Transcript United Way PowerPoint Presentation Template

WELCOME
EDUCATION STAKEHOLDERS
MEETING
Tuesday, July 29, 2014
UWRV Boardroom
• The Statistics Lottery
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Education, Income, and Health
• Continuous assessment of the community
• Sustainable results in Education, Income, and
Health
• Partnership opportunity with funds that will be
raised through the 2014 United Way campaign,
specifically with dollars directed to Impact Fund
• We appreciate your support of the 2014 United
Way campaign
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UWRV’s Direction
• UWRV makes strategic investments in our community with the
ultimate goal of improving people’s lives, both by helping
individuals and by creating community level change.
• Our strategies include community collaborations, advocacy for
public policy changes, and investing financial resources in
programs provided by impact partners.
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Partnering to Move the Needle
A Cradle to Career Approach to Education
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United Way Education Priorities
Goal: Increase the number of children aged 0-5 in the
Roanoke Valley that arrive prepared for the first day of
kindergarten as determined by tangible measurement tools.
Outcome #1: Parents of children 0-5 are able to access
affordable quality out-of-home care and education for their
children.
Outcome #2: Parents of children 0-5 become more
committed, confident and skilled in helping their children be
prepared for school.
Outcome #3: Community leaders and the public understand
the cost and benefits of, and actively support, early childhood
care and education both from the social service and economic
development standpoints.
United Way Education Priorities
Goal: Contribute to the statistically significant improvement of
the graduation rates within Roanoke Valley by enabling
students and their families to be better prepared to take
advantage of the opportunities provided by public education.
Outcome #1: Students are able to read and comprehend by
the end of third grade.
Outcome #2: Students are connected with help that they
need to stay in school beginning at an early age.
From Isolated to Collective Impact
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Valley-wide Data Overview
July 29th, 2014
United Way Roanoke Valley
Education Open Process Stakeholders
Meeting
A recent, March 2013, research project out of Montgomery County
Public Schools in Maryland has identified student characteristics relating
to dropping out of high school that start as early as the
3rd marking period of 1st grade.
Early Warning Indicators
1st grade, MP3
3rd grade, MP1
6th grade, MP1
Absent from…
school 9 or more times
school 3 or more times
a class 3 or more times
Suspended…
[either ISS/OSS]
1 or more times 5x
1 or more times 9x
1 or more times
Is..
below grade level in
reading/math
Has earned a
calculated GPA
below a….
1.20 [D]
below grade level in
reading/math;
earning a D or below in
non-timely with Homework English or Math class
completion
3.00 [B]
3.00 [B] 5x
Free and Reduced Percentage
45%
44%
43%
42%
41%
Valley-wide
40%
Commonwealth
39%
38%
37%
36%
Oct. '09
Oct. '10
Eligibility Generalities
TANF, SNAP,
Oct. '11
Oct. '12
Oct. '13
# people
annual household income
2
28,694
3
36,131
4
43,568
Percentage & number of each Valley-wide Kindergarten
cohort not meeting Fall Kindergarten PALS Benchmark
16.0%
15.6%
15.3%
14.8%
14.5%
13.8%
13.6%
13.0%
427
373
415
387
423
Fall '09
Fall '10
Fall '11
Fall '12
Fall '13
8.5x
QUICK
In Spring ‘13, Virginia implemented more rigorous Reading SOL
assessments that were conducted, for the first time, entirely online. The
tests included technology enhanced items (TEI) that required students
to use more critical thinking skills and solve multi-step problems. The
following are a few sample items from the Grade 3 Reading SOL test.
a sampling of the assessed skills…
Grade 3 Reading
Grade 3 Mathematics
Use knowledge of : prefixes, suffixes, Estimate and use US Customary and
antonyms, synonyms, homophones
metric units for length, liquid
and “roots”
volume, & weight/mass measures
Identify and describe : fiction and
non-fiction; story
specific…characters, main idea,
problem/solution, setting &
supporting details
Describe, compare/contrast the
angles, vertices, faces and edges of
the following shapes : cube, square
pyramid, sphere, cone, & cylinder
Ability to explain the differences
between…table of contents, charts,
captions, dictionaries, glossaries,
indices & online resources
Sum or difference of two whole
numbers up to 9,999 ; add or
subtract proper fractions having like
denominators of 12 or less
Valley-wide Pass Rates on Grade 5 Reading, Mathematics
& Science SOL Tests
100%
95%
90%
Spring '10
85%
80%
79.87%
79.20%
76.04%
75%
Spring '11
Spring '12
Spring '13
75.47%
Virginia
73.10%
70%
68.80%
65%
Grade 5 Reading
Grade 5 Mathematics
Grade 5 Science
In Spring ‘12, Virginia implemented a more rigorous
Mathematics SOL assessment. In Spring ’13, more rigorous
Reading and Science SOL assessments were administered.
