Elements of Success: Overcoming Barriers Dawn Kum-Walks, PhD Capstone Institute at Howard University (202)

WHO WE ARE? Interdisciplinary experts in research and evaluation who have experience working in urban centers Entity with established infrastructure, facilities and outstanding personnel Co-designers of the Talent Development Comprehensive School Reform Models

WHAT WE DO? Identify and develop evidence-based and integrity- based strategies, products and programs for use with our stakeholders Academic support services for students Professional development for teachers, administrators and other stake holders Instructional strategies to enhance student engagement Community-based initiatives to strengthen and empower families and communities Produce knowledge, curriculum modules and other products Provide a variety of program assessment and evaluation services Train future researchers

What are Institutional Barriers? Barriers according to Webster are natural formations or structures that prevent or hinder movement or action; materials that block or intended to block passage.

Barriers Impacting K-12 Qualified Teachers Culturally Competent Educators Low Expectations Disconnected Educational Experiences Mislabeling of students Inadequate integration of Students’ Talents

Elements of Success Continuous Systemic Authentic Sustained Coherent Evidence-Based

Talent All of us do not have equal talent, but all of us should have equal opportunity to develop our talent. John F. Kennedy

TALENT DEVELOPMENT PHILOSOPHY ALL students can learn to high standards when there is a supportive environment, when high expectations are held by all stakeholders and when there is clear accountability on the part of students, staff, families, and the community. Capstone Institute/Howard University

It refers to high level performance,skill, understanding or knowledge that is predicated upon an age appropriate standard of excellence Capstone Institute/Howard University So is Talent? So What is Talent?

Integrity-Based Principles Ensure Meaningful Learning Building on students’ past experiences and prior knowledge, and making connections to significant events in their lives 5 Cs  Critical Thinking  Connections  Co Construct  Concern  Culture

Cultural Modeling (Carol Lee, Northwestern University) This entails bringing examples from students’ popular cultural interests into the classroom in ways that require students to use interpretive or critical thinking skills to express these popular culture examples. Then, students are made fully conscious and reflective of their deployment of these skills. Students are then shown how these same skills that they display underlie tasks in the formal curriculum. Students then are lead to apply these skills to tasks in the formal curriculum.

Kasper Elementary School Academic Support Program (Grades 3-6) SAT-9 Matched Samples Comparisons ( )

Ketcham Elementary School Stanford Achievement Test, Ninth Series (SAT-9) Spring

Multiple Outcomes: Educating The Whole Child Educational Optimism Self and Collective Efficacy Academic Identity Critical Thinking & Problem Solving Skills Economically Valuable Skills Social Emotional Competence Transformative Competence

Thank You For more information: ADDRESS:Capstone Institute Howard University Holy Cross Hall, Room Van Ness Street, N.W. Washington, D.C PHONE:202/ FAX:202/ WEBSITE:www. capstoneinstitute.org