A Community of Practice for Partners of Boston Public Schools August 30 2016 Agenda Time Item 830 845 am Breakfast and Registration 845 900 am Welcome and Introductions Chris Smith of Boston After School amp Beyond ID: 775186
Download Presentation The PPT/PDF document " Advancing Quality Partnerships" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Advancing Quality Partnerships
A Community of Practice for Partners of Boston Public Schools
August 30, 2016
Slide2Agenda
Time
Item
8:30
– 8:45 a.m.
Breakfast and Registration
8:45 – 9:00 a.m.
Welcome and Introductions
Chris Smith of Boston After School & Beyond
9:00 – 10:20 a.m.
BPS’ Priorities
for School-Community Partnerships
Miriam Rubin of Boston
Public Schools
10:20 – 10:30 a.m.
Break
10:30 – 11:30 a.m.
Trends in Program Quality from the 2015-16 School Year
Katie Tosh of Boston After School & Beyond
11:30 – 11:45 a.m.
Peer-to-Peer
Program Observations
Ellen Dickenson of Boston After School & Beyond
11:45 a.m. – Noon
Next Steps
and Closing
Slide3Citywide demonstration projects overlap with continuous improvement efforts year-round.
Advancing Quality Partnerships
Academic Year
Boston Summer Learning Community
Summer
SLP
BoSTEM
Badging
ELO’s for Teens
1. Use common units of
measurement
2.
Convene
regularly to advance system-wide improvement
3. Participate in periodic
professional development
opportunities with peers
Programs that run on these calendar cycles engage in these efforts in three ways:
Slide4In 2016-17, AQP includes 24 organizations running 42 programs that will serve students from more than 26 BPS schools
Schools
Nonprofit Organizations
Boston Latin Academy
Curley K-8
Dearborn STEM Academy
Edison K-8
Edwards MS
Ellis
Elementary
Frederick Pilot School
Gardner K-8
Haley Pilot School
Harvard-Kent K-8
Hernandez K-8
Higginson-Lewis K-8
King K-8
Lee Academy
Madison Park HS
Mather Elementary
McKay Elementary
Orchard Gardens Pilot School
Sumner Elementary
TechBoston
Academy
Timilty
MS
Tobin K-8
Trotter Innovation School
Umana
Academy
UP Academy Dorchester
Young Achievers
Alliance
for Inclusion and Prevention
America SCORES
Berklee
City
Music
Boston Chinatown Neighborhood Center
Boston
Scholar Athletes
Citizen Schools
CitySprouts
Community Boat Building
Dance With Books
Friends of the Hernandez
Imajine
That!
Latino STEM Alliance
Lena Park CDC
Mass Insight
Math
POWER
Mass.
General Hospital
Roxbury Youth Programs
Sociedad
Latina
Sportsmen’s Tennis and Enrichment Center
Steppingstone Foundation
St. Stephen’s Youth
Programs
Thompson Island Outward Bound
UMass
Boston Upward Bound
VietAID
Slide5In the 2015-16 school year, AQP consisted of 19 organizations running 31 programs that served students from 19 BPS schools
Schools
Nonprofit Organizations
Boston Green Academy
Burke HS
Charlestown HS
Dearborn STEM Academy
Excel
HS
Frederick Pilot School
Gardner Pilot Academy
Haley Pilot School
Hernandez K-8
Higginson-Lewis K-8
King K-8
Madison Park HS
Mather Elementary School
McCormack MS
Orchard Gardens Pilot School
Timilty
MS
Trotter Innovation School
Umana
Academy
Young Achievers
America SCORES
Boston
Scholar Athletes
Citizen Schools
CitySprouts
City Year
Community Boat Building
Dance With Books
Friends of the Hernandez
Hull Lifesaving Museum
Latino STEM Alliance
Math
POWER
MGH
Roxbury Youth Programs
Sociedad
Latina
Sportsmen’s Tennis and Enrichment Center
Tenacity
Thompson Island Outward Bound
UMass
Boston Upward Bound
VietAID
Slide6AQP’s measurement system provides a window between BPS and partner-led programs
Academic Data from BPS at the Program Level
Average daily attendance
DemographicsRacial/EthnicGenderELLDiscipline recordsSchool climate survey resultsStandardized test performance levels
Slide7Office of School-Community Partnerships
Priorities and partnership quality standards
Slide8Trends in Program Quality from the 2015-16 School Year
Highlights and areas of focus for the coming year
Slide9Contents
Social-Emotional Skill Development in Programs
Initiatives Overview
Attendance
Program Quality
-Observer Perspective
-Youth Perspective
-By ACT Skill Outcome
Summary of Findings
Recommendations
Slide10Logic Model for Social-Emotional Skill Development in OST Programs
Inputs
Activities
Outputs
Initial
Long-term
Outcomes
Common Measurement for Continuous Improvement
Slide11SY15-16 Initiatives Overview
16 BPS Schools Primary focus: Grades 5-12* 18 Partner Organizations operating at 31 sites Students Served: 1,591 Attendance Rate: 85% (97% of sites) (61% of sites)
*Two partners serving lower elementary grades
Slide12Avg
: 85%
Only programs with ≥80% attendance data completeness and those who were not a drop-in model are included in this graph and in the overall cohort average.
