Road Map For Ed Results

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  • Opening points:Section 1 – Intro Welcome to all of you!It’s an amazing time in education. We’re going to cover a lot of ground today- we’ll whip through a quick recap, then lay out the work we will do to create a powerful road map for education results.Introduction to Mary Jean RyanIntroduction to CCER
  • Section 1 – Intro Intro about the Project It used to be true that you could move out of poverty with a high school diploma- now that’s very hard to do.Income increases as the level of education increases and that “education premium” is growing.So it’s all good, right? Education is important and our region is a mecca for highly educated folks.Wrong, we are a region of haves and have nots
  • Really trying to focus on improved results for people who grow up here – specially for low income communities and communities of color
  • Section the 2: the needWe have an economic imperative
  • It used to be true that you could move out of poverty with a high school diploma- now that’s very hard to do.Income increases as the level of education increases and that “education premium” is growing.So it’s all good, right? Education is important and our region is a mecca for highly educated folks.Wrong, we are a region of haves and have nots
  • Our goal should be doing as well for the children raised here as other communities do for those who move here- the migration here of BA’s and AA’s is off the charts.Grow up- Show up
  • The “white space” are kids that are being lost through the pipeline.Cleveland has a high dropout rate in all grades, resulting in major attrition.Only about 2/3 of the Cleveland graduates go directly to college (30% of cohort)Only about 1/3 of these continue into their second year of college (22% of cohort)Going directly to college: Cleveland: 69% of graduates Bellevue: 78% of graduatesPersisting into 2nd year of college: Cleveland: 78% of college attendees Bellevue: 93% of college attendeesRefer again to Slide #3.Source for college-related data: College Tracking DataServices/BERC Group http://www.collegetracking.com/reporting/Reports.aspx
  • The “white space” are kids that are being lost through the pipeline.Cleveland has a high dropout rate in all grades, resulting in major attrition.Only about 2/3 of the Cleveland graduates go directly to college (30% of cohort)Only about 1/3 of these continue into their second year of college (22% of cohort)Going directly to college: Cleveland: 69% of graduates Bellevue: 78% of graduatesPersisting into 2nd year of college: Cleveland: 78% of college attendees Bellevue: 93% of college attendeesRefer again to Slide #3.Source for college-related data: College Tracking DataServices/BERC Group http://www.collegetracking.com/reporting/Reports.aspx
  • The “white space” are kids that are being lost through the pipeline.Kent-Meridian has a high dropout rate in all grades, resulting in major attrition (1 in 3 students does not graduate on time).59% of Kent-Meridian graduates go directly to college (40% of cohort)77% of these continue into their second year of college (31% of cohort)Going directly to college: Kent-Meridian: 59% of graduates Kentridge: 77% of graduatesPersisting into 2nd year of college: Kent-Meridian: 77% of college attendees Kentridge: 85% of college attendees
  • Going directly to college: Auburn Senior HS: 53% of graduates Auburn Riverside: 63% of graduatesPersisting into 2nd year of college: ASHS: 73% of college attendees ARHS: 78% of college attendees
  • Section 2 – the need – the communities Wider disparities exist in Seattle, and these differences have remained large over the last 10 years.
  • Section 3 – Success is possibleSchools are defying the odds IBEST Urban Scholars Graduation rate improving
  • We aren’t the only community doing this kind of workNation is organaizng
  • Secition 4 – Solution Road Map Project
  • What this isn’t… Not trying to recreate the wheel or duplicate effortsHold up what works and push itWA KidsParent-Child Home programNext section will have more examples
  • Road Map For Ed Results

    1. 1. From Cradle to College and Career <br />Road Map for Education Results<br />1<br />Road Map for Education Results<br />
    2. 2. Education is the Key to Personal and Community Success<br />Horizontal Image Area<br />Source: HECB “2008 Master Plan for Higher Education in Washington.”<br />2<br />Road Map for Education Results<br />
    3. 3. Region’s High Educational Levels<br />Horizontal Image Area<br /> Source: 2008 American Community Survey, U.S. Census Bureau<br />3<br />Road Map for Education Results<br />
    4. 4. Seattle Metro area has the 4th highest GDP per capita among national and international metro areas<br />*<br />Horizontal Image Area<br />4<br />Road Map for Education Results<br />
    5. 5. Tale of Two Pipelines<br />Vertical Image Area<br />Source: Graduation data from OSPI or Class of 2008, college data from Fouts & Associates for Class of 2004<br />5<br />Road Map for Education Results<br />
