Transcript Slide 1

OFFICE OF MULTIPLE PATHWAYS
TO GRADUATION:
Developing and strengthening differentiated
pathways to high school graduation and
post-secondary opportunities for overage,
under-credited youth
Presented to the American Youth Policy Forum
South Brooklyn Community High School
May 25, 2006
THE NEW YORK CITY DEPARTMENT OF EDUCATION
JOEL I. KLEIN, Chancellor
DRAFT DOCUMENT
“The problem is that our educational system is not delivering on the
promise of a second chance. Only one in ten of the high school dropouts
who persist and get a GED and then persist and enroll in college actually come
out with a degree. What that says is that the young people keep trying and we
keep failing them . . . .
There is a need for more pathways that help dropouts pursue an
education: we cannot continue to base policy on the erroneous belief that all
students will proceed through a traditional four years of high school followed
directly by two to four years of college. Instead, communities and states need
to be strategic in the way they carry out high school reform -- especially in
low-income central cities with high concentrations of dropouts. Such activity
includes the creation of new school options and a more diverse portfolio
of options and pathways for young people, all of which lead to
postsecondary credentials.”
Making Good on a Promise: What Policymakers Can Do to Support the Educational Persistence of Dropouts,
Cheryl Almeida, Cassius Johnson, and Adria Steinberg, Jobs for the Future, April 2006
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Office of Multiple Pathways to Graduation
MISSION: To create a differentiated portfolio of educational options
integrated with secondary reform that will provide systemic
opportunities to improve student high school graduation rates and the
long-term plans of overage and under-credited youth — or multiple
pathways to graduation:
Transfer Schools
Universe of
overage,
undercredited
youth
Young Adult Borough Centers
NYS Local
diploma
GED
Blended GED Programs
Learning to Work Program
DRAFT DOCUMENT
NYS Regents
diploma
Post-secondary
training
Workforce
connections
3
Multiple Pathways options meet New York State graduation
requirements
Courses: 44 credits
Area
# of Credits
Regents Exams: 5
• Click to add Text
• Comprehensive English
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• Global History and Geography
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• U.S. History and Government
• English
8
• Social Studies
8
• Mathematics
6
• Science
6
• Mathematics
• Second Language
2
• Science
• Art
1
• Music
1
• Health Education
1
• Physical Education
4
• Elective Areas
7
Total
DRAFT DOCUMENT
44
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SITUATION
ASSESSMENT
STRATEGY
IMPLEMENTATION
GOAL
Define and
understand
student
population
Research best
practices and
design models
for schools and
programs
Build capacity
system-wide
ACTIVITY
Office of Multiple Pathways to Graduation Methodology
Conduct a
segmented
population
analysis
Create a
differentiated
portfolio informed
by analytics
Develop tools to
start, sustain,
and strengthen
schools and
programs
Office of Multiple Pathways to Graduation Methodology
GOAL
Define and
understand
student
population
ACTIVITY
SITUATION
ASSESSMENT
Conduct a
segmented
population
analysis
Situation Assessment: Segmented population analysis
An overage and under-credited student is defined as a student who is 2 years
behind his or her expected age and credit accumulation in high school
Definition of overage,
under-credited students
Age
Credits
Segmentation informs strategy:
Age 16
Fewer than 11 Credits
Who are these students?
What is their experience in the system?
Age 17
Fewer than 22 Credits
Age 18
Fewer than 33 Credits
Age 19-21
Fewer than 44 Credits
DRAFT DOCUMENT
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Situation Assessment: Segmented population analysis
Of the nearly 140K overage and under-credited youth in New York City,
half are currently in school.
Out-of-School Youth
100%
68K
In-School Youth
70K
Age 21
Age 20
Age 19
Percent of Students
80%
Age 20
Age 18
Focus of Multiple
Pathways
Initiative
60%
40%
20%
0%
Age 19
Age 18
Age 17
Age 16 or Younger
Age 17
IN- AND OUT-OF-SCHOOL OVERAGE AND UNDER-CREDITED YOUTH, JUNE 2005
Note: Includes District 75 students. Students are counted as out-of-school youth only if they are dropouts (as opposed to other discharges)
Source: ATS Data, Parthenon analysis
DRAFT DOCUMENT
Situation Assessment: Segmented population analysis
STRATEGIC IMPLICATIONS
How much time does the student have to
complete the requirements for credential?
Segmentation by
student age and
credits earned
How far has he or she progressed?
Segmentation by level
of academic
preparation at high
school entrance
DRAFT DOCUMENT
What potential strategies have preventive
versus recuperative power?
To what extent can programs at the high
school level be effective?
