Cincinnati Public Schools Community Learning Centers and the Learning Partner Dashboard: Using a Process

and a Tool to Practice Continuous Improvement at the Site Level

Sarah Trimble Oliver, Leslie Maloney, William Thomas,

Monica Mitchell, and Geoff Zimmerman

Community Learning Centers Community

Community

Community Community

Community

CommunityCommunity

CommunityCommunity

Community Learning Centers are “hubs” for a variety of services and resources for students and their families.

Through co-located community partnerships, CLC schools provide: Tutoring After School Programs Mentoring Careers and College Access Health/Wellness Parent and Family Engagement

CLC schools work to integrate school-day and extended day learning

2002-2009 Transformation Begins

Stakeholders commit to CPS schools as Community Learning

Centers (CLC’s)

21 CLCs established with Resource Coordinators and partnership

networks

CPS Board policies establish CLCs as model for all schools

CLCs become national model for school community partnerships

Important Questions raised:How is investment in CLCS

impacting student achievement?What does success look like and

how do we know when we get there?

Resource CoordinationREFORM. . . Linking Resources to Students ..One At a Time

2010-2011Data-Driven, Goal-Focused

26 CLC’s. Pilot in 16 lowest-achieving schools transforms Resource Coordination into

data-driven process focused on student needs

Learn how to leverage Learning Partner Dashboard (LPD) to collect and integrate partner

service data with student academic, health, attendance,

and behavior data

Impact analysis to determine if partner services are positively

impacting students

32 CLC’s; standard processes incorporate the use of data and

assure quality in CLCs

Volunteer Coaches provide support for use of process at

school level

Continuous Improvement to increase impact

40%

10%

50%

29%

16%

55%

0%

10%

20%

30%

40%

50%

60%

% Scores Improved % Scores Declined % Scores Unchanged

Tutoring Impact on Math Scores

Tutored

Untutored

Class Profile Report

2012+Scaled & Sustainable

Resource CoordinationResources

Resources

Resources Resources

Resources

ResourcesResources

ResourcesResources

Resource Coordinators at each school:

Identify and Assess Student Needs and Priority Factors

Identify Partners to Meet School Priorities and Student Needs

Assess the Alignment and Impact of Community Partners

Ensure the Appropriate Use of Data

Follow Program Evaluation Timelines

REFORMProcess + Tool = Success

Review the DataAssemble the TeamUse Comprehensive DataSet Specific, Measurable Goals

21st Century Community Learning Center @ Pleasant Ridge

CommunityEngagement Mental Health Primary/Dental

HealthAfter

SchoolTutoring Mentoring

CLC ResourceCoordinator

Angie O.363-4474

Children’s Home Of CincinnatiKristen Meyer

363-4449

School Health AideCecily Laycock

363-4421

YMCAAngela

Grunkemeyer363-4482

COO

RDIN

ATIN

G P

ARTN

ERTA

RG

ET

PRMS Students in

Need of afterschool

programming

YMCA of Greater CincinnatiRebecca Kelley

rkelley@cincinnatiymca.org

Angie OkudaCLC Resource Coordinator

363-4474aokuda@cincinnatiymca.orgokudaan@cpsboe.k12.oh.us

Cincinnati Public Schools

ALL PRMS Students in

Need of Mental Health Services

ALLSTAKEHOLDERS

IncludingCommunity*Members

*Businesses*Organizations

*Projects

ALL PRMS Students in

Need of Primary/Dental

Health Services

CincinnatiiYouth

CollaborativeDonald Swain

Local School Decision Making Committee

Pleasant Ridge MontessoriPrincipal Maria McDonough

Maureen SimonTut. Curric. Coord.

#363-4479

Liz Wymer#363-4400

Targeted PRMSStudents in 3rd-6th grade

Other

3rd-6th graders#1 priorityHomeless and Students w/Incarcerated parents

CLC ResourceCoordinator

Angie O.363-4474

ALL PRMS Students ParentsFamiliesandCommunity Members

Academic: Better alignment of Volunteers andstudents identified as “targeted”

paired with appropriate services.

Parent Involvement:Reach ALL families to impactstudent success.

Community Engagement: Tocreate a CLC w/active participationof parents, extended families, community members, neighbors &partners

Wellness: To develop awareness& practice in each child and adultat PRMS that incorporates the values of a healthy lifestyle: Physical, Mental and Spiritual

Review DataSet Goals

Strategies

Process:Take Inventory Organize Data Assemble Data Review Team Set Goals

Engage Partners

Memorandum of UnderstandingSchool Success Plan

Partner Log Gap Analysis

Community Partnerships Log

Name of Provider

Service Type (e.g., Academic, Health & Wellness, Arts and Culture, Student Support, Parent Engagement, Community Engagement)

Brief Description

Target Audience

Number Served

Outcomes/Targets

Xavier University Academics Provide professional development for PRMS staff and develop a professional practices program for Xavier students majoring in Montessori education, and other teaching specialties, such as educating students with disabilities

All PRMS staff, students, families and Montessori Community

600+ Youth Development

Xavier University “Keyboard Kids” Program

AfterSchool Activity Keyboard educational program

PRMS Students 24 Youth Development

Pleasant Ridge Community Engagement Neighborhood within PRMS boundaries

Residents and families Unlimited Social ResponsibilityYouth DevelopmentHealthy Living

Focus on Individual Student Needs

Learning Partner DashboardThis is the tool used by Resource Coordinators to help themTarget their students and monitor their progress over time.

