Upload
dangkhue
View
215
Download
2
Embed Size (px)
Citation preview
ELIMINATE THE ACHIEVEMENT GAP
Meeting 3 Preparation•Notes from Meeting 2•Strive Report Card 2010•Strive Webinar #1
Deliverables:•Prioritized list of Factors •TC Organizations/Resource List•Questions on Strive
IntroductionsApproach ReviewSuccess Indicators Meeting 1 Factor Analysis
• Astronaut Training Simulation •Criteria for Primary Factors•Parsing the Achievement Gap Factors
Small Group Break Out•Supplement & Prioritize Factors
Large Group Prioritization•Identify Common Factors•Prioritize Remaining Factors
Information Gathering•Twin Cities Organizations or Resource Lists•Strive Questions for Meeting 3
Meeting ObjectivesUnderstand and supplement the factors identified in Parsing the Achievement Gap. Prioritizing the factors based on their importance to successful outcomes for students of color in the TC.
STRIVE Evaluation Meeting 2 Agenda
ELIMINATE THE ACHIEVEMENT GAP
Name
Organization
Introductions
ELIMINATE THE ACHIEVEMENT GAP
Working Group Approach
NEUTRAL OBJECTIVE PROGRAM-INDEPENDENT
1. Understand Ourselves
2. Understand STRIVE
3. Determine the FIT
ELIMINATE THE ACHIEVEMENT GAP
Understanding OURSELVES
NEUTRAL OBJECTIVE PROGRAM-INDEPENDENT
How do we know that our children are successfully progressing through the stages of their live?
What are our children experiencing which is impacting their success and contributing to the achievement gap
What organizations/programs are currently working in the Twin Cities metro area to address the highest priority factors?
SUCCESS INDICATORS
HIGH PRIORITY FACTORS
LOCAL LANDSCAPE
ELIMINATE THE ACHIEVEMENT GAP
Understanding STRIVE
NEUTRAL OBJECTIVE PROGRAM-INDEPENDENT
Strategic Framework
Engagement Process – Community & Partners
Operational Infrastructure
Results to Date
Lessons Learned
Next Steps
ELIMINATE THE ACHIEVEMENT GAP
Evaluating STRIVE
NEUTRAL OBJECTIVE PROGRAM-INDEPENDENT
Impact on Factors for Student Success
Engaging Both “Grassroots” and “Grass Tops”
Identifying the Area to Serve
Connection to Other Efforts
Securing Funding
Data System Requirements
Reaching Beyond Education
ELIMINATE THE ACHIEVEMENT GAP
Meeting Overview# Date Location Objective
1 6/13/11 Continuing Education and Conference Center
Determine Success Indicators along the Cradle to Career Continuum
2 7/12/11 Continuing Education and Conference Center
Identify and Prioritize Evidence-based Factors Impacting Student Success
3 7/27/11 UROC Understand the Strive Model approach, results and lessons learned
4 8/17/11 UROC Develop a Gap Analysis based on a review the Local Landscape
5 9/14/11 UROC Decide whether the launch of Strive will lead to improved outcomes for students of color and close the achievement gap.
6 9/21/11 UROC Create a Final Report including (if launch is recommended) a high level implementation plan.
ELIMINATE THE ACHIEVEMENT GAP
PRE-K ELEM.SCHOOL
MIDDLESCHOOL
HIGHSCHOOL
POSTSECONDARY
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Meeting 1 ReviewHow Do You Define & Measure Success?
ELIMINATE THE ACHIEVEMENT GAP
PRE-K ELEM.SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
POSTSECONDARY
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
FactorFactor
FactorFactor
Factor
Factor
Factor Factor
Factor Factor
Factor Factor
Factor
Factor
FactorFactor
Meeting 2What are the most important Factors for Success?
