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Main Idea and Objectives

Main Idea and Objectives. What can be done to track and support student progress towards college readiness? History and demographics of NSHS Transitional phases (activity) Elements of scorecard Intervention plan. History of Nevada State High School. 1.0 Getting started (FY0405 to FY0607)

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Main Idea and Objectives

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  1. Main Idea and Objectives • What can be done to track and support student progress towards college readiness? • History and demographics of NSHS • Transitional phases (activity) • Elements of scorecard • Intervention plan

  2. History of Nevada State High School • 1.0 Getting started (FY0405 to FY0607) • On campus, grant, credibility, part-time staff • 2.0 Growing up (FY0708 to FY1011) • Off campus, 3rd pillar, offerings, assessments, framework, FT staff, transitions, registration • 3.0 Improving it(FY1112 to present) • New facility, scorecards, student workers

  3. Registration to Enrollment (FY1314 [351 first yr. students])

  4. Define Population (FY0405 to FY1314 [1407 students]) • Withdrew before count day or not counted • (44) students WD_BC • (<10) students with data errors • (279) student currently enrolled • Withdrew after count day (WD_AC) or Grad. • 393 students WD_AC • 684 students Graduated } 1077

  5. Demographics (FY0405 to FY1213 [1077 students])

  6. Incoming GPA (FY0405 to FY1213 [1077 students]) All 1077 students 684 graduates 393 withdraws

  7. Highest HS Math and College Placement

  8. Highest HS Math and College Placement cont.

  9. Retention: fr. to soph.(FY0405 to FY1112 [925 students])

  10. Transitional Phases: Activity Take Away • Educational Milestones • What skills are needed at each milestone?

  11. Transitional Phase Activity: Step 1 • Separately, generate your top five skills a student needs to transition into the following: • Red(kindergarten) • Blue(middle school) • Yellow(high school) • Green(college) • Produce five cards with one skill each Ex. “College Skill” Meet Deadlines

  12. Transitional Phase Activity: Step 2 • Mark each of your cards with the best fit pillar of transition including: • Personal: accountability for own self • Academic: fundamental, scholarly based knowledge: facts, the nuts and bolts • Social: appropriate communication and connection with others

  13. Transitional Phase Activity: Step 3 • Select your top three skills (student MUST have) • Place notecards under respective pillars • Analyze the results: • Are the pillars balanced with notecards? • Are (will) the pillars balance at your school? • How can you target balance in your program?

  14. Academic Pillar: Instruments and Tools • Assessments and data collection • College placement exams • WorkKeys® (pre|post) • PLAN® • Engage®

  15. Data: Incoming GPA vs. College Math Placement 345 41 61 68 47 16 95 374 1 – MATH 091 | PreAlg 2 – MATH 093 | Algebra 3 – MATH 095 | ElemAlg 4 – MATH 096 | InterAlg 5 – MATH 124 | CollAlg 6 – MATH 126 | PreCal I 7 – MATH 127 | PreCal II 8 – MATH 181 | Calculus Incoming GPA *1077 – 30 (inconsistent data) = 1047 Math College Placement

  16. WorkKeys® (FY0910 to FY1213 [495 matched students])

  17. WorkKeys® cont. (FY0910 to FY1213 [495 matched stu.])

  18. PLAN® vs. College Math (FY0910 to FY1213 [489 students]) 33 172 43 <10 <10 50 177 1 – MATH 091 | PreAlg 2 – MATH 093 | Algebra 3 – MATH 095 | ElemAlg 4 – MATH 096 | InterAlg 5 – MATH 124 | CollAlg 6 – MATH 126 | PreCal I 7 – MATH 127 | PreCal II 8 – MATH 181 | Calculus <10 ACT PLAN® Composite Score Math College Placement

  19. Engage® Indices (FY0910 to FY1213 [479 students])

  20. Engage® Ret. Index vs. Avg. credits (479 students) 14% GRAD: 78% WD: 22% 34% GRAD: 89% WD: 11% 28% GRAD: 35% WD: 65% 23% GRAD: 49% WD: 51%

  21. Engage® Acd. Index vs. Avg. credits (479 students) 12% GRAD: 74% WD: 26% 37% GRAD: 90% WD: 10% 25% GRAD: 37% WD: 63% 26% GRAD: 46% WD: 54%

  22. Tracking Progress Towards College Readiness • A mission to develop something that: • Creates a common language • Provides timely feedback to improve • Promotes involvement • Tracks responsibility • Monitors 1st yr. exper. | attendance • Compiles assessment | plcmt. data Center for Community College Student Engagement http://www.ccsse.org/center/

  23. Scorecard Request for Proposal • Scalable • Ease of use • Keep it simple • Relevant and fair • Measure desired result • Ability for students to improve score

  24. Scorecard: Labeling and Calculations • 3 digit numbering system • XX, the first digit represents the pillar • XX, the second digit represents the object • XX, the third digit represents the factor • Raw factors into a 4-pt scale and weighted • Roll-up process • FAC to OBJ | OBJ to PLR | PLR to score

  25. Pillar 300 – Academic Calculation

  26. Scorecard – Final Calculation

  27. Intervention Plan • Interventions relate to the transitional pillars • Academic • Personal responsibility • Social • Certain interventions can fall under all three

  28. Academic Interventions • Study skills • Proficiency tutoring • KeyTrain • Supplemental instruction • Study Island • Tutoring • High school academic planning • College academic planning

  29. Personal Responsibility Interventions • Registration process • Advising • Parent performance review (PPR) • Parents in partnership (PiP) • Attendance tracking • Student situation report (SSR) • Conferences • Financial planning

  30. Academic Interventions • Transition course • Message reminders • Student success advocate (SSA) • Introduction to college course • Internship/volunteer/ school activities • Sessions for success • Social event participation • COMPASS

  31. Closing • Support progress towards college readiness • Collect relevant data • Compile reports for feedback • Utilize report to target interventions • Questions

  32. Thank you • Find presentation artifacts • www.earlycollegenv.com • Contact information • Wendi Hawk, Ed. D • 702-332-5063 | whawk@earlycollegenv.com • John Hawk, Ed. D • 702-332-2593 | jhawk@earlycollegenv.com

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