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[Music] Welcome to Gateways

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for College Readiness.

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I am Judy Hennessey,

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principal of the Dayton Early College

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Academy, DECA, located in Dayton, Ohio,

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on the University of Dayton campus.

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The Dayton Early College Academy, DECA,

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was organized as an Early College

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Academy under the guidance of the Bill

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and Melinda Gates Foundation.

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We now have a population

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of almost 400 students.

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87 percent of our student body will be

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the first in their families to go

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to college, 88 percent

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of our kids are students of color,

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and 97 percent of them are low income.

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The gateway process

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at DECA replaces the traditional

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Carnegie Unit way to matriculate

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to high school graduation.

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Each gateway has a set

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of very distinct criteria,

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and the student is clearly aware

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at the beginning

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of each gateway what will be expected

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of him or her.

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The specific skills that are required

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or the specific actions

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of the student are most often conveyed

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through a paper.

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We also try to embed the college going

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behaviors, for example, college visits;

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filling out college applications;

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writing, rewriting, editing,

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fine tuning a college essay.

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By the time they have completed Gateway

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6, they will have done the five

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independent studies and then a capstone

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of a 20-page autobiography.

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They will have completed, at minimum,

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three college courses.

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They will also have completed 21

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independent books,

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the reading of these books,

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and literary analysis papers.

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And all the time they have maintained 95

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percent attendance.

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So the benefit of the gateway process is

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that there is no social promotion here.

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The assumption is everybody has

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to work hard, be diligent and focused

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on their skills,

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to be prepared for college.

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DECA uses a variety of assessments

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to signal students' readiness

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for college.

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We use a diagnostic test called the MAP,

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which is aligned

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with our content standards here in Ohio.

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That gives us an indicator

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of where the student is

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within the core content areas.

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We continue to assess

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at least twice a year using

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that particular instrument,

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which will give us some longitudinal

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data on the student.

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When we see a student has a gap,

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we use a variety of strategies

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to close these gaps.

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For example, students will have two

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solid hours of science instruction

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in the same day.

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We also coordinate the classes

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that they take here with us

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with their college classes.

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We also try to do a lot of mentoring

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and small-group tutoring.

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One of the strongest things that we do

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at DECA is timely review sessions

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where students receive the results

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of an exam; they see what has happened

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in terms of their measure

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of understanding

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and they are immediately encouraged

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to get back in, relearn the material,

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and then retest.

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We have a couple of ways

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to use student assessment

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results diagnostically.

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We have a live data tool

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that teachers use when they assess.

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We take the Ohio Content Standards,

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drilled down to the level

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of what we call an indicator.

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When a teacher does an assessment,

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each student's information is then

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entered into this live data tool

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and we are able to aggregate

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and disaggregate the results

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for analysis.

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We can see how many

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of the students understood a particular

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concept, or we can track one

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individual's performance across areas.

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We are constantly using our assessment

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data to guide daily instruction and then

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to give us that long view

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of where we need to fill in the holes.

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This is Elizabeth Cameron.

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I am a teacher

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at the Dayton Early College Academy.

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I am also an advisor.

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I determine students' college readiness

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and any skill gaps that they might have

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by first looking at their Measures

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of Academic Progress diagnostics tests.

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Students' assessments results are shared

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and discussed with the students

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themselves so that they are aware

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of their strengths and weaknesses.

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So if there is a significant gap

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on an individual level,

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I would work with them one-on-one.

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For example, I might find a specific

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weakness with a certain student,

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let's say it's writing a thesis

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statement, and as an advisor I could

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take them through, "okay,

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what's the problem,

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let's try to identify the problem,"

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you know, "let's talk about that,

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let's work on it together."

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So we try to show them how to use data

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to close their skill gaps,

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to use it as a positive thing

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for self-improvement

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and for college readiness.

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Now if it were the whole class

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that was struggling

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with a particular skill set,

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I would definitely first try reteaching.

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So for example,

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many of my students right now are

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struggling with appropriate

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research skills.

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And so what I have tried differently is

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I have now created a different way

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of teaching it;

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I have tried different strategies to try

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to get them to that particular

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skill set.

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When we look at how we share assessment

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results with students

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and how they take ownership

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for their test performance,

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I think the most important

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and overriding principle for us is

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that DECA has a college-going mindset.

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That students who come here know

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that our vision is always what will they

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be faced in college

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and how will they deal

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with not only the academic challenges

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but the social and emotional ones.

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To learn more about Gateways

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for College Readiness,

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please explore the additional resources

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on the Doing What Works website.

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[Music]