    6. 6. Tale of Two Pipelines<br />Vertical Image Area<br />6<br />Road Map for Education Results<br />Source: Graduation data from OSPI or Class of 2008, college data from Fouts & Associates for Class of 2004<br />
    7. 7. Seattle’s Geography Gap Over Time<br />Seattle’s 7th Grade Math WASL Scores, 2000-2009<br />Horizontal Image Area<br />Source: Analysis of data from OSPI website<br />7<br />Road Map for Education Results<br />
    8. 8. Seattle’s Race/Ethnicity Gap Over Time<br />Horizontal Image Area<br />8<br />Road Map for Education Results<br />Seattle’s 7th Grade Reading WASL Scores, 2000-2009<br />Source: Analysis of data from OSPI website<br />
    9. 9. Kent’s Race/Ethnicity Gap Over Time<br />Horizontal Image Area<br />9<br />Road Map for Education Results<br />Kent’s 7th Grade Reading WASL Scores, 2000-2009<br />Source: Analysis of data from OSPI website<br />
    10. 10. Highline’s Race/Ethnicity Gap Over Time<br />Horizontal Image Area<br />10<br />Road Map for Education Results<br />Highline’s 10th Grade Math WASL Scores, 2000-2009<br />Source: Analysis of data from OSPI website<br />
    11. 11. Focus on Nine Communities with Greatest Need<br /><ul><li>Seattle (3) Central, Southeast, Southwest
    12. 12. South King County (6) Auburn, Federal Way, Highline, Kent, Renton, Tukwila</li></ul>11<br />Road Map for Education Results<br />
    13. 13. Population Changes<br />Horizontal Image Area<br />Source: U.S. Census Bureau, 1990 Data & ACS 2008 Data.<br />12<br />Road Map for Education Results<br />
    14. 14. K-12 Profile of Geographies<br />Horizontal Image Area<br />Source: OSPI<br /> *Does not reflect enrollment in small specialized programs.<br />13<br />Road Map for Education Results<br />
    15. 15. Great Progress is Possible<br />Urban Prep Academy for Young Men, Chicago Public Schools<br />100% of students admitted to college Spring 2010<br />14<br />Road Map for Education Results<br />
    16. 16. Building the Road Map<br />15<br />Road Map for Education Results<br />
    17. 17. Creating a framework for regional and local action<br />Taking a cradle-to-college/career approach<br />Engaging our diverse communities and constituencies<br />Going for major gains vs. minor tweaks<br />Focusing on student success using clear metrics – in school and out; academic and social emotional; student-level and system-level data<br />Road Map for Education Results<br />16<br />Building the Road Map – Key Concepts<br />Road Map for Education Results<br />16<br />
    18. 18. STRIVE – Cincinnati <br />E3 Alliance – Austin <br />Promise Neighborhood – Harlem/National Replication<br />Ready by 21<br />City of Seattle – Youth and Families Initiative<br />Our Work – Fill in the Blanks<br />Road Map for Education Results<br />17<br />Example Plans / Frameworks<br />Road Map for Education Results<br />17<br />
    19. 19. Strive- Cincinnati<br />
    20. 20. Road Map for Education Results<br />19<br />
    21. 21. Critical success factors<br />In-School<br />Out-of-School<br /><ul><li>Teacher quality and preparation
    22. 22. Aligned educational standards and systems
    23. 23. Accessible information regarding college access and financial aid
    24. 24. Quality pre-natal and early childhood care
    25. 25. Parental engagement in and out of school
    26. 26. Access to after-school and summer programming
    27. 27. Strong relationships with non-parental adults</li></ul>Key Transition Years<br />Grade 4<br />Grade 9<br />Grade 12<br />Grade 7<br />Grade 15<br />Grade 8<br />Grade 13<br />Grade 16<br />Grade 7: Has a clear expectation of going to college and strong adult figure attachment<br />Grade 8: Masters Algebra I and demonstrates social emotional competence<br />Education Pipeline: Critical Success Factors, Key Benchmarks and Important Transition Years<br />Cradle to Career Education System<br />Elementary SchoolK-8<br />Early childhood (Pre-K)<br />High School9-12<br />Post-Secondary<br />Adult Ed &Workforce<br />Birth<br />Career<br />Age 4<br />Grade K<br />Grade 10<br />Age 4: Develops letter knowledge and reading sensitivity<br />Grade 4: Is at reading level<br />Grade 9: Engages in community and schools organizations<br />Grade 12: Masters advanced math and science<br />Grade 15: Enrolls in junior year of college<br />Grade K: Exhibits learning-related skills such as social competence, self-esteem, and motivation<br />Grade 10: Develops career plan and goals<br />Grade 13: Has sufficient financial aid and develops time and stress management skills<br />Grade 16: Graduates with bachelor’s degree<br />Youth Developmental and Academic Milestones<br />Source: University of Cincinnati, Center for Urban Education; FSG research<br />
    28. 28. E3 Alliance -- Austin, Texas<br />
