strive evaluation meeting 2 agenda - university of · pdf fileunderstand the strive model...

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


Name

Organization

Introductions


Working Group Approach

NEUTRAL OBJECTIVE PROGRAM-INDEPENDENT

1. Understand Ourselves

2. Understand STRIVE

3. Determine the FIT


Understanding OURSELVES


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


Understanding STRIVE


Strategic Framework

Engagement Process – Community & Partners

Operational Infrastructure

Results to Date

Lessons Learned

Next Steps


Evaluating STRIVE


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


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.


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?


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?


Success Indicators


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)


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


Reading

Proficient in MCA 8d Grade

Math


Reading


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


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


Factor Analysis


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


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


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


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


BREAK


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


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


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


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


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


BREAK


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


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.


Understanding STRIVEMeeting #3

Pat BrownStrive Director of Systems Innovation

Wednesday, July 27, 2011

9-12 p.m.

UROC

strive evaluation meeting 2 agenda - university of · pdf fileunderstand the strive model...

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