Exemplary Practices in Education Leadership Conference January 29, 2013 Lessons Learned from P-16 Collaborative: Role of Each Segment in Student Success Lilia M. Tanakeyowma, Ed.D. Dean of Student Affairs Santa Ana College Purpose of the Session 1. To provide an overview of our partnership’s history and goals. 2. To highlight the goals of our partnership and the context for the work in Santa Ana. 3. To frame our operating structures. 4. To identify highlights of impact we have achieved to date. 5. To share lessons learned that may be applicable to other collaboratives. History of the Santa Ana Partnership The Santa Ana Partnership has been collaborating for student success by addressing barriers to student success systemically , engaging stakeholders, and documenting results in student terms since 1983. K-16 Partnership centered on educational achievement, college access and completion Connects students, parents and community to education locally Works simultaneously at the program, school/ college, and system levels to seed innovation and measure progress along the way A Profile of Our Historic Community Community Context: • Santa Ana is the County Seat, located in Central Orange County • Population: 350,977 • The nation’s most Latino, most Spanish-speaking, and youngest city (Census 2010) • Median age of residents: 26.5 years with 46% under 19 • 60% of residents age 25 or older do not have a high school diploma Community Challenges Comparison of Challenge Indicators in Santa Ana, Orange County, and California Families below poverty level Unemployment College graduate Not a high school graduate Home Language - not English 0 10 20 California 30 40 Orange County 50 60 70 80 Santa Ana U. S. Census. American Factfinder. Web. Retrieved 4 April 2012. from Social, Economic and Racial Characteristics in the United States: 2010 American Community Survey 1-Year Estimates. 90 Santa Ana Unified School District u 36 Elementary Schools u 9 Intermediate Schools u 7 Comprehensive High Schools u u u Student Population: 56,000 (Oct. 2011 CBEDS) 6th Largest School District in California 95% Latino Student Population (2011) u 82% English learners u 87% Free/Reduced Lunch The Santa Ana Partnership Structure Cabinet: The Partnership’s Leadership Team and Professional learning Community Evalua&on Team Evaluators -­‐ SAC, SAUSD, & UCI Padres Promotores Promotores & Partnership Staﬀ MEETS MONTHLY Administrators from SAC, SAUSD, CSUF, & UCI Achieving College SAUSD, SAC, CSUF & UCI The Santa Ana Partnership Santa Ana Unified School District, Santa Ana College, California State University, Fullerton, the University of California at Irvine, CBO’s and Business Partners City of Santa Ana Student Promotores & Academic Tutors SAC, CSUF, UCI Feeder PaFern School Site & Administra&ve Team Mee&ngs School Site Team & Staﬀ Higher Educa&on Centers (HEC) HEC Counselors and Partnership Staﬀ Strategic Ini&a&ves • Middle College High School • Santa Ana ¡Adelante! • The Career Academy Scholars Program • GEAR UP Santa Ana • Upward Bound and Talent Search/TRIO The Five Conditions of Collective Impact 1. Common Agenda 2. Shared Measurement 3. Mutually Reinforcing Activities 4. Continuous Communication 5. Backbone Support Partnership Work is Organized Around the 5 Domains that we Believe Have the Power to Advance or Restrain Student Upward Academic Mobility 1. Secondary Academic Preparation 2. College Knowledge, Access and Completion 3. Financial Resources 4. Policy 5. Parent Empowerment & Engagement Alignment for Collective Impact Synergy →→→→ Alignment Accountability ↗ ↘ → ← ↓ ↗ ←↗ ← ↓ → The Santa Ana Partnership Policy Results Policy Ø The A-G College Prep Curriculum has been adopted for high school graduation in SAUSD. Ø One-stop Higher Education Centers have been established and staffed at each high school to promote a college-going culture and coordinate college-going activities. Ø All students take the EAP and results used in placing students at the Santa Ana College. Ø Padres Promotores de la Educación is supported by the partnership as key leaders in parent engagement in early college preparation. Ø A focus on “graduating students ready for college and career without the need for remediation” is now guiding the strategic planning for the school district. K 3 6 9 12 College and Career Planning K-3 3-5 Learn to Read Read to Learn CollegeEd curriculum embeds lessons about college