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Alliance for Regional Collaboration to Heighten Educational Success (ARCHES) A Vision Whose Time Is Now.

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Presentation on theme: "Alliance for Regional Collaboration to Heighten Educational Success (ARCHES) A Vision Whose Time Is Now."— Presentation transcript:

1 Alliance for Regional Collaboration to Heighten Educational Success (ARCHES) A Vision Whose Time Is Now.

2 California Alliance of Pre K-18 Partnerships CAPP funded a two-year study of seven partnerships conducted through the College of Education at California State University, Long Beach, and the guidance of an Advisory Board composed of a statewide group of experts.

3 This study concluded that partnerships: Provide an effective strategy for enhancing student achievement; and, Promote efficient and effective use of resources around shared institutional goals. Improve Alignment Across Educational Segments; Increase Incentives and Resources for School-University Collaboration; Encourage Cross-Institutional Exchange of Faculty, Staff, and Students; Effectively Use Student Achievement Data Strengthen Accountability for Student Preparation for Higher Education

4 Simply: The bottom line for partnership efforts is the same as the bottom line for all of California education: to prepare all students for success in college and careers, and; to close the achievement gaps between racial and socioeconomic groups. The ICC began promoting regional partnerships in 2000. The Alliance Project validates that partnerships are an effective strategy for attaining these goals. UC’s strategic review panel report “Forging California’s Future Through Educational Partnerships” adds further weight to the growing consensus supporting partnerships. On December 22, 2004, Superintendent Jack O’Connell announces his intention to establish a new statewide P-16 Council to better coordinate and integrate education in California -- from preschool through college.

5 Superintendent Jack O’Connell’s P-16 Council Membership Ackerman, Arlene Richard Alonzo Andreason, Dave Allen, Carrie Atkin, Catherine Barbara, Manny Canter, Marlene Chu, Dorothy Clifton-Bacon, Sandy Couch, John D'Amico, Judy Davis, Shelley Drummond, Mark Fischer, Herb Gordon, Jack Graf, Jody Greenwood, M.R.C. Guardino, Carl Hart, Gary Hasson, Dian Jackson, Bill Lansing, Sherry Levine, Harold Loss, Jo Marantal, Manny Martel, Patty Meno, Lionel Murphy, Stanley Murray, Linda Nguyen-Lam, Kim Núñez, Fabian Penry, Martha Perata, Don Plotkin, Scott Rava-Treat, Carol Rios-Kravitz, Rhonda Rodriguez, Luis Seigel, Alan Siri, Diane Stanton, Anne Stevens, Carroll Stewart, Jack Tacheny, Suzanne Tomlinson-Keasey, Carol Thorp, Peter Vaught, Kendall Ann Washington, Curtis Whitebook, Marcy Wright, Joyce

6 Superintendent Jack O’Connell’s P-16 Council Goals – Improve student achievement at all levels and eliminate the achievement gap; – Link all education levels -- from preschool, elementary, middle, high school, and through higher education -- to create a comprehensive seamless system of student learning; – Ensure all students have access to caring and qualified teachers; – Increase public awareness of the link between an educated citizenry and a healthy economy. Meeting Dates – May 17 th Sacramento – July 20 th Palo Alto – September 20 th Los Angeles

7 ARCHES The Assessment Phase In the summer and fall of 2004, approximately 70 Californians who have been involved at either policy or programmatic levels in education were interviewed.

8 The Assessment Phase The individuals interviewed included: Leaders of all education segments: Public Schools Community Colleges California State University University of California Independent Colleges and Universities Business executives Participants in existing educational partnerships Elected officials and policy leaders Community-based organization executives and advocacy organizations.

9 The Assessment Phase These interviews yielded a wealth of information including: Support for the recommendations of the California Alliance of Pre K-18 Partnerships report; Support for a statewide network of partnerships; Support for the inclusion of the business community, private sector, community alliances, and faith-based organizations; Support for incentives -- rather than mandates – as the mechanism for expanding existing partnerships and developing new ones;

10 The Assessment Phase Support for connecting measurable goals identified by partnerships including: recruitment and retention of qualified teachers; professional development; preparation for college of all students; improving student achievement; and, high school reform. Having access to, and using, data to inform the direction and assess the effectiveness of partnerships was regarded as critical; and, Opportunities for partnerships to share their best practices are needed.

11 Alliance Harnessing the knowledge, experience, and strength that characterizes each partnership into a statewide network offers the potential to increase substantially the base of expertise and to develop significant synergy in the state.

12 Regional The prevailing wisdom is that the state is naturally divided into approximately 30-40 regions that have their own unique set of educational issues that would benefit from a regional approach based upon:  unique student populations;  geographic characteristics;  cultural richness; and,  leadership relationships.

13 Collaboration Involving all stakeholders and joining forces involves: the commitment of human and fiscal resources; the willingness to set aside institutional or organizational imperatives; the patience to learn the culture, language, and idiosyncrasies reflected in all the collaborators; and, the trust to be candid in sharing and using data to identify issues and assess effectiveness for the benefit of all students.

14 Heighten Educational Success The effectiveness of each regional collaborative and ARCHES will be measured in terms of: the extent to which student achievement is enhanced; and, the opportunity and resources gaps that lead to persistent achievement differentials are closed. ARCHES will encourage regional collaboratives to disaggregate data in developing their action plans in order to focus on the unique needs of their different populations of students.

