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Our Charge and Challenge:. A core premise of Strive: “Why has Strive made progress when so many other efforts have failed? It is because a core group of community leaders decided to abandon their individual agendas in favor of a collective approach to improve student achievement.” - PowerPoint PPT Presentation
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Our Charge and Challenge:A core premise of Strive:
“Why has Strive made progress when so many other efforts have failed? It is because a core group of community leaders decided to abandon their individual agendas in favor of a collective approach to improve student achievement.”
-- John Kania & Mark Kramer, Stanford Social Innovation Review, Winter 2011
Three Critical Questions:
1. Do we believe a different level and type of collective action would help to significantly increase and accelerate the closing of achievement gaps between white students and students of color in the Twin Cities?
2. If we agree that more and more effective collective action is needed, do we also agree that the Strive model or a variation of it would help the Twin Cities act collectively more effectively?
3. If we agree that the Strive model would facilitate effective collective action in the Twin Cities, how should it be implemented here?
Critical Decision Makers
• Bush Foundation• City of Minneapolis• City of St Paul• General Mills• Greater Twin Cities United Way• Itasca Project• Minneapolis Foundation
1. Clarify and endorse the charge to the working group
2. Review the working group recommendation and decide if the effort should move from the investigation phase to the planning phase
3. Engage key stakeholders that have not yet participated in the process
Our ProcessStrive
Working Group
Ask and answer the hard questions in order to make a recommendation on whether the Strive model should be launched in the Twin Cities
• Minneapolis Public Schools• Minnesota Minority Education Partnership• St. Paul Public Schools• St. Paul Foundation• Target Corporation• University of Minnesota
Senior Leaders:
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Agenda
• Introductions 30 min.
• Working Group Approach 15 min.
• Cradle to Career Continuum 10 min.
• Break 10 min
• Success Indicators• Break Out 60 min.• Report Back 40 min
• Next Steps 10 min
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Name
Organization
A person (non-family member) from your youth who significantly influenced your success.
Introductions
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Working Group
Approach
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Meeting Overview# Date Location Objective
1 6/13/11 Continuing Education and Conference Center
Determine Success Indicators along the Cradle to Career Continuum
2 7/12/11 Continuing Education and Conference Center
Finalize Project Charter & Identify and Prioritize Evidence-based Factors Impacting Student Success
3 7/27/11 UROC Understand the Strive Model approach, results and lessons learned
4 8/17/11 UROC Develop a Gap Analysis based on a review the Twin Cities’ Organizations currently addressing the Highest Priority Factors
5 9/14/11 UROC Decide whether the launch of Strive will lead to improved outcomes for students of color and close the achievement gap.
6 9/21/11 UROC Create a Final Report including (if launch is recommended) a high level implementation plan.
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Meeting Ground Rules• Speak up to share the special insights that you bring to the working group
• Respect everyone’s ideas. There really are no right or wrong answers.
• Don’t be afraid to ask the hard questions and raise difficult points
• Be concise and on topic to keep us moving along the path to a decision. – Avoid War Stories
• Be patient in learning to see the achievement gap from a Six Sigma perspective of outcomes and factors.
• Remember that we are all neutral evaluators working on behalf of thousands of children who are destined to difficult lives.
• No technology usage while we are in session
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Leveraging the Six Sigma Methodology
Define Success
Determine How Success is Measured
Analyze the Factors that Drive Success and Understand Current Capability
Decide the Course of Action for improvement
Develop Mechanisms to Sustain Improvements
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PRE-K ELEM. SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
POST SECONDARY
Success Indicator
Success Indicator
Success Indicator Success
IndicatorSuccess Indicator
Success Indicator
Success Indicator
Success Indicator Success
IndicatorSuccess Indicator
Success Indicator
Meeting 1How Do You Define & Measure Success?
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PRE-K ELEM.SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
POST SECONDARY
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
FactorFactor
FactorFactor
Factor
Factor
Factor Factor
Factor Factor
Factor Factor
Factor
Factor
FactorFactor
Meeting 2What are the most important Factors for Success?
