Main Idea and Objectives

2. Main Idea and Objectives • What can be done to track and support student progress towards college readiness? • History and demographics of NSHS • Transitional phases (activity) • Elements of scorecard • Intervention plan

3. History of Nevada State High School • 1.0 Getting started (FY0405 to FY0607) • On campus, grant, credibility, part-time staff • 2.0 Growing up (FY0708 to FY1011) • Off campus, 3rd pillar, offerings, assessments, framework, FT staff, transitions, registration • 3.0 Improving it(FY1112 to present) • New facility, scorecards, student workers

4. Registration to Enrollment (FY1314 [351 first yr. students])

5. Define Population (FY0405 to FY1314 [1407 students]) • Withdrew before count day or not counted • (44) students WD_BC • (<10) students with data errors • (279) student currently enrolled • Withdrew after count day (WD_AC) or Grad. • 393 students WD_AC • 684 students Graduated } 1077

6. Demographics (FY0405 to FY1213 [1077 students])

7. Incoming GPA (FY0405 to FY1213 [1077 students]) All 1077 students 684 graduates 393 withdraws

8. Highest HS Math and College Placement

9. Highest HS Math and College Placement cont.

10. Retention: fr. to soph.(FY0405 to FY1112 [925 students])

11. Transitional Phases: Activity Take Away • Educational Milestones • What skills are needed at each milestone?

12. Transitional Phase Activity: Step 1 • Separately, generate your top five skills a student needs to transition into the following: • Red(kindergarten) • Blue(middle school) • Yellow(high school) • Green(college) • Produce five cards with one skill each Ex. “College Skill” Meet Deadlines

13. Transitional Phase Activity: Step 2 • Mark each of your cards with the best fit pillar of transition including: • Personal: accountability for own self • Academic: fundamental, scholarly based knowledge: facts, the nuts and bolts • Social: appropriate communication and connection with others

14. Transitional Phase Activity: Step 3 • Select your top three skills (student MUST have) • Place notecards under respective pillars • Analyze the results: • Are the pillars balanced with notecards? • Are (will) the pillars balance at your school? • How can you target balance in your program?

15. Academic Pillar: Instruments and Tools • Assessments and data collection • College placement exams • WorkKeys® (pre|post) • PLAN® • Engage®

16. Data: Incoming GPA vs. College Math Placement 345 41 61 68 47 16 95 374 1 – MATH 091 | PreAlg 2 – MATH 093 | Algebra 3 – MATH 095 | ElemAlg 4 – MATH 096 | InterAlg 5 – MATH 124 | CollAlg 6 – MATH 126 | PreCal I 7 – MATH 127 | PreCal II 8 – MATH 181 | Calculus Incoming GPA *1077 – 30 (inconsistent data) = 1047 Math College Placement

17. WorkKeys® (FY0910 to FY1213 [495 matched students])

18. WorkKeys® cont. (FY0910 to FY1213 [495 matched stu.])

19. PLAN® vs. College Math (FY0910 to FY1213 [489 students]) 33 172 43 <10 <10 50 177 1 – MATH 091 | PreAlg 2 – MATH 093 | Algebra 3 – MATH 095 | ElemAlg 4 – MATH 096 | InterAlg 5 – MATH 124 | CollAlg 6 – MATH 126 | PreCal I 7 – MATH 127 | PreCal II 8 – MATH 181 | Calculus <10 ACT PLAN® Composite Score Math College Placement

20. Engage® Indices (FY0910 to FY1213 [479 students])

21. Engage® Ret. Index vs. Avg. credits (479 students) 14% GRAD: 78% WD: 22% 34% GRAD: 89% WD: 11% 28% GRAD: 35% WD: 65% 23% GRAD: 49% WD: 51%

22. Engage® Acd. Index vs. Avg. credits (479 students) 12% GRAD: 74% WD: 26% 37% GRAD: 90% WD: 10% 25% GRAD: 37% WD: 63% 26% GRAD: 46% WD: 54%

23. Tracking Progress Towards College Readiness • A mission to develop something that: • Creates a common language • Provides timely feedback to improve • Promotes involvement • Tracks responsibility • Monitors 1st yr. exper. | attendance • Compiles assessment | plcmt. data Center for Community College Student Engagement http://www.ccsse.org/center/

24. Scorecard Request for Proposal • Scalable • Ease of use • Keep it simple • Relevant and fair • Measure desired result • Ability for students to improve score

25. Scorecard: Labeling and Calculations • 3 digit numbering system • XX, the first digit represents the pillar • XX, the second digit represents the object • XX, the third digit represents the factor • Raw factors into a 4-pt scale and weighted • Roll-up process • FAC to OBJ | OBJ to PLR | PLR to score

26. Pillar 300 – Academic Calculation

27. Scorecard – Final Calculation

28. Intervention Plan • Interventions relate to the transitional pillars • Academic • Personal responsibility • Social • Certain interventions can fall under all three

29. Academic Interventions • Study skills • Proficiency tutoring • KeyTrain • Supplemental instruction • Study Island • Tutoring • High school academic planning • College academic planning

30. Personal Responsibility Interventions • Registration process • Advising • Parent performance review (PPR) • Parents in partnership (PiP) • Attendance tracking • Student situation report (SSR) • Conferences • Financial planning

31. Academic Interventions • Transition course • Message reminders • Student success advocate (SSA) • Introduction to college course • Internship/volunteer/ school activities • Sessions for success • Social event participation • COMPASS

32. Closing • Support progress towards college readiness • Collect relevant data • Compile reports for feedback • Utilize report to target interventions • Questions

33. Thank you • Find presentation artifacts • www.earlycollegenv.com • Contact information • Wendi Hawk, Ed. D • 702-332-5063 | whawk@earlycollegenv.com • John Hawk, Ed. D • 702-332-2593 | jhawk@earlycollegenv.com