The Ohio Community Collaboration Model for School Improvement OCCMSI

1. The Ohio Community Collaboration Model for School Improvement (OCCMSI) Practice Implications for School Social Work

2. Outline Background of OCCMSI Overview of OCCMSI Key Content Areas of OCCMSI Pilot Stories by Content Area Social Work Implications by Content Area OCCMSI Process Social Work Implications for OCCMSI Process

3. Background OCCMSI was developed by key stakeholders at the Ohio Department of Education and the College of Social Work, Ohio State University Piloted in six schools (2 years) and six school districts (1 year). Trained 21st Century Community Learning Center grantees.

4. OCCMSI Districts & Schools

6. Five core content components… Academic Learning Youth Development Parent/Family Engagement and Support Health and Social Services Community Partnerships

8. Academic Learning What do we mean? Traditional school improvement; “walled in” Curriculum alignment Qualified teachers and support staff Interventions in the classroom Outcomes Improvements in grades, scores on proficiency tests, relationship between students and educators, etc.

9. Academic Learning & the Social Worker Freedom Elementary DIBELS - Short-cycle assessment – use of data to guide intervention both academic and non-academic Grade level team leaders – part of school improvement team Johnsville Elementary Teaming structures of IAT Team and IEP Team Core standards – academic standards sent out to parents Fostoria Community Schools Counselors have created behavioral competencies to parallel academic competencies Implications Behavioral interventions – a social worker’s specialty Problem-solving with teachers Communication to parents about child’s progress both academic and behavioral Inclusiveness of parent - connecting with the parent to get them involved in their child’s progress Cultural awareness and sensitivity

11. Youth Development What do we mean? Programs and services designed to build youths’ assets and minimize risk factors Ex. After-school programs, mentoring, peer counseling, social recreation, sports Outcomes Improvements in interpersonal skills, social competence, quality of peer and adult relationships, etc.

12. Youth Development & the Social Worker Johnsville Elementary Mentoring program between staff and students – every child now has a mentor Fostoria Freshman Learning Academy 6th period is for “intervention” which is used to address academic, social, or behavioral needs Implications Student Advocate Feedback mechanism to integrate school day activities with after school activities Individual, group, family interventions

14. Parent/Family Engagement & Support What do we mean? Parents support schools, BUT schools also support parents; emphasis on a two-way relationship Outcomes Improvements in supportive home environments, parent-child interactions and communication, and adult/child learning

15. Parent/Family Engagement & the Social Worker Hannan Trace Elementary Volunteer parent room; teachers can leave tasks for parents to complete Elmwood Place Elementary Family Health Fair Night Coffee at the Curb Johnsville Elementary Mother/Daughter retreat Father/Son retreat Walking program in the school Implications Remind school and families of commitment to families – strength-based, family-centered, empowerment-oriented practice Set boundaries and rules so differences and challenges are valued Family advocate Home visits

17. Health and Social Services What do we mean? Two types of services: school-based services, school-linked services Continuum of services focused on prevention, early identification & referral, intervention Outcomes Improvements in: service accessibility, service utilization, service integration, etc.

18. Health and Social Services & the Social Worker Freedom Elementary Case workers provided by Family Resource Center Opportunity School Transition worker facilitated links back to home school Enhanced intake assessment and evaluation processes among school-based social workers Johnsville Elementary STARS – Study Team for At-Risk Students Implications Referral systems and single points of contact Assessment to guide intervention Linkages to community agencies who provide one-on-one child or family intervention Understanding of how these agencies “work”

20. Community Partnerships What do we mean? Formal arrangements with an entity that a school can make that supports student achievement Outcomes Improvements in: resources, efficiency in running programs, community trust in schools, communities seeing youth as valuable assets

