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1. SO what can we do about?
Over a thousand people and agencies across the region have come together to create The Blueprint for Educational Change. It is our strategic plan to build the strongest education pipeline in the country.
And I want you to be part of it!SO what can we do about?
Over a thousand people and agencies across the region have come together to create The Blueprint for Educational Change. It is our strategic plan to build the strongest education pipeline in the country.
And I want you to be part of it!
2. Summit & Blueprint Rollout Sponsors
3. Other Sponsors
4. Education Partners
5. In-Kind Sponsors
6. Pop Quiz #1: Education & CT Mothers ________ Central Texas children are born to mothers with less than a high school diploma.
7. Pop Quiz #2: Central Texas 1st Graders 17% 1st graders ___________
8. Pop Quiz #3: CT Middle School Teachers ______________ Central Texas middle school teachers have 5 years or less teaching experience.
9. Pop Quiz #4: High School Dropouts What is the top reason students leave high school?
Losing football team
Need to work
School not relevant
Poor grades/academic failure
10. Pop Quiz #5: CT Students Not Graduating ____________ Central Texas 9th graders did not earn a high school diploma on time.
11. Pop Quiz #6: Top Occupations in CT The fastest growing, highest paying occupations in Central Texas have an average salary of _______
12. Pop Quiz #7: Source of New Science Teachers In Texas, bachelor degree programs now produce _____ of all new science teachers.
13. The Kaleidoscope Shift
19. SO what can we do about?
Over a thousand people and agencies across the region have come together to create The Blueprint for Educational Change. It is our strategic plan to build the strongest education pipeline in the country.
And I want you to be part of it!SO what can we do about?
Over a thousand people and agencies across the region have come together to create The Blueprint for Educational Change. It is our strategic plan to build the strongest education pipeline in the country.
And I want you to be part of it!
20. History of the Blueprint Based on 2 years of research and thousands of hours of engaging the community, led by the
Brought together 150 business CEO’s, college presidents, community and education leaders to set priority goals
Developed an unprecedented, comprehensive strategic plan
Includes priority goals, indicators and targets, partners, action strategies, going forward The Blueprint is the most comprehensive plan ever developed for a Texas region
It is based on data never before available
And entails collaborations with districts, colleges, and community partners throughout Central TexasThe Blueprint is the most comprehensive plan ever developed for a Texas region
It is based on data never before available
And entails collaborations with districts, colleges, and community partners throughout Central Texas
21. (Cover goals briefly – they will be on the following slides)(Cover goals briefly – they will be on the following slides)
22. Why the Blueprint? Why Now? Why Not? regionalism = SCALE
Entrepreneurial speed
interdependent economic system that people id with
Collaboration: - wonderful community groups and funders
CALL OUT
Call out MSDFregionalism = SCALE
Entrepreneurial speed
interdependent economic system that people id with
Collaboration: - wonderful community groups and funders
CALL OUT
Call out MSDF
23. Show and Tell!
24. Blueprint Foundation Goal:
26. 40% of our children enter Kindergarten with up to an 18-month delay!
Low income children tend to enter Kindergarten with a 500-word vocabulary, versus their counter parts from higher incomes who have a 1500-word vocabulary
Parent education level matters a great deal! I’m Ellen Balthazar -- and I’m part of the Blueprint for Educational Change because we know the importance of a child’s earliest years in shaping her future success in education and in life.
Across the nation, and by implication, here in Central Texas almost 40% of our children enter Kindergarten with up to an 18 month delay in the skills and development they should have.
Many make progress in their Kindergarten year, but in Central Texas, almost 1 in 5 first graders struggle with reading.
If they can’t read, they can’t excel in any subjects! And remember that these children our workforce by 2022 or our inmates….I’m Ellen Balthazar -- and I’m part of the Blueprint for Educational Change because we know the importance of a child’s earliest years in shaping her future success in education and in life.
Across the nation, and by implication, here in Central Texas almost 40% of our children enter Kindergarten with up to an 18 month delay in the skills and development they should have.
Many make progress in their Kindergarten year, but in Central Texas, almost 1 in 5 first graders struggle with reading.
If they can’t read, they can’t excel in any subjects! And remember that these children our workforce by 2022 or our inmates….
27.
A study by Success by 6 (which is part of the United Way Capital Area) shows many of Central Texas children are born to mothers without a high school diploma. The implication of this alarming statistic is that these children are more likely to drop out or otherwise not finish high school on time.
Without serious interventions as early as possible– such as early children education– the pattern of high dropout rates will continue.
Studies about mother and child educational attainment: Wolfe, B.L., and Haveman, R.H. (2002). “Social and non-market benefits from education in an advanced economy.” Paper prepared for Conference Series 47, Education in the 21st Century: Meeting the Challenges of a Changing World, Federal Reserve Bank of Boston, June 2002.
A study by Success by 6 (which is part of the United Way Capital Area) shows many of Central Texas children are born to mothers without a high school diploma. The implication of this alarming statistic is that these children are more likely to drop out or otherwise not finish high school on time.
Without serious interventions as early as possible– such as early children education– the pattern of high dropout rates will continue.
Studies about mother and child educational attainment: Wolfe, B.L., and Haveman, R.H. (2002). “Social and non-market benefits from education in an advanced economy.” Paper prepared for Conference Series 47, Education in the 21st Century: Meeting the Challenges of a Changing World, Federal Reserve Bank of Boston, June 2002.
28. It’s not enough for our children to be enrolled in Pre-K or in Kindergarten. Their experiences in these programs must be engaging, diverse and rigorous enough to inspire optimal growth. Sadly, many of these children come into Pre-K and Kindergarten already delayed and already struggling to understand their environment.
It’s not enough for our children to be enrolled in Pre-K or in Kindergarten. Their experiences in these programs must be engaging, diverse and rigorous enough to inspire optimal growth. Sadly, many of these children come into Pre-K and Kindergarten already delayed and already struggling to understand their environment.
