also reported what they perceived to be low levels of direct involvement or genuine commitment to WAZ among district leaders (Year 2 Finding #3). On the other hand, schools and districts did not change as much in terms of some of the other Year 1 findings. For example, most districts and schools continued to rely on WAZ-funded positions (Year 2 Finding #5 and Year 1 Finding #2), although in Year 2 some districts were experimenting with ways integrate WAZ oversight responsibilities into existing staff positions. Most districts also continued to struggle with establishing a district-level infrastructure to support school-community partnerships (Year 2 Finding #2 and Year 1 Finding #4). Finally, in the Year 2 data, concerns about sustainability were a much strong theme than they had been in Year 1. In all districts, interviewees reported concerns about how WAZ would be sustained after the grant period was over. However, some districts were more planful and active than others about taking steps to ensure sustainability (Year 2 Finding #5). Table 2. Crosswalk of Year 1 and Year 2 Cross-District Findings Year 2 Findings Related Year 1 Findings Year 2 Finding 1: Staff described progress in WAZ implementation most notably in the area of climate and culture, citing evidence of greater teacher knowledge, decreased discipline referrals, and improved family engagement. Year 1 Finding 3: Although staff buy-in to the goals of WAZ was strong at all levels, knowledge among school staff about how to implement many of the WAZ strategies was limited. Year 1 Finding 5: Engaging families in the WAZ work was an ongoing struggle that was one of the top challenges reported by all interviewees. Year 2 Finding 2: Many districts continued to struggle with establishing a district-level infrastructure to support and formalize school-community partnerships. Year 1 Finding 4: In all WAZ districts, schools were developing strong partnerships with community agencies; however, a district-level infrastructure for supporting and formalizing these partnerships was slower to develop. Year 2 Finding 3: Staff in four of the six districts reported lack of district involvement or support. Without visible and concrete support from district leaders, the WAZ schools sometimes struggled in achieving buy-in among all teachers and staff, which then in turn negatively affected implementation progress. Year 1 Finding 1: Most districts and schools were able to align WAZ strategies with other related initiatives, but some encountered challenges in making these connections clear and relevant for staff.
(Peck). Establish schoolwide intensive behavioral support program for targeted students (Peck). Assess and make improvements to existing schoolwide positive and responsive behavior management system (Morgan). Establish comprehensive system to meet parents and family needs, including establishing a parent resource center, conducting a parent survey, hiring a family engagement coordinator, and offering family events (Morgan). Establish meaningful roles for parents in school (Morgan). Reconvene HUB family assistance team to provide communication and problem for students and families in crisis Response Team. Introduce a Social Skills curriculum. Work group on improving climate and culture through clarifying behavioral response system. Hire and train a Family Access and Engagement Coordinator. Establish a process for ongoing communication with families. Based on current data, provide parent workshops that assist parents in playing an active role in their child’s education.
(Morgan). Offer a variety of parent and family workshops (Morgan). Identify and Address Student Needs Identify target families in Peck attendance zone. Arrange ongoing visits to families (Peck). Establish relationships with local formal and informal early education and care providers (Peck). Design, recruit for, and facilitate monthly readiness workshops, March–August 2012 (Peck). Conduct a needs and assets assessment (Morgan). Identify community partners to provide programs and services that align with identified student needs (Morgan). Create FSCS project manager position that includes structures and systems to support an Build infrastructure into the Referral and Results Review Team so that services are established and assessed for all identified students in need. Build infrastructure into the Family Case Management Program so that services are established and coordinated for targeted students and families in need. Identify goals and objectives for work groups, organized in accordance with priority areas defined in planning process, which are tasked with addressing student needs identified in the needs and assets assessment during Morgan’s planning period. Reconvene HUB (Family Assistance Team) to provide communication and tool for students and families in crisis. Continue to collect and analyze data that will show needs and aspirations of the Kelly School students and their families. Hire a project manager within the school to review data. Identify priority areas and begin to align community partners with the school to address priority areas.
