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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.

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Presentation on theme: "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."— Presentation transcript:

1 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?

2 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 Process Strive 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:

3 ELIMINATE THE ACHIEVEMENT GAP Agenda Introductions30 min. Working Group Approach15 min. Cradle to Career Continuum 10 min. Break 10 min Success Indicators Break Out60 min. Report Back 40 min Next Steps10 min

4 ELIMINATE THE ACHIEVEMENT GAP  Name  Organization  A person (non-family member) from your youth who significantly influenced your success. Introductions

5 ELIMINATE THE ACHIEVEMENT GAP Working Group Approach

6 ELIMINATE THE ACHIEVEMENT GAP Meeting Overview #DateLocationObjective 16/13/11 Continuing Education and Conference Center Determine Success Indicators along the Cradle to Career Continuum 27/12/11 Continuing Education and Conference Center Finalize Project Charter & Identify and Prioritize Evidence-based Factors Impacting Student Success 37/27/11 UROC Understand the Strive Model approach, results and lessons learned 48/17/11 UROC Develop a Gap Analysis based on a review the Twin Cities’ Organizations currently addressing the Highest Priority Factors 59/14/11 UROC Decide whether the launch of Strive will lead to improved outcomes for students of color and close the achievement gap. 69/21/11 UROC Create a Final Report including (if launch is recommended) a high level implementation plan.

7 ELIMINATE THE ACHIEVEMENT GAP 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

8 ELIMINATE THE ACHIEVEMENT GAP 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

9 ELIMINATE THE ACHIEVEMENT GAP 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 Meeting 1 How Do You Define & Measure Success?

10 ELIMINATE THE ACHIEVEMENT GAP 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 Factor Meeting 2 What are the most important Factors for Success?

11 ELIMINATE THE ACHIEVEMENT GAP 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 Factor 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 4 How well are factors being addressed in the TC today? Factor

12 ELIMINATE THE ACHIEVEMENT GAP Meeting 5 The 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?

13 ELIMINATE THE ACHIEVEMENT GAP Meeting 3 A Close Look at the Strive Model. Pat Brown Director of Systems Innovation Meeting 6 Preparation of Report on Findings with Recommendations for Next Steps

14 ELIMINATE THE ACHIEVEMENT GAP General Information Preread materials for Meeting 1-5 will be posted on Notes from each meeting will also be posted on 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.

15 ELIMINATE THE ACHIEVEMENT GAP Cradle to Career Continuum

16 ELIMINATE THE ACHIEVEMENT GAP Abyssinian Development CorporationAbyssinian Development Corporation (New York City, NY) Amherst H. Wilder FoundationAmherst H. Wilder Foundation (Saint Paul, MN) Athens-Clarke County Family ConnectionAthens-Clarke County Family Connection (Athens Clarke County, GA) Berea CollegeBerea College (Clay, Jackson, and Owsley Counties, KY) Boys and Girls Club of the Northern Cheyenne Nation (Northern Cheyenne Boys and Girls Club of the Northern Cheyenne Nation (Northern Cheyenne Reservation, MT) California State University East Bay Foundation, Inc.California State University East Bay Foundation, Inc. (Hayward, CA) Cesar Chavez Public Policy Charter High SchoolCesar Chavez Public Policy Charter High School (Washington, D.C.) Community Day Care Center of LawrenceCommunity Day Care Center of Lawrence (Lawrence, MA) Delta Health Alliance, Inc. Delta Health Alliance, Inc. (Indianola, MS) Dudley Street Neighborhood InitiativeDudley Street Neighborhood Initiative (Boston, MA) The Guidance CenterThe Guidance Center, (River Rouge, MI) Lutheran Family Health Centers / Lutheran Medical CenterLutheran Family Health Centers / Lutheran Medical Center (Brooklyn, NY) Morehouse School of Medicine, Inc.Morehouse School of Medicine, Inc. (Atlanta, GA) Neighborhood Centers, Inc.Neighborhood Centers, Inc. (Houston, TX) Proyecto Pastoral at Dolores MissionProyecto Pastoral at Dolores Mission (Los Angeles, CA) United Way of Central MassachusettsUnited Way of Central Massachusetts (Worcester, MA) United Way of San Antonio & Bexar County — Partners for Community Change United Way of San Antonio & Bexar County — Partners for Community Change (San Antonio, TX) University of Arkansas at Little RockUniversity of Arkansas at Little Rock (Little Rock, AK) Universal Community HomesUniversal Community Homes (Philadelphia, PA) Westminster FoundationWestminster Foundation (Buffalo, NY) Youth Policy InstituteYouth Policy Institute (Los Angeles, CA “The objective is to create a safety net woven so tightly that children just can’t slip through” HCZ Website Holistic Approach to Student Success From 100 Blocks in Harlem to Across the Nation

