from cradle to college and career education results network meeting june 7, 2012

From Cradle to College and Career

Education Results Network MeetingJune 7, 2012

The Road Map Project Team

Strong Data Results Reporting

Powerful Parent and Community Voice Aligned Funding

• Early learning providers• Youth development organizations

• School districts• Place-based projects

• Community colleges• 4-year institutions

Improved Outcomes across Road Map Indicators

2020 Goal

Aligned Action In School and Out

System Building Strategies and Actions

PARENT ENGAGEMENT2012 AT-A-GLANCE

JUNE JULY AUG SEPT DECAPRIL MAY JAN ‘13

ENVIRONMENTAL SCAN

• National – promising models & best practices

• School District – state of parent/family engagement

• Local/CBO-level – capacity, activity and landscape

(CBOs & parents)



CONVENINGS OF PARENT ENGAGEMENT

ORGANIZATIONS

• June 5th │ 12:00 – 2:00pm │ 2100 Building

• June 28th │ 1:15 – 3:15pm │ Puget Sound ESD

• July 24th │ 12:00 – 2:00pm │ 2100 Building



DEVELOPMENT OF MULTI-YEAR WORK PLAN

• Synthesis and analysis

• Vet recommendations

• *Reconvene key stakeholders


JUNE JULY AUG SEPT OCT/NOV/DECAPRIL MAY JAN ‘13

LOGISTICAL PREPARATION: PARENT CONFERENCE

• Parents as primary audience

• Accessible, understandable, actionable

• Co-designed with community partners

Road Map Small Grants Fund

Campana Quetzal was awarded a Small Grants Award in December 2011. Jessica Salvador is here to talk about how their organization utilized the award.

Road Map Small Grants Fund

Recent Awards:

• Backpack Academy• Community and Parents for Public Schools (CPPS)• Service Learning Seattle• Community Network Council• Alpac Elementary School• Culturally Appropriate and Responsive Education

Center (CARE Center)







2020 Goal



Aligned Funders

Road Map Aligned Funders Network—Ways to Be Involved

1: Funders Align Education Investments With Road Map Goal and the Indicators of Student Success2: Funders Invest in System Building Actions and Strategies Recommended by Road Map Work Group Action Plans3. Funders Invest in Cross-Cutting Activities such as Data, Advocacy, and Parent and Community Engagement

Road Map Aligned Funders Network MeetingThursday, June 21, 10am – Noon; 2100 Building







2020 Goal



Aligned Action

Renton School District Strategic Improvement

Plan

School Board Resolutions

Treehouse is aligning its indicators with The Road Map Project to leverage collective impact for

middle and high school students in foster care

Road Map Project TreehouseMeet WA State Graduation requirements % of students accruing appropriate and

sufficient credits for their year

% of students meeting graduation requirements (sr. project, HSPE, service learning, WA history)% of students with greater than 2.0 GPA % of students passing all core courses with 2.0 or greater GPA

% of students in cohort graduating on-time and extended

% of students graduating on-time and extended

% of students with 4 or fewer absences % of students with 5 or fewer absences% of students without suspensions/ expulsions

No measure % of students remaining in same school for entire year

% of students whose parents actively support education

% of students whose parents actively support education

% of students experiencing 3 early warning indicators

% of students experiencing 3 early warning indicators

DEFINING MOTIVATION & ENGAGEMENT• Future Orientation & Self-Management:

I have goals & will overcome barriers that get in my way

• Self-Efficacy & Growth MindsetI can be successful in school and school is relevant to me

• Sense of Belonging & ConnectednessI belong in, and can contribute to, this school and

community

• Interpersonal SkillsI can communicate and work with others, and ask for help when I need it

YOUTH DEVELOPMENT FOR EDUCATION RESULTS WORKGROUP

YD FOR ED RESULTS WORK (Summer & Fall 2012)

• Pilot “Student Success Skills & Dispositions” section on CEE’s Educational Effectiveness Survey in Middle & High Schools in Road Map Region

• Continued focus on defining and measuring 21st Century Skills (Critical Thinking, Creativity, etc.) with STEM, arts and others

• Pursue “Survey Builder” and aligning youth development CBOs to measure same constructs + broader list of youth outcomes

• Focus Groups with Youth about Student Success Skills - Are these the right constructs? How are they built?