29. Why does this matter to Central Texas? Increasing population of young children who
Live in poverty
Are vulnerable from other circumstances
Are English Language Learners
Region will experience severe challenges in K-12 schools if their needs go unmet in their early years
So, Why NOT help ensure that all our children getting a fair start? We know that the earliest years are our best hope of helping that our children have the best possible change to succeed in education. We cannot blame our schools for poor student achievement when so many children come to classes for the first time never having been read to, never having learned numbers, never having been shown how to spot patterns and make connections of shapes and colors to the world around them.
Our charge – in order to help ensure each and every Central Texas child enters kindergarten school ready – is to maximize support and service to them and their families from birth on… Our action strategies reflect the progression we need from infancy through entry into public schools.
We know that the earliest years are our best hope of helping that our children have the best possible change to succeed in education. We cannot blame our schools for poor student achievement when so many children come to classes for the first time never having been read to, never having learned numbers, never having been shown how to spot patterns and make connections of shapes and colors to the world around them.
Our charge – in order to help ensure each and every Central Texas child enters kindergarten school ready – is to maximize support and service to them and their families from birth on… Our action strategies reflect the progression we need from infancy through entry into public schools.
30. Goal 1 Action Strategies Expand early childhood services - particularly to families - as identified by Success by 6 best practices
Home visitation
Evidenced-based Parenting Education
Neighborhood Play & Learn Activities
Promote Born Learning Guides and build public awareness campaign of child development milestones
Increase access/accreditation rate of childhood education providers supporting quality programming
Increase enrollment of both public and private Pre-K programs and support state policy efforts to scale access and quality
Create a school readiness standard for Central Texas These are the Action Strategies that we are using to align our efforts around Goal 1.
Action strategy one specifically supports the efforts of United Way’s Success by Six to help children in their earliest years from 0-3 years old.
Action strategy two focuses on quality childcare for these same children.
Action strategy three addresses that pivotal Pre-Kindergarten year – looking to improve program quality and access regardless of whether the program is in a public school or run through a private organization.
Action strategy four gives us our “North Star” a way for us to chart how well we are doing in meeting our goal that children enter kindergarten school ready, and a way to help our teachers create engaging, high quality experiences for their students.
These are the Action Strategies that we are using to align our efforts around Goal 1.
Action strategy one specifically supports the efforts of United Way’s Success by Six to help children in their earliest years from 0-3 years old.
Action strategy two focuses on quality childcare for these same children.
Action strategy three addresses that pivotal Pre-Kindergarten year – looking to improve program quality and access regardless of whether the program is in a public school or run through a private organization.
Action strategy four gives us our “North Star” a way for us to chart how well we are doing in meeting our goal that children enter kindergarten school ready, and a way to help our teachers create engaging, high quality experiences for their students.
31. Developed Central Texas Capacity Matrix of “family ready” and “community ready” services
United Way’s Success by Six expanded to San Marcos
Regionalized Born Learning Guides
Defined and baselined number of eligible children enrolled in public Pre-K programs
78% in Central Texas enrolled – pleased with such a promising start
Researched federal funding streams for early childhood education
Accomplishments To Date I’m Sam Bryant and I am part of the Blueprint for Educational Change Goal 1 Leadership because I have seen how much Early Childhood support can change a child’s life.
Ellen has laid out the action strategies we have developed to meet the challenging of helping our youngest and most vulnerable children thrive. I get to tell you what we have done to date.
We have developed the Central Texas Children’s Services Capacity Matrix that looks at many of the services needed to have “ready communities and services” in this region. A gap analysis shows what we need.
Success by Six, a powerfully effective program and campaign of United Way’s, focuses on early childhood from birth through the age of six. Success by Six recognizes that to enable every child to enter kindergarten school ready, a lot has to happen in those earliest years! This effort focuses on creating ready families, ready communities, ready services as well as ready schools in order to ensure we have children who are ready to learn.
Success by Six has expanded to San Marcos and is looking to expand to other regions in Central Texas as well.
We have regionalized the Born Learning Guides to provide parents with the information need to children to succeed.
We also have worked hard to set some benchmarks – and have a baseline for the number eligible children enrolled in public Pre-K programs.
I’m Sam Bryant and I am part of the Blueprint for Educational Change Goal 1 Leadership because I have seen how much Early Childhood support can change a child’s life.
Ellen has laid out the action strategies we have developed to meet the challenging of helping our youngest and most vulnerable children thrive. I get to tell you what we have done to date.
We have developed the Central Texas Children’s Services Capacity Matrix that looks at many of the services needed to have “ready communities and services” in this region. A gap analysis shows what we need.
Success by Six, a powerfully effective program and campaign of United Way’s, focuses on early childhood from birth through the age of six. Success by Six recognizes that to enable every child to enter kindergarten school ready, a lot has to happen in those earliest years! This effort focuses on creating ready families, ready communities, ready services as well as ready schools in order to ensure we have children who are ready to learn.
Success by Six has expanded to San Marcos and is looking to expand to other regions in Central Texas as well.
We have regionalized the Born Learning Guides to provide parents with the information need to children to succeed.
We also have worked hard to set some benchmarks – and have a baseline for the number eligible children enrolled in public Pre-K programs.
32. School Readiness Standard Over 70 participants from 10 Districts, private providers, universities
Led by Success by 6, Region XIII ESC, San Marcos CISD
Based on TEA Guidelines, TEKS, best available research
First School Readiness Standard in the state!
Numeracy, Literacy, Bi-lingual, Social/Emotional, Science, Social Studies, Fine Arts, Technology, Program Evaluation
Target implementation Fall 2009 Although the state does not yet have a school readiness standard, why not develop one for the region that can include both community and public early childhood education and improve program quality for all children?
This standard comes from the community, and is intended NOT to be yet another accountability STICK, but rather a resource and a tool that teachers in any pre-k classroom can use to improve classroom activities, instruction strategies, and monitoring of children’s progress. And, in keeping with TEA’s Pre-K Guidelines, these standards emphasize the importance of social emotional development as much as acquisition of skills in language, emerging literacy or mathematics. We can be very proud of that both for our region and our state!
