Post on 04-Jun-2018
transcript
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Using shared research to clearpathways to college-readiness
Thursday, October 10, 1:45-3:15p
RP Group Conference
Strengthening Student SuccessSFO Marriott
Mathematics from High School to Community College
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Presenters
Dr. Louise Jaffe, Trustee
Santa Monica College
Dr. Roberto Gonzalez, Associate Dean
Santa Monica College
Dr. Terry Deloria, Assistant SuperintendentSanta Monica-Malibu USD
Ken Sorey, Project Director
Cal-PASS Plus
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Building the Pipeline
3
College and workforce readiness begins with earlychildhood education and continues along the education-
to-workforce pipeline.
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Math Functions As A Roadblock
Why Math?
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Its going to take all of us.
Heavy liftingLeveraging.
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Its going to take all of us.
Communicating Working together.
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Its going to take all of us.
Working independently
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Data can show us the way
Shared researchcross-systems analysescan help us increase college readiness
Collective and Collaborative Impact
If school districts and community colleges see the
same findings for shared students, they can
implement reforms and interventions that align
and increase student success, and work together more easily and more effectively.
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To be covered
Research exampleLouise Jaffe
K-12 actionsTerry DeloriaCC actionsRoberto Gonzalez
Cal-PASS Plus Actionable DataKen
Sorey
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Problem
Students are coming to community college
unprepared for college-level coursework
as determined by the community college
placement assessment.
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Sample: 2920 12thGrade StudentsClasses of 2006, 2007, 2008, 2009 from a single high school
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CC Freshmen Ethnicity (N=953)
13
9%
35%
7%
48%
BlackLatino
A/PI
White
Other
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High School Math Pathway Markers
Where students start: Grade 9 Math Geometry or Above
Algebra 1 or Below
When students stop: Math in Grade 12
Yes or No
Where students stop: Highest-Level Math Above Algebra 2
Algebra 2
Below Algebra 2
Every course beyond Algebra 2 doubles theodds of college completion (Adelman, 2006)
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Students travel different pathways through
high school mathematics
PathHigh School Observed Math Pathways All
Students
N=2920
CC
Freshmen
n=953Grade 9 Math Class Math in
Grade 12
Highest-Level Math
1
2
34
5
6
7
8
9
10
11
12
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Students travel different pathways through
high school mathematics
PathHigh School Observed Math Pathways All
Students
N=2920
CC
Freshmen
n=953Grade 9 Math Class Math in
Grade 12
Highest-Level Math
1 Geometry Yes Above Algebra 2 36.5% 17.7%
2
34
5
6
7
8
9
10
11
12
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Students travel different pathways through
high school mathematics
PathHigh School Observed Math Pathways All
Students
N=2920
CC
Freshmen
n=953Grade 9 Math Class Math in
Grade 12
Highest-Level Math
1 Geometry Yes Above Algebra 2 36.5% 17.7%
2 Algebra 1 and Below No Algebra 2 12.4% 19.5%
