Transforming Public Schools -- Scaling What Works!
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The Technology Access Foundation (TAF) aims to address achievement gaps among students of color by enhancing STEM literacy, which is crucial for job readiness in a future dominated by STEM jobs. TAF has established a successful model at their co-managed STEM Academy, improving educational outcomes through high expectations, project-based learning, and community partnerships, while also seeking to transform other underperforming schools. This initiative seeks to create sustainable and replicable educational models that foster equity and prepare students for college and careers in STEM fields.
Transforming Public Schools -- Scaling What Works!
- 1. Scaling What Works! TAF (Technology Access Foundation)
- 2. Is STEM Literacy the Key to Success for Students of Color? • Achievement gaps on the basis of race/income remain rife. This has grave implications for our country’s success. • In 2012, children of color in the United States were 47% of the under 18 population, by 2019 people of color will be in the majority1 • Three quarters of living wage jobs in the future will require some familiarity with STEM disciplines. • Good to great jobs in the Puget Sound region already match this statistic, with currently over 25K jobs going unfilled2 • Today’s schools, largely public, have neither the experienced staff, the resources, the funding and the high expectation culture to insure that all students are qualified for these jobs and entrepreneurship 1 US Census 2Washington Technology Alliance 2
- 3. TAF Creates STEM Literacy Learning Environments for Students of Color STEM literacy is the ability to identify and apply concepts and content from science, technology, engineering, and mathematics to understand and solve challenges or problems that cannot be resolved by any one disciplinary approach. STEM literacy enables students to apply 21st century skills such as adaptability, communication, collaboration, problem solving, and systems thinking to improve the social, economic, and environmental conditions of their local and global community. 3
- 4. Leadership Team and Partners Troy Hilton Educational Technologies David Harris STEM Integration Trish Millines Dziko Executive Director Sherry Williams Deputy Director Zithri Saleem Program Strategy Director Chris Alejano Director of Education • College and University • UW Bothell - Faculty co-facilitate teacher professional development in STEM education at the STEMbyTAF Teacher Institute • Seattle University – TAF Academy is a contracted site for students teachers • Seattle Pacific University– TAF Academy is a contracted site for students teachers • Community • Martinez Foundation -Martinez fellows are teachers of color. They teach at TAF Academy during the summer to prepare them for the upcoming year. We choose from this diverse pool of teachers when there are openings during the school year 4
- 5. Untapped Potential Today Underrepresented Minorities (African Americans, Latinos & Native Americans) occupy only 10% of the science and engineering jobs. 1 Yet they make up 30% of the current working population and 40% of the immediate pipeline of talent (ages 18-24) and over 60% of the future pipeline (age <5) of talent. 2 1 2012 data 22010 data 5
- 6. The Opportunity Through partnerships with existing schools, TAF is taking the core elements that make TAF Academy a success and transforming the learning environments and outcomes for other underserved students and educators 6
- 7. TAF Academy - A Model of Success • 6th-12th grade public neighborhood STEM school co-managed by TAF and Federal Way Public School District opened in 2008 • Set high expectations in a socioeconomically diverse school with no barriers to entry or retention • Built a culture of equity, authentic learning, academic achievement and college readiness, with students routinely besting district and state test core averages, 98% on time graduation, 96% college acceptance, 81% college attendance • Built a collaborative cross grade and cross discipline learning community where the principal is instructional leader • Designed and vetted and implemented cross discipline project based learning curriculum with multiple levels of student assessments • Productively involved education technology, industry, the community and family to deepen learning • Winner of two national (Intel, Ashoka) and three state (Innovation School designation, school of distinction) awards for academic achievement 7
