minutes lenawee c2c student success network customized...
TRANSCRIPT
Minutes Lenawee C2C Student Success Network
Customized Learning November 28, 2016
10:30 a.m. - Noon, PDC @ LISD Education Service Center http://www.lisd.us/lenawee-cradle-to-career-2/
Attendance: Ken Leininger, Carrie Dillon, Heather Perez, Kelly Coffin, Derrick Richards, Mike Howe, Greg Marten, Mark Haag, Michael Masters, Michael Osborne, Ann Hinsdale-Knisel
The purpose of the Student Success Network – Customized Learning was shared (as articulated at the Strategic Planning
session in September and October 2016) – see attached
o Kelly Coffin shared from Chuck Schwahn’s presentation - see attached
Customized Learning is a shift in mindset for a district to an actualized belief that all students can learn,
and acting on that belief in real/tangible ways.
Tecumseh Public Schools has started by creating teacher teams/restructuring for success. Results are
showing in positive outcomes.
Michael Osborne shared that Hudson is exploring a “model program” (like a magnet school).
Contact list of network members (as of 11/28/16):
Stacy Bailey [email protected] Kelly Coffin [email protected] Carrie Dillon [email protected] Patricia Gray [email protected] Mark Haag [email protected] John Haught [email protected] Ann Hinsdale-Knisel [email protected] Michael Howe [email protected] Rose Hudson [email protected] Kenneth Leininger [email protected]
Suzanne Lopez [email protected] Greg Marten [email protected] Michael Masters [email protected] Stan Masters [email protected] David Maxwell [email protected] Brian McDowell [email protected] Michael Osborne [email protected] Heather Perez [email protected] Derrick Richards [email protected] Jon Schoonover [email protected]
Collective Impact – The five conditions of Collective Impact were reviewed – see attached
Theory of Action – Ann reviewed the STRIVE Together Theory of Action and noted that the Lenawee C2C Partnership is in the Emerging Gateway (see attached).
Status Report on current Community Outcomes o The C2C Leadership Team and the Lenawee County Superintendents’ Association have approved the creation of
this new network. o Chuck Schwahn, author of Inevitable, spoke to public and private school board members at their annual meeting.
The theme was Customized Learning.
Next meeting date – Doodle Poll
LISD Strategic Planning--Education Goal #5: Customized Learning Vision: In order to become productive, adult members of the community, the learners of Lenawee County will access and master content and skills through individualized learner-centered programming. Goals:
● Develop County Leadership ○ Build/Strengthen administrative teams across the county through professional
development opportunities ○ Identify and provide leadership professional development that supports the
leadership of customized learning ● Gather Data Supporting Change ● Engage the Greater Community in the Process
○ Hold Community Conversations to promote change and develop ambassadors across the county
● Develop Learner Outcomes
Glossary of Terms A glossary to promote common language as we learn
together about cradle to career education
Revised 08.26.15
Backbone Operational work of a cradle to career partnership that is necessary to support and drive the work forward.
• Anchor: Organization or entity that commits to acting as the fiscal agent and ensuring the partnership’s long term sustainability
• Staff: Project Director, Facilitator, Data Manager, Communications/Community Engagement Manager
Collective Impact The commitment of a group of important actors from different sectors to a common agenda for solving a specific problem. The five steps of Collective Impact are: Common Agenda; Shared Measurement; Mutually Reinforcing Activities; Continuous Communication; and Backbone Support.
Community Report Card A report to the community that highlights changes in student outcomes that the partnership collects data for annually.
Completion Fulfilling the requirements of a standardized credential (e.g., certificate, associate, bachelor’s) leading to graduation from an institution in the United States affiliated with the National Student Clearinghouse. Currently 98% of public and private institutions participate in the National Student Clearinghouse.
Contextual Data Data (such as demographic factors) that provide context or explanation of the outcome; often broken out by race, gender, ethnicity, etc. to show data differences that might otherwise be hidden by aggregate levels.
Contributing Indicators Critical factors that contribute to the improvement of the outcomes; data leads to examination of practices and the identification of effective strategies
Data Manager Helps collect and manage information and data to support knowledge management and data driven decision making
Data Team A group of individuals with expertise in data analysis or ownership of data who come together to provide support for the data needs of the partnership
Executive Committee Establishes the agenda for Leadership Team and brings forward recommendations for action meetings based on feedback from its members. Carries fiduciary responsibility for the organization. Coordinates fundraising efforts.
Four-Year Graduation Rate The percentage of students who were enrolled as first-time ninth graders (called a cohort) and who completed high school with a regular diploma in four years or less; or completed high school with a regular diploma AND an associate degree or other advanced certificate in five years or less if enrolled in an early/middle college. It is calculated as the total number of graduates divided by the total number of students in the cohort.
