Transcript Slide 1

Update on Community Partnerships
Carrie B. Feliz, MPH
Director, Strategic Community Partnerships
Office of Educational Partnerships
January 27, 2014
Presentation Outline
I. Overview of Community Partnerships
II. Selected Community Partner Profiles
III. Lessons Learned & Tools
IV. Next Steps to Support Effective Partnerships
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© 2013 Providence Public School District
The Challenge
• Create a comprehensive system of supports
responsive to the academic, social, and
emotional developmental needs of children and
families
• Requires a whole child approach that ensures
that students are (RIASCD)
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Healthy
Safe
Engaged
Supported
Academically challenged
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© 2013 Providence Public School District
Value-add of Community Partnerships
• In order to achieve the goal of graduating
students who are prepared to succeed in college,
career and life, educators must apply a whole
child approach
• Community partners can help schools achieve
their educational goals by addressing factors that
influence children’s learning within and outside of
school buildings
• Community partners also assist families with
school engagement and skill-building to maximize
their role as educational partners
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A BLUEPRINT for CHANGE:
A District, School, and Community Partnership to Advance Youth Outcomes through Response to Intervention
Goals:
Tools & Inputs:
1. Shared school / community effort to
advance student success
2. Have a positive impact on student and
family needs
3. Build an effective RTI system
4. Aligned student outcomes
1. PPSD Strategic Plan
2. Children & Youth Cabinet
3. Formal relationships with community
initiatives & intermediaries
4. Information systems and referral process
(protocols and guidelines)
5. Performance-based contracts
Needed from the DISTRICT:
• Expanded RtI policy and framework
• Early-warning systems to target student needs and
alternative interventions
• Tools and process to assess school needs
• Procedure to align partners with PPSD strategic plan and
school improvement plans
• Improved information systems and data-sharing
agreements to mutually share and use individual student
data
• Process to evaluate and improve partnerships
Barriers:
• Capacity to lead and support initiative
• Clearly defined vision, procedures, communication, and
roles for district, schools and community
• Resistance to change
Outcomes:
1. Improved student and youth outcomes
2. Shared accountability, reporting, and
learning
3. Increasingly effective community /
school partnerships
4. Coordinated systems
Needed from individual SCHOOLS:
• Integrated school / community teams to review and use
school data for targeted interventions
• Capacity building for integrated teams for data use,
decision-making, and school improvement
• Ensure alignment of community partners and services with
School Improvement Plans
RtI
Community
Needed from the COMMUNITY:
• Align services with PPSD strategic plan and school
improvement plans
• Commitment to work as a coordinated team with other
partners at individual schools
• Provide and participate in integrated professional
development and technical assistance
• Willingness to work differently with all stakeholders
Barriers:
• Limited school-level coordination beyond the principal
• Limited capacity and time for site-level coordination and
ongoing planning with community stakeholders
• Inconsistent access to student information
• Consistency around working with existing intermediaries to
coordinate school-level work
• Resistance to change
Barriers:
• Access to student-level information
• Desire for individual rather than team access to
principals, information, other school leaders
• Lack of resources for consistent assessment and
evaluation of activities and impacts
• Lack of trust /competition for resources among
partners
• Resistance to change
Breadth of Community Partners
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Contracted, Volunteer, and Self-funded
Large and Small
In school and Out of School
One-time and Ongoing Relationship
Professional and Near-peer
Grassroots and Institutional
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Number and Scope of Partnerships
• More than 100 different entities
• Approximately twice as many at elementary
than middle; high school is more than middle
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Community Partner Snapshot– Full Service
Community Schools
• Goal: A Full Service Community School supports
the whole child and family by providing
community resources within a school and by
collaborating with faculty, parents and students
• Began in 2008-09 school year, currently in 5
elementary schools
• Collaboration of 4 agencies with PPSD (YMCA,
Family Services of RI, Dorcas International
Institute or RI, Capital Good Fund)
• 2-generation model
• School day, Out of School, Summer programming
• PPSD Investment = $1,023,245 (54% budget)
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FSCS Enrollment
A total of 2,740 children in 2011‐2012
met the minimum participation
requirements in the different
programs across all four schools.
In all, 3,357 children across all four
sites participated in FSCS activities.
In 2011 – 2012, 666 parents also
participated in one or more services.
Average approx. 110 unduplicated
children and 130 unduplicated adults
per school
Across the four schools, 1,607
attended at least one parent
engagement event and 357 attended 3
or more.
Community Partner Snapshot– FSCS
• Increase participant literacy
– In 2011‐2012, 94% of children participating in OST
maintained or accelerated their reading pace, with
an average increase of 24%
– 48% of parents increased their educational
functioning by 1 level (approx. 2 grade levels in
reading)
• Increase school attendance
– Of 267 participants in Out of School Time, 45%
fewer children experienced chronic absenteeism
in comparison with the general school population
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Community Partner Snapshot– FSCS
• Increase participants’ health and wellbeing
– 57 of the 100 families were classified as in crisis or
vulnerable. Of these, 24 (42%) increased their
sufficiency by 10%, representing improvement in
at least 3 of the 18 domains assessed.
• Improve School Climate
– 51 parents (60%) increased their scores on at least
three domains of the Parent Education Profile to
measure school engagement.
