2019-2024 Strategic Plan Update Agenda Contextual Knowledge: - - PowerPoint PPT Presentation

August 20, 2019

2019-2024 Strategic Plan Update

Agenda

Contextual Knowledge:

• Rigor and Relevance Framework
• Social Emotional Learning
• Results Based Accountability (Turning the Curve)
• Community Partnerships

Theory of Action Strategic Plan Reporting Year One Year Two Questions

Rigor and Relevance Framework

The Rigor/Relevance Framework was created by the International Center for Leadership in Education in 1996 to guide schools on how to deliver a curriculum that is both rigorous and relevant.

Rigor and Relevance Framework

TEXT

Rigor and Relevance Framework

SEL IS THE PROCESS THROUGH WHICH STUDENTS AND ADULTS DEVELOP THE SKILLS FOR FUNDAMENTAL LIFE EFFECTIVENESS . THESE ARE THE SKILLS WE ALL NEED TO HANDLE OURSELVES, OUR RELATIONSHIPS, AND OUR WORK EFFECTIVELY AND ETHICALLY.

THREE BIG IDEAS ABOUT SEL

SEL SKILLS CAN BE TAUGHT

SEL MAKES SCHOOLS A BETTER PLACE TO BE

CULTIVATING SEL SKILLS IS A ROLE OF ALL ADULTS

This Presentation

Rochester Pediatric Mental Health Task Force

• Addressing the mental health needs of a students requires a

community response

• Schools are a logical place to support prevention, early identification

and initial intervention of social-emotional concerns

• Together we can provide a continuum of services that meet the

needs of students

Results Based Accountability (RBA)

Several forces are coming together that require us to be aware of Results Based Accountability: National Shift away from manufacturing economy measures Call for accountability in the Service Sectors Pressure on Public Schools to justify funding Local Community Schools with United Way Support Cradle 2 Career focus on population level results MDE beginning to use in evaluation processes

Results Based Accountability (RBA)

Mark Friedman, Trying Hard Is Not Good Enough

RBA is a disciplined way of thinking and taking action that can be used to improve the quality of life in communities, cities, counties, states, and nations and to improve the performance of programs, agencies, and service systems within those locations.

Results Based Accountability (RBA)

Results Based Accountability (RBA)

Turn the Curve Thinking

Results Based Accountability (RBA)

1.How are we doing? 2.What is the story behind the current trend (the curve)? 3.Who are the partners who have a role to play in turning the curve? 4.What works to turn the curve? 5.What is our action plan to turn the curve?

Turn the Curve Thinking

Results Based Accountability (RBA)

Population Accountability – a group of partners takes on collective responsibility for the well-being of a population in a geographic area. (e.g., Cradle 2 Career) Performance Accountability – a leader or group of leaders takes on responsibility for the performance for their program, agency, or service system. (e.g., District Programs)

The “A” in “RBA”

Results Based Accountability (RBA)

Evaluation Approach

How much did we do? (effort quantity)

• People/Organizations: # contacted, engaged, served, participated,

reached, involved, etc.

• Activities: # delivered, completed, held, provided, performed,

produced, conducted, etc. How well did we do it? (effort quality)

• Timeliness, Attendance, Satisfaction, Costs, Standards

Results Based Accountability (RBA)

Evaluation Approach, cont.

Is anyone better off? (effect quantity and quality)

• Behaviors change (use # and % in all these)
• Attitudes shift
• Circumstances change
• Knowledge increases
• Skills improve

Community Partnerships

Background Information/Partnership Development Process

• Formal community partnerships established through community schools model

○ Sites include: Gage Elementary, Riverside Central Elementary, The Rochester Alternative Learning Center, John Marshall High School

• Community Schools definition

○ A strategy for aligning school and community resources for student success

• Community Schools Team development of partnership process and evaluation

Community Partnerships

Insert a copy of the ALC Collective impact diagram here ALC Impact Model

Developing a Plan for Onboarding Partners

• Worked with Mayo Clinic Management Engineering and Internal Consulting

Department

• Spent two days in Fall 2018 developing a work plan
• Facilitators from the Mayo Engineering and Internal Consulting Department led team

through process

Community Partnerships

City Span Data Management System

Background Information/Partnership Development Process This platform will allow us to… 1. Identify student growth through program participation 2. Increase support from community partners 3. Gain comprehensive visibility into program enrollment and participation data 4. Streamline or eliminate data requests reducing demand on district personnel 5. Routinely access outcome data for continuous quality improvement 6. Strengthen credibility with public and nonprofit funders

Next Steps

1. Continue to onboard partners at Community School sites with an end goal of all partners being formally onboarded 2. Begin using City Span at all Community School sites during the 2019-2020 school year 3. Evaluate success of partnership process 4. Plan for rolling out the partnership process district-wide