WHY? To increase strategies and practices to improve these “non-academic” - but critical to success - indicators

YOUTH DEVELOPMENT FOR EDUCATION RESULTS WORKGROUP







2020 Goal



Original Road Map

Healthy and ready for

Kindergarten

Supported and

successful in school

Graduate from high school --college and career-ready

Earn a college degree or

career credential

We will set targets and report our progress for on-track indicators across the continuum: 1

Readiness AttainmentAchievemen

t

• % of children meeting kindergarten readiness standards 2

• Pre-K indicator TBD

• % of students graduating high school meeting HEC minimum entrance requirements

• % of high school graduates who completed a career/technical education program

• % of students graduating from high school on time

• % of high school graduates who take developmental education courses in college

• % of students who earn a postsecondary credential by age 26

• % of students who enroll in postsecondary education

• % of students who persist year to year

We will set 2014, 2017 and 2020 targets for the following on-track indicators. 1

• % of students proficient in:- 3rd grade reading- 4th grade math- 5th grade science- 6th grade reading- 7th grade math- 8th grade science

• % of 9th graders who pass end of course algebra exam

• % of students triggering Early Warning Indicator #1 3

• % of students triggering Early Warning Indicator #2 4

1These indicators represent those the “on-track” indicators for the Road Map Project, and have associated targets for 2014, 2017, and 2020 against which the Road Map Project will track progress. We will also track progress for a longer set of indicators (see reverse side) where associated targets have not been set. Wherever possible we will disaggregate by race, ethnicity, income, and gender. 2Measured by WaKIDS = Washington Kindergarten Inventory of Developing Skills and/or DIBELS = Dynamic Indicators of Basic Early Literacy. 3 Triggering Early Warning #1 would entail having 6 or more absences and at least one course failure in the 9th grade. 4 Triggering Early Warning #2 would entail having a Suspension and/or Expulsion in the 9th grade.

Indicator Revision Process

Directions for Live Survey:

“On-track” indicators are the core measures representing the Road Map Project. They will be reported annually and have defined targets.

“Reported” indicators are monitored and included in the annual report without defined targets.

“Tracked” indicators are monitored and may be used in topical or special analyses but are not included in regular reports.

“Not collected” measures are beyond the scope of interest of the Road Map Project OR data is problematic or unavailable.

Please Fill Out The Survey Online

https://www.surveymonkey.com/s/RoadMapIndicators

Deadline: June 15th

https://www.surveymonkey.com/s/RoadMapIndicators

Pause for a Special Recognition…

Tom “On-Track” Tierney

Thank you for everything..

Pause for a Special Recognition…

Monte Bridges

Thank you, and..







2020 Goal



System Building Actions:ELL Workgroups Report

Roxana will have slides

System Building Actions:STEM Business Plan

Josh will have a slide

High School to College Completion Work Group

Work Group Charge

Develop a Strategic Action Plan to improve college readiness and

postsecondary completion throughout the Road Map region.

Middle

Action Planning Process

Reviewresearch and Road

Map data

Use criteria, and focus on indicators

and targets

Draft strategies

Vet

May 2011 May 2012

Revise Action Plan strategies

Work Group Meetings

Who has been involved in the vetting?

Youth Development Organizations for Education Results

Work Group

Seattle College Access Network

Community Network

ELL Policy and Data Work Groups

Superintendents and Community College

Presidents

High School to College Completion

Work Group

High School to College CompletionEducator Advisory

Team

To-date, the Action Plan has been vetted by over

180Road Map Stakeholders

Project Sponsors

Note: ERN attendees also gave input on ideas around parent and family engagement that will be used in implementation.

Examples of Feedback• This work needs to start in middle school• Incorporate “nontraditional” students, including students on alternative

pathways• Importance of parent/family involvement in ALL of this work• Where do specific strategies for ELL students and undocumented students

fit in?• Help students connect education to career, students need to see the

purpose• Get more specific on policies, and identify policies that address the

“tracking” of students• Incorporate out-of-school time; community-based organizations play an

important role and need to be more visible in the Action Plan• We need to support College Bound students once they are enrolled in

postsecondary• Need to include universities too, not just community colleges

Action Planning Process

Reviewresearch and Road

Map data

Use criteria, and focus on indicators

and targets

Draft strategies

VetRevisit the research and effect modeling

May 2011 May 2012

Revise Action Plan strategies

Work Group Meetings

Approved Action Plan!

Begin detailed implementation

planning

High School to College Completion Action Plan

33

Strategy Implementation

Road Map Transcript Follow-Up Study

Does math course-taking matter for college enrollment and persistence?

Agenda

• Study Purpose• Guiding Questions• Study Demographics• Types of Findings Available in the Report• Summary/Discussion

Study’s Purpose

• Study designed to further analyze 2010 graduates’ high school transcripts from the Road Map schools to provide additional information about math course-taking patterns in relation to college enrollment.

Guiding Questions

What is the highest level of math students are taking in high school and middle school? When do students take their last math course?

Does math course-taking matter for whether students attend college and what type of college (2-year or 4-year college)?

