graduate tacoma! 2015 impact report: cradle to career

Building and strengthening Tacoma’s community-wide movement to help every student achieve success from cradle to college and career.

2015 Impact Report: Cradle to Career

By the Class of 2020, WE WILL increase by 50% both the graduation rate of Tacoma Public Schools

students and those who complete a college degree or technical certificate.

Success will require measuring and closing gaps in access,

opportunities and achievement for all students

from cradle to college and career.

1

Community-Built GoalCradle to College and Career

Our focus is to help EVERY CHILD achieve success—from cradle, to college and career.

Class of 2020—these are the faces behind our shared community-built goal.

Bold. Ambitious. Measurable. In 2010, Tacoma launched a community-wide movement to improve the future of every child, from cradle to college and career, by increasing graduation rates for high school and college. That same year, just 58% of students completed high school within the extended graduation time frame of five years, as measured by the State of Washington.

Alarms sounded throughout the community. The urgency was clear. Over the next two years, hundreds of stakeholders came together—parents and educators, business and labor, youth and community service, neighborhoods and local government, early learning and higher education, civic and philanthropy, and communities of faith. In 2012, a bold Tacoma-built goal was forged.

Over and over, Tacomans spoke of the potential in every child. A vision of shared responsibility for student success. That is how the Graduate Tacoma! movement was born. Our focus is to help every child achieve success—from cradle, to college and career.

More than two-thirds of the experiences and learning opportunities that shape a child’s life occur outside the classroom. Graduate Tacoma! is taking a community-wide approach to ensure that

children have access and opportunities for quality learning. Together, we must collaborate and align resources to effectively achieve our SHARED COMMUNITY-BUILT GOAL:

By the class of 2020, WE WILL increase by 50% both the graduation rate of Tacoma Public Schools students and those who complete a college degree or technical certificate. Success will require measuring and closing gaps in access, opportunities and achievement for all students from cradle to college and career.

2

Committing to our Shared GoalTo help EVERY CHILD reach his or her full potential, regardless of income or background, we must look at development and education comprehensively. It’s not enough to simply focus on what happens from kindergarten to high school graduation. Learning begins in the cradle, spans K-12, and continues on to college and career. As a community, we need to support students when and where they need us throughout their development.

Using Data to Inform Better DecisionsWith more than 150 community partners, parents, and education stakeholders we chose eleven student indicators to measure progress from early childhood developmental screening through graduation from college or technical school. Stakeholders also adopted six community indicators to assess how well we are ALL supporting student success.

Collaborating and Aligning TogetherWe rely on our schools to prepare our children with core academic competencies, but helping every child achieve his or her full potential extends well beyond the school day. Programs and services for young people have served our community for generations. What is different is how the organizations providing youth services are working together, in an effort to achieve a greater collective impact in reaching our community-adopted measures. Graduate Tacoma! has three networks of community organizations actively working to improve student achievement by focusing on: Early Learning & Reading; Out-of-School & Summer Learning; and Going to College.

The synergistic success that ensues when organizations abandon a silo mentality and align their resources to achieve more powerful results is what we call our Collective Impact. This is the driving strategy behind the Graduate Tacoma! movement.

Collective Community ImpactCradle to College and Career

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TABLE OF CONTENTS

EARLY LEARNINGDevelopmental Screening .......................................................10Participation in Quality Preschool ............................................ 11

ELEMENTARY SCHOOLReady for Kindergarten ...........................................................12Third Grade Reading ...............................................................13

MIDDLE SCHOOLSixth Grade Achievement ........................................................14Eighth Grade Algebra ..............................................................15

HIGH SCHOOLNinth Grade Achievement ........................................................16College Entry Exams ...............................................................17High School Graduation ..........................................................18

COLLEGE AND TECHNICAL SCHOOLCollege Enrollment ..................................................................20Degree or Certificate ...............................................................21

STUDENT INDICATORS COMMUNITY INDICATORS

COLLABORATIVE ACTION NETWORK

COMMUNITY PARTNERS

Parent & Family Engagement ..................................................22Social–Emotional Support .......................................................23Safe & Healthy Environment ...................................................23High Expectations ....................................................................24Out-of-School & Summer Learning .........................................25Attendance ..............................................................................26

Early Learning & Reading ........................................................28Out-of-School & Summer Learning .........................................30Going to College ......................................................................32

Community Partners ................................................................34

Building and strenthening Tacoma’s community-wide movement to help every student achieve success from cradle to college and career.

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Hundreds of community members are actively engaged in the Graduate Tacoma! movement.

It all adds up. Total lifetime earnings with a high school diploma are $1.2 million compared to $2.1 million with a college degree.

Annual earnings will be 39% HIGHER with a college degree and DOUBLE with a Master’s degree compared to those who finish their education at high school.

Higher Education Boosts Prosperity. Preparing children for high school graduation and college or technical school affords them the knowledge and skills to succeed in the workplace. This boosts the quality of life and the economic vitality we all desire for our great city.

21st Century Jobs. Washington is among the top five states in the country demanding a highly educated workforce. By 2018, it’s predicted more than two-thirds of all jobs in Washington State will require some college or post-secondary education. Currently, our state is importing college-educated workers, but through this community approach, our youth will complete the necessary education to fill these jobs themselves.

Helping Every Child—Cradle to College & CareerEvery child is unique and will have different developmental and learning needs to reach his or her full potential. It takes all of us working together to see that our children develop successfully through each stage of life and are prepared for success in their career pursuits.

Learning starts early. Every child’s fundamental development and learning potential begin long before he or she ever sets foot in a classroom.

More than two-thirds of a student’s life is spent outside the classroom. Opportunities for personal development and access to learning during this time play an essential role in his or her capacity to absorb and retain what is taught in school.

The more you learn, the more you earn. Facts are facts. Two-thirds of all future jobs will require a college education.

Community-Wide Approach

Data Source: National Census Bureau of Labor & Statistics

The More You Learn, the More You EarnNATIONAL AVERAGE

INCOME BY LEVEL OF EDUCATION

BA

CH

ELO

R’S

D

EGR

EE

$6

0,95

4

$41,

226

ASS

OC

IATE

S O

R

TEC

HN

ICA

L D

EGR

EE

$38,

676

SOM

E C

OLL

EGE

OR

TE

CH

NIC

AL

SCH

OO

L

$33,

618

HIG

H S

CH

OO

L G

RA

DU

ATE

$21,

491

LESS

TH

AN

H

IGH

SC

HO

OL

70%

60%

50%

40%

30%

20%

10%

0%

5

Transparent and Community-WideTogether with parents, community and education stakeholders, Tacoma adopted a set of common measures tied to student success. These were established to help measure and close gaps in access, opportunities and achievement throughout a child’s life—from cradle, to college and career.

To help track how our children are progressing, Tacoma Public Schools is aligned with the Graduate Tacoma! movement in providing data, so the entire community can measure progress of these student indicators.

Stakeholders are also exploring how to collect uniform data about student learning and development outside the classroom. Analyzing student data enables parents and educators, business and labor, youth and community service, neighborhoods and local government, early learning and higher education, civic and philanthropy, and communities of faith to understand how to focus programs and services in ways that contribute to student achievement.

It will take sustained commitment and hard work to achieve our community-wide goals for high school and post-secondary graduation rates by 2020.

Power of Partnership: More than 150 Strong and GrowingTogether with an ever-increasing number of Community Partners (see page 34), Graduate Tacoma! is aligned with Tacoma Public Schools to increase student achievement. This diverse group of partners understands that the Graduate Tacoma! goals and strategies for successful education begin long before a student steps into a classroom.

Strategically aligning support systems to wrap around the moments our children spend in school will be essential to achieving our high school graduation and post-secondary completion goals.

Informed Decision-Making and Collective Action

More than 700 community members attended Graduate Tacoma’s Back-to-School event.

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By the Numbers29,288STUDENTS

Poverty On the Rise

Poverty Level

2013-14 63%Poverty Level 200246%

Special Education

Participation 2014

Tacoma

State

The majority (55%) of Tacoma’s students identify as students of color, a contrast from 2002 when 56% of Tacoma’s students identified as white.