ELIMINATE THE ACHIEVEMENT GAP
Success Indicators
ELIMINATE THE ACHIEVEMENT GAP
Traits of Successful ChildrenAcross the Continuum
Social skills CuriousLarge/small motor skills
Impulse control Ability to follow directions Pre-literacy skills
Pre-numeracy skills Sense of self Confidence Creativity
Self-Expression English skills
Read to Lear Time Management Self-directed Learning Perseverance in the face of failure Sense of geography Scientific Curiosity Understanding of Hypotheses Appreciation of Natural World Multi-step Processing skills Financial Awareness Computer/Technical Skills (information literacy) Engagement with School & Learning Sense of Morals & Responsibility
Organization Time Management Inquiring Mind Critical Thinking Content Knowledge for 9th Grade Success Ability to Navigate School Can Convey Ideas & Perspectives Knowledgeable in World History Mastery of Graduation Standards Expectation of Higher Education Foundational “College Knowledge” Ability to Write a Sound Basic Essay Read Complex Material & Respond to Questions Able to Use Technology /Technology Literate Exposure to Foreign Language Work Independently Work in Groups Understand Language Spoken at Home (ELL)
ELIMINATE THE ACHIEVEMENT GAP
PRE K ELEMEN-TARY
MIDDLE HIGH SCHOOL POST SECONDARY
MPS Before Kindergarten Assessment
Health Indicators (Immunizations @ 2
Years OldPre-K Screening
@ 4 Years Old)
MN Developmental Assessment at Kindergarten Entrance:•Personal/Social •Language/Literacy•Mathematical Thinking•Physical Development•Arts
Proficient in MCA 3rd Grade
Reading
Proficient in MCA 5th Grade
Math
Proficient in MCA 5th Grade
Reading
Proficient in MCA 8d Grade
Math
Proficient in MCA 8th Grade
Reading
Proficient in MCA 8th Grade
Science
Minnesota Student Survey 6th
Grade
MAP/NWEA Measures of
Academic Progress
On-Time High School Graduation (4
Years)
Grade Point Average in a College Prep Sequence
of Courses
Enrollment in a post secondary institution the fall after H.S. graduation
Enrollment in Development courses in reading, math & writing
Meeting Graduation Standards
Earn degree in 2 years at 2 year institution
Earn degree in 4 years at 4 year institution
Twin Cities Success IndicatorsHighest Priority
ELIMINATE THE ACHIEVEMENT GAP
Current State in the Metro AreaMetro Area School Districts - Minneapolis, St. Paul, First
Ring Suburbs, and Select Second Ring Suburbs
(i.e. Bloomington, Burnsville, Anoka-Hennepin)
Percentage Point Gap Between
Students of Color & White
Students
2010 MCA Results
2009 Grad Rate
ELIMINATE THE ACHIEVEMENT GAP
Factor Analysis
ELIMINATE THE ACHIEVEMENT GAP
Simulated Case Study –Astronaut Training
A controlled community of young men and women are participating in an extended training program in hopes of meeting NASA’s rigorous requirements to become astronauts. The director of the program is trying to find out why after a year in the program, many of her trainees are not accepted by NASA.
1.What are the traits of a person NASA accepts as an astronaut? DEFINE SUCCESS2.What data is available to measure these traits among the trainees? DEFINE SUCCESS INDICATORS3.Which of these measures are most important in determining acceptance by NASA? RANK SUCCESS INDICATORS
ELIMINATE THE ACHIEVEMENT GAP
Astronaut TrainingSuccess Defined
Traits for Success Success Indicators(which meet requirements)
Indicator Rank by Importance (1 = Highest)
Speak, Read & Write English TOEFL Score 1
Aptitude for spatial orientation None Available
Proven outstanding ability in Natural Science, Engineering or Medicine
# of Published Articles 3
Manual dexterity None Available
Excellent health Cardiovascular, Muscular & Vestibular Test Ratings
5
Proportionate Height & weight Body Mass Index 2
Good reasoning capability Aptitude Test Score 4
Good Memory & Concentration None Available
Emotional stability None Available
ELIMINATE THE ACHIEVEMENT GAP
Astronaut TrainingWhy Aren’t the Candidates Accepted by NASA?
Admission of candidates without strong technical/
scientific backgrounds Standards for Strength
Training below industry norm
Standards for Endurance Training
below industry norm
Candidates unprepared for training
program rigor
Insufficient amount of
cardiovascularequipment 20 Meter rather
than vs. 25 Meter Regulation Size Swimming Pool
Swim SurvivalTraining Hours in
Varies with Instructor
No Tracking of Candidate Adherence to Body Mass Improvement Routine
Candidates Can’t Pass
NASA’s Survival Swim
Test
Candidates don’t have enough
published work
ELIMINATE THE ACHIEVEMENT GAP
TRAINED CANDIDATESNOT ACCEPTED BY
NASA
PLACE (FACILITIES)
PEOPLE
PROCESSES/PRACTICES
Swim Survival Training Hours in Varies with Instructor
Candidates unprepared for training program
rigor
Admission of candidates without strong technical/
scientific backgrounds
POLICIES
Insufficient amount of
cardiovascularequipment
Standards for Strength Training below industry
norm
20 Meter rather than vs. 25 Meter Regulation Size Swimming Pool
Standards for Endurance Training
below industry norm
No Tracking of Adherence to Body Mass Improvement Routine
Astronaut TrainingHigh Priority Factors
ELIMINATE THE ACHIEVEMENT GAP
BREAK
ELIMINATE THE ACHIEVEMENT GAP
Factors Impacting Student SuccessWhat aspects of a student’s experience that, if managed or mitigated, will significantly increase his/her likelihood of success
