Outcome - Community Partnerships

Report
Navigating
Saint Paul Public Schools
January 2013
Welcome & Agenda
Office of Family Engagement &
Community Partnerships
Gayle J. Smaller
Partnerships Coordinator
[email protected]
651-767-8308
Strong Schools,
Strong Communities
Chief of Staff & Office of Accountability
Jacqueline Allen
Strategic Initiative Administrator
[email protected]
What the Strong Schools, Strong
Communities plan will do
Improve education for all students –
without exception or excuse
 Achievement: Ensure each child
achieves to his or her potential
 Alignment: Assure all students
have quality school choices in
their own communities
 Sustainability: Equitably
distribute resources; invest in
what works
Six Geographic Areas: A-F
So what’s coming next fall?
• All elementary schools become K – 5 sites
• Sixth grade moves to middle schools,
strengthening student/teacher
relationships
• New Community School Zones ensure
families have the best chance of getting
into their community schools
• Busing provided to schools within your
area, as well as to regional and district
wide magnets
• Sibling preference will continue
• Reflecting St. Paul works to preserve
integration
Community School Pathways
ELEMENTARY
MIDDLE
HIGH SCHOOL
Frost Lake
Hazel Park Prep
The Heights
Parkway
Hazel Park
Johnson
Battle Creek
Dayton’s Bluff
Eastern Heights
Highwood Hills
Battle Creek
Harding
Bruce F. Vento
John A. Johnson
Washington
Washington
Cherokee Heights
Riverview
Humboldt
Humboldt
Chelsea Heights
Como Park
Galtier
Hancock/Hamline
St. Anthony Park
Murray
Como Park Sr.
EXPO for Excellence
Groveland
Horace Mann
Jackson Preparatory
Maxfield
Randolph Heights
Ramsey (F1)
Highland Park (F2)
Central (F1)
Highland Park Sr. (F2)
Articulations, with Guaranteed Space
American Indian Language & Culture
American Indian Magnet
American Indian Magnet
Harding
Open/Creative Arts
Linwood Monroe Arts+
Open/Creative Arts
Capitol Hill Gifted & Talented
Highland Park Senior
Washington Technology
Battle Creek Middle
Washington Technology
Ramsey
Hazel Park
Highland Park Middle
Central
Harding
Highland Park
Ramsey
Central
Highland Park Middle
Highland Park Senior
Area Community School
Area Community School
Parkway
Area Community School
Farnsworth
Johnson
Humboldt
Washington
Humboldt
Washington
Visual and Performing Arts
Four Seasons Arts+
Linwood Monroe Arts+
Mississippi Creative Arts
Saint Paul Music Academy
Capitol Hill Gifted & Talented
Capitol Hill Gifted & Talented
Hmong Studies Language and Culture
Jackson Preparatory
Phalen Lake
International Baccalaureate
Ben E. Mays
Hazel Park
Highland Park Elementary
French Immersion
L’Etoile du Nord
Spanish Immersion
Adams Spanish Immersion
Riverview West Side School of Excellence
Wellstone, Paul & Sheila
Mandarin Immersion
Ben E. Mays
Montessori
Crossroads Montessori
J.J. Hill Montessori
Nokomois Montessori
Aerospace
Farnsworth
Science
Crossroads Science
Wellstone
SSSC Alignment:
Building Re-Openings
Administration recommends that the following buildings be
reopened:
Name
Address
Program
Ames
1760 Ames Place
LNFI Upper
Prosperity Heights
1305 Prosperity Ave
LNFI Lower
Roosevelt
160 Isabel St. E
Riverview
Sheridan
525 White Bear Ave
Nokomis South
13NOV12
9
Questions?
Communications, Marketing &
Development
Julie Schultz Brown
Director
[email protected]
Communication Protocol
 Consider departments impacted by your
message/information
 Feel free to use specific staff contact
 If no contact, call main line 651-767-8110
 For media inquiries or event communications and
public relations, contact: Toya Stewart Downey
651-767-8104
[email protected]
Funding Opportunities
 CMD offers guidance for grant making process
 SPPS internal grants
 Support for external grants
 CMD manages SPPS grants & guidelines
 communications.spps.org
 grants.spps.org (for grant management)
 CMD secures letter of support; ALLOW 10 DAYS
 To obtain letter of support, must be an SPPS authorized
partner: partnerships.spps.org
 Funding inquiries, contact:
Cathleen Hess
651-767-8344
[email protected]
Flyers in Backpacks
 Submit material distribution request to:
spps.org/flyers
 Maximum of two pages allowed
 Can be distributed to approved schools ONLY
 Principals have final discretion
 SPPS is not responsible for printing/copying or
bundling
 When delivering, include approval letter from OFECP
SPPS Brand Standards
 CMD manages communications, branding,
advertising, and logo standards for SPPS
 For SPPS brand standards info, visit:
spps.org/sppslogos
 For additional guidance, contact: Kate Ryan
[email protected]
District Schools, Programs &
Initiatives
 Schools, programs, initiatives spps.org
 CMD communications.spps.org
 Community Partnerships partnerships.spps.org
 District’s mission, strategic initiatives and staff and
Board leadership spps.org/leadership
 SPPS current events & media information
spps.org/spps_in_the_news
Outreach, Marketing & Advertising
Communications, Marketing and Development handles:
 Community outreach for marketing and advertising
 Internal communications/The Bridge/SPPS
website/videos
 Translations
 Distribution of student and staff pictures
 Facebook
Questions?
Student Data Privacy
Department of Research,
Evaluation & Assessment
Evelyn Belton-Kocher
Director
[email protected]
“Just because it is a good
idea, doesn’t mean it is
legal.”
Jeff Lalla, Legal Department
Saint Paul Public Schools
Federal & State
Data Privacy Laws
 REA examined district practices to ensure federal and
state data privacy laws are followed, recommending
the following:
• Non-district staff do not have direct access to Campus
or Viewpoint
• Non-district staff or partners need one or more the
following to receive student data:
•
•
•
Memorandum of Understanding (MOU)
Joint Powers Agreement
Data Sharing Agreement (can be part of MOU or
Joint Powers Agreement)
Restrictions on Data:
Examples
 Certain data from special education files
 Free and reduced lunch status at the student level
 Providing student level data on students 18 years
of age or older without student permission
Practices Not Allowed
 Direct access by Partners to CAMPUS, Viewpoint,
or Parent Portal
 Providing non-district staff with district ID
numbers or MARSS ID numbers. In some cases, we
can provide a file with ID numbers scrambled.
 Sharing individual student data with a third party.
The agreement covers your organization only. You
can share summary data. You cannot share
individual data without permission.
In general, REA will provide data based on the
following (with a signed agreement):
• The data requested is aligned to a predetermined and agreed upon evaluation plan.
• The data is mandated by a federal grant
(if laws allows).
• The program or community partner can
demonstrate they require the data to deliver
service.
• REA can provide summary data with advance
notice.
 A parent/guardian permission form or letter is on
file stating:
 Data elements to be collected
 How the data will be used
 How long data will be collected (ex. Will you be
collecting data after student completes/exits the
program).
Note: If student is 18 the permission form must be
signed by the student
 Before a project begins or a grant is submitted,
create an MOU signed by the Superintendent with
a data agreement signed by REA.
Data Sharing Agreement or
Memorandum of Understanding
 The data sharing agreement or MOU specifies the data
that will be shared and when it will be provided to the
agency or organization.
 Factors to consider which will be worked out in data
sharing agreement:
 Some data is only available at certain times of the year
(ex., MCA scores are sent to SPPS by the state and are
available in late summer or early fall).
 REA is not available for data work during periods of
heavy work production.
Matching Program Activities to
Data Requests
Department of Research,
Evaluation and Assessment
Marian Heinrichs
Manager of Program Evaluation
[email protected]
How Do We Determine Program
Effectiveness?
Outcome:
Student Data?
Is Our Program Effective?
First Steps to Looking at Program
Effectiveness
What
happened in
the program?
Activities?
Was
everyone
who was
delivering
services in
agreement?
How much
“dosage” was
delivered to
each
student?
Is Our Program Effective?
Outcome:
Student Data
Do Activities Match Outcomes?
Program
Activities
Theory of Change
• A set of assumptions about how and why desired
change is most likely to occur as a result of your
program, based on past research or existing
theories of behavior and development
• The first step to building a logic model
Logic Model
 What is it that we do?
 Why are we doing it?
 What has to happen for
Inputs