Changing DemographicsEthnic background of Tacoma students

56%

WHITE45%

WHITE 63%

46%

Students that qualify for free and reduced lunch District Poverty Higher Than State Average

In some schools, as high as 97% of the student body receives meal assistance.

Of the District’s 57 schools, 28 are significantly affected by poverty and receive additional federal funding.

English Language Learners (ELL)Over 9% of students district-wide are currently transitioning from their native language to English.

Across schools this ranges from a low of 1% of students to high of 40%.

Special Education Hola! Hello!

42% of color

58% white

2002 2014

2014–Statewide

14%

55%44%

OF COLOR

OF COLOR

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The rich diversity of Tacoma is reflected in the 55% majority of students of color and 45% white. This contrasts with 42% students of color and 58% white statewide. Tacoma Public Schools, the third largest in Washington, serves more than 29,000 children from kindergarten through twelfth grade. Nearly two-thirds of students in the district are impacted by poverty with more than 63% who qualify for free and reduced lunch. It’s difficult for kids to focus on academics when they are homeless or hungry.

Every Student. Every Day.Academic AccelerationResearch shows students who are challenged and provided academic support successfully complete high school better prepared for college and careers. A year ago, the Tacoma School Board adopted an innovative new policy to automatically enroll high school students in more rigorous Advanced Placement, International Baccalaureate or College-in-the-high-school classes, if they have proven successful in a lower class or get a qualifying score on a standardized test.

Thanks to training and hard work by teachers, students jumped from 37% to 57% of high school juniors and seniors taking at least one rigorous advanced class. Several community partners are supporting this effort with tutoring and mentoring.

The District received a $50,000 grant from the Bill & Melinda Gates Foundation to help students succeed in these classes.

Tacoma Whole Child Initiative: New Model for Behavior

In an innovative new approach, the District trained teachers and staff from 27 schools—including bus drivers—how to set school-specific positive behavior expectations and to reinforce them by “catching” kids behaving well.

Although it’s early in the process, preliminary results are encouraging. Everyone in these schools now knows what positive behavior means. They use the same language to describe it, they reward it and they celebrate it. Early results from the first 13 schools indicate teachers have more time to concentrate on teaching and there is a more positive sense of community that inspires kids to be engaged at school. At Mt. Tahoma, tardies plummeted and total discipline has dropped significantly over the past two years.

Instructional Facilitator in Every School High expectations aren’t exclusive to students. Instructional facilitators in each school serve as coaches to improve teaching in each classroom, encourage the use of research-based and collaborative practices, and help teachers tailor instruction to meet the needs of each student.

Research shows that students who are challenged and provided academic support successfully complete high school better prepared for college and careers.

Tacoma Public Schools

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Gains Made in Every Racial DemographicTacoma’s 4-year on-time graduation rate for the Class of 2014 hit a record high since the State of Washington began tracking in 2003. Over the past three years, graduation rates for Tacoma students completing high school within the standard four years have risen 10 percent. What is even more impressive is that these increases have taken place in every Tacoma high school and the rate has gone up across every ethnic demographic. Equally impressive are the gains made among students living in poverty, where an increase in the graduates qualifying for free and reduced lunch has gone up by more than 10 percent. These are encouraging signs. Through focused leadership, relentless dedication by educators, and the collective action of our community, we are making a difference in the lives of Tacoma students.

Every year since 2010 has shown steady progress in the 4-year on-time graduation rate—from 55% in 2010 to 78% in 2014.

Still a Long Way to Our GoalJust as the climb up a mountain grows steeper and steeper near the top, we know the challenges will increase as we get closer to the the District’s 85% goal for 4-year on-time graduation and the community’s 50% increase goal to 87% for 5-year extended graduation.

In the pages and data that follow, you will find stories of inspiration and success, and gain a better understanding of the challenges we must address together in the years ahead.

While we are excited by the steadily increasing percentage of our young people who are graduating from high school and the growing number of those who are going on to pursue higher education each year, we must be relentless in achieving our bold and ambitious community goal by 2020.

2010 2011 2012 2013 2014 2020

55% 62%

68% 70% 78%

85%

2020 GOAL*

4-YEAR ON-TIME HIGH SCHOOL GRADUATION RATES RISING STEADILY

Steady ProgressRecord Graduation Rates

*4-Year On-Time Goal set by Tacoma School Board

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Our 2014 high school graduation rates were

TACOMA’S HIGHEST since the State of Washington

began tracking more than a decade ago.

Developmental ScreeningYoung children have the best chance to catch up and enter school on par with their peers when we identify learning and physical delays early and provide the right support. Every child should be screened for vision, hearing, physical, cognitive, and emotional development before they enter kindergarten. To proactively ensure they are on track by kindergarten, screening should occur before age three so they can benefit from referrals to helpful developmental services.

DID YOU KNOW ? Tacoma Public Schools offers pre-school at 31 of its 35 elementary schools. In addition to Head Start, ECAEP, Title 1, Special Education and Montessori, the District offers a bilingual pre-school. In January 2015, TPS opened Willard Learning Center—the first of three planned hubs offering early learning resources.

A child’s capacity to learn is influenced by many factors.

Long before a child takes part in organized education, parents,

family and friends play a vital role helping to develop the key building blocks

that lay the foundation for learning.

A leading local practice, Pediatrics Northwest, P.S., screens all patients during their 9-, 18- and 24- month checkups using the nationally recommended Ages and Stages Questionnaire (ASQ). This standardized screening assesses each child’s development in five important areas: communication, gross motor, fine motor, personal/social, and problem-solving.

Importantly, this opens up conversations with parents about their child. It provides an opportunity to discuss concerns they may have about development in any of the 5 areas and how best to address them.

All patients are also screened for autism using the Modified Checklist for Autism in Toddlers (M-CHAT) to identify children who would benefit from a more in-depth appraisal. Well-child exams in the first years of life are ideal for the detection of problems with a child’s development.

EARLY LEARNING

AIMING HIGHER: Increase the number of children screened by age three. Increase the number of children screened by age five.

Building a Strong Foundation for LearningEarly Screening

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DEVELOPMENTAL SCREENING

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Early screening helps detect and address vision, hearing or developmental impairments that can affect a child’s ability to learn.

change photo? Vision?

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Quality Preschool Research shows that preschool gives kids a chance to develop key social, emotional and academic skills that prepare them for kindergarten. Quality preschool experiences —whether located in schools or the community—can help get kids ready for kindergarten and have a lasting impact on success in school and life.

* 2014 Data Source: Tacoma Public Schools and Child Care Aware

EARLY LEARNING QUALITY PRESCHOOL

Enrolled in TPS PreschoolRacial groups of less than 10 not included

ENROLLED IN QUALITY PRESCHOOLSRACE AND ETHNICITY*

227

MU

LTI-R

AC

IAL

139

228

406

477500

400

300

200

100

0

ASI

AN

/ PA

CIF

IC IS

LAN

DER

BLA

CK

HIS

PAN

IC

WH

ITE

1263 01485 73Baseline 2010-11 Baseline 20122013-14 2014

QUALITY PRESCHOOL

AIMING HIGHER: Increase the number of children attending Tacoma Public Schools or community child-care/preschools that meet quality standards.

Number of children enrolled in TPS preschool (includes Head Start, ECAEP, Title 1, Special Ed and Montessori)

Number of community child care providers enrolled in the state’s quality training program

(Early Achievers’ Quality Training began July, 2012)

CHILDREN ENROLLED IN QUALITY PRESCHOOL PROVIDERS IN QUALITY TRAINING

QUALITY PRESCHOOL PROVIDERS IN QUALITY

TRAINING*40

30

20

10

0

38% 38%

29%

PROGRAM LAUNCHED

IN 2012

2013 2014

ENROLLED IN QUALITY PRESCHOOLS

IMPACTED BY POVERTY*

1115

POVE

RTY

†

1200

900

600

300

0

370

NO

N-

POVE

RTY

†Students on free and reduced lunchEnrolled in TPS Preschool

Quality childcare helps children develop individual and interactive skills that prepare them for kindergarten.