Although the state does not yet have a school readiness standard, why not develop one for the region that can include both community and public early childhood education and improve program quality for all children?
This standard comes from the community, and is intended NOT to be yet another accountability STICK, but rather a resource and a tool that teachers in any pre-k classroom can use to improve classroom activities, instruction strategies, and monitoring of children’s progress. And, in keeping with TEA’s Pre-K Guidelines, these standards emphasize the importance of social emotional development as much as acquisition of skills in language, emerging literacy or mathematics. We can be very proud of that both for our region and our state!
33. Goal 1 Calls to Action!! Join Funding Team(s) to maximize
government funding to region
private investment in Goal 1
Join a Dissemination Team to promote “Born Learning Guides” to parents and through businesses, civic groups, faith-based organizations, etc.
Join Legislative Team to promote and support Pre-K funding legislation
What else should we be doing? Multiple bills before the legislature this session support full-day Pre-K and other enhancements to our public and private Pre-K programs. You can work with others who care about high quality early childhood education in a few meetings over the next 4 months to help our students be better prepared when they enter Kindergarten.
Many of our parents don’t realize what they should be looking for in their children’s development. Are they progressing as they need to to be ready for Kindergarten and beyond? Help us provide this information to every parent who needs it – through businesses, neighborhoods, churches - any place we can.
We know that effective early investment in our children returns to us 7 to 13 times. Yet our private funders aren’t coordinate to leverage dollars, and we often miss out on available government funds. Help us make sure to garner as much funding as possible to realize this huge return on investment.
These are just – and we have more on the Blueprint web site.
But now it’s you turn. You tell us what action strategies we’re missing, what our priorities should be, and what OTHER Calls to Action people should sign up for to helps us with Goal 1. Before you leave, we’ll be asking you to sign up to helpMultiple bills before the legislature this session support full-day Pre-K and other enhancements to our public and private Pre-K programs. You can work with others who care about high quality early childhood education in a few meetings over the next 4 months to help our students be better prepared when they enter Kindergarten.
Many of our parents don’t realize what they should be looking for in their children’s development. Are they progressing as they need to to be ready for Kindergarten and beyond? Help us provide this information to every parent who needs it – through businesses, neighborhoods, churches - any place we can.
We know that effective early investment in our children returns to us 7 to 13 times. Yet our private funders aren’t coordinate to leverage dollars, and we often miss out on available government funds. Help us make sure to garner as much funding as possible to realize this huge return on investment.
These are just – and we have more on the Blueprint web site.
But now it’s you turn. You tell us what action strategies we’re missing, what our priorities should be, and what OTHER Calls to Action people should sign up for to helps us with Goal 1. Before you leave, we’ll be asking you to sign up to help
34. Table Discussion: 1. What is your response to the goal action strategies- Is there anything missing?
2. What should be the most urgent priority for this goal?
3. What are other Calls to Action that you would add for our community to own this goal and take part in making it happen?
35. Goal 2: Central Texas Eliminates Achievement Gaps While Improving Overall Student Performance The second goal is to close achievement gaps – in fact, we want to eliminate them between different demographic and income groups.
Here we’re focusing in on that critical 8th grade year – to eliminate gaps before students start into high school. Middle school is a critical time in students’ lives when we typically see achievement fall.The second goal is to close achievement gaps – in fact, we want to eliminate them between different demographic and income groups.
Here we’re focusing in on that critical 8th grade year – to eliminate gaps before students start into high school. Middle school is a critical time in students’ lives when we typically see achievement fall.
36. Improvement in 8th Grade Reading and Math, but Math Gaps Remain Large Here’s one example – 8th grade TAKS passing rates across the region. On the left side is reading; the right side is math. The great news is that our students are improving over time in all areas, and gaps between different groups tend to be closing. (The pink line represents all students; the other lines show different ethnic groups and low income students).
However, you can also see that only ~75% of students across the region are passing the math TAKS, and gaps of almost 40 percentage points between different groups remain!
And right there (point to the 3 low lines on the math chart) you’re looking at those students who – if they drop out because of academic reasons – will drop out.
Here’s one example – 8th grade TAKS passing rates across the region. On the left side is reading; the right side is math. The great news is that our students are improving over time in all areas, and gaps between different groups tend to be closing. (The pink line represents all students; the other lines show different ethnic groups and low income students).
However, you can also see that only ~75% of students across the region are passing the math TAKS, and gaps of almost 40 percentage points between different groups remain!
And right there (point to the 3 low lines on the math chart) you’re looking at those students who – if they drop out because of academic reasons – will drop out.
37. High-Needs Schools Have Less Qualified Math Teachers Further, look at some inputs:
Here we took Central Texas secondary schools (not districts) and divided them by the relative wealth of the students they serve – schools who have fewer than 25% of students low income all the way to those with more than 75% of students who are low income.
What you find is that those schools dealing with our most challenged students have TWICE as many math teachers – almost 40%! - who are either not fully certified or are teaching out of their field.Further, look at some inputs:
Here we took Central Texas secondary schools (not districts) and divided them by the relative wealth of the students they serve – schools who have fewer than 25% of students low income all the way to those with more than 75% of students who are low income.
What you find is that those schools dealing with our most challenged students have TWICE as many math teachers – almost 40%! - who are either not fully certified or are teaching out of their field.
38. Goal 2 Action Strategies Align curriculum across grades for critical transition years
Develop ELL program standards across the region
Create incentive programs for teacher assignments and outcomes
Identify and promote specific best practices in key areas to increase student achievement
Expand middle school volunteer programs
Promote and advocate “Para Una Buena Vida” (Education is the key to economic prosperity) messages in schools and communities These are the Action Strategies that we are using to align our efforts around Goal 2.
Some of them have barely started; others are well underway and we want to share with you some of the progress on those strategies we’re focusing on now…
These are the Action Strategies that we are using to align our efforts around Goal 2.