17 ELIMINATE THE ACHIEVEMENT GAP Holistic Approach to Student Success Built on Collaboration and Data Albany, NY Albuquerque, NM Atlanta, GA Baltimore, MD Bettendorf, IA Boston, MA Brooklyn, NY Buff alo, NY Cedar Rapids, IA Charlotte, NC Cincinnati / Northern Kentucky Columbus, OH Dayton, OH Detroit, MI East Bay, CA Fresno, CA Grand Rapids, MN Green Bay, WI Indianapolis, IN Louisville, KY Marin, CA Memphis, TN Mesa, AR Minneapolis, MN Napa, CA Nelsonville, OH Phoenix, AR Portland, OR Richmond, VA Santa Barbara, CA San Diego, CA San Francisco, CA Seattle, WA St. Louis, MO Washington, DC Every child. Cradle to Career

18 ELIMINATE THE ACHIEVEMENT GAP Cradle to Career Continuum Cincinnati and No. Kentucky

19 ELIMINATE THE ACHIEVEMENT GAP 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?

20 ELIMINATE THE ACHIEVEMENT GAP BREAK

21 ELIMINATE THE ACHIEVEMENT GAP Success Indicators

22 ELIMINATE THE ACHIEVEMENT GAP 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

23 ELIMINATE THE ACHIEVEMENT GAP Success Defined Astronaut in Training Traits for SuccessSuccess Indicators (which meet requirements) Indicator Rank by Importance (1 = Highest) Speak, Read & Write EnglishTOEFL Score1 Aptitude for spatial orientationNone Available Proven outstanding ability in Natural Science, Engineering or Medicine # of Published Articles3 Manual dexterityNone Available Excellent healthCardiovascular, Muscular & Vestibular Test Ratings 5 Proportionate Height & weightBody Mass Index2 Good reasoning capabilityAptitude Test Score4 Good Memory & ConcentrationNone Available Emotional stabilityNone Available

24 ELIMINATE THE ACHIEVEMENT GAP 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 time 3.Kent and Julie will facilitate the discussions

25 ELIMINATE THE ACHIEVEMENT GAP 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

26 ELIMINATE THE ACHIEVEMENT GAP Group B High 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.

27 ELIMINATE THE ACHIEVEMENT GAP Small Group Report Out For Each Category Traits for SuccessSuccess Indicators (which meet requirements) Indicator Rank by Importance (1 = Highest) Trait 1 Indicator A2 Trait 2 Trait 3Indicator B1 Trait 4Indicator C4 Trait 5 Trait 6Indicator D3 Trait 7

28 ELIMINATE THE ACHIEVEMENT GAP PRE KELEMENTARYMIDDLEHIGH SCHOOL POST SECONDARY Twin Cities Student Success Indicators Highest Priority Across the Continuum

29 ELIMINATE THE ACHIEVEMENT GAP Next Steps Factors 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

30 ELIMINATE THE ACHIEVEMENT GAP Preparation for Meeting 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 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.


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