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Four-Year Graduation Rate The percentage of students who were enrolled as first-time ninth graders (called a cohort) and who completed high school with a regular diploma in four years or less; or completed high school with a regular diploma AND an associate degree or other advanced certificate in five years or less if enrolled in an early/middle college. It is calculated as the total number of graduates divided by the total number of students in the cohort.
Goals Aspirational; one for each part of the Cradle to Career continuum
Measurement Tools Tools used to mark progress towards an outcome
Mission How will we get to our vision? What is the role of the Cradle to Career Partnership in helping achieve this vision? The mission is the defined purpose of the partnership and the role it plays in achieving success; provides direction and guidance for the strategic work.
Outcomes Priority Results we want for children/youth; measureable and connected to goals; drive the collective work of the partnership; the direct result of program activities; a change in knowledge, attitude, skills, behavior or condition.
Partnership A group of cross-sector community leaders who come together to support a shared cradle to career education vision in their community.
Partnership Agreement Written and documented roles and shared expectations of the partnership.
Post-Secondary Attendance at an institution in the United States affiliated with the National Student Clearinghouse that provides a standardized credential (e.g., certificate, associate, bachelor’s). Currently 98% of public and private institutions participate in the National Student Clearinghouse
Strategies Specific actions to improve outcomes
Student Success Networks Groups of appropriate cross-sector practitioners and individuals who organize around a community level outcome; use a continuous improvement process to develop a charter and action plan with strategies to improve that outcome. Examples of Student Success Networks are Lenawee Great Start and Lenawee College Access Network (LCAN)
Table A group brought together for the purpose of networking, dialog, and learning from one another. (We have a Leadership Table, an Executive Committee Table, Data Committee Table, and 4 Student Success Network Tables.)
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Targets Incremental, time-bound, connected outcomes
Vision What do we want for our county? A view collectively held by the community (Lenawee County) that a cradle to career approach frames its work in education improvement.
22 | LENAWEE CRADLE TO CAREER | COMMUNITY REPORT CARD
WHAT IS COLLECTIVE IMPACT?
The commitment of a group of important organizations from different sectors to a common agenda for solving a specific social problem is referred to as collective impact. The following five conditions are necessary for success:
COMMON AGENDA All participants have a shared vision for change, including:
A common understanding of the problem.
A joint approach to solving it through agreed upon actions.
SHARED MEASUREMENT Collecting data and measuring results consistently across all participants ensures efforts remain aligned and participants hold each other accountable.
MUTUALLY REINFORCING ACTIVITIES Participant activities must be differentiated and coordinated. We must have a mutually reinforcing plan of action.
THE FUTURE
Collective Impact
CONTINUOUS COMMUNICATION Consistent and open communication is needed across the many players to build trust, assure mutual objectives, and create common motivation.
BACKBONE SUPPORT A solid team dedicated to orchestrating the work of the group ensures success.
KEYS TO COLLECTIVE IMPACT
Without relationships, it will fail. We must invest time to build trust. Collective impact IS our work – it’s not something extra! Our focus needs to be on building a better community, not just stronger programs.
OUR COLLECTIVE IMPACT:
A group working towards the same outcome, looking at student level data, to continuously improve practices over time.
To learn more about Collective Impact, head on over to bit.ly/1IQdEKn
Theory of Action: Creating Cradle to Career Proof Points
BUILDING -----------------------------------------------------------------------------> IMPACT
Implementing the Theory of Action
The partnership formalizes a set of messages that are aligned and effectively communicated across partners and the community.
Partners demonstrate shared accountability for improving community level outcomes.*
Partners effectively communicate attribution of success and recognition of challenges.*
The partnership enables student-level academic and non-academic data to be shared appropriately across partners in a timely manner to enable continuous improvement to improve outcomes.*
Pillar 2: Evidence
Based Decision Making
Pillar 3: Collaborative
Action
Pillar 4: Investment & Sustainability
Pillar 1: Shared
Community Vision
A cross-sector partnership with a defined geographic scope organizes around a cradle to career vision.
A cross-sector leadership table is convened with a documented accountability structure.
The partnership selects core indicators for the community level outcomes.
An anchor entity is established and capacity to support the daily management of the partnership is in place.
The partnership consistently informs the community of progress, including the release of an annual report card.
The partnership collects and disaggregates baseline data by key sub-populations for core indicators.
The partnership facilitates the collection and connection of academic data across the cradle to career pipeline and among partners to enable continuous improvement.