Valley-wide Pass Rates on Grade 8 Reading, Mathematics
& Science SOL Tests
100%
90%
79.86%
80%
76.31%
70.69%
Spring '11
Spring '12
75.99%
70%
Spring '10
Spring '13
Virginia
69.75%
61.42%
60%
Grade 8 Reading
Grade 8 Mathematics
Grade 8 Science
In Spring ‘12, Virginia implemented a more rigorous
Mathematics SOL assessment. In Spring ’13, more rigorous
Reading and Science SOL assessments were administered.
Virginia’s On-Time Graduation Rate as a function of cohort year and division
100
95
90
89.2
86.9
89.0
Botetourt County
85
85.7
85.8
Craig County
83.3
Roanoke City
Roanoke County
80
Salem City
Valley-wide
75
Virginia
70
65
2010
2011
2012
2013
ANOTHER QUICK
Number of Passing SOL Tests in order to
earn each respective diploma
Standard
Advanced
Diploma
Diploma
English
Grade 11 Reading
Grade 11 Reading
2
Grade 11 Writing
Grade 11 Writing 2
Algebra I
Geometry
Algebra 2
Algebra I
1 Geometry
Algebra 2
Science
Earth Science
Biology
Chemistry
Earth Science
Biology
1
Chemistry
History
World Geography
World Geography
World History 1
World History 1
World History 2 1 World History 2 2
VA & US History
VA & US History
Mathematics
Student
Selected
total
< see above >
6
1
< see above >
9
2
2
1
Valley-wide percentage of each population grade range
subset that was retained as a function of school year (SY)
6%
5.4%
5%
3.8%
4%
3%
2.1%
2%
1%
1.0%
0.8%
0.6%
341
0%
SY 09-10
SY 11-12
Elementary School
54
SY 09-10
SY 11-12
Middle School
607
SY 09-10
SY 11-12
High School
Valley-wide Percentage of Population with whom a Truancy
Conference was held as a function of school year (SY)
11%
10.6%
10%
10.0%
9.9%
9%
8.2%
8%
SY 09-10
SY 10-11
SY 11-12
SY 12-13
Final High School Outcomes by 10th Grade Absenteeism
Post Secondary
source: The Importance of Being in School : A Report on Absenteeism in the Nation’s Public Schools; May ‘12
Valley-wide percentage of each student population subset that was
suspended, out-of-school, as a function of school year (SY)
14%
12%
10%
9.43%
8.31%
8%
SY 09-10
SY 10-11
5.98%
6%
SY 11-12
SY 12-13
4%
2.67%
Elementary
Middle
2226
1031
685
0%
470
2%
High
ALL
44.5x
53% percent of ALL the discipline related offenses for
the past 5 years, Valley-wide, were related to Behavior
Granular breakdown of Valley-wide Behavior-related offenses
9%
30%
13%
Insubordination
Classroom Disruption
Using Obscene Lang/Gestures
Disrespect of Authority
13%
Minor Insubordination
Disruptive Demonstration
15%
20%
Unwillingness to submit to authority or refusal to respond to a reasonable request.
Any act that intentionally disrupts the orderly conduct of a school function.
Any behavior that substantially disrupts the orderly learning environment.
