Partnerships for Student Success

1. Partnerships for Student Success COMPASS Youth Collaborative, Inc. & National Center for Time and Learning Extended Learning Time Extended Services Extended Relationships

2. Introduction • COMPASS Youth Collaborative, Inc. – Jacquelyn Santiago • - Partnering with Hartford Public Schools to decrease the achievement gap. • - Serves as the connective tissue that coordinates comprehensive services for youth and families. • Supports schools through joint work with teachers, and principals to address academic needs through afterschool programming and strategically remove any barriers to learning: hunger, physical health, mental health, etc.

4. Partnerships: Parents and community engagement in schools can lead to more welcoming, better resourced, and higher functioning schools. • Voluntary collaborative agreement between 2 or more parties in which all of the participants agree to work together to achieve a common purpose or undertake a specific task and to share risks, responsibilities, resources, competencies and benefits. • Meaningful Partnerships are the foundation for success. Partnerships enable your schools to make continuous improvements. By sharing your schools with a Community Based Agency/Partner, the school can direct (often limited) resources and capabilities to projects you consider most important.

5. Community Partnerships Activities • Student Centered: Student awards, student incentives, scholarships, student trips, tutors, student remediation, mentors, job shadowing, and other services and products for students, etc. • Family Centered: Parent workshops, family fun nights, GED and other adult education classes, parent incentives and rewards, counseling, and other forms of assistance. • School Centered: Equipment and materials, beautification and repair, teacher incentives and awards, funds for school events and programs, office and classroom assistance., • Community Centered: Community beautification, student exhibits, and performances, charity, and other outreach.

6. Types of Partners • Business/Corporations: local businesses, national corporations and franchises • Educational Institutions: colleges and universities, high schools, and other educational institutions • Health Care Organizations: hospitals, health care centers, mental health facilities, health departments, health foundations, and associations. • Government and Military Agencies: fire departments, police departments, chambers of commerce, city councils, other local and state government agencies and departments. • National Service and Volunteer Organizations: Rotary Club, Lions Club, Kiwanis Club, Vista, Concerned Black Men Inc., Shriners, Boys and Girls Club, YMCA, AmeriCorps, Urban League. • Faith Based Organizations: Churches, mosques, synagogues, other religious organizations and charities.

7. Types of Partners • Senior Center Organizations: nursing homes, senior volunteers, and service organizations • Cultural and Recreational Institutions: zoos, museums, libraries, recreational centers. • Media Organizations: local newspapers, radio stations, cable networks. • Sports Franchises and Associations: minor and major league sports teams, NBA, NCAA • Other Community Organizations: fraternities, sororities, foundations, neighborhood associations, political organizations, alumni • Community Individuals: individual volunteers from the surrounding school community.

8. Some Partnership Results • Improved Academic Performance • Higher Attendance Rates • Positive School Climate • Improved School Safety • Greater Parent Involvement • Improved Teacher-Student Relationships • Teachers Able to Focus on Education

9. Partnership Stages of Development Stage 1: Exploring This period is marked by discontent with the ways schools operate. This stage is marked by very grandiose thinking, tremendous optimism and magical thinking that “if only” X was in place, things would be significantly different. All this should be discouraged because out of these dreams and desires will emerge a shared vision. Stage 2: Emerging This period is marked by a commitment to jump in and do something! A decision has been made to commence the transformation by introducing some level of services, securing some funding and beginning to develop partnerships. Programs are designed in a strength based paradigm, based on data from a formal or informal needs assessment. This period is like a roller coaster ride, marked by highs and lows, progress and frustration. To succeed in this stage, there needs to be a commitment to the shared vision, clear goals, good communication processes, clarity roles and responsiveness to the needs, regular celebration. This period lasts for about 2 years. Stage 3: Maturing This period is marked by steady, intentional progress & the realization the this work requires a tremendous amount of effort. The vision of the school becomes clearer to all, consequently there is likely to be broader support for it. Service utilization increases as interventions become timelier, more relevant and of higher quality. Relationships between the CBO & school are deepened, administrative & programmatic integration becomes more natural , & CBO & School jointly fund select programs. To succeed in this stage, one needs to keep the vision & programs fresh, tend the relationships, increase partnerships, continue to demonstrate added value, attend to sustainability. Stage 4: Excelling At this level you are implementing quality programs that are fully integrated into the fabric of the school. You have influenced the school culture with a focus on addressing the needs of the whole child, increased parent involvement, empowered parents and school staff to be advocates of quality education; you have established strong relationships within the school, community, and school district; you are valued as a committed partner and leader by the school. To succeed in this stage one needs to take smart risks in innovative programming; develop youth leadership; use staff, parents, and students to teach others to do the work. Children’s Aid Society National Center for Community Schools

