Sarah Trimble Oliver, Leslie Maloney, William Thomas, Monica Mitchell, and Geoff Zimmerman
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Transcript of Sarah Trimble Oliver, Leslie Maloney, William Thomas, Monica Mitchell, and Geoff Zimmerman
Cincinnati Public Schools Community Learning Centers and the Learning Partner Dashboard: Using a Process
and a Tool to Practice Continuous Improvement at the Site Level
Sarah Trimble Oliver, Leslie Maloney, William Thomas,
Monica Mitchell, and Geoff Zimmerman
Community Learning Centers Community
Community
Community Community
Community
CommunityCommunity
CommunityCommunity
Community Learning Centers are “hubs” for a variety of services and resources for students and their families.
Through co-located community partnerships, CLC schools provide: Tutoring After School Programs Mentoring Careers and College Access Health/Wellness Parent and Family Engagement
CLC schools work to integrate school-day and extended day learning
2002-2009 Transformation Begins
Stakeholders commit to CPS schools as Community Learning
Centers (CLC’s)
21 CLCs established with Resource Coordinators and partnership
networks
CPS Board policies establish CLCs as model for all schools
CLCs become national model for school community partnerships
Important Questions raised:How is investment in CLCS
impacting student achievement?What does success look like and
how do we know when we get there?
Resource CoordinationREFORM. . . Linking Resources to Students ..One At a Time
2010-2011Data-Driven, Goal-Focused
26 CLC’s. Pilot in 16 lowest-achieving schools transforms Resource Coordination into
data-driven process focused on student needs
Learn how to leverage Learning Partner Dashboard (LPD) to collect and integrate partner
service data with student academic, health, attendance,
and behavior data
Impact analysis to determine if partner services are positively
impacting students
32 CLC’s; standard processes incorporate the use of data and
assure quality in CLCs
Volunteer Coaches provide support for use of process at
school level
Continuous Improvement to increase impact
40%
10%
50%
29%
16%
55%
0%
10%
20%
30%
40%
50%
60%
% Scores Improved % Scores Declined % Scores Unchanged
Tutoring Impact on Math Scores
Tutored
Untutored
Class Profile Report
2012+Scaled & Sustainable
Resource CoordinationResources
Resources
Resources Resources
Resources
ResourcesResources
ResourcesResources
Resource Coordinators at each school:
Identify and Assess Student Needs and Priority Factors
Identify Partners to Meet School Priorities and Student Needs
Assess the Alignment and Impact of Community Partners
Ensure the Appropriate Use of Data
Follow Program Evaluation Timelines
REFORMProcess + Tool = Success
Review the DataAssemble the TeamUse Comprehensive DataSet Specific, Measurable Goals
21st Century Community Learning Center @ Pleasant Ridge
CommunityEngagement Mental Health Primary/Dental
HealthAfter
SchoolTutoring Mentoring
CLC ResourceCoordinator
Angie O.363-4474
Children’s Home Of CincinnatiKristen Meyer
363-4449
School Health AideCecily Laycock
363-4421
YMCAAngela
Grunkemeyer363-4482
COO
RDIN
ATIN
G P
ARTN
ERTA
RG
ET
PRMS Students in
Need of afterschool
programming
YMCA of Greater CincinnatiRebecca Kelley
Angie OkudaCLC Resource Coordinator
[email protected]@cpsboe.k12.oh.us
Cincinnati Public Schools
ALL PRMS Students in
Need of Mental Health Services
ALLSTAKEHOLDERS
IncludingCommunity*Members
*Businesses*Organizations
*Projects
ALL PRMS Students in
Need of Primary/Dental
Health Services
CincinnatiiYouth
CollaborativeDonald Swain
Local School Decision Making Committee
Pleasant Ridge MontessoriPrincipal Maria McDonough
Maureen SimonTut. Curric. Coord.
#363-4479
Liz Wymer#363-4400
Targeted PRMSStudents in 3rd-6th grade
Other
3rd-6th graders#1 priorityHomeless and Students w/Incarcerated parents
CLC ResourceCoordinator
Angie O.363-4474
ALL PRMS Students ParentsFamiliesandCommunity Members
Academic: Better alignment of Volunteers andstudents identified as “targeted”
paired with appropriate services.
Parent Involvement:Reach ALL families to impactstudent success.
Community Engagement: Tocreate a CLC w/active participationof parents, extended families, community members, neighbors &partners
Wellness: To develop awareness& practice in each child and adultat PRMS that incorporates the values of a healthy lifestyle: Physical, Mental and Spiritual
Review DataSet Goals
Strategies
Process:Take Inventory Organize Data Assemble Data Review Team Set Goals
Engage Partners
Memorandum of UnderstandingSchool Success Plan
Partner Log Gap Analysis
Community Partnerships Log
Name of Provider
Service Type (e.g., Academic, Health & Wellness, Arts and Culture, Student Support, Parent Engagement, Community Engagement)
Brief Description
Target Audience
Number Served
Outcomes/Targets
Xavier University Academics Provide professional development for PRMS staff and develop a professional practices program for Xavier students majoring in Montessori education, and other teaching specialties, such as educating students with disabilities
All PRMS staff, students, families and Montessori Community
600+ Youth Development
Xavier University “Keyboard Kids” Program
AfterSchool Activity Keyboard educational program
PRMS Students 24 Youth Development
Pleasant Ridge Community Engagement Neighborhood within PRMS boundaries
Residents and families Unlimited Social ResponsibilityYouth DevelopmentHealthy Living
Focus on Individual Student Needs
Learning Partner DashboardThis is the tool used by Resource Coordinators to help themTarget their students and monitor their progress over time.
