instruction work group - boarddocs - school board ......• using qualitative evaluation and...

Instruction Work GroupJanuary 6, 2020

Purpose• Brief review of Community Schools implementation• Introduction of our team• Discussion of Scaling What Works and validation

evidence• Proposed timeline to continue scaling

(Left to Right):Aronn Peterson, Community Schools ManagerSonia Spencer, Resource Coordinator – MendotaRachel Deterding, Resource Coordinator – Lake ViewRosalia Gittens, Resource Coordinator – LeopoldEricka Brown, Resource Coordinator - Hawthorne

New to our Team!

Angela Fitzgerald WardDirector of Family, Youth & Community Engagement

• 2015-16• Madison Community Foundation awards grant to “seed” Community

Schools• Framework developed, selection process for schools

• 2016-17• Leopold & Mendota first pilot schools

• 2017-18• Refined selection for next two schools• Using qualitative evaluation and standards to refine implementation• Additional funding secured

• 2018-19• Add Lake View and Hawthorne• Focus on validation stage of implementation

• 2019-20• Continued focus on implementation and collecting data/evidence during

validation

Reminder of Our Journey

Community Schools

Framework(locally

developed)

What Guides Our Approach

Scaling What Works – Validating The Validating stage determines how we will spread the idea. Central Office program leaders and Senior Leadership Team answer questions such as:

• What conditions helped the pilot succeed?• Where else do those conditions exist

already? Where do we want to create them?• Do we have stakeholder support and

excitement?• What evidence will we need to show to show

success in validation? What are our metrics for success?

• When will we check in on results?

Conditions for Success in Community Schools

Leading Indicators for Success:• Coordination of Resources • Shared Sense of Ownership (Collaborative Leadership)• Student outcomes – leading with attendance• Family & Community Engagement It is essential in the early stage of implementation that there are changes in the resources and the coordination of systems. We also know that the school serving as a “hub” needs to demonstrate “more openness, expanded hours” and that there is an improving sense of welcoming, trust and respect for families, students and community partners.

Indicators for Success – Structures & Processes

Indicators of Success• Direct observations of the coordination of resources at each

school and implementation of programs• Needs and assets per school identified in partnership with

families, staff, students and community partners• Programming at schools & list of community partners per

school

These foundational structures and processes can lead to shared sense of ownership / collaborative leadership

Indicators of Success – Student OutcomesIndicators of Success • District-level review of school attendance & chronic

absenteeism rates per school• Reviewing other data at District level (behavior)

Indicators for Success – Family Engagement

Indicators of Success • Climate survey responses – family engagement

specifically for families with children of Color at the school• Qualitative Evaluation (interviews) on interactions with

staff at schools (youth, family & community members)

Metrics for Success – Knowing What Works

Wisconsin Evaluation Collaborative notes: Community Schools data collection and evidence is complex because of their very nature to serve the “whole child.”

Three main outcome categories of Community Schools are (1) academics, (2) behavior and (3) social-emotional learning (Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). p.79-80).

Stakeholder Support

• Slightly over $500,000 raised by FMPS for the Community Schools Challenge Grant by Madison Community Foundation

• Schools have strengthened Adopt-A-School Partners and added more partners to assist with programming / services / events

• There is excitement and positive support for Community Schools

• Families & students report positive experiences

Data Collection & Continuous ImprovementWork in Progress:• Short term outcomes directly connected to Community School priority

areas (logic models) • Family & student experiences that might better reflect benefits of

Community Schools programs/services than the annual climate survey or looking at specific dimensions in climate survey responses

• Student attendance / chronic absenteeism of students participating in Community Schools programs/services (also looking at behavior).

• Using Madison-Out-of-School Time (MOST) Management Information System to capture student data (linking participation in OST with school)

Our Challenge: Scaling What WorksResearch on the evidence of community schools has indicated that “full implementation of complex change efforts can take 5 to 10 years, with schools generally achieving partial implementation in the first 3 to 4 years of these efforts” - (Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). p.79-80).

Our Challenge: If we are only expanding based on the evidence of student outcomes changing during the Validation stage, we could be waiting 3-4 years per phase of implementation to scale.

Scaling – Timeline 2019-2020 – Sustain and adjust in Validation Stage (4 schools)

By June 2020Our goal is to answer “Is it working? Have we achieved our metrics for success?” Who is it working for?

MOST MIS data entry, logic models with clearer short-term outcomes, student data specifically on attendance and chronic absenteeism, collecting stories and community partner impact

Summer 2020 Summer retreat and data analysis

October – November 2020 Board presentation with key updates on evidence and plan to expand

December 2020 If approved, launch next scaling phase

Questions?