1. College READY Closing the Opportunity Gap at Saint Paul College April 20, 2015
Presented by:
Pepe Wonosikou, College READY Program Director
Dr. Kelly Murtaugh, Vice President of Academic Affairs

2. Agenda The CollegeREADY approach Minnesota’s Opportunity Gap
Rethinking the Bridge to Close the Gap
Student Perspective: Video
Program Sustainability
Question and Answer

3. CollegeReady is Supported By:

4. The CollegeREADY Approach
CollegeREADY is the signature academic preparedness and college readiness program of Saint Paul College providing targeted reading and math support, exposure to career pathways, and integration into the college-going culture.

5. The CollegeREADY Approach
Program Evolution
Past:
Present:
Future:

6. Minnesota’s Opportunity Gap
St. Paul, Minnesota--MinnCAN: The Minnesota Campaign for Achievement Now today released analysis of Minnesota’s NAEP test scores, and while Minnesota leads the nation in math achievement, the state’s achievement gap remains exceptionally large compared to other states, particularly in racial and income subgroups.

7. Minnesota’s Opportunity Gap: K-12 racial achievement gap, 2014
3rd grade reading th grade math high school graduation
White American Indian
(non-Hispanic) and students of color
Source: Minnesota Compass and Minnesota Department of Education

8. Minnesota’s Opportunity Gap: K-12 economic achievement gap, 2014
3rd grade reading th grade math high school graduation
Higher income Lower income
Source: Minnesota Compass and Minnesota Department of Education

9. Rethinking the Bridge to Close the Gap
Target Population
10th and 11th graders of area high schools
Students of color
Students from low-income households
Students in the academic middle
School partnerships
Innovative program model

10. CollegeREADY Model Theory of Change
closing the gap
Caring Adult
Role Models
Social/Emotional Development
Academic Support:
MyFoundationsLab

11. Academic Support Activities
Academic Preparedness:
34 weekly academic sessions
Career and College Readiness:
4 Saturday Sessions
Family Engagement:
4 Evening Sessions
102 hours of reading and math instruction and tutoring support
32 hours of college preparedness activities
Program Components
8 hours of activities to foster a college-going culture within families

12. Academic Outcome/Indicators 2014-2015
Outcome: Improve academic preparedness
Success Indicator: 10th grade students
75% of the 10th grade students will increase ACCUPLACER diagnostic assessment scores by 10% or more in reading, writing or math, as measured by the pre- and post-assessment. 
Success Indicator: 11th grade students
75% of the 11th grade students will increase ACCUPLACER test scores by 10 or more in reading, writing or math, as measured by the pre- and post-test.

13. Caring Adult Role Models: Mentoring and Tutoring
It’s not just about tutoring! Quality relationships with positive adults impact student success.
Elements of successful mentoring/tutoring intervention:
Frequent and consistent interaction with positive adult role models helps students to make academic and non-academic gains, supports improved long-term educational outcomes and increases self-confidence
Individualization: the program design should be intentional and customized to meet the individual needs of students with evaluation methods to assess individual progress.
Tutors are critically important to the program success
Making it possible to offer high-touch services and establish lasting relationships
Their eagerness an ability to connect with students determines the tone of the relationship.
Cultural competency and youth development
Hiring practices-employ tutors from diverse backgrounds who can identify with student challenges
Training and continuity of returning tutors make it possible to offer high-touch services once tutors understand their ability to impact student success

14. Caring Adult Role Models: Mentoring and Tutoring
Positive student/tutor relationships:
Personal attention provided by tutors increases student engagement in the learning process.
One-on-one tutoring has a greater impact than group interaction.
Tutors inspire student achievement. When a student is supported by a caring adult, the student is more motivated in school and achieves better outcomes.
Tutoring session should be well planned and not replicate the school day, maximizing the opportunity to engage in the student’s areas of spark/passion.
Tutors are critically important to the program success
Making it possible to offer high-touch services and establish lasting relationships
Their eagerness an ability to connect with students determines the tone of the relationship.
Cultural competency and youth development
Hiring practices-employ tutors from diverse backgrounds who can identify with student challenges
Training and continuity of returning tutors make it possible to offer high-touch services once tutors understand their ability to impact student success

15. Social/Emotional Development
Best Practices of Youth Development:
Enhance student academic success
Promote positive integration at school and within social settings
Offer a consistently safe and supportive environment
Foster a strengths-based approach, value young people as community ASSETS
Help young people gain self-awareness, ability to manage emotions and positive relationships
Validate cultural identity of young people

16. Academic Preparedness: 2014-2015 CollegeREADY Model
MyFoundationsLab is a online teaching tool used to deliver instruction, with modules customized based on the individual needs of students determined by the initial accuplacer assessment.
Math
Reading
This allows us to target the specific areas student need improvement and work at their own pace.
Aimed at improving math and reading deficiencies identified through an initial accuplacer diagnostics assessment---through intensive supervised work using MyFoundabitons Lab (math and reading modules) and instruction and supplemental one-on-one tutoring . What is MyFoundations-tool we use to deliver instruction by customizing the help students need in math/reading based on their initial accuplacer assessment.

17. Academic Preparedness: 2015-2017 CollegeREADY Model
11th grade: Algebra II/MyFoundationsLab (MFL)
Curriculum will cover Introductory and Intermediate Algebra at Saint Paul College and meets the high school Algebra II graduation requirement
Summer Bridge
For students who want supplemental support, didn’t meet the B- criteria, didn’t complete the MFL course curriculum
12th grade: Concurrent Enrollment
Students earn 3 credits of college algebra and 4 credits of elective high school mathematics
Instruction with MyMathLab

18. Results and Successes HIGHLIGHTS
61% of participants agreed or strongly agreed they were learning a lot in their weekly math sessions 71% percent agreed that they learned how to improve their study skills during the first Saturday session 82% of total cohort improved by 10% in two or more areas on the math diagnostic 57% of total cohort improved by 10% or more in all five content areas on the math diagnostic
After two months with the program, one of the students shared how his academic behaviors are changing when he said, “I like how we are learning to be responsible and to use our time wisely.”
~10th grade student participant

19. Continued Positive Results
Shifting academic behaviors
Students becoming more integrated into the college-going culture
13 returning students enrolled in
Of returning 11th grade cohort, 50% are meeting college readiness benchmarks

20. Lessons Learned Use strength-based and evidence-based practices
Establish strong school partnerships
Incorporate a high-touch approach to engage students
Engage families
Accommodate language needs of families (i.e. translation services)
Hire staff of backgrounds representing the student population
Utilize mentors/tutors to support improved outcomes
Set high expectation for participants early on to set the tone
Incentivize participants –intrinsic and extrinsic motivation matters
Measure progress through a comprehensive evaluation plan
Convene quarterly meeting with partners to share progress and address challenges

21. Student Perspective: Video

22. Seeking Support Make use of the academic and legislative climate
Have clearly defined, measurable outcomes
Engage your institutional development/advancement team
Think about scalability and sustainability from the beginning.
Is this a one-time effort?
If funds were available for only part of the project, which part is critical?
Deliver on the outcomes. Results get noticed and results have a better chance at continued funding.

23. Promoting Sustainability
Assess the viability and contribution of each part of the project or program
In addition to grants, use a mixed-method funding approach:
Individual support or Institutional donors
Redirect general operating revenue
Reallocate key staff or faculty positions
Attract the interest of new donors by leveraging existing resources (grants, individual support, etc.)
Be excellent stewards of all funds; recognize donors with successful outcomes.

24. Questions and Answers

25. Thank You!
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