Partners use continuous improvement to identify activities/ practices that are improving community level outcomes and spread these to impact outcomes.*
The partnership mobilizes the community to improve community level outcomes.
The partnership has in place the necessary capacity to support the daily management of the partnership, data needs, facilitation, communication and engagement of the community. The partnership has sustainable
funding for multiple years.*
Partners continue to actively engage in the partnership despite changes in leadership.*
The partnership continually refines indicators to improve accuracy and validity.
The partnership develops plans to change, support, or inform local, state, or national policy to improve community level outcomes.
PROO
F POIN
T: : Partnership in the Systems Change Gatew
ay with 60%
of indicators in the six cradle to career outcom
e areas maintained or im
proved
Systems Change Sustaining Emerging Exploring Proof Point
The partnership prioritizes a subset of core indicators for initial focus.
The partnership engages investors to support the operations and collaborative work of partners to improve outcomes.
The partnership publicly releases a baseline report card to the community with disaggregated data.
The partnership selects community level outcomes to be held accountable for improving.
Financial and community resources are aligned to what works to improve community level outcomes.*
Necessary policies change to enable and sustain improvement. *
Partners support the operations work of the partnership.
Collaborative Action Networks collectively take action to improve the community level outcomes using continuous improvement.
Partners allocate and align resources to improve community level outcomes.
The partnership communicates a common, consistent message across internal partners.
Collaborative Action Networks are engaged and/or formed to improve community level outcomes.
Lead
s to
Syst
ems C
hang
e
The partnership commits to using a continuous improvement process to guide the work.
The partnership operates with roles and responsibilities as defined in the accountability structure.
Opportunities and barriers are identified by the Networks and lifted up for partners to take action to improve community level outcomes.
The Theory of Action is based on StriveTogether’s Framework for Building Cradle to Career Civic Infrastructure. The Theory of Action consists of five Gateways: Exploring, Emerging, Sustaining, Systems Change and Proof Point. Within each of the five Gateways, there are a series of quality benchmarks that are key steps in developing and sustaining a partnership. Meeting the quality benchmarks in the Exploring, Emerging and Sustaining Gateways leads to System Change and ultimately Proof Point.
Partnerships implementing the Theory of Action effectively demonstrate four principles as they move from building a partnership to impacting outcomes:
1. Engage the Community The work of the partnership must be grounded in the context of the community. Partnerships engage a broad array of community voices through building awareness and information sharing; involving and mobilizing the community towards improvement; and co-developing solutions and strategies with community members.
2. Focus on Eliminating Locally Defined Disparities Inequalities in student achievement are defined by each partnership using local data and context. Partnerships make intentional efforts to eliminate disparities in achievement.
3. Develop a Culture of Continuous Improvement The work of the partnership focuses on the use of local data, community expertise and national research to identify areas for improvement in a constant and disciplined manner that ensure Partners invest in practices that work.
4. Leverage Existing Assets The partnership builds on existing resources in the community and aligns resources to maximize impact.
GATEWAYS:
© 2015 KnowledgeWorks *Systems Change indicators are being updated to provide increased clarity
Collaborative Action:
Several different types of action take place through the implementation of the Theory of Action. Collaborative Action is about community members coming together to use data in disciplined manner to collectively move an outcome. Collaborative Action uses a process of continuous improvement that includes the following components:
• Focuses on improving outcomes and indicators
• Uses local data • Leverages existing resources; • Includes the voice of the community
(where appropriate) • Ensures action is within the sphere of
control of those involved
Collaborative Action requires participation from both practitioners and leadership. In the early stages of the work, Networks are engaged or formed; they then develop charters and action plans using disaggregated student level data and ultimately identify practices/ activities that improve community level outcomes. Through their work, Networks identify opportunities for partners to improve outcomes.
DEFINITIONS………………………………………………… Continuous Improvement Process: An ongoing effort to improve services and supports for children and families over time in order to improve a community level outcome. These efforts can seek "incremental" improvement over time or "breakthrough" improvement all at once. Collaborative Action Networks: Groups of appropriate cross-sector practitioners and individuals who organize around a community level outcome and use a continuous improvement process to develop an action plan with strategies to improve that outcome.
Evidence Based Decision Making:
Communities often come together to support promising educational programs, instead communities should come together to identify the most important outcomes for children and commit to finding the best ways to drive improvement in those outcomes. Organizing around outcomes, identifying indicators for the outcomes and collecting local data to determine areas of need and promising practices/activities make this work fundamentally different. Engaging key stakeholders who understand local data to form a data team is one strategy commonly used to select indicators, collect local data, communicate the data to the community and provide analysis expertise on behalf of the partnership. As partnerships progress in the work, the collection of data moves from aggregated community-wide data to program and student level data. Partnerships seek ways to make data available on a consistent basis in order for those serving students to have the data they need to continuously improve their services; this includes the use of systems, processes and people. This process involves building trust with stakeholders and complying with federal laws (FERPA & HIPAA) which regulate how data can be shared.