Some of them have barely started; others are well underway and we want to share with you some of the progress on those strategies we’re focusing on now…
39. Research-Based Practices Key areas for all districts: math, science, literacy
Few opportunities for practitioners to “scan” available research and share practices
Compiling agreed-upon research
Bringing together districts to review and share what they know and others know
First session June ‘09 One of the first things we wanted to work on is research-based practices.
There’s a huge amount of academic research out there that never gets into the hand of our teachers and principals who need it the most.
So the Goal 2 team chose three critical areas – math, science, and literacy – where we can compile the best available research in one place to make it easily accessible -
Then bring districts together to not only share the best available research, but the best of what each other are doing.
We plan to work with Region XIII Education Service Center (NOT YET CONFIRMED) to leverage their expertise on behalf of our educators and students in the most critical academic areas. One of the first things we wanted to work on is research-based practices.
There’s a huge amount of academic research out there that never gets into the hand of our teachers and principals who need it the most.
So the Goal 2 team chose three critical areas – math, science, and literacy – where we can compile the best available research in one place to make it easily accessible -
Then bring districts together to not only share the best available research, but the best of what each other are doing.
We plan to work with Region XIII Education Service Center (NOT YET CONFIRMED) to leverage their expertise on behalf of our educators and students in the most critical academic areas.
40. Increase Middle School Volunteers Working with United Way Capital Area and network of volunteer programs
Intense focus on high needs schools at critical middle school level
Joint recruiting and marketing to solicit hundreds of new volunteers
Measuring all programs in common way based on Blueprint indicators Middle school is an especially difficult time for students, when far too many of them become disconnected and fall behind academically, and at the same time, parents start stepping back.
Yet, every child needs a supportive adult in his life. United Way Capital Area is leading an effort to recruit mentors, tutors, and academic coaches into proven existing programs at the middle school level.
We’re working with them to focus hundreds of volunteers on the highest needs schools.
By marketing and recruiting together,
with the strength of the United Way giving community behind us,
and, for the first time ever, using common metrics to measure the effectiveness of volunteer programs,
we can start the process of making step-function impacts on our middle schools.Middle school is an especially difficult time for students, when far too many of them become disconnected and fall behind academically, and at the same time, parents start stepping back.
Yet, every child needs a supportive adult in his life. United Way Capital Area is leading an effort to recruit mentors, tutors, and academic coaches into proven existing programs at the middle school level.
We’re working with them to focus hundreds of volunteers on the highest needs schools.
By marketing and recruiting together,
with the strength of the United Way giving community behind us,
and, for the first time ever, using common metrics to measure the effectiveness of volunteer programs,
we can start the process of making step-function impacts on our middle schools.
41. Here’s just one example of using data to drive better results (see an example on your table)
Austin Partners in Education has developed an in-school math coaching model to leverage volunteers to increase math passing rates up to 20% at the critical 8th grade level.
We’re using GIS data to map critical needs schools to financial institution locations,
to get bank employees
who are comfortable with numbers
into the classrooms where our students need them the most!
Why Not? Here’s just one example of using data to drive better results (see an example on your table)
Austin Partners in Education has developed an in-school math coaching model to leverage volunteers to increase math passing rates up to 20% at the critical 8th grade level.
We’re using GIS data to map critical needs schools to financial institution locations,
to get bank employees
who are comfortable with numbers
into the classrooms where our students need them the most!
Why Not?
42. ELL Taskforce English Language Learner (ELL) students often most challenged group in our schools
Growing at 3X the rate of the overall Central Texas student population
Few consistent, research-based practices
Taskforce of 10 districts, leading experts, led by TX State College of Education
ID best practices and approaches for ELL students
Our English Language Learners are by far the fastest growing of any of our student populations, and are often the most challenged – having to learn all core academic areas in two languages!
They offer our best opportunity to build a leading bilingual, 21st century workforce - if we get it right.
Yet today, far too many of them struggle.
And there’s little opportunity for our schools to work together on consistent, research-based practices to address the needs of this student population.
So we’re bringing together bilingual and family outreach directors from 10 districts, together with leading experts from across the region, to create a Taskforce to focus on this critical population.
Led by Dr. Rosalinda Barrera, Dean of the College of Education at Texas State University, and supported by the Hispanic Chamber’s education Foundation, (TO BE CONFIRMED) this Taskforce is kicking off this month to identify and share the most effective practices to support the success of our ELL students.Our English Language Learners are by far the fastest growing of any of our student populations, and are often the most challenged – having to learn all core academic areas in two languages!
They offer our best opportunity to build a leading bilingual, 21st century workforce - if we get it right.
Yet today, far too many of them struggle.
And there’s little opportunity for our schools to work together on consistent, research-based practices to address the needs of this student population.
So we’re bringing together bilingual and family outreach directors from 10 districts, together with leading experts from across the region, to create a Taskforce to focus on this critical population.
Led by Dr. Rosalinda Barrera, Dean of the College of Education at Texas State University, and supported by the Hispanic Chamber’s education Foundation, (TO BE CONFIRMED) this Taskforce is kicking off this month to identify and share the most effective practices to support the success of our ELL students.
43. PUBV Outreach Too many students and families don’t understand the value of staying in school
CommuniCard conducted research: how to involve growing population of Spanish-only speaking parents in the classroom
“Para Una Buena Vida” messaging highly effective
Need to expand into schools, churches, homes – everywhere! Extensive local research has been done on how best to engage families – especially Spanish speaking families- on the direct link between education and economic prosperity.
Outreach through Spanish language media – Univision, Borders Radio, and other traditional competitors working on concert, has reached tens of thousands across our region.
With messaging leadership from CommuniCard and outreach support from the Hispanic Chamber and Education Council, AISD, and others,
We’re working to expand this message to every place students and their families live, work, play, pray, shop, commute or receive services,
so they will consistently encounter reinforcement of the value and benefits of education. Extensive local research has been done on how best to engage families – especially Spanish speaking families- on the direct link between education and economic prosperity.
Outreach through Spanish language media – Univision, Borders Radio, and other traditional competitors working on concert, has reached tens of thousands across our region.