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DID YOU KNOW ? All 720 elementary classes have a Library. Last school year, every elementary classroom got its own library with about 800 books in each. Teachers were trained how to help students select “just right” books for their reading level to help instill a love of reading and equip students with critical reading skills.

Hope is living proof, it’s never too early to develop

a child’s love for reading. Each day after preschool, the

vivacious 4-year-old rushes to meet her “Mema,” Eugenia, in the

school library.

Eugenia said her granddaughter didn’t use to enjoy having stories read to her and would refuse to sit still to listen. “Now,” Eugenia told us with a smile, “Hope loves picking out stories for us to read together.”

Through Ready! Set, Read-Tacoma!, a partnership between TPS and Communities in Schools Tacoma, any Tacoma parent with a child not yet in school can check out pre-school books at school libraries and participate in a weekly story hour.

“This is really great,” Eugenia told us. “Books are expensive, so it’s nice for her to be able to choose from different stories that she can take home.”

All elementary—and even some middle and high schools—participate in the program, helping make the books accessible throughout the community. In a sampled study, children who participated in Ready! Set, Read-Tacoma! showed more developed skills in all six areas of the WaKIDS (Washington Kindergarten Inventory of Developing Skills) assessment than the district-wide average.

Schools, Families, Community Help Kids Prep for Kindergarten

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Ready for Kindergarten Narrowing the achievement gap begins before kindergarten. While the state only funds half-day kindergarten, TPS provides free all-day kindergarten to ALL students, using local district funds to supplement the state allocation.

Tacoma is one of a handful of districts who assess every child through the Washington Kindergarten Inventory of Developing Skills (WaKIDS). During the first two months of kindergarten, teachers observe each child and note demonstrated characteristics in six areas: • Social-emotional • Physical • Cognitive • Language • Literacy • Math

This assessment helps teachers identify and address each child’s strengths and challenges. It also helps gauge how well all of us are preparing kids to succeed before they arrive for school.

*2014 Data Source: Office of the Superintendent of Public Instruction and Tacoma Public Schools

48% 48%

Baseline 2012-13 2014-15

READY FOR KINDERGARTEN IN ALL DEVELOPMENTAL AREAS

AIMING HIGHER: Increase the percentage of incoming kindergartners who demonstrate the skills typical of a child entering kindergarten in all six areas, as measured through the WaKIDS assessment.

ELEMENTARY SCHOOL

READY FOR KINDERGARTENIN EACH DEVELOPMENTAL AREA*

WaKIDS

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

79% 76% 76% 80% 83%

64%

SOC

IAL

PHYS

ICA

L

LAN

GU

AG

E

CO

GN

ITIV

E

LITE

RA

CY

MA

TH

READY FOR KINDERGARTEN

0% 20% 40% 60% 80% 100%

READY FOR KINDERGARTENIN MULTIPLE DEVELOPMENTAL AREAS*

READY IN 6 of 6DEVELOPMENTAL AREAS

5OF

6

4OF

6

3OF

6

2OF

6

1OF

6

0OF

6

76% READY IN 4 OF 6 DEVELOPMENTAL AREAS

48% 18% 10% 7% 6% 5% 5%

76%

13

Third Grade Reading Reading at grade-level by third grade is a nationally recognized indicator which research shows is fundamental to a child’s future success in all subjects.

Why is this measure so important?

After third grade, instruction becomes much more text-based. Students who are not reading at grade-level are four times less likely to graduate from high school, in part, because they cannot keep up with more rigorous reading required in all classes.

Volunteers help students enjoy and advance in reading.

*2013-14 Data Source: Office of the Superintendent of Public Instruction

62%

MU

LTI-R

AC

IAL

THIRD GRADE READINGAT OR ABOVE GRADE LEVEL

RACE AND ETHNICITY*

74%

49% 54% 49%

61% 71%

80%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

NA

TIVE

AM

ERIC

AN

PAC

IFIC

ISLA

ND

ER

WH

ITE

66% 62%

Baseline 2009-10 2013-14

THIRD GRADE READING AT OR ABOVE GRADE LEVEL

AIMING HIGHER: Increase the percentage of third graders meeting the Washington State standardized test for third grade reading, currently the Measurement of Student Progress (MSP).

ELEMENTARY SCHOOL

THIRD GRADE READINGAT OR ABOVE GRADE LEVEL


56%

POVE

RTY

†

80%

70%

60%

50%

40%

30%

20%

10%

0%

76%

NO

N-P

OVE

RTY

†Students on free and reduced lunch

THIRD GRADE READING

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Sixth Grade AchievementResearch shows students who drop out of high school often start giving up on school in the sixth grade.

The transition into middle school is a challenging one. The sixth grade year—both academically and socially—offers an “early warning” about students who are becoming discouraged and disconnected.

Beating the “Summer Slide”

Most students lose the equivalent of two months of math computation skills

over the summer months. Low-income students, also

lose about two months in reading achievement—while their middle-class

peers make slight gains.

More than half of the achievement gap between lower- and higher-income youth can result from unequal access to summer learning opportunities. The consequences can significantly lower high school and college graduation rates among low-income students. To help overcome this “summer slide,” Peace Community Center and the YMCA aligned resources with Tacoma Public Schools to provide 6-weeks of summer learning that included healthy doses of physical activities between course-work. More than 100 Jason Lee students invested in their own future by actively—and voluntarily—taking part in the Jason Lee Summer Academy.

“The physical activity helps me,” Solé explained. “I just focus more. It’s easier to read, to write, and to calculate math.”

Academy participants reportedly made significant gains in reading and math by summer’s end.

MIDDLE SCHOOLSIXTH GRADE ACHIEVEMENT

86% 88%

Baseline 2009-10 2013-14

SIXTH GRADE ACHIEVEMENTPASSING CLASSES

AIMING HIGHER: Increase the percentage of sixth graders who pass all, or all but one, of their classes.

82%

MU

LTI-R

AC

IAL


RACE AND ETHNICITY*

92%

85% 86%

80% 78%

90%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

NA

TIVE

AM

ERIC

AN

PAC

IFIC

ISLA

ND

ER

WH

ITE

*2014 Data Source: Tacoma Public Schools

DID YOU KNOW ? Electives & after-school clubs are prepping students for competition. More than 50 middle school students pursued electives in Mathematics, Engineering, Science Achievement (MESA) at First Creek. Six teams of classes, and an after-school club are all creating prosthetic arms to compete in the upcoming South Puget Sound MESA Day in March.



84%

POVE

RTY

†

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

97%

NO

N-P

OVE

RTY


14

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Eighth Grade AlgebraAlgebra is one of the first opportunities for students to demonstrate higher level thinking skills needed for advanced classes and college. Students who successfully complete Algebra 1 in eighth grade are able to take more college prep classes, more math and science classes in high school and are more likely to choose to attend college. And, they achieve one of Washington State’s graduation requirements, before they even enter high school.

Successfully completing algebra in eighth grade enables students to take more rigorous math in high school and expand college opportunities.

MIDDLE SCHOOL EIGHTH GRADE ALGEBRA

38% 43%

Baseline 2010-11 2013-14

EIGHTH GRADE ALGEBRAPASSING STATE HIGH SCHOOL EXAM

AIMING HIGHER: Increase the percentage of eighth graders who pass the state’s high school graduation requirement for algebra.


RACE AND ETHNICITY*

24%

MU

LTI-

RA

CIA

L

62%

27% 25%

23%

41%

51%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

NA

TIVE

A

MER

ICA

N

PAC

IFIC

ISLA

ND

ER

WH

ITE

*2014 Data Source: Tacoma Public Schools and the Office of the Superintendent of Public Instruction.

Expecting More

Students in Tacoma Public Schools are challenged to take algebra earlier than in many other school districts. This higher standard underscores the expectations our schools and our community have established for students, along with support and resources to meet this standard. While current algebra test scores for Tacoma’s eighth graders lag behind communities in which students take the course in high school, the District and our community partners are committed to creating a culture of high expectations.Taking algebra in eighth grade not only helps keep students on track for graduation, it helps prepare them to reach their full potential as they pursue a post-secondary education and builds confidence for success in college and career.



