WELCOME!! Chicago Public Schools Community Schools Initiative (CSI)

Transcription

1 WELCOME!! Chicago Public Schools Community Schools Initiative (CSI) Moving Forward: A Sustainability Strategy from Chicago Public Schools Community Schools Initiative July TBD, 2015 Gabriel Mendoza, CSI Program Coordinator Autumn Berg, CSI Program Coordinator *Funds for this activity were provided by 21st Century Community Learning Centers grants. Office name goes here CPS Community Schools Initiative Sustainability

2 Disclaimer The 21st Century Community Learning Centers 2015 Summer Institute has been funded in part with Federal funds from the U.S. Department of Education. Any products mentioned are only examples and do not constitute endorsement by the U.S. government.

3 What we will do today Learn what Sustainability means for your Community School. Take an in depth look at the Implementation and Sustainability Strategy Process. CPS CSI Sustainability Guide Book. Understand how the CSI Continuous Quality Improvement Process (CQIP) aligns with the Sustainability Guide. Partnership and Resource Development

4 What is Sustainability? What comes to mind when someone says the word Sustainability?

5 What is Sustainability? Funding Best Practices Grants Volunteers Employment Partnerships Support Resources Programs Sustainability Security

6 What is Sustainability? Sustainability is a system of strategic thinking and effective action designed to institutionalize supportive practices and secure the range of resources needed to achieve specific results. National Center for Community Schools

7 CSI Implementation and Sustainability Process Strategy

8 9 Steps Toward Community Schools Implementation Readiness Phase: 1. Principals Commits to Community School Model 2. Designate School LPA Collaboration 3. Develop a Shared Vision Statement Planning Phase: 4. Identify and Acclimate Resource Coordinator 5. Form Advisory Committee 6. Conduct Needs and Resources Assessment Implementation Phase: 7. Develop and Organize CS Activities 8. Conduct CS Activities 9. Revisit and Adjust Activities

9 Community School Sustainability Factors A. Develop an Infrastructure to Support the Community School Model B. Integrate CS Activities and Regular School Time C. Evaluate Programs and Utilize Feedback D. Build Relationships and Engage the Community E. Develop a Professional Learning Community F. Increase Access to CS Activities

10 The CPS CSI Sustainability Guide Sustainability Planning Guide Year 1 Vision Develop and communicate a shared vision for the CS among stakeholders. [Review Domain 1, Element 1A and 1G in the Self-Assessment Rubric.] Program Summary Obtain, communicate and use information from a comprehensive needs and resources assessment to guide CS programs and services. [Review Domain 1, Element 1C in the Self-Assessment Rubric.] Be sure to align program summary with your school's goals as listed in the Continuous Improvement Work Plan (CIWP). Partner Agencies Current Funding Sources Establish and maintain an advisory committee with representatives from the school, Lead Partner Agency, community partners and the community at large. [Review Domain 1, Element 1E in the Self-Assessment Rubric.] List all agencies, stakeholders, community members, subcontractors and staff that are providing activities or services to students and adults. This will also include people participating in your Advisory Council. Provide comprehensive information regarding all funding sources supporting services at your school. Include information for programs taking place during the regular school day as well as outside of the regular school day (e.g., 21stCCLC, United Way, Discretionary funds, donations, in-kind, small grants).

11 How to Use the Sustainability Guide Sustainability Planning Guide Year 2 Vision Develop and communicate a shared vision for the CS among stakeholders. [Review Domain 1, Element 1A and 1G in the Self-Assessment Rubric.] Program Summary Obtain, communicate and use information from a comprehensive needs and resources assessment to guide CS programs and services. [Review Domain 1, Element 1C in the Self-Assessment Rubric.] Be sure to align program summary with your school's goals as listed in the Continuous Improvement Work Plan (CIWP). Partner Agencies Establish and maintain an advisory committee with representatives from the school, Lead Partner Agency, community partners and the community at large. [Review Domain 1, Element 1E in the Self-Assessment Rubric.] List all agencies, stakeholders, community members, subcontractors and staff that are providing activities or services to students and adults. This will also include people participating in your Advisory Council. Provide comprehensive information regarding all funding sources supporting services at your school. Include information for programs taking place during the regular school day as well as outside of the regular school day (e.g., 21stCCLC, United Way, Discretionary funds, donations, in-kind, small grants). Current Funding Sources Potential Funding Sources Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self-Assessment Rubric.] In identifying resources, think beyond grants. What small businesses in the community may support the programs through small donations or in - kind services? Are there churches that may have volunteers to help lead programming once the grant ends?

