HSGN working to embed soft skills in curricula

TCCC’s High School Graduation Network is working on the following topics:

  • College and Career Readiness
  • Disconnected Youth
  • FAFSA Completion
  • Students with Special Needs

The College and Career Readiness project team met earlier this month to discuss next steps, and it has become evident that the work is pivoting toward a set of outcomes and attributes that align with the Charleston Metro Chamber of Commerce’s Common Skills in High Demand report and the Profile of the S.C. Graduate.

Detailed discussions are currently underway to determine how best to embed these attributes into school-based curricula, after-school programming and summer programming.

The High School Graduation Network is comprised of community members who are committed to improving the on-time graduation rate in the tri-county region and ensuring students are ready for college or a career in the modern workforce.

If you are interested in participating in this project team or the High School Graduation Network, please contact Sarah Piwinski at Sarah@TriCountyCradleToCareer.org.

Principal development program in the works

A ready supply of well-prepared principals as instructional leaders in every school is an essential component of an educator talent development strategy. In the 2016-2017 school year, about a quarter of tri-county schools had principals who had been at their school for two years or less.

There is, at present, no discernible pipeline that assures excellent preparation and continuous development of aspiring principals.

The superintendents of the region’s four school districts, who meet regularly with TCCC as members of the Lowcountry Education Consortium, have recognized principal development as a common need among their districts.

In May, three organizations from around the country that run evidenced-based programs focused on training effective principals will visit the region and be interviewed by the superintendents. The goal is to establish a local best practices training program for aspiring principals.

Former educator joins TCCC staff

LaTisha Vaughn-Brandon

TCCC has hired LaTisha Vaughn-Brandon as Director of Networks and Community Engagement.

Vaughn-Brandon will take responsibility for TCCC’s Kindergarten Readiness Network and will lead TCCC’s efforts to expand and deepen connections with community groups across the education continuum. She will work with a board-level committee and grassroots community groups to engage parents, students, caregivers, teachers and others in education-related decisions that affect them.

Vaughn-Brandon replaces Alexa Stephens, who has left the organization with the grateful appreciation of the TCCC Board of Directors and staff for her service.

“LaTisha Vaughn-Brandon has a deep knowledge of the root causes of disparity in education, is committed to equity and understands the factors that impede kindergarten readiness and high school graduation rate and readiness,” TCCC CEO John Read said. “We’re excited to have her join the team and share that knowledge with our staff and community partners.”

Vaughn-Brandon is the owner and operator of Engineering for Kids Charleston and the owner and primary consultant for Vaughn-Brandon Consulting. Prior to her current work, Vaughn-Brandon was the director of education initiatives with Charleston Promise Neighborhood, assistant associate superintendent for the Charleston County School District and principal of North Charleston Elementary School.

She has a bachelor’s degree in accounting from the University of Missouri, a bachelor’s degree in elementary education from Park College, now Park University, and a master’s degree in educational leadership from Georgia State University.

HSGN College and Career Readiness Workgroup

Thanks to those who participated in TCCC’s High School Graduation Network College and Career Readiness Workgroup meeting today!

Recent media coverage

Several media outlets covered the release of our Regional Education Report: Chapter 4.

Check out the stories and videos below:

Tri-county students eligible for $1,000 art scholarship

StriveTogether, a national nonprofit working to improve education for every child, is offering a scholarship opportunity for current high school seniors and students enrolled in a post-secondary institution in communities served by a partnership in its Cradle to Career Network. Because of the work of TCCC, students in the tri-county region are eligible for the Art Inspires Scholarship.

Students are challenged to create art that symbolizes what educational opportunity and success means to them and conveys StriveTogether’s core values (community, courage, equity, progress and results). StriveTogether will select up to 10 works of art to be featured in its national headquarters in Cincinnati, Ohio.

Selected student artists each will receive a $1,000 scholarship to support coursework at a post-secondary institution in the 2018-2019 academic year. The artwork created through this opportunity will inspire StriveTogether staff and partners daily as they work to achieve the organization’s vision: the success of every child cradle to career.

Applications must be submitted to info@strivetogether.org by May 29, 2018. Each submission must include a video by the artist explaining the piece’s inspiration and meaning as well as a completed scholarship application and proof of enrollment or intent to enroll in a post-secondary institution. Scholarship winners will be notified by June 15, 2018, and receive their prize no later than July 13, 2018.

Learn more at https://www.strivetogether.org/library/strivetogether-launches-scholarship-opportunity.

Community Leadership Council breakfast

Thank you to all who attended this morning’s Community Leadership Council meeting, where we released the Regional Education Report: Chapter 4!

Video: Learn the facts about education in the tri-county region

TCCC released a video today showing the progression of children across the education continuum.

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TCCC releases “Constructive Disruption” report

TCCC today released its Regional Education Report: Chapter 4. Click here to download and read a copy.

This report, titled “Constructive Disruption,” is intended to provoke the disruption of the status quo in public education so that meaningful, systemic improvement resulting in significantly improved student outcomes takes place.

Every citizen in the tri-county region needs to own the responsibility of educating our children. Changing public education is too important and too complex to leave just to educators and school boards.

We encourage you to share this report with your family, friends and colleagues and start a discussion within your own network about how to speak out, engage and insist every child receives an excellent education. We’re happy to help facilitate and provide guidance on those conversations.

We’re also available to discuss the report’s findings with your staff, church, school, club, chamber, association and any other groups. Should you wish to get print copies of this report or schedule a presentation, please contact Ashley Heffernan at Ashley@TriCountyCradleToCareer.org or 843-732-8222.

4 credits of math in high school

TCCC’s Math Pathways Project Team (MPPT), made up of math professionals at the district and college level, evaluated the region’s high school math curriculum in the fall of 2017 and released recommendations for each of the four tri-county school districts.

Geoff Schuler, who convenes the MPPT, and John C. Read, CEO of TCCC, will discuss their recommendations with Berkeley County School District’s Board of Education during tonight’s meeting. The meeting will be held at 5:30 p.m. at H.E. Bonner Elementary School.

Here are the MPPT’s recommendations:

  1. All students should complete four credits of math in high school, including Algebra 1 and 2, Geometry and a fourth higher-level math course beyond Algebra 2.
  2. All students should enroll in and complete a math course each year of high school. Students who complete required math credits prior to ninth grade may receive graduation credit for that coursework; however, these students should still enroll in and complete a math course during each high school year.
  3. Students planning on pursuing a STEM career should take an Algebra-based course, preferably Pre-Calculus,
    as their fourth level math course. If Pre-Calculus is completed prior to senior year, students should enroll in and complete an additional Algebra-based course.
  4. High school math courses beyond Algebra 1 should include a final course exam that is common across the district and aligned exclusively to the set of priority standards that are set for that course.

Click here to read the MPPT’s full statement and recommendations.