Elements of Success: Overcoming Barriers

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Elements of Success Overcoming Barriers

• Dawn Kum-Walks, PhD
• Capstone Institute at
• Howard University
• [phone]

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WHO WE ARE?

• Interdisciplinary experts in research and
  evaluation who have experience working in urban
  centers
• Entity with established infrastructure,
  facilities and outstanding personnel
• Co-designers of the Talent Development
  Comprehensive School Reform Models

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WHAT WE DO?

• Identify and develop evidence-based and
  integrity-based strategies, products and programs
  for use with our stakeholders
• Academic support services for students
• Professional development for teachers,
  administrators and other stake holders
• Instructional strategies to enhance student
  engagement
• Community-based initiatives to strengthen and
  empower families and communities
• Produce knowledge, curriculum modules and other
  products
• Provide a variety of program assessment and
  evaluation services
• Train future researchers

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What are Institutional Barriers?

• Barriers according to Webster are natural
  formations or structures that prevent or hinder
  movement or action materials that block or
  intended to block passage.

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Barriers Impacting K-12

• Qualified Teachers
• Culturally Competent Educators
• Low Expectations
• Disconnected Educational Experiences
• Mislabeling of students
• Inadequate integration of Students Talents

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Elements of Success

• Continuous
• Systemic
• Authentic
• Sustained
• Coherent
• Evidence-Based

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Talent

• All of us do not have equal talent, but all of us
  should have equal opportunity to develop our
  talent.
• John F. Kennedy

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TALENT DEVELOPMENT PHILOSOPHY
ALL students can learn to high standards when
there is a supportive environment, when high
expectations are held by all stakeholders and
when there is clear accountability on the part of
students, staff, families, and the community.
Capstone Institute/Howard University
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So What is Talent?
It refers to high level performance,skill,
understanding or knowledge that is predicated
upon an age appropriate standard of excellence
Capstone Institute/Howard University
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Integrity-Based Principles

• Ensure Meaningful Learning
• Building on students past experiences and prior
  knowledge, and making connections to significant
  events in their lives
• 5 Cs 
• Critical Thinking
•   Connections
•   Co Construct
• Concern
• Culture

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Cultural Modeling (Carol Lee, Northwestern
University)
This entails bringing examples from students
popular cultural interests into the classroom in
ways that require students to use interpretive or
critical thinking skills to express these popular
culture examples. Then, students are made fully
conscious and reflective of their deployment of
these skills. Students are then shown how these
same skills that they display underlie tasks in
the formal curriculum. Students then are lead to
apply these skills to tasks in the formal
curriculum.
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Kasper Elementary SchoolAcademic Support Program
(Grades 3-6)SAT-9 Matched Samples Comparisons
(2003-2004)
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Ketcham Elementary SchoolStanford Achievement
Test, Ninth Series (SAT-9) Spring 1999-2004
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Multiple Outcomes Educating The Whole Child

• Educational Optimism
• Self and Collective Efficacy
• Academic Identity
• Critical Thinking Problem Solving Skills
• Economically Valuable Skills
• Social Emotional Competence
• Transformative Competence

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Thank You

• For more information
• ADDRESS Capstone Institute
• Howard University Holy Cross Hall, Room
  427 2900 Van Ness Street, N.W. Washington,
  D.C. 20008
• PHONE [phone]
• FAX [phone] WEBSITE www.
  capstoneinstitute.org