3 48.9% 37.2%4
5
6
7
8
9
10
11
12
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Students travel different pathways through
high school mathematics
PathHigh School Observed Math Pathways All
Students
N=2920
CC
Freshmen
n=953Grade 9 Math Class Math in
Grade 12
Highest-Level Math
1 Geometry Yes Above Algebra 2 36.5% 17.7%
2 Algebra 1 and Below No Algebra 2 12.4% 19.5%
3 Algebra 1 and Below Yes Above Algebra 2 11.0% 11.6%4 Geometry No Above Algebra 2 9.6% 10.3%
5 Algebra 1 and Below Yes Algebra 2 6.0% 10.4%
6 Algebra 1 and Below No Below Algebra 2 2.0% 2.9%
7 Algebra 1 and Below Yes Below Algebra 2 1.5% 2.2%
8 Geometry No Algebra 2 .9% 1.3%
9 Geometry Yes Algebra 2 .4% .5%
10 Geometry Yes Below Algebra 2 .4% .6%
11 Algebra 1 and Below No Above Algebra 2 .2% .2%
12 Geometry No Below Algebra 2 .1% .2%
TOTAL 81%
(2363)
78%
(739)Using shared research to clear pathways to college-readiness
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All 12 high school math pathways
lead to high school graduation
Path High School Observed Math Pathways AllStudents
N=2920
CCFreshmen
n=953Grade 9 Math Class Math in
Grade 12
Highest-Level Math
1 Geometry Yes Above Algebra 2 36.5% 17.7%
2 Algebra 1 and Below No Algebra 2 12.4% 19.5%
3 Algebra 1 and Below Yes Above Algebra 2 11.0% 11.6%4 Geometry No Above Algebra 2 9.6% 10.3%
5 Algebra 1 and Below Yes Algebra 2 6.0% 10.4%
6 Algebra 1 and Below No Below Algebra 2 2.0% 2.9%
7 Algebra 1 and Below Yes Below Algebra 2 1.5% 2.2%
8 Geometry No Algebra 2 .9% 1.3%
9 Geometry Yes Algebra 2 .4% .5%
10 Geometry Yes Below Algebra 2 .4% .6%
11 Algebra 1 and Below No Above Algebra 2 .2% .2%
12 Geometry No Below Algebra 2 .1% .2%
TOTAL 81%
(2363)
78%
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The goalposts have moved
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How do the different high school
mathematics pathways preparestudents for community college?
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Enter Community College,
Take Math Placement Assessment
Assessment Placement
College-level Mathematics College-level Mathematics
1-level below Intermediate Algebra
2-levels below Algebra 1
3-levels below Pre-Algebra
4-levels below Basic Arithmetic
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College Math Placement Results
All CC Freshmen CC Freshmen by Ethnicity
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What predicts placing
into college-level or below-
college-level coursework on thecommunity college placement
assessment?
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Variables Tested in Predictive Model
1. Gender2. Ethnicity
3. Parent Education
4. Low SES
5. Grade 9 Math Course
where students start6. Highest-Level Math Course where students stop
7. No Math in Grade 12 when students stop
8. Grade 9 Math GPA
9. Grade 10 Math GPA10. Grade 11 Math GPA
11. CAHSEE Math
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Significant Predictors of Placement in Below
College-Level Mathematics
Delta-p
Variable1-level
below
2-levels
below
3-levels
below
4-levels
below
Grade 9 Math GPA 14.42**
Grade 10 Math GPA 16.74*
Grade 11Math GPA 14.96** 16.69**
Grade 9 Math 21.99** 22.27* 22.39** 21.38***
No Math in Grade 12 57.64** 45.66* 49.20**
* p < .05, ** p < .01, ***p < .001
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Who Took No Math in Grade 12?All Students (N=2920)
CC Freshmen (N=953) By Ethnicity(N=2895)
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How does not taking mathematics in
grade 12 negatively impact students
matriculating to community college?
