Collective Impact
Five Conditions (information from http://en.wikipedia.org/wiki/Collective_impact)
Initiatives must meet five criteria in order to be considered collective impact:
Common Agenda: All participating organizations (government agencies, non-profits, community members, etc.) have a shared vision for social change that includes a common understanding of the problem and a joint approach to solving problem through agreed upon actions.
Shared Measurement System: Agreement on the ways success will be measured and reported with a short list of key indicators across all participating organizations.
Mutually Reinforcing Activities: Engagement of a diverse set of stakeholders, typically across sectors, coordinating a set of differentiated activities through a mutually reinforcing plan of action.
Continuous Communication: Frequent communications over a long period of time among key players within and across organizations, to build trust and inform ongoing learning and adaptation of strategy.
Backbone Organization: Ongoing support provided by an independent staff dedicated to the initiative. The backbone staff tends to play six roles to move the initiative forward:
- Guide Vision and Strategy
- Support Aligned Activity
- Establish Shared Measurement Practices
- Build Public Will
- Advance Policy and
- Mobilize Funding.
Links
Collective Impact Forum
Click Here, or http://collectiveimpactforum.org/
Resources
Channeling Change: Making Collective Impact Work
Click Here, Fay Hanleybrown, John Kania, & Mark Kramer (2012), Stanford Social Innovation Review
Links
Blueprints for Healthy Youth Development
Click Here or http://www.blueprintsprograms.com/
Blueprints is a project at the Center for the Study and Prevention of Violence at the University of Colorado Boulder. It identifies, recommends, and disseminates programs for youth that, based on scientific evaluations, have strong evidence of effectiveness. Blueprints serves as a resource for governmental agencies, schools, foundations, and community organizations trying to make informed decisions about their investments in youth programs. Its ultimate goal is to reduce antisocial behavior and promote a healthy course of youth development.
International Institute for Educational Planning (IIEP)
Click Here
International Society for Educational Planning, The
Click Here
See Also:
Community Engagement page of Parent Education wiki
Educational Planning page of Early Childhood Administration wiki
Minnesota PreK-3 Programs
National PreK-3 Programs
Literature
A Framework That Works: How PreK-3rd Can Be A Smart Strategy for Black Kids, Families and Communities
Click Here, National Black Child Development Institute
A Registry of Pre-K to 3rd Grade Programs
Click Here, Human Capital Research Collaborative, University of Minnesota
Building a Seamless Learning Continuum: The Role of Leadership in Bridging the Gaps Between Early Childhood and K-12 Education Systems
Click Here Leadership to Integrate the Learning Continuum (LINC), March 2009
Building Culturally Linguistically Competent Services to Support Young Children, Their Families, and School Readiness
Click Here Kathy Seitzinger Hepburn, Georgetown University Center for Child and Human Development
Prepared for: The Annie E. Casey Foundation
Case for Investing in PreK-3rd Education: Challenging Myths about School Reform, The
Click Here
Creating Nurturing Environments: A Science-Based Framework for Promoting Child Health and Development Within High-Poverty Neighborhoods
Click Here, Clinical Child Family Psychology Review, (2011) 14:111–134
Establishing an Essential Foundation: The PreK–3 Approach to Educational Reform
Click here
by J. Manvell, C. Maxwell, J. Fleming, Erikson Institute Chicago, IL Revised March 28, 2011
Organizing Schools for Improvement
Click Here Kappan 91 (7), April 2010
A study by the Consortium on Chicago School Research found that how schools are organized and how they interact with their communities can make the difference. The researchers found five essential supports for school improvement. Those supports are:
- A coherent instructional guidance system;
- The school’s professional capacity;
- Strong parent-community-school ties;
- A student-centered learning climate; and
- Leadership that drives change.
Schools with strong indicators for these supports were much more likely to improve than were schools with weak indicators.
P-16: Building a Cohesive Education System from Preschool through Postsecondary
Click here
Pathway to Children Ready for School and Succeeding at Third Grade
Click here, by Lisbeth Schorr, Director Project on Effective Interventions at Harvard University and Vicky Marchand, Senior Associate Pathways Mapping Initiative, June, 2007
PK-3: What Is It and How Do We Know It Works?