- 8. The Pilot School –Mount View Elementary School In Highline Mount View Elementary Profile • School • 600 students in K-6 • 92% students of color • 88% free and reduced lunch • 48% English language learners • 10% special education • Staff • Superintendent sponsorship gave school staff the confidence to step out and try new things • Transformation led by Principal whose relationship with staff and families generated trust in the process • 100% of teaching staff voted “yes” to the change • Transformation started summer 2013 Criteria for Choosing Transformation Schools • School profile meets at least two of these criteria • At least 70% of the student population are children of color, • More than 40% of the students qualify for free or reduced-price lunch • School qualifies for Title I Federal assistance • The students’ standardized state test scores are consistently below the state and district averages. • Superintendent with existing plans to innovate within the district • Innovative principal with demonstrated leadership and quality relationship with staff and families • Majority of teaching staff agreeable to change 8
- 9. STEMbyTAF Framework Change the academic environment so students and educators can be the drivers of their own teaching and learning Work with school leadership to redefine the school vision and culture Change curricular approach to standards based and project based teaching and learning Develop principals and teachers Ground teachers in STEMbyTAF Pedagogy Provide instructional coaches to support teachers Program Managers facilitate transfer of innovations from TAF Academy Provide ongoing support and resources for learning network Build a learning network to expand professional learning community and share resources Establish appropriate ongoing level of support once core elements of the transformation are complete 9
- 10. STEMbyTAF Pedagogy How do 21stCentury learning standards promote equity in STEM education? EQUITY Having the conviction that every student is capable of learning and being successful is a core value that all teachers and staff must have professionally and personally STEM Integration Cultivating opportunities for students and teachers to engage with STEM professionals and activities, both on and off campus. Interdisciplinary PBL Project-based learning allows students to respond to a “real-world” question purposefully integrating multiple subject areas to learn key academic content in a more holistic way. Educational Technology Developing the capacity for students to use various software and technologies to be successful and competitive. College and Career Readiness Awareness that college is a viable option; Eligibility for college admissions; and college-level academic preparedness without remediation Ultimately, we trust in the creativity, ingenuity, and potential of our students - with intentional, well thought out instruction and a supportive classroom environment that includes both learning appropriate technologies and a teacher invested in both the process and end product, students can and will produce amazing things. 10
- 11. The Process –Mount View Elementary Meet with District and School Leadership to determine commitment and need Date: March 2013 Status: COMPLETE Meet with school staff to determine current environment Date: April 2013 Status: COMPLETE TAF gathers additional information and develops proposal Date: May 2013 Status: COMPLETE Develop work plan with school leadership and staff (5th & 6th grade) Date: June 2013 Status: COMPLETE School staff attends STEMbyTAF Teacher Institute for professional development Date: July 2013 Status: COMPLETE Implement Year 1 work plan & develop details for Year 2 (4th- 6th grade) Date: August/Sept 2013 Status: COMPLETE School staff attends STEMbyTAF Teacher Institute for professional development Date: July 2014 Status: COMPLETE Implement Year 2 work plan & develop details for Year 3 (2nd-6th grade) Date: August/Sept 2014 Status: IN PROGRESS School staff attends STEMbyTAF Teacher Institute for professional development Date: July 2015 Status: OPEN Implement Year 3 work plan & develop details for Year 4 (K- 6th grade) Date: August/Sept 2015 Status: IN PROGRESS School staff attends STEMbyTAF Teacher Institute for professional development Date: July 2016 Status: OPEN Implement Year 4 work plan and develop details for ongoing support Date: September 2016 Status: OPEN 11
- 12. The Partnership Staff Management If principal position becomes vacant, TAF participates in interviewing principal candidates. As teachers leave the school, TAF works with principal to select the candidates that suit the STEMbyTAF model and the school culture. Budget / Funding District funds school as usual and reallocates use of funds to fit the STEMbyTAF model implementation. In addition provides an instructional coach (trained by TAF) and relevant technology. TAF provides instructional coach, program management for the transformation and learning network solution. Curriculum and School Design TAF partners with staff to influence the rules of the school by defining what it means to be a student, teacher, or administrator and setting policies addressing absenteeism, truancy, and discipline concerns. TAF works with staff on the pedagogy and master schedule, including the flexibility to extend the school day for mandatory extended learning time participation Governing Organization TAF has the ability to negotiate agreements with 3rd party organizations (enrichment providers, consultants, etc.) that govern their interactions with the school Program Accountability TAF has access to relevant data such as student achievement data, staff professional development attainment, and transparent financials. 12