Long Term
Outcomes
Activities



Short and
Intermediate
Outcomes
Outputs
us to reach our intended
outcomes?
What preconditions must
be met for the outcomes?
Were the inputs
sufficient? Timely?
Did participants attend
all the activities?
Is there a drop-out rate
that affects the outcomes?
Do Activities Match Data Request?
Data
Requests
Program
Activities
Questions?
Permits
Business Office
Jim Engen
[email protected]
Definition & Rates
 School Day:
2 hours prior to school start through 2 hours after
school dismissal
 Non-Community Partner related bookings and
non Authorized Community Partners will be
charged the respective Category rates
Reserving Space
 During the defined “School Day”
 Reserve space through respective school clerk,
list: apply.spps.org/school_directory.html
 Outside the defined “School Day”
 Reserve space through:
Jean Olsen
651-767-8235
[email protected]
Logistics
 Date & time of event
 Type & purpose of event
 Estimated number of participants expected to attend
event
 Numbers over 100 require security staff
 Set up & equipment needs
Questions?
Partnership Action Teams
Vision & Possibilities
Partnership Action Teams
1. Table introductions (5)
2. What excites you about PATs? (10)
3. What do you imagine would be most beneficial to
your organization if you participated in PATs? (10)
4. How can PATs best be organized? (10)
5. Survey (5)
Closing
THANK YOU!

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