PK-20 Framework: Cradle to Career Potential Indicators & Data Sources Below are possible indicators for each of the 5 P20 goal areas. This is a brainstormed list of indicators, social and academic, that we might want to look at and which a design team will take into consideration using the criteria we have established. These indicators fall into various categories in terms of availability, reliability, usefulness, etc. We have good reliable data on some of the indicators (particularly in Goal 2, Succeed Academically) We have data but it is not particularly reliable (particularly in Goal 1, Prepared for School) We don’t have data but we’d sure like to have it (particularly in Goal 4, Entry into Post-Secondary Education, and Goal 5, Gradate and Enter a Career). Goal 1: Be Prepared for School Possible Academic Indicators Percentage of students “Kindergarten Ready;” and ready to read Percentage of 4-year olds receiving preschool Percentage of students receiving Early Head Start early identification Responds to parent/caregiver high-quality talking, reading, and singing Uses exploration and Discovery to understand surroundings Develops Letter Knowledge and Phonological Sensitivity Participates in High Quality Pre-school Possible Community/Social Indictors Percentage of infants with pre-natal care Percentage of parents provided with early learning parenting skills Number of “well births” in Multnomah County Percentage of children in licensed child care facilities Has a stable relationship with a strongly involved parent or caregiver Has a Parent/Caregiver who understands Developmental Milestones Possible Data Sources Kindergarten readiness survey--ODE Head Start Program Data for Multnomah County--ODE Early Head Start Reports--ODE Possible Data Sources County Public Health County Foster Care Placement Hospital/Doctor reports of providing parenting information Key Transition Year: Age 4-5 (Preschool to Kindergarten) Potential Indicators & Data Sources February 18, 2016 1 Goal 2: Succeed Academically Possible Academic Indicators Percentage of students Participating in Full Day Kindergarten Percentage of students meeting and exceeding state academic benchmarks at the 3rd, 5th, 8th and 10th grade level in literacy and mathematics Percentage of students meeting state academic benchmarks in writing at the 7th and 10th grade level Middle school student attendance average of 90% Percentage of 8th graders taking and passing Algebra Percentage of students earning 6 credits or more by the end of the 9th grade year Percentage of students participating in academic tutoring under Title I Schools meeting Adequate Yearly Progress targets Schools demonstrating academic growth targets for all subgroups Students participating in AP, IB or honors programs Students demonstrating proficiency for the Oregon diploma Number of students demonstrating “college readiness” on college readiness indicators, e.g., ACT, SAT, AP exams, IB exams. Percentage of classes taught by highly qualified teachers Possible Data Sources School district reports on kindergarten—Local Districts State enrollment reports--ODE State reports on academic achievement by county-ODE School district grade reports—Local districts School district/state Title I reports—ODE School district reports on college readiness examinations—ACT, College Board, IB Possible Community/Social Indicators Students exhibiting learning-related skills, such as, selfregulation, social competence, self-esteem, and motivation. Student reports of having a strong Adult Figure attachment other than a parent Number of parents provided information on postsecondary educational opportunities, application procedures and financial aid opportunities Number of students visiting college campuses Possible Data Sources Kindergarten readiness survey--ODE State Risk Behavior Report—Department of Human Services School district reports on high school “college nights” and other events University/Community College reports on outreach, GEAR UP, Upward Bound, MESA and other pre-college programs. Key Transition Year: Age 10-11 (Elementary School to Middle School) Potential Indicators & Data Sources 2 February 18, 2016 Goal 3: Supported Inside and Outside of School Possible Academic Indicators Number of Students receiving academic tutoring Number of Students participating in after-school academic support programs Number of Students participating in summer school Students participating in learning enrichment community service, e.g., Zoo Teens, OMSI, Portland Parks and Recreation, Outdoor School, Possible Community/Social Indicators Students receiving mentoring support Students demonstrating strong social emotional competence by Eighth Grade Students participating in community and school organizations Students participating in Service Learning and community service projects Students participating in recreational, artistic, activityoriented programs after school Students participating in summer sports, recreation, artistic activities during the summer Percentage of students reporting reduced-risk behaviors Possible Data Sources Data reports on 21st Century Learning Community (Title IV NCLB) programs--ODE Data report on Title I Supplemental Services--ODE SUN School data reports—Multnomah County; Metropolitan Family Services City of Portland Parks and Recreation Multnomah ESD Outdoor School School District Reports on summer programs Possible Data Sources Oregon Mentors Project Oregon Risk Behavior Survey Community Based Organizations, e.g., Friends of the Children, I Have A Dream, Big Brother-Big Sister, Salvation Army, Boys and Girls Clubs of Oregon, Urban League, etc. Summer athletic programs Key Transition Year: Age 13-14 (Middle School to High School) Potential Indicators & Data Sources February 18, 2016 3 Goal 4: Entry into Post-secondary education or training Possible Academic Indicators Number of students in advanced math and science by the twelfth grade Disaggregated Enrollment in Community Colleges Disaggregated Enrollment in 4-year institutions Enrollment in industry-based training programs High school 4 year graduation rates Students with a Career Plan and Personal Profile by the 10th grade Number of students participating in college entry support programs, e.g., Upward Bound, GearUp, etc. Number of students earning college credit prior to high school graduation Students participating in AP, IB or honors programs Students demonstrating proficiency for the Oregon diploma Number of students demonstrating “college readiness” on college readiness indicators, e.g., ACT, SAT, AP exams, IB exams Possible Community/Social Indicators Parents and students have been provided adequate information on financial aid and application procedures Number of students receiving financial aid Information on post-secondary options is made available to all members of the community. Possible Data Sources Possible Data Sources Oregon University System Data—OUS Progress reports from Oregon Opportunity Grant activities High School graduation reports--ODE Campus visits and participation at orientation meetings, e.g., college nights School and district reports from college readiness examinations Financial Aid offices reports, e.g., number of students receiving Oregon Community College and Workforce Development financial assistance and the number of students with data—CCWD accumulated debt School district reports on progress toward the high school Career and Technical Education program data diploma-ODE Evidence of community outreach in multiple languages Higher education institution reports on pre-collegiate support programs Industry reports on enrollment in apprenticeship programs— Worksystems,Inc. Career and Technical Education Dual Credit report—ODE Report on participation in Oregon Expanded Options program—ODE Key Transition Year Age 17-18 (High School to Freshman Year of College) Potential Indicators & Data Sources February 18, 2016 4 Goal 5: Post-Secondary Graduation and Career Entry Possible Academic Indicators Percentage of students earning an Associate degree Percentage of students earning a Bachelor’s degree within 6 years of entry Retention rate of colleges in keeping students enrolled and progressing over time Percentage of post-secondary graduates employed in their field of preparation by age 25 Possible Community/Social Indicators Students receiving career guidance, counseling and placement services as a routine part of their programs Students participating in industry-based outreach Students receiving culturally specific social support Number of students engaged in community and campus organizations Students receiving time and stress management skills Possible Data Sources Oregon University System data on retention and graduation Industry-based apprentice/training program reports: Work Force agencies National Student Clearing House report on high school graduates (may require a fee if local districts have not subscribed.) Possible Data Sources Post-secondary institution reports Industry-based reports on career apprenticeship and training Employment reports-Oregon Department of Economic Development and Oregon Employment Division Key Transition Year: Age 18-19 (Freshman Year to Sophomore Year of College) Potential Indicators & Data Sources February 18, 2016 5