2. A seamless transition among segments: K-16 Well prepared students moving through a pipeline Little or no remediation as students transition through the segments Students prepared with the skills, knowledge and ability to enter the workforce

4. The Institute for Evidence-Based Change (IEBC) helps education stakeholders — K–12 school systems, community colleges, universities, employers, child welfare systems, and others — use data to boost student achievement. With our help, individuals and organizations become more skilled at making informed decisions, improving practice, and increasing student success. IEBC was created in 2010. It grew out of California’s Partnership for Achieving Student Success (Cal-PASS) and both supports and expands Cal-PASS’s work.

5.  Over 400,000,000 records  Up to 15 years of data in some regions  Over 8,200 schools, colleges and university members  Over 250 research studies conducted in the last two years  Forty+ Professional Learning Councils (1,000+ faculty)

6. » Data is anonymous personal identifier information is removed or encrypted » Student file Demographic information Attendance » Course file Enrollment information Course performance » Student test file CST HS Exit Exam » Award file Diplomas, degrees, certificates » Custom files Information collected on interventions

7. The VISION of the Educational Collaboration Division is to promote collaboration and learning between and across systems that result in measurable, successful, on-the-ground transformation of pedagogy and student outcomes.

8.  Mathematics  EL  Science  English  CTE  Counseling  Health Career Pathways

9. Meet monthly in inter-segmental same-subject teams  Improves communication and networking among educators.  Brings together faculty from different educational systems to ensure that courses articulate with a smooth transition between segments.  Builds stronger educational communities and collaborative partnerships and projects.

10. MoChA IPR BAM V 3

11. Objectives Recruit students who struggled in algebra but had been placed in Chemistry Teach basic chemical-mathematical concepts and problem-solving prior to taking high school Chemistry Track their progress through IEBC data base.

12. Method- An intensive 2 week long summer bridge program taught by Chemistry professor. Curriculum- Major mathematical concepts of 1 st year high school chemistry including: SigFigs, Unit Conversions, Moles, Ideal Gases, Solutions, etc. Class Results: Initial Diagnostic Exam: High= 31 Final Diagnostic Exam: High = 77

13. Treat ment Grade  ABCDF Non-MoChA17.4%48.4%24.6%8.0%1.5% MoChA52.3%28.5%19%00 Comparison of 1 st Semester Chemistry Grades(%) MoChA vs. Non-MoChA

14. Impact of MoChA Funded by individual high schools throughout the District- ongoing Provided conceptual framework for Jump Start Chemistry in the Districtwide GEAR UP grant.

15. Objectives: Determine Readiness for College Prep Science in the Sweetwater Union High School District (SUHSD) by providing counselors with a reliable means to place students in biology to ensure success in these classes. Standardize placement of over 3000 9 th grade biology students in 13 high schools in the SUHSD.

16. Method- Examine relationship between: middle school science GPA and later success* in biology. CST scores in English/Language Arts and Algebra and later success* in biology courses. * Success= C or better in biology

17. SuccessfulNot Successful Difference 7th Grade Science GPA3.212.31.9 8th Grade Science GPA3.232.231.00 Middle School Science Grades and Success in Biology

18. Successful Not Successful % Successful 8th Gr. Algebra CST=>340CST=<330 65.6 8th Gr. English CST=>362CST=<344 65.3 English/Lang. Arts and Algebra CST scores and later success in Biology For Students who took 9th Grade Biology: (n= 446)

20. Objective Improve student knowledge of abstract, dynamic biological concepts using manipulatives (physical models) Premise: Student test scores in the Sweetwater District confirm the difficulty which students have with more abstract biological concepts vs. more concrete topics. Explaining dynamic biological concepts while using physical models provides a better scaffolding for student learning.

21. Methods Three high school biology teachers were selected who chose 3 abstract, conceptual biological standards with the lowest District test scores: transcription, enzymes, and diffusion. Teachers attended a training in graphic design to create their own 3-D models. A community college professor helped with the content specific focus areas. Teacher participants produced 3-D paper models, modeling answer sheets, and pre-and posttests. These models allowed students to visualize dynamic, abstract biological concepts and explain them to each other and the teacher. Two classes used BAM activities and two other classes used traditional methods.

22. Outcomes: Content Standard (topic) (n=95) % correct NOT using BAM Models % correct Using BAM Models Enzymes5867 Diffusion6266 Transcription5766

23. History: In a predominantly ELL elementary school, only 12% are passing with a basic or above-basic CST score (5 th grade science NCLB). (2007-2008 CST data used) To help strengthen 4 th and 5 th grade science content and connect real meaning to science vocabulary words they can see, hear and feel.

24. What We Are Doing: Using vocabulary words from the 4 th and 5 th grade elementary science content standards and state CST standards, activities have been created by IEBC committee members including MS, HS, and CC instructors. Focus on repetitive and active use of vocabulary words—choral response, plays, drawing, speaking, demonstrations, labs—to reinforce vocabulary words. Implementation will occur during the Spring intercession of 2012. Two weeks in duration (3 hours a day). Focus on Life Science, Physical Science, and Earth Science Vocabulary words.

25. Desired Outcomes: Increased student proficiency on the 5 th grade Science NCLB test. Replicable at all of the National School District Elementary school sites. Teachers more comfortable teaching science concepts.

28. 1. ECAP (High School Mentoring) 2. Math Guides 3. EL/ESL Bridge 4. MoCHA – Algebra bridge for chemistry 5. GCCCD – SDSU Freshman Composition Alignment 6.ACCESS – Alignment 11 th thru post-secondary 7.Counseling – Transition Program

29. – Employment Development Department Linkage – Linking with Child Welfare Data System to track educational outcome of foster youth – Educational Collaboration – Data Linking – Research Support &Technology Tools – Tuning USA