1. CRADLE-TO-CAREER New Systems Thinking in Education Reform t H rıve ALLIANCEHOUSTON November 2009

2. imagine

3. a Greater Houston

4. succeed in school, ready for whatever options they want to exercise after high school… college…first career…any option. in which our children and youth

5. grow up socially and emotionally fit, able to act responsibly, able to listen to each other, able to work in groups, able to communicate well, able to solve problems collaboratively and creatively.

6. are healthy, physically fit for long, active, and productive lives. in which our children and youth

7. t H rıve

8. why imagine such a future ?

9. because…

10. Our individual and collective well being depend on it.

11. individual well-being ?

12. each child deserves to develop to his or her fullest potential

13. collective well-being ?

14. in time, Houston will not be a desirable place to live if we don’t… …envision such a future… … and create it !

15. so, what are the prospects for realizing this future ?

16. without strategic action...... not so good.

17. a Texas example…

18. Texas Higher Education Coordinating Board Closing the Gaps The case for increasing and accelerating college-going.

19. assuming that optimal academic development requires some post-secondary education…

20. Goal: 630,000 more Texans to college by 2015 Targets for all students 2008 below target the last two years

21. a special challenge, specifically for Houston

22. SCALE !

24. Sixth largest metropolitan area in the US.

25. Texas: 22.1% US: 1.6% Elementary / Secondary Enrollments in greater Houston as percentage of:

26. 54 Public School Districts 7 of which are among the 100 largest districts in the US

27. 9 Community Colleges or CC Systems 2 of which are among the 10 largest districts in the US

28. 10 four-year Universities 6 of which are public. 4 of which are private.

29. so… we have a compelling vision

30. and we have some challenges

31. we also have…

32. a strategic response

33. t H rıve ALLIANCEHOUSTON

34. t H rıve The Houston Regional Investment in Education and the Economy

35. imagine t H rıve

36. An inclusive, multi-sector group of community stakeholders

37. who take responsibility for the cognitive, social / emotional, and health-related development of all children in Greater Houston,

38. by committing to and acting on five fundamental principles.

39. A student developmental roadmap, c r a d l e - t o - c a r e e r.

40. Cognitive Development / Academic Success Key transition years Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26 Responds to parent/caregiver high-quality talking, reading, singing Uses exploration and discover to understand surroundings Participates in high-quality preschool Participates in full-day (vs. half-day) Kindergarten Develops letter knowledge and reading sensitivity Grade 4 Is at reading level Grade 7 Has a clear expectation of going to college Grade 8 Masters Algebra I Grade 10 Passes at least 5 9 th grade courses with no failing grades Grade 13 Participants in 1 st year seminars (academic and social) Grade 15 Enrolls in junior year of college Social-Emotional Well-Being / Professional Skills Has a stable relationship with a strongly involved parent or caregiver Has a parent or caregiver who understands developmental milestones Exhibits learning-related skills such as self-regulation, social competence, self-esteem, and motivation Grade 7 Has a strong adult figure attachment other than parent Grade 8 Demonstrates social-emotional competence Grade 9 Engages in community and school organizations Grade 10 Develops career plan and establishes goals Grade 13 Has sufficient financial aid Grade 13 Engages in community and campus organizations Grade 13 Develops time and stress management skills t H rıve Research-Based Student Roadmap: Benchmarks and Transition Years* *adapted by permission from and University of Cincinnati Center for Urban Education Grade 12 Masters advanced science and math / Personal Health Benchmarks to be developed

41. The stakeholders’ group represents multiple sectors and is broadly inclusive.

42. The stakeholders’ group must be broadly inclusive. business non-profits/ faith community educators psychologists health specialists philanthropy parentselected officials

43. All decision-making is based on data across the student success roadmap. Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26