Slide13Program Quality: Observer Perspective
Program Organization & Structure
Supportive Social Environment
Engagement in Activities & Learning
Features of the Learning Environment
Youth Development in STEM
Activity Engagement
STEM Knowledge & Practices
APT
DoS
Youth Perspective
Slide14Program Organization
and Structure
Supportive Environment
Engagement in
Activities and Learning
APT Fall 2015: On average, programs are meeting or exceeding the benchmark in all program quality domains
Almost Always
Most of the TimeSometimesNever
Frequency with which programmatic practices are observed.
APT Data (Observer Perspective), Fall 2015, Average Scores of AQP programs, n=15
Slide15Program Organization
and Structure
Supportive Environment
Engagement in
Activities and Learning
APT Spring 2016: Programs exceed benchmark in all domains, and improved or maintained in 12/15 domains
Almost Always
Most of the TimeSometimesNever
=
Fall 2015 (n=12)
=
Spring 2016 (n=12)
Frequency with which programmatic practices are
observed. APT matched fall-spring data (Observer Perspective)
Slide16Features of
Learning Environment
(Org & Structure)
Youth Development
(Supportive Environment)
Engagementin Activities and Learning
Pre DoS Observation: Programs are strong in organization and relationships, with room to improve in engagement and learning
Compelling EvidenceReasonable EvidenceInconsistent EvidenceEvidence Absent
Extent to which there is evidence of programmatic practices happening.DoS Data (Observer Perspective), Pre Assessment, Average Scores of BoSTEM programs, n=8
STEM Knowledge
& Practices
Slide17Features of
Learning Environment
(Org & Structure)
Youth Development
(Supportive Environment)
Engagementin Activities and Learning
Post DoS Observation: Programs made important gains, but areas of challenge remain consistent
Compelling EvidenceReasonable EvidenceInconsistent EvidenceEvidence Absent
Extent to which there is evidence of programmatic practices happening.DoS Data (Observer Perspective), Average Scores of BoSTEM programs
STEM Knowledge
& Practices
=
Pre (n=8)
=
Post (n=6)
Slide18Supportive Environment
Engagement in
Activities and Learning
(n=16 programs)Spring 2016 SAYO Y
On average SY programs are meeting or exceeding the benchmark from the youth perspective in five out of eight aspects of program quality. Youth rate programs lowest in Opportunities for Leadership and Responsibility and Youth Have Choice and Autonomy.
Spring 2016: As rated by youth, programs exceed quality benchmark in 5 out of 8 domains
Slide19Achieve, Connect, Thrive (ACT) Skills Framework
Slide20Achieve, Connect, Thrive (ACT) Skills Framework
Achieve
Connect
Thrive
Perseverance
Critical Thinking
Peer Relationships
Adult Relationships
CommunicationTeamwork
Self-Regulation
Activities Engage YouthOpportunities for Leadership & Choice
Cross-Cutting Practices
Slide21Example of APT Domains by Skill Area
Domain: Nature of Activity
Activity is part of an ongoing project or unit designed to promote specific skills/concepts over time.Activity is challenging, stimulates thinking.Activity offers youth choice and decision-making.Activity offers youth opportunities to work collaboratively in pairs, groups, or as part of a team.