Does math course-taking matter for whether students persist in college?

Study Definitions• College Enrollment:

– Not-College Direct - high school graduates who did not attend either a two- or four-year college any time in the academic year immediately following their high school graduation

– College Direct - high school graduates who attended either a two- or four-year college any time in the academic year immediately following their high school graduation

• College Path:

– 2-year college– 4-year college

What is the highest level of math students are taking in high school?

• By District:

District Mean of Most Advanced Math Course

Auburn 4.37 (4.22)

Federal Way 4.54 (4.00)

Highline 4.55 (4.34)

Kent 4.67 (4.25)

Seattle 4.80 (3.98)

Renton 3.83 (3.42)

Tukwila 4.17 (3.31)

Level Course

1 Pre-Algebra

2 Algebra

3 Geometry

4 Algebra 2

5 Pre-Calculus

6 Calculus

7 Calculus 2 or above

What level of math are students taking in middle school?

• 36% of students took algebra or beyond in middle school

% of Students who Enrolled in Middle School Algebra0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

22.7%

30.0%

59.4%

Non-college Direct 2-Year College Four-Year College

Percent taking Middle School Algebra or Beyond Disaggregated by Enrollment Types

What percentage of students take algebra or beyond in middle school (by ethnicity)?

Whit

e (n

=3199

)

Asian

(n=13

33)

Amer

ican

India

n/Alas

ka N

ative

(n=80

)

Two or

Mor

e Rac

es (n

=71)

Hispan

ic/La

tino

(n=58

3)

Black/

Africa

n Am

erica

n (N

=922)

Native

Haw

aiian

/Oth

er P

acific

Islan

der (

n=80

)0%

20%

40%

60%

80%

100%

44.0% 42.9% 41.6% 40.0%

18.9% 16.5% 13.9%

Percent of Students Taking Algebra or Beyond in Middle School by Ethnicity

What percentage of students take algebra or beyond in middle school (by district)?

Aubur

n Sch

ool D

istrc

t

Feder

al W

ay S

choo

l Dist

rict

Highlin

e Sch

ool D

istric

t

Kent S

choo

l Dist

rict

Rento

n Sch

ool D

istric

t

Seattl

e Sch

ool D

istric

t

Tukwila

Sch

ool D

istric

t0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

39.0%45.5%

28.3%31.9% 28.7%

38.6%

18.2%

Percent of Students Taking Algebra or Beyond in Middle School by District

When do students take a math course?

Middle School Junior/3rd Year Senior/4th Year0%

20%

40%

60%

80%

100%

23%

88%

73%

30%

90%

74%

59%

94%

84%

Percentage of Graduates Taking Algebra or Beyond in Middle School and Percentage of Graduates Taking Math in their Junior or Senior Year based on Post Secondary Path

Non-College Direct Two-Year College Four-Year College

Does math course-taking matter for whether students attend college and what type of college?

• Set of logistic regressions to predict college enrollment and college path

• Findings:

• Entry level and Exit level math course significantly related to college enrollment and to college path

• Taking middle school algebra significantly related to college enrollment and to college path

• Last year of math important for college enrollment and college path

• GPA also an important predictor

Does math course-taking matter for whether students persist in college?

College persistence: students attending college during 2010-2011 school year and then returned for 2011-2012 school year

Performed set of logistic regressions to determine factors predicting college persistence

GPA + MS Algebra = College Persistence

GPA + MS Algebra + Entry Level Math = College Persistence

GPA + MS Algebra + Entry Level Math + Exit Level Math = College Persistence

Summary of Findings• College direct students took more rigorous math

• College direct students more likely to have taken a math class senior year and more likely to attend 4-year college

• Both courses and grades (GPA) important in predicting college enrollment

• Students taking higher levels of math at entry and exit have better chance of being college direct and of attending a 4-year college

• GPA and exit level math associated with increased likelihood of persisting in college

Full Report

Read more soon when the Final Report is available

Meeting Scholarship Criteria

76%85%

71%

24%15%

29%

Road Map Region:Class of 2012 College Bound Seniors

Have Not Met Criteria

Have Met Criteria

Source: Data reported by high school Building Champions or District Coordinators as of May 4, 2012.

1,508 Eligible Seniors

Realize the Dream Scholarship

Realize the Dream Scholarship is available Washington State high school graduates who:

• Are undocumented residents of the United States and do not qualify to apply for federal or state financial aid programs.

• Must be able to file the House Bill (HB) 1079 affidavit.

• Must receive their high school diploma from a Washington State high school in 2012.