With messaging leadership from CommuniCard and outreach support from the Hispanic Chamber and Education Council, AISD, and others,
We’re working to expand this message to every place students and their families live, work, play, pray, shop, commute or receive services,
so they will consistently encounter reinforcement of the value and benefits of education.
44. Education is the key to economic prosperity
Graduate high school ? earn $1M in your lifetime
Termine la secundaria y gane un millón de dólares en su vida.
Graduate college ? earn extra $1M in your lifetime
Gane otro millón de dólares al graduar del colegio.
Speak two languages ? more opportunity + better jobs
Aprende ingles bien pero no pierdas tu espańol. Tendrás mas oportunidades y podrás ganar mas dinero. You’ve probably heard or seen the PUBV message, but you need to memorize it so you can be part of the army!You’ve probably heard or seen the PUBV message, but you need to memorize it so you can be part of the army!
45. Other Work Round Rock ISD pilot of supplemental reading and math technology
Published “The Problem with Too Many Names” – White Paper explaining dropout metrics and implications
Developed regional consensus on targets for Closing the Gaps for eighth graders
What else is going on?
We’ve just started a pilot project – there’s a handout at your table – using hardened “gameboy” type technology in elementary classrooms to provide personalized supplemental reading and math support to students who are advanced, struggling, and every place in between. It’s worked in Chicago, and our researchers will track the effort so that by June we can see whether and how to expand this first-in-the-state pilot.
Many people ask why counting graduates and drop outs is so confusing – and which data should they actually believe? What’s the difference between a graduate and a completer and a leaver and a drop out anyway? So E3 Alliance wrote a white paper explaining this confusing “Problem with Too Many Names”
We’ve also been working directly with our partner districts – and have made huge strides in developing consensus regional goals for closing gaps and methods we can use to set and track targets.What else is going on?
We’ve just started a pilot project – there’s a handout at your table – using hardened “gameboy” type technology in elementary classrooms to provide personalized supplemental reading and math support to students who are advanced, struggling, and every place in between. It’s worked in Chicago, and our researchers will track the effort so that by June we can see whether and how to expand this first-in-the-state pilot.
Many people ask why counting graduates and drop outs is so confusing – and which data should they actually believe? What’s the difference between a graduate and a completer and a leaver and a drop out anyway? So E3 Alliance wrote a white paper explaining this confusing “Problem with Too Many Names”
We’ve also been working directly with our partner districts – and have made huge strides in developing consensus regional goals for closing gaps and methods we can use to set and track targets.
46. Goal 2 Calls to Action!! Be a middle school tutor, mentor or academic coach
Recruit and give time off to your employees to volunteer
Promote the “PUBV” message linking education to economic prosperity
Hire students over the summer
What else should we be doing?
1: Every child needs a supportive adult in his life. We need hundreds of new mentors, tutors, and coaches to meet with students for about an hour a week through proven, existing programs. And as an employer, you can help recruit others and give employees time off to volunteer!
2: The Para Una Buena Vida messaging linking education to economic prosperity has been tested across our community and it works! You can be part of the campaign to get it out- to every family, school, church, business, or social group you know. What’s good for students is good for our economy.
3. Our students need positive adult role models and a better understanding of the potential of what the real world holds. You can help by hiring students over the summer. Teach job skills while reinforcing the value of their education!
These are just 3 – we have more on the Blueprint web site.
But now it’s you turn. You tell us what action strategies we’re missing, what our priorities should be, and what OTHER Calls to Action people should sign up for to helps us with Goal 2. Before you leave, we’ll be asking you to sign up to help!
1: Every child needs a supportive adult in his life. We need hundreds of new mentors, tutors, and coaches to meet with students for about an hour a week through proven, existing programs. And as an employer, you can help recruit others and give employees time off to volunteer!
2: The Para Una Buena Vida messaging linking education to economic prosperity has been tested across our community and it works! You can be part of the campaign to get it out- to every family, school, church, business, or social group you know. What’s good for students is good for our economy.
3. Our students need positive adult role models and a better understanding of the potential of what the real world holds. You can help by hiring students over the summer. Teach job skills while reinforcing the value of their education!
These are just 3 – we have more on the Blueprint web site.
But now it’s you turn. You tell us what action strategies we’re missing, what our priorities should be, and what OTHER Calls to Action people should sign up for to helps us with Goal 2. Before you leave, we’ll be asking you to sign up to help!
47. Table Discussion: 1. What is your response to the goal action strategies- Is there anything missing?
2. What should be the most urgent priority for this goal?
3. What are other Calls to Action that you would add for our community to own this goal and take part in making it happen?
48. Goal 3: Students Graduate College-and-Career Ready and Prepared for a Lifetime of Learning My name is Eliseo Elizondo, and I’m part of The Blueprint for Educational Change. Robert Amezcua and I are two of the Champion Leaders for Goal 3, that Students Graduate College-and-Career Ready and Prepared for a Lifetime of Learning
Academic achievement is important, but it’s not just about the TAKS test. Do our students have the skills to be successful as part of the 21st century workforce? Are they going on to the post-secondary education they will need for tomorrow’s jobs? That’s what this goal is all about.My name is Eliseo Elizondo, and I’m part of The Blueprint for Educational Change. Robert Amezcua and I are two of the Champion Leaders for Goal 3, that Students Graduate College-and-Career Ready and Prepared for a Lifetime of Learning
Academic achievement is important, but it’s not just about the TAKS test. Do our students have the skills to be successful as part of the 21st century workforce? Are they going on to the post-secondary education they will need for tomorrow’s jobs? That’s what this goal is all about.
49. College and Career Preparedness In Central Texas, the fastest-growing, highest-paying jobs ALL require some postsecondary education:
43% Seniors are “college ready”
~62% HS graduates enroll directly in higher ed
54% College students are non-traditional
43% College students earn any degree
within 6 years
~8% “Natural workforce” get degrees in
signature and target local industries Here’s the gap between where we are and what we need: (go over stats)
62% college enrollment: And this number is growing thanks to the leadership of the Greater Austin Chamber through their financial aide outreach and other 20,010 by 2010 programs
non-traditional = students who start well after high school or are part time
any degree = Bachelor’s OR Associates OR high level certificate!