Office of Multiple Pathways to Graduation
Methodology
ACTIVITY
GOAL
STRATEGY
Research best
practices and
design models
for schools and
programs
Create a
differentiated
portfolio informed
by analytics
Strategy: Differentiated portfolio informed by analytics
Situation assessment provides in-depth understanding of student needs
and how or whether the system meets them. Segmentation of student
population drives differentiated programmatic development — or
multiple pathways to graduation:
Transfer Schools
Universe of
overage,
undercredited
youth
Young Adult Borough Centers
GED Blends
Learning to Work Program
DRAFT DOCUMENT
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Differentiated Portfolio: Transfer Schools
Transfer Schools are small, academically rigorous diploma granting
high schools for students that have been enrolled in a NYC public
high school for at least one year and are far from promoting on
grade level in their current high school.
Essential elements of Transfer Schools:
•
•
•
•
•
personalized learning environment
rigorous academic standards
student-centered pedagogy
support to meet instructional and development goals
focus on connections to college
OMPG Transfer School Portfolio:
The Office of Multiple Pathways to Graduation supports and strengthens NYC DOE’s
network of 22 Transfer Schools, and is developing tools for new Transfer School
start-up.
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Differentiated Portfolio: Blended GED Programs
OMPG is developing models of blended GED programs tailored for
overage, under-credited youth. The model will serve as a lab school
for further research and development of GED programs for overage,
under-credited youth.
Essential Elements of GED Blend Model:
• Youth development approach
• Integrated learning cycles
• Portfolio creation process
• Innovative systems for student engagement, assessment, and progression
• Pathways to post-secondary training and other opportunities
• In-depth, sector-specific career exploration with individualized career
strands
OMPG GED Blends Portfolio:
• 3 programs launched at Learning to Work sites in 2005-2006
• 1 full-time, stand-alone program with a Learning to Work component will be
launched in Fall 2006, with a capacity of 150 students
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Differentiated Portfolio: YABCs
Housed in host high schools, Young Adult Borough Centers are fulltime programs for students who are 17½ or older and have at least
17 credits. The instructional model of YABCs allows students to
concentrate only on the credit portfolio they need for graduation
through a non-traditional block schedule.
Essential elements of YABCs, provided by a Community Based
Organization at each program site:
• youth development support
• career and college counseling
• assistance with job placement
OMPG YABC Program Portfolio:
• 16 YABC Programs, with 9 new programs launched in 2005-2006
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Differentiated Portfolio: Learning to Work
Learning to Work (LTW) is an integrated workforce readiness and student
support program that prepares overage, under-credited students for the
workforce, connects them to jobs and post-secondary, and enables them to
earn a high school diploma or GED through:
CAREER
PREPARATION
• Vocational/Work Readiness Workshops
• Career Exploration and Planning
WORKFORCE
CONNECTIONS
• Internship Placements
• Job Placements
ACADEMIC
SUPPORT
• Tutoring and Attendance Outreach
• Post-secondary Exploration and Advising
SUPPORT
SERVICES
• Individual and Group Counseling
• Referral to Services
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Differentiated Portfolio: Learning to Work
Learning to Work is an initiative that cuts
across all Multiple Pathways programs.
In 2005-2006, LTW sites were launched at:
– 9 Young Adult Borough Centers (YABCs)
• 5 new YABCs
• 4 existing YABCs
– 6 Transfer Schools
– 3 GED Programs
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Differentiated Portfolio: LTW Workforce Connections
Learning to Work connects students to a broad array of employment sectors
throughout New York City
LTW INTERNSHIP PLACEMENT BY SECTOR
18%
21%
Business & Retail (18%)
Education (22%)
Government/Public Sector (15%)
Health Care (12%)
11%
23%
Media & Communications (11%)
Nonprofit & Social Services (21%)
12%
15%
Learning to Work also empowers students to make their own connections:
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To date, 1403 students from LTW programs have made workforce connections
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•
833 students placed in LTW internships
570 students are currently working in positions secured outside of the LTW internship
program
Preliminary data shows that 50 LTW students have already turned their LTW internships
into paid jobs
•
DRAFT DOCUMENT
Office of Multiple Pathways to Graduation
Methodology
ACTIVITY
GOAL
IMPLEMENTATION
Build capacity
system-wide
Develop tools to
start, sustain,
and strengthen
schools and
programs
Implementation and Capacity-Building
•
STARTING NEW SCHOOLS/PROGRAMS
– Developing new models
• Adolescent literacy
• GED blends
– Replicating successful models
– Creating tools for implementing models
•
SUSTAINING EXISTING SCHOOLS/PROGRAMS
– Bolstering networks of schools/programs to capture and share learnings, identify
best practices, and disseminate information
•
STRENGTHENING THE SYSTEM
– Managing performance; creating accountability standards
– Developing resources
– Sharing knowledge and disseminating information
• Network meetings for YABC/LTW program directors
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Challenges
• Capacity/Models
• Data Management
• Meeting State and Federal Standards
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Questions?
Transfer Schools
Universe of
overage,
undercredited
youth
Young Adult Borough Centers
NYS Local
diploma
GED
Blended GED Programs
Learning to Work Program
DRAFT DOCUMENT
NYS Regents
diploma
Post-secondary
training
Workforce
connections
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