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PRE-K ELEM.SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
POST SECONDARY
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success Indicator
Success IndicatorSuccess Indicator
Factor
Local Organization
Impact
Local Organization
Impact
Local Organization
Impact
Local Organizatio
n Impact
Local Organization
Impact
Local Organization
Impact
Local Organization
Impact
Local Organization
Impact
Local Organization
Impact
Local Organization
Impact
Which high priority factors are being addressed with which children
in the Twin Cities and what is the evidence of impact?
Meeting 4How well are factors being addressed in the TC today?
Factor FactorFactorFactorFactorFactorFactorFactor Factor
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Meeting 5The Decision
Will the Strive model eliminate the achievement gap by systemically ensuring that the most important factors to the success of students of color in the Twin Cities are addressed?
Are there the commitment, shared vision of success and resources (human and financial) within the education, business, and civic sectors to
• Build a collaborative cradle to career network of Twin Cities organizations
• Develop a comprehensive data system to support data-based decisions for student success
• Change organizational priorities and align financial resources to what the data indicate is working?
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Meeting 3A Close Look atthe Strive Model.
Pat BrownDirector of Systems Innovation
Meeting 6Preparation of Report on Findings with Recommendations for Next Steps
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General Information• Preread materials for Meeting 1-5 will be posted on
http://www.collegeready.umn.edu/resources/strive.html
• Notes from each meeting will also be posted on http://www.collegeready.umn.edu/resources/strive.html
within 3 business days of the meeting. It is critically important to read the notes from meetings that you miss
• Summary information on the current efforts of Twin Cities organizations (based on the factors identified in meeting 2) will be provided in meeting 4.
• Minneapolis & St. Paul students will be the focus of our analysis recognizing that the achievement gap extends beyond these urban centers.
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Cradle to Career Continuum
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Abyssinian Development Corporation (New York City, NY)Amherst H. Wilder Foundation (Saint Paul, MN)Athens-Clarke County Family Connection (Athens Clarke County, GA)Berea College (Clay, Jackson, and Owsley Counties, KY)Boys and Girls Club of the Northern Cheyenne Nation (Northern Cheyenne Reservation, MT)California State University East Bay Foundation, Inc. (Hayward, CA)Cesar Chavez Public Policy Charter High School (Washington, D.C.)Community Day Care Center of Lawrence (Lawrence, MA)Delta Health Alliance, Inc. (Indianola, MS)Dudley Street Neighborhood Initiative (Boston, MA)The Guidance Center, (River Rouge, MI)Lutheran Family Health Centers / Lutheran Medical Center (Brooklyn, NY)Morehouse School of Medicine, Inc. (Atlanta, GA)Neighborhood Centers, Inc. (Houston, TX)Proyecto Pastoral at Dolores Mission (Los Angeles, CA)United Way of Central Massachusetts (Worcester, MA)United Way of San Antonio & Bexar County — Partners for Community Change (San Antonio, TX)University of Arkansas at Little Rock (Little Rock, AK)Universal Community Homes (Philadelphia, PA)Westminster Foundation (Buffalo, NY)Youth Policy Institute (Los Angeles, CA
P R O M I S E N E I G H B O R H O O D S
“The objective is to create a safety net woven so tightly that children just can’t slip through”
HCZ Website
Holistic Approach to Student SuccessFrom 100 Blocks in Harlem to Across the Nation
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Holistic Approach to Student SuccessBuilt on Collaboration and Data
Albany, NYAlbuquerque, NMAtlanta, GABaltimore, MDBettendorf, IABoston, MABrooklyn, NYBuff alo, NYCedar Rapids, IACharlotte, NCCincinnati /Northern KentuckyColumbus, OHDayton, OHDetroit, MIEast Bay, CAFresno, CAGrand Rapids, MN
Green Bay, WIIndianapolis, INLouisville, KYMarin, CAMemphis, TNMesa, ARMinneapolis, MNNapa, CANelsonville, OHPhoenix, ARPortland, ORRichmond, VASanta Barbara, CASan Diego, CASan Francisco, CASeattle, WASt. Louis, MOWashington, DC
Every child. Cradle to Career
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Cradle to Career ContinuumCincinnati and No. Kentucky
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PRE K ELEM. SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
POST SECONDARY
Cradle to Career Continuum - Twin Cities
At each stage, how can we determine that a student is prepared for success in
the next stage on the continuum?