31%

POVE

RTY

†

70%

60%

50%

40%

30%

20%

10%

0%

64% N

ON

-PO

VER

TY


SP

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HT

Big Brothers Big SistersOne Student. One Hour. Once a Week.

When Kylee transitioned from middle school to

Stadium High School, a special friend re-entered her life.

One Student. One Hour. Once a Week. A new program piloted through a

partnership between Tacoma Public Schools and Big Brothers Big Sisters of Puget Sound provides mentors for school-identified ninth graders to help ease the often challenging transition between middle and high school.

Kylee and Marcia, who were matched years ago through Big Brothers Big Sisters, were reunited as part of the program at Stadium. The friendship provides more than an opportunity to check in on homework assignments. It’s a time when Kylee shares some of her dreams for the future.

“If I keep my grades up over the next couple of years, I could go to France to study for a quarter,” the exuberant freshman shared. Kylee is focused on keeping her grades up to realize her dream.

“A mentor helps build necessary self-confidence for young students to be successful and reach the goal of high school graduation and preparation for post-secondary training,” said Amy R. Mack, President and CEO of Big Brothers Big Sisters of Puget Sound.

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DID YOU KNOW ? Athletes are also coached as leaders. Through Captain’s Council, 55 student-athletes from more than 20 high school sports took part in leadership training funded in part by the Greater Tacoma Community Foundation. In addition to learning leadership skills, participants helped enhance partnerships between their schools.

HIGH SCHOOLNINTH GRADE ACHIEVEMENT

Ninth Grade AchievementThe transition from middle school to high school can be difficult for many students. Every grade begins to count toward graduation requirements, and hopefully college. Students who fail classes in the ninth grade fall behind in their credits, making it harder to graduate on time with their class. New Common Core Standards are intended to strengthen overall graduation requirements and call for students to earn specific credits each year of high school.

Data shows students who complete ninth grade academically ready to move up to tenth grade are more likely to graduate from high school in four years.

72% 58%

Baseline 2010-11 2013-14

NINTH GRADE ACHIEVEMENTPASSING ALL CLASSES (OR ALL BUT ONE)

AIMING HIGHER: Increase the percentage of ninth graders who pass all, or all but one of their classes.


RACE AND ETHNICITY*

47%

MU

LTI-R

AC

IAL

74%

45% 48%

33%

58% 66%

80%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

PAC

IFIC

ISLA

ND

ER

WH

ITE

NA

TIVE

A

MER

ICA

N

48% PO

VER

TY†

80%

70%

60%

50%

40%

30%

20%

10%

0%

79%

NO

N-P

OVE

RTY




*2014 Data Source: Tacoma Public Schools

Stadium freshmen—Jasmine, Kylee and Sondra—are participating in a

pilot mentorship program.

* Data Note: In this measure, passing grades include: A, B, C, D, Pass, Credit, Satisfactory and Withdrawal Pass.

17

HIGH SCHOOL COLLEGE ENTRY EXAMS

COLLEGE ENTRY EXAMSSAT SCORES BY RACE AND ETHNICITY*

1400

1350

1300

1250

1200

1150

1100

1050

1191

POVE

RTY

†

NO

N-P

OVE

RTY


COLLEGE ENTRY EXAMSSAT SCORES IMPACTED BY POVERTY*

*2014 Data Source: College Board and Tacoma Public Schools

College Entry ExamsPreparing, participating, and scoring well on college entry exams is a key mile marker for getting into college. Beginning in 2013, TPS erased the cost barrier and paid the fees for every senior to take the Scholastic Aptitude Test (SAT), one of the admission tests required by most colleges and universities. The test is given during the school day, eliminating student scheduling or transportation barriers. The District also offers free preliminary SAT (PSAT) testing to help prepare underclassmen for the SAT.

NOTE: National average score was 1,497 in 2014.

COLLEGE ENTRY EXAMS

50% 83%

Baseline 2009-10 2013-14

TAKING SATs

1462 1306Baseline 2009-10 2013-14

SAT SCORES

AIMING HIGHER: Increase the percentage of twelfth graders who take the Scholastic Aptitude Test (SAT); Increase the average score on the SAT.

1380

MU

LTI-R

AC

IAL

1600

1400

1200

1000

800

600

400

200

0

ASI

AN

BLA

CK

HIS

PAN

IC

PAC

IFIC

ISLA

ND

ER

WH

ITE

NA

TIVE

AM

ERIC

AN

1178 1152

13831302

1185 1191 1219

SP

OT

LIG

HT

Every Student. Every Day.

Relentless focus on reaching each and every student is one of the biggest

contributors to the significant increase in graduation

rates last year. Closing the achievement gap remains a

focused effort with encouraging progress. Students impacted by poverty saw an increased graduation rate of over 10 percent. In addition, we saw to increases in every high school and among students from every racial demographic.

18

4-YEAR ON-TIME GRADUATION RATEHIGH SCHOOL GRADUATION

4-Year, On-TimeHigh School Graduation RateSchool Board Adopted GoalIn February, 2013 the Tacoma School Board adopted its own ambitious goal to increase the 4-year on-time graduation rate to 85% by 2020, as measured by the State of Washington. The State of Washington measures every school district the same way. Every student is tracked beginning in the ninth grade, until verified that they have either graduated, transferred, dropped out or continued on in high school beyond 4 years due to a lack of credits needed to graduate.

55% 78%

Baseline Class of 2010 Class of 2014

HIGH SCHOOL GRADUATION4-YEAR ON-TIME

HIGH SCHOOL GRADUATION RATE

AIMING HIGHER: The Tacoma School Board adopted goal is to achieve a 4-year on-time graduation rate of 85% by 2020.

4-YEAR, ON-TIME HIGH SCHOOL GRADUATION RATE

CHANGE FROM 2012-14 IMPACTED BY POVERTY*


12%

POVE

RTY

†

12.0%

11.0%

10%

9.0%

NO

N-

POVE

RTY


10%

*2014 Data Source: Office of the Superintendent of Public Instruction


CHANGE FROM 2012-14RACE AND ETHNICITY*

25%

20%

15%

10%

5%

0%

-5%

14% 14%

20%

17%

9%

-2%

8%

MU

LTI-R

AC

IAL

ASI

AN

BLA

CK

HIS

PAN

IC

PAC

IFIC

ISLA

ND

ER

NA

TIVE

AM

ERIC

AN

WH

ITE70%

78% 85%

55% 62%

68%

100%

90%

80%

70%

60%

50%2010 2011 2012 2013 2014

2020

GO

AL

More than Another Statistic

When her senior year rolled around Jaclyn felt overwhelmed by life. On top of general struggles, she learned she was not going to have enough credits to walk with her class. She gave up on her education and moved to Seattle. At age 20, she realized she wanted more from life and returned to Tacoma. She enrolled in TPS’s Oakland High

School where she completed her education and earned her diploma in 2014. Jaclyn is one of the many inspirational faces and stories behind the data in this report.

SP

OT

LIG

HT

5-YEAR EXTENDED GRADUATION RATE HIGH SCHOOL GRADUATION

5-Year, Extended High School Graduation Rate Community-Wide Adopted GoalThe high school diploma matters regardless of how long it takes. It is required to go on to college. We support all students, even if it takes a fifth year to earn the credits for graduation. That’s why, in 2012, the community adopted its goal to increase the 5-year extended graduation rate by 50%—from 58% in 2010 to 87% by 2020. The rate tracks students beginning in the ninth grade and includes both 4-year on-time and 5-year extended high school graduates. The rate is calculated consistently—apples to apples—across all school districts by the State of Washington.

*2014 Data Source: Office of the Superintendent of Public Instruction

58% 77%

Baseline Class of 2010 Class of 2013

HIGH SCHOOL GRADUATION5-YEAR EXTENDED

HIGH SCHOOL GRADUATION RATE

AIMING HIGHER: Increase the 5-year extended high school graduation rate by 50%—to 87% by 2020.

