National Research Center on Rural Education Support November 2009 Presented by: Doris Terry...

National Research Center on Rural Education Support

November 2009

Presented by:

Doris Terry Williams, Ed.D.Kim Dadisman, Ph.D.

Session Overview

Connecting School and Community, Doris Terry Williams Building A Logic Model for the Change We Want

A Northeastern North Carolina Emerging Whole-Child Model for the Success of All Children

Evaluation and Lessons Learned, Kim Dadisman

Questions and Answers

2

Our Mission

…to help rural schools and communities get better together.

3

Connecting School and Community: The Context for Change

Five-County Project Area

Warren Halifax PasquotankNorthampton Perquimans

4

Building a Logic Model for The Change We Want

5

Key Questions About Change

What change do we want? For whom are we seeking change? Why or to what end do we seek change? What is the context for the change we want? At what cost are we willing to pursue

change? At whose cost can we afford not to change? What is my/our role in bringing about this

change?

6

What Is the Change We Want?

Vulnerable Children Prepared to Succeed

7

ContextContext OutputOutput Input-IF-

Input-IF-

Intermediate Outcomes

-Then-


-Then-• History of collaboration

among schools & grassroots organizations

• Nature of relation-ships among diverse groups

• Status of child and family welfare

• History & nature of power relationships in the community

• Perceptions of children from diverse backgrounds

• School &community perceptions of who can and cannot succeed

• Resource availability and patterns of application

• Extent of political will among elected officials and power brokers to see all children succeed

• School & community perception of the need for change

• Community perception of itself and its capacity to lead or participate in change

• History of collaboration among schools & grassroots organizations

• Nature of relation-ships among diverse groups

• Status of child and family welfare








RT builds strong partnerships with economic and social justice oriented CBOs


Children and young adults participate in model academic and economic development programs


Dialogue Action Teams develop and implement a success oriented community action plan


CBOs engage large numbers of community members in intensive dialogue and visioning


CBOs embrace the model’s underlyfciplin its development

CBOs embrace the model’s underlyfciplin its development

Economic and social justice oriented CBOs reciprocate in partnership with RT


RT develops and disseminates a model for connecting school and community for success for all children


RT provides high quality training and site-based technical assistance in model components


RT provides timely research and information to partnering CBOs


RT identifies resources and provides networking opportunities for partners


Rural Trust documents, assesses, and refines the CSC initiative


RT provides skillful facilitation of the CSC process among partners


Vulnerable families achieve greater economic success


Success for vulnerable children, young adults and families becomes central to organizational missions


The efficacy and capacity of CBOs to provide leadership for success are enhanced


Social capital increases and is focused on success for vulnerable children, young adults, and families


Substantial community resources intentionally focus on success for children, young adults, and families


Rural citizens advocate effectively for success-oriented school and community policies and practices


Rural citizens and CBOs assess, and refine their work with lessons learned


All students experience more rigorous and relevant academic success


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Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement

What is the context for the change we want?

Economics Health/Mental Health Status Education Juvenile Justice History of Collaboration and

Relationships among Diverse Groups Family Wellbeing

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Economic Data

Source: US Census Bureau – Small Area Income & Poverty Estimate

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Economic Data11

Source: Action for Children-NC

Economic Data12

Source: NC Data Center, Office of State Planning

Child Health Data

Source: State Data Center, Office of Planning

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Child Health Data

Source: Action for Children-NC

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Education Data

Source: NC Department of Public Instruction

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Education Data

Source: NC Department of Public Instruction

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From Quick Fix or Transformation

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Fix an immediate problem or condition Teach stakeholders how to fix it Help stakeholders to understand it Transform the thought and behavior

of stakeholders with respect to it

Adapted from Nebraska Rural Learning Center’s practical interpretation of transformational change theory

Change to What End?

Level 1 Change: Fixing It ImmediatelyLooks Like… Solutions

Provided By…Relationships Kind of Change

Fix a problem or situation quickly

Short-term projects, e.g., cleaning a stream; improving water and sewer infrastructures

Local or outside resource providers

You come and fix or do this for our community

Very little learning or change in thought or behavior

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Change to What End?

Level 2 Change: Teaching Others to Fix It

Goal Looks Like… Solutions Provided By…

Relationships Kind of Change

Teach others to fix a problem or condition

Training in “best practices”

Pre-defined step-by-step processes

Dependency – We need you to teach us what to do and how

Learning is narrowly focused; change is non-systemic; process might not work for that community

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Change to What End?

Level 3 Change: Understanding ItGoal Looks Like… Solutions

Provided By…Relationships Kind of Change

Help others to understand it

Research; data analysis

Dependency on “expert” skills and knowledge to enable stakeholder action

Understanding of the problem and/or results of past and current behavior

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Change to What End?

