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 CULTIVATING SEL SEL MAKES SCHOOLS TAUGHT SKILLS IS A ROLE OF A BETTER PLACE TO BE 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) 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. Mark Friedman, Trying Hard Is Not Good Enough
Results Based Accountability (RBA)
Results Based Accountability (RBA) Turn the Curve Thinking
Results Based Accountability (RBA) Turn the Curve Thinking 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?
Results Based Accountability (RBA) The “A” in “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)
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
ALC Impact Model Insert a copy of the ALC Collective impact diagram here
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 Rochester Art for the Trails Rochester Community and Technical APEX MATHLA College Boys and Girls Club Mayo Clinic Rochester Youth Services (formerly LINK) Catholic Charities Minnesota DNR Rotary - Strive Children's Dental Health Minnesota Extension Office RPL Coding Diversity Council NAMI DNR School Forest Engineering Club Next Chapter SMART Families First Olmsted County County Social Services SNAP Family Service Rochester Olmsted County Public Health Toastmasters Fernbrook Olmsted Medical Center University of Minnesota Rochester Gage East PACE Winona State University Gage Gallopers Olmsted Public Health - Mind Up Workforce Development Girl Scouts Connectz Olmsted Public Health Nurse YMCA Green Thumb Initiative Public Health Parents Class Zumbro Valley Health Care Heart of Dance Public Health SHIP * Not all partners or programs may be listed here Hyvee Conflict Mediation InSciEd Out Rochester Kiwanis Clubs LGBTQA Group Riverside Running Club
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 How well did we do Is anyone better Semester 1 • February 2020 do? it? off? Rigorous and Semester 2 • July 2020 Relevant Learning, Safe and Supportive Environment Building Capacity (Professional Development) Equity & Access Family, Community & Staff Partnerships Policy/Governance
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
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