Southern K-14 Education Innovation SummitGeorgia Piedmont Technical College

Communities In Schools: A National Movement for Success in Increasing Graduation Rates

1.25 Million Kids

National Office

17 State Offices

183 Local Offices

COMMUNITIES IN SCHOOLS NETWORK

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Elementary School

43%

Middle School

26%

High School23%

Combined School

2%

Alternative Sites6%

Nation’s leading dropout prevention org.15,000 + partners5,000 staff (over 2100 site coordinators)57,000 volunteers – 2.5M service hours 2,400 public school sites27 states & District of ColumbiaBetter Business Bureau’s Wise Giving Seal Highest rating from Charity Navigator

Public Education’s Design Flaw

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Pedagogy Governance

1/3 still dropout

Public Education

Community Barriers

• Culture of Gangs• Availability of

Drugs• Violence• Limited Social

Outlets• Lack of Positive

Role Models

Family Challenges

Low ExpectationsSubstance AbusePovertyUnemployment• Family Crises

School Challenges

Lack of Commitment Negative Peer PressureAcademic Failure• Behavior

Problems

Individual / Developmental

Challenges

Low Self EsteemLonelinessMedical Problems• Social Isolation• Mental Health

Needs• Court Involvement

Non-Cognitive Stressors Facing Many Students

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Behavior problems

Household poverty

Family crises Bullying Low expectationsDepression

Unstable home life

Loneliness

Drugs Gangs Abuse

Negative peer pressure

Poor view of self Anger

Hurt

Basic Skill

Remediation

Personalized Curricula

Blended Learning

High Expectations

Instructional ProgramsBlocked By Barriers and Stressors

Lack of positive role models

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Instructional Programs

Non-Cognitive Barriers

Community Barriers

Family

Changes

School

Challenges

Individual / Developmental Challenges

Basic Skill

Remediation

Personalized CurriculaTeacher

Development

Children's Non-Cognitive Barriers Outweigh and Interfere with Instructional Programs

High Expectations and Support

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Instructional Programs

Non-Instructional

Resources

Academically and Socially Vulnerable Students Succeed When Schools and

Communities Work Together

• Basic Skills remediation

• Personalized and blended learning curriculum

• Teacher professional development

• High expectations• Instructional support

and interventions

• Mentoring• Parent engagement• Health and nutrition• Behavior intervention• Mental health• Youth development • After school programs• Interpersonal Skill

Development

In Partnership

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Communities In Schools AffiliatesOperational and Strategic Roles of the CIS Executive Director

Integrated Student Services

Schools cannot succeed apart from their communities … Communities cannot thrive apart from successful schools.

CISSchool Dropout Prevention:

Site Coordinatorsproviding and building

integrated studentservices (ISS) and systems

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CIVIC

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CIS

GOVT AGENCIES

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CIS site coordinators build site teams aimed at overcoming barriers to school success for all students thought to be in the school failure and school dropout pipelines.

CIS executive directors unify the participation of all community resources in support of school success of children based on vested interests of each participating resource aligned with schools’ annual operating plans.

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Education Reform Elements of Change

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Community Parents (family and extended family) Private Sector Human Service Professionals Faith Leaders Students

Government and Community Leaders

Schools cannot succeed apart from their communities … communities cannot succeed apart from their schools

Pedagogy Governance

STUDENTSPreK-12

Copyright 2004-13 Communities in Schools of Georgia, Inc. This slide may not be used, copied, or distributed without prior written permission from Communities In Schools of Georgia, Inc.

Georgia

The CIS Mission

The mission of Communities In Schools is to surround students with a community of support, empowering them to stay in schooland achieve in life.

The CIS Five BasicsEvery child needs and deserves:

• A one-on-one relationship with a caring adult• A safe place to learn and grow• A healthy start and a healthy future• A marketable skill to use upon graduation• A chance to give back to peers and community

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Georgia

CIS Draws Upon Community Resources

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The Communities In Schools Model

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Risk Factors

• The risk factors for dropping out have been identified through research conducted by the National Dropout Prevention Center (NDPC) and CIS.

• They are identified by four main domains:– Individual– Family– School– Community

• CIS focuses primarily on the individual and family domains because that is where our services can have the greatest impact.

CIS Integrated Services

• Level One Services are provided– to address identified school-wide needs – to build and reinforce student assets

• Level Two Services are provided – for specific students who are identified as having

the greatest risk of eventually dropping out of school

–based on individualized assessments and plans

National Evaluation Results

• The CIS Model is one of a very few in the United States proven to keep students in school and is the only one proven to increases graduation rates.

• Communities In Schools works everywhere–Rural, urban and suburban school settings–With all ethnicities and grade levels students

• A site coordinator's presence has a positive effect on school‐level outcomes.

• Students targeted to receive case managed services by a CIS site coordinator successfully navigated the critical 6th and 9th transition better than those who did not receive these services.