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BREAK
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Success Indicators
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Simulated Case Study –Astronaut Training
A controlled community of young men and women are participating in an extended training program in hopes of meeting NASA’s rigorous requirements to become astronauts. The director of the program is trying to find out why after a year in the program, many of his trainees are not accepted by NASA.
1.What are the traits of a person NASA accepts as an astronaut? DEFINE SUCCESS
2.What data is available to measure these traits among the trainees? DEFINE SUCCESS INDICATORS
3.Which of these measures are most important in determining acceptance by NASA? RANK SUCCESS INDICATORS
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Success DefinedAstronaut in Training
Traits for Success Success Indicators (which meet requirements)
Indicator Rank by Importance (1 = Highest)
Speak, Read & Write English TOEFL Score 1
Aptitude for spatial orientation None Available
Proven outstanding ability in Natural Science, Engineering or Medicine
# of Published Articles 3
Manual dexterity None Available
Excellent health Cardiovascular, Muscular & Vestibular Test Ratings
5
Proportionate Height & weight Body Mass Index 2
Good reasoning capability Aptitude Test Score 4
Good Memory & Concentration None Available
Emotional stability None Available
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Small Group Breakout
1. Select the either Group A (Pre K, Elementary & Middle School) or Group B (High School & Post Secondary)
2. Within each group name assign the following roles:• Scribe - capture notes on the flip chart • Spokesperson - report out the group’s results• Timekeeper – provide time checks to make sure
each category is analyzed within the allotted time3. Kent and Julie will facilitate the discussions
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1. What are the traits of a pre-K child who is well prepared for success in elementary school?
2. How well do the provided indicators capture these traits?
3. Are there additional or better indicators that measure these traits?
4. Rank these indicators in terms of their importance to the success of children of color.
Elementary School Students
Pre K Children
Middle School Students
1. What are the traits of an elementary school student who is well prepared for success in middle school?
2. How well do the provided indicators capture these traits?
3. Are there additional or better indicators that measure these traits?
4. Rank these indicators in terms of their importance to the success of students of color.
1. What are the traits of a middle school student who is well prepared for success in high school?
2. How well do the provided indicators capture these traits?
3. Are there additional or better indicators that measure these traits?
4. Rank these indicators in terms of their importance to the success of students of color.
Group A
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Group BHigh School Students
1. What are the traits of a high school student who is well prepared for success in post secondary institutions?
2. How well do the provided indicators capture these traits?
3. Are there additional or better indicators that measure these traits?
4. Rank these indicators in terms of their importance to the success of students of color.
Post Secondary Students
1. What are the traits of a post secondary student who is well prepared for career success ?
2. How well do the provided indicators capture these traits?
3. Are there additional or better indicators that measure these traits?
4. Rank these indicators in terms of their importance to the success of students of color.
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Small Group Report OutFor Each Category
Traits for Success Success Indicators (which meet requirements)
Indicator Rank by Importance (1 = Highest)
Trait 1 Indicator A 2
Trait 2
Trait 3 Indicator B 1
Trait 4 Indicator C 4
Trait 5
Trait 6 Indicator D 3
Trait 7
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PRE K ELEMENTARY MIDDLE HIGH SCHOOL
POST SECONDARY
Twin Cities Student Success IndicatorsHighest Priority Across the Continuum
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Next StepsFactors Impacting Student Success
What aspects of a student’s experience that, if managed or mitigated, will significantly increase his/her likelihood of success (as measured by the Success Indicators)?
EVIDENCE BASED
ACTIONABLE
MEASURABLE PRIMARY
FACTORS
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Preparation for Meeting 2
1.
1. Pre-read: Parsing the Achievement Gap and be prepared to discuss the relevancy in the Twin Cities of the 16 factors presented.
Handout available today Available online at
http://www.collegeready.umn.edu/resources/strive.html
2. Be prepared to recommend additional factors relevant to the Twin Cities that meet the criteria: Evidence-based, Actionable, Measurable, Primary.
3. Send to Cheryl, Julie or Kent the information that support your recommendations for sharing at the next meeting.