Level 4 Change: Transforming Behavior

Goal Looks Like… Solutions Provided By…

Relationships Kind of Change

Transform thought and behavior

Co-discovery knowledge and solutions; facilitators acknowledging they do not have the solution; “messy”

Stakeholders Co-dependency Transformation of thought and behavior; sustainable; systemic

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Connecting School and Community: A Northeastern North Carolina Emerging Whole Child Model for Student Success22

CSC Goals

Strengthen the capacity and intentionality of grassroots leaders and groups to lead and participate in local school reform for the success of all children

Build strong out-of- school supports for vulnerable school-aged children and young adults

Establish a network of activists to advocate for policies and practices that improve the climate for rural children and schools

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Input-IF-


-Then-




• Nature of relation-ships among diverse socio-economic groups

























CBOs embrace the model’s underlying principles and assist in its development
































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The Big Picture

Training and Technical Assistance

Networking

Resource Development

Facilitation

Research and Information

Model Development

Community Dialogue

Community Action Plan for Child/Youth Success

Alternative Out-of-School Time Programs for Children and Young

Adults

Economic Alternatives for Vulnerable Families

Partnerships with Schools and Other Organizations and Agencies

Local and State Advocacy

Community-Based Support for the Success of Vulnerable Children,

Young Adults, and Families

Social Capital

Engaging and Rigorous Academic Programs

Success Oriented Policies and Practices

Adult Education

A COMMUNITY THAT PREPARES EVERY CHILD TO SUCCEED

The Rural School and Community Trust

Lead Community Organizations

Caregivers, Schools, Policy Makers Other Groups & Individuals

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Input-IF-


-Then-





























































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ildren

Are P

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Our Lead Partners

River City Community Development Corporation

Warren County Training School/North Warren High School Alumni and Friends Association

Uhuru Community Development Corporation

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Community Dialogue and Visioning Process

ACTION FORUM

Community

Action Teams

Community Action

Form Project Team

Set Goals

Develop Materials

Build Relationships

Train Facilitators

Inform Public

Pilot Circles

Kick Off Initiative

Organizing Dialogues Action

Adapted from the National Study Circle Resource Center

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Study Circles

Conversation in Halifax, Northampton, Warren, Perquimans and Pasquotank Counties 300+ participants in 25 circles In-school and out-of-school youth Local and State Educators Elected Officials and Agency

Representatives Community Leaders

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Guiding Question

What does a community look like that prepares all of its children for success?

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Key Underlying Questions

What strategies might be used to ensure success for all children?

What relationships are necessary to ensure success for all children?

What policies and practices are neededto ensure that all children and

communities thrive?

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Input-IF-


-Then-





























































Vu

lnerab

le Ch

ildren

Are P

repared

to

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cceedV

uln

erable C

hild

ren A

re Prep

ared to

S

ucceed

En

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Uhuru: Fatherhood Program

Why a Fatherhood Program? What does the program do?

Serves males who are experiencing challenges related to poverty, incarceration, educational barriers, low job skills

Provides job skills training, job placement assistance, individual and group counseling

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2007-2008 Program More than 200 participants ages 14-44 98 have been placed in jobs 85% have shown positive changes in

behavior, skills levels, and employment status

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An Elementary School Suspension Reduction Plan Plan development Community-based program for children and

families Bus monitors Mentors

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Uhuru: Families Supporting Families Partnership Halifax County Schools Community-based Out of School

Suspension Program

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The Warren County Story

Study Circles – Approximately 100 people Supplemental Community-Based Support

for Youth Connectedness Overcoming Apathy Community-Teacher Partnerships High School Reform

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Warren County: Supplemental Community-Based Support Saturday Academy Summer Academy Coalition for Dropout Prevention

Community-wide Effort State Funded Focus on Transitions

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Warren County: Community-Teacher Partnerships The Heritage Quilters New Teacher Orientation Program

County Tour Resource Identification Community as Context for Teaching

Expanding Partnership with Local Education Fund

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The River City Story

Study Circles Business Roundtable Youth Entrepreneurship YouthBuild Rhema Ministries Partnership -

Afterschool Program

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River City: Youth Entrepreneurship Summer Program New Business Development

Cookie Company Auto Detailing and Painting Web 2.0

GED Completion by 75% of YouthBuild Participants

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Policy and Advocacy

The Eastern North Carolina Rural Education Working Group Statewide agenda focused on local rural

issues Advocates from20 counties named in the

long-running school finance case known as Leandro

Bi-monthly meetings for training, data analysis, legislative updates, issues review

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Policy and Advocacy

Key Issues Disadvantaged Student Supplement Fund School Dropout and Push Out Suspension and Expulsion Recruitment and Retention of Quality

Educators Academic Achievement and Opportunity

Gap

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Communication as an Organizing Tool Communication Plan

Jointly selected themes Start with Me Stand Up – Speak Up Schools Can’t Do It Alone

Carefully placed news articles Web page Public forums

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A community that prepares all of its children to succeed

“Start

with me.”