Related Social-Emotional Skills
PerseveranceCritical ThinkingLeadership & ChoiceTeamwork, Communication, Relationships with Peers
Slide22Practices Building “Achieve” Skills
Practices Building “Connect” Skills
Grouping program practices by the ACT skill they develop reveals areas of programmatic strengths and challenges
Almost Always
Most of the Time
Sometimes
Never
Cross-cutting Practices
Frequency with which program practices that develop certain social-emotional skills are observed.APT Data (Observer Perspective), Fall 2015, Average Scores of AQP programs, n=15
Practices Building “Thrive” Skills
Slide23Practices Building “Achieve” Skills
Practices Building “Connect” Skills
Programs modestly improved practice related to Critical Thinking, Teamwork, Engaging Youth, and Leadership & Choice
Almost Always
Most of the Time
Sometimes
Never
Cross-cutting Practices
Frequency with which program practices that develop certain social-emotional skills are observed.APT matched fall-spring data (Observer Perspective)
Practices Building “Thrive” Skills
=
Fall 2015 (n=12)
=
Spring 2016 (n=12)
Slide24Practices Building “Achieve” Skills
Practices Building “Connect” Skills
Youth rate programs lower than observers do in all categories of program practice
Almost Always
Most of the Time
Sometimes
Never
Cross-cutting Practices
Frequency with which program practices that develop certain social-emotional skills occur; APT and SAYO Y data.
Practices Building “Thrive” Skills
=
Observer Rating, Spring 2016 (n=12)
=
Youth Rating, Spring 2016 (n=16)
Slide25Overall Program Quality: Summary
Program Organization & Structure
Youth
Development,
Supportive Social Environment
Engagement in Activities & Learning
3.4
3.6
3.4
STEM Knowledge & Practices
Non-STEM
(n=12)
STEM
(n=6)
All Progs(n=16)
3.7
--
3.1
3.1
3.2
2.5
Observer
Youth
2.8
--
--
Slide26Practices to Build ACT Skills: Summary
Achieve
Connect
Thrive
3.3
3.4
3.6
Cross-Cutting Practices
Non-STEM
(n=12)
STEM
(n=6)
All
Progs
(n=16)
2.8
2.9
3.1
4.0
--
2.8
Observer
Youth
2.7
2.7
3.1
Slide27Recommendations
Review program PRISM Report and/or
DoS
Write-Up
Are the results what you expected? Why or why not?
Did you improve in areas you focused on for the spring semester? Why or why not?
How will you share these results with different levels of staff in order to inform program content and delivery?
Considering the goals of your program, which skill areas can you intentionally prioritize for the upcoming school year?
Focus on maintaining areas of strengths while improving areas of challenge
Select a small number of practices/skills to address
What specific action steps will you take to incorporate practices that will help students develop those skills?
Will you attend a PEAR Action Planning session this year?
All programs should consider focusing on Critical Thinking, Teamwork, and Leadership & Choice
Slide28Recommendations
Read closely each measurement tool your program will utilize
Best practices abound!
Use the tools during staff training and meetings on a regular basis throughout the school year
Spot-check your own programs to see if you’re incorporating the best practices
Attend a PEAR Action Planning session and other PD offerings
Review HSA and/or SAYO T fall data to understand the specific social-emotional skills and needs of your students
Track attendance in YS regularly, and use the reports feature to see how your students are doing on a monthly basis
Do outreach as needed to boost attendance, broadly or to individual students
Slide29Reach out with questions!!
YouthServices
, Data Collection, Consent – Kelsey Cowen
kcowen@bostonbeyond.org
Interpreting Data – Katie Tosh
ktosh@bostonbeyond.org
Coaching – NIOST and PEAR
Georgia Hall, NIOST:
ghall@wellesley.org
Jane
Aibel
, PEAR:
jaibel@mclean.harvard.edu
Partnerships, STEM, PD: Ellen Dickenson
edickenson@bostonbeyond.org
Slide30Changes in the Program Observation Process
Introducing a new certification program and process for scheduling observations
Slide31The certification process, managed by NIOST and BASB
1
Orientation to the APT
2
Practice using the APT in a familiar setting
3
Practice using the APT in the field
4
OPTIONAL practice observation
5
Debrief and discuss observer bias
Certificate
6
Conduct official APT observations
Slide32Fall timeline
Date
Item
Sep.
6
Data Leads receive
YouthServices
login info
Sep. 9
Signed
MOU due
Sep.
12
Data Leads
participate in
YouthServices
webinar: uploading youth participants
Sep. 23
Return student consent forms to BASB
Sep. 23
Upload youth
participants to
YouthServices
database
Sep. 23
Data Leads participate in
YouthServices
webinar: tracking enrollment and attendance
Weekly
Record
daily student attendance in
YouthServices
Sep. – Oct.
Fall program observation (APT and/or
DoS
)
Oct. 11
BoSTEM
workshop: Practicing Science and Mastering Content
Nov. 10
Action planning workshop led by PEAR
TBD
Culturally and linguistically sustaining practices workshop led by BPS