12 How to Use the Sustainability Guide Sustainability Planning Guide Year 3 Vision Program Summary Partner Agencies Develop and communicate a shared vision for the CS among stakeholders. [Review Domain 1, Element 1A and 1G in the Self-Assessment Rubric.] Obtain, communicate and use information from a comprehensive needs and resources assessment to guide CS programs and services. [Review Domain 1, Element 1C in the Self-Assessment Rubric.] Be sure to align program summary with your school's goals as listed in the Continuous Improvement Work Plan (CIWP). Establish and maintain an advisory committee with representatives from the school, Lead Partner Agency, community partners and the community at large. [Review Domain 1, Element 1E in the Self-Assessment Rubric.] List all agencies, stakeholders, community members, subcontractors and staff that are providing activities or services to students and adults. This will also include people participating in your Advisory Council. Current Funding Sources Provide comprehensive information regarding all funding sources supporting services at your school. Include information for programs taking place during the regular school day as well as outside of the regular school day (e.g., 21stCCLC, United Way, Discretionary funds, donations, inkind, small grants). Potential Funding Sources Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self- Assessment Rubric.] Establish and maintain relationships with stakeholders to sustain CS services. [Review Domain 4, Element 4A2 in the Self- Assessment Rubric.] In identifying resources, think beyond grants. What small businesses in the community may support the programs through small donations or in - kind services? Are there churches that may have volunteers to help lead programming once the grant ends? People Responsible for Securing Resources Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self- Assessment Rubric.] Establish and maintain relationships with stakeholders to sustain CS services. [Review Domain 4, Element 4A2 in the Self- Assessment Rubric.] Who are the individuals, organizations, and partners responsible for securing resources and funds?

13 How to Use the Sustainability Guide Sustainability Planning Guide Year 4 Vision Program Summary Develop and communicate a shared vision for the CS among stakeholders. [Review Domain 1, Element 1A and 1G in the Self-Assessment Rubric.] Obtain, communicate and use information from a comprehensive needs and resources assessment to guide CS programs and services. [Review Domain 1, Element 1C in the Self-Assessment Rubric.] Be sure to align program summary with your school s goals as listed in the Continuous Improvement Work Plan (CIWP). Partner Agencies Establish and maintain an advisory committee with representatives from the school, Lead Partner Agency, community partners and the community at large. [Review Domain 1, Element 1E in the Self-Assessment Rubric.] List all agencies, stakeholders, community members, subcontractors and staff that are providing activities or services to students and adults. This will also include people participating in your Advisory Council. Current Funding Sources Potential Funding Sources People Responsible for Securing Resources Provide comprehensive information regarding all funding sources supporting services at your school. Include information for programs taking place during the regular school day as well as outside of the regular school day (e.g., 21stCCLC, United Way, Discretionary funds, donations, in-kind, small grants). Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self-Assessment Rubric.] Establish and maintain relationships with stakeholders to sustain CS services. [Review Domain 4, Element 4A2 in the Self-Assessment Rubric.] In identifying resources, think beyond grants. What small businesses in the community may support the programs through small donations or in - kind services? Are there churches that may have volunteers to help lead programming once the grant ends? Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self-Assessment Rubric.] Establish and maintain relationships with stakeholders to sustain CS services. [Review Domain 4, Element 4A2 in the Self-Assessment Rubric.] Who are the individuals, organizations, and partners responsible for securing resources and funds? Newly Identified and Secured Resources for End of Grant Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1, 4B2 and 4B3 in the Self- Assessment Rubric.] List all secured funds. Be specific.

