WELCOME EDUCATION STAKEHOLDERS MEETING

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WELCOME EDUCATION STAKEHOLDERS MEETING

• Tuesday, July 29, 2014
• UWRV Boardroom

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• 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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UWRVs Direction

• UWRV makes strategic investments in our community
  with the ultimate goal of improving peoples
  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
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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.
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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.
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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

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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 below grade level in reading/math non-timely with Homework completion earning a D or below in English or Math class
Has earned a calculated GPA below a. 1.20 D 3.00 B 3.00 B 5x
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Eligibility Generalities
people annual household income
2 28,694
3 36,131
4 43,568
TANF, SNAP,
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373
427
387
415
423
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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.
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a sampling of the assessed skills
Grade 3 Reading Grade 3 Mathematics
Use knowledge of prefixes, suffixes, antonyms, synonyms, homophones and roots Estimate and use US Customary and metric units for length, liquid volume, weight/mass measures
Identify and describe fiction and non-fiction story specificcharacters, 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 betweentable 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
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75.47
Virginia
73.10
68.80
In Spring 12, Virginia implemented a more
rigorous Mathematics SOL assessment. In Spring
13, more rigorous Reading and Science SOL
assessments were administered.
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75.99
Virginia
70.69
61.42
In Spring 12, Virginia implemented a more
rigorous Mathematics SOL assessment. In Spring
13, more rigorous Reading and Science SOL
assessments were administered.
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89.2
85.7
Virginia
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ANOTHER QUICK
Number of Passing SOL Tests in order to earn each
respective diploma
Standard Diploma Advanced Diploma
English Grade 11 Reading Grade 11 Writing Grade 11 Reading Grade 11 Writing
Mathematics Algebra I Geometry Algebra 2 Algebra I Geometry Algebra 2
Science Earth Science Biology Chemistry Earth Science Biology Chemistry
History World Geography World History 1 World History 2 VA US History World Geography World History 1 World History 2 VA US History
Student Selected lt see above gt lt see above gt
total 6 9
2 1 1 1 1
2 2 2 2 1
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341
54
607
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(No Transcript)
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Final High School Outcomes by 10th Grade
Absenteeism
Post Secondary
source The Importance of Being in School A
Report on Absenteeism in the Nations Public
Schools May 12
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2226
1031
470
685
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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
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.
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Middle School Risky Behaviors
High School Risky Behaviors
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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 Present
ation to the United Way of Roanoke Valley May 6,
2014
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Memorandum of Understanding (MOU)
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• A sampling of additional
• topics of analysis
• Types of programs
• Types of services
• Family and child characteristics
• Attendance records
• Grade retention
• Special education

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• Working together to
• Scrub and validate data
• Join data sets
• Analyze and report data
• Inform conversations
• Make data-based decisions

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(No Transcript)
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implementation steps
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Project MilestonesNov.2013-Apr.2014

• Fall 2013 cohort analysis
• Risk factor work and summarization
• Expansion to include Smart Beginnings Greater
  Roanoke, Botetourt Salem school systems

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(No Transcript)
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2 7 9 72 12
75 7 32 11 10
2 1 1 -
TAP Head Start
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.
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SBGR K-Readiness AY
2013-2014
Fall 2013 Fall 2013 Fall 2013 Fall 2013
  K Students Enrolled Ready for K Not Ready for K
Botetourt County 279 91 24
Craig County 45 77 10
Roanoke City 1253 79 261
Roanoke County 1011 90 102
Salem City 270 90 26
  VA DOE Enrollment Kidscount.org Kidscount.org
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SBGR K-Readiness AY
2013-2014
Fall 2013 Fall 2013 Fall 2013 Fall 2013
  K Students Enrolled Ready for K Not Ready for K
Roanoke City 1253 79 261
VSQI/Roanoke City 111 88 13
 
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a few preliminary findings
Dual Language Learners, from either CHIP or TAP
Head Start, scored about 20 points LOWER when
compared to non-dual language learners on the
PALS K assessment.
Students who enrolled in TAP Head Start at age 3
did BETTER (85.07), than those who enrolled in
TAP Head Start at age 4 (76.19), on the K PALS
assessment.
Students who started at CHIP closer to their
birth date did BETTER on the K PALS assessment
when compared to those who started later.
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additional topics of analysis
Risk factors Academic performance
TAP Head Start
CHIP
VSQI
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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 others 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
  UWs 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 _at_ noon
• Logic Model/Outcome Workshop September 16, 330
  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 _at_ 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
Microsoft Excel
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Microsoft Excel
Conditional Formatting Sorting Filtering Pivot Tables
automatically



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QA
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THANK YOU ALL FOR COMING! Were looking forward
to hearing more about these great ideas and
seeing great Letters of Intent this October!