Application deadline - 5 p.m. June 18, 2012Visit: www.collegesuccessfoundation.org/realizethedream or call 1-877-655-4097.

http://www.collegesuccessfoundation.org/realizethedream

Road Map Region

74%

26%Eligible Students Not Com-plete**

Eligible Students Complete**

4,831 Eligible Students*

*FRLP data reported by School Districts March 2012, sign-ups include 8 th grade students that signed-up in their 7th grade year.

College Bound Scholarship Sign-up Campaign(as of June 5th, 2012)

STUDENTS WILL BE IN SCHOOL FOR 10 MORE DAYS

•1,241 eligible 8th grade students (26%) have yet to apply for the College Bound Scholarship. Deadline: June 30, 2012

•District Coordinator have access to the College Bound HECB secure portal and the FRLP list. By reconciling the lists, schools can have quick access to the names of students who still need to apply.

Kent Tukwila Highline South Seattle Renton Federal Way Auburn

86%79% 79% 77% 73% 71%

48%

14%21% 21% 23% 27% 29%

52%

Eligible Students Not Complete**

Eligible Students Complete**

714173 913847 5141070 600 Eligible Students*

*FRLP data reported by School Districts March 2012, sign-ups include 8th grade students that signed-up in their 7th grade year.**Complete denotes that a student has a “complete” application (student/ parent signature is included, one or more of the income standards box is checked). For an updated list of students that have complete College Bound Scholarship applications for your school visit the secure HECB College Bound portal.

College Bound Scholarship Sign-up Campaign(as of June 5th, 2012)

Top Schools To Watch Data as of June 4th, 2012 School District Middle School % Signed up Remaining students to sign upKent Mill Creek Middle School 46% 166Auburn Olympic Middle School 37% 112South Seattle Mercer Middle School 59% 90Auburn Cascade Middle School 40% 90Federal Way Kilo Middle School 32% 84Federal Way Lakota Middle School 36% 81Renton Nelsen Middle School 63% 72Auburn Rainer Middle School 43% 68South Seattle Denny Middle School 61% 66Highline Chinook Middle School 71% 63South Seattle Aki Kurose Middle School 61% 55Highline Sylvester Middle School 75% 48Auburn Mt. Baker Middle School 71% 44Highline Pacific Middle School 80% 40Tukwila Showalter Middle School 79% 37

Total 1116Road Map Region 74% 1241

Top Schools on the College Bound Sign-up RadarMiddle Schools with the highest remaining number

of complete sign ups

CALL TO ACTIONHow you can best support the sign-up efforts

We have specific last push asks on the horizon: Federal Way: planning small group work at Kilo, Lakota, Totem Nelsen MS: phone bank to families McKnight MS: small group work Mill Creek MS: phone bank to families Involved with a school last year? Check-in!

If you are interested in participating– gives us your card

Or contact: Marina Espinoza [email protected]

ROAD MAP BIRTH TO THIRD GRADE ACTION PLAN FRAMEWORK

Parent & family

engagement

Quality expanded learning

opportunities(birth – 3rd grade)

Quality teaching(early learning – 3rd grade)

FOCU

S AR

EAS

IND

ICAT

ORS

• % of children born with low birth weight (less than 5.5 pounds)• % of eligible children enrolled in formal early learning programs• Pre – K indicator TBD• % of students meeting kindergarten readiness standards (TBD)• % of students enrolled in full-day kindergarten • % of students meeting 3rd grade reading standards• % of ELL students who gain one or more levels of English proficiency each year

2014 interim targets (pre-K indicator TBD, kindergarten readiness: TBD, 3rd grade reading: 74%)

2017 interim targets (pre-K indicator TBD, kindergarten readiness: TBD, 3rd grade reading: 80%)

2020 GOAL (pre-K indicator TBD, kindergarten readiness: TBD, 3rd grade reading: 87%)

OU

TCO

MES

Build strong program & system data capability for continuous improvement

Key Partners:

• King County Library System• Seattle Public Libraries• United Way of King County

King County’s 2012 Summer Reading Campaign

Key Activities:

• Targeted summer programming• Key messages targeting parents• Let’s Read! website

• Posters • PSAs • Broad flyer distribution

• 7 School Districts• 8 Cities• Place-Based Projects• Housing Authorities

Up Next!

Convening of Parent Engagement Organizations:June 28th; 1:15pm-3:15pm – PSESDJuly 24th; 12pm-2pm – 2100 Building

Education Results Network Meeting:September 13th; 10am-1pm – Location TBD

Results Report Meeting:December 13th; 10am-1pm – PSESD

Parent Conference:First Quarter 2013

Thank You For Attending!

from cradle to college and career education results network meeting june 7, 2012

Documents

building slide

aligned funders road

community engagement

road map indicators

road map goal

community voice

road map project team

community partners