Remerciez-le!

Remerciez @Admin pour avoir partagé cet document gratuitement, de la manière la plus simple, en partageant sur les réseaux sociaux.

[1] YEAR 2 GUIDE April 2013 A RESOURCE GUIDE TO PLANNING FOR YEAR 2 It is hard

[1] YEAR 2 GUIDE April 2013 A RESOURCE GUIDE TO PLANNING FOR YEAR 2 It is hard to believe that we are about to reach the Year 1 milestone of ESI. In the course of a year, we have learned so much. We started our learning with our Summer Series conversa>ons. We have a?ended Culturally Responsive workshops provided by COSEBOC, Brotherhood/ Sister Sol, Metro Center, Michelle Knight, and the Eﬃcacy Ins>tute; We have a?ended math intensives provided by Metamorphosis; We have par>cipated in College readiness seminars, to name just a few. And we s>ll have more learning opportuni>es to come: Youth Summit on June 7th and the June Symposium on June 20th. As we begin to think about the second year, our mission remains the same: to drama>cally increase the number of Black and La>no young men who graduate high school college-‐ready and persist on through college and/or career comple>on. In Year 2, we are building on successes. We will con>nue our focus on CRE and the College Readiness Benchmarks. We will hone in on Academic and Personal behaviors as another lever to get Black and La>no young men college ready. As part of the prepara>on process for Year 2, we hope that you will begin to reﬂect on the strategies that have been implemented in your school. During your next ESI or Design Team mee>ng, we encourage you to take >me to think about how you will move this work forward in Year 2 and beyond. You should think about the challenges and the obstacles that you faced in terms of implementa>on in Year 1. You should also think about what was posi>ve and successful and how you will build on those strategies. Table of Contents Our Mission pg.2 Academic and Personal Behaviors pg.3 Guiding Ques<ons pg.4 Financing Your Work Plan pg.5 Working Providers pg.6 Calendar pg.7 Checklist pg.8 [2] The goal of ESI is to dramatically increase the number of Black and Latino young men who complete high s c h o o l f u l l y p re p a re d to succeed in college and careers. ESI is also highly invested in the post secondary success of Black and Latino young men. However, we are all familiar w i t h t h e a c h i e v e m e n t g a p dramatically illustrated by the graphic above. In every category Black and Latino males lag behind their Whites and Asian students. Much of the research about the achievement gap, points to weak c u r r i c u l u m a s a s o u r c e o f inequality and a strong curriculum as a means of closing the gap, especially in mathematics. Yet, The set of issues that contribute to the achievement gap goes beyond academics. We also understand that school culture and youth development are important levers in getting our students to graduate college ready. We see you as partners in closing this gap. As we enter Year 2, we want to emphasize the metrics t h a t o u r i n i t i a t i v e w i l l b e measured by. Our collective success will be judged by our capacity to reduce dramatically reduce the number of Black and Latino males students who are suspended from school; By our ability to substantially increase the number of Black and Latino males who complete Algebra II; By making significant gains in the number of Black and Latino students who graduate college ready and complete college. This is quite an undertaking, but one that we believe we can a c c o m p l i s h t o g e t h e r. Yo u r creativity, insights, and relentless dedication are already paying off. As we plan for Year 2, we need to intensify our efforts to see our mission to fruition. As always, ESI stands available to support your efforts and to work with you to increase success for Black and Latino males. We are looking forward to an amazing Year 2. [3] A c a d e m i c a n d P e r s o n a l b e h a v i o r s . In Year 2, we are sharpening our focus on supporting your school to create strategies that help Black and Latino develop academic and p e rs o n a l b e h av i o rs w i t h i n a Culturally Relevant framework. Based on emerging research by David Conley and David Yeager, many Black and Latino males lack these important behaviors for success in high school and beyond. These behaviors are also referred to as non-‐cognitive skills. Non-‐ cognitive skills are any skills that are not cognitive, such as memory, attention, planning, language and thinking skills. Non-‐cognitive skills include emotional maturity, e m p a t h y , p e r s i s t e n c e , interpersonal skills and verbal and non-‐verbal communication. Non-‐ cognitive skills influence the overall behavior of a person. We will work with you to deepen the work habits of Black and Latino males. In Year 2, we would like to support your work on these key cognitive strategies that lead to college readiness. We will host forums, professional development, and other trainings that will deepen our knowledge of how to explicitly teach these skills to Black and Latino young men within a culturally responsive framework. Male suada Quis Dolor Set Ipsum [4] • In reviewing the achievement data, what areas did our Black and La<no students succeed? In what areas did they struggle? • What other data do we have or need that can inform the progress of our students? • What strategies in our work plan did we follow with ﬁdelity? Which ones did we change during the year? • Is there an overlap between the areas students where successful and program ﬁdelity? • How oZen did we collect, analyze, and disseminated data? • What’s diﬀerent this year as a result of the strategies and ac<vi<es that you have implemented? • Where has it been more diﬃcult than expected? • What has surprised you and why? • How do you know that what you implement is producing posi<ve and las<ng results? What tools and systems are in place to capture this informa<on? • If you are using an external partner and/or consultant, how are you assessing the work that he/she/they are doing? • AZer a`ending one or more of the trainings that were facilitated by our CRE providers, what school-‐wide policies, prac<ces and procedures did you put in place? How will you further this work? • As a result of the trainings, some schools have arranged weekend retreats or full-‐staﬀ trainings where they can begin these “courageous conversa<ons” around race, class and gender. How will you begin and con<nue these conversa<ons amongst your staﬀ? •How are you building capacity within your school community? How are you leveraging your partners? •What system is in place for staﬀ members to come together to discuss your strategies as well as discuss ideas on how to improve the number of Black and La<no young men who are gradua<ng from the school, college and career ready? •In year 2, we will track these freshmen and sophomores. How will you leverage your school budget with your ESI budget so that both cohorts will receive fair and adequate services and interven<ons? •Which strategies and ac<vi<es will you priori<ze? •Are you implemen<ng a summer bridge program for your incoming freshmen? Guiding Ques>ons: Evalua>ng Year One with your Design Team As part of the process of comple<ng your Year 2 work plan and budget, the design team should use these guiding ques<ons to make an assessment of Year 1 and develop strategies to address the needs of you Black and La<no young men in the ninth and tenth grade. IMPACT' DATA$ CRE$ CAPACITY & SUSTAINABILITY [5] As you begin to develop the budget for Year 2, reflecting on the Year 1 budget should be an integral part of the planning process. Things to consider as you reflect on your Year 1 budget: • Did my budget match the goals of my Year 2 work plan? • How did my spending deviate from my original budget? • Did I over/under price the items listed? • Did I need to make a budget modification? Why? How many times? When developing your budget for Year 2 it is critical that your Design Team engages in a thorough examination of what it will cost to implement the proposed Year 2 Plan. If schools present a compelling proposal that warrants spending over their allotted budget in Year 2 that request may be considered. Contracting with RFL Organizations, Consultants, and Alumni Mentors The process for contracting with approved RFL organizations and consultants will remain the uploads/Finance/ year-2-guide.pdf