19

5-YEAR, EXTENDED HIGH SCHOOL GRADUATION RATE


CLASS OF 2013IMPACTED BY POVERTY*

70% PO

VER

TY†

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

89%

NO

N-P

OVE

RTY



CLASS OF 2013 RACE AND ETHNICITY*

41%

MU

LTI-R

AC

IAL

84%

75%

68% 68%

63%

81%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

NA

TIVE

AM

ERIC

AN

PAC

IFIC

ISLA

ND

ER

WH

ITE

77%

87%

58% 67% 69%

100%

90%

80%

70%

60%

50%2010 2011 2012 2013

2020

GO

AL

SP

OT

LIG

HT

20

COLLEGE AND TECHNICAL SCHOOLSCOLLEGE ENROLLMENT

College EnrollmentToday’s high school graduate earns an average of 30% more than students who drop out. Graduates who go on to earn a college degree, on average, earn more than twice as much as their peers who don’t complete high school.

When students continue to post-secondary education soon after high school, odds are they will be more successful. And the sooner they get started in college or technical school, the sooner they will graduate and be prepared for a good job.

COLLEGE ENROLLMENT4-YEAR, 2-YEAR OR TECHNICAL

59% 60%

Baseline Class of 2010 Class of 2012 Class of 2012

TPS GRADUATES WHO ENROLL IN A 4- OR 2-YEAR COLLEGE THE YEAR AFTER GRADUATION

STUDENTS IN THE ENTIRE CLASS WHO ENROLL IN A 4- OR 2-YEAR COLLEGE THE YEAR AFTER GRADUATION

Baseline Class of 2010

AIMING HIGHER: Increase the percentage of TPS graduates who gain college admission, documented by the TPS process for showing a verified letter of acceptance to their next institution. Increase the percentage of TPS graduates who enroll in two- or four- year colleges, apprenticeship programs, or technical certification courses within one year of graduation.

33% 41%

This fall, University of Puget Sound made its

hometown commitment clear by offering to meet the

full financial needs of Tacoma Public School students who gain

admission. Until more recently, the Univeristy of Puget Sound’s academic excellence and small-school environment have been out-of-reach for many Tacoma students, but this bold partnership changes the game.

Pacific Lutheran University also has a history of providing generous scholarship support to Tacoma students, and University of Washington Tacoma is also targeting scholarships locally.

Photo credit: ©University of Puget Sound, by Ross Mulhausen

Rare Scholarship Opportunity for Qualifying TPS Grads

*Class of 2012 Data Source: Educational Research and Data Center, Office of Financial Management

20% SOTA high school seniors proudly display their Graduate Tacoma! college application packets.

COLLEGE ENROLLMENTIMPACTED BY POVERTY*

53%

POVE

RTY

†

70%

60%

50%

40%

30%

20%

10%

0%

66%

NO

N-P

OVE

RTY


COLLEGE ENROLLMENTRACE AND ETHNICITY*

60%

MU

LTI-R

AC

IAL

75%

60%

48%

43%

62%

80%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

/ PA

CIF

IC IS

LAN

DER

BLA

CK

HIS

PAN

IC

WH

ITE

NA

TIVE

A

MER

ICA

N

(Percentage includes only HS graduates) (Percentage includes class of students since ninth grade)

SP

OT

LIG

HT

21

COLLEGE AND TECHNICAL SCHOOLS DEGREE OR CERTIFICATE

Degree or CertificateAcceptance to college is a big accomplishment, but completing can be a bigger challenge for some students, particularly in a community where many are first in their family to attend college. According to most recent U.S. Census data, just 25% of Tacomans have a Bachelor’s degree, compared to 31% statewide. By 2018, two-thirds of all jobs in Washington State will require a degree or career credential. More important still, completing a college or technical degree is closely linked to income level.

31% 37%

Class of 2008

DEGREE OR CERTIFICATE4-YEAR, 2-YEAR OR TECHNICAL

AIMING HIGHER: Increase the percentage of TPS high school graduates who complete a 2- or 4-year college degree, technical certificate or apprenticeship within six years of high school graduation.

Baseline Class of 2005

*Data Source: Educational Research and Data Center, Office of Financial Management

DEGREE OR CERTIFICATE4-YEAR, 2-YEAR OR TECHNICAL

RACE AND ETHNICITY*

38%

WH

ITE

49%

23% 22%

50%

40%

30%

20%

10%

0%

ASI

AN

/PA

CIF

IC IS

LAN

DER

BLA

CK

HIS

PAN

ICSome racial groups are not included because the

numbers are statistically too small

Peer Support Gets Students Together Through College

Tacoma Community College, where roughly 30% of TPS graduates start their post-secondary education, is partnering with Act Six/Northwest Leadership Foundation and Degrees of Change to connect incoming students in cohorts that are supported from spring of senior year through the beginning of the sophomore year in college. This pilot builds on the success of the Act Six program that prepares students academically, socially and financially for the challenges of college, while creating a peer support system. That model will be adjusted to address the different challenges of attending a two-year college.

DEGREE OR CERTIFICATE4-YEAR, 2-YEAR OR TECHNICAL*

POST BA

2008

TECH CERT

AA

BA

40

30

20

10

0

24%

1%

8%

5%

22

Parent and Family EngagementParents and family are a child’s first and most important teachers.

When parents and family members play an active role in their child’s education, students are more successful in school. Schools and community organizations will actively support parent involvement and help in their child’s success.

AIMING HIGHER: Increase the number of parents and guardians who are supported and engaged.

Stand University for Parents (Stand UP)

Over the last 18 months, 85 parents, many with their children at their side, have graduated from Stand University for Parents (Stand UP), a 6-week parent leadership and engagement program designed to help parents lead their child to success from elementary school all the way to college. Stand for Children has conducted the course at six schools to date, with about half the programs conducted in Spanish. Parent graduates are now co-leading courses with other new parents.

Kids play a special part in the celebration when the parents graduate from Stand UP.

PARENT & FAMILY ENGAGEMENT COMMUNITY

SP

OT

LIG

HT

Tacoma Whole Child Initiative is a Game Changer

SOCIAL–EMOTIONAL SUPPORT

In partnership with the Center for Strong Schools at University of Washington Tacoma, Tacoma Whole Child Initiative (TWCI) is creating common expectations in every school and classroom across the district. By understanding exactly what behaviors are expected and receiving support for positive behavior, more students are engaged in learning and staff can identify and address specific needs. In the first cohort of 13 elementary schools, suspensions and expulsions dropped by 49 percent.

Greg Benner, Executive Director of the Center, points out that since students are spending more time on-task and in class, teachers are gaining up to 15 more minutes of teaching time per 45-minute class. And, because overall office referrals are decreasing, “students who need intensive support rise to the top and they don’t fall through the cracks,” said Truman Middle School Principal Justina Johnson

Community partners are also receiving training in the TWCI approach, providing students and families with consistent expectations throughout the day.

TACOMA WHOLE CHILD

INITIATIVE

CEN

TER

FOR STRONG SCHOO

LS

COMMUNITY SOCIAL–EMOTIONAL SUPPORT

Social–Emotional SupportEach day of learning can be different for each student. Personal and behavioral issues create learning barriers, but prompt response and support can make a huge difference in helping students stay on track and in school. School staff and community partners play key roles in providing this support.

AIMING HIGHER: Increase in positive behavior and student engagement and decrease in behavioral challenges.

Safe and Healthy Environment When students feel safe, healthy, and supported, it’s easier to learn. Educators and community groups pay close attention to students’ physical and emotional health, including nutrition, exercise and positive personal support—helping foster more learning.

AIMING HIGHER: Measures will be developed with community partners.

SAFE & HEALTHY ENVIRONMENT

23

Metro Parks Tacoma promotes fitness and health through youth development programs.

Teens in Safe Streets Youth Leading Change program promote health and safety with their peers.

tacoma.uw.edu/strongschools

24

SP

OT

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Challenging Students to Reach Their Full Potential

Students who participate in advanced classes are more likely to graduate

high school and be more competitive in college

admissions and scholarship process.