Middle School Risky Behaviors
High School Risky Behaviors
College and Career –
Virginia Western Community College
• 57% of students receive financial aid / 79% receive Pell grants
• CCAP
• # of college-goers who go through Virginia Western
• Self-sufficiency and academic success skills
• 50% need developmental courses – 40% math, 20% English
• Services for: 1st generation, disability, low-income, veteran, or 50+
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Toddler Steps:
Continuing to Work Towards Equal Footing
in Early Education
Presentation to the United Way of Roanoke Valley
May 6, 2014
Memorandum of Understanding (MOU)
A sampling of additional
topics of analysis
• Types of programs
• Types of services
• Family and child characteristics
• Attendance records
• Grade retention
• Special education
Working together to:
Scrub and validate data
Join data sets
Analyze and report data
Inform conversations
Make data-based decisions
early
childhood
characteristics
school-age
characteristics
and
assessment
results
high quality
instruction,
enhanced
professional
development, &
accountability
implementation steps
reporting
partner data
locating &
joining data
sets
analysis &
continuous
improvement
Project Milestones
[Nov.2013-Apr.2014]
 Fall 2013 cohort analysis
 Risk factor work and summarization
 Expansion to include Smart Beginnings
Greater Roanoke, Botetourt & Salem
school systems
FALL PALS Kindergarten Performance as a function of
aggregate number of risk factors
100
80
10
100.0
60.0
11
100.0
63.6
84.4
57.1
9
78.7
100.0
7
66.7
100.0
2
40
86.1
100.0
60
1
1
0.0
20
0
0 factors
72
1 factors
12
75
2 factors
CHIP
7
32
3 factors
4 factors
2
5 factors
-
6 factors
TAP
HeadHead
StartStart
Spring 2013 cohort. The risk factors: parent mental health, homeless, referral
source/discharge reason(CHIP), food/clothing assistance (TAP Head Start), substance
abuse, dual language learner, child abuse, economic status, and parent education level.
SBGR K-Readiness
AY 2013-2014
Fall 2013
# K Students
Enrolled
% Ready for K* # Not Ready for
K*
Botetourt
County
Craig County
279
91%
24
45
77%
10
Roanoke City
1253
79%
261
Roanoke
County
Salem City
1011
90%
102
270
90%
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VA DOE Enrollment
Kidscount.org
SBGR K-Readiness
AY 2013-2014
Fall 2013
Roanoke City
VSQI/Roanoke City
# K Students
Enrolled
% Ready for K*
# Not Ready for K*
1253
111
79%
88%
261
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a few preliminary findings
Students who started at
CHIP closer to their
birth date did BETTER
on the K PALS
assessment when
compared to those who
started later.
additional topics of analysis
Risk factors &
Academic performance
[ TAP Head Start ]
Age at enrollment
Length of enrollment
Services Received
[ VSQI ]
[ CHIP ]
Discussion Questions
As a group:
• What data is relevant to your students/clients? What
evidence-based strategies does your program use to
help move that needle?
• What opportunities are there to connect and
complement each other’s work?
• What would you need to do after this meeting to make
this happen?
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Education Open Process
• Opportunity to partner with United Way
• Open to nonprofit organizations meeting one of
UW’s education outcomes
• Process is competitive and uses zero-based
funding
• Partners funded should commit to engaging in
data tracking
• Applications are reviewed by community
volunteers
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Program Review Criteria
Administrative Review – pass/fail
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Key Dates to Remember
•
Education Service Providers Meeting – July 29
•
Sign-ups to submit Letter of Intent - September 3 - October 1 @ noon
•
Logic Model/Outcome Workshop – September 16, 3:30 – 5 pm
•
Letter of Intent open - October 1 - 17
•
Application Workshops - November 4, 3 - 5pm
•
Invitations to aligned programs - November 17
•
Data Tracking Workshops – December 4, 3 - 5pm
•
Administrative and Program Applications – December 15, 2014– January 23, 2015
@ noon
•
Site visits and panel questions: February – March 2015
– Panel questions will be submitted to the programs via e-cImpact and programs
should respond before the scheduled site visit
– Site visits are targeted to occur from February 16 – March 6, 2015
•
Funding Award Letters – May 6, 2015
•
Signed MOUs due to United Way – May 20, 2015
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Helping the students via a continuous
improvement cycle of data analysis
Act
Analyze
Microsoft
Excel
Assess
Microsoft Excel
Conditional
Formatting
&
Sorting &
Filtering
&
Pivot
Tables
&
Q&A
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THANK YOU ALL FOR COMING!
We’re looking forward to hearing more
about these great ideas and seeing great
Letters of Intent this October!
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