Community Schools Partners and Programs

ALC Health Clinic APEX Boys and Girls Club Catholic Charities Children's Dental Health Diversity Council Engineering Club Families First Family Service Rochester Fernbrook Gage East Gage Gallopers Girl Scouts Connectz Green Thumb Initiative Heart of Dance Hyvee InSciEd Out LGBTQA Group Rochester Art for the Trails MATHLA Mayo Clinic Minnesota DNR Minnesota Extension Office NAMI Next Chapter Olmsted County County Social Services Olmsted County Public Health Olmsted Medical Center PACE Olmsted Public Health - Mind Up Olmsted Public Health Nurse Public Health Parents Class Public Health SHIP Conflict Mediation Rochester Kiwanis Clubs Riverside Running Club Rochester Community and Technical College Rochester Youth Services (formerly LINK) Rotary - Strive RPL Coding DNR School Forest SMART SNAP Toastmasters University of Minnesota Rochester Winona State University Workforce Development YMCA Zumbro Valley Health Care

* Not all partners or programs may be listed here

What Success Looks Like

Access and Equity Make educational equity a reality by ensuring every student experiences high-quality teaching and learning in a culturally responsive environment. Student Achievement Provide teaching and learning environments that engage and empower students to be critical thinkers, ethical contributors, skilled communicators, effective collaborators, resilient learners and success-ready individuals. Accountability Fulfill our commitment to students and families by meeting the expectations of the Graduate Profile, and enlist the community to share in this responsibility.

If We...

• Empower and engage our students in rigorous and relevant learning within safe and supportive

environments;

• Invest in developing the capacity of teachers, leaders, and school staff to foster academic and social

emotional learning;

• Use an equity lens for all decision making;
• Engage families, community, and staff to establish and maintain effective partnerships; and
• Align School Board policies, District practices, and resources to implement our strategies throughout

the organization;

Then...

...all students who attend Rochester Public Schools will discover their individual passions along with a strong sense of self and purpose and will graduate equipped with the skills and qualities outlined in the Graduate Profile.

This is our theory of action

We believe these are the greatest levers to ensure our overall mission of “inspiring, challenging, and empowering all students with the knowledge and skills required to reach their full potential, to contribute to future generations, and to become involved members of a global community.”

Strategic Plan Reporting

How much did we do? How well did we do it? Is anyone better

• ff?

Rigorous and Relevant Learning, Safe and Supportive Environment Building Capacity (Professional Development) Equity & Access Family, Community & Staff Partnerships Policy/Governance

Semester 1 • February 2020 Semester 2 • July 2020

Year One (2019-2020)

Year One (2019-2020)

Rigorous and Relevant Learning, Safe and Supportive Environment:

• Social Emotional Learning:

○ Second-Step Curriculum Grades PreK - 8 ○ Panorama Survey (given twice a year) ○ Universal Screener - Strengths and Difficulties Questionnaire pilot

• Rigor and Relevance Framework with leadership and instructional coaches
• Grading For Learning with Admin/Teachers
• Culturally and Linguistically Responsive Teaching (CLRT)
• Demonstration Classroom at John Marshall

Year One (2019-2020)

Building Capacity (Professional Development):

• Rigor and Relevance Framework with leadership and instructional coaches

○ Creating a Culture for Rigorous Learning ○ Building Instructional Capacity for Rigorous Learning

• Grading For Learning with Admin/Teachers
• CLRT
• SEL with counselors, social workers, coaches
• Staff Wellness

Year One (2019-2020)

Equity & Access:

• Review practices and procedures at District and site levels
• IDI - Intercultural Development Inventory for leadership/interview teams
• Equity Context Analysis Process (ECAP)

Year One (2019-2020)

Family, Community & Staff Partnerships:

• Develop pathways to provide feedback at site and District levels
• Two-way communication at site and District levels, Internal

Year One (2019-2020)

Policy/Governance:

• Equity policy
• Policy review with an equity lens
• Engage traditionally underrepresented families and community members

Year Two (2020-2021)

Year Two (2020-2021)

Rigorous and Relevant Learning, Safe and Supportive Environment

• Rigor and Relevance Framework with leadership, instructional coaches, and

teachers

• Universal Screener for social / emotional learning District-wide
• Expanded use of data and interventions for SEL Tier II and III
• High school SEL implementation
• Expand Demonstration Classrooms to additional schools

Year Two (2020-2021)

Building Capacity (Professional Development)

• Rigor and Relevance Framework with leadership and instructional coaches

○ Leveraging System wide Data to Support Decision Making

• Rigor and Relevance Framework with teachers

○ Creating a Rigorous and Relevant Learning Experience ○ Applying Rigorous and Relevant Instructional Strategies ○ Building Positive Relationships

• District-wide Implementation of Grading For Learning
• Continue coaching on Culturally Responsive Instruction
• Restorative Practices training District-wide

Year Two (2020-2021)

Equity & Access

• Review practices and procedures at District and site levels
• Sites are applying their Equity Context Analysis Process results
• Begin Intercultural Development Inventory assessment with teachers

Year Two (2020-2021)

Family, Community & Staff Partnerships

• Develop pathways to provide feedback at site and District levels, External
• Two-way communication at site and District levels, External

Year Two (2020-2021)

Policy/Governance

• Continue review of Board policies through an equity lens
• Continue engaging traditionally underrepresented families and community

members

Questions