14 How to Use the Sustainability Guide Sustainability Planning Guide Year 5 Vision Program Summary Develop and communicate a shared vision for the CS among stakeholders. [Review Domain 1, Element 1A and 1G in the Self-Assessment Rubric.] Obtain, communicate and use information from a comprehensive needs and resources assessment to guide CS programs and services. [Review Domain 1, Element 1C in the Self-Assessment Rubric.] Be sure to align program summary with your school's goals as listed in the Continuous Improvement Work Plan (CIWP). Partner Agencies Current Funding Sources Establish and maintain an advisory committee with representatives from the school, Lead Partner Agency, community partners and the community at large. [Review Domain 1, Element 1E in the Self-Assessment Rubric.] List all agencies, stakeholders, community members, subcontractors and staff that are providing activities or services to students and adults. This will also include people participating in your Advisory Council. Provide comprehensive information regarding all funding sources supporting services at your school. Include information for programs taking place during the regular school day as well as outside of the regular school day (e.g., 21stCCLC, United Way, Discretionary funds, donations, in-kind, small grants). Potential Funding Sources People Responsible for Securing Resources Newly Identified and Secured Resources for End of Grant Programs and Staff that will be Sustained Beyond Year 5 of Grant Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self-Assessment Rubric.] Establish and maintain relationships with stakeholders to sustain CS services. [Review Domain 4, Element 4A2 in the Self-Assessment Rubric.] In identifying resources, think beyond grants. What small businesses in the community may support the programs through small donations or in - kind services? Are there churches that may have volunteers to help lead programming once the grant ends? Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1 in the Self-Assessment Rubric.] Establish and maintain relationships with stakeholders to sustain CS services. [Review Domain 4, Element 4A2 in the Self-Assessment Rubric.] Who are the individuals, organizations, and partners responsible for securing resources and funds? Collaboratively identify, obtain, and allocate diverse resources to support the CS infrastructure. [Review Domain 4, Element 4B1, 4B2 and 4B3 in the Self- Assessment Rubric.] List all secured funds. Be specific. Establish and maintain CS programs and services. [Review Domain 2, Elements 2A, 2B, 2C in the Self-Assessment Rubric.] Determine the Role of the Resource Coordinator after phase 5. Provide information regarding all staff, program instructors, activities, and services that will be sustained. Please include adult and student activities and services.

15 Continuous Quality Improvement Process

16 Continuous Quality Improvement Process What to Expect: Self-Assessment This is a Self-Assessment and the goal is to gauge where your site is in the process and identify areas for improvement. The process should be viewed as developmental, whereby some schools may score higher in some areas and lower in others than do other schools. Typically, the Self-Assessment Quality Improvement Rubric can be completed in approximately four to nine hours. While the best approach involves meaningful discussion with a group of core stakeholders (e.g. Resource Coordinator, school and LPA leadership, Advisory Committee), it is understand that time constraints and scheduling may interfere with this ideal.

17 Continuous Quality Improvement Process Understanding What is What? The Rubric Self-Assessment Quality Improvement Rubric (SAQI) Domain 1: Establish & Maintain Essential Structures & Resources needed for an effective Community School. Domain 2: Establish & Maintain Community School Programs & Services. Domain 3: Establish & Maintain Continuous Improvement Structures Domain 4: Develop strategies & commit resources to financially & organizationally sustain the community school

18 Continuous Quality Improvement Process What to Expect: Self-Assessment

19 Continuous Quality Improvement Process What is What? The Rubric Start Here Office name goes here Initiative CPS Community Schools Score Here Sustainability RC FY15 Spring Principal Kick Off Off Meeting 2015 Fall Kick 2014

20 Linking the Sustainability Guide to the Continuous Quality Improvement Process The CSI Sustainability Guide will align with the Continuous Quality Improvement Process (CQIP) The Continuous Quality Improvement Process (CQIP) is designed to ensure intentional processes are followed to allow for assessment of assets and needs, which leads to action planning in response to the findings from these assessments. In addition, the CQIP Self Assessment rubrics provide schools with a roadmap for implementing a comprehensive quality assessment and action-planning process. There are two key dimensions: Organizational or school level Point-of-service (activity) level CQIP has 4 phases of implementation: Pre-Phase: Schools that become community schools in the middle of the year. Phase 1: Establishing the community school structure, resources and programming. Phase 2: The utilization of the Self Assessment Rubrics and YPQA, will provide a guide for action planning. Phase 3: Specific focus areas based on past progress and current needs.

