ACTIVE INGREDIENTS COMMUNICATIONS MESSAGING ACTIVE INGREDIENTS ABOUT THIS

ACTIVE INGREDIENTS COMMUNICATIONS & MESSAGING

ACTIVE INGREDIENTS ABOUT THIS DOCUMENT The Active Ingredients communication & messaging tools aim to target several key audiences with its messages to increase understanding and buy-in among stakeholders around the Active Ingredients project.

ACTIVE INGREDIENTS ABOUT THIS DOCUMENT This deck includes instructions, templates, and examples to support communication with your stakeholders about the pilot or Active Ingredients you choose to incorporate into your practices.

ACTIVE INGREDIENTS ABOUT THIS DOCUMENT KEY AUDIENCES • Authorizers • Board Members • Policymakers • Families • Students • School Staff

ACTIVE INGREDIENTS DEFINITION Inclusive of students’ abilities to read, write, do mathematics and science, draw on lessons from history and civics, active ingredients are components of a school program which help directly in achieving a school’s student performance objectives. They are as a result coacademic in nature and include work with opportunity youth, high intensity special education services, social & emotional learning, health services, and social services.

ACTIVE INGREDIENTS CORE MESSAGE Academic, social, emotional, and behavioral learning are tied together. Schools can better serve students academically when they also implement and capture progress on “Active Ingredients, ” or co-academic measures of success.

ACTIVE INGREDIENTS ABOUT THIS DOCUMENT OTHER MESSAGES • Links to improved academic outcomes • Links to improved employment and long-term financial outcomes • Opportunity to increase equity • Opportunity for school to demonstrate impact of all elements of Theory of Action

ACTIVE INGREDIENTS ABOUT THIS DOCUMENT COMMUNICATION & MESSAGING TOOLS • Stakeholder Understanding Rubric • Messaging Deck • Definitions • Examples • References • Posters • Pins

ACTIVE INGREDIENTS

The RECIPE for student success is always high quality instruction which often requires ingredients in conjunction with academics. ACTIVE INGREDIENTS Social & Emotional Applied Personalized & Individualized to create use Learning MORE GREAT SEATS FOR KIDS

ACTIVE INGREDIENTS PROJECT OVERVIEW

ACTIVE INGREDIENTS PROJECT OVERVIEW WHAT ARE WE TRYING TO DO? • The Active Ingredients project is an opportunity for schools to DEMONSTRATE KEY OUTCOMES for their students in addition to test scores. This project aims to create an environment for RESPONSIBLE, REPLICABLE, and CREDIBLE collection and reporting of ADDITIONAL MEASURES of student and school success, in tandem with traditional measures of academic success.

ACTIVE INGREDIENTS PROJECT OVERVIEW WHAT ARE WE TRYING TO DO? Demonstrate key outcomes Additional measures: Responsible Replicable Credible

ACTIVE INGREDIENTS PROJECT OVERVIEW WHY ARE WE TRYING TO DO THIS? • A substantial body of RESEARCH SHOWS that supporting students’ development in other domains (such as SOCIAL, EMOTIONAL, attitudinal, and BEHAVIORAL) can have a POSITIVE IMPACT on students’ ACADEMIC ACHIEVEMENT. Many schools aim to maximize student success by supporting learning in these additional domains; therefore, test scores alone cannot PAINT A FULL PICTURE of their program and its impact on students.

ACTIVE INGREDIENTS PROJECT OVERVIEW WHY ARE WE TRYING TO DO THIS? Development in Other Domains Positive Impact on Students’ Academic Achievement Paint A Fuller Picture

ACTIVE INGREDIENTS PROJECT OVERVIEW HOW ARE WE GOING TO DO THIS? • It is not the intention of those contributing to the project to replace existing academic measures, but rather to ENHANCE STORIES OF PROGRAMMATIC IMPACT with the addition of data TIGHTLY ALIGNED to SCHOOL MISSIONS AND THEORIES OF CHANGE. The pilot will allow schools the space to innovate without consequence, in order to find ways to better tell their story with data.