Number of CIS Sites Providing Services

2011 End-of-year Results: Types of Services Offered

0

100

200

300

186

231 202 212

198 183

22

105 122 127

196

Case Mgmt

Basic Needs

Academic Assistance

Life/ Social Skills

Family Engagement

PhysicalHealth

Services

MentalHealth

BehaviorInter-

ventions

Career/College

Prep

ServiceLearning

Enrichmentand

Motivation

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CIS Students with Poor Attendance Improving

CIS Students with Behavior Problems Improving

Promotion: CIS Elementary School Students

Promotion: CIS Middle School Students

CIS High School Dropout Rate

Georgia Dropout Rate 2010

0% 50% 100% 150%

93.6%

95.3%

68.5%

72.4%

2011 End-of-year Results:Georgia Students

3.6%

2.4%

The Communities In Schools Model is a Good Value

In Georgia:

• In 2011, CIS programs raised $27 for every dollar in funds from the Georgia Department of Education. State performance auditors found the CIS affiliate ability to leverage funding a “significant return on investment.”

• More than 5,800 volunteers and assistance from community partners help CIS serve more than 146,000 students and their families at 315 school and community-based sites.

• On-time grade promotion cuts/reduces school districts’ costs to re-educate.

• The average cost for a year is $700 to support a student who receives sustained case-managed services.

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2011 End-of-year Results: Volunteer Hours Generated

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VISTA and AmeriCorps

Members

Mentors Tutors Other Volun-teers

Total Volun-teer Hours

0

25,000

50,000

75,000

100,000

125,000

150,000

175,000

200,000

50,800 43,065

33,018

52,724

179,607

Total of 128,807 Hours fromCommunity Volunteers

Economic Model – High Leverage

Paid staff leverage 17 times their number in volunteers and partners, which has enabled CIS to remain extraordinarily cost-efficient.

2008-20090%

20%

40%

60%

80%

100%

Volunteers/Board 73%

Partners 19%

Paid Staff 6%

Repositioned Staff 2%

Total Human Resource Capital of CIS Na-tional Network

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Georgia

Why the Performance Learning Center?To serve students who are not succeeding in the traditional high school setting, particularly those who:

• Are chronically late or absent

• Have a lack of interest in school and learning

• Demonstrate poor academic achievement • (with average or above average ability)

• Are unable to cope with structured school environment

• Are facing non-academic challenges to success (pregnancy, poverty, lack of health care, etc.)

• Are at high risk of dropping out of school

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Georgia

PLC Structure

Program Model• 75-150 students • Separate school facility• District makes personnel decisions • PLC has its own schedule• Approved PLC Curriculum aligned to state standards• Charter (school district decision)• Teacher-to-student ratio 1:15-18• Teachers serve as facilitators/advisors• Positive School Culture• Flexible seat time based on content mastery (waiver)• Referral/Selection Process for student enrollment• Minimum reading/math competency levels

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Georgia

CIS of Georgia Creates and Leads the PLC Network

• In the 2002, CIS of Georgia opens two pilot PLCs.

• In 2003, Bill & Melinda Gates Foundation funded the PLC initiative in Georgia, which eventually expands to six states: NC, VA, PA, WA, NJ and AZ.

• In 2011 & 2012 PLCs open in Floyd, Richmond, and Carrollton City with Race to the Top funds through Georgia DOE.

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Georgia

Goals of the PLC Initiative

• Give students the opportunity to accelerate their learning

• Help students achieve a high school diploma

• Successfully transition students to the next step after graduation

• Produce students that are college ready without the need for remediation

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Georgia

PLC Strategy “The 4 Rs”

Results

Rigorous academics

Relevant instruction

Relationships that motivate

P

RODUCT I VI T Y TIME

The Performance Learning Center meets students at their current academic skill and social development levels, as opposed to where they “should” be. Through the development of healthy relationships and a relevant and rigorous instructional program, students develop academically and socially and are prepared to move to the next level educationally, vocationally and as citizens.

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Georgia

PLC 2012 End-of-year Results: Improvement by Subject Area

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Georgia

PLC 2012 End-of-year Results: Overall Academic Improvement

70.4

80.5

+10.1Percentage

Points

0.0 20.0 40.0 60.0 80.0 100.0

Prior toPLC

DuringPLC

Change

Academic Average

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Georgia

PLC Student Survey Results

87.0%

90.0%

97.0%

89.0%

90.0%

93.0%

82.0% 84.0% 86.0% 88.0% 90.0% 92.0% 94.0% 96.0% 98.0%

I am more Focusedon my School Work

Teachers Care AboutMe

At PLC, I Know I CanBe Successful

I have DevelopedGoals for My Future

I am a Good Student

At PLC, I am able toAccomplish More

Percent of Students Agreeing

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Georgia

Major Findings of 2009 ICF Evaluation of Georgia PLCs

Effectiveness of the Model

• Case studies documented the effectiveness of the PLC model in promoting individual students success by – providing facilitated self-paced instruction– individualized attention– strong connections between the student, PLC, and the community.

