The Ohio Community Collaboration Model for School Improvement: Practice Implications for Educators and Community Partner

1. The Ohio Community Collaboration Model for School Improvement: Practice Implications for Educators and Community Partners Aidyn Iachini, Rebecca Wade-Mdivanian, Constance Dorr, Jean Snyder March 20, 2007

2. Welcome Introduce the Ohio Community Collaboration Model for School Improvement (OCCMSI) Examine the USDOE Grant and its relationship to the Health & Social Services Pathway Discuss District-Level Theory of Change Fostoria Community Schools Discuss Building-Level Theory of Change Freedom Elementary School Discuss Implications for Educators and Community Partners Questions/Comments

5. OCCMSI Pilot Schools

6. 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

7. 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

8. Example Logic Model with Mapped Resources

9. 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

10. 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

11. 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

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

15. OCCMSI Theory of Change

17. Fostoria Community Schools OCCMSI Pilot District

18. Fostoria Community Schools Highlights The District Continuous Improvement Plan (CIP) provides the overarching Goals & Strategies for all schools in district OCCMSI & mental health needs are integrated into the district CCIP

19. District School Improvement Components Since the success of the plan is dependent on the people, a true commitment from all stakeholders is important. What barriers can you identify that keeps your district from moving forward with the district plan? Research: Must have alignment. If one of the pieces missing, the impact of the plan will be limited.Since the success of the plan is dependent on the people, a true commitment from all stakeholders is important. What barriers can you identify that keeps your district from moving forward with the district plan? Research: Must have alignment. If one of the pieces missing, the impact of the plan will be limited.

20. CIP/SIP Team Members & Stakeholders Staff members Students Parents/Grandparents Community members Business partners Agency partners How do you select your critical player? Is there a cross section of the community/staff? How do you get them involved? Leadership support? Do we work this process through with an agenda? What can I personally do to support this? In your packet, select your blue sheet to respondHow do you select your critical player? Is there a cross section of the community/staff? How do you get them involved? Leadership support? Do we work this process through with an agenda? What can I personally do to support this? In your packet, select your blue sheet to respond

21. Begin with a District Comprehensive Needs Assessment A collection of data sets used to build a composite picture of the district’s effectiveness across domains: academic, non-academic/ demographic, perceptual, school process From this data composite, inferences are made resulting in district or building goals and strategies to improve performance

22. Academic Needs Assessment

23. Non-Academic/Demographic Needs Assessment

24. Perceptual Data Survey Academic/Non-Academic Values Beliefs Observations Hopes/Dreams Stakeholders Students Parents Teachers Administrators Agency Providers Community members School Processes-assesses if the school processes need to be revamped, deleted, improvedSchool Processes-assesses if the school processes need to be revamped, deleted, improved

25. Academic and Non-Academic Needs Assessment-Perceptual Data Survey Academic Learning Example: My child understands what he/she is expected to know and be able to do at grade level in each subject. Youth Development Example: My child participates in co-curricular and extra-curricular activities after school (e.g., Athletics, Band, Student Council, Youth-to-Youth, Fitness Trail). My child participates in clubs or organizations outside of school (e.g., 4-H, Scouts, Camp Fire, YMCA). Parent-Family Engagement/Support Example: I attend activities for parents at my child’s school. It is easy for me to communicate wit my child’s teacher, principal, assistant principal, etc. School Processes-assesses if the school processes need to be revamped, deleted, improvedSchool Processes-assesses if the school processes need to be revamped, deleted, improved

26. Academic and Non-Academic Needs Assessment-Perceptual Data Survey Health and Social Services Ex.: My child participates in physical activity for at least 30 minutes each day (e.g., running, bicycling, swimming) My child worries about how to deal with bullies. Community Partnerships Ex.: Everyone in my neighborhood “looks out” for each other and makes sure that students are safe outside the school day. I know how and where to get help from community agencies, if I need assistance with family problems, paying bills, transportation employment, etc. I worry about my child “getting into trouble” when I am at work or have to be away from home in the late afternoon, evening, or on weekends. School Processes-assesses if the school processes need to be revamped, deleted, improvedSchool Processes-assesses if the school processes need to be revamped, deleted, improved

27. Community Agency Partnerships To create a balance of prevention, intervention, and advocacy by combining knowledge and resources of Hancock, Seneca, & Wood Counties; To provide support to teachers, law enforcement, courts, and service providers; To design programs to support youth and families; To empower community leaders to create safe, productive school environments. Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community, Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community,

