Education Results Network Meeting June 7, 2012

1. Education Results Network Meeting June 7, 2012

2. The Road Map Project Team

3. 2020 Goal Improved Outcomes across Road Map Indicators System Building Strategies and Actions Aligned Action In School and Out • Early learning providers • Youth development organizations • School districts • Place-based projects • Community colleges • 4-year institutions Powerful Parent and Community Voice Aligned Funding Strong Data Results Reporting

4. 2020 Goal Improved Outcomes across Road Map Indicators System Building Strategies and Actions Aligned Action In School and Out • Early learning providers • Youth development organizations • School districts • Place-based projects • Community colleges • 4-year institutions Powerful Parent and Community Voice Aligned Funding Strong Data Results Reporting

5. Parent Engagement2012 At-A-Glance JUNE SEPT JULY AUG APRIL MAY DEC 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)

6. Parent Engagement2012 At-A-Glance JUNE SEPT JULY AUG APRIL MAY DEC JAN ‘13 • 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

7. Parent Engagement2012 At-A-Glance JUNE SEPT JULY AUG APRIL MAY DEC JAN ‘13 • Development of Multi-Year Work Plan • Synthesis and analysis • Vet recommendations • *Reconvene key stakeholders

8. Parent Engagement2012 At-A-Glance JUNE SEPT JULY AUG APRIL MAY OCT/NOV/DEC JAN ‘13 • Logistical Preparation: Parent Conference • Parents as primary audience • Accessible, understandable, actionable • Co-designed with community partners

9. 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.

10. 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)

11. 2020 Goal Improved Outcomes across Road Map Indicators System Building Strategies and Actions Aligned Action In School and Out • Early learning providers • Youth development organizations • School districts • Place-based projects • Community colleges • 4-year institutions Powerful Parent and Community Voice Aligned Funding Strong Data Results Reporting

12. 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 Success 2: Funders Invest in System Building Actions and Strategies Recommended by Road Map Work Group Action Plans 3. Funders Invest in Cross-Cutting Activities such as Data, Advocacy, and Parent and Community Engagement Road Map Aligned Funders Network Meeting Thursday, June 21, 10am – Noon; 2100 Building

13. 2020 Goal Improved Outcomes across Road Map Indicators System Building Strategies and Actions Aligned Action In School and Out • Early learning providers • Youth development organizations • School districts • Place-based projects • Community colleges • 4-year institutions Powerful Parent and Community Voice Aligned Funding Strong Data Results Reporting

14. Aligned Action Renton School District Strategic Improvement Plan School Board Resolutions

15. Treehouse is aligning its indicators with The Road Map Project to leverage collective impact formiddle and high school students in foster care

17. DEFINING MOTIVATION & ENGAGEMENT • Future Orientation & Self-Management: I have goals & will overcome barriers that get in my way • Self-Efficacy & Growth Mindset I can be successful in school and school is relevant to me • Sense of Belonging & Connectedness I belong in, and can contribute to, this school and community • Interpersonal Skills I can communicate and work with others, and ask for help when I need it

18. 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

19. 2020 Goal Improved Outcomes across Road Map Indicators System Building Strategies and Actions Aligned Action In School and Out • Early learning providers • Youth development organizations • School districts • Place-based projects • Community colleges • 4-year institutions Powerful Parent and Community Voice Aligned Funding Strong Data Results Reporting

20. Original Road Map Readiness Achievement Attainment Graduate from high school --college and career-ready Healthy and ready for Kindergarten Supported and successful in school Earn a college degree or career credential We will set 2014, 2017 and 2020 targets for the following on-track indicators.1 • % 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 • % of children meeting kindergarten readiness standards 2 • Pre-K indicator TBD • % 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 We will set targets and report our progress for on-track indicators across the continuum:1 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. 4Triggering Early Warning #2 would entail having a Suspension and/or Expulsion in the 9th grade.

21. 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.

22. Please Fill Out The Survey Online https://www.surveymonkey.com/s/RoadMapIndicators Deadline: June 15th

23. Pause for a Special Recognition… Thank you for everything.. Tom “On-Track” Tierney

24. Pause for a Special Recognition… Thank you, and.. Monte Bridges

25. 2020 Goal Improved Outcomes across Road Map Indicators System Building Strategies and Actions Aligned Action In School and Out • Early learning providers • Youth development organizations • School districts • Place-based projects • Community colleges • 4-year institutions Powerful Parent and Community Voice Aligned Funding Strong Data Results Reporting

26. System Building Actions: ELL Workgroups Report Roxana will have slides

27. System Building Actions: STEM Business Plan Josh will have a slide

28. High School to College Completion Work Group Middle Work Group Charge Develop a Strategic Action Plan to improve college readiness and postsecondary completion throughout the Road Map region.

29. Action Planning Process Work Group Meetings May 2011 May 2012 Revise Action Plan strategies Review research and Road Map data Draft strategies Use criteria, and focus on indicators and targets Vet

30. Who has been involved in the vetting? To-date, the Action Plan has been vetted by over 180 Road Map Stakeholders Community Network Superintendents and Community College Presidents High School to College Completion Educator Advisory Team Seattle College Access Network ELL Policy and Data Work Groups High School to College Completion Work Group Project Sponsors Youth Development Organizations for Education Results Work Group Note: ERN attendees also gave input on ideas around parent and family engagement that will be used in implementation.

31. 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

32. Action Planning Process Begin detailed implementation planning Work Group Meetings May 2011 May 2012 Revise Action Plan strategies Approved Action Plan! Review research and Road Map data Draft strategies Revisit the research and effect modeling Use criteria, and focus on indicators and targets Vet

33. High School to College Completion Action Plan

34. Strategy Implementation

35. Road Map Transcript Follow-Up Study Does math course-taking matter for college enrollment and persistence?

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

37. 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.

38. 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?

39. 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

40. What is the highest level of math students are taking in high school? • By District:

41. What level of math are students taking in middle school? • 36% of students took algebra or beyond in middle school

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

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

44. When do students take a math course?

45. 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

46. 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

47. 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

48. Full Report Read more soon when the Final Report is available

49. Meeting Scholarship Criteria 1,508 Eligible Seniors Source: Data reported by high school Building Champions or District Coordinators as of May 4, 2012.

50. 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, 2012 Visit: www.collegesuccessfoundation.org/realizethedream or call 1-877-655-4097.