15 ARCHES ARCHES, then, is envisioned as a voluntary confederation of collaboratives whose sole purpose is to improve student success and close the achievement gap among groups of students. To be clear, the collaborative is a means to an end; the end, or goal, both individually and collectively of ARCHES and its members, is greater student academic achievement, opportunity, and equity in California.

16 ARCHES Regional Collaboration Value Added Pre-KK-8High SchoolCollege/Training measures  Shared Measures  Shared Outcomes  Continuous Improvement  Student Results CAREER

17 P-16 Partnerships Connect Measurable Goals Across Programs from Childhood to College and Careers Preschool and Kindergarten Elementary School Middle School High School College: 2,4-yr, grad Adult work and family roles Head Start First 5 California CSMP KATU Kids Around the University GEAR UP COSMOS EAOP MESA Upward Bound AVID CAL-SOAP DEEP ASSIST Puente Center for Adaptive Optics P16/ P-20 Regional Partnerships and Alliances (Slide courtesy of Catherine Cooper)

18 Examples of Regional Partnerships in California North State College OPTIONS Central Valley Higher Education Consortium Monterey Bay Educational Consortium (MBEC) Santa Barbara and Santa Ana ENLACE San Diego-Imperial County College Going Initiative San Bernardino and Riverside K-16 Councils Long Beach Educational Council Examples of State and National Alliances ARCHES, Ed Trust K-16 Councils, ENLACE P-20 Councils, GEAR UP, Pathways to College Network, CCSESA, BMWA Superintendents’ key role: “we have a thirst for data” California’s Regional Partnerships Work in State and National Alliances (Slide courtesy of Catherine Cooper )

19 California’s P-16 Regional Partnerships are Aligning Science, Policy, and Practice Examples of P-16 Regional Partnerships Theories of ChangeDemographics Rural/Urban Home Language Services Families & Students Schools, Comm organizations Connecting P - 20 Outcomes for Students, Partnerships North State College OPTIONS Social Capital: college-going culture Rural English, Hmong, others F, St, S, Co workshopsSt: Math, English, A-G, College enrollment CCC transfer P: Leveraging funds MBEC Monterey Bay Educational Consortium Sociocultural Bridging Multiple Worlds Planned Behavior Organizational Change Rural and urban English, Spanish, Vietnamese, others Regional Vertical teams CEOs & site admin / P-20 faculty, staff / Undergrad/Grad students / P-12 Students St: API, Algebra, A-G College enrollment CCC transfer Graduate degrees,careers P: Aligning curriculum Leveraging funds Santa Ana Santa Barbara SocioculturalRural and urban English, Spanish F, St, S, Co workshops Faculty engagement St: Algebra academies St: API, Algebra, A-G, College Enrollment, CCC transfer P: Aligning curriculum Leveraging funds Imperial County Social Capital: college-going culture Rural English, Spanish F, St, S, Co workshops St: Algebra academies St: Algebra, Geometry, A-G P: Leveraging funds (Draft of Collaborative Work in Progress: Slide courtesy of Catherine Cooper )

20 Regional Partnerships Forge a Learning Community Bringing educators, researchers, and funders together Effective, efficient data management systems for state and local use Asking common questions about P-16 pathways with long-term data Engaging diverse families and communities as full partners Common tools help students, families, schools, and programs build pathways to careers and college (Slide courtesy of Catherine Cooper)

21 The proposed activities of ARCHES are to: Develop a plan to provide each school with the opportunity to participate in a regional collaborative. To meet this objective, ARCHES must support the partnership strategies of existing educational organizations, support current regional partnerships, emerging collaboratives, and, when appropriate, the fostering of new arrangements; Create a web-based clearinghouse to share best practices that includes a website, research library, materials and resources, and information on funding opportunities;

22 The proposed activities of ARCHES are to: Convene statewide and regional conferences to facilitate the sharing of information, expertise, and best practices; Assemble a group of facilitators who have the experience to assist entities to develop and sustain regional collaboratives; Seek financial resources to develop and sustain regional collaboratives;

23 The proposed activities of ARCHES are to: Connect prospective collaborators from various sectors of society; and, Advocate for state and federal policies that promote regional collaboration.

24 ARCHES The Next Phase Between now and December, the following activities are planned: ARCHES is launched at this conference. Convene Advisory Board. Seek relevant advice from constituencies, including members of the Round Table and participants at this conference. Garnering information from potential participants statewide. Solicit financial support from educational sectors, private foundations, and corporations. Develop a Request for Proposals to provide funds to approximately five new regional collaboratives. Support the goals and activities of Superintendent O’Connell’s P-16 Council. Collaborate with “California Teach” initiative to improve math and science education by encouraging more college math and science majors to become teachers.

25 We invite your ideas, celebrate your participation, and encourage your accomplishments. Dave Jolly Statewide CAPP Director Office of the Chancellor California State University 916-966-6533 Penny Edgert ICC Coordinator California Education Round Table Intersegmental Coordinating Committee 916-327-1821 Dennis Galligani and Diane Siri Executive Directors ARCHES A Joint Initiative of the California Academic Partnership Program (CAPP) and the California Education Round Table Intersegmental Coordinating Committee (ICC)

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