Events & Opportunities

Oregon’s 2016 Reach Higher Summit

Landing Page Reach Higher

Oregon students share reflections on challenges and opportunities related to planning for their future at the Reach Higher Oregon Summit. Thanks to the First Lady’s Reach Higher Initiative and to Americas Promise and their Grad Nation campaign for their partnership in putting on the Summit.

 

Building a Web of Support; Study shows ways to keep students in school and headed for graduation

Seven threats

Gerry Obrian: Seven Threats

The Klamath Promise has been striving to improve student achievement in Klamath County with the goal of 100 percent high school graduation. Key in the Klamath Promise’s mission is the phrase, “we all play a part.”

The part everyone plays can make the difference between a graduate’s success or failure. According to a report released last year from America’s Promise and Grad Nation, the more support a young person has, the more likely he or she is to succeed and graduate from high school.

“Don’t Quit on Me” was published in September 2015. It builds on the 2014 report, “Don’t Call Them Dropouts.” While the previous report focused on why students didn’t complete high school, the 2015 report examines what fellow students, families and communities can do to help students succeed.

“The more sources of support a young person has, the more likely he or she is to stay in school,” is one of the simplest statements of the Don’t Quit on Me’s conclusion. Even one person’s influence can bring a dropout back to the classroom. “This anchoring relationship allows the young person to access available community assets – and to leverage internal strengths. This trusted, stabilizing adult … provides a foundation that allows a young person to consider new possibilities for the future and engage a Web of Support.”

That “Web of Support” is what the study calls friends, adults, school and friends who, together, help students achieve.

“To put it simply,” the report reads, “some young people may be standing in a room that contains all the support they need, but they need someone else to turn on the lights so they can see what’s there and reach for it.”

Adverse Life Experiences

Don’t Quit on Me identifies the “hurdles” to graduation by a more technical term, “adverse life experiences.” These are detrimental things that can happen in a young person’s life, especially between the ages of 14 to 18, that keep him or her from graduating and likely from succeeding later in life.

Common adverse life experiences are: suspension or expulsion; becoming a teen parent; experiencing a major health issue, homelessness or moving many times, often called mobility.

The study listed these findings

n Students who stop going to high school have had twice as many adverse life experiences as students who don’t drop out.

n More than half of students who stop going to high school had five or more adverse life experiences, compared to 20 percent of those who graduated

n For each additional adverse life experience, the chances of not graduating from high school rises by 19 percent.

n Being suspended or expelled more than doubles the odds of dropping out.

Building the web

How to combat these adverse life experiences and detrimental statistics? Relationships, the study says.

This is where the Web of Support comes in.

One Don’t Quit on Me’s key findings states: Social supports from multiple sources buffer the effects of adverse life experiences for most young people. However, those who are facing the greatest adversity need more intensive support than family, school and friends can provide.

It may sound obvious, but the more support from more places better combats those bad experiences earlier in life. The ones that made a difference were people who “cared about me, treated me fairly, showed me how to do things, helped me solve problems, made sure I had what I needed for school,” students told Don’t Quit on Me.

“The young people we interviewed and surveyed showed us that the strength, number and nature of relationships in their lives are important factors that influence their engagement with school,” the report reads. “What we learned, in part, is that small interventions can make a big difference for most youth. You don’t need to be everyone to be someone for a young person.”

Building a Web of Support; Study shows ways to keep students in school and headed for graduation

Seven threats

Gerry Obrian: Seven Threats

The Klamath Promise has been striving to improve student achievement in Klamath County with the goal of 100 percent high school graduation. Key in the Klamath Promise’s mission is the phrase, “we all play a part.”

The part everyone plays can make the difference between a graduate’s success or failure. According to a report released last year from America’s Promise and Grad Nation, the more support a young person has, the more likely he or she is to succeed and graduate from high school.

“Don’t Quit on Me” was published in September 2015. It builds on the 2014 report, “Don’t Call Them Dropouts.” While the previous report focused on why students didn’t complete high school, the 2015 report examines what fellow students, families and communities can do to help students succeed.

“The more sources of support a young person has, the more likely he or she is to stay in school,” is one of the simplest statements of the Don’t Quit on Me’s conclusion. Even one person’s influence can bring a dropout back to the classroom. “This anchoring relationship allows the young person to access available community assets – and to leverage internal strengths. This trusted, stabilizing adult … provides a foundation that allows a young person to consider new possibilities for the future and engage a Web of Support.”

That “Web of Support” is what the study calls friends, adults, school and friends who, together, help students achieve.

