The conference offers a variety of sessions. Below is just a handful of the numerous sessions that will be offered at the 5th Annual Alternative Accountability Policy Forum.
2016 AAPF Sessions (DRAFT)
A. Implementing Effective Alternative Accountability Policies and Data
1. Opportunities Under ESSA to Support Alternative Education & Early Implementation Trends, Jennifer Brown Lerner, Deputy Director, American Youth Policy ForumThis session will outline the opportunities under ESSA to support the development and growth of high quality alternative options to meet the needs of all students in a variety of school settings. In addition, Ms. Lerner will share early trends that the American Youth Policy Forum is finding from their ongoing effort to understand and catalogue how states are handling accountability for alternative settings.
2. Results from the Colorado Alternative Education Campus Accountability Working Group, Recent Policy Changes, and Next Steps under ESSA, Jessica Knevals, MPA, Accountability and Policy Principal Consultant, Accountability and Data Analysis, COLORADO DEPARTMENT OF EDUCATION
Colorado is ground zero for alternative accountability. Hear what the Colorado Department has learned to develop new policies for Alterative Education Campuses (AECs) in Colorado and results from the recently concluded Alternative Education Campus Accountability Working Group. Jessica will brief the audience on the AEC policy context in Colorado and invite audience interaction to inform their own state work. This session will review Colorado legislation and discuss the AEC work group that resulted. Jessica will discuss the creation of the work group, the topics that directly address AEC students in Colorado, and the work group’s final recommendations to the Legislature and the State’s Board of Education. She will also discuss how the recommendations fared in the 2015-16 legislative session and how Colorado’s AEC policy will be modified going forward. Jessica will discuss the implications of Colorado’s experience for ESSA. 3. Accountability For California's Alternative Schools Paul Warren -
Public Policy Institute of California Researcher Paul Warren will present his findings on the ground breaking study - "Accountability for California's Alternative Schools". About 12 percent of all California high school seniors attend an alternative school, but far fewer than half graduate. To improve outcomes and promote the success of at-risk students, the state needs a new approach to measuring alternative school performance. This PPIC report compares California's efforts with those of Colorado, Florida and Texas to provide useful directions for the next phase of alternative school accountability. One of his findings sure to resonate with alternative accountability advocates is that the "four year graduation rate ... does not work as intended in the alternative school context." Here why Paul concludes, "To improve outcomes and promote the success of at-risk students, the state needs a new approach to measuring alternative school performance.”
4. Can an alternative accountability framework be customized, rigorous, and mutually agreed upon? Jim Griffin, Momentum Strategy & Research; David Greenberg, Audubon Center of the North Woods, Minnesota (not yet confirmed), Seth Schoenfeld, ROADS Charter High Schools, New York City (not yet confirmed), Jody Ernst, Momentum Strategy & Research
Learn what’s possible when schools, districts, and charter authorizers are committed to rigorous, customized accountability, and state policy gives them the latitude to make it happen. Over the last few years Momentum has worked with a number of alternative schools and their district and/or charter authorizer to develop a framework of accountability that is arrived at with a culture of collaboration and consensus combined with the best available data to inform and support the parties’ objectives. This session will identify key steps in the process of developing trust and collaboration between alternative schools and the organizations that are responsible for holding them accountable, and will also show some of the outcomes from that work. This will be a panel discussion including leadership from both an alternative school and a charter school authorizer—each sharing their thoughts and experiences working through this process.
5. Alternative Accountability Toolkit, Education NorthWest, Christopher Mazzeo
Receive an alternative accountability toolkit based on work Education NorthWest has done with school districts and states in the Northwest. The toolkit includes templates and guidelines for developing and implementing accountability systems that reflect the complexity of alternative programs. The Session will also address considerations for multiple measure accountability under the new Every Student Succeeds Act (ESSA). Session attendees will have an opportunity to provide feedback on the toolkit that will be used to inform and improve the next iteration.
6. Alternative Accountability Measures for Transfer Schools in New York City: The Plight of being Transfer and Charter, Lisa DiGaudio, Founding Principal at New Dawn Charter High School
Learn about New Dawn’s work as a charter school with alternative cohorts and reengagement strategies with NYSED and the NYCDOE School Quality Snapshot. Study the consequences of working with alternative accountability measures that do not meet federal standards for graduation. Hear about New Dawn’s approach to open enrollment and to delivering dynamic instruction and individualized support. This session will include group discussion to share their experiences with policymaking for alternative accountability by exploring any ground been made in attendees schools to give transfer school students better measures? Attendees will be invited to share their experiences and celebrations on making accountability measures work.
