ACT Rochester and CGR have worked with ROC the Future to collect and analyze data relevant to the goals shown below. The results of that analysis are available in our report card. For details on the outcome indicators aligned with each of the four ROC the Future goals, click on the links listed below.
ROC the Future works through Collaborative Action Networks tasked with identifying appropriate measurements, indicators, and detailed action plans to improve outcomes related to our goals. ROC the Future has also hosted a number of community events to raise awareness about evidence-based practices and inspire action.
ROC the Future Co-Sponsored Community Events
Local Partnership for Campaign for Grade Level Reading, July 29, 2016
Rochester hosted a site visit with senior members of the Campaign for Grade Level Reading, and of the National Association for Summer Learning, to share national learnings and discuss local progress on early childhood development, expanding summer learning, reducing chronic absence and parent engagement. Local partners include the Rochester City School District, the Greater Rochester Summer Learning Association and the City of Rochester. The Rochester community was recognized with three Pacesetter Honors, for “leading by example” to solve one or more of the challenges that can undermine early literacy. The award was received in January in recognition for achievement in three areas. School Attendance: significantly reducing the number of chronically absent children in K- 3rd grade from 37% to 30% in just one year; Summer Learning: 90% of approximately 1200 struggling readers maintained or improved their reading levels over the course of the summer, almost twice the rate for comparison students who did not attend the program; and Early Grade Reading: Last year, Rochester saw a 5% increase in the number of 2nd graders reading on grade level from Fall 2014 to Fall 2015 based on the NWEA assessment.
Social-Emotional Competence: Critical Skills for Success in School and Life, September 11, 2015
At this event, Paul LeBuffe of the Devereux Center for Resilient Children, outlined the components of social-emotional learning, their importance to success in school and life, and reviewed research studies documenting the results of intentionally teaching students these skills. An overview of 213 studies assessing the impact of teaching social-emotional skills to K-12 students identified +10 percent improvements in classroom behavior and test scores and +10 percent decreases in conduct problems and emotional distress such as anxiety and depression.
Paul’s key messages include:
- We don’t have to wait for kids to exhibit achievement behavior problems that stem from weak social-emotional skills, we can assess their competencies and support them to learn needed skills.
- Often initial skill building is required for teachers and other adults in children’s lives.
- Teaching social-emotional skills improves achievement and behavior and frees up instruction time in school.
- Social-emotional skills represent half of the skills wanted by employers in a national survey.
Leadership in Urban Education Summit March 25, 2015
This Summit brought together leaders from five successful high poverty urban schools in New York state to share what works. Participants also heard from two members of the New York State Board of Regents, a state education department official, and education leaders from Nazareth. Regent Lester Young Jr. encouraged participants to be courageous enough to tackle systemic inequities. Participant Ruth Turner, director of school counseling and social work for the Rochester City School District, said the summit recharged her, “If they can do it, we can.” To experience the sharing and inspiration of the Summit, view the video here.
National League of Cities Educational Alignment for Young Children October 2014
In 2013, Rochester was one of 6 U.S. cities selected by the National League of Cities to participate in a technical assistance project to address barriers to third-grade success. The goals selected by the project team included increased family engagement; increasing developmental screening and quality education for three-year-olds; aligning curriculum, assessment, and professional development for pre-K and K-3 systems; and increasing summer learning opportunities for young children. The Project Report provides more information on results and next steps.
GradNation Summit – October 30, 2013
GradNation is a large and growing movement of dedicated individuals, organizations and communities working together to end America’s dropout crisis. GradNation goals include achieving a 90 percent graduation rate nationwide by 2020, with no high school graduating less than 80 percent of its students, and regaining America’s standing as first in the world in college completion. GradNation is an initiative of the America’s Promise Alliance.
Materials from the GradNation Summit held in Rochester on October 30, 2013 are available below:
- GradNation News Release
- GradNation Program
- A Promise Ring – 40 Developmental Assets & Introduction to Youth Development
- A Promise Ring – Power of Assets
- De Hostos Charter – New Models for Success
- Dual Enrollment – New Models for Success
- New Models for Education Success
- Parent Engagement in School
- Realizing the Potential of Learning in Middle Adolescence
- ROC the Future Overview
- Tackling the Lack of College and Career Knowledge – Making College Attainable
- Wade Norwood Keynote Remarks
- Young Women’s College Prep – New Models for Education Success
- Youth Shine When Partners Align