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Wherestudents stopped was determined in
part by whenstudents stopped
Students
Last
Grade
Above
Alg. 2
Alg. 2 Geom.Alg. 1 and
belowAll
(n=2920)12
11
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Wherestudents stopped was determined in
part by whenstudents stopped
Students
Last
Grade
Above
Alg. 2
Alg. 2 Geom.Alg. 1 and
belowAll
(n=2920)12 52% 9% 1% 2%
11 11% 15% 3% 1%
Total 63% 24% 4% 4%
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Wherestudents stopped was determined in
part by whenstudents stopped
Students
Last
Grade
Above
Alg. 2
Alg. 2 Geom.Alg. 1 and
belowAll
(n=2920)12 52% 9% 1% 2%
11 11% 15% 3% 1%
Total 63% 24% 4% 4%CC
Freshmen(n=953)
12 34% 14% 1% 3%
11 12% 23% 4% 2%
Total 46% 37% 6% 5%
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Students who advanced beyond Algebra 2
were more frequently college-ready
Highest-Level Math with CC Math Placement
High School Math Community College Math Placement
NHighest-level GradeTaken College-level 1-levelbelow 2-levelsbelow 3-levelsbelow 4-levelsbelow
> Algebra 2 12
11
Algebra 2 12
11
< Algebra 2 12
11
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Students who advanced beyond Algebra 2
were more frequently college-ready
Highest-Level Math with CC Math Placement
High School Math Community College Math Placement
NHighest-level GradeTaken College-level 1-levelbelow 2-levelsbelow 3-levelsbelow 4-levelsbelow
> Algebra 2 12
11
Algebra 2 12
11
< Algebra 2 12
11
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Students who advanced beyond Algebra 2
were more frequently college-ready
Highest-Level Math with CC Math Placement
High School Math Community College Math Placement
NHighest-level GradeTaken College-level 1-levelbelow 2-levelsbelow 3-levelsbelow 4-levelsbelow
> Algebra 2 12
11
Algebra 2 12
11
< Algebra 2 12 2% 2% 5% 24% 67% 42
11 1.9% 3.8% 5.7% 34% 55% 53
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Students who advanced beyond Algebra 2
were more frequently college-ready
Highest-Level Math with CC Math Placement
High School Math Community College Math Placement
NHighest-level GradeTaken College-level 1-levelbelow 2-levelsbelow 3-levelsbelow 4-levelsbelow
> Algebra 2 12
11
Algebra 2 12 11% 8% 9.5% 32% 40% 12
611 11% 14% 16% 28% 31% 21
0
< Algebra 2 12 2% 2% 5% 24% 67% 42
11 1.9% 3.8% 5.7% 34% 55% 53
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Students who advanced beyond Algebra 2
were more frequently college-ready
Highest-Level Math with CC Math Placement
High School Math Community College Math Placement
NHighest-level GradeTaken College-level 1-levelbelow 2-levelsbelow 3-levelsbelow 4-levelsbelow
> Algebra 2 12 54% 16% 13% 11% 6% 30
7
11 48% 16% 15% 12.5% 8% 10
4
Algebra 2 12 11% 8% 9.5% 32% 40% 12
6
11 11% 14% 16% 28% 31% 21
0
< Algebra 2 12 2% 2% 5% 24% 67% 42
11 1.9% 3.8% 5.7% 34% 55% 53Using shared research to clear pathways to college-readiness
N M th i G d 12
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No Math in Grade 12:
Different Students, Different Needs
HS
Path
High School MathematicsPathway Markers
CAHSEE
Math*
Grade 10
Community
College
Placement Level
%
of HS
Path
n
%
of
903Gr 9 Math*Grade 12
Math**
Highest-
level Math
2 Algebra 1 No Algebra 2 380+ College-level 9% 17 2%
4 Geometry No > Algebra 2 380+ College-level 46% 43 5%
60 7%
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N M th i G d 12
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No Math in Grade 12:
Different Students, Different Needs
HS
Path
High School MathematicsPathway Markers
CAHSEE
Math*
Grade 10
Community
College
Placement Level
%
of HS
Path
n
%
of
903Gr 9 Math*Grade 12
Math**
Highest-
level Math
2 Algebra 1 No Algebra 2 380+ College-level 9% 17 2%
4 Geometry No > Algebra 2 380+ College-level 46% 43 5%
4 Geometry No > Algebra 2 380+ 1-level below 13% 12 1%
4 Geometry No > Algebra 2 380+ 2-levels below 14% 13 1%
85 9%
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N M th i G d 12
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No Math in Grade 12:
Different Students, Different Needs
HS
Path
High School MathematicsPathway Markers
CAHSEE
Math*
Grade 10
Community
College
Placement Level
%
of HS
Path
n
%
of
903Gr 9 Math*Grade 12
Math**
Highest-
level Math
2 Algebra 1 No Algebra 2 380+ College-level 9% 17 2%
4 Geometry No > Algebra 2 380+ College-level 46% 43 5%
4 Geometry No > Algebra 2 380+ 1-level below 13% 12 1%
4 Geometry No > Algebra 2 380+ 2-levels below 14% 13 1%
2 Algebra 1 No Algebra 2 380+ 1-level below 9% 17 2%
2 Algebra 1 No Algebra 2 380+ 2-levels below 11% 20 2%
2 Algebra 1 No Algebra 2 380+ 3-levels below 11% 19 2%
14
115%
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N M th i G d 12
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No Math in Grade 12:
Different Students, Different Needs
HS
Path
High School MathematicsPathway Markers
CAHSEE
Math*
Grade 10
Community
College
Placement Level
%
of HS
Path
n
%
of
903Gr 9 Math*Grade 12
Math**
Highest-
level Math
2 Algebra 1 No Algebra 2 380+ College-level 9% 17 2%
4 Geometry No > Algebra 2 380+ College-level 46% 43 5%
4 Geometry No > Algebra 2 380+ 1-level below 13% 12 1%
4 Geometry No > Algebra 2 380+ 2-levels below 14% 13 1%
2 Algebra 1 No Algebra 2 380+ 1-level below 9% 17 2%
2 Algebra 1 No Algebra 2 380+ 2-levels below 11% 20 2%
2 Algebra 1 No Algebra 2 380+ 3-levels below 11% 19 2%
2 Algebra 1 No Algebra 2 350-379 3-levels below 19% 34 4%
2 Algebra 1 No Algebra 2 350-379 4-levels below 27% 48 5%
6 Algebra 1 No < Algebra 2 350-379 4-levels below 41% 11 1%
23
4 26%
N M th i G d 12
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No Math in Grade 12:
Different Students, Different Needs
HS
Path
High School MathematicsPathway Markers
CAHSEE
Math*
Grade 10
Community
College
Placement Level
%
of HS
Path
n
%
of
903Gr 9 Math*Grade 12
Math**
Highest-
level Math
2 Algebra 1 No Algebra 2 380+ College-level 9% 17 2%
4 Geometry No > Algebra 2 380+ College-level 46% 43 5%
4 Geometry No > Algebra 2 380+ 1-level below 13% 12 1%
4 Geometry No > Algebra 2 380+ 2-levels below 14% 13 1%
2 Algebra 1 No Algebra 2 380+ 1-level below 9% 17 2%
2 Algebra 1 No Algebra 2 380+ 2-levels below 11% 20 2%
2 Algebra 1 No Algebra 2 380+ 3-levels below 11% 19 2%
2 Algebra 1 No Algebra 2 350-379 3-levels below 19% 34 4%
2 Algebra 1 No Algebra 2 350-379 4-levels below 27% 48 5%
6 Algebra 1 No < Algebra 2 350-379 4-levels below 41% 11 1%
23
4 26%
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79% of students who passed the CAHSEE
Math in Grade 10 placed 3- or 4-levels below
college-level math (n=340)
46%
33%
9%
10%
2%
PASS 350-379
college-level
1-level below
2-levels below
3-levels below
4-levels below
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By not taking mathematics in grade 12,
the students in Groups 2, 3, and 4
did not just miss an opportunity;
they diminished their chances for post-
secondary success.
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How is our school district
addressing these findings?
How is our community collegeaddressing these findings?
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Different Worlds, Same Data
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Santa Monica-Malibu USD
District Demographics
Multiple Measure of College Readiness
SMMUSD College Readiness Dashboard
SMMUSD Response
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SMMUSD Overview
PreK-12 District
Santa Monica AND Malibu
11,417
White 51% Black 6% Hispanic 30% Asian 6%
English Learners 9%
Socio-Economically Disadvantaged 27%
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SMMUSD Overview
53 Administrators
66 Pupil Services
554 Teachers
663 Classified Staff
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SMMUSD Overview
Child Development Services (0-Pre-K)
10 K-5 Elementary Schools
2 Middle Schools (6-8)
1 High School (9-12)
1 Middle/High School (6-8, 9-12)
1 Alternative (K-8)
1 Continuation High School (11, 12)
1 Adult School
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So Many CR Metrics!