We also looked at what degrees students are receiving – do they map to where the jobs are? Looking at our “natural workforce” – those students who are from Central Texas and go to college in Central Texas – we can be pretty sure they want to get jobs here.
We found that only 8% of students get degrees in any of the areas we are recruiting to build a competitive economy – biosciences, health sciences, engineering, computer science, math, nanotechnology, etc!Here’s the gap between where we are and what we need: (go over stats)
62% college enrollment: And this number is growing thanks to the leadership of the Greater Austin Chamber through their financial aide outreach and other 20,010 by 2010 programs
non-traditional = students who start well after high school or are part time
any degree = Bachelor’s OR Associates OR high level certificate!
We also looked at what degrees students are receiving – do they map to where the jobs are? Looking at our “natural workforce” – those students who are from Central Texas and go to college in Central Texas – we can be pretty sure they want to get jobs here.
We found that only 8% of students get degrees in any of the areas we are recruiting to build a competitive economy – biosciences, health sciences, engineering, computer science, math, nanotechnology, etc!
50. Goal 3 Action Strategies Refine/adopt college-and-career readiness standards
Align and expand programs to simplify high school to college transitions, esp. for high demand career pathways.
Expand higher education capacity in Central Texas.
Develop and promote college and career relevance based on industry collaboration.
Identify and promote business skills and high-need occupations to students while they are in secondary and higher education.
Review and systematize emerging best practices in high school redesign. These are the Action Strategies that we are using to align our efforts around Goal 3.
Some of them have barely started; others are well underway and we want to share with you some of the progress…These are the Action Strategies that we are using to align our efforts around Goal 3.
Some of them have barely started; others are well underway and we want to share with you some of the progress…
51. Accomplishments: Austin College Access Network Collaboration of service providers who focus on preparation & transition to college
Purpose: Streamline regional college access services
Summer Bridge 2009 – pilot program to advance graduates at risk of not attending college as planned
Founded and led by College Forward
I’m Robert Amezcua and I am part of the Blueprint for Educational Change. I am going to review some of our teams accomplishments.
This network of regional service providers of various types of college access services came together as part of the Blueprint,
led by College Forward. These groups wanted to collaborate so they could optimize their services and funding more strategically.
First time these groups have ever come together to work on common goals and adopt one project. Yes, these folks sometimes compete, but Why Not strategically collaborate to help more students?
Created a pilot Summer Bridge program this summer focused on those students who have been accepted to college and plan to go, but may have any number of outside influences prohibit them from actually showing up.
Working with multiple area institutions of higher ed and service providers they will give up to 200 students an environment where they can learn study skills, time and money management, and other critical habits to make their transition into college a success.
I’m Robert Amezcua and I am part of the Blueprint for Educational Change. I am going to review some of our teams accomplishments.
This network of regional service providers of various types of college access services came together as part of the Blueprint,
led by College Forward. These groups wanted to collaborate so they could optimize their services and funding more strategically.
First time these groups have ever come together to work on common goals and adopt one project. Yes, these folks sometimes compete, but Why Not strategically collaborate to help more students?
Created a pilot Summer Bridge program this summer focused on those students who have been accepted to college and plan to go, but may have any number of outside influences prohibit them from actually showing up.
Working with multiple area institutions of higher ed and service providers they will give up to 200 students an environment where they can learn study skills, time and money management, and other critical habits to make their transition into college a success.
52. Accomplishments: Engineering Pipeline Engineering/Comp Sci 2nd highest demand occupation – yet many barriers to success
Organized network of PLTW programs, 12 High Schools in 10 Districts
Developed articulated college credit (first in state!) for HS engineering students
52% increase in enrollment: 1416 HS engineering students 08 – 2150 ’09!
Regional NSF grant for expanded pipeline This is an example where the E3 Alliance has been working with regional partners, supported by KDK Harman Foundation, to build a stronger pipeline to high demand, high paying jobs. It’s now part of the Blueprint!
Engineering/computer science is the second highest demand profession in the region, with high paying jobs even in a down economy. And we have students throughout the region taking a nationally-accredited high quality engineering curriculum in high school. But we don’t make it easy for them! Currently, even their most advanced engineering courses don’t count for core credit in math or science. And even though some of the best schools in the country – Duke, Purdue, and Rochester Institute of Technology – offer them college credit, no college in the state of Texas has ever done so.
So we brought the players to the table to strengthen the pipeline. We built a network of the 12 high schools in 10 districts across the region that offer Project Lead The Way engineering programs. We worked with area colleges to offer students the first opportunities in the history of the state to obtain articulated college credit in high school for these courses! Why Not? It’s really important because data from the Ray Marshall Center says that those students who have even one college credit in high school are more than twice as likely to go on to Higher Ed!
The numbers speak for themselves (1416 ->2150), 52% increase.
And last fall we were able to announce a collaborative Natl. Science Foundation grant for the region with the E3 Alliance, partner SkillPoint Alliance, and ten districts with current or emerging engineering programs. It supports teacher professional development, recruiting middle school students into the STEM pipeline, and the first STEM college and career fair for students from across the region. And, so far as we know, the research team looking at lessons learned from Manor New Tech High will be the first time ever that UT, Texas State, and ACC have worked together on a collaborative research project!
Many firsts are being made to build a stronger pipeline for our students and our employers!
This is an example where the E3 Alliance has been working with regional partners, supported by KDK Harman Foundation, to build a stronger pipeline to high demand, high paying jobs. It’s now part of the Blueprint!
Engineering/computer science is the second highest demand profession in the region, with high paying jobs even in a down economy. And we have students throughout the region taking a nationally-accredited high quality engineering curriculum in high school. But we don’t make it easy for them! Currently, even their most advanced engineering courses don’t count for core credit in math or science. And even though some of the best schools in the country – Duke, Purdue, and Rochester Institute of Technology – offer them college credit, no college in the state of Texas has ever done so.