B. Workforce, Community and Post-Secondary Partnerships to Support Reengagement
1. Reengagement – How City Leaders Are Making A Difference, Andrew Moore National League of Cities Director of Youth and Young Adult Connections, Andrew Moore, has captured many of the issues and challenges facing cities that work to reengage out of school youth. This session will focus on the dozens of coordinated citywide efforts to re-engage out-of-school youth on positive educational pathways. The session promises an understanding of results to date, as well as a sense of the variety and continuous improvement and innovation underway. Andy will cover the impressive early accomplishments of reengagement efforts in several cities, provide practical advice for those seeking to launch or formalize local reengagement programs, and describe how reengagement at scale could help solve the crisis of unfulfilled potential represented in America’s millions of young people without high school diplomas.
2. Teaching Student Safety in CTE Programs, Robin Dewey UC Berkeley, Labor Occupational Health Program, UC Berkeley Preparing students for successful careers is an important role schools have played through their career technical educational programs. But often first jobs are hazardous and consequently youth are injured at work at a higher rate than adults. Gaining health and safety skills before entering the world of work can help give youth the tools they need to protect themselves. This session will provide an overview of the essential health and safety skills all workers need to stay safe. Fun, interactive activities for teaching these skills will be presented. These activities are part of a free curriculum for schools that was created by the Labor Occupational Health Program (LOHP) at UC Berkeley and the National Institute for Occupational Safety and Health (NIOSH).
2. San Diego Workforce Presentation [EMAIL Becky Phillpott and Ian Gordon] 3. The State of Disconnected Youth in Los Angeles, Robert Sainz, City of Los Angeles, Operations Economic and Workforce Development CONFIRMED 10/28 am
In 2012, Los Angeles Unified School District and the City of Los Angeles Economic and Workforce Development Department implemented a new systematic partnership approach, with the goal of reengaging the city’s 100,000 out of school youth. The YouthSource System utilized a number of promising practices including LAUSD Pupil Service and Attendance counselors to review students' academic history and develop a referral and re-enrollment plan; co-locating educational assessment and referral with workforce supports and training, and in some cases with alternative schools; and piloting co-location of education assessment and referral at city-run FamilySource centers designed to connect families to wrap around benefits and supports. Los Angeles has been thoughtfully collecting data and following student outcomes. Learn what they’ve learned in their 5 years of operation.
4. Creating a Family Culture in an Alternative School Setting. Tessa Nicholas, Deputy Director, Civic Corps; Natasha Vinakor, Lead Case Counselor, LCSW; Tramischa Cole, Corpsmember Intern & Graduate.
Learn about Civicorps’ continuous improvement since its inception in 1983. Through open dialogue with the young adults they serve, their focus now includes robust support services, enhanced academic content relevancy, and all staff training in Trauma Informed Care and implementation of Restorative Justice. A current Walter S. Johnson funded 3-year study of their work with Foster Youth, has allowed further development of program components with a lens on supporting those impacted by involvement in the foster care system and other reengaged young adults. Ongoing conversation and commitment make all these pieces fit together to build the family dynamic Corpsmembers speak of while maintaining program integrity and accountability.
C. Teaching and Learning Strategies for At-Promise Students
1. Seizing the Moment - Student Centered Learning for At Promise Youth: Bob Rath, Linda Dawson and Tony Simmons RAPSA Board Members Bob Rath, Linda Dawson, and Tony Simmons presented their study, "Seizing the Moment" at a Congressional Briefing in Washington DC on May 3rd, 2016. Join them to hear about how student centered learning is a powerful tool for serving at promise students hear about what you can do in your State to advocate for policies that will expand the success of competency based learning. Find a copy of the report here.
2. Early Warning Systems and Alt Accountability Carla Gay 3. Values and Decisions: A Blended Learning Approach - Janice Delagrammatikas, Come Back Kids Principal; Theresa Swickla, Come Back Kids Principal, and Dr. Debra Sacks, Educational Consultant.
Faced with the urgent need to address the social emotional learning (SEL) needs of our students, Come Back Kids (CBK) has developed a unique comprehensive strategy for addressing those concerns served in an independent study setting. CBK is a dropout recovery and prevention charter school operated by the Riverside County Office of Education. Over 90% of our students are between the ages of 18 and 24 and virtually all have experienced multiple educational, social, and emotional challenges that have affected their educational success. Our goal was to provide a an intervention that would improve retention and graduation rates as well as develop social capital with adult students and staff. The development of the Values and Decisions Course in the on-line learning platform, blended learning model was the result. Values and Decisions is a two-semester elective course comprised of ten online learning modules. It is a school-wide intervention funded in our LCAP addressing State Priorities: Student Engagement, School Climate, and other Student Outcomes. Our staff is evaluating the effects of student growth from pre/post surveys and comparing student attendance rates, retention rates, and enrollment in advanced courses by students who have completed the Values and Decisions on-line SEL course.
