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Continuous Learning & Improvement

Continuous Learning and Improvement around all programmatic areas: Effective community schools foster collaboration among educators, community partners and families to identify needs and priorities, based on clear goals and measures; to share best practices; and to apply those practices to support student success.  The school embraces reflection, recognizes effort and celebrates success. Continuous Learning Checklist

Effective community schools foster collaboration among educators, community partners and families to identify needs and priorities, based on clear goals and measures; to share best practices; and to apply those practices to support student success.  The school embraces reflection, recognizes effort and celebrates success.

4.1 The school’s plan defines mechanisms and indicators for measuring progress toward desired results.

♦ Structures for tracking goals, indicators and results are in place, as well as system-level support for data collection and use.

♦ The school and community partners regularly collect data related to both academic and social-emotional indicators to identify student strengths and needs

4.2 Individual student data, participant feedback, and aggregate outcomes are analyzed regularly by the site leadership team to assess program quality and progress, and to develop strategies for improvement.

♦ The site leadership team reviews data regularly, to assess progress and refine priorities, and to identify priority areas for professional development.

♦ Data review includes using both qualitative and quantitative data to measure progress, and opportunities for school-wide stakeholder input (such as surveys, interviews, and focus groups).

♦ The school and partners have a plan and tools to collect feedback from appropriate stakeholders (for example, the staff, student and family school climate surveys).

♦ Goals, indicators, and outcome data are shared with stakeholders, to build understanding and support.

4.3 Strategic opportunities for joint professional development are identified through data analysis and reflection.

♦ The point person, or team focused on professional development, identifies and shares information about professional development opportunities related to priority needs and focus areas.

♦ Staff from community partners are invited to school and school district professional development, and to participate in ongoing professional learning communities.

♦ The school hosts site visits for other community school efforts, policy-makers and funders, and participates in professional opportunities at conferences and local and national meetings.


Tools & Resources

♦ Youth Program Quality Assessment (YPQA) : An extensive compilation of tools and resources for successfully implementing the Youth Program Quality Assessment at your site

♦ Embedding YPQA into staff culture: Practices and strategies for making continuous improvement through the YPQA part of your staff culture.

♦ Community School Self-Assessment Checklist: A tool for school communities to self-assess their progress toward fully implementing all four community school practices. This can be used one practice at a time, or with all four practices. This tool will help your school community set goals for improving your community school work.

♦ Program Area Self-Assessment Checklist: A tool for school communities, especially program providers, to ensure you are implementing all programs in a community school framework. This tool can also be used to measure progress or set goals.