Download - CRADLE-TO-CAREER New Systems Thinking in Education Reform t H rıve ALLIANCEHOUSTON November 2009
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CRADLE-TO-CAREER
New Systems Thinking
in Education Reform
tHrıveALLIANCEHOUSTON November 2009
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imagine
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a Greater a Greater HoustonHouston
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succeed in school, ready for whatever options they want to exercise after high school…college…first career…any option.
in which our children and in which our children and youthyouth
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in which our children and in which our children and youthyouth
grow up socially and emotionally fit,able to act responsibly, able to listen to each other, able to work in groups, able to communicate well, able to solve problems collaboratively and creatively.
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are healthy, physically fit for long, active, and productive lives.
in which our children and in which our children and youthyouth
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in which our children and in which our children and youthyouth
tHrıve
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why imaginesuch a future ?
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because…
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Our individual and collective well being depend on it.
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individual well-being ?
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each child deserves to develop to his or her fullest potential
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collective well-being ?
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in time, Houston will not be a desirable place to live if we don’t…
…envision such a future…… and create it !
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so,what are the prospects for realizing this future ?
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without strategic action . . .. . . not
so good.
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a Texas example…
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Texas Higher Education Coordinating Board
Closing the Gaps
The case for increasing and
acceleratingcollege-going.
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assuming that optimal academic development requires some post-secondary education…
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Goal: 630,000 more Texans to college by 2015
Targets for all students
2008
below target the last two years
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a special challenge, specificallyfor Houston
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SCALE !
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Sixth Sixth largest largest
metropolitametropolitan area in n area in the US.the US.
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Texas:
22.1%
US:
1.6%
Elementary / Secondary Enrollments
in greater Houston as percentage of:
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54 Public School Districts7 of which are
among the 100 largest
districts in the US
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9 Community Colleges or CC Systems
2 of which are among the 10
largest districts in
the US
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10 four-year Universities6 of which are
public.
4 of which are private.
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so…we have a compellingvision
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andwe have some challenges
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we also have…
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a strategic response
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tHrıveALLIANCEHOUSTON
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tHrıveThe Houston Regional Investment in Education and the Economy
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imagine
tHrıve
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An inclusive, multi-sector group of community stakeholders
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who take responsibility
for the cognitive, social / emotional, and health-related development of all children
in Greater Houston,
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by committing to and acting on
five fundamental principles.
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A student developmental
roadmap,c r a d l e - t o - c a r e e r .
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Cognitive Development / Academic Success
Key transition years
Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career
Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26
Responds to parent/caregiver
high-quality talking, reading,
singing
Uses exploration and
discover
to understand surroundings
Participates in
high-quality preschool
Participates in full-day
(vs. half-day)
KindergartenDevelops letter knowledge
and reading sensitivity
Grade 4
Is at reading level
Grade 7
Has a clear expectation
of going to college
Grade 8
Masters Algebra I
Grade 10
Passes at least 5 9th grade courses
with no failing grades Grade 13
Participants in 1st year seminars
(academic and social)
Grade 15
Enrolls in junior year
of college
Social-Emotional Well-Being / Professional Skills
Has a stable relationship
with a strongly involved
parent or caregiver
Has a parent or caregiver who
understands developmental
milestones Exhibits learning-related skills
such as self-regulation, social
competence, self-esteem, and
motivation
Grade 7
Has a strong
adult figure
attachment other
than parent
Grade 8
Demonstrates
social-emotional
competence
Grade 9
Engages in community
and school
organizations
Grade 10
Develops career plan
and establishes goals
Grade 13
Has sufficient
financial aid
Grade 13
Engages in community
and campus
organizations
Grade 13
Develops time and
stress management
skills
tHrıve
Research-Based Student Roadmap: Benchmarks and Transition Years*
*adapted by permission from
and University of Cincinnati Center for Urban Education
Grade 12
Masters advanced
science and math
/ Personal Health
Benchmarks to be developed
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The stakeholders’ group represents
multiple sectors and is
broadly inclusive.
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The stakeholders’ group must be broadly
inclusive.
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All decision-making isbased on data across the student success roadmap.
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Strategicaction isundertakenin cycles of
continuous quality
improvement.
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The
communityis kept involved
and informedthrough annual
progress reports.