4. Personalizing Instruction for At-Promise Students, Jan Bryan, Renaissance SIATech continues to lead the way in changing the conversation about schooling from assessment for the purposes of sorting students to assessment for purposes of personalizing instruction; from assessments that lead students to proficiency toward standardized benchmarks to skillfully using assessment data to guide students to drive their learning. In this session, we apply the groundbreaking work of Todd Rose and his book, The End of Average, to our determination to personalize learning. We begin with a new way to explore data—finding the jagged edges of talent within each learner’s data. Next we look Rose’s claim that traits are a myth. In doing so, we look at David Shenk’s book The Genius in All of Us. Shenk takes personalized learning to the molecular level; shattering what we think we know about nature, nurture, and learning. Finally, we look at how learning progressions coming into play at the end of average, where each learner walks a road less traveled.
D. Serving the Whole Student 1. Deeper Learning – Tony Simmons 2. What Should Legislators Spend for Effective Dropout Recovery Programs? Russ Rumberger? 3. Social Emotional Wellness for Educators-- How it Takes a Whole Adult to Serve the Whole Child – Joelle Hood
Our own Social Emotional Wellness is the best prevention/intervention tool that we can offer our students and colleagues, yet stress among teachers is on the rise. Over half of teachers in the United States, report severe stress in the workplace. Research shows that this stress often leads to high absenteeism and turnover, and lowered efficacy in the classroom and longevity in the profession. In this highly engaging workshop, the facilitator will explain the latest research on the neuroscience supporting Social Emotional Wellness and Mindfulness for educators, and take participants on an experiential journey to see how awakening their own attention and self-reflection will enhance their ability to create positive change within themselves, influence positive change on their school/district climate and culture, and enhance their ability to serve the whole child needs of each student.
4. Training for Trauma Informed Systems - Amy Lansing, Ph.D, UC San Diego
A range of stressful situations impact our students’ school readiness and academic functioning (e.g., homelessness, parental incarceration, teen pregnancy, truancy). Data from education systems and government commissions illustrate that insufficient support for Principals; professional development for all staff; and rewards for skills are core issues underlying professional attrition, with students’ stress-related needs and behaviors posing challenges to the resources available to education systems. Trauma Informed Systems have the potential to address many of these student, teacher and staff needs but may also be perceived as burdensome or met with resistance. This presentation will address: 1) the key elements required to develop and maintain a Trauma Informed System; 2) why “soft skills” matter as much for educators as students; and 3) what types of knowledge transfer are most beneficial for professional development. There will be time for small group brainstorming on key challenges identified by the audience as facing Alternative Education providers.
E. Conversation Sessions 1. An Interactive Dialogue About Meaningful Metrics for Schools Serving At Promise Youth –Leonard Paul, Vice President, AdvancED Pacific USA Join the conversation with AdvancED, an international school improvement and accreditation organization, in an interactive session on the needs of schools serving critically at risk students and how such organizations can support schools serving at promise students. AdvancED provides a range of services and programs for school improvement leading toward increased student engagement. Share your perspective on how service providers can support schools and teachers who work directly with programs for critically at risk students.
2. Orchestrating a Continuum of Partnership Voices so ALL Students Succeed Amy Schlessman, Ph.D., Research, Development, Innovation, Rose Management Group; Kathleen Chronister, National Alternative Education Association
Engagement to re-engagement is a continuum from dropout prevention to dropout recovery. From sound bites to sticky stories, learn to advocate by sharing student successes and accountability data that leads to effective policy and equitable funding. Join us as we share the National Alternative Education Association’s (NAEA) and RAPSA’s letters to USDoE about the proposed ESSA regulations. “Translations” of research data from previous AAPFs and national legal policy conferences illustrate how to communicate effectively our message to state boards of education, legislators, and other policy makers. Bring your own effective advocacy piece to share during this interactive session.
3. Trauma Informed Systems - School Readiness Considerations, Amy Lansing, Ph.D., UC San Diego Join the conversation about providing sufficient support and professional development for all staff to address trauma among at promise youth. Learn how Trauma Informed Systems training can address professional attrition and support resources available to education systems.
CLOSING SESSION: Building A Cohesive Voice for Alternative Accountability, Jennifer Brown Lerner, American Youth Policy Forum; Russ Rumberger, California Dropout Research Project; Jennifer DePaoli, Civic Enterprises