ACTIVE INGREDIENTS PROJECT OVERVIEW HOW ARE WE GOING TO DO THIS? Enhance Stories of Programmatic Impact Tightly Aligned To School Missions and Theories of Change

ACTIVE INGREDIENTS PROJECT OVERVIEW WHAT ARE WE TRYING TO ACHIEVE? • Ultimately, the project will contribute VALUABLE INSIGHT to a growing national conversation among educators about HOW TO BETTER CAPTURE GROWTH AND IMPACT in co-academic areas of development.

ACTIVE INGREDIENTS PROJECT OVERVIEW WHAT ARE WE TRYING TO ACHIEVE? Valuable Insight About How to Better Capture Growth and Impact

ACTIVE INGREDIENTS PROJECT OVERVIEW WHO ARE WE WORKING WITH? • State University of New York Charter Schools Institute • Chicago Public Schools Office of Innovation & Incubation • Miami-Dade County Public Schools Office of Charter School Compliance & Support • School District of Osceola County, Florida, Office of Charter Schools & Educational Choices • Thomas B. Fordham Foundation • Washington State Charter School Commission

ACTIVE INGREDIENTS PROJECT OVERVIEW HOW ARE WE IDENTIFYING ADDITIONAL MEASURES WITH SCHOOLS? • What is the THEORY OF CHANGE ? • What are the CRITICAL LEVERS of student success that are not currently captured in the data story shared with the authorizer? • What data would be MEANINGFUL to collect & report? • How can this data be CREDIBLY COLLECTED ? • What are the OPPORTUNITIES ? • What are the LIMITATIONS ?

FOUR DOMAINS ACADEMIC LEARNING RESULTS POST-SECONDARY READINESS RESULTS LEARNING ENVIRONMENT RESULTS* CO-ACADEMIC LEARNING RESULTS

THREE LEARNING TYPES Social & Emotional Learning Applied & Experiential Learning Individualized & Personalized Learning

ACTIVE INGREDIENTS ADDITIONAL MEASURES OF STUDENT SUCCESS YOUR LOGO HERE

ACTIVE INGREDIENTS SOCIAL & EMOTIONAL LEARNING Schools that implement a whole child approach (integrating social and emotional leaning (SEL) into the educational model) can improve students’ academic learning and increase equity. MORE GREAT SEATS FOR KIDS

SOCIAL & EMOTIONAL LEARNING KEY STATEMENTS • Learning depends on connections among cognitive, social, emotional, and attitudinal domains. Development in one domain can enhance development in another domain. • Social and emotional learning (SEL) programs in schools and better academic outcomes for students are linked. The benefits of participation in SEL programs last into adulthood. • SEL programs can be particularly beneficial for students from low-income backgrounds.

ACTIVE INGREDIENTS SOCIAL & EMOTIONAL LEARNING Social and emotional learning (SEL) programs in schools and better academic outcomes for students are linked. The benefits of participation in SEL programs last into adulthood. MORE GREAT SEATS FOR KIDS

ACTIVE INGREDIENTS Social & Emotional Learning Examples: A 2011 meta-analysis found that students participating in SEL programs showed an 11 -percentage-point gain in academic achievement over non-participants. (Durlak et al. , 2011) The Becoming A Man program in Chicago, a discussion group for at-risk adolescents, resulting in reduced arrests, reduced violent crime, and increased graduation rates for participants (Yeager, 2017) A longitudinal study compared students receiving the Positive Action SEL program and students not receiving the program. Results show that receiving PA “significantly improved growth in academic motivation and mitigated disaffection with learning. ” Absenteeism decreased and math performance increased for all students. Reading performance increased for African American boys and students transitioning between 7 th and 8 th grade. (Bavarian et al. , 2013) A 2014 Cluster-Randomized Trial evaluates the impact of an SEL program on academic achievement for students attending an urban, high-risk school district. Evaluators find that in the 24 intervention schools, students “demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. ” (Schonfeld et al. , 2014) City Connects is a program that connects schools with community providers of intervention, prevention, and enrichment services to promote students’ academic, social-emotional, and physical well-being. An ongoing evaluation of City Connects found that middle and high school students who attended a City Connects elementary school outperform comparison students on state tests and demonstrate lower rates of chronic absenteeism. (City Connects, 2016)

