Pamela Cantor,


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Pamela Cantor,

  1. 1. Pamela Cantor, MD Turnaround for Children ERS School Transformation Summit Working Session 6Inside and out: reengineering the school-community relationship to serve high- poverty schools and children October 14, 2011 PARTNERS IN SCHOOL TRANSFORMATION™
  2. 2. Theory of Change Problem Rationale and Solution BenefitsChildren in high-poverty Schools are not designed to educate the Schools must be fundamentally Successfully transformed schools will be communities face School leaders require an high concentration of kids facing adversity redesigned and realigned with child positioned to continuously and effectivelyenormous adversity, and objective, expert transformation and thus become persistently low- services to support the success of respond to the needs of students fromchild services are poorly partner performing these students high-poverty communities aligned to help Social Context School Baseline TFC Intervention School Outcomes Student Student Status Mobility Student Status High concentration of lagging academic skills Grade-level academic performance High concentration of unmet socio-behavioral Homeless A1. Rigorous Academic Development Improved socio-behavioral functioning Shelters needs School Climate School Climate Immigrant Population Chaotic classroom environment Well-managed classroom environment A2. Academic Support & Intensive Intervention Unsafe, unstable school environment Safe, positive school-wide culture Resources for mental Negative professional environment Supportive professional environment health School Capacity Access to B1. Positive Behavioral Development School Capacity Health Care Variable teacher instructional proficiency Teacher proficiency in academic instruction Insufficient teacher proficiency to support student social, emotional, behavioral skill Teacher proficiency to support student Unemployment Rate development B2. Behavioral Support & Intensive Intervention social, emotional, behavioral skill development Insufficient capacity to address severe Systems to identify, triage and monitor severe Level of Family academic needs academic and socio-behavioral needs Educational Attainment Insufficient capacity to address severe socio- Linkages to community-based mental health behavioral needs F. Foundation for a High-Performance Organization providers and pathways to care Rate of Crime, Drugs, Gang Insufficient organizational capacity to Organizational capacity to Activity define, support, sustain high performance define, support, sustain high performance
  3. 3. School Transformation Model Five Essential Elements
  4. 4. Student & School Outcome Measures OUTCOME SCHOOL-WIDE INDICATORS HIGH-RISK STUDENT INDICATORS •Distribution of academic proficiency on state ELA & Math tests: shift in levels Students at academic risk: 1 - 4 in NY (or comparable levels elsewhere) Improved •Test scores & proficiency levels •Average school score: improvement in average state test scores (for High Academic •Reading level (for High School: Regents School: replaced by graduation rate and exit test data, e.g. Regents) Proficiency exam score or equivalent, credit •Percent on track: % of students reading at grade level or above (for HighSTUDENTS accumulation, graduation rate) School: measure of credit accumulation) Students at behavioral risk: •Rate of absenteeism •Absenteeism Improved •Rate of behavioral incidents, including suspensions •Behavioral incidents and suspensions Socio-Behavioral •Measure of students’ social & behavioral skills (in development) •Standardized measure of functioning Functioning (e.g. teacher rating on Vanderbilt) •Test scores & proficiency levels Improved •Quality of classroom environment in 3 domains: classroom organization & Classroom management; emotional support; instructional support (measured by CLASS Environment for annually on a sampling basis) Teaching & Learning •Academic support for students Note: all measures based on student ratings from NY Improved SchoolSCHOOL •Social & emotional support for students State Learning Environment Survey (or equivalent Environment – Safer & More Supportive •Students’ social interactions elsewhere) •Safety Improved •Leadership Note: first three measures based on teacher ratings Professional •Teachers’ Peer Respect, Support & Trust from NY State Learning Environment Survey (or Environment •Instructional Culture equivalent elsewhere) •Staff Attachment to School: Staff Attendance & Turnover
  5. 5. ABOUT TURNAROUNDTurnaround for Children partners with schools, districts and state education departments to buildcapacity and staff proficiency of schools serving high-poverty communities to optimize schoolperformance and promote academic achievement and success for all students.Each school partnership is led by Turnaround’s team of experienced educators and mentalhealth professionals, comprised of: Project Director, Academic Coach and Social WorkConsultant.• Since 2002, Turnaround has worked in more than 60 schools• Programs in Place: • Explorations in Progress: New York City Baltimore, MD Washington, DC Massachusetts New Jersey• Budget: $11.0 million • Staff: 54• Intervention Cost: $250,000/school, • Intervention Length: 3-4 years per year