Save the Children, United States Programs J uly 25, 2011 March - - PowerPoint PPT Presentation

J uly 25, 2011

Save the Children, United States Programs

March 2012

US P resence

Rationale:

• 50%
• f 4th graders in rural America read below grade

level.

• A lack of literacy skills is one of the most commonly-cited

reasons for dropping out of high school.

• E

ducation and literacy levels profoundly impact workers’ job prospects and earning potential.

• 45%
• f poor rural adults have less than a high school

education.

• 2.6 million rural children live in poverty

Model Literacy P rogram

Unique Needs of Rural Communities

• Costs of poverty
• Isolation magnifies problems
• S

taff capacity

• Lack of infrastructure
• Lack of high quality partners
• Food deserts

Augusta, AR

Who We Are

• Our child development programs address

early and school age education-related deficits

• Our rural footprint reflects the diversity of

rural America from the foothills of Appalachia to the Mississippi Delta and the desert of the Navajo nation to the farming communities of California’s Central Valley

• In 2011, our programs benefited more than

65,000 children in some of the nation’s poorest and most remote communities

F rom here to there

STARTING POINT Rural schools with not only inadequate achievement but also inadequate literacy instruction DESIRED OUTCOME Rural schools with not only strong achievement but also strong literacy instruction (sustainability)

Metrics

• Outputs like attendance, books read, quizzes

taken, and training given

• Outcomes assessed using norm-referenced

standardized testing

• Closely reviewing how to translate training

and educational outcomes into metrics stakeholders understand

Northeast Tennessee College and Career Ready Consortium

• Hancock Co.
• Greene Co.
• Cocke Co.
• Hawkins Co.
• Hamblen
• Washington
• Sullivan Co.
• Carter Co.
• Johnson Co.
• Elizabethton
• Greeneville
• Kingsport
• Bristol
• Johnson City

NSCC ETSU WSCC Tusculum

Consortium Partners

• Niswonger Foundation (lead)
• 15 LEAs (30 High Schools)
• 7 Higher Education Institutions
• SAS Institute
• College Board
• CNA Education
• SCORE

1. Ensure all students, especially students from under- represented populations, graduate high school college or career ready 2. Improve the likelihood that students successfully complete college

Goals Activities

1. Conduct a semi-annual supply and demand course review to determine the course needs of the region 2. Expand the dual enrollment, Advanced Placement, Career Technical, and distance learning, online learning, courses offered in the region 3. Provide additional career and college counseling resources to students

Current Seats New Seats (Not Additive) Course Type 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Distance Learning 435 140 420 700 1,120 1,120 Online Learning 270 280 840 1,400 2,400 2,400 AP 1,261 420 840 1,260 1,680 Dual Enrollment 2,174 1,346 2,691 5,382 10,764 10,764 Total 3,138 1,766 4,371 8,322 15,384 15,804

Nine new Consortium college and career ready counselors will work with existing district college counselors to: 1. Use SAS projections to identify students who will excel in rigorous courses 2. Train district personnel, school personnel, and community volunteers to provide college counseling support to students 3. Coordinate a series of workshops on college application and financial aid processes 4. Organize a series of college visits for students 5. Provide individualized counseling to students

• 1. Every student will have access to an array of rigorous

courses, not to be limited by school or district size

• 2. At least 10% of high school students will graduate with at

least one year of post-secondary credit

• 3. An additional 20% of high school students will graduate

with at least half a year of post-secondary credit

• 4. The post-secondary enrollment rate will increase from

70% to 80%

• 5. The first to second year persistence rate will increase by

15% relative to the 2009-10 baseline

Dreama Gentry, J.D. Executive Director Berea College Externally Sponsored Programs

 is a small, private, liberal arts college;  with an institutional commitment to Appalachia;  pledged to creating service oriented leaders for

Appalachia and beyond.

 Since the 1870s, Berea faculty has done extension

work in Appalachian Kentucky.

 In 1967, Berea College began an Upward Bound

program which served students from five Appalachian counties.

 We have been implementing GEAR UP since 1999.  In 2010 the College created the Office of Externally

Sponsored Programs to oversee federal grant programs.

OU OUR R GOA OAL

 To improve high school graduation, college

attendance and college success in rural Appalachia. OU OUR R WOR ORK

 Build partnerships with communities.  Design programs which leverage assets and reduce

barriers to educational success.

 Secure resources to fund these programs.

Serving 19 counties and 20,000 students. Operating twelve programs.

 Upward Bound  Educational Talent Search  Upward Bound Math &

Science

 OVW STEP  Promise Neighborhood  i3  Women’s Education

Equity Act

 OJJDP Mentoring Parent

Partnership

 GEAR UP

• 2005
• Appalachia
• Promise

Neighborhood

Whole school improvement is key and we work in partnership with schools. Our programs are integrated into SIG plans. Substantial resources are put into teacher professional development and the development of a rigorous curriculum. We work to create a college-going culture within the community as counterweight to generational poverty, parental fear of losing children who become educated, and rampant drug culture

We are working to reweave the social fabric of our communities which have been torn apart by drugs and decades of poverty. Engaging youth and parents in service to their community is key in all

• ur work.

We know that for children to do well, their families have to do well. We work to strengthen families and empower them to have a positive impact on their children's development.

 We continually assess and modify our programs;  We stop providing services that do not have a

measurable impact;

 We walk away from partners that are not effective

• r that do not share our philosophy;

 We listen – to our schools, to our parents, to our

students, to the USDOE, to research, and to data.

 Peer reviewers often do not seem to understand

rural America.

 There is a lack of evidence based programs tested

in rural communities and rural schools.

 Guidelines on allowable activities/costs are

sometimes not consistent with rural realities.

Graduation Matters Montana: Student Involvement

Uniquely Rural Issues

O Harder to get to school. O Schooling requirements. O Lack of resources.

Graduation Matters Missoula

O A collaboration of MCPS and Missoula

County Community.

O Goal of 100% graduation. O Compromised of four teams: Schools,

Parents, Students, and Community.

Graduation Matters Montana

O 1. Increase the rate of Montana students

graduating from high school ready for college and the 21st century workforce.

O 2. Establish a support network between

schools, businesses, and community

• rganizations for student success.

O 3. Create school-based and community-

based opportunities to inspire students to stay in school and graduate.

Student Advisory Board

O 40 students from around Montana. O Convene once each semester.

Pledge to Graduate

O No matter what it takes, how long it takes, or

how hard it gets, I can do this and I will not give up.* One reason I think it is important for me to graduate is...

O I make this pledge to myself, my family, my

friends, my school and my community.

Student member on Montana Education Board.