ACTIVE INGREDIENTS APPLIED & EXPERIENTIAL LEARNING When schools engage students in applied learning programs (including career technical education (CTE), work experience, and early college high school), students experience improved academic, financial, and employment outcomes. MORE GREAT SEATS FOR KIDS

APPLIED & EXPERIENTIAL LEARNING KEY STATEMENTS • Research shows that when schools integrate applied learning with academic instruction, students master concepts better, are more likely to graduate, and experience long-term financial benefits. • Well-designed work experience programs (including transitional jobs, apprenticeships, and internships) can positively impact school attendance, academic outcomes, and employment. • The benefits of participating in applied learning programs and early college high school are particularly strong for lowincome students.

ACTIVE INGREDIENTS Applied Learning Examples: A longitudinal study that followed CTE program students through 9 th and 10 th grade found that compared to nonparticipants, participating students demonstrated improved GPAs and progress toward graduation. (Castellano, Sundell, Overman, & Aliaga, 2012) In a Philadelphia program where students were randomly assigned to CTE through a lottery process, CTE participants had higher graduation rates, accumulated more credits, and more successfully completed college preparatory mathematics courses as compared to their non-participating counterparts. . (Neild, Boccanfuso, & Byrnes, 2015 ) What Works Clearinghouse examined the impact of five dual enrollment (early college high school) programs and concluded that “dual enrollment programs were found to have positive effects on students’ degree attainment (college), college access and enrollment, credit accumulation, completing high school, and general academic achievement (high school), with a medium to large extent of evidence. ” WWC also found potentially positive effects, with smaller extent of evidence, for the staying in high school, college readiness, and high school attendance. (U. S. Department of Education, 2017) In a 10 -year, randomized controlled trial evaluation, American Institutes for Research found that early college high school participants were significantly more likely to graduate from high school, enroll in college, and earn a degree. One year beyond high school, 21% of early college students had a degree compared to 1% of nonparticipants. The impact on earning a college degree was strongest for female, minority, and low income students but this difference was not statistically significant. (Berger et al. , 2013)

ACTIVE INGREDIENTS PERSONALIZED & INDIVIDUALIZED LEARNING Schools can improve long term outcomes for students when Personalized Learning Plans and/or Individualized Education Plans are aligned to college and career ready-standards. MORE GREAT SEATS FOR KIDS

PERSONALIZED & INDIVIDUALIZED LEARNING KEY STATEMENTS • When educators work with students to create high quality personalized learning plans, the students feel more connected to school, choose more rigorous courses, and engage in more focused career goal-setting and exploration. • For students with disabilities, it is important to align IEP goals to college and career-ready standards, along with appropriate supports, to help individual students achieve grade-level learning. • Aligning a standards-based IEP with a personalized learning plan can also be an important strategy for improving college and career readiness for students with disabilities.

ACTIVE INGREDIENTS Personalized Learning & Individualized Education Plan Examples: In a study of 62 schools implementing school-wide personalized learning initiatives, students in the majority of personalized learning schools significantly outperformed students in comparison schools on the MAP test. On average, students engaged in personalized learning over a two-year period demonstrated an 11 -percentile-point gain over comparison students in math, and an 8 -percentile-point gain over comparison students in reading. In other words, a student that would have performed at the 50 th percentile in a comparison school is estimated to have performed at the 61 st percentile in a personalized learning school. (Steiner et al. , 2015) A meta-analysis of 70 studies found that students with disabilities reach grade-level standards when they receive explicit instruction in academic content and learning strategies, as well as evidence-based instructional supports. (Scruggs et al. , 2009) At Perkins Bass Elementary School in Chicago, thirty percent of students are diverse learners, all mainstreamed into regular classrooms. After the school partnered with LEAP Innovations to train teachers in implementing personalized learning approaches with students, MAP achievement rose from the 2 nd percentile in math and reading in 2013 to the 28 th percentile in reading and 33 rd percentile in math in 2018. (Golden & Golden, 2019)