28. Fostoria Community School/Agency Consortium Partners Fostoria Community Schools Family and Children First Council Fostoria Community Hospital Firelands Counseling Mental Health & Recovery Services Board Camp Fire USA Geary Family YMCA Juvenile Court Fostoria Police Department Dept. of Jobs and Family Services Catholic Charities County Health Department Kaubisch Memorial Public Library STOP Coalition Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community, Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community,

29. Use of the Data Data Organization Who collects the data? Do we have all of the data that we need? Is the data organized into a user-friendly format? Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community, Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community,

30. Data—Put into Action Review and Analysis What does the data tell us? What do the designations mean? What are the most important and/or overarching academic and non-academic needs? Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community, Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community,

31. Goal Setting Data-driven decision-making Ohio’s CCIP recommended goals District data Strategies to accomplish goals Ohio’s CCIP recommended strategies Scientific research District data Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community, Link to the information Richard shared in support of .. what to do with the data next steps. Who is the critical player, you identified that can support an understanding of the accountability workbook? If no one is available, your regional school improvement team can assist you with that process. Your district may have other resource to support data analysis. Whatever process you are using, this process can identify the gaps. Use of this data for decision making (staffing, intervention, identifies where we need to change programs, guides resource selection (time, people, and materials) will can support an aligned system. This can also support appropriate instruction and related evaluation strategies, established an accountability system, promotes a learning community,

32. District CIP for Increasing Student Achievement Four Goals Three Strategies Three Years (2004-2007)

33. District CIP Goals 1. All students proficient or better in reading 2. All students proficient or better in mathematics 3. Safe, secure schools 4. All students on track for graduation

34. District Improvement Strategies 1. High Quality Professional Development 2. Scientifically Research-Based Instructional Practices (Differentiated Instruction, Materials, Resources) 3. Aligned systems of instruction and intervention

35. District Strategies Action Steps Resources Timeline Evidence of Success

36. District Continuous Improvement Plan2004-2007 LONGFELLOW FIELD RILEY FMS FHS School Improvement Plans

37. School Improvement Plans Customized to Student Needs Goals- Aligned with District Goals Strategies- Aligned with District Strategies Action Steps Responsibilities Resources Timeline Evidence of Success One Year

38. Goal 1: By 2013-2014, all FCS’ students will reach high standards, at a minimum attaining proficiency or better in reading/language arts. District and School Strategy: Provide differentiated instruction, tutoring, instructional and educational materials, and other focused supplemental supports for children most at risk in reading/literacy. (2, 3, 6, 7, 8,9, 10) District Action Step: Staff will provide reading/literacy differentiated instruction, intervention and tutoring to meet the diverse learning needs of all students. School Action Step: A 21st CCLC before/after school and summer school program, Project SUCCESS, will be provided to students most at risk. Students will participate in focused reading/literacy intervention, supervised recreation, health/nutrition, and family involvement activities. School personnel, social service agencies, and community members will collaborate in training, resources, and a continuous improvement feedback loop to meet the needs of students and families.

39. Goal 1: By 2013-2014, all FCS’ students will reach high standards, at a minimum attaining proficiency or better in reading/language arts. District Responsibility: Teachers, Intervention Specialists, Title I Teachers School Responsibility: Teachers, Paraprofessionals, Volunteers/Mentors, Community Agency Partners District/School Resources: Title I Intervention Funds, 21st CCLC Funds School Resources: 21st CCLC Funds, TANF Funds, Title I Intervention Funds District Timeline: Begin Fall 2004 and Ongoing School Timeline: Begin Fall 2006 and Ongoing District Evidence of Success: All students attain proficiency or better on statewide tests and master at least 80% of ELA PIs. School Evidence of Success: All students attain proficiency or better on Reading Achievement Tests and master grade level English/Language Arts Performance Indicators.

