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