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Outline. Background of OCCMSIOverview of OCCMSIKey Content Areas of OCCMSIPilot Stories by Content AreaSocial Work Implications by Content AreaOCCMSI ProcessSocial Work Implications for OCCMSI Process. Background. OCCMSI was developed by key stakeholders at the Ohio Department of Education and
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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.”