The Academic Acceleration program sets the tone for our community’s culture of high expectations. All high school students meeting standard are now automatically enrolled in College Prep courses. Under the new system, students opt-out, rather than having to opt-in to take part in the more rigorous learning experience.

Many students are able to earn college credits while in high school, helping not only to better prepare them for college but also potentially helping to reduce the cost of earning a degree.

COMMUNITYHIGH EXPECTATIONS

High ExpectationsThere’s an old saying, “If you aim high, that’s what you’ll hit.”

As a city—teachers, parents, students and community organizations—we need to set and hold high expectations for academic achievement among all students, regardless of income, ethnicity or background. Higher expectations will translate to more students taking rigorous courses, more students achieving at higher levels and, in turn, more students setting their sights on college or a technical degree.

34% 57%

Baseline 2012-13 2014-15

HIGH EXPECTATIONSHIGH SCHOOL STUDENTS IN COLLEGE

CREDIT-ELIGIBLE CLASSES

AIMING HIGHER: Increase the percentage of eleventh and twelfth graders taking at least one advanced class eligible for college credit.


CREDIT-ELIGIBLE CLASSESRACE AND ETHNICITY*

45%

MU

LTI-

RA

CIA

L

68%

52% 51%

29%

48%

60%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

NA

TIVE

A

MER

ICA

N

PAC

IFIC

ISLA

ND

ER

WH

ITE


CREDIT-ELIGIBLE CLASSESIMPACTED BY POVERTY*

51%

POVE

RTY

†

70%

60%

50%

40%

30%

20%

10%

0%

61%

NO

N-P

OVE

RTY


Lincoln’s STEM program provides students with advanced learning experiences in science, technology, engineering and math. *Data Source: Tacoma Public Schools

SP

OT

LIG

HT

COMMUNITY OUT-OF-SCHOOL & SUMMER LEARNING

Community Partners Align Resources to Help Reverse the “Summer Slide”

Our community’s new focus on summer learning yielded several new partnerships with community and partner organizations.

Boys & Girls Club collaborated with Manitou Park Elementary to offer a five-week reading and math intensive camp for students entering grades 2 and 3. Working with certified teachers each morning, participating students increased their reading by an average of 1.36 levels and math improved 21-23 percent. Research shows that engagement in summer learning heads off the “summer slide,” and prevents students from losing several months worth of learning between school years. Summer slide is a major contributor to the achievement gap as students impacted by poverty often don’t have the same access to books, summer camps and vacations that keep minds active. With a free club membership for the entire summer, kids also enjoyed a range of fitness and enrichment activities.

Out-of-School & Summer LearningKids learn in many different ways outside the regular school day. After all, kids are in school less than half the days of the year and, at most, half their waking hours each day.

Summer and after-school programs offer tremendous opportunity for the community to engage in preparing students for success, through activities that enhance learning, knowledge and personal development. Expanded learning experiences can provide relevant education in subjects where trend data shows students struggling to learn or retain information. To combat math deficits, sports camp can include time for calculating statistics along with critical thinking as players discuss and strategize defensive plays. How about an art class based on principals of geometry? Or zoo camps where getting to know more about a favorite animal suddenly gives relevance to biology or climate change? We just need to look at how we can do things differently to help overcome gaps in access, opportunity and achievement.

*2014 Data Source: Community partners; includes duplication

In addition to recreation activities, kids who dropped into Portland Avenue Community Center’s summer playground program read for 30 minutes each day.

25

OUT-OF-SCHOOL & SUMMER LEARNING

STUDENTS IN SUMMER LEARNING PROGRAMS*

440

AG

E 2-

5

1800

1500

1200

900

600

300

0

1638

1117

607

AG

E 6-

9

AG

E 10

-13

AG

E 14

-18

Baseline 2013 Baseline 2014

OUT-OF-SCHOOL & SUMMER LEARNINGPROGRAM SLOTS FILLED IN SUMMER LEARNING

AIMING HIGHER: Increase the number of students participating in out-of-school and summer learning opportunities. Increase the quality of community programs and strengthen academic content.

5616 8919

STUDENT ATTENDANCERACE AND ETHNICITY*

(ABSENT 18+ DAYS)

60%

MU

LTI-

RA

CIA

L

31%

56% 54%

61% 61%

41%

70%

60%

50%

40%

30%

20%

10%

0%

ASI

AN

BLA

CK

HIS

PAN

IC

NA

TIVE

A

MER

ICA

N

PAC

IFIC

ISLA

ND

ER

WH

ITE

COMMUNITYSTUDENT ATTENDANCE

26

Student AttendanceStudents need to be in school to learn and keep up with key academic skills and milestones. Everyone—students, parents, community members—can promote and support consistent school attendance.

AIMING HIGHER: Decrease the percentage of students who are chronically absent—missing 10% of the school year (18 days or more).

STUDENT ATTENDANCEIMPACTED BY POVERTY*

(ABSENT 18+ DAYS)

56%

POVE

RTY

†

60%

50%

40%

30%

20%

10%

0%

32%

NO

N-P

OVE

RTY


Mount Tahoma staff is committed to slashing

tardies and increasing learning time for all students.

Promoting attendance as part of “how to be a T-bird,” staff

spent time in the hallways positively encouraging students to get to class on time, thanking those who arrived on time, and talking with students who still had trouble beating the bell. Tardies decreased by almost two-thirds from 5,970 in September 2012 to 2,162 in September 2013.

“T-birds” Slash Tardies by 54%

SP

OT

LIG

HT

*2013-14 Data Source: Tacoma Public Schools

Students pass through Mt. Tahoma’s busy Commons before school.

STUDENT ATTENDANCECHRONIC ABSENCE (18+ DAYS)*

15%

27%

47%

50%

40%

30%

20%

10%

0%

ELEM

ENTA

RY

SCH

OO

L

MID

DLE

SCH

OO

L

HIG

H S

CH

OO

L

2013-14Includes both excused and unexcused absences

37%

63%

EXCUSED

UNEXCUSED

STUDENT ATTENDANCEHIGH SCHOOL EXCUSED/ UNEXCUSED ABSENCES

All students missing 18+ days

27

Collective Community ImpactInfluencing student progress across all indicators takes a community-wide effort. Through the Graduate Tacoma! movement, networks of community organizations are collaborating to focus resources and target their efforts in these three key focus areas:

Early Learning & Reading

Out-of-School & Summer Learning

Going to College

The following pages highlight some of the ways these networks have taken a collective impact approach to build and strengthen the Graduate Tacoma! movement over the past year.

Photos of community members with classmates’ portraits of seventh graders representing the class of 2020.

28

All Children Ready and ReadingConvened to address two key indicators—Readiness for Kindergarten and Third Grade Reading—the early literacy action team aims to move the needle on both. One target is to increase the percentage of students demonstrating kindergarten readiness on the WaKIDS assessment from 48% in 2012-13 to 53% in 2016-17. Increasing the percentage of third grade students passing the state reading exam is equally important, but since the test will change this year, a target has not been set.

The team joined cities across the country in the national Campaign for Grade Level Reading

(CGLR), committed to all children reading at grade level by third grade. The Campaign emphasizes the importance of early literacy activities that engage families and preschoolers, preparing children for success in K, and also fighting summer learning loss through reading-enriched programs over the summer vacation.

Building Connections for Kindergarten ReadinessMore than 100 community and school educators strengthened their relationships through the 2014 Building Connections series, designed to help students and families prepare for successful transitions to kindergarten. “I have been teaching early childhood for 18 years and I’ve never seen this many people from different entities come together to bridge this gap,” observed one participant. Community child care providers gathered with elementary principals, kindergarten and preschool teachers to participate in one of five facilitated discussions on the importance of building children’s social emotional skills. A principal commented, “I feel closer to the child care teachers who pick up and drop off our students. I’ll take more time to talk with them.”