10. Partnership Stages of Development Stage 2: Emerging ⧠ Characterized by initial steps towards building relationship with a lead partner and other willing providers. School open extended hours for partners to provide services, as well as inviting programming & services during the school day. __________________________________ ⧠ Characterized by increased efforts to engage parents & community in planning, implementation & oversight of academic & non academic programs. Beginning to involve partners and parents in decision making. __________________________________ ⧠ Characterized by efforts to develop effective coordination & system of monitoring & accountability for programs & services. Development of new resources for staffing, communication patterns, management. ________________________________________ ⧠ Characterized by systemic multi year efforts to collect data, build focus on results, seek resources, and build support. Stage 1: Exploring ⧠ Characterized by recognition that children and families have multiple needs that impact school climate and inhibit learning, and that schools cannot address them alone. Focus on how to get services and programs for children and families, both non academic and academic enrichment. ________________________________ ⧠ Characterized by interest in the partnership strategy as a way to engage others in removing barriers & improving conditions for learning. Open to sharing leadership. Interested in increasing parental & community engagement. ________________________________ ⧠ Characterized by recognition that effective management of needed programs & services exceeds capacity of existing staffing & structures. Recognized need for program integration. Planning process engages all stakeholders. ________________________________ ⧠ Characterized by an interest in building the partnerships for the long term, with policy changes, systems, resources and engagement geared towards permanency. Stage 3: Maturing ⧠ Characterized by opening school to multiple partner services and programs that respond to identified needs of students, school, families, and community that improve the overall conditions for learning. __________________________________ ⧠ Characterized by the regular involvement & leadership of wide range of stakeholders. Transparent agreements & mutual accountability underpin the ongoing development of partnerships. __________________________________ ⧠ Characterized by the integration of Partnership structure/processes/programs into “normal” operations of schools. Site Coordinator role is reliably shared. Effective, consistent management is a hallmark stage. _____________________________________ ⧠ Characterized by growing realization that partners can provide coordination & targeting for numerous child/family/community goals. Policy & funding decisions begin to reflect site successes. Stage 4: Excelling ⧠ Characterized by a shift in role of schools as hubs of opportunity & civic engagement for students, families, & neighborhood residents. Systems in place for on-going comprehensiveness in response to need & demand. ________________________ ⧠ Characterized by permanent engagement across community & program development, and policy making. _______________________________ ⧠ Characterized by policy shifts that make partnerships a permanent approach to school reform, service delivery, community-based education, & civic engagement. _______________________________ ⧠ Characterized by permanent political commitment, designated funding, private and community support, alignment of related initiatives, using partnerships as a coordinating strategy.

11. Complexity of Community Partnerships • Simple Partnership • Short term • Unidirectional exchange • Low level of interaction • Limited planning e.g. incentives for awards programs, donation of school materials/supplies. • Complex Partnerships • Long term • Bidirectional or multidirectional exchange • High level of interaction • Extensive planning & coordination e.g. full service community schools, professional development schools, extended time schools.

12. Resource Inventory

13. Organizations Providing Services Form Name of Organization: ___________________________________________________________________ Date: ________/__________/___________ Executive Director: _______________________________________________________________________ Address: ___________________________________________________________________________________ Phone Number: ______________________________ Fax Number: __________________________ E-Mail Address: ______________________________ School: ________________________________________ Program: ______________________________________ School Name and Key Contact: ___________________________________________________________ Criteria for Student Participation: Category : ⧠ Youth Development ⧠ Academic Support ⧠ Health/Mental Health ⧠ Family Support & Education ⧠Workforce Development ⧠ Community Engagement & Development ⧠Other Name & Title of person interviewed: __________________________ Interviewed by: _________________________________________________ Is there a formal partnership agreement with the school? ⧠YES⧠NO

