CRADLE-TO-CAREER New Systems Thinking in Education Reform

1. CRADLE-TO-CAREER New Systems Thinking in Education Reform tHrıve ALLIANCEHOUSTON November 2009

2. imagine

3. a Greater Houston

4. in which our children and youth succeed in school, ready for whatever options they want to exercise after high school… college…first career…any option.

5. in which our children and youth grow up socially and emotionally fit, able to act responsibly, able to listen to each other, able to work in groups, able to communicate well, able to solve problems collaboratively and creatively.

6. in which our children and youth are healthy, physically fit for long, active, and productive lives.

7. tHrıve in which our children and youth

8. why imagine such a future?

9. because…

10. Our individual and collective well being depend on it.

11. individual well-being?

12. each child deserves to develop to his or her fullest potential

13. collective well-being?

14. in time, Houston will not be a desirable place to live if we don’t… …envision such a future… … and create it!

15. so, what are the prospects for realizing this future?

16. without strategic action . . . . . . not so good.

17. a Texas example…

18. Texas Higher Education Coordinating Board Closing the Gaps The case for increasing and accelerating college-going.

19. assuming that optimal academic development requires some post-secondary education…

20. Goal: 630,000 more Texans to college by 2015 below target the last two years Targets for all students 2008

21. a special challenge, specifically for Houston

22. SCALE !

23. America’s THIRD largest city. America’s FOURTH largest city.

24. Sixth largest metropolitan area in the US.

25. Elementary / Secondary Enrollments in greater Houston as percentage of: Texas: 22.1% US: 1.6%

26. 54 Public School Districts 7of which are among the 100 largest districts in the US

27. 9 Community Colleges or CC Systems 2of which are among the 10 largest districts in the US

28. 10 four-year Universities 6of which are public. 4 of which are private.

29. so… we have a compelling vision

30. and we have some challenges

31. we also have…

32. a strategic response

33. tHrıve ALLIANCEHOUSTON

34. tHrıve The Houston Regional Investment in Education and the Economy

35. tHrıve imagine

36. An inclusive, multi-sector group of community stakeholders

37. who take responsibility for the cognitive, social / emotional, and health-related development ofall children in Greater Houston,

38. by committing to and acting on five fundamental principles.

39. PRINCIPLE # 1 Astudent developmental roadmap, c r a d l e - t o - c a r e e r .

40. Research-Based Student Roadmap: Benchmarks and Transition Years* tHrıve Cognitive Development / Academic Success Grade 13 Participants in 1st year seminars (academic and social) Grade 10 Passes at least 5 9th grade courses with no failing grades Responds to parent/caregiver high-quality talking, reading, singing Develops letter knowledge and reading sensitivity Participates in full-day (vs. half-day) Kindergarten Grade 7 Has a clear expectation of going to college Grade 12 Masters advanced science and math Uses exploration and discover to understand surroundings Participates in high-quality preschool Grade 15 Enrolls in junior year of college Grade 8 Masters Algebra I Grade 4 Is at reading level Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26 Grade 10 Develops career plan and establishes goals Grade 13 Develops time and stress management skills Has a parent or caregiver who understands developmental milestones Grade 8 Demonstrates social-emotional competence Exhibits learning-related skills such as self-regulation, social competence, self-esteem, and motivation Grade 7 Has a strong adult figure attachment other than parent Grade 13 Has sufficient financial aid Has a stable relationship with a strongly involved parent or caregiver Grade 9 Engages in community and school organizations Grade 13 Engages in community and campus organizations Social-Emotional Well-Being / Professional Skills / Personal Health Benchmarks to be developed and University of Cincinnati Center for Urban Education Key transition years *adapted by permission from

41. PRINCIPLE # 2 The stakeholders’grouprepresents multiple sectorsand is broadly inclusive.

42. PRINCIPLE # 2 PRINCIPLE # 2 The stakeholders’ group must be broadly inclusive.

43. PRINCIPLE # 3 All decision-making is based on data across the student success roadmap. Grade K 1 2 3 4 5 6 7 8 9 10 11 12 college / career Birth age 2 4 6 8 10 12 14 16 18 20 22 24 26

44. PRINCIPLE # 4 Strategic action is undertaken in cycles of continuous quality improvement.

45. The community is kept involved and informed through annual progress reports. PRINCIPLE # 5

46. tHrıve constructing

47. …dealing with the problem of scale

48. A “hub and spokes” format. tHrıve

49. Hub: tHrıve spans and serves the greater Houston metropolitan area

50. Spokes: Regional Houston Councils Lone Star CCD Houston East End West Houston Monument Fort Bend Galveston