Focus on Parents, One Neighborhood at a TimeEarly support by a child’s first teacher—their parent—is crucial to reading success. In 2015, the Network will focus on reaching families in different ways. Partners will work with theneighborhoods around Jennie Reed and Whitman Elementary schools. While each school has many assets, including skilled teachers and caring parents, a high percentage of students are impacted by poverty and earn low scores on the state reading test. Creating community support for literacy will include connecting parents with resources and with each other, engaging local businesses, making books plentifully available and recruiting reading volunteers to work with students during the school day.

Summer Reading Coming together as a network helped our partners to boost reading in multiple ways. United Way took books to free-lunch sites at local parks. Children who dropped by for lunch chose a book and then read with a volunteer. For the first time, several school libraries opened up in July for weekly Ready! Set Read Tacoma story hours for preschoolers and their families.

KBTC expanded its PBS Kids-themed outreach to a 3-week summer camp at Lister Elementary. “I was happy when I waked up this morning because I wanted to know what we are doing in Fetch today. It was fun yesterday and I know it will be even funner today,” commented Jasmine, a second grader. Kids like Jasmine received breakfast and lunch plus a day full of activities based on PBS Kids content that were designed to be fun, encouraging, engaging and interactive, as well as educational.

Attendance CountsIt’s easy for parents to think that missing a few days of kindergarten or first grade doesn’t matter. But research shows that children who miss 10% of school days or more, even in the earliest grades, are less likely to read by third grade. The Network is promoting better attendance through communications with parents, social media and school outreach.

COLLABORATIVE ACTION NETWORKEARLY LEARNING & READING

COMMUNITY CO-LEADS:

UNITED WAY OF

PIERCE COUNTY &

FOUNDATION FOR

TACOMA STUDENTS Bamford Foundation

29

COLLABORATIVE ACTION NETWORK EARLY LEARNING & READING

Get Involved

• Become a reading tutor• Read with children at a summer meal site through United Way• Volunteer as a story-teller with Ready! Set Read• Help get books into children’s hands in neighborhoods impacted

by poverty• Contribute to local early learning opportunities

Check GraduateTacoma.org for updated opportunities

KBTC’s summer camp at Lister Elementary delighted second and third graders with three weeks of math and reading activities.

30

Expanding Learning To Summer And Out-Of-School Time

Learning out of school is different. The more relaxed atmosphere in youth programs allows learning to mix with play, gives more time for exploration and hands-on experimentation, and is supported by strong relationships with peers and adults. The long days of summer and their potential for time outdoors is prime time for learning. Understanding the pivotal role the “summer slide” plays in the achievement gap, partners in Graduate Tacoma’s Out-of-School & Summer Learning Network are focusing first on expanding summer opportunities, especially for students of color and those impacted by poverty. This focus continues in 2015.

Summer Learning Campaign LaunchedA city-wide Summer Learning Tacoma campaign including a new website, billboards, yard signs, phone calls and flyers home in back-packs made families aware of the importance of summer learning and the range of activities, many free or low-cost, available to Tacoma students.

The Network’s target was to increase student participation by 25% by the summer of 2016. In 2013, 5,616 program slots at partner organizations were filled, which includes duplication because some students participated in more than one program. In 2014, 8,919 program slots were filled, a growth of 59% in just one year. With the prospect of better data becoming available, this year the Network will set a new goal

based on the number of unduplicated summer participants with specific targets for students of color and students impacted by poverty.

Connecting Through Summer Learning WebsiteThe 2014 launched website, SummerLearningTacoma.org, provided a one-stop shop to find opportunities. Thanks to a generous grant from Comcast, the Network developed a centralized website where parents could find more than 66 community partners and 220 programs—searchable to type of learning, by neighborhood location, by cost and scholarships. There were more than 26,000 searches made through the site. Look for an expanded site next summer.

Integrating Learning and Fun As partners learned more about the summer slide they added reading and math elements to their programming. For example, the YMCA added daily reading time to their recreational day camps. Tacoma Urban League added twice weekly sessions on mathematical problem-solving to their Male Involvement Summer Program. Metro Parks added reading enrichment to the playground program at Portland Avenue Community Center.

Quality Youth EngagementThe Greater Tacoma Community Foundation, in partnership with the Raikes Foundation, supports youth program partners in assessing and improving the quality of their programs. Using a research-proven approach, organizations assess how they engage youth and receive training to transform kids’ out-of-school experiences from good to great. Most of the summer learning partners have participated in the program and the Boys and Girls Clubs invited all to join a large training that introduced concepts and deepened their understanding.

Take charge, make

COLLABORATIVE ACTION NETWORKOUT-OF-SCHOOL & SUMMER LEARNING

COMMUNITY CO-LEADS:

PEACE COMMUNITY

CENTER & GREATER

TACOMA COMMUNITY

FOUNDATION

31

COLLABORATIVE ACTION NETWORK OUT-OF-SCHOOL & SUMMER LEARNING

Get Involved • Volunteer at summer day camps• Contribute scholarship funds to local youth programs• Host a summer intern through the City of Tacoma’s Jobs253 program


Through free events like Explore the Shore and Tiptoe through the Tidepools, Metro Parks Tacoma helped children learn about Puget Sound through fun activities for all ages.

32

COLLABORATIVE ACTION NETWORKGOING TO COLLEGE

Going to College: 4-Year, 2-Year or Technical The Tacoma College Support Network (TCSN), Graduate Tacoma’s action team for post-secondary admission and enrollment, focuses on enrolling more students in a right-fit college or technical school each year, special emphasis on students of color and those impacted by poverty. The target is to enroll 70% of seniors by 2017, up from 59% in 2010. Each member organization works daily to inform and support students in their college pathway with the team’s aligned and collaborative projects enhancing their reach.

College Planning Packets(También en Español )

It’s your child’s senior year. Have you talked with about what happens after graduation? Is she going to college? Is 2- or 4-year a better option? How will you pay? When are applications due—and what’s the process for applying?

To help answer these questions, community partners in TCSN banded together to develop a College Planning Toolkit, sent to the home of every TPS senior in September. Chock full of tips and information, the packets offered a simple framework to help seniors and their families navigate the complex world of getting into and paying for college. All of the documents were translated into Spanish to help remove potential language barriers for non-English speaking parents.

College Bound Scholarship Support The State’s College Bound Scholarship funds full college tuition for students impacted by poverty, and also seems to be serving as a high school graduation incentive. In 2014, 80%

of students who had registered for the scholarship graduated, as compared with 62% of eligible students who had not registered in the seventh or eighth grade as required by the program. TCSN has actively supported enrolling students and Tacoma Public Schools is now a state

leader in signing up 100% of eligible students. In April, the Network’s fifth College Bound Saturday event offered tailored information for each high school grade. This year, a new structured parent-track will be offered.

Great Tacoma Personal Essay DaysA personal essay may be one of the most important parts of the college application. Dozens of trained community volunteers, organized by Write@253, spent two Saturdays helping more than 50 high school seniors find inspiration or fine tune their college application essays. The workshops, co-hosted by Foundation for Tacoma Students, Tacoma Public Library and Boys & Girls Clubs of South Puget Sound, helped students prepare for the busy college application season. As a participant commented, “This entire process can be overwhelming and I received great feedback and feel like I’m on the right path.”

“Sometimes it’s really hard to find the deeper meaning in our own daily experiences,” shared one volunteer. “We hoped we could help pull those unique stories out of the seniors and offer important one-on-one support.”

Discover U!When did you first begin to dream about your college and career goals? On October 15th, through a partnership with TPS, each student from kindergarten through high school explored their dreams for the future or learned about college and career pathways to take them there. Following a pilot in 2013, educators got creative about engaging kids, ranging from preschoolers drawing a picture of their adult selves as scientists or firefighters to middle schoolers presenting a college possibility to classmates at a mock College Fair.

LATINO YOUTHSUMMIT @PLU

4 -Year College Application Checklist

REMEMBER: If you are confused, ask for help – early and often! Counselors and college support

staff are available to help at each high school.

SEPTEMBER Research 3-10 colleges – sign up for mailing lists for each college of interest. Do any use the “Common App”?

