service ecosystems for afterschool care in high risk urban communities

Service Ecosystems for Afterschool Care In High-risk Urban Communities

Martha G. Russell

Mapping Community Assets for Shared VisionmediaX-THNK Global Innovation Leadership Workshop – Feb 2014

Innovation Ecosystems Network• Data-driven visualization of resource flows for innovation

– Talent– Finances– Information

• Roots in evaluation of service systems– Technology-based economic development programs– Family-oriented, community-based services systems– Mapping community assets

• Afterschool programs• School-community interactions

• Powered by new social network analysis tools

Community – Family – Youth – City System

Martha G Russell, AHFE 2012

Wholeness Indicators

Martha G Russell, AHFE 2012

Wholeness Indicators• Regional function

– Middle class housing– Fit housing– Owner Occupancy– Business and service organizations– Immigration

• Community function– Crime index– Families not in wealth– Access to retail– Life span

• Family function– School holding power– Few crisis services needed– Low need for foster care

• Youth function (school enables)– Graduation rate– SAT Scores– Voter Turnout– Teacher Retention

Martha G Russell, AHFE 2012

Wholeness Indicators

Martha G Russell, AHFE 2012

Schools Are Central to Ecosystem

Martha G Russell, AHFE 2012

Schools Are Central to Ecosystem

Martha G Russell, AHFE 2012

Support Services Maintain Strength in the Ecosystem

• What’s working– Neighborhood and branch organizations provide

family services and youth enrichment activities.

• What’s not working– Options for enrichment learning are limited.– Services tend to be focused to individuals rather than families.– Schools and school support programs are not consistently integrated

into service networks.

When System Is Not WHOLE

Martha G Russell, AHFE 2012

When System Is Not WHOLE• Parents cannot get to the jobs that are available, even if they are eligible.• Housing is substandard, and many are homelessness.• Adults’ coping skills are inadequate, resulting in behaviors that injure

themselves and others.• Parents who perceive options choose alternatives to public school.

• Children are unsupervised and lack discipline.• Children’s mental, physical and developmental health suffers.• Youth are truant and drop out of school.• Teen births and violence limit youth’s positive choices.• Youth do not engage in community and family building

Martha G Russell, AHFE 2012

When System Is Not WHOLE

Martha G Russell, AHFE 2012

Redirect Services RESTORE

Redirect Services RESTORE

• Provide housing and transportation.• Encourage employment and ownership.• Support parents’ ability to provide necessities for children.• Support language acquisition and acculturation.

• Provide supervision and positive role models.• Provide tutoring and engage children in learning.• Give youth an opportunity to express selves and contribute.• Redirect youth to give them a second chance.

Martha G Russell, AHFE 2012

Redirect Services RESTORE

Martha G Russell, AHFE 2012

South Dallas

Asset Mapping Process• Introduce project via visible, influentials

– Service providers willing but busy– Teachers – limited availability & time– Principals – need anonymity– Superintendents – autonomous mindset

• Provide incentives for participation• Identify potential for synergy & leadership • Provide feedback on participation to build

engagement and networks for change• Continually monitor and refine plan

Martha G Russell, AHFE 2012

Evaluation Process

• Description of the function• Criteria for functionality• Indicators of dysfunction• Preventative measures• Remedial actions• Changes over time

Martha G Russell, AHFE 2012

South Dallas SystemMartha G Russell, AHFE 2012

Afterschool ProgramsDallas County

Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.

Martha G Russell, AHFE 2012

Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.

Afterschool ProgramsDallas County

Martha G Russell, AHFE 2012

Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.

Program and Financial Resources for Dallas Afterschool Programs

Martha G Russell, AHFE 2012

Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.

Number of Children Serviced by Financial Resources

for Dallas Afterschool Programs

Martha G Russell, AHFE 2012

32% of Dallas School-age Children Unsupervised Afterschool

• ~20% supervised in home-based care• Vulnerable programs dependent on single source• Program stability improves with diversified resources base

(program and financial)• Over-demand, waiting lists in high risk areas, subsidized

programs• Empty slots & program closings in low risk parent-fee programs• Definition of community is highly ambiguous

– Where I live– Where I work– Where I take my kids

Martha G Russell, AHFE 2012

Event

Impact

Coalition

Shared VisionShared Vision

TransformationTransformation

Iterative Alignment

Interact & Feedback

Co-Create Value

Transformative CollaborationsDALLAS AFTERSCHOOL NETWORK

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Martha G. Russell, Kaisa Still, Jukka Huhtamaki, and Neil Rubens, “Transforming innovation ecosystems through shared vision and network orchestration,” Triple Helix IX Conference, Stanford University, July 13, 2011.

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Transform Through Shared Vision

• Know• Cultivate• Orchestrate

Innovation Ecosystem Networks

Thank YouMartha.Russell@stanford.edu