14. How to Determine Need?Needs Assessment • Use the Expanded Learning Time Expectations and Indicators to understand what high quality Expanded Learning Time (ELT) Schools do. • Determine Schools Priority: • Assess data: • Connecticut Mastery Tests * Attendance data • School Improvement Plan * School Profile • Focus Groups/ Survey Results: Administrators, support staff, teachers, students, parents, other key informants. • Consider classes or programs that may have been cut in recent years that add value to the school? • Consider programs that could be added or expanded in the school day to address barriers to learning. (Mental Health services, advisory, PBIS) • Examine initiative that address needs of students (Responsive Classroom, differentiated instruction, math, ELA coaches, etc.) How could you use partners in the ELT initiative to support and improve the impact of these programs. Example Questions for Needs Assessments For Teachers: • If you had more time to teach what would you cover and for how long? • How could more time help with collaborative planning time and professional development? • Which additional learning opportunities (enrichment or extracurricular activities) would increase the learning engagement of students at your school? • Which skills do students at this school need to build?

15. Working with Partners What are the gaps reflects through needs assessment and resource inventory? Strategic opportunity resides in the intersection of Need and Capacity. A planning team can compile information to determine priority needs and how partners could address this need. Some suggestions when consider when considering partners. • Are vision and mission aligned? Core values? The Agency/Partner is committed to student success and willing to partner for the long haul. • Agencies/Partners who do whatever it takes to support student needs? • Agencies with potential to fundraise? • Agencies/Partners that may have common clients. • Partners who have worked well with the school in the past. Have high quality practices. • Partner who has history of making a difference in the lives of children and families. • Partner who has shown the ability to work as a part of a team and willing to give up turf to do so. • Agencies/Partner who will offer most direct service or coordination of services with minimal paperwork & meetings.

16. Principals of Effective Partnerships • Plan Together from the Start. • Clarify the Vision. • Take Time to Get to Know One Another. • Set Ground Rules. • Start Small and Build Gradually. • Involve Parents as Partners. • Clarify Roles and Responsibilities. • Share Decision Making • Prepare Team Members to Work Together. • Stay Flexible • Keep Tending the Relationship • Be Strategic The Children’s Aid Society National Technical Assistance Center for Community Schools

17. Seven Essential Elements of High Quality Expanded Learning Time SchoolsHigh quality Expanded Learning Time schools redesign, strengthen and expand the school day/year by adding at least 300 additional hours to the standard school schedule in order to enable teacher collaboration and development and empower students with the knowledge, skills, and experiences needed for success in college and careers

18. Small Group Activity • Group 1 • School Goal: higher reading scores for Grades 1-3 Local Library - simple. • Group 2 • School Goal: higher student attendance for Grades 6-8 Local hospital – complex • Group 3 • School Goal: higher science scores on state proficiency test for high school students Local college or university - complex • Group 4 • School Goal: improved parent involvement for an elementary school (Grades 1-5) Local supermarket - simple • Group 5 • School Goal: higher mathematics scores for Grade 5 Local newspaper - complex

19. Sustaining School Partnerships • School Planning team to ensure school/community buy in that will focus on supporting the vision/mission, evaluation (continuous improvement based on data, lessons learned), providing recognition/highlighting successes. • Evaluate the effectiveness of partners and work towards student achievement. • Consistent communication with stakeholders • Develop and engage new champions at every level for student success at your school. • Advocacy: adapt to changing conditions, monitor the trends & influence change • Strong Internal systems: ensuring efficiency & accountability through effective management. • Fundraising: attract new funding public and Private • Public Relations: Publicize the success of your work to all. success breeds success.

20. Resources • Epstein, J.L., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansorn, N., Van Voorhis, F., Martin, C., Thomas, B., Greenfield, M., Hutchins, D., Williams, K. (2009). School, family and community partnerships: Your handbook for action. (3rd ed.). Thousand Oaks, CA: Corwin Press. (www.partnershipschools.org) • Sanders, M. (2005). Building School-Community Partnerships: Collaboration for Student Success. Corwin Press. • Dryfoos & Maguire (20020. Inside Full-Service Community Schools. Thousand Oaks, CA: Corwin Press. • The National Center for Community Schools.org • Baltimore Community Schools Connections 2006 • National Center for Time and Learning • National Institute on Out-of-School Time (NIOST) www.niost.org • Institute for Educational Leadership • Coalition for Community Schools