“To put it simply,” the report reads, “some young people may be standing in a room that contains all the support they need, but they need someone else to turn on the lights so they can see what’s there and reach for it.”

Adverse Life Experiences

Don’t Quit on Me identifies the “hurdles” to graduation by a more technical term, “adverse life experiences.” These are detrimental things that can happen in a young person’s life, especially between the ages of 14 to 18, that keep him or her from graduating and likely from succeeding later in life.

Common adverse life experiences are: suspension or expulsion; becoming a teen parent; experiencing a major health issue, homelessness or moving many times, often called mobility.

The study listed these findings

n Students who stop going to high school have had twice as many adverse life experiences as students who don’t drop out.

n More than half of students who stop going to high school had five or more adverse life experiences, compared to 20 percent of those who graduated

n For each additional adverse life experience, the chances of not graduating from high school rises by 19 percent.

n Being suspended or expelled more than doubles the odds of dropping out.

Building the web

How to combat these adverse life experiences and detrimental statistics? Relationships, the study says.

This is where the Web of Support comes in.

One Don’t Quit on Me’s key findings states: Social supports from multiple sources buffer the effects of adverse life experiences for most young people. However, those who are facing the greatest adversity need more intensive support than family, school and friends can provide.

It may sound obvious, but the more support from more places better combats those bad experiences earlier in life. The ones that made a difference were people who “cared about me, treated me fairly, showed me how to do things, helped me solve problems, made sure I had what I needed for school,” students told Don’t Quit on Me.

“The young people we interviewed and surveyed showed us that the strength, number and nature of relationships in their lives are important factors that influence their engagement with school,” the report reads. “What we learned, in part, is that small interventions can make a big difference for most youth. You don’t need to be everyone to be someone for a young person.”

Oregon’s 2016 Reach Higher Summit

Landing Page Reach Higher

Oregon students share reflections on challenges and opportunities related to planning for their future at the Reach Higher Oregon Summit. Thanks to the First Lady’s Reach Higher Initiative and to Americas Promise and their Grad Nation campaign for their partnership in putting on the Summit.

 

You are Invited: Statewide Town Halls on Education

You are Invited: Statewide Town Halls on Education

Beginning March 31st, our partner agency, the Oregon Department of Education will be hosting one of eleven community forums across the state to Reimagine Education in Oregon. 

 The conversations are designed to help the State receive community input to develop a framework for a State Plan required by the Every Child Succeeds Act (ESSA).  ESSA was passed by Congress earlier this year and replaces No Child Left Behind (NCLB). The legislation affords states greater flexibility to locally define improvement, accountability, and assessment systems for K-12 schools.

 As they begin to craft a plan, the Department wants to hear from students, families, educators and community leaders about what they value most within a system of education.

For more information about upcoming Town Halls, click here.

To learn more about ESSA click here

You are Invited: Statewide Town Halls on Education

You are Invited: Statewide Town Halls on Education

Beginning March 31st, our partner agency, the Oregon Department of Education will be hosting one of eleven community forums across the state to Reimagine Education in Oregon. 

 The conversations are designed to help the State receive community input to develop a framework for a State Plan required by the Every Child Succeeds Act (ESSA).  ESSA was passed by Congress earlier this year and replaces No Child Left Behind (NCLB). The legislation affords states greater flexibility to locally define improvement, accountability, and assessment systems for K-12 schools.

 As they begin to craft a plan, the Department wants to hear from students, families, educators and community leaders about what they value most within a system of education.

For more information about upcoming Town Halls, click here.

To learn more about ESSA click here

High Desert starts model to promote innovation

High Desert starts model to promote innovation

By Abby Spegman / The Bulletin / Published Mar 4, 2016

Like all startup stories, this one begins with an idea.

Jennifer Faircloth is an occupational therapist with High Desert Education Service District. She works with children 5 and younger with disabilities or developmental delays to help them get ready for school, either one-on-one in their homes or at their preschools.

“The stress levels for parents with kids with special needs are much higher,” Fairchild said. She wondered: What if there was a class for parents to help manage their stress and learn strategies to work through frustrations and help their children? If the parent felt more supported, wouldn’t that benefit the child?

“The stress levels for parents with kids with special needs are much higher,” Fairchild said. She wondered: What if there was a class for parents to help manage their stress and learn strategies to work through frustrations and help their children? If the parent felt more supported, wouldn’t that benefit the child?

Faircloth is one of the first to participate in i4 — for Ignite, Investigate, Innovate, Incubate — a new process at High Desert where staff members can pitch ideas and compete for funding.