So we brought the players to the table to strengthen the pipeline. We built a network of the 12 high schools in 10 districts across the region that offer Project Lead The Way engineering programs. We worked with area colleges to offer students the first opportunities in the history of the state to obtain articulated college credit in high school for these courses! Why Not? It’s really important because data from the Ray Marshall Center says that those students who have even one college credit in high school are more than twice as likely to go on to Higher Ed!
The numbers speak for themselves (1416 ->2150), 52% increase.
And last fall we were able to announce a collaborative Natl. Science Foundation grant for the region with the E3 Alliance, partner SkillPoint Alliance, and ten districts with current or emerging engineering programs. It supports teacher professional development, recruiting middle school students into the STEM pipeline, and the first STEM college and career fair for students from across the region. And, so far as we know, the research team looking at lessons learned from Manor New Tech High will be the first time ever that UT, Texas State, and ACC have worked together on a collaborative research project!
Many firsts are being made to build a stronger pipeline for our students and our employers!
53. Accomplishments: Career Readiness White Paper Define differences between academic readiness and other non-academic job needs in the 21st century
Define role of “professional skills” in work readiness
Provide a framework for schools to understand and support work readiness
Need agreed–upon tools for assessment
Need to be backed up with broad, deep information about career pathways
Every parent and every employer will tell you that skills they want for their students are more than we’ll ever test on a TAKS. But how do schools know what is required in today’s workplace? And how do they start to assess it?
On your table you’ll find a paper we commissioned to look at the range of skills and habits beyond academic achievement – we call them “professional skills” – that are required in the workplace. Schools and communities can use it to start to understand the broad range of skills required for our students to navigate career pathways successfully – skills like written and spoken communications, emotional intelligence, and creative problem solving.
We now need to kick off a Taskforce – you can join it as part of one of our “calls to action” - to take this the next step and help our schools determine what assessments can be given, when and how, to assure that more students are ready for college and career beyond academics.
We’re also building sets of career pathways – modeled on work done by partner Communicard in Nursing – to show students, parents, and counselors what jobs are predicted to be out there and what education pathways – with what investments – can return higher paying jobs.Every parent and every employer will tell you that skills they want for their students are more than we’ll ever test on a TAKS. But how do schools know what is required in today’s workplace? And how do they start to assess it?
On your table you’ll find a paper we commissioned to look at the range of skills and habits beyond academic achievement – we call them “professional skills” – that are required in the workplace. Schools and communities can use it to start to understand the broad range of skills required for our students to navigate career pathways successfully – skills like written and spoken communications, emotional intelligence, and creative problem solving.
We now need to kick off a Taskforce – you can join it as part of one of our “calls to action” - to take this the next step and help our schools determine what assessments can be given, when and how, to assure that more students are ready for college and career beyond academics.
We’re also building sets of career pathways – modeled on work done by partner Communicard in Nursing – to show students, parents, and counselors what jobs are predicted to be out there and what education pathways – with what investments – can return higher paying jobs.
54. Computer Science Career Pathways Education = Economics This slide is an example of career pathways information that we can provide to students, their families, and school personnel.
This particular slide shows the jobs that relate to three of Central Texas’ fastest growing, highest paying occupations: computer system analysts and 2 kinds of computer software engineers.
Between 2008 and 2018, there will be 8,700 new jobs in these occupations. While these occupations pay an average between $70K and $87K, they do almost always require a bachelor’s degree.
There are other jobs in computer and information technology, but without a bachelor’s degree, you earn a lot less.
Descriptions of Occupations From U.S. Bureau of Labor
Data Entry Workers: Operate data entry device, such as keyboard or photo composing perforator. Duties may include verifying data and preparing materials for printing. Exclude "Word Processors and Typists" (43-9022).
Computer Operators: Monitor and control electronic computer and peripheral electronic data processing equipment to process business, scientific, engineering, and other data according to operating instructions. May enter commands at a computer terminal and set controls on computer and peripheral devices. Monitor and respond to operating and error messages. Exclude "Data Entry Keyers" (43-9021).
Computer Support Specialists: Provide technical assistance to computer system users. Answer questions or resolve computer problems for clients in person, via telephone or from remote location. May provide assistance concerning the use of computer hardware and software, including printing, installation, word processing, electronic mail, and operating systems. Exclude "Network and Computer Systems Administrators" (15-1071).
Computer Analysts: Analyze science, engineering, business, and all other data processing problems for application to electronic data processing systems. Analyze user requirements, procedures, and problems to automate or improve existing systems and review computer system capabilities, workflow, and scheduling limitations. May analyze or recommend commercially available software. Exclude persons working primarily as "Engineers" (17-2011 through 17-2199), "Mathematicians" (15-2021), or "Scientists" (19-1011 through 19-3099). May supervise computer programmers.
Computer Software Engineers (systems software): Research, design, develop, and test operating systems-level software, compilers, and network distribution software for medical, industrial, military, communications, aerospace, business, scientific, and general computing applications. Set operational specifications and formulate and analyze software requirements. Apply principles and techniques of computer science, engineering, and mathematical analysis.
Computer Software Engineers (applications): Develop, create, and modify general computer applications software or specialized utility programs. Analyze user needs and develop software solutions. Design software or customize software for client use with the aim of optimizing operational efficiency. May analyze and design databases within an application area, working individually or coordinating database development as part of a team. Exclude "Computer Hardware Engineers" (17-2061).
Computer & Information Scientists: Conduct research into fundamental computer and information science as theorists, designers, or inventors. Solve or develop solutions to problems in the field of computer hardware and software. This slide is an example of career pathways information that we can provide to students, their families, and school personnel.
This particular slide shows the jobs that relate to three of Central Texas’ fastest growing, highest paying occupations: computer system analysts and 2 kinds of computer software engineers.
Between 2008 and 2018, there will be 8,700 new jobs in these occupations. While these occupations pay an average between $70K and $87K, they do almost always require a bachelor’s degree.