preparation in relevant and developmentally appropriate dosages, 6th through 12th grades. Achieving College Network Collaboration between SAUSD, SAC, CSUF, and UCI which provides timely, relevant, and appropriate college readiness activities for staff, students, and parents. The Achieving College Network PURPOSE: To coordinate and collaborate in activities aimed at preparing high school students and their families for college. MEMBERS: HS Principals, Higher Education Center Coordinators and/or counselor representative, AP of Guidance, Outreach staff from SAC, CSUF, and UCI CORE ACTIVITIES: Focus on addressing barriers known to keep students from thinking beyond high school, such as: • Lack of understanding and navigating the college/university admissions process • Lack of financial resources • Limited parental guidance due to lack of knowledge of the system of higher education SAT Test Taking Trend 2002 134 ---183 145 -165 627 Century Godinez Lorin Griset Middle College Saddleback Santa Ana Segerstrom Valley District Santa Ana Unified School District Number of SAT I Test Takers: 2002-2011 2004 2005 2006 2007 2008 137 152 147 144 118 ----7 ----4 20 15 22 23 34 176 155 294 218 171 188 187 229 211 241 ---4 194 124 137 167 160 125 625 631 859 760 894 2003 179 --20 186 193 -140 698 Source: College Board Santa Ana Unified School District Number of SAT I Test Takers: 2002-2011 Number o f Stud en ts 1500 1300 1100 1,231 900 859 700 500 627 698 625 894 1,003 920 760 631 300 100 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2009 123 5 1 32 144 225 329 144 1,003 2010 128 86 -48 110 167 288 93 920 2011 156 249 -50 103 198 331 144 1,231 SAUSD to Postsecondary 2011 Total Postsec. Postsecondary Institution in 2012 Graduates Enrollment* Public Private 2-Yr 4-Yr in State out of State Century 428 239 226 13 202 37 235 4 Cesar Chavez 150 31 28 3 29 2 29 2 Comm Day 1 -------Godinez 511 333 304 29 206 127 319 14 Lorin Griset 228 57 53 4 55 2 54 3 Middle College 70 62 58 4 38 24 61 1 Saddleback 355 173 165 8 138 35 171 2 Santa Ana 552 305 288 17 237 68 283 22 Segerstrom 539 434 415 19 299 135 428 6 Valley 398 206 202 4 165 41 199 7 SAUSD 3,232 1,840 1,739 101 1,369 471 1,779 61 School NOTE: Reflects time of data submission to National Clearinghouse and does not include corrections submitted to CALPADS * Within First Year after High School graduation College Level Skill Attainment in MATH: SAUSD Entering Freshman 2000-2011 40% 35% 30% 25% 20% 2000 34% 15% 10% 5% 0% 2011 29% 25% 25% 20% 20% 11% N05-­‐N06-­‐Basic Math 15% N48-­‐PreAlgebra 12% 60-­‐Ele Algebra 70/80 Geo+Int Algebra 9% Transfer Math College Level Skill Attainment in ENGLISH: SAUSD Entering Freshman 2000-2011 *)#$ %)#$ ")#$ ()#$ %"#$ !)))$ !)#$ &)#$ )#$ !"#$ &'#$ !%#$ &'#$ (!#$ !%#$ %#$ +,-./01$2%)34,567$ +,-./01$2*)3A?0/>0$ +,-./01$*&34,567$57$ +,-./01$&)&3$F6:01$ 7B$+C:>@D:$86/@,-$ ;7<E$ ;7<E$ 57$86/9:,$ ;7<<=,/>[email protected],$ !)&&$ 80% SAUSD Seniors :College Ready Without the Need for Remediation (2000-2012) 70% 68% 60% 50% 49% 40% 2000 2012 30% 20% 21% 22% 10% 0% Math English Padres Promotores de la Educación 2012-2013 Academic Year Santa Ana High School Mendez Fundamental Intermediate Willard Intermediate Maria Tapia Ramona Alvarez Maria de J. Soto Aguilar Laura Medina Maria C. Rangel Carmen Rodriguez Reyna Salinas Susana Barba Rosalía Quintero Alejandro Hernández Lidia Diezmo Minerva Vega Saddleback High School MacArthur Fundamental Intermediate Lathrop Intermediate Parent volunteers who serve as ambassadors of higher educa&on and reach the community with the message of early college prepara&on using non-­‐tradi&onal approaches. This year marks the 11th anniversary of this excep&onal program. Century High School Villa Fundamental Intermediate Sierra Intermediate Segerstrom High School Middle College High School McFadden Intermediate Gabriela Regalado Gloria Iwaki María Reza Nelly Verastegui Gabriela Lemus Voluntaria Elizabeth Garcia Patricia Cervantes Celina Still Aida Alvarado Celia Monroy Eusebia Robles Eva Estrada Petra Ayala Valley High School Lorin Griset Academy Carr Intermediate School Godinez Fundamental High School Spurgeon Intermediate César E. Chávez High School Silvia Acevedo Pedro Ortiz Claudia Navarrete Elizabeth Martinez Graciela Ronquillo Maricela Reyes Yadira Silva Olga Méndez Socorro Amaral Ma. Guadalupe Pérez Marisol Hernandez Silvia Q. Rodriguez Elsa Saldaña Program Structure § Teams of ﬁve to seven Promotores are organized per school groups (intermediate and high schools). § Coordinated by Promotor Leaders – 1 Líder per group § All trainings/workshops are designated college non-­‐credit courses through our School of Con:nuing Educa:on. § Promotores and Promotores Líderes receive a modest s:pend. Training Ini:al 4-­‐day intensive training and on-­‐going monthly sessions following a formal curriculum focused on early college prepara:on. Accomplishments to date § § § § § Over 500 parents trained as Promotores to date. The message of higher educa:on is reaching a greater number of families, over 30,000 personal home visits have been facilitated since 2001. Padre a Padre curriculum developed & published (8 lessons). Program is seen as a model being replicated in other communi:es. “Universidad Para Padres” residen:al experience at UCI. Home Visits & Plá&cas § § § § Parent-­‐to-­‐parent personal touch Parents share similar background – helps build trust Provide informa:on about higher educa:on in a relevant manner Responsive to need -­‐ link families to school and community resources Dual Enrollment Program: Career Academy Scholars Program § Two year program starting in the junior year with the goal that a student may earn a career certificate as well as a high school diploma § Students enroll at SAC for one of 6 career pathways: § Art / Digital Media § Auto / Diesel § International Business Welding § § § Manufacturing/Engineering Criminal Justice The Career Academy Scholars Program (CASP) Model Phase I For the 1st College Class Phase II For the 2nd College Class Phase III For the 3rd College Class Phase IV HS Graduation Dedicated Support Student is concurrently in high school Continued Support Student continues to be enrolled in high school Immersion Student continues to be enrolled in high school College Matriculation Enrollment achieved Registration support } } Sheltered class } Sheltered class } Program counselor } Program counselor } Textbook support } Textbook support } Limited bus passes } Registration support } Registration support } Open class } Program counselor } Textbook support if possible } Registration support } Open class } Program counselor } Textbook support via financial aid CASP Participation To Date Began in fall 2009 (cohort 1): 3 high schools / 82 students Spring 2012 (cohort 4): 9 high schools / 109 students Participation since inception: 635 CASP Expands to the High School Site 1. Business: ÷ ÷ Fall 2012 Spring 2013 2. Assistant Teaching Certificate courses beginning in Summer 2013 with seniors. A college degree in every home CSU Fullerton and UC Irvine will provide guaranteed college admission to all SAUSD students who successfully meet CSUF and/or UCI admissions standards and complete all transfer requirements on time at Santa Ana College. College & career planning begins in 6th grade Students sign “My Collegegoing Pledge” in 6th grade Dedicated scholarships by city of Santa Ana Coordinated college-bound activities for students and parents, 9th – 12th grades Guaranteed admission to CSUF or UCI The Senior Letter The 9th Grade Pledge The 6th Grade Pledge The Santa Ana ¡Adelante! High School Senior Letter SAC Strategies Seniors receive priority registration Students attend a transfer orientation course prior to fall semester Students learn about college resources, financial aid and scholarships Students complete a two semester educational plan Students participate in experiential university field trips Students are mentored by SAC alumni attending partnering institutions Financial Support FAFSA Santa Ana FUTURES CalGrant Santa Ana Public BOGW AB 131 School Foundation AB 130 Others Working Collaboratively in Your Community 1. Common Agenda 2. Shared Measurement 3. Mutually Reinforcing Activities 4. Continuous Communication 5. Backbone Support Issues Relevant to Your Own Collaborative 1. Improving student academic achievement 2. Increasing college-going 3. Improving college-going culture: in schools and in the home 4. Increasing college-knowledge of students and parents 5. Others? Guiding Questions for Each Group 1. What is an ambitious but attainable 5 year goal? 2. What are the annual benchmarks that will lead to the 5-year goal attainment? 3. What strategies will you need to implement to attain the indicators of progress (benchmarks) identified? 4. Who needs to be engaged to meet these benchmarks?