A-G completion rate
Early Assessment Program (EAP)
SAT CR
SMC Freshmen Course Enrollment Data
Smarter Balanced Assessment Consortium (SBAC)
All of them as each provides useful information
Using Shared Research to Clear Pathways to College-Readiness
SMMUSD CR Dashboard (%)
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75
39
2
26
58
32
A-G Rate EAP English EAP Algebra
2
EAP
Summative
Math
SAT CR CC College-
Level Math
SMMUSD CR Dashboard (%)
A-G is necessary and required BUT is
insufficient as a measure of CR.
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SMMUSD Response
Goal: All seniors graduate prepared to enroll
in post-secondary, freshmen-level math
courses
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Curriculum Alignment
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SMMUSD Plan: IncreaseCollege Readiness in Math
Curriculum Alignment
Assessment
Professional Development
Equity and Access
Homework
Intervention & Enrichment
Parent Involvement
Program Monitoring
C i l Ali t Wh t d
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Curriculum Alignment: What do we
want students to know?
Pre-K Alignment to K-5
K-12 Alignment: Curriculum AND Rigor
Vertically and horizontally
Standards-based (CCSS, NCTM, SAT, AP)
How?
Curriculum Guides
Teacher collaboration Data
Classroom Walk-Throughs
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C i l Ali t Wh t d
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Curriculum Alignment: What do we
want students to know?
Reshape school culture: Requireparents/caregivers to opt out of senior math
Create two new senior math electives
Review of math concepts required for placementin post-secondary freshman math courses
Intensive reteaching of math concepts requiredfor placement in post-secondary freshman mathcourses
Team with SMC to administer math placementtest at SMMUSD sites as appropriate
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A t H ill k
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Assessment: How will we know
if students learned?
FormativeUsed effectively twice a week forone school year resulted in a mean gain of 30percentile points over control group (Ahead of
the Curve, p. 106) Summative
Common, teacher-created (School & District)
Data used to inform teaching, interventionand enrichment
CR Diagnostic Tools beginning in grade 5
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Professional Development: Teachers
Content
Cognitive Strategies (visualization, activeengagement, vocabulary, culturallyresponsiveness, etc.)
Non-cognitive strategies (grit, self-control,curiosity, conscientiousness, optimism, etc.)
RTI2, Differentiation and Small Group
Instruction
STEM Connections
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Professional Development: Others
Who else?
Principals, Co-Administrators, District Leaders
Counselors/Advisors
Parents/Caregivers
Students
Focus
Rationale : Why all students need to be CR
Roles and Responsibilities
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Equity and Access
Review of Board Policies and Administrative
Regulations
Review of school practices and traditions
Progress and Repeat rules
Grading policies
Homework policies
Reteach and Retest policies
Homework policies
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Homework
Homework practices contribute to achievement gaps
Harris Cooper (Duke University)
Meta-analysis of empirical research
Class Comparison: homework vs. no homework
Grade Level Studies
Elementaryno academicgain
JHS12-15 percentile gains on nationally-normed tests
HS24-31 percentile gains on nationally-normed tests
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Homework
Professional Development Effective homework
Differentiated homework
Monitoring completion rates
Comprehensive Response: The only consequencefor not doing homework is to do the homework!
Classroom
Department School
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Intervention and Enrichment: How will we
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Intervention and Enrichment: How will we
respond when students dont learn? What
if they already know the content?
Comprehensive system response
Classroom level
Department/grade level
School level
Data and Assessment
Small group instruction (practice, intervention,enrichment)
Timely, high-quality corrective action
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Parent Involvement
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Parent Involvement
Parenting: Help all families establish home
environments to support children as scholars
Communication: Design effective tools for school-to-
home AND home-to-school on programs, policies
and student progress Volunteer support
Learning at home strategies
Collaboration
Training
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Program Monitoring and Refinement
Common District Assessments
Collaboration
Among teachers
Among leaders
Among partners
Classroom Walkthroughs
Data, data, data
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Santa Monica College Programs
Prep 2 Test Early Assessment Program (June 2013)
Accelerated Math Pathways
SMC First Year Experience (FYE) SMC FYE Summer Bridge
Summer Jams
Supplemental Instruction
Using Shared Research to Clear Pathways to College-Readiness
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Overcoming Barriers to College
Success Through Actionable Data
and Collaboration
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Finding Solutions:
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Finding Solutions:
Using Actionable Data and Collaboration
Creating a shared pathway to college and careerreadiness by connecting Pre-K through 12 to post-
secondary education.