There are other jobs in computer and information technology, but without a bachelor’s degree, you earn a lot less.
Descriptions of Occupations From U.S. Bureau of Labor
Data Entry Workers: Operate data entry device, such as keyboard or photo composing perforator. Duties may include verifying data and preparing materials for printing. Exclude "Word Processors and Typists" (43-9022).
Computer Operators: Monitor and control electronic computer and peripheral electronic data processing equipment to process business, scientific, engineering, and other data according to operating instructions. May enter commands at a computer terminal and set controls on computer and peripheral devices. Monitor and respond to operating and error messages. Exclude "Data Entry Keyers" (43-9021).
Computer Support Specialists: Provide technical assistance to computer system users. Answer questions or resolve computer problems for clients in person, via telephone or from remote location. May provide assistance concerning the use of computer hardware and software, including printing, installation, word processing, electronic mail, and operating systems. Exclude "Network and Computer Systems Administrators" (15-1071).
Computer Analysts: Analyze science, engineering, business, and all other data processing problems for application to electronic data processing systems. Analyze user requirements, procedures, and problems to automate or improve existing systems and review computer system capabilities, workflow, and scheduling limitations. May analyze or recommend commercially available software. Exclude persons working primarily as "Engineers" (17-2011 through 17-2199), "Mathematicians" (15-2021), or "Scientists" (19-1011 through 19-3099). May supervise computer programmers.
Computer Software Engineers (systems software): Research, design, develop, and test operating systems-level software, compilers, and network distribution software for medical, industrial, military, communications, aerospace, business, scientific, and general computing applications. Set operational specifications and formulate and analyze software requirements. Apply principles and techniques of computer science, engineering, and mathematical analysis.
Computer Software Engineers (applications): Develop, create, and modify general computer applications software or specialized utility programs. Analyze user needs and develop software solutions. Design software or customize software for client use with the aim of optimizing operational efficiency. May analyze and design databases within an application area, working individually or coordinating database development as part of a team. Exclude "Computer Hardware Engineers" (17-2061).
Computer & Information Scientists: Conduct research into fundamental computer and information science as theorists, designers, or inventors. Solve or develop solutions to problems in the field of computer hardware and software.
55. Other Accomplishments and Next Steps:
Working with state and region to roll out College and Career Readiness Standards
Kicking off a study of higher education capacity and gap analysis by degree type
Goal indicators vetted and, where available, baselined
The state College and Career Readiness Standards were drafted last year with significant input from us and many other groups. This is just being rolled out across the region,
Led by Austin Community College, so that we can better align curriculum between high schools and colleges.
We’re just kicking off a more detailed study of what degrees are being offered, and how much capacity we have, at our regional institutions of higher education. We know that if we get more students prepared for and enrolled in higher ed, we’ll need more space for two year, 4 year, and Master’s degrees. But where and how many?
You must be able to set targets and measure progress. Our core Indicators – the way we’ll tack and measure this goal – have been vetted and agreed upon by regional partners. In many cases we have base-lined the initial regional benchmarks.
The state College and Career Readiness Standards were drafted last year with significant input from us and many other groups. This is just being rolled out across the region,
Led by Austin Community College, so that we can better align curriculum between high schools and colleges.
We’re just kicking off a more detailed study of what degrees are being offered, and how much capacity we have, at our regional institutions of higher education. We know that if we get more students prepared for and enrolled in higher ed, we’ll need more space for two year, 4 year, and Master’s degrees. But where and how many?
You must be able to set targets and measure progress. Our core Indicators – the way we’ll tack and measure this goal – have been vetted and agreed upon by regional partners. In many cases we have base-lined the initial regional benchmarks.
56. Join a school’s Career and Tech Ed Advisory Council (Engineers, healthcare professionals especially needed)
Help develop regional standards and assessment for career readiness
Volunteer for the 2009 Summer Bridge program to advance graduates at risk of not attending college as planned
What else should we be doing?
Goal 3 Calls to Action!! How can you be a part of this? Here are 3 “Calls to Action” that our team wants you to be a part of:
1: Many of our area high schools have career and technical education (CTE) programs in IT, healthcare, engineering, culinary arts, and other areas. We need professional business people on advisory councils for each of them to lend advice and real world relevance, typically in 3-4 meetings a year.
2: We have the research compiled on what professional skills are required for career readiness. Now Schools, Colleges and employers need to work together to help us establish a regional approach to establishing career readiness as a goal for students and measuring professional skills beyond what we can measure with the TAKS.
3: We’ll also need help for a new program to bridge the summer gap – when students who are planning to go to college in May don’t show up in September! We need one day of your time to help students make the transition successfully, especially for students who are the first in their family to go to college.
But now it’s you turn. You tell us what strategies we’re missing, what our priorities should be, and what OTHER Calls to Action people should sign up for to helps us with Goal 3. Before you leave, we’ll be asking you to sign up to help!How can you be a part of this? Here are 3 “Calls to Action” that our team wants you to be a part of:
1: Many of our area high schools have career and technical education (CTE) programs in IT, healthcare, engineering, culinary arts, and other areas. We need professional business people on advisory councils for each of them to lend advice and real world relevance, typically in 3-4 meetings a year.
2: We have the research compiled on what professional skills are required for career readiness. Now Schools, Colleges and employers need to work together to help us establish a regional approach to establishing career readiness as a goal for students and measuring professional skills beyond what we can measure with the TAKS.
3: We’ll also need help for a new program to bridge the summer gap – when students who are planning to go to college in May don’t show up in September! We need one day of your time to help students make the transition successfully, especially for students who are the first in their family to go to college.
But now it’s you turn. You tell us what strategies we’re missing, what our priorities should be, and what OTHER Calls to Action people should sign up for to helps us with Goal 3. Before you leave, we’ll be asking you to sign up to help!
57. Table Discussion: 1. What is your response to the goal action strategies- Is there anything missing?
2. What should be the most urgent priority for this goal?
3. What are other Calls to Action that you would add for our community to own this goal and take part in making it happen?