Identify the StudentsConnect Students to Partners
Monitor Progress
Learning Partner Dashboard
Comprehensive Student Data
Early Childhood
Mentoring Services
After School Programs
College Access College
Enrollment
Health Services
Tutoring Services
District Student Data
Summer Learning
District Student Data:
Student DemographicsState Test ScoresAttendanceBehavioral IncidentsGPACourse GradesACT/SAT ScoresGraduation Status
Channeling Resources to Students Helping Them Succeed
Learning Partner Dashboard (LPD) integrates academic and non-academic data in one place:
• CPS uploads school and performance data nightly
• Partners contribute information on students they service (who, what, when)
LPD highlights which partner are serving which schools and students that need help. Resource Coordinators, or other school-based experts, help them get it.
Driving Data-based Decision Making
Summaries available to Resource Coordinators, partners, schools, and CPS, showing:
• “At risk” students and resources assigned (or not)
• Who is servicing which students, in which schools
Data analysis creates “intelligence”, helping schools and partners:
• Understand the impact of services on student learning
• Invest resources in a way that maximizes impact on student success
Benefits
Priority FactorsPriority Factors
Priority Factors
Priority Factors Priority Factors
Priority Factors
Priority FactorsPriority Factors
Priority Factors
Priority Factors and Pilot Project
Five or More Unexcused Absences
Five or More Tardies
Five or More Behavioral Referrals
OAA Reading Performance “Not Proficient”
OAA Math Performance “Not Proficient”
Students with these risk factors are given priority access to resources and services.
Impact
Offer Support To Partners
Performance
Priority Factors
Partners Strategies
TrainingPartner MeetingsData Reports
Percent Math Risk Receiving Tutoring
Percent Reading Risk Receiving Tutoring
Percent Behavioral Risk Receiving Service
Percent Attendance Risk Receiving Service
Percent with Risks Receiving Any Service
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
64% 66%
86%75% 77%
Resource Coordination: Identifying and Meeting Student Needs
Measure Impact of
Community Learning Centers
Mentoring
Performance
Priority FactorsPartners
College Access
After School
Tutoring
Parent Engagement
Strategies
Tutoring Mentoring College Access After-School Any Service0
1
2
3
4
5
6
7
8
2.63
2.73
1.8
7.2
5
3
4.6 4.6
2.42.7 2.7 2.7
2
6
3.8
1.9
3.7
5.6
Support Service(s) and Point Increase in OAA scores from 2009-10 to 2010-11
No Service Math Scores Support Service(s) Math ScoresNo Service Reading Scores Support Service(s) Reading Scores
Ave
rage
Poi
nt In
crea
se
TutoringAcademic Support
TutoringTutoringAcademic Support
Academic Support
TutoringTutoring
Academic SupportTutoringAcademic Support
Despite having higher average number of priority factors, students with tutors made important gains in OAA math and reading.
Tutor No Tutor
2009-2010 – Math Scaled Score 390.4 414.5
2010-2011 - Math Scaled Score 397.6 417.1
Improvement in Math OAA Score +7.2 +2.6
2009-2010 – Reading Scaled Score 394.1 416.1
2010-2011 – Reading Scaled Score 400.1 418.5
Improvement in Reading OAA Score +6.0 +2.4
1 2 3 4 5 6 7 8 9 10Math - Fall 2010 32.1 24.8 32.5 27.6 31.5 24.2 27.7 32.4 36.3 22Math - Spring 2011 48.6 39.2 46.2 45.2 46.6 41.3 40.5 50.3 56.1 48.5Difference 16.5 14.4 13.7 17.6 15.1 17.1 12.8 17.9 19.8 26.5
0
10
20
30
40
50
60
Poin
ts S
core
dO
n B
ench
mar
k As
sess
men
ts
Programs
Partner Data Analysis for Continuous Improvement
FamilyEngagement
Engagement Family
Family
EngagementEngagement
EngagementFamily
CLC Schools Pilot Schools0.0%
20.0%
40.0%
60.0%
80.0%
54.0%
67.1%
Percent of Families Engaged
Parent Engagement
Parent engagement plays a vital role in supporting students’ social and academic growth.
Parent and Family Engagement
CLC Schools Pilot Schools0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
8.5%
6.9%
Percent of Families Who Volunteer
Parent Volunteerism
School Turnaround in Cincinnati: Effectively Leveraging Families and Community Resources to
Support Academic Goals As part of Cincinnati Public Schools’ (CPS) aggressive school turnaround initiative—the Elementary Initiative—school principals modified the role of existing “Resource Coordinators” from volunteer coordinators to analysts charged with allocating and tracking external resources and holding partners (e.g., student mentoring programs, parent volunteers, and nonprofits interested in providing services to the school) accountable. Volunteers are assigned to individual classrooms and programs according to schools’ academic priorities as opposed to volunteers’ interests. Focusing volunteer efforts necessitates saying no to some offers (e.g., sponsorship of a program that does not support high-priority turnaround goals). Principals in CPS schools identified the role of the resource coordinator as extremely valuable to managing the principal’s time and targeting valuable resources, including families and other community members.”
Rhim, L. M. (in press). Learning how to dance in the queen city: Cincinnati Public Schools’ turnaround initiative. Charlottesville, VA: Darden/Curry Partnership for Leaders in Education, University of Virginia Darden School Foundation.
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