21 Connect and Shared Commitment Domain 1 - Readiness Are YOU ready? A Community School that shares and communicates frequently is a Community School that is in touch with what s best for the School. (A1) A shared and balanced partnership between the Lead Partner Agency and School enhances school productivity, outcomes and cross collaboration (B1) A fully committed Lead Partner Agency, and with key school leaders focused on a shared agreement and vision plan. (A1 & G1) Bringing together all School entities together to inform, educate and communicate your school is a Community School (G1)

22 Connect and Shared Commitment Domain 1 - Planning So What s The Plan? School and LPA both choose and identify Resource Coordinator and provides support for role (D1) Establishing a functioning Advisory Committee that meets often, shares and gains input from AC members and share decision making responsibilities. (E1) Collect informal and formal sources of information to identify community and resources assessment. Use documents to share to community and to plan key programming decisions. (C1)

23 Connect and Shared Commitment Domain 2 Aligned Programming Programming by the Community, for the Community Offering a variety of programming that is aligned to the school day and is provided and supported by school instructors (A1) Inclusion of a variety of academic and non-academic programming that reflects student interest and programming that is well planned by instructors. (B1) Community programming is aligned to needs and resource assessments. Updating and continuously monitoring the interest of the community can lead to successful programming outcomes. (C1)

24 Connect and Shared Commitment Domain 4 Implementation The Time is Now! Key involvement from school stakeholders who contribute to discussions and plans related to sustainability. (A1) Key school stakeholders, and partners share responsibilities to secure additional funds, and collaborate funding decisions (B3)

25 Continuous Quality Improvement Process The Action Plan

26 Continuous Quality Improvement Process Youth Program Quality Assessment

27 Continuous Quality Improvement Process Understanding What is What? YPQA Youth Quality Program Quality Assessment (YPQA) The Youth Program Quality Assessment is a validated instrument designed to evaluate the quality of youth programs and identify staff training needs. It has been used in community organizations, schools, camps, and other places where youth have fun, work, and learn with adults. The Youth PQA is suitable for youth in grades For children in grades K - 6, the School-Age PQA is developmentally appropriate. What do the Youth and School-Age PQA assess? Safe environment Supportive environment Interaction Engagement Youth-centered policies and practices High expectations for youth and staff Access

28 Where Do I Start? As a Community School, one of the many strategies used for sustainability is to build partnerships and identify resources within the community.

29 Sustainability Activity As a group, make a list of all the resources within your community. Think Deep and Broad.

30 Identifying Resources State Rep Small Businesses Banks Community Organizations Churches Libraries Alderman Other Schools Medical Facilities Individual Donors Community Stakeholders Restaurants Park Districts

31 Building Partnerships with Resources Invitations: Attend School activities and events Participate on the Advisory Committee Field Trips Marketing: Hang information regarding your programs on business information wall or website Ask if they would like to support programs and add their logo to marketing material Place flier information in Church programs or bulletin boards Alderman can enter Community School Initiative information on website Connect via Social Media

32 Building Partnerships with Resources Sponsorship: Write sponsorship letters asking partners to be a platinum, gold or silver sponsor based on amount of donation An individual child or family to participate in programs Specific program cost of entire program, supplies, teachers, etc. Event or field trip Address a specific need of a family Services: What specific services does the partner provide? Can those services be used to support your school? Tax Services, Health, Dental, Entrepreneurship, Printing, Family Programming, Fitness, Culinary, etc.

33 Building Partnerships with Resources Volunteer: Churches are full of people interested in volunteering. One time events, field trips, Saturday Programs, childcare, program assistants, etc. Create fliers, put together compliance binder, support RC work, etc. Advisory Council Member Canvassing community for additional partnerships Mentor students or families Donations/In-kind: Services, books, supplies, coats, food, water, decorations, equipment, etc. Area of expertise Teach a program or plan an event Small cash donations

34 Transforming Sustainability Your is a Team Community Effort Strength The Burden is not on you alone Build a solid foundation of committed and passionate community members Shared responsibility Organization Assemble Your Team Assign Roles and responsibilities Plan, distribute and use acquired information Time Is not your friend. Start Planning NOW!

35 Transforming Keep Mind Your Community Small acts, when multiplied by millions of people, can transform the world. - Howard Zinn

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