Click Here, by Bill Graves, Foundation for Child Development, May 2006
PreK-Third Grade: A Paradigm Shift
Click Here, Ruby Takanishi
Science, Policy, and the Young Developing Child Closing the Gap Between What We Know and What We Do
Click Here, by Jack P. Shonkoff, Ounce of Prevention Fund
Teams
Links
Clarifying Team Responsibilities
Click Here, Teams and Leadership Website
Responsibility Matrix
Click Here, Teams and Leadership Website
Theory of Change
Example
San Francisco Unified School District - PreK-3rd Theory of Change
The benefits of quality preschool experiences for low-income children have been researched and documented to such an extent that they are largely incontrovertible. As a result, increased participation in high quality preschools is a promising solution to closing the achievement gap in American schools. However, additional research solidly indicates that the positive effects from students’ participation in a quality preschool exist within a limited timeframe. Educators, policymakers, and researchers have long been stymied by a fade out effect: the tendency of the positive effects to fade out by the time the children who had successful preschool experiences reach the third grade.
The solution to this fade out effect, successfully modeled in a number of districts across the United States, is a PreK-3rd framework, in which preschool and early elementary grade teachers work closely together to align curricula, methodology, and assessments. The reason the PreK-3rd model minimizes diminished impact is that it addresses the cause: schools do not consistently carry through the curricular and instructional work that made such an impact on children in preschool. The PreK-3rd system is designed to address the problem of children coming to Kindergarten unprepared and “leaks” in the pipeline from Pre-Kindergarten to third grade. A successful PreK-3rd system does this by implementing the features listed below.
Implementation of a PreK-3rd model is a concrete, actionable step that SFUSD is taking to actualize the foremost goal of SFUSD’s strategic plan: closing the achievement gap. PreK-3rd is the first building block of a strong P-16 public education system. The PreK-3rd model will allow us to make progress in closing the substantial disparities in school achievement that play out along racial, socio-economic, and linguistic lines. We know that the achievement gap starts very early and becomes increasingly difficult to close as children progress through middle and upper grades. The achievement gap is already present before students begin Pre-Kindergarten, with some children already more than a year behind their peers in receptive English language skills (listening and reading). At SFUSD, there is a pronounced achievement gap in early grades on the California Standards Test (CST). To the right is an overview of the ethnic demographics of all 54,200 SFUSD PreK-12 students in 2012-13. Below is a summary of student achievement on the CST by ethnicity. Each graph represents the percentage of students per grade and ethnicity who tested at the “proficient” or “advanced” level on the CSTs.Second grade is the first year in which California Standards Tests (CSTs) are administered in California. Third grade is the year in which a strong PreK-3rd system should produce positive results. These results should be sustained in fourth grade, the year in which English Language Arts, in particular, becomes more analytical for students.
As the data indicates, the gap in these early grades is currently considerable.
Fortunately, research and practice-based experiences hold great hope for the premise that these trends can be changed through investments in early education. Through the implementation of a PreK-3rd model, we will be best situated to actively prepare children from the earliest grades. By distributing and aligning the responsibility for children's growth and achievement across multiple stakeholders and grades (PreK-3rd), the EED, in close partnership with the Curriculum and Instruction Department and other district departments, will be able to take steps toward preventing the achievement gap from taking root in the early elementary grades. All of the PreK-3rd activities and strategies are and will continue to be planned and carried out with an unrelenting focus on the outcomes for the children we serve. (p. 6)
Links
Build Initiative - Three components to the BUILD Initiative’s theory of change
Click Here
Literature
Change Theory: A Force for School Improvement
Click Here, Michael Fullan (2006). Centre for Strategic Education, Seminar Series Paper 157, November.
Community Builder’s Approach to Theory of Change: A Practical Guide to Theory Development, The
Click Here, Andrea A. Anderson, The Aspen Institute Roundtable on Community Change
Theory of Change: A Practical Tool For Action, Results and Learning
Click Here, from the Annie E. Casey Foundation (2004)
Videos
Building Adult Capabilities to Improve Child Outcomes: A Theory of Change
Click Here, Center on the Developing Child at Harvard University
