Update on Community Partnerships Carrie B. Feliz, MPH Director, Strategic Community Partnerships...

Update on Community PartnershipsCarrie B. Feliz, MPHDirector, Strategic Community PartnershipsOffice of Educational PartnershipsJanuary 27, 2014

© 2013 Providence Public School District

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Presentation Outline

I. Overview of Community Partnerships

II. Selected Community Partner Profiles

III. Lessons Learned & Tools

IV. Next Steps to Support Effective Partnerships

http://www.providenceschools.org/


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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)– Healthy– Safe– Engaged– Supported– Academically challenged



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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


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

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

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

RtIDist

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Individual SchoolsCommunity

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:• 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

Tools & Inputs:

1. PPSD Strategic Plan 2. Children & Youth Cabinet3. Formal relationships with community initiatives &

intermediaries4. Information systems and referral process (protocols

and guidelines)5. Performance-based contracts

Goals:

1. Shared school / community effort to advance student success

2. Have a positive impact on student and family needs

3. Build an effective RTI system4. Aligned student outcomes

Outcomes:1. Improved student and youth outcomes2. Shared accountability, reporting, and

learning3. Increasingly effective community / school

partnerships 4. Coordinated systems

A BLUEPRINT for CHANGE: A District, School, and Community Partnership to Advance Youth Outcomes through Response to Intervention


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Breadth of Community Partners

• 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)


FSCS EnrollmentA 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.


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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

• 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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• 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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• 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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• 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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• 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 3-5, 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 after-school, 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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School Total School Enrollment

AfterZone Participation

% of school population served

Nathan Bishop 674 381 56%Esek Hopkins 528 308 57%DelSesto 957 319 33%Roger Williams 717 420 57%Nathanael Greene

980 119 12%

Gilbert Stuart 746 350 46%Total 3622** 1778** 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.

2012-13 AfterZone participation as compared to school enrollment



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• 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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Participation by Session

Winter 2013* Fall 2012 Winter 2012

Student participants

49 55 31

Students ‘completing’ (receiving credit)

41 (84% of participants)

32 (58% of participants)

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*The program was expanded to Alvarez High School in Winter 2013

2011-13 Hub Expanded Learning Opportunities (ELO) Participation Summary



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Literacy; 7

STEM; 9

Arts; 7

Leadership De-velopment 6

Literacy

STEM

Arts

Leadership Development

Diversity of ELO Programs, 2012-13


From Individual Action to Collective Action

Individual Action = Isolated Impact



Coordinated Action = Cumulative Impact



Collaborative Action = Collective Impact

Coordinated Action = Cumulative Impact


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Partnership Keys to Success

• 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!


Update on Community Partnerships Carrie B. Feliz, MPH Director, Strategic Community Partnerships...

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Transcript of Update on Community Partnerships Carrie B. Feliz, MPH Director, Strategic Community Partnerships...