Increasing college completion by reducing the need for
remedial coursework through the use of effective
interventions and multiple measures of placement.
Targeting and improving the transition from post-
secondary education to the workforce.
68
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New Website Preview
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The Disconnect
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The Disconnect
AcademicProficiency CollegeReadiness
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The Challenge
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Percent Socioeconomically Disadvantaged
Proficiency Scatterplot for Washington Academic Middle, Sanger Unified
Grade 8 Language Arts 2013
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Percent Socioeconomically Disadvantaged
College Readiness Scatterplot for Washington Academic Middle, Sanger
Unified
Grade 8 Language Arts 2013
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3 out of 4 Freshmen Need Remediation
Fewer Unprepared Students Complete
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p p p
First-term Promise Pathways
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First term Promise Pathways
Results in English
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63.9% 62.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Transfer Level English(English 1, English 1H, English 3)
F2012 Success Rates in
Transfer Level English
Non-Pathways (n=2095)
Promise Pathways (n=516)
5.5% 3.8%
52.9%
32.8%
0%
10%
20%
30%
40%
50%
60%
AttemptedTransfer-Level
English
SuccessfullyCompleted
Transfer English
Early educational milestone
achievement rates
LBUSD F2011 (n=1660)
Promise Pathways (n=976)
Source: Promise Pathways Board of Trustees Update, Long Beach City College, March
12, 2013 from http://www.lbcc.edu/promisepathways/
First-term Promise Pathways Results
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First term Promise Pathways Results
in Math
5.2%
2.8%
16.0%
8.2%
0%
2%
4%
6%
8%10%
12%
14%
16%
18%
AttemptedTransfer-Level
Math
SuccessfullyCompleted
Transfer Math
Early educational milestone
achievement rates
LBUSD F2011 (n=1660)
Promise Pathways (n=976)
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55%51%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Transfer Level Math
F2012 Success Rates inTransfer Level Math
Non-Pathways (N=1803)
Promise Pathways (N=156)
Source: Promise Pathways Board of Trustees Update, Long Beach City College, March
12, 2013 from http://www.lbcc.edu/promisepathways/
Could this change how we understand
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Could this change how we understand
college readiness
18%
6%
8%
6%
30%
27%
0%
10%
20%
30%
40%
50%
60%
English Math
College ReadinessS2012 Graduates, Unduplicated
Adding Alternative
Placement for all
Adding LBCC college-ready
(Accuplacer&Alternative)
EAP college-ready
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Source: Hetts, J.J. (2013, May). Promising Pathways: The Potential of High School Data to Spur Student
Progress and Achievement. Presentation to the Second CCCLLI Institute, May, 6, 2013, Sacramento, CA
from http://www.careerladdersproject.org/initiatives-programs/california-community-college-linked-learnin -initiative-ccclli-2/ccclli-institute-2-ma -6th/
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The data aligns our efforts.
The path is more clear andaccessible.
Using shared research to clear pathways to college-readiness
Shes on her way
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She s on her way
to college completion!
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Thank you!
Terry Deloria
Assistant Superintendent,
Educational ServicesSanta Monica Malibu USD
tdeloria@smmusd.org
Roberto Gonzalez
Dean, Student Success InitiativesSanta Monica College
gonzalez_roberto@smc.edu
Louise Jaffe
Independent Researcher
Santa Monica College Trusteelouisecjaffe@gmail.com
Ken Sorey
Project ManagerCalPASS-Plus
ken@calpass.org
Contacts
mailto:tdeloria@smmusd.orgmailto:gonzalez_roberto@smc.edumailto:louisecjaffe@gmail.commailto:louisecjaffe@gmail.commailto:gonzalez_roberto@smc.edumailto:tdeloria@smmusd.orgmailto:tdeloria@smmusd.org