Transcript Presentation to the Ellis Center Board

Evaluation of the Quebec Community
Learning Centres: An English
minority language initiative: Mid-term
evaluation report
Learning Innovations at WestEd
November 18, 2008
Overview
• This Report and the evaluation
• Methodology / Data collected
• Findings
– PRT / Project Level
– CLC Implementation Level
– School Board Level
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Recommendations
Next Steps
CLCs and Impact on Vitality
Questions and Answers
Report and Evaluation
• CLCs are partnerships providing a range of services
and activities to help meet the needs of students,
their families, and the wider community through:
– Ongoing collaborative partnerships
– Increased student engagement & success
– Enhanced access to educational services and life
long learning for communities
• 15 CLCs selected in 2006 (Phase 1)
– 7 more in 2007 (Phase 2)
• Preliminary findings from the first year of data
collection in the CLC project
– Focused on Phase 1 CLCs and work of PRT
Evaluation Summary
• Multi-pronged, mixed-methods, and
longitudinal, including:
– Examines the implementation of the CLC model at
22 sites, guided by the Project Theory of Change
– Looks at the work of the PRT in building CLC staff
capacity and the work of the PRT/PIC in supporting
the CLCs through external relations
– Evaluation of expected outcomes and impacts
– Documentation of lessons learned
Evaluation Questions in Report
• To what extent and in what ways do the PRT and
PIC implement activities and processes designed
to contribute to the capacity of the CLCs to
achieve their short and intermediate outcomes?
• To what extent and in what ways do the CLCs, led
by principals and CLC coordinators, implement
their Action Plans?
• What is the role of school boards and school level
committees in the process of implementation of
CLCs?
• Detailed evaluation questions can be found at:
http://www.learnquebec.ca/en/content/clc/clc_res_eval.html
Report Methodology
• Covers period June 2007 through June 2008
– Observations of trainings, meetings, etc.
– Role-alike focus groups (principals, coordinators,
school board reps)
– Interviews and document review
– Early site visits to each CLC (observations,
interviews and/or focus groups with principal,
coordinator, teachers, parents, students, and
community members)
– Some cross site analysis of MELS and Census
data
Findings: Work of PRT/PIC
• Challenge of simultaneously supporting
the development of 22 CLCs
• Well developed plan for addressing this:
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In person trainings and support
Development of materials (Guidebook, etc)
Personalized support and TA
Support for CBL, use of VCN, connections
with partners, and self-evaluation
– Other meetings and PD opportunities
• Result of this is capacity building among
principals and coordinators to develop
and implement CLCs
• Familiarity with Guidebook and
templates enables more effective
actions, planning
• Facilitating CLC and school board
relationships
• Trainings for teachers in CBL and VCN
have led to increased use of these for
educational and community purposes
– Virtual field trips
– Farms Alive!
• Building of network and learning
community among CLCs
• Facilitating connections with
regional and provincial
organizations through Resources
Committee and Advisory
Committee
– Red Cross, Centre for Literacy,
CEDEC, CHSSN, etc.
Underscoring Value of PRT
Support
• “I know help is just a phone call away.” A
coordinator (November 2007)
• “If I have a problem, I have the provincial
team [PRT].” A coordinator (November
2007)
• “I wanted to note how great the PRT is in
being responsive. How responsive and
good the communication is between each
other.” A coordinator (May 2008)
Findings: Implementation at the
CLCs- Understanding and Roles in the
CLC
• Different stakeholders have similar
understandings of CLC concept
• Stakeholders supportive overall
• Leadership of principal is key (3
emerging styles)
• Coordinators play different but
important role
• Partners play different roles in different
CLCs
Value/Use of FFA and Training
• Coordinators originally found the
Guidebook informative but
overwhelming
• CLCs following the stages of the FFA are
further along in implementation
• Coordinators, principals and school
board liaisons value PRT trainings as
working sessions
• Coordinators and principals are
developing collaborative networks
Partners and Partnerships
• Most steering committees include partners as
members
• All CLCs have formal and/or informal
partnerships
– Some have just one or two but several CLCs have
many partners
• Partners include both local organizations and
business (eg Laval Women’s Centre, YMCA, Voice of
English Quebec, Home Depot) but also regional and
governmental organizations (municipalities, CEDECs,
CSSS, Coasters, etc)
• Partners may provide services/activities to
students, parents, or larger community or
may use school space for their activities
Activities and Services
• Wide variety of activities and services
offered by CLCs and/or by partners
– Access to Health/Health Information,
Education and Life Long Learning, Youth
Development, Support for Family and
Community, Recreation, Access to
Information and Community Technology,
Service Integration
• Students primary target of activities
– Most also serve parents, wider community
• Teachers beginning to use CBL and VCN
Vignette #5: Example of strong CLC – Partner
relationships in support of students
Collaborations between the CLC and the
community partners have helped the CLC
implement a number of programs and
activities focused on engaging students,
improving student academic performance and
improving student health.
Vignette #7: Strong CLC – Partner
relationships in support of wider
community
The community focus of this CLC is
providing adults and students with new
opportunities to engage in learning
opportunities that have not previously
been available. Access to adult education
classes, recreation opportunities, and
other information has helped to reduce
isolation in these rural communities.
Characteristics of Weak Partnerships
/ Community Connections
• Not focused on collaboration – rather
focused solely on exchange
• Failure to include community
members/partners on steering
committee
• Lack of shared sense of “who” the
community is that the CLC should be
serving or fragment geographical
areas
Emerging Models: Integrated and
Parallel
• Early data indicate emergence of two
models of CLCs integration into the school
• Parallel model- the school and the CLC
co-exist -- CLC is an “add-on”
• Integrated model- the CLC and the school
are woven together as one and the school
is a community learning centre.
• Unclear how/if models influence
sustainability of the CLC
Findings: School Board Level
• Implementation challenging without
school board support
– Especially regarding hiring coordinator,
renovations for/ acquisition of VCN, etc
• Boards find CLCs larger financial and
energy commitment than anticipated
– But idea still supported by most
– Some taking a wait and see approach
• Sustainability after funding ends is
major concern
Recommendations for the PRT
• Clarify purposes and outcomes for
trainings
• Clarify required paperwork
requirements and due dates
• On-going training and support for selfevaluation and sustainability
• Support development of coherent
program of activities and services
• Use growing expertise of peers
• Policy level work (e.g. engagement of
DGs, policy changes, funding, etc)
Recommendations for the CLCs
• Plan for on-going implementation and
sustainability through FFA steps or
other long-range planning
• Engage in self-evaluation
• Enhance use steering committees/
partners
• Build engagement of teachers and
students
• Communicate with stakeholders, esp
school board
Recommendations for the
School Boards
• Ensure open communication between
board and CLCs
• Support CLCs in different ways
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Visible support at events, etc
Ensuring liaison has time to devote
Engage in planning for sustainability
Support in partnerships at local level
Work to support CLCs at ministry level
Evaluation Next Steps
• Interviews with DGs and others
involved at the policy level
• Phase 2 first site visits this
fall/winter
• Phase 1 second visits in spring
• Survey of community partners,
and others
Questions & Comments
Contact:
Natalie Lacireno-Paquet
Learning Innovations at WestEd
1-800-347-4200
[email protected]