40. Goal 3: All students will be educated in learning environments that are safe, drug free, and conducive to learning. District and School Strategy: A planned process designed to insure a safe, orderly school environment. District and School Action Step: Students will participate in the 21st CCLC before/after school, summer school and transition program to develop and build academic knowledge, participate in supervised recreation and develop/refine pro-social behaviors. District Responsibility: Administrators, teachers, support staff School Responsibility: Teachers, Site Coordinator, Paraprofessionals, Volunteers/Mentors District Resources: Title Funds School Resources: 21st CCLC Funds, TANF Funds, Title Funds District Timeline: Begin Fall 2004 and Ongoing School Timeline: Begin Fall 2006 and Ongoing District Evidence of Success: Administrators, teachers, and school staff work with students, so that students understand and comply with the written code of conduct. School Evidence of Success: Participants will attain proficiency or better on statewide reading/math tests, report enjoyment of recreational activities, have 0-5 behavior referrals annually, and report satisfaction with transition preparedness.

41. How does this all align?

42. Fostoria Community Schools—working as partners for excellence with students, families, business, industry, and the community to continuously improve student performance.

43. Other Fostoria Highlights Three county ADAMH boards work collaboratively to design and deliver school-based mental health services RFP development includes the co-location of two mental health workers The Community CIP Meeting, Appreciative Inquiry Summit, and the Fostoria Consortium are vehicles for involving staff, agency and community members in strength-based dialog and collaboration for school improvement New 21st CCLC grantee/TANF funding Linkage Protocol Trainings

44. School Improvement is everyone’s responsibility! Get everyone involved! www.fostoria.k12.oh.us

46. Freedom Elementary School OCCMSI Pilot School

47. Freedom Elementary Highlights OCCMSI & expanded mental health are incorporated into the School Improvement Plan (SIP) Focus on academic and non-academic barriers to learning Partnership development Planned ?Implemented ?Evaluated

48. Description of Freedom Elementary School Provide a description of your school, including location, size, economic, racial,and ethnic characteristics (students and staff) Could insert a couple digital pictures here under the title banner (if not then make the font bigger and center the text on the slide). Delete present graphic and add your own picture.Provide a description of your school, including location, size, economic, racial,and ethnic characteristics (students and staff) Could insert a couple digital pictures here under the title banner (if not then make the font bigger and center the text on the slide). Delete present graphic and add your own picture.

49. Vision Freedom for every child to succeed through collaborative efforts of students, staff, and community

50. Expanded School Improvement Process Needs and Resources Assessments Academic priorities and needs (data-driven decision making) Exploration of top “showstopping” non-academic barriers to learning (parent/kinship and community involvement and behavioral health) Program, Service, Strategies, and Infrastructure Design Evaluation and Continuous Improvement

51. Freedom School Improvement Priorities Academic Interventions Behavioral Health Interventions Parent/Kinship and Community Involvement and Interventions

52. Academic Interventions Universal: Academy of Reading and Math, Destination Reading and Math, Skills Tutor, Harcourt and Macmillan-McGraw Hill curriculum interventions, Study Island, First in Math Strategic: Title I, Read Naturally, Early Success, Soar to Success, ERI, Sidewalks, RALLY Intensive: Special Education, Trophies, RALLY, Project More

53. Behavioral Health Interventions Universal: Promoting Alternative Thinking Strategies (PATHS), Discipline Resource Aide, Professional Development for staff (ABC grant); Youth Development Strategic: Social Worker, IAT, Case Manager, CAST Intensive: Case Manager (ABC grant), BLAT Crisis Team, Inter-systems with County

54. Parent/Kinship and Community Involvement and Interventions Parent/Kinship: Entrance and Exit Conferences, Parent Academy, Celebrations, Health Fair, Home Interventions, Referrals for Services Community: Community Table, Volunteer with Academics and Youth Development, Partners in Interventions

55. Putting the Pieces Together

56. Other Freedom Highlights Expanded professional development and learning Enhanced and expanded funding streams Changes in policies and procedures Enhanced systems and structures Changes in roles and responsibilities Expanded use of multiple data sources New and expanded school-family-community partnerships Enhanced programs and service delivery

58. Implications for Educators and Community Partners Conditions and Resources Assessment, Gap Analysis 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

59. Implications for Educators and Community Partners Partnership Development and Enhancement Co-ownership and accountability Maximization of resources and services Collaborative Leadership and Infrastructure Development Promote coordination and communication among teachers and other professionals working with students and their families Joint responsibility and shared responsibilities Infrastructures built that maximize resources and services as well as workloads

60. Implications for Educators and Community Partners Systemic Evaluation and Continuous Improvement Data-driven decision making guides resource allocation and services System of learning supports Ecological perspectives Logic Modeling of programs and services – are strategies evidence based and logical? Assess impact of what’s working and not

61. Thank you for your time! Any questions?