Youth truth, valerie threlfall
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Transcript of Youth truth, valerie threlfall
Gathering Student Feedback About What's Working and What's Not
Goals For Today
» Provide an Overview of the YouthTruth Project
» Case Study: One School’s Experience
» Question & Answer
2
3
4
Audiences Served by YouthTruth
School Networks and Districts
High Schools
Philanthropic Funders
MONTANA
WYOMING
IDAHO
WASHINGTON
OREGON
NEVADA
UTAH
CALIFORNIA
ARIZONA
NORTH DAKOTA
SOUTH DAKOTA
NEBRASKA
COLORADO
NEW MEXICO
TEXAS
OKLAHOMA
KANSAS
ARKANSAS
LOUISIANA
MISSOURI
IOWA
MINNESOTA
WISCONSIN
ILLINOISINDIANA
KENTUCKY
TENNESSEE
MISS
ALABAMAGEORGIA
FLORIDA
SOUTHCAROLINA
NORTH CAROLINA
VIRGINIA
WV
OHIO
MICHIGANNEW YORK
PENN
MARYLAND
DELAWARE
NEWJERSEY
CONNRI
MASS
MAINE
VTNH
WASHINGTON, DC
Breadth of Schools Served to Date
States with participating YouthTruth
Schools
Over 20,000 students from 86 schools have taken the
YouthTruth survey. A mix of charter, themed, early college,
alternative, and traditional schools from twelve unique
networks and districts across the country have participated.
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6
Detailed comparative data
Differentiated Aspects of YouthTruth
A focus on school leaders and students
Actionable feedback that drives change
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Detailed Comparative DataI Will Have Increased Options When I Graduate Because of What This School Has Done for Me
1-5
Sca
le
Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
50th percentile(median)
2.0
3.0
4.0
5.0Top of range
25th percentile
75th percentile
Bottom of range
District Y Schools Grade Level
School X
Median District Y SchoolRange of District Y Schools
Freshmen
Sophomores
Juniors
Seniors
Sch
ool X
G
rade
Lev
el1=Strongly Disagree
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A Focus on School Leaders and Students
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Actionable Feedback that Drives Change
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Priorities for the Next Three Years
1. Increase the number of schools using YouthTruth data to drive change
2. Expand the audiences for YouthTruth data
• Networks and districts
• Education funders
3. Explore relationship between student perceptions and student and school academic outcomes
• Expand matched dataset
• Longitudinal analysis
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YouthTruth Video
12
Case Study
»Miami Beach Senior High School
• Dr. Rosann Sidener, Principal
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MBSH Demographics
10%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
18%
8%
72%
Racial Breakdown of MBSH Students
Other
Hispanic
Black/ African Amer-ican
White/ Caucasian
Series10%
10%
20%
30%
40%
50%
60%
70%
80%69%
11%18%
Student Characteristics
FRPL Disabled ELL
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MBSH – Since 2007
» Raised school performance grade 104 points
» Increased AP participation from 625 to 1364 students
» Accepted as an IB World School
» Applied for Federal Magnet Assistance Program Grant
» Implemented AVID
» Completed construction of a new facility
» Redesigned into three schools-within-a-school
• Approximately 25% of MBSH students currently attend academies
» Maintained successful NAF academies
MBSH All Academy Structure
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Academy of Marine and Environmental Science
Scholars Academy (International Baccalaureate Diploma Programme)
School of Liberal Arts
Academy of Visual and Performing Arts
Academy of Communication and Digital Media
Academy of Hospitality and Tourism
Academy of Information Technology
School of Creative Arts
School of Technical Arts
Nagging Issues
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»Miami Beach High School
• Poor Graduation Rate (64%)
• Lack of engagement among students not in established academies
• Attendance (92%)
• High class failure rates in 9th grade, ESL and SPED
Why Another Survey?
» Perceptual data to complement other achievement data
» Moving from Technical Change to Adaptive Change
» A powerful tool for advancing the vision
» What ARE they thinking?
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The YouthTruth Survey
Student Engagement with School
Relationships with Adults in School
Rigor of Classes and Instruction
School Culture and Attitudes
Future Goals and Aspirations
Life Outside of High School
Future Goals and Aspirations
Survey Questions Included in Summary Measure
In the past year, how often have you talked to an adult at your school about how to decide what you want to do after you graduate?
In the past year, how often have you talked to an adult at your school about what classes you need to graduate?
Goals and Aspirations Summary Measure
Moregoal-oriented
1=Less goal-oriented
2.0
3.0
4.0
5.0
Note: Scale ends at 2.0
2.0
3.0
4.0
5.0
Top of range
75th percentile
25th percentile
Bottom of range
50th percentile(median)
Mia
mi B
each
G
rade
Lev
el
Miami Beach
Freshmen
Sophomores
Juniors
Seniors
Future Goals and Aspirations
Items Included in
Summary Measure
Average Rating
1= Never, 2=Rarely, 3=Sometimes, 4=Frequently, 5=Very frequently
In the past year, how often have you talked to an adult at school about how to decide what you want to do after you graduate?
In the past year, how often have you talked to an adult at school about what classes you need to graduate?
Other Related Item Not Included in Summary Measure
In the past year, how often have you talked with your friends about college?
Note: Scales end at 2.0
2.0 4.0 5.03.0
Average Rating
1=Never, 2=Rarely, 3 =Sometimes, 4= Frequently, 5= Very frequently
Full range of school avg.
ratings
Middle fifty percent of school avg.
ratings
Median school
Miami Beach Freshmen Sophomores Juniors Seniors
Future Goals and Aspirations
No
Do you want to go to college?
