We want our people to uncover the practices that lead to transformative student growth.

OneGoal

  • Our Process

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    We began by visiting a selection of Program Directors in their classrooms and observing them during their OneGoal class. After each classroom observation, we sat down with them to better understand their approach to supporting and engaging with their students.

    We began by visiting a selection of Program Directors in their classrooms and observing them during their OneGoal class. After each classroom observation, we sat down with them to better understand their approach to supporting and engaging with their students.

  • Our Process

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    We conducted our research in two sprints: one at the beginning of the school year, and another during the second semester. This timing allowed us to hear about the progress students were making from PDs, while giving our team the opportunity to distill learnings from the first round and return with initial insights to share with teachers.

    We conducted our research in two sprints: one at the beginning of the school year, and another during the second semester. This timing allowed us to hear about the progress students were making from PDs, while giving our team the opportunity to distill learnings from the first round and return with initial insights to share with teachers.

  • Our Process

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    We discovered that the PDs whose students made significant progress weren’t simply focusing on helping them improve their grades and test scores. Instead, they supported students in making radical changes to how they perceived themselves and their potential, and how they behaved as a result. While we originally assumed the PDs who would do anything for their students would have the greatest impact, it was actually the PDs who held their students accountable for themselves and taught them how to problem-solve who had transformative impact.

    We discovered that the PDs whose students made significant progress weren’t simply focusing on helping them improve their grades and test scores. Instead, they supported students in making radical changes to how they perceived themselves and their potential, and how they behaved as a result. While we originally assumed the PDs who would do anything for their students would have the greatest impact, it was actually the PDs who held their students accountable for themselves and taught them how to problem-solve who had transformative impact.

  • Our Process

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    Based on that insight, we then asked, “How might we support PDs in sharing these high-impact approaches with one another?” Together with the OneGoal team, we brainstormed and evaluated over 100 potential ideas, and pared these down into a final Concept Collection of recommended ideas.

    Based on that insight, we then asked, “How might we support PDs in sharing these high-impact approaches with one another?” Together with the OneGoal team, we brainstormed and evaluated over 100 potential ideas, and pared these down into a final Concept Collection of recommended ideas.

  • Our Process

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    We then prototyped a few of the top ideas, working with a small team of OneGoal staffers on each concept. Our role was to coach the prototyping process, providing encouragement and accountability as each team tested their concept on a small scale.

    We then prototyped a few of the top ideas, working with a small team of OneGoal staffers on each concept. Our role was to coach the prototyping process, providing encouragement and accountability as each team tested their concept on a small scale.

Project Outputs

Strategies
From our synthesis of observations and interviews with PDs and students, we discovered that dramatic student progress wasn’t so much a result of focusing on test scores and grades as it was supporting students to make major shifts in their mindsets and behaviors. Inspired by Prochaska and Di Clemente’s Stages of Change model, we created a custom framework to describe a OneGoal Fellow’s transformation.

We were then able to map the teaching tools and approaches used by high-impact PDs to each stage. The framework, along with strategies for supporting students at each step, reframed OneGoal’s approach to achieving transformative student growth.

Programs
Based on the new strategy, one of the concepts we prototyped was called the Looking Back & Forward Conference. The objective was to bring students from different OneGoal cohorts together to reflect on their past, think about their future and immerse in a learning experience at a college campus.

The OneGoal team prototyped the event multiple times, with enormous learning each time about both its value for students and its logistical challenges. While the event has not continued in its current format, the team has since integrated the learnings into the core Fellow experience of their program.

We can now speak in terms that are far more helpful. Rather than talking about a ‘problem’ a Fellow is having, we are identifying the root cause that may be influencing a certain behavior or belief, then providing the resources and opportunity to work through it.”

Kylie Vadnais, OneGoal

Client & Community Outcomes

Mindsets
In terms of PD and student mindsets, many of the strategies uncovered in this work, such as engaging students in their history, culture and communities, as well as talking about the systemic components of educational inequities, have become key components in OneGoal’s year one curriculum. In addition, their postsecondary supports have become much more student-centered to ensure engagement and investment in postsecondary enrollment decisions are truly aligned to Fellows’ aspirations for themselves.

In terms of organizational mindsets, OneGoal already had the capacity to take a strong quantitative approach to measure its programs. While numerical datasets allowed them to identify disparities between high- and low-growth PDs, the numbers couldn’t explain the drivers behind them. Through this project, OneGoal staff saw that qualitative research methods can amplify quantitative ones, and that sometimes there’s just no substitute for in-person observation.

Behaviors
OneGoal staff now have behavioral examples at each of the Stages of Change. This has helped them support PDs to not only identify students’ mindsets, but to prioritize, create tailored supports and even strategize better. For example, providing low-level check-ins with students in the Action stage leaves more time for in-person coaching with students in the Consideration stage. The framework also supports peer-to-peer coaching; for example, students in Preparation and Action can be leveraged as leaders by pairing them with others in Uncertainty or Consideration, to share their methods for moving past doubt at the beginning of the year.

Conditions
Previously, participating students’ outcomes – that is, whether they made great gains in their academics, got into college, and stayed there – were determined in part by the personal qualities and pedagogical style of the particular PD they had. Now, OneGoal has new information and tools to ensure that all students have more opportunities to succeed.