welcome education stakeholders meeting tuesday, july 29, 2014 uwrv boardroom
TRANSCRIPT
WELCOME
EDUCATION STAKEHOLDERS MEETING
Tuesday, July 29, 2014
UWRV Boardroom
Education, Income, and Health
• Continuous assessment of the community
• Sustainable results in Education, Income, and Health
• Partnership opportunity with funds that will be raised through the 2014 United Way campaign, specifically with dollars directed to Impact Fund
• We appreciate your support of the 2014 United Way campaign
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UWRV’s Direction
• UWRV makes strategic investments in our community with the ultimate goal of improving people’s lives, both by helping individuals and by creating community level change.
• Our strategies include community collaborations, advocacy for public policy changes, and investing financial resources in programs provided by impact partners.
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Partnering to Move the Needle
A Cradle to Career Approach to Education
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United Way Education Priorities
Goal: Increase the number of children aged 0-5 in the Roanoke Valley that arrive prepared for the first day of kindergarten as determined by tangible measurement tools.
Outcome #1: Parents of children 0-5 are able to access affordable quality out-of-home care and education for their children. Outcome #2: Parents of children 0-5 become more committed, confident and skilled in helping their children be prepared for school. Outcome #3: Community leaders and the public understand the cost and benefits of, and actively support, early childhood care and education both from the social service and economic development standpoints.
United Way Education Priorities
Goal: Contribute to the statistically significant improvement of the graduation rates within Roanoke Valley by enabling students and their families to be better prepared to take advantage of the opportunities provided by public education.
Outcome #1: Students are able to read and comprehend by the end of third grade.
Outcome #2: Students are connected with help that they need to stay in school beginning at an early age.
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From Isolated to Collective Impact
Valley-wide Data Overview
July 29th, 2014United Way Roanoke Valley
Education Open Process Stakeholders Meeting
A recent, March 2013, research project out of Montgomery County Public Schools in Maryland has identified student characteristics relating
to dropping out of high school that start as early as the 3rd marking period of 1st grade.
1st grade, MP3 3rd grade, MP1 6th grade, MP1
Absent from… school 9 or more times school 3 or more times a class 3 or more times
Suspended… [either ISS/OSS] 1 or more times 5x 1 or more times 9x 1 or more times
Is.. below grade level in reading/math
below grade level in reading/math;
non-timely with Homework completion
earning a D or below in English or Math class
Has earned a calculated GPA
below a….1.20 [D] 3.00 [B] 3.00 [B] 5x
Early Warning Indicators
# people annual household income
2 28,694
3 36,131
4 43,568
TANF, SNAP,Eligibility Generalities
373427
8.5x
387415 423
In Spring ‘13, Virginia implemented more rigorous Reading SOL assessments that were conducted, for the first time, entirely online. The tests included technology enhanced items (TEI) that required students to use more critical thinking skills and solve multi-step problems. The following are a few sample items from the Grade 3 Reading SOL test.
QUICK
a sampling of the assessed skills…Grade 3 Reading Grade 3 Mathematics
Use knowledge of : prefixes, suffixes, antonyms, synonyms, homophones
and “roots”
Estimate and use US Customary and metric units for length, liquid
volume, & weight/mass measures
Identify and describe : fiction and non-fiction; story specific…
characters, main idea, problem/solution, setting &
supporting details
Describe, compare/contrast the angles, vertices, faces and edges of the following shapes : cube, square pyramid, sphere, cone, & cylinder
Ability to explain the differences between…table of contents, charts,
captions, dictionaries, glossaries, indices & online resources
Sum or difference of two whole numbers up to 9,999 ; add or
subtract proper fractions having like denominators of 12 or less
In Spring ‘12, Virginia implemented a more rigorous Mathematics SOL assessment. In Spring ’13, more
rigorous Reading and Science SOL assessments were administered.
73.10%Virginia
75.47%
68.80%
In Spring ‘12, Virginia implemented a more rigorous Mathematics SOL assessment. In Spring ’13, more
rigorous Reading and Science SOL assessments were administered.
70.69%
75.99%
61.42%
Virginia
85.7
89.2
Virginia
Standard Diploma
Advanced Diploma
EnglishGrade 11 Reading Grade 11 Writing
Grade 11 Reading Grade 11 Writing
MathematicsAlgebra IGeometryAlgebra 2
Algebra IGeometryAlgebra 2
ScienceEarth ScienceBiologyChemistry
Earth ScienceBiologyChemistry
HistoryWorld GeographyWorld History 1World History 2VA & US History
World GeographyWorld History 1World History 2VA & US History
Student Selected
< see above > < see above >
total 6 9
ANOTHER QUICK
2
1
1
1
1
2
2
2
2
1
Number of Passing SOL Tests in order to earn each respective diploma
341 54 607
Post Secondary
Final High School Outcomes by 10th Grade Absenteeism
source: The Importance of Being in School : A Report on Absenteeism in the Nation’s Public Schools; May ‘12
470
685
1031
2226
44.5x
53% percent of ALL the discipline related offenses for the past 5 years, Valley-wide, were related to Behavior
Unwillingness to submit to authority or refusal to respond to a reasonable request. Any act that intentionally disrupts the orderly conduct of a school function. Any behavior that substantially disrupts the orderly learning environment.