Contact aConnecting School and Community

partner in your area.

River City CDC Rural School & WCHS/NWHS Alumni UHURU CDC252-331-2925 Community Trust Association 252-539-8832 www.rivercitycdc.org 252-433-8844 757-856-0835

[email protected] www.wcts-nwhs.org

http://www.rivercitycdc.org/

http://www.ruraledu.org/

http://www.wcts-nwhs.org/

National Center for Rural Education Research Support at UNC-Chapel HillFull report available on our website at www.ruraledu.org

Project Evaluation45

http://www.ruraledu.org/

Four Key Evaluation Questions

How effectively did grassroots leaders participate in the change process?

To what extent was progress made in developing rural communities and improving quality of life?

To what extent was progress made on improving school quality and increasing student achievement?

In what ways did the grantee and their partners contribute to policy changes at the county and state levels?

Connecting School and Community: A Strategy for Rural School and Community Improvement

Local Challenges

MinimalSupportFor At-riskYouth

HighDropoutRates

Low GraduationRates

PerceivedCommunityApathy

PersistentPoverty

Racial/EthnicDiscrimination

MinimalTax Base

Rurality &Isolation

Improved

Outcomes

For

Youth

And

Region

SolutionDesign

Features

Provide Opportunities forYouth in Schools

Provide Opportunities forSchool Dropouts

Provide Opportunities forCommunities to Build a

Shared Vision

Create Local and State Education Policy

Advocates

•Summer School (childhood)•Saturday School (childhood)•After-School •All-Girls (adolescent)

Entrepreneurship•Summer Entrepreneurship

(adolescents)

ProgramsUnderway

•Youth Build & Youth Entrepreneurship

•Study Circles•Action Forums•Activities – From Talk To Action•Parent Partnerships

•Rural Education Working Group

Long-TermImpact

•Reduced grade retentions

•Participants passEOGs & EOCs

•Dropouts obtain GEDs

•Dropouts obtainconstructionskills

•Local youth createlocal businesses

•Adults working together to help local youth succeed in school and life

•Growing network ofmore effectiveeducationactivists

•Curriculum development

•Job creation•Feelings of

empowerment among participants

PositiveChanges

Short-term

•Fewer Dropouts•More on-time graduates•Local activism•Partnerships with

schools

Intermediate

Indicatorsof Change

Provide Opportunities forCommunity Partnerships

•Parent Advisory Group•Parent Facilitators•Community Education Workshops

On Health/Wellness

The Rural

School and

Community Trust

in Partnership

with

LocalCommunity

BasedOrganizations:

River City CDC

RHEMA Ministries

UHURU

WCTS-NWCHSAlumni & Friends

Association

Families ServingFamilies

ProjectLeadership

Provide OpportunitiesFor Young Adults •Fatherhood Program

KeyCollaborators

•CommunityGroups inPartnership WithProject

•School Community& Leaders

•Parents andFamilies

•Local Leadersin Economy& Business& Industry& Govt.

•Local Youth

•Faith-basedCommunity

Children & Youthattend programs

Community Leaders supportEffort by attendingMeetings, andshowinterest in SchoolBoard and School policies

Communitymembers attendmeetings (Study(Circles, ActionForum, and follow-up meetings)

Rural educationactiviststake on morevisible roles atlocal andstate level

Grassroots Grassroots Grassroots Grassroots Grassroots

How effectively did grassroots leaders participate in the change process? Partnerships with local school districts Study Circles

Over 1000 community members involved in grassroots activities

To what extent was progress made on improving school quality and increasing student achievement?

After-school programs Summer programs

Nearly 550 at-risk youth served

To what extent was progress made in developing rural communities and improving quality of life?

Fatherhood program After-school programs Summer programs

Nearly 400 high school drop outs and vulnerable adults served

In what ways did the grantee and their partners contribute to policy changes at the county and state levels?

Rural Education Working Group

Representatives from 17 North Carolina counties engaged

Project Evaluation

Selected Findings Demand for programs outreached program capacity Warren County students enrolled in programs for

academic reasons all passed to the next grade 86% of students in the Perquimans after-school

program passed both reading and math end of grade exams (49% of non-participants passed)

Nearly 3/4 of Pasquotank’s YouthBuild Entrepreneur Program participants completed GED requirements

Nearly half of Uhuru’s “fathers” gained employment

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The Rural School Innovation Network1530 Wilson Boulevard

Arlington, VA 22209703-243-1487

www.ruraledu.org

Contact us at…53

National Research Center on Rural Education Support November 2009 Presented by: Doris Terry...

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