Transcript Elements of Success: Overcoming Barriers Dawn Kum-Walks, PhD Capstone Institute at

Elements of Success:
Overcoming Barriers
Dawn Kum-Walks, PhD
Capstone Institute at
Howard University
(202) 806-8484
WHO WE ARE?



Interdisciplinary experts in research and
evaluation who have experience working in
urban centers
Entity with established infrastructure,
facilities and outstanding personnel
Co-designers of the Talent Development
Comprehensive School Reform Models
WHAT WE DO?
Identify and develop evidence-based and integritybased strategies, products and programs for use
with our stakeholders
Academic support services for students
Professional development for teachers,
administrators and other stake holders
Instructional strategies to enhance student
engagement
Community-based initiatives to strengthen and
empower families and communities
Produce knowledge, curriculum modules and other
products
Provide a variety of program assessment and
evaluation services
Train future researchers
What are Institutional Barriers?
Barriers according to Webster are natural
formations or structures that prevent or
hinder movement or action; materials
that block or intended to block passage.
Barriers Impacting K-12






Qualified Teachers
Culturally Competent Educators
Low Expectations
Disconnected Educational Experiences
Mislabeling of students
Inadequate integration of Students’
Talents
Elements of Success
Continuous
Systemic
Authentic
Sustained
Coherent
Evidence-Based
Talent
All of us do not have equal talent, but all
of us should have equal opportunity to
develop our talent.
John F. Kennedy
TALENT DEVELOPMENT
PHILOSOPHY
ALL students can learn to high
standards when there is a supportive
environment, when high expectations
are held by all stakeholders and when
there is clear accountability on the
part of students, staff, families, and
the community.
Capstone Institute/Howard
University
So What is Talent?
It refers to high level
performance,skill, understanding or
knowledge that is predicated upon
an age appropriate standard of
excellence
Capstone Institute/Howard
University
Integrity-Based Principles
Ensure Meaningful Learning
Building on students’ past experiences and prior knowledge, and making
connections to significant events in their lives
5 Cs

Critical Thinking

Connections

Co Construct

Concern

Culture
Cultural Modeling
(Carol Lee, Northwestern University)
This entails bringing examples from students’ popular cultural interests
into the classroom in ways that require students to use interpretive or
critical thinking skills to express these popular culture examples. Then,
students are made fully conscious and reflective of their deployment of
these skills. Students are then shown how these same skills that they
display underlie tasks in the formal curriculum. Students then are lead
to apply these skills to tasks in the formal curriculum.
Mean NCE Scores
Kasper Elementary School
Academic Support Program (Grades 3-6)
SAT-9 Matched Samples Comparisons (2003-2004)
52
50
48
46
44
42
40
38
36
34
50.92
49.78
50.79
53.58
44.15
42
40.34
No
41.02
Yes
Received Academic Support
Reading 2003
Reading 2004
Math 2003
Math 2004
Mean NCE Scores
Ketcham Elementary School
Stanford Achievement Test, Ninth Series (SAT-9)
Spring 1999-2004
52
50
48
46
44
42
40
38
36
34
32
50
46
41
39
41
45
45
45
42
40
40
39
37
36
1998 1999 2000 2001 2002 2003 2004
Total Reading
Total Math
Multiple Outcomes:
Educating The Whole Child







Educational Optimism
Self and Collective Efficacy
Academic Identity
Critical Thinking & Problem Solving Skills
Economically Valuable Skills
Social Emotional Competence
Transformative Competence
Thank You
For more information:
ADDRESS:
Capstone Institute
Howard University
Holy Cross Hall, Room 427
2900 Van Ness Street, N.W.
Washington, D.C. 20008
PHONE:
FAX:
202/806-8484
202/806-8498
WEBSITE:
www. capstoneinstitute.org