(see enclosed “Terms You May Need to Know”) If so, this form is available online to begin filling out now.

Create your customized calendar – You can download calendars with key college planning dates, from:

Plan4College.ME (Tacoma Public Schools created this site especially for students & their families.)

Be sure to list all application, financial aid, and scholarship deadlines!

Visit as many colleges as possible to help you know which are a good fit.

Use Common Application Financial Aid

College/University

Application? Deadline Deadline

m Yes m No

m Yes m No

m Yes m No

m Yes m No

m Yes m No

m Yes m No

m Yes m No

m Yes m No

Begin drafting application essay – start early!

Research scholarships – Download or request applications; deadlines start early – add them to your calendar.

Request 2 Teacher Recommendation Letters – be sure to ask at least one month before deadlines!

Discuss your family budget for college (See enclosed “Paying for College” for financial aid information.)

Update your resume – include extra-curricular activities and job experience.

OCTOBER Start your online applications – Start your online applications - Every school’s deadline may be different, so

double check that each is submitted on time. If several of your choices use the Common App, submit by the

earliest due date. Narrow your college list – to 3-4 that you will apply to, some students apply to more. Include your “Reach”

schools, even if they are more expensive. Many private schools offer substantial scholarships and aid packages.

Consider 2 years at community college as a cost-effective alternative.

Attend the TPS College Fair – University of Puget Sound Fieldhouse, Oct 30 (5-7pm).

Meet with college representatives – as they visit your school this month.

SAT or ACT Testing – make sure you have all testing times and locations noted on your calendar. You can

practice the test. See websites! Consider Early Action/Decision – If considering, confirm your college’s application deadline.

Applying to private colleges? – Get the CSS/Profile financial aid application.

Inquire about financial forms – some colleges require their own forms, in addtition to FAFSA.

NOVEMBER Finalize all parts of your application – Complete all forms and application essay. Ask others to review everything.

Submit Early Action/Decision Applications – most colleges are due Nov 1 or 15. Check yours.

Request your transcripts – to be sent to your college choices.

DECEMBER Application deadlines begin – start regular submissions. Ask for application fee waivers, if you think you

might be eligible. Financial Aid – Attend Financial Aid Information Night at your school. Double check financial aid and scholarship

deadlines to stay on top of opportunities. Early Action/Decision – Watch for replies, be sure to close the loop if going Early Action/Decision.

JANUARY Financial Aid – Attend a FAFSA hands-on help session at high schools or local colleges.

Check Plan4College.ME for dates, times and locations throughout Tacoma.

FAFSA – Filing begins Jan 1. The sooner you file, the better your chances for aid. You do NOT need to

complete your 2014 income tax return before submitting your FAFSA.

Submit college applications – Most are due this month, but each school is different. Be sure to confirm and

submit by the correct due dates for each college you are interested in attending.

Follow up with colleges – confirm that all your materials have been received.

FEBRUARY – MARCH FAFSA – If needed, update after filing taxes. Double-check your Student Aid Report from FAFSA.

Request your 1st semester (mid-year) Grade Reports – send to colleges, if needed.

APRIL – MAY Acceptance Letters – Time to celebrate! All colleges should notify you regarding your application. If your

application was denied, you can contact the college’s Admissions Office. Some colleges offer an appeals process

through which applicants receive additional review and reconsideration. Another alternative would be to take your

first two years at a community college. Review your choices – if you were admitted to several colleges, talk with family and friends about the pros and

cons of each opportunity. Does one have a better record for providing internships or job placements? How do the

financial aid offers align with your family spending plan?

Notify all schools – accept or decline admission offers by National Signing Day – May 1. Also, submit your

Verified Acceptance from Next Institution (VANI) to your high school guidance counselor.

More info & dates at :Plan4College.ME

SEPTEMBER 2014 SUN MON TUE WED THUR FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13

14 15 16 17 18 19 20 21 22 23 24 25 26 27

28 29 30

OCTOBER 2014 SUN MON TUE WED THUR FRI SAT

1 2 3 4 5 6 7 8 9 10 11

12 13 14 15 17 18 19 20 21 23 24 25

26 27 28 29 30 31

NOVEMBER 2014 SUN MON TUE WED THUR FRI SAT

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 DECEMBER 2014 SUN MON TUE WED THUR FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13

14 15 16 17 18 19 20 21 22 23 24 25 26 27

28 29 30 31

JANUARY 2015 SUN MON TUE WED THUR FRI SAT

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31

SAT – SCHOLASTIC APTITUDE TESTAll Tacoma seniors are scheduled to take the

SAT at school for FREE October 15

This is the only test most colleges require. However, some colleges

may require SAT Subject Tests. You can also retake the SAT tests, to

try to improve your score. Registration required for both.REGISTRATION

TESTINGSeptember 12 ...................................October 11NONE REQUIRED ...........................October 15 – FREE

October 9 ..........................................November 8

November 6 ......................................December 6ACT – AMERICAN COLLEGE TESTING

Some students prefer this test over the SAT and most colleges accept

this test as an alternative. Be sure to check with your college choices to

know your options.REGISTRATION TESTING

September 19....................................October 11November 7.......................................December 13FINANCIAL AID (Also see insert Paying for College)

FAFSA/Financial Aid Info Night at H.S. My Date:

Hands-on FAFSA Help at High Schools. My Date:

FAFSA – Begin Application January 1, 2015APPLICATIONS

Key Dates – College fairs and application deadlines

WWU & WSU APPS DUE JAN 31

UWTAPPS DUE

FAFSAHELP @WILSON

FAFSAFILINGBEGINS

FAFSAHELP @LINCOLN

FIN AIDINFO @WILSON

FIN AIDINFO @LINCOLN

UWAPPS DUE

SATRETAKE

ACTRETAKE

SATRETAKE EARLYACTION/DECISION

EARLYACTION/DECISION

ACTREG

SATREG

SATTEST

SATREG

ACTTEST

FREESAT TESTCOLLEGE & BEYOND @MT T

SATREG

ACTREG

COLLEGEFAIR@LINCOLN

Rev. 9/14

Information adapted from the University of Washington Tacoma College Planning Checklist

TPSCollege Fair @UPS

25

Volunteers help put together college planning packets at the Foundation for Tacoma Students.

Great Tacoma Personal Essay Days helped seniors develop their personal story to strengthen their college applications.

33

COLLABORATIVE ACTION NETWORK GOING TO COLLEGE

Increasing Financial Aid ApplicationsGetting accepted to college is the first step, but you have to develop a financial strategy to actually be able to attend. Graduate Tacoma! promoted financial aid workshops at high schools and local colleges through mailing and calls, making sure students and their parents knew when, where and how to get help filing the Free Application for Federal Student Aid (FAFSA) and other financial aid forms. Volunteers and experts from college financial aid offices assisted several hundred students

and the percentage of Tacoma seniors who filed FAFSAs by June rose from 46% in 2013 to 50% in 2014 .

Get Involved • Volunteer as a mentor for a college-bound student

• Help students with college essays, applications or financial aid forms

• Fund a student’s dorm room and college supply needs

• Contribute to local scholarships and college support organizations


COMMUNITY LEAD:

TACOMA COLLEGE

SUPPORT NETWORK

Tacoma Public Schools launched a web site to help connect students and their families with college planning resources: Plan4College.ME.

Community Partners

34

Tacoma Education Association

Tacoma Neighborhood

Councils

El Camino

Tacoma Lutheran

Retirement Community

Tacoma School Board

BLRBarchitects Neeley Construction

FosterEnterprises

Tacoma Rainiers

JAYRAY A PLACE TO THINKBranding | Advertising | Strategic Communications

Schools Out Washington

Executive Council for a Greater Tacoma

Ladies First

Tacoma Learning Center

ASSOCIATEDMINISTRIES

35

Community Partners

901 Broadway, Suite 400Tacoma, WA 98402 | 253.272.1600GraduateTacoma.org

graduate tacoma! 2015 impact report: cradle to career

Documents

shared community

college degree

community indicators

community service

community partners

successfrom cradle

communitywide approach

high school graduation