Identify the StudentsConnect Students to Partners

Monitor Progress

Learning Partner Dashboard

Comprehensive Student Data

Early Childhood

Mentoring Services

After School Programs

College Access College

Enrollment

Health Services

Tutoring Services

District Student Data

Summer Learning

District Student Data:

Student DemographicsState Test ScoresAttendanceBehavioral IncidentsGPACourse GradesACT/SAT ScoresGraduation Status

Channeling Resources to Students Helping Them Succeed

Learning Partner Dashboard (LPD) integrates academic and non-academic data in one place:

• CPS uploads school and performance data nightly

• Partners contribute information on students they service (who, what, when)

LPD highlights which partner are serving which schools and students that need help. Resource Coordinators, or other school-based experts, help them get it.

Driving Data-based Decision Making

Summaries available to Resource Coordinators, partners, schools, and CPS, showing:

• “At risk” students and resources assigned (or not)

• Who is servicing which students, in which schools

Data analysis creates “intelligence”, helping schools and partners:

• Understand the impact of services on student learning

• Invest resources in a way that maximizes impact on student success

Benefits

Priority FactorsPriority Factors

Priority Factors

Priority Factors Priority Factors

Priority Factors

Priority FactorsPriority Factors

Priority Factors

Priority Factors and Pilot Project

Five or More Unexcused Absences

Five or More Tardies

Five or More Behavioral Referrals

OAA Reading Performance “Not Proficient”

OAA Math Performance “Not Proficient”

Students with these risk factors are given priority access to resources and services.

Impact

Offer Support To Partners

Performance

Priority Factors

Partners Strategies

TrainingPartner MeetingsData Reports

Percent Math Risk Receiving Tutoring

Percent Reading Risk Receiving Tutoring

Percent Behavioral Risk Receiving Service

Percent Attendance Risk Receiving Service

Percent with Risks Receiving Any Service

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

64% 66%

86%75% 77%

Resource Coordination: Identifying and Meeting Student Needs

Measure Impact of

Community Learning Centers

Mentoring

Performance

Priority FactorsPartners

College Access

After School

Tutoring

Parent Engagement

Strategies

Tutoring Mentoring College Access After-School Any Service0

1

2

3

4

5

6

7

8

2.63

2.73

1.8

7.2

5

3

4.6 4.6

2.42.7 2.7 2.7

2

6

3.8

1.9

3.7

5.6

Support Service(s) and Point Increase in OAA scores from 2009-10 to 2010-11

No Service Math Scores Support Service(s) Math ScoresNo Service Reading Scores Support Service(s) Reading Scores

Ave

rage

Poi

nt In

crea

se

TutoringAcademic Support

TutoringTutoringAcademic Support

Academic Support

TutoringTutoring

Academic SupportTutoringAcademic Support

Despite having higher average number of priority factors, students with tutors made important gains in OAA math and reading.

Tutor No Tutor

2009-2010 – Math Scaled Score 390.4 414.5

2010-2011 - Math Scaled Score 397.6 417.1

Improvement in Math OAA Score +7.2 +2.6

2009-2010 – Reading Scaled Score 394.1 416.1

2010-2011 – Reading Scaled Score 400.1 418.5

Improvement in Reading OAA Score +6.0 +2.4

1 2 3 4 5 6 7 8 9 10Math - Fall 2010 32.1 24.8 32.5 27.6 31.5 24.2 27.7 32.4 36.3 22Math - Spring 2011 48.6 39.2 46.2 45.2 46.6 41.3 40.5 50.3 56.1 48.5Difference 16.5 14.4 13.7 17.6 15.1 17.1 12.8 17.9 19.8 26.5

0

10

20

30

40

50

60

Poin

ts S

core

dO

n B

ench

mar

k As

sess

men

ts

Programs

Partner Data Analysis for Continuous Improvement

FamilyEngagement

Engagement Family

Family

EngagementEngagement

EngagementFamily

CLC Schools Pilot Schools0.0%

20.0%

40.0%

60.0%

80.0%

54.0%

67.1%

Percent of Families Engaged

Parent Engagement

Parent engagement plays a vital role in supporting students’ social and academic growth.

Parent and Family Engagement

CLC Schools Pilot Schools0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

8.5%

6.9%

Percent of Families Who Volunteer

Parent Volunteerism

School Turnaround in Cincinnati: Effectively Leveraging Families and Community Resources to

Support Academic Goals As part of Cincinnati Public Schools’ (CPS) aggressive school turnaround initiative—the Elementary Initiative—school principals modified the role of existing “Resource Coordinators” from volunteer coordinators to analysts charged with allocating and tracking external resources and holding partners (e.g., student mentoring programs, parent volunteers, and nonprofits interested in providing services to the school) accountable. Volunteers are assigned to individual classrooms and programs according to schools’ academic priorities as opposed to volunteers’ interests. Focusing volunteer efforts necessitates saying no to some offers (e.g., sponsorship of a program that does not support high-priority turnaround goals). Principals in CPS schools identified the role of the resource coordinator as extremely valuable to managing the principal’s time and targeting valuable resources, including families and other community members.”

Rhim, L. M. (in press). Learning how to dance in the queen city: Cincinnati Public Schools’ turnaround initiative. Charlottesville, VA: Darden/Curry Partnership for Leaders in Education, University of Virginia Darden School Foundation.

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Q & A

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