0%
20%
40%
60%
80%
100%
Per
cen
t o
f R
esp
on
den
ts
Yes
Maybe;I’m not sure
Miami Beach Average of All Schools
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Feedback on Prep for the Future
“As much as I don’t like coming to school it gets me where I need to be. …I have the satisfaction of knowing that there are people here to help me in life and in my future career wise. They keep me on track.”
“The school almost does nothing for you. You are the one who has to make your own goals and take care of your things. You are the one who has to stand up and say, ‘I’m going to change and do my best…’ If you graduate, it’s not because of school, it's because the student initiates the action and can succeed.”
“This school has helped me in a lot of ways, this school also opened up a lot of doors for me in life regarding my personal life and my education.”
“The options are good, but only if you are a student who is in Scholar’s, joining IB.”
Selected Comments – Future Goals and Aspirations
Rigor of Classes and Instruction
More rigorous
1=Less rigorous
3.0
4.0
5.0
3.0
4.0
5.0
Rigorous Instruction Summary Measure
Survey Questions Included in Summary Measure
In order to receive a good grade, I have to work hard in my classes.
The work that I do for my classes makes me really think.
Teachers understand the subjects that they are teaching.
Teachers assign homework that helps students to better understand the subject.
Note: Ranges based on the averages for 17 schools
Note: Scale ends at 3.0
Top of range
75th percentile
25th percentileBottom of range
50th percentile(median)
Seniors overlaps Freshmen.
Mia
mi B
each
G
rade
Lev
el
Miami Beach
Freshmen
Sophomores
Juniors
Seniors
Rigor of Classes and Instruction
Items Included in
Summary Measure
Average Rating
1=Strongly disagree, 2=Somewhat disagree, 3=Neither agree nor disagree, 4=Somewhat agree, 5=Strongly agree
In order to receive a good grade, I have to work hard in my classes.
The work that I do for my classes makes me really think.
Teachers understand the subjects that they are teaching.
Teachers assign homework that helps students to better understand the subject.
2.0 4.0 5.03.0
Note: Scales end at 2.0. Ranges based on the averages for 17 schools.
Full range of school avg.
ratings
Middle fifty percent of school avg.
ratings
Median school
Miami Beach Freshmen Sophomores Juniors Seniors
Time Spent on Homework Outside of Class for All Classes
0%
20%
40%
60%
80%
100%
Per
cent
of R
espo
nden
ts
None
Less than30 minutes
30 minutes-1 hour
1 hour-1.5 hours
1.5 hours-2 hours
2 hours-3 hours
More than3 hours
Miami Beach Average of All Schools
Per
cen
t o
f R
esp
on
den
ts
Types of Classes Taken by Respondents
Miami BeachMedian School
General/Regular Honors/Courses for college credit (including AP/IB)
ESL/ELL/Bilingual Career/Vocational Special education Don’t know
59%
12%
5%
67%
24%
9%7%
3%
11%
3%
5%
34%
0%
20%
40%
60%
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Feedback on Rigor
“My teachers are not only extremely qualified to teach college level classes but also believe in the students and push us to do beyond what we feel is our best.”
“The normal classes are way too easy! Colleges look for students that have good grades but not in normal classes but in challenging classes! My classes are way too easy and boring. What I’m learning in 9th grade, I’ve learned it before.”
“Most of my teachers apply themselves with an enthusiasm about their subject which is contagious, and this really helps me as a student to gain interest and do well in the subject they teach.”
“In my school they provide us with AP classes which are college level courses which prepares me for college. And because of this I feel like I'm already a college student and not in high school.”
“Having more challenging classes will help me challenge myself in the future and help me understand what I'm against in a career.”
Selected Comments – Rigor of Classes and Instruction
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1. Based on your understanding of the Youth Truth data, how do you think it informs the “nagging issues” Dr. Sidener and her staff have identified? • What are possible relationships between the nagging
issues and students’ perceptions? • How might the YouthTruth data be used to help design
solutions to the issues?
2. What challenges are you facing at your own school in these two areas?• Helping all students plan for life after high school• Increasing the rigor of curriculum and instruction
3. What next steps should Dr. Sidener take to respond to MBSH’s YouthTruth data? How could she work with her staff to address the issues raised?
Questions for Small Group Discussions
How MBSH Is Responding to YouthTruth Data
1.Shared data with leadership: administrators, counselors, Curriculum Council, student leaders
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February March April May August-2011June
2.Discussed with CEP staff in a group conference call
3.Discussed it within the school. Went through stages of loss (denial, anger, acceptance, action)
4.Analyzed it against a research - based framework
8.We will repeat the process for continuous improvement
5.Completed a gap analysis and narrowed school improvement focus to four areas
6.Developed an action plan
7.We will implement our plan
Four Areas Identified for Improvement at MBSH
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YouthTruth Data Revealed
MBSH Response
Low Ratings on Future Goals and Aspirations
Use of “Passport” in advisory
Inconsistent levels of rigor and focus
Expanded school-wide instructional focus calendar
Grade level differences (9th grade)
Revise 9th grade orientation course to be academy specific with common key units
Weaker Student Adult Relationships
Personalization – Advisory period and content
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For Additional Information: YouthTruth Website, www.youthtruthsurvey.org
Valerie Threlfall, Director, YouthTruth Project [email protected](415) 391-3070 ext. 136
Rosann Sidener, Principal, Miami Beach Senior High [email protected]
Questions?