44. Strategic action is undertaken in cycles of continuous quality improvement.

45. The community is kept involved and informed through annual progress reports.

46. constructing t H rıve

47. …dealing with the problem of scale

48. A “hub and spokes” format. t H rıve

49. spans and serves the greater Houston metropolitan area

50. Fort Bend Galveston Monument West Houston Lone Star CCD Houston East End

51. what does do ? t H rıve

52. 1.Helps form Regional Councils where they don’t yet exist. t H rıve

54. 1.Helps form Regional Councils where they don’t yet exist. 2.Sets community-wide goals and initial indicators. t H rıve

55. Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26 EXAMPLES : G oals for Academic Success Every child ready for Kindergarten EXAMPLES: Goals for Social-Emotional Well-Being, Personal Health, Support Every child on grade-level in reading and math entering middle school Every student completed high school curriculum ready for college or technical career. Every student who elects college persists from 1 st to 2 nd semester, 1 st to 2 nd year. Every child exhibits self- regulation, motivation Every student participates in community and school organizations Every child has age- appropriate “body/mass index” Every college student has sufficient financial aid

56. Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26 EXAMPLES: I ndicators of Academic Success Reading readiness and number sense scores EXAMPLES: I ndicators of Social-Emotional Well-Being, Personal Health, Support Standardized test scores High school transcript, courses completed Enrollment status on THECB data base Preschool social interaction observation system School and community organization rosters Weight and height data/ Obesity early onset diabetes incidence data College financial aid data

57. 1.Helps form Regional Councils where they don’t yet exist. 2.Sets community-wide goals and initial indicators. t H rıve 3.Provides cost-effective services, including process training, to the Houston Regional Councils.

58. Data Systems and Continuous Quality Improvement Communications Governance Finance Management Learning Communities

59. 1.Helps form Regional Councils where they don’t yet exist. 2.Sets community-wide goals and initial indicators. t H rıve 3.Provides cost-effective services to the Houston Regional Councils. 4.Establishes and monitors standards for implementation and continuous quality improvement with Regional Councils.

60. Characteristics of the Stakeholders’ Group Using Data for Action and Strategic Planning in Cycles of Continuous Quality Improvement Communicating to the Broader Community Forming Learning Communities among Regional Councils

61. what does a regional council do ? t H rıve

62. Recruits and convenes a broad-based, multi-sector, committed regional executive committee.

63. Analyzes regional baseline data and assesses community assets.

64. Reviews community-wide goals and indicators and t H rıve adopts its own region-wide goals and indicators.

65. Creates an Action Network associated with each regional goal.

66. Action Networks mobilize and align regional individuals and organizations that bring interest, prior experience, and expertise to bear on the regional goals.

67. Action Networks take up their goals adopted by the regional council – including the data and assessment of community assets and decide on

68. additional data needs (when necessary), priority intervention strategies, and indicators of success.

69. Action Networks launch their interventions and gather data on outcomes.

70. Action Networks and Regional Council review outcomes using continuous quality improvement protocols.

71. Based on the review of outcomes, the regional council sustains the Action Networks, their priority strategies, and interventions or makes adjustments.

72. and the Regional Council make annual reports on goals, Action Network activity and outcomes to the larger community. t H rıve

73. in summary…

74. t H rıve + Regional Councils Community Action Networks

75. Regional Councils Community Action Networks t H rıve + data + continuous quality improvement + community responsiveness community engagement +

76. is developing its approach… t H rıve

77. …as a member of a national coalition.

78. The Educational Partnership Implementation Network EPIN

79. = cradle-to- career alliances + + major urban public universities FOUNDATION $100,000.00

80. Oakland Cal State, East Bay Indianapolis IU/PU/I Cincinnati University of Cincinnati Richmond VCU Houston University of Houston Members of the EPIN

81. Leading the Educational Partnership Implementation Network www.strivetogether.org

82. CRADLE-TO-CAREER New Systems Thinking in Regional, Community-Based Education Reform We welcome your interest in

83. t H rıve Bob Wimpelberg Chair, Executive Board t H rive Alliance Houston Dean, College of Education University of Houston Donna Scott Executive Director t H rive Alliance Houston

84. t H rıve ALLIANCEHOUSTON