with FSCS staff for their consideration. Any partners not matching priorities will be integrated into District-level work via resource development and supporting needs at other schools. District Systems of Support Implement a district-level community of practice as a learning community for the three FSCSs. Identify issues benefiting from district action or district-level policy implications. The CoP will continue meeting for both learning and support and for identification of areas for district action and support. The District Planning team will plan work, such as the Formal Planning District-wide Planning Process, as well as continue meeting with ESE and School and Main Institute consultants. Year 2 Key Findings AIR’s data collection during Year 2 revealed the following five overall findings related to the implementation of WAZ in Holyoke during the second year: New initiatives and work groups were implemented at all three WAZ schools to address issues with student behavior and help improve school climate. level level level
Conduct annual social-emotional or behavioral or health screening for all students. Assess the interventions available at each school for addressing SHE needs and bolster options as needed. Implement a school-based case management system. academic and social-emotional, to formulate an accurate assessment of the level of need among individual/groups of students. Continue using Student Support Teams to focus supports on the overall wellness of individual students and to ensure that student success plans are being implemented. Implement a school-based case management system that is monitored and supported at the district level. Community Coalition Expand the Agency Partnership Assistance Network Formalize partnerships with the schools through an MOU. Create an electronic bulletin board where information on services can be shared. Create a consistent referral system for support services. Continue using and expand APAN and continue supporting the current agency partnerships while expanding the services to include and evening programs specific to the needs assessment in each school site. Expand agency partnerships to include professional development opportunities for school support staff. Create an electronic bulletin board where information on available community services can be posted and updated regularly for easy access by school personnel. Create a consistent referral system for support services within the system and through community agencies. District Systems of Support Establish a district leadership team to spearhead and monitor implementation efforts. Review existing support systems for redundancy and needed revisions. Communicate changes in the support service access and delivery system and train school personnel on the new approach. Review the current wellness programs for vertical alignment and fidelity of implementation. Continue district-level support and collaboration for school-based coordinators, school principals, and district-level staff. Facilitate the use of school-level data, including discipline, academic, and survey data, to identify trends and alternative interventions. Review existing support systems for redundancy and needed revisions to develop a comprehensive approach Communicate changes in the support service access and delivery system to stakeholders; train school personnel on this new comprehensive approach.
Table 15. Crosswalk of Year 1 and Year 2 Worcester Findings Year 2 Findings Year 1 Related Findings Year 2 Finding 1: The role of the WAC became clear to staff during the second year of WAZ and was essential for schools in implementing all aspects of WAZ, including creating systems to identify and address student needs, implementing strategies to increase family engagement, and facilitating community partnerships. Year 1 Finding 2: Upon launching the WAZ grant, the district did not have a clear and consistent definition of the roles and responsibilities for the Wraparound Outreach Coordinator (WAC), which created some confusion and delayed progress in some cases. Year 1 Finding 3: Despite initial confusion around roles, hiring the WAC for each WAZ school was key to advancing the WAZ priority areas in Worcester. Year 2 Finding 2: At the time of data collection, the district had not yet implemented the Insight/HMH Pinpoint System, as described in its WAZ plan. This contributed to delays and frustration among school staff related to tracking student progress and follow-up. Year 1 Finding 1: A significant amount of time and resources during Year 1 were devoted to planning, data gathering, and refinement and clarification of WAZ strategies. Year 2 Finding 3: The lack of a district-led system for facilitating community partnerships contributed to inconsistent communication or misunderstandings about how to formalize partnerships, the process following student referrals, or how to assess the quality of partnerships. Year 1 Finding 1: A significant amount of time and resources during Year 1 were devoted to planning, data gathering, and refinement and clarification of WAZ strategies. Year 2 Finding 4: The district coordinator was essential to implementation of WAZ and the main source of district level support to staff. Year 2 Finding 5: Efforts were under way at all schools to increase parent and family engagement, with some schools expanding strategies and seeing evidence of success as they continued addressing this high-priority area. Further details regarding the Year 2 findings, and the evidence that supports them, follow.