- 13. A More Systemic Approach A proven public/private partnership model TAF has a history and positive track record forming partnerships with public school districts for the advancement of students of color. TAF is an active partner with the district TAF is a mutual investor in student success. We co-manage the transformation and provide ongoing support once the school is fully transformed. TAF uses a local staffing model In our experience, change happens more rapidly and has a better chance of sustaining itself when the change comes from within the community and/or with the assistance of someone who can relate to the community. We hire team members who demonstrate their investment in the communities we serve Unique focus on teaching We focus in the pedagogical skill development, and in-depth discussion around core commitments to education, knowing there are many other opportunities for curricular and content knowledge. We create and manage a broad learning community By creating a learning community that consists of educators, industry professionals, corporations, nonprofits and higher education we give our partner schools a network to lean on and a way create a more authentic and relevant educational experience for their students and themselves. Each transformed school will become a lab school We are building models all over the state making it easy to share information with other schools wanting to replicate all or some of those practices. 13
- 14. Goals and Metrics Goals • Transform every partner school into an academic environment that will promote the highest level of student learning, teacher development and community engagement. • Students are solidly on the path to college, career and citizenship • Create a pipeline of excellent STEM teachers and school leaders • Create a network of STEMbyTAF schools become lab schools to facilitate knowledge transfer of best practices Metrics • Students • Student academic outcomes (state test scores, interim assessments, etc.) • Attendance and disciplinary actions • Quality of work for exhibitions • Participation in school culture • Teachers • Collaboration and planning • Quality of projects design and implementation • Use of external resources • Classroom management and use of curricular content • Principal • Implementation of work plan • Instructional leadership • TAF Program Management • Knowledge transfer from TAF Academy • Coaching and support • Management of learning network 14
- 15. Scaling and Sustainability • Scaling • TAF will continue the transformation process with our current pilot school through the five year period • In 2015-2016 we will being the process of adding one school per year, while continuing to codify our model and assess ability to add more schools • Over time, TAF will increase the rate in which we partner with schools • Sustainability • After the successes in the five year period, we expect districts (with the support of our School Finance Specialist) will be willing to reallocate funds and seek additional funds to pay for our model. • Depending on the locations of those districts we will either work with districts directly or form a partnership with a suitable organization to manage the process. 15
- 16. Financials 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 5 Year Total INCOME Social Venture Investment $ 192,350 $ 400,000 $ 600,000 $ 800,000 $ 1,000,000 $ 2,992,350 Grants $ 195,000 $ 400,000 $ 500,000 $ 500,000 $ 500,000 $ 2,095,000 Individual Donations $ 75,000 $ 150,000 $ 225,000 $ 300,000 $ 375,000 $ 1,125,000 Corporate $ 25,000 $ 50,000 $ 75,000 $ 100,000 $ 125,000 $ 375,000 Total Income $ 487,350 $ 1,000,000 $ 1,400,000 $ 1,700,000 $ 2,000,000 $ 6,587,350 EXPENSES Staffing $ 278,913 $ 879,128 $ 1,009,526 $ 1,043,396 $ 1,175,877 $ 4,386,839 Direct Program Costs $ 43,200 $ 63,400 $ 92,100 $ 115,800 $ 139,500 $ 454,000 TOTAL Expenses $ 322,113 $ 942,528 $ 1,101,626 $ 1,159,196 $ 1,315,377 $ 4,840,839 Total Schools 1 2 3 4 5 Cost/School $ 322,113 $ 471,264 $ 367,209 $ 289,799 $ 263,075 Monthly Burn Rate $ 26,843 $ 78,544 $ 91,802 $ 96,600 $ 109,615 Assumptions • All staff, except instructional coaches split time between TAF Academy and transformation schools • Fully staffed in 2016-2017 • School 1 goes into maintenance in 2017- 2018 and doesn’t require a fulltime coach • Add one new school per year • Annual 3% cost of living increases 16
- 17. Investment Opportunity • TAF is seeking to raise $1.366M in 2014-2015 to fund: • Startup costs ($192, 350) • Two years of program implementation for Mount View Elementary • One year of program implementation for First Place School Staffing Program Management $ 348,600 Sitebased Staff $ 229,200 Program Support $ 449,050 Taxes and Benefits $ 232,440 Total Staffing $ 1,259,290 Program Operations $ 106,600 Total $ 1,365,890 For more information email: taf@techaccess.org or call 206-725-9095 17