    29. 29. Work with the Formal and Informal Education Systems to Ensure Student Success<br /> Student outcomes are at the center of E3’s work<br />Informal <br />Education System<br />E3works to improve effectiveness and alignment of the formal system<br />Formal <br />Education System<br />Businesses<br />Parents<br />Center-based preschools<br />Students<br />Youth Development Nonprofits<br />Public PK-12 districts<br />Faith Based Organizations<br />E3 helps change agents influence the formal system and strengthens the informal system’s capacity<br />Institutes of higher education<br />Grassroots Community Organizing Nonprofits<br />Education Nonprofits<br />Other Center-based<br /> Childcare<br />
    30. 30. Promise Neighborhood – Harlem/National Replication<br />
    31. 31. PN Target Results/Indicators<br />24<br />Academic Programs<br />Students Proficient in Core Subjects<br />Indicator: #/% of students at or above grade level according to 3rd-8th grade and high school assessments <br />High School Graduation<br />Indicator: Graduation rate in neighborhood high school <br />College/Career Success<br />Indicator: #/% of students with post secondary degrees or other credentials w/o need for remediation<br />Successful MS to HS Transition<br />Indicator: Attendance rate of students in sixth, seventh, eighth and ninth grades<br />Children Ready for Kindergarten<br />Indicators: #/% of young children who demonstrate age-appropriate functioning; have a medical home; and participate in early learning programs<br />Grade<br />Age<br />Grantees must collect data for the five academic indicators (program and project) stated above. <br />Family and Community Supports<br />Students Are <br />Healthy <br />Indicator: #/% of children who participate in 60 minutes of physical activity daily and eat five or more servings of fruits and vegetables daily<br />Students Live <br />in Stable Communities<br />Indicator: Student mobility rate (as defined in notice inviting applications) <br />Family/Community Support Learning<br />Indicator: #/% of students with a caring adult at home, school, and community; or #/% of families that attend parent-teacher conferences<br />Students w/ 21st Century Learning Tools<br />Indicator: #/% students with school and home access to broadband and connected computing device<br />Students Feel Safe<br />Indicator: #/% of students who feel safe at school and traveling to and from school as measured by a school climate survey<br />Grantees must collect data for the five community support program indicators stated above.<br />Grantees may also select their own project indicator in each category to fit the needs <br />of their communities or use the indicators prescribed by ED.<br />Note: These slides are intended as guidance only. Please refer to the official notice inviting applications, requirements, definitions, and selection criteria in the Federal Register.<br />
    32. 32. Road Map for Education Results<br />25<br />
    33. 33. Road Map for Education Results<br />26<br />
    34. 34. City of Seattle – Youth and Families Initiative<br />
    35. 35. Road Map for Education Results<br />28<br />
    36. 36. Our Work-Fill in the Blanks<br />
    37. 37. The Road Map for Education Results: Critical Indicators<br />Road Map Goals:<br />Graduate from high school, college- and career-ready<br />Healthy and ready for Kindergarten<br />Earn a college degree or credential<br />Succeed in School<br />Academic Indicators<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Birth<br />K<br />6<br />9<br />13<br />1<br />2<br />3<br />4<br />5<br />7<br />8<br />10<br />11<br />12<br />Postsecondary<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Indicator<br />Family and Community Support Indicators<br />Key Transition Years<br />Adapted from Strive Cincinnati's Student’s Roadmap to Success<br />
    38. 38. Strong Community Supports<br />Ken Thompson / Erin Kahn<br />Early Learning<br />Monte Bridges<br />K-12 Success<br />Mary Alice Heuschel / Tre’ Maxie<br />Postsecondary Attainment<br />Deborah Wilds / Frank Ashby<br />Building Neighborhood Pipelines / Data Sharing<br />Michael Brown<br />Road Map for Education Results<br />31<br />Work Groups / Chairs<br />Road Map for Education Results<br />31<br />
    39. 39. Outreach Sessions with Community<br />Superintendent and Community Colleges Presidents<br />Funders <br />Community Conference<br />Others?<br />Road Map for Education Results<br />32<br />Other Input Mechanisms:<br />Road Map for Education Results<br />32<br />
    40. 40. Execute community and civic leader engagement in each project phase<br />Confirm goals<br />Select best indicators – actionable, available, understandable<br />Examine baseline data<br />Set improvement targets<br />Select strategies – existing and new<br />Detailed action plans for selected strategies (e.g., Promise Neighborhoods, parent and community advocacy, scaling innovation)<br />Support action teams, track results, revise and improve<br />Road Map for Education Results<br />33<br />Major Tasks – Summary<br />Road Map for Education Results<br />33<br />
    41. 41. Thank You For All Your Help!<br />34<br />Road Map for Education Results<br />

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