join us in talking about how to provide support to Freshman at PSU.
We will be offering this presentation twice:
· 12/7/2011, Wednesday, 10:00 a.m., SMSU 296
· 12/9/2011, Friday, 1:00 p.m., CH 101
Rowanna Carpenter and Sukhwant Jhaj
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
In 2005 an article stated that "the poor and disadvantaged have less cognitive ability than those from higher-status families." This is wrong and we can prove it. Learn how a 2005 summary can show that students of all levels, can close the achievement gap, even in a school setting.
http://www.lindamoodbell.com/Race-to-the-Top-School-Turnaround.Aspx
Kick-off NAF Next with a program that addresses your leadership needs. This gathering opens with a panel discussion on what it takes to lead a NAF academy.
Evan Lefsky, Ph.D. is Director of Response to Intervention (RtI) and Leadership Services and a manager at PCG Education. He works jointly with the firm's regional offices on EdPlan™ student success planning projects. Dr. Lefsky has worked in the education field for 20 years and has taught at both the K–12 and college levels. Currently, he provides implementation and leadership support for large-scale RtI initiatives in Charlotte-Mecklenburg Schools and Wake County Schools in North Carolina, Miami-Dade Public Schools in Florida, and Fulton County Schools in Georgia. He is also Project Director for two Race to the Top grants from the Florida Department of Education. The first project provides leadership development to school board members, superintendents, senior district leadership, and principals from turnaround schools across the state. The second project provides Common Core State Standards (CCSS) implementation support for more than 630 charters schools across the state.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
2011 Winter Symposium. Presented with Provost Koch and Kevin Reynolds.
Objective: Clarify the need for proactive actions in response to financial realities. Create understanding of enrollment management and curricular effectiveness & efficiency as viable strategies. Provide overview of the strategies.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Freshman Retention: Impact of Financial ConcernsSukhwant Jhaj
Dear Colleagues,
We would like to invite you to a presentation and discussion of findings related to our continued research into retention and student success.
Over the past four years, University Studies has conducted research aimed at understanding retention and academic success of freshmen enrolled in Freshman Inquiry (FRINQ). We will present current findings related to fall-to-fall retention with a focus on the connection between financial concern and retention. Also included are narratives of student experiences that contextualize our findings.
We hope you will be able to attend our presentation, share your feedback, and join us in talking about how to provide support to Freshman at PSU.
We will be offering this presentation twice:
· 12/7/2011, Wednesday, 10:00 a.m., SMSU 296
· 12/9/2011, Friday, 1:00 p.m., CH 101
Rowanna Carpenter and Sukhwant Jhaj
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
In 2005 an article stated that "the poor and disadvantaged have less cognitive ability than those from higher-status families." This is wrong and we can prove it. Learn how a 2005 summary can show that students of all levels, can close the achievement gap, even in a school setting.
http://www.lindamoodbell.com/Race-to-the-Top-School-Turnaround.Aspx
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
2. Challenge: Demographic
Shifts and Cultural
Competency
-Portland overall is the 3rd whitest city in the nation
-1 in 3 children in Portland are kids of color.
3. Out of Oregon's 213 school
Challenge: Serving districts, ten districts enroll
Students with ESL needs
50% of the state's Hispanic
students. Seven of these school
districts are in the Portland
metropolitan area, two are
located in the mid-Willamette
Valley.
About half of Oregon's Hispanic
students are enrolled in ESL
programs, compared to only
one percent of white students.
4. Free and Reduced Lunch %
99-00 11-12
Challenge: Access
Resident UG Tuition and Fees PPS 38% 43.2%
$3,468 1999
$7,130 2010
David Douglas 47% 74.1%
Centennial 28% 61.8%
Parkrose 47% 71.3%
Reynolds 47% 68.1%
7. “We are currently preparing
students for jobs that don’t
yet exist . . . using
technologies that haven’t yet
been invented . . . in order to
solve problems we don’t even
know are problems yet.”