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constructing
tHrıve
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…dealing with the problem of scale
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A “hub and spokes” format.
tHrıve
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tHrıve
spans and serves the greater
Houstonmetropolitan
area
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Fort Bend Galvesto
n
Monument
West Houston
Lone Star CCDHouston East End
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what does do ?tHrıve
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1. Helps form Regional Councils where they don’t yet exist.
tHrıve
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tHrıve
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1. Helps form Regional Councils where they don’t yet exist.
2. Sets community-wide goals and initial indicators.
tHrıve
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EXAMPLES: Goals for Academic Success
Every child ready forKindergarten
EXAMPLES: Goals for Social-Emotional Well-Being, Personal Health, Support
Every child on grade-level in reading and math entering middle school
Every student completed high school curriculum ready for college or technical career.
Every student who elects college persists from 1st to 2nd semester, 1st to 2nd year.
Every child exhibits self-regulation, motivation
Every student participates in community and school organizations
Every child has age-appropriate “body/mass index”
Every college student has sufficient financial aid
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EXAMPLES: Indicators of Academic Success
Reading readiness and number sense scores
EXAMPLES: Indicators of Social-Emotional Well-Being, Personal Health, Support
Standardized test scores
High school transcript, courses completed
Enrollment status on THECB data base
Preschool social interaction observation system
School and community organization rosters
Weight and height data/ Obesity early onset diabetes incidence data
College financial aiddata
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1. Helps form Regional Councils where they don’t yet exist.
2. Sets community-wide goals and initial indicators.
tHrıve
3. Provides cost-effective services, including process training, to the Houston Regional Councils.
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Data Systemsand Continuous Quality Improvement
CommunicationsGovernance
FinanceManagement
Learning Communities
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1. Helps form Regional Councils where they don’t yet exist.
2. Sets community-wide goals and initial indicators.
tHrıve
3. Provides cost-effective services to the Houston Regional Councils.
4. Establishes and monitors standards for implementation and continuous quality improvement with Regional Councils.
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Characteristics of the Stakeholders’ Group
Using Data for Action and Strategic Planningin Cycles of Continuous Quality Improvement
Communicating to the Broader Community
Forming Learning Communities among Regional Councils
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what does a regional council do ?tHrıve
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Recruits and convenes a broad-based,
multi-sector,committedregional executive committee.
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Analyzes regional baseline data
and assessescommunity assets.
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Reviewscommunity-wide goals and indicators and
tHrıve
adopts its own region-wide goals and
indicators.
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Creates an Action Network associated witheach regional goal.
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Action Networks mobilize and align regional individuals and organizations
that bring interest, prior experience, and
expertise to bear on the regional goals.
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Action Networks take up their goals adopted by the regional council
– including the data and assessment of community assets and decide on
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additional data needs (when necessary),
priority intervention strategies,
and indicators of success.
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Action Networkslaunch their interventions and gatherdata on outcomes.
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Action Networks and Regional Council
review outcomes
using continuous quality improvement protocols.
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Based on the review of outcomes,the regional council sustains the
Action Networks, theirpriority strategies, and interventions
or makes adjustments.
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and the Regional Council
make annual reports on goals, Action Network activity and outcomes to the larger community.
tHrıve
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insummary…
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tHrıve+
Regional Councils
Community Action Networks
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Regional CouncilsCommunity Action Networks
tHrıve+
data+
continuous quality improvement+
community responsiveness
community engagement+
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is developing its approach…
tHrıve
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…as a member of a national coalition.
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TheEducational PartnershipImplementation Network
EPIN
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EPIN
=cradle-
to-career
alliances
+
+
major urban public
universities
FOUNDATION$100,000.00
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OaklandCal State, East Bay
IndianapolisIU/PU/I
CincinnatiUniversity of Cincinnati
RichmondVCU
HoustonUniversity of Houston
Members of the EPIN
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Leading theEducational PartnershipImplementation Network
www.strivetogether.org
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CRADLE-TO-CAREERNew Systems Thinking in Regional, Community-BasedEducation Reform
We welcome your interest in
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tHrıveBob WimpelbergChair, Executive Board
tHrive Alliance Houston
Dean, College of EducationUniversity of Houston
Donna ScottExecutive Director
tHrive Alliance Houston
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tHrıveALLIANCEHOUSTON