EVIDENCE BASED
ACTIONABLE
MEASURABLE PRIMARY
FACTORS
ELIMINATE THE ACHIEVEMENT GAP
Curriculum rigor: Courses taken by student, with rigor measured by course titles
Rigor of high school curriculum Is closely tied to academic success, including success in postsecondary education
Teacher preparation:Teachers have a college major/minor and are certified in the subject they teach
Teachers without content knowledge are less likely to provide deep or rigorous knowledge
Teacher experience:Four years or less experience in the classroom
Overall teachers with five years of more experience are more effective
Teacher absence and turnover:Number of absences on school days (including leaving job mid-school year)
Teacher absences associated with lower student achievement, creates discontinuity in instruction
Class size:Equality of class size among racial/ethnic groups and poor and nonpoor
Primary issue is one of equality across groups; may increase achievement, especially in primary grades
Availability of instructional technology:Computer and internet availability in the classroom, and ratio of students to instructional computers with internet access
Gaps in access exist for minority and low-income students, however there are no good measures of extent of use in instruction
Fear and safety at school:Student survey data re disruptions, fear, gangs, physical fights
Lack of student discipline and climate of fear create disruptions that are not conducive to learning
Parent participation:Parent involvement in school events or as volunteer, monitoring school and classroom activities
Students with involved parents tend to have fewer behavioral problems, better academic performance, more likely to complete school
Parsing the Achievement Gap Factors
ELIMINATE THE ACHIEVEMENT GAP
Parsing the Achievement Gap FactorsFrequent changing of schools:Students changing schools (including problems transferring student information), not always due to change of residence
Student is not prepared for new academics, teachers are not familiar with student’s prior learning, student is outsider who has to make new friends
Low birth weight:Low birth weight creates risk of disabilities, impaired development and learning difficulties
More likely to have delayed motor and social development, be in special education, repeat a grade, and fail in school
Environmental damage:Blood levels of lead and mercury
Can lead to reduced IQ and attention span, learning disabilities, behavior problems, impaired neurological development
Hunger and nutrition:Secure and adequate nutrition for development of mind and body
Difficulty concentrating, increased behavior problems, reduced cognitive development
Talking and reading to babies and young children:Number of words heard from parents and amount of time parents read to children
Reduced vocabulary exposure (e.g., 35 million words); primary source of learning pre-literacy skills of alphabet, print, and written language characteristics
Excessive television watching:Hours per day watching television
Increased risk of attention problems/ADHD; reduced time reading, doing homework or other stimulation
Parent-pupil ratio:Availability of two parents (regardless of residence) is positive, father absence is negative
Affects time available for child; father absence correlates with behavior and psych problems, substance abuse, less well-being in all aspects as adult
Summer achievement gain/loss:Low SES kids lose 1 month in reading scores, rest gain
1/3 of 9th grade SES achievement difference exists at 1st grade, 2/3 is built up from summer gain/loss
ELIMINATE THE ACHIEVEMENT GAP
ACHIEVEMENTGAP BETWEEN STUDENTS OF
COLOR & WHITE STUDENTS
PLACE (FACILITIES)
PEOPLEPROCESSES/ PRACTICES
ACHIEVEMENT GAP FACTORS
Summer Achievement Gain/Loss*
Parental Involvement in
School*
Fear/Safety Concerns
Teacher Experience
Class Size
Frequent School Changes
Talking & Reading Exposure Birth to 3 Yrs
Low Birth Weight
POLICIES
Parent-Pupil Ratio in Home
Excessive TV Watching
Hunger/Nutrition Deficits
Environmental Exposures
Curriculum Rigor
Teacher Absenteeism/Turnover
Teacher Preparation
Access to Technology
Parsing the Achievement Gap IIApril 2009
Policy Evaluation andResearch Center
Policy Information CenterEducational Testing Service
*Home & School based factor
ELIMINATE THE ACHIEVEMENT GAP
Small Group BreakoutFacilitators : Kent Julie Cheryl
•Brainstorm additional factors
•Check for relationship to existing factors in Fishbone Diagram
•Verify against Criteria
•Evidence Based
•Actionable
•Measurable
•Primary (i.e. not a symptom of an underlying factor)
•Capture 10 Highest Priority on a Flip Chart for Large Group
Time Keeper & Reporter
ELIMINATE THE ACHIEVEMENT GAP
BREAK
ELIMINATE THE ACHIEVEMENT GAP
Large Group Factor Prioritization
• Identify Factors Common to All Small Groups
• Review Remaining Factors
• Prioritize Remaining Factors– Divide your dots between the factors– More than one dot can be applied to a factor
ELIMINATE THE ACHIEVEMENT GAP
Information Needed from You
• Organizations addressing the Factors in the Twin Cities metropolitan area
• Resource Lists of organizations
• Questions you’d like answered about STRIVE in meeting 3.
ELIMINATE THE ACHIEVEMENT GAP
Understanding STRIVEMeeting #3
Pat BrownStrive Director of Systems Innovation
Wednesday, July 27, 2011
9-12 p.m.
UROC