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Community Partner Profile – City Year
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Goal: Dramatically reduce dropout crisis
Began in 1993 in Providence
Whole School, Whole Child approach
Focus on ABCs- Attendance, Behavior, Course
Performance
• Near-peer corps members serve 1-2 years in a
school
• Currently supporting 4 schools
• PPSD Investment = $400,000/yr (24% budget)
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Community Partner Profile – City Year
• In FY13, City Year teams supported 53 teachers in
five schools with whole-class academic support
and classroom management assistance
– 97% of teachers reported being satisfied or very
satisfied with the overall impact of their partner corps
member on their students/class
• Tier I / Universal Interventions
– Get Schooled and Hot 106 Attendance Challenge
– Literacy Weeks/Scholastic Book Fairs
– Before school programs to increase attendance and
reduce tardiness
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Community Partner Profile – City Year
• Tier II / Strategic Interventions
• Attendance
– In FY13, 130 students completed at least eight
weeks of attendance coaching.
– 49% of the chronically absent students improved
their average daily attendance.
– 376 school days were recovered
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Community Partner Profile – City Year
• Tier II / Strategic Interventions
• Behavior
– 80 students in grades 3-8 participated in City Year’s 50 Acts
of Greatness (3rd-5th grade) and 50 Acts of Leadership
(6th-8th grade) research-based, social-emotional learning
curriculum.
– Students develop age-appropriate leadership and social
emotional capacities including teamwork, appreciation of
inclusivity, communication and conflict resolution, as well
as fostering a sense of school connection and community
mindedness by provide opportunities for students to serve
the school community.
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© 2013 Providence Public School District
Community Partner Profile – City Year
• Tier II / Strategic Interventions
• Course Performance
– In literacy, 248 students were on City Year’s focus list.
52% of middle school students who received 15 hours
of tutoring moved from off-track (a course grade of a
D or lower) to on-track, with a C or higher. In grades 35, 100% of students receiving literacy intervention
increased their DIBELS oral reading fluency score from
start of year to end of year.
– In math, 160 students were on the City Year focus list.
54% of students saw a raw score improvement on
their STAR assessment. 21% improved by at least one
letter grade.
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Community Partner Profile - PASA
• Goal: expand and improve quality afterschool, summer, and other expanded learning
opportunities for the youth of Providence
• Serve all middle schools with AfterZone and
Summer Scholars
• Serve 3 high schools with ELOs
• PPSD Summer Scholar Investment = $432,000
(49% budget)
• PPSD ELO Investment = $56,000 (25% budget)
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Community Partner Profile - PASA
2012-13 AfterZone participation as compared to school enrollment
School
Nathan Bishop
Esek Hopkins
DelSesto
Roger Williams
Nathanael
Greene
Gilbert Stuart
Total
Total School
Enrollment
AfterZone
Participation
% of school
population served
674
528
957
717
980
381
308
319
420
119
56%
57%
33%
57%
12%
746
3622**
350
1778**
46%
49%**
*Taken from RIDE October Enrollment report
**PASA provides a summer AfterZone only for Nathanael Greene- totals do not reflect this additional school because it does not
host a full AfterZone school year program.
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Community Partner Profile - PASA
• Summer Scholars Outcomes, Survey of Academic and
Youth Outcomes
• Approx. 700 students served
• Teachers perceived largest improvements in:
– Problem-solving
– Communication skills
– Readiness to return and engage in school in the fall
• Youth reported greatest program strengths as:
– Supportive adults
– Enjoyment and engagement
– Youth challenge
• Teacher and Youth data both support that the program
was effective for all youth
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Community Partner Profile - PASA
2011-13 Hub Expanded Learning Opportunities (ELO) Participation Summary
Participation by
Session
Student
participants
Students
‘completing’
(receiving credit)
Winter 2013*
Fall 2012
Winter 2012
49
55
31
41 (84% of
participants)
32 (58% of
participants)
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*The program was expanded to Alvarez High School in Winter 2013
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Community Partner Profile - PASA
Diversity of ELO Programs, 2012-13
Leadership
Development
6
Literacy
Literacy, 7
STEM
Arts
Arts, 7
STEM, 9
Leadership
Development
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From Individual Action to Collective
Action
Individual Action =
Isolated Impact
From Individual Action to Collective
Action
Individual Action =
Isolated Impact
Coordinated Action =
Cumulative Impact
From Individual Action to Collective
Action
Individual Action =
Isolated Impact
Coordinated Action =
Cumulative Impact
Collaborative Action =
Collective Impact
Partnership Keys to Success
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Alignment with district and school goals
Coordination of partners within the school
Sufficient training and ongoing support
Access to data and feedback for continuous
improvement
• Effective programs, implemented with fidelity
• Network with educators, parents, and other
partners to be student-centered
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Tools / Products
• Partnerships Database / Partner Profiles (PPSD)
– Repository of information on all school partners to
inform decision-making
• Conditions for Successful School-Community
Partnerships (PPSD)
– Guidance tool for school leaders during the planning,
implementation, and review phases of a partnership
to ensure that the partnership will be effective and
responsive to school improvement goals
• Partnerships Rubric (Partnerships for Success)
– Evaluative tool to assist practitioners in identifying the
current phase of their partnership and highlighting
ways to deepen effectiveness and improve overall
practice
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Next Steps
to Support Effective Partnerships
• Focus on quality
– Data to guide decision making
– Proven programs
– Fidelity to model
• Support for School Leaders
– Populating database
– Detailed information on partners, menu of services
available
• Support for Partners
– Clarify district and school priorities
– Create opportunities for interagency collaboration
– Encourage program evaluation
• Explore performance-based contracting
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Questions & Answers
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Thank you!
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