• Increased on-time graduation

• Increased student aspirations on both continuing education and expanded options.

Increased Graduation Rates

• PLC district graduation rates improved by 6.0 points more than the comparison districts over the 2 years– PLC districts increased 8.4 percentage points – Non-PLC districts increased 2.4 percentage points

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Georgia

PLC Student Road Map to Success

C H A R T I N G F O R S U C C E S S

ACADEMIC S E R V I C E L E A R N I N G

Referral

Interview/IntakeProcess

IndividualDevelopment

Plan

Instructional Day

Scheduling

Career Capstone

Graduation

Career/College

Graduation

MentorProgram

College Readiness

LIFE SKILLS

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Georgia

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• Excels at Senior Projects tied to career exploration, presented before the panel of judges. Includes job shadowing and 10 hours with a mentor in that profession.

• Last year launched Douglas Virtual Academy (DVA)– Targeted students need 10 or fewer credits and are referred by the

HS graduation coaches, who also provide a graduation plan with needed credits listed.

– A math-certified teacher assigns and oversees students’ coursework in Edgenuity (cost-effective since the PLC has unlimited licenses).

– Students must attend weekly face-to-face advisory sessions on college/career readiness and schedule appointments to take cumulative tests or EOCTs. Other work may be completed at home or in the student lounge.

– On-site tutoring is available by appointment.– Attendance is determined by weekly sessions and on-pace

completion of coursework; students falling behind risk dismissal

• Planning to add an 8.5 “Freshman Impact” program.

Douglas County PLC

Georgia

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• Carrollton City PLC excels at providing student incentive programs, frequent outreach to parents, attendance and recruiting tutors.

• Their instructional schedule mirrors the high schools’ as students return for foreign language, fine arts and pathway courses.

• Innovation: their PLC serves first-time 8th and 9th graders. District leadership believes this puts them “ahead of the curve” under the new graduation rate calculations, by engaging younger students in school and helping them focus on college and careers beyond.

• The superintendent, Dr. Kent Edwards, speaks of the PLC as "an investment," saying: "Without the PLC, Carrollton City Schools would be spending three to four times more with less success.“

Carrollton City PLC

Georgia

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• In the PLC’s second year of operation, Floyd County's cohort graduation rate increased 4.2 percentage points from the prior year (71.5% to 75.7%), an increase greater than the state average.  PLC graduates accounted for approximately 2 percentage points; without them, their rate would've been about 72.8%.

• Innovations included a one-classroom “9th grade academy,” an online student orientation course for a ½ elective credit, and weekly online conferences using Google Docs with graphs of student progress.

• Relocated this year to the Floyd County College & Career Academy to offer greater access to pathway courses and dual credit through GA Northwestern Tech, located across the street.

Floyd County PLC

GeorgiaDougherty County

School System

ACADEMIC COORDINATOR OR

PRINCIPAL

LEARNING FACILITATOR

LEARNING FACILITATOR

LEARNINGFACILITATOR

SITECOORDINATOR

S

CIS of Albany -Dougherty County

PARENTSVOLUNTEERS/MENTORS

COMMUNITY

ADMINISTRATIVEASSISTANT

High School Innovation Program ModelOrganization Design for Dougherty Co.

Albany Technical College

Admissions

LEARNING FACILITATOR

LEARNINGFACILITATOR

InstructionHigh School Coordination

Georgia

s

High School

StudentsAt Risk

Alba

ny Te

chni

cal

Colle

ge

Dougherty County School System

Comm

unities In Schools –

Performance Learning Center

Albany Technical College & Dougherty County Schools PLC Participating Entities

DCSS Instructional

Team

ATC High School Coordinator

Parent Engagement

Community Volunteers

Arts & Creative Expression

CIS of Albany Dougherty Integrated Student services

Fitness Health & Promotion

Agencies & Organizations

Albany Chamber of Commerce

ATC Admissions

Georgia

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• Serves students with at least 10-15 credits not classified as juniors, transfer students, hospitalized/homebound students with excessive absences, “square pegs,” students ahead who want to dual enroll or to have a minimal schedule, and 5th year seniors.

• Excels in dual enrollment with Chattahoochee Tech, building a community support system (base HS, local CIS, volunteers and Partners in Ed), and tracking student attendance.

• A service learning grant program created: – An Afterschool Garden Club that planted/harvested winter

vegetables, then rotated the crops in the spring to help PLC students and their families eat more healthy food. Proceeds were re-invested to sustain the garden.

– GYSD: A Healthy Choices Fair that featured a Walk-a-Thon, health screenings provided by students from Everest Institute and outdoor games for the community.

Marietta City Schools PLC

Georgia

For more information, contact:

• Doug Denise, Field Support DirectorCommunities In Schools of Georgiaddenise@cisgeorgia.org770-335-5718

• CIS of Georgia: www.cisga.org

• CIS National: www.communitiesinschools.org

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