Granular breakdown of Valley-wide Behavior-related offenses
Middle School Risky Behaviors
High School Risky Behaviors
College and Career – Virginia Western Community College
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• 57% of students receive financial aid / 79% receive Pell grants
• CCAP
• # of college-goers who go through Virginia Western
• Self-sufficiency and academic success skills
• 50% need developmental courses – 40% math, 20% English
• Services for: 1st generation, disability, low-income, veteran, or 50+
Toddler Steps:Continuing to Work Towards Equal Footing
in Early Education
Presentation to the United Way of Roanoke ValleyMay 6, 2014
Memorandum of Understanding (MOU)
A sampling of additional
topics of analysis• Types of programs• Types of services• Family and child characteristics• Attendance records• Grade retention• Special education
Working together to:
Scrub and validate dataJoin data setsAnalyze and report dataInform conversationsMake data-based decisions
implementation steps
Project Milestones[Nov.2013-Apr.2014]Fall 2013 cohort analysis
Risk factor work and summarization
Expansion to include Smart Beginnings Greater Roanoke, Botetourt & Salem school systems
Spring 2013 cohort. The risk factors: parent mental health, homeless, referral source/discharge reason(CHIP), food/clothing assistance (TAP Head
Start), substance abuse, dual language learner, child abuse, economic status, and parent education level.
2 7 9 72 12 75 7 32 11 10 2 1 1 -
TAP Head Start
SBGR K-Readiness AY 2013-2014
Fall 2013 # K
Students Enrolled
% Ready for K*
# Not Ready for K*
Botetourt County
279 91% 24
Craig County
45 77% 10
Roanoke City
1253 79% 261
Roanoke County
1011 90% 102
Salem City 270 90% 26 VA DOE Enrollment Kidscount.org
SBGR K-Readiness AY 2013-2014
Fall 2013 # K Students
Enrolled% Ready for K* # Not Ready for
K*Roanoke City 1253 79% 261VSQI/Roanoke City 111 88% 13
Students who
enrolled in TAP Head
Start at age 3 did
BETTER (85.07%),
than those who
enrolled in TAP Head
Start at age 4
(76.19%), on the K
PALS assessment.
Dual Language Learners, from either CHIP or TAP Head Start, scored about 20 points LOWER when compared to non-dual language learners on the PALS K assessment.Students who started at CHIP
closer to their birth date did BETTER
on the K PALS assessment when compared to those who started later.
a few preliminary findings
additional topics of analysis
Age at enrollment
Length of enrollment
Services Received
Risk factors &Academic performance
[ TAP Head Start ]
[ CHIP ][ VSQI ]
Discussion Questions
As a group:
•What data is relevant to your students/clients? What evidence-based strategies does your program use to help move that needle?
•What opportunities are there to connect and complement each other’s work?
•What would you need to do after this meeting to make this happen?
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Education Open Process
• Opportunity to partner with United Way
• Open to nonprofit organizations meeting one of UW’s education outcomes
• Process is competitive and uses zero-based funding
• Partners funded should commit to engaging in data tracking
• Applications are reviewed by community volunteers
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Program Review Criteria
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Administrative Review – pass/fail
Key Dates to Remember • Education Service Providers Meeting – July 29
• Sign-ups to submit Letter of Intent - September 3 - October 1 @ noon
• Logic Model/Outcome Workshop – September 16, 3:30 – 5 pm
• Letter of Intent open - October 1 - 17
• Application Workshops - November 4, 3 - 5pm
• Invitations to aligned programs - November 17
• Data Tracking Workshops – December 4, 3 - 5pm
• Administrative and Program Applications – December 15, 2014– January 23, 2015 @ noon
• Site visits and panel questions: February – March 2015
– Panel questions will be submitted to the programs via e-cImpact and programs should respond before the scheduled site visit
– Site visits are targeted to occur from February 16 – March 6, 2015
• Funding Award Letters – May 6, 2015
• Signed MOUs due to United Way – May 20, 2015
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Microsoft Excel
Helping the students via a continuous improvement cycle of data analysis
Microsoft Excel
Conditional Formatting
Sorting & Filtering
Pivot Tables
&
automatically& &
Q&A
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THANK YOU ALL FOR COMING!
We’re looking forward to hearing more about these great ideas and seeing great
Letters of Intent this October!