It’s the show “Shark Tank,” but for educational purposes.

“These educators are learning about what it means to be entrepreneurial, to see a problem and solve it,” said Anna Higgins, director of High Desert’s new innovation department that launched last year. “What does the private sector already know about this type of work … and what can we learn that we can bridge back to education?”

High Desert is a publicly funded agency that provides various services to Central Oregon school districts, from legal and financial advice to special education and career and technical education support.

Participants in i4 get help refining their ideas at workshops with local entrepreneurs before pitching to a five-person panel, including High Desert leaders and people from the private sector. At the end of a workshop in January, a large whiteboard behind the conference table was covered with notes and tips and takeaways: “what’s the ask,” “too broad?” “make it feel black + white” and “how much??”

Read complete article

High Desert starts model to promote innovation

High Desert starts model to promote innovation

By Abby Spegman / The Bulletin / Published Mar 4, 2016

Like all startup stories, this one begins with an idea.

Jennifer Faircloth is an occupational therapist with High Desert Education Service District. She works with children 5 and younger with disabilities or developmental delays to help them get ready for school, either one-on-one in their homes or at their preschools.

“The stress levels for parents with kids with special needs are much higher,” Fairchild said. She wondered: What if there was a class for parents to help manage their stress and learn strategies to work through frustrations and help their children? If the parent felt more supported, wouldn’t that benefit the child?

“The stress levels for parents with kids with special needs are much higher,” Fairchild said. She wondered: What if there was a class for parents to help manage their stress and learn strategies to work through frustrations and help their children? If the parent felt more supported, wouldn’t that benefit the child?

Faircloth is one of the first to participate in i4 — for Ignite, Investigate, Innovate, Incubate — a new process at High Desert where staff members can pitch ideas and compete for funding.

It’s the show “Shark Tank,” but for educational purposes.

“These educators are learning about what it means to be entrepreneurial, to see a problem and solve it,” said Anna Higgins, director of High Desert’s new innovation department that launched last year. “What does the private sector already know about this type of work … and what can we learn that we can bridge back to education?”

High Desert is a publicly funded agency that provides various services to Central Oregon school districts, from legal and financial advice to special education and career and technical education support.

Participants in i4 get help refining their ideas at workshops with local entrepreneurs before pitching to a five-person panel, including High Desert leaders and people from the private sector. At the end of a workshop in January, a large whiteboard behind the conference table was covered with notes and tips and takeaways: “what’s the ask,” “too broad?” “make it feel black + white” and “how much??”

Read complete article

Invitation to participate in Education Focus Groups

Invitation to participate in Education Focus Groups

CoActive Connections is launching the Poverty Education for Oregonians Project.

We are working to develop specific curriculum modules for educators as an important piece of this project. We are currently seeking education professionals, administrators and teachers from across Oregon to participate in online focus groups, March 10, 2016, and March 15, 2016, from 3:30 to 5:00 pm for each. By sharing your thoughts, experiences and opinions you will inform and expand our education focused curriculum on poverty awareness and improve outcomes statewide.

The text based online discussion will be with approximately a dozen other participants and moderated by a professional researcher. Your identity and participation will be anonymous.

To inform the curriculum, we are looking for a wide and diverse representation of the education experience across Oregon. If you are interested in participating, a survey will be sent to you once we receive your contact information submitted on this form.

Selected participants will receive another email from CoActive Connections within the week with additional instructions. You will be invited to participate in a 90-minute online discussion, for which you will receive $75.00 for your valuable time and opinions.

Fill out and submit application HERE

Invitation to participate in Education Focus Groups

Invitation to participate in Education Focus Groups

CoActive Connections is launching the Poverty Education for Oregonians Project.

We are working to develop specific curriculum modules for educators as an important piece of this project. We are currently seeking education professionals, administrators and teachers from across Oregon to participate in online focus groups, March 10, 2016, and March 15, 2016, from 3:30 to 5:00 pm for each. By sharing your thoughts, experiences and opinions you will inform and expand our education focused curriculum on poverty awareness and improve outcomes statewide.

The text based online discussion will be with approximately a dozen other participants and moderated by a professional researcher. Your identity and participation will be anonymous.

To inform the curriculum, we are looking for a wide and diverse representation of the education experience across Oregon. If you are interested in participating, a survey will be sent to you once we receive your contact information submitted on this form.

Selected participants will receive another email from CoActive Connections within the week with additional instructions. You will be invited to participate in a 90-minute online discussion, for which you will receive $75.00 for your valuable time and opinions.

Fill out and submit application HERE