ACTIV E INGREDIENTS SCHOOL NAME ACADEMY CHARTER SCHOOL R E D L O H E C A O L T P PHO School Leader Name School Leader Title School Name Authorizer Title SUNY Charter Schools Institute ACTIVE INGREDIENT NAME(S)

SCHOOL NAME ACADEMY CHARTER SCHOOL • Who is your authorizer • Describe school • Where are you located • ## Students • Something about your student population • Or your school model • And program features

THEORY OF CHANGE R E D L O H E C A O L T P PHO • Broad strokes of school theory of action and how the Active Ingredient is related • Help others understand how you get to your ingredient

ADDITIONAL STUDENT MEASURES • Assessment instrument tool • Format • Number of students assessed • Measurement schedule • Benchmark/ Target • Anticipated use R E D L O H E C PLA PHOTO

SUCCESSES • This space can be used to enumerate • Successes to-date • These can be project accomplishments for the school • And project accomplishments for the authorizer CHALLENGES • What have some of the challenges been • To implementing this project? • What are some of the things you are working through as a school • What is the authorizer working through?

ACTIVE INGREDIENTS REFERENCES

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• Connecticut Parent Advocacy Center. (2006). Aligning the IEP and academic content standards to improve academic achievement. Niantic, CT: Connecticut Parent Advocacy Center. Retrieved from http: //www. cpacinc. org/materials-publications/programming-and-placement/aligning-the-iepand-academic-content-standards-to-improve-academic-achievement/ • Golden, J. N. (2019). The Story Of Perkins Bass Elementary In Englewood, The Little School That Did. Retrieved from https: //blockclubchicago. org/2019/06/07/the-story-of-perkins-bass-elementary-in-englewood-the-little-school-that-did/ ? • National Center for Learning Disabilities. (2019). The state of LD: Supporting academic success. Washington, DC: National Center for Learning Disabilities. Retrieved from https: //www. ncld. org/supporting-academic-success • Scruggs, T. E. , Mastropieri, M. A. , Berkeley, S. , & Graetz, J. E. (2009). Do special education interventions improve learning of secondary content? A meta -analysis. Remedial & Special Education, 31(6), 437 -449. • Solberg, V. S. , Wills, J. , & Larson, M. (2013). Policy Brief: Using individualized learning plans to produce college and career ready high school graduates. Washington, DC: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership. Retrieved from http: //www. ncwdyouth. info/wp-content/uploads/2016/11/Policy. Brief_issue_6. pdf • Solberg, V. S. , Wills, J. , Redmond, K. , and Skaff, L. (2014). Use of Individualized Learning Plans as a Promising Practice for Driving College and Career Readiness Efforts: Findings and Recommendations from a Multi-Method, Multi-Study Effort. Washington, DC: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership • Steiner, E. D. , Hamilton, L. S. , Peet, E. D. , and Pane, J. F. (2015). Continued Progress: Promising Evidence on Personalized Learning. Santa Monica, CA: RAND Corporation, Retrieved from https: //www. rand. org/pubs/research_reports/RR 1365 z 2. html. • U. S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education and Rehabilitative Services. (2015). Improving the academic achievement of the disadvantaged; Assistance to states for the education of children with disabilities. Retrieved from https: //www. federalregister. gov/documents/2015/08/21/2015 -20736/improving-the-academic-achievement-of-the-disadvantaged-assistance-tostates-for-the-education-of • U. S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. (2017). Issue brief: Personalized Learning Plans. Retrieved from https: //www 2. ed. gov/rschstat/eval/high-school/personalized-learning-plans. pdf I mc_cid=280 d 86 ecde&mc_eid=907734 bd 90 E P a n d P e r s