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Www.SprocketsSaintPaul.org Successes Systems level –Synergy between Sprockets, Mayor, U of M, Generation Next (STRIVE), MDE (21 st CCLC), Beacons has created.

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Presentation on theme: "Www.SprocketsSaintPaul.org Successes Systems level –Synergy between Sprockets, Mayor, U of M, Generation Next (STRIVE), MDE (21 st CCLC), Beacons has created."— Presentation transcript:

1 Successes Systems level –Synergy between Sprockets, Mayor, U of M, Generation Next (STRIVE), MDE (21 st CCLC), Beacons has created a movement around “youth outcomes” that resonates with others –Recognition that SEL is a key part of developing young people Sprockets Network –Alignment around outcomes for network reporting, shared language and a better way to talk about SEL across the network and systems –Shifting Sprockets’ network logic model to lift up social emotional outcomes as benefits for youth Program successes –Momentum and understanding around intentionality of programming and social emotional learning –Stronger emphasis and use of data for improvement Social Emotional Learning

2 Lessons Learned Not for all programs -Evaluate program appropriateness for the tool. Match tool to program – S or Y Staff turnover ages/etc Programs collect a lot of data - Helped people think about their program intention, what data they collect, logic models, etc Logistics matter – Clear dates and timeframe Survey implementation Communication around reporting outcomes is hard – learning curve, changed how we talk about outcomes. Not easy – 2 years and still learning

3 Measuring Youth Performance Outcomes: Program in Education, Afterschool and Resiliency (PEAR) at the Epiphany Middle School

4 Mission: Epiphany School is an independent, tuition-free middle school for children of economically-disadvantaged families from Boston neighborhoods. We admit children of diverse faiths, races, cultures and cognitive profiles, believing in the Episcopal tradition that we find God in and through each other’s presence. Epiphany’s small classes, individualized curricula, and extended school days provide rigorous academic, moral, and social instruction. In close partnership with families, we are an innovative learning community that affords structured support to help students thrive. Together we are a school that never gives up on a child. Epiphany challenges students to discover and develop the fullness of their individual gifts. We seek to prepare graduates who will contribute intelligently, morally, and actively to the society they will inherit. Who We Are: We serve approximately 90 students in grades 5-8. Our education is based on individualized attention and essential skill building with a far-reaching web of support, and we offer 12-hour school days, small classes, and tutoring. We also serve three meals daily and two snacks, run competitive sports programs, and ensure students’ health and social needs are met. All of our students have high-quality programming 11 months of the year. Students are admitted by lottery, although siblings are generally automatically admitted because we work in close partnership with families. We also reserve 20% of our slots for children involved with the Department of Children & Families (DCF) because of abuse or neglect. Finally, as part of our ongoing commitment to ensuring Epiphany graduates succeed, we provide substantial resources to all of our former students. Epiphany’s essence is a commitment to its mission to “never give up on a child.” Never Give Up On A Child

5 PEAR's mission is to create and foster school and afterschool settings in which all young people can be successful. Dedicated to "the whole child; the whole day; the whole year," PEAR continuously integrates research, theory, and practice for lasting connections between youth development, school reform, and mental health. PEAR creates and fosters evidence- based innovations so that increasingly "young people can learn, dream, and thrive.” © PEAR - Program in Education, Afterschool, and Resiliency

6 Why Focus on Students’ Socio-emotional Well-being? Academic achievement is correlated to emotional well-being. Relationships between students, adults, and peers matter. Recognition of developmental strengths is as important as recognition of challenges. Good prevention and intervention integrates both, and does so at the individual and collective level.

7 Holistic Student Assessment (HSA) Design Attributes: Student voice – the HSA is based on answers that young people provide about themselves (self report) Fast turnaround – schools and programs receive results within two weeks of HSA administration Strength-based – individual profiles present strengths as well as challenges in different socio- emotional domains Differentiated learning – information from the tool encourages differentiated teaching and support strategies. Individual Student Outcomes Group-Level Outcomes 14% 23% 27% 36% © PEAR - Program in Education, Afterschool, and Resiliency

8 What Story Does a Profile Tell? A Student who is telling us he is doing very well High Assertiveness, Low Empathy, Conduct Problems A Student who is telling us he is facing challenges 12 Strengths, No Struggles © PEAR - Program in Education, Afterschool, and Resiliency


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