DEFINITIONS………………………………………………………… Community Level Outcomes: Academic points along the cradle to career education continuum that are proven to be key levers that need to be moved in order to achieve the cradle to career vision and goals. Non-academic community level outcomes may be selected in addition to academic community level outcomes. (e.g.: Kindergarten Readiness). Core Indicators: The specific measures that are being used to track progress on moving the community level outcomes and have been agreed upon to be the main metric, or one that directly measures an outcome. (e.g.: % of students assessed ready for Kindergarten upon school entry) Baseline Data: Data that is gathered as an initial data set that will be used later to provide a comparison for assessing improvement on community level outcomes. Key Sub-populations: Populations in which the partnership determines a need for a more intentional focus in order to eliminate disparities in academic achievement. These sub-populations are determined using local context and data and could differ across partnerships. Timely Manner: Access to data is not delaying the decision making or action-taking of parties relying on it to work effectively. Local Data: Different types of measures that help to understand local context and impact for the geographically defined scope of the partnership.
StriveTogether Theory of Action in Detail Shared Community Vision:
Schools alone do not make up the full education equation - all of the programs that touch a child contribute to his or her success. Partners come together around a vision for improving educational outcomes beginning at birth through post-secondary education/training until securing a meaningful career. Cradle to career partnerships typically evolve over time starting with a few critical leaders representing various sectors and evolving into several different teams that meet regularly to ensure improvement on outcomes. Committed leaders are critical to the success of a partnership as well as effectively communicating the work to partners and the community.
DEFINITIONS……………………………………………………… Partnership: A group of organizations, systems and stakeholders who come together to jointly move a cradle to career agenda in their community. Several sectors need to be represented within the partnership including: early childhood education, K-12, higher education, community-based organizations, philanthropic, civic/government, and business. Geographic scope: Needs to be sufficient to impact population level outcomes, policy and funding decisions. Leadership Table: Group of cross-sector CEO-level members of the organizations participating in direction setting of the partnership, must include: K-12, higher education, philanthropic and business leaders. Accountability Structure: The organizational framework that depicts the different teams within the partnership and outlines the roles and responsibilities of each. Messages: Formalized statements about the partnership developed for a specific audience to effectively communicate a common understanding of the vision, purpose and work. Baseline Report: Initial report to the community that provides recent data for each of the partnership’s community level outcomes and the key sub-populations for which the outcomes are disaggregated. Community: Individuals in the defined geographic scope who are directly affected by the quality of the education pipeline, and therefore must be clearly understood, actively involved, and eventually satisfied by the impact of the partnership. Report Card: Report to the community highlighting changes in community level outcomes and the sub-populations for which the outcomes are disaggregated. Includes contextual information around each data point, the strategies to improve that outcome, and year-to-year progress against time-bound targets and baseline data.
Investment & Sustainability:
Initiating or redirecting resources (time, talent and treasure) toward data-based practices on an on-going basis, usually requiring a shift in behavior, particularly in regards to funding and policy. In the initial stages of a partnership, securing multiple years of funding for the operations, including staff of the partnership (see key staff), is critical to long-term success. As the partnership matures, the work focuses on allocating existing resources and identifying new resources (including: knowledge, time, volunteers, skills, financial contributions or other in-kind services) to practices and activities that are having an impact on community level outcomes. Policy changes are often a lynchpin for removing barriers that potentially inhibit improvements to community level outcomes. In the latter stages, a Partnership should seek to impact changes in policies to ensure impact over the long-term. Engaging the community in the work of the partnership also ensures long term sustainability.
DEFINITIONS……………………………………………… Anchor Entity: An organization or entity that commits to acting as the fiscal agent and ensuring the partnerships long term stability. Can provide additional functions such as housing partnership staff. Key Staff (can be provided in-kind or loaned to the partnership): • Partnership Director: A full-time dedicated
staff person that provides leadership and management to ensure that the mission and core values of the partnership are put into practice
• Facilitator: Supports continuous improvement action planning
• Data Manager: Supports analysis, management, integration, and reporting of data
• Communication Manager: Supports the cohesive internal and external communications of the partnership
• Community Engagement Manager: Supports and builds relationships with the broader community; actively engages community in the work of the partnership W
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