21. Community Partnerships & the Social Worker Johnsville Elementary JUMP – Johnsville United Makes Progress Library Connection for Early Childhood Robert Fulton Elementary Neighborhood grassroots efforts and partnership team leverage hiring of 8th grade teacher Agencies grant write to support technology in school Afterschool program relocates at the school Implications Goal of overall child development and success Leadership and advocacy – the added value of working together Relationship building Understanding of systems

22. The process of implementation… Improvement-oriented Planning Implementation, and Evaluation (PIE) steps and processes Conditions and resources assessment Gap analysis Partnership development and enhancement Collaborative leadership and infrastructure development Systematic evaluation and continuous improvement

23. Conditions and Resources Assessment & Gap Analysis What do we mean? Builds from already existing school and district improvement planning process Identifying all of the resources available that are either untapped or under-utilized Identifying the challenges and needs that are most pressing to address, especially through the collection of informative data Figuring out the gaps and setting the stage to address them

24. Example Logic Model with Mapped Resources

25. Conditions and Resources Assessments, Gap Analysis, & The Social Worker Freedom Elementary Social worker coordinates the “table” that maps needs and resources Facilitates the development and sustainability of the “table” Oak Hill & Wellston School Districts Meeting between schools and county stakeholders to map county needs and how to use resources within school districts Implications Community and school create a common vision for students See the “big picture” Community planning efforts determine key priorities and guide resource allocations, etc. Services across systems are developed that are often missing Relationships are built

26. Partnership Development and Enhancement What do we mean? Partnerships are intentional and focused Partners all see the “big picture” Partnership benefits outweigh any risk associated with partnering Creates mutual ownership, buy-in, responsibility, and accountability

27. Partnership Development and Enhancement & The Social Worker Implications Intermediaries – persons who cross professional, organizational, and community boundaries and create mutually-beneficial relationships and synergies Community development – mobilizing key stakeholders in the community Co-ownership and accountability Maximization of resources and services

28. Collaborative Leadership and Infrastructure Development What do we mean? Consider everyone as “equals” Emphasizes team v. single person approach Everyone understands clearly their accountabilities and roles Open and frequent lines of communication; transparency Prioritizes work in relation to working groups to allow for multiple strategies to happen simultaneously

29. Collaborative Leadership, Infrastructure Development & The Social Worker Freedom Elementary Community Planning team and “Bulldogs for Change” address policy and resource issues Fostoria Community Schools District realignment of school liaison role to facilitate working across systems, instead of primarily direct services Community Consortium meets monthly to coordinate resources and services Johnsville Elementary 5 subgroups created around work areas with individuals assigned lead responsibility Implications Promote coordination and communication among teachers and other professionals working with students and their families Service coordination vs. service delivery Joint responsibility and Shared responsibilities Infrastructures built that maximize resources and services as well as workloads

30. Systematic Evaluation and Continuous Improvement What do we mean? Basic areas to develop a comprehensive evaluation strategy: Data-driven decision making Embed within continuous improvement planning process of school and district (academic AND non-academic priorities) Construct good program models (i.e., Logic models) Develop key questions and improvement targets Identify what data need to be collected Establish a data collection strategy Develop procedures for data management, analysis, and reporting

31. Systematic Evaluation, Continuous Improvement, & The Social Worker Freedom Elementary Student portfolio of data on each child’s academic performance – students are in charge of their data All Schools School report cards Accountability notebooks Behavioral Interventions Stakeholder surveys and assessments for planning and evaluation Links to continuous improvement plan Implications Continuous Improvement Data-driven decision making to guide resource allocation and services Targeted interventions; three tiers Ecological perspectives Logic Modeling of programs and services – are strategies evidence based and logical? Assess impact of what’s working and not

33. How are you spending your time? Are you spending your time in direct service or service or school-family-community partnership coordination? Do you work across systems or only in the school system? How could your role be expanded? Where do you fit in your school’s continuous improvement planning process? What is your role in supporting school accountabilities, particularly among students falling behind?

34. Remember… “As school communities are transformed, so will the role of the school social worker be transformed.”