1. Using Effective Tools To Put Data To Use: A Collective Impact Story From Providence, RI Elizabeth Devaney, Providence After School Alliance Rebecca Boxx, Providence Children and Youth Cabinet

2.  Systems-building intermediary  Original funding from Wallace Foundation in 2004  Focus on increasing access to high quality programming AfterZone Hub Quality improvement Building an afterschool system– PASA’s Story

3.  Shared definition of quality  Data management  Program Assessment & quality coaching  Professional development for staff & partners  High quality programming  Highly trained & committed staf f Building a quality improvement system

4.  Monitor attendance and retention  Data tracking for management and accountability  Quality leads to participation  Participation leads to improved outcomes  Data sharing with PPSD for targeted services Using Data to Drive Quality

5. System Level - Monitoring Participation School 2009-10 School Year2010-11 School Year Total School Enrollment AfterZone Participation % of school population served Total School Enrollment AfterZone Participation % of school population served Nathan Bishop23918276%50228356% Esek Hopkins37922960%48122246% DelSesto34919155%46925755% Roger Williams75134446%72035149% Bridgham57120636%60321936% Gilbert Stuart70633247%77427235% Perry60926844%N/A Total3,6041,75249%3,5491,60345%

6. Program Level - Monitoring Attendance

7. Youth Level - Monitoring Intensity  % of youth attending 3+ days per week  % of youth attending 30+ days per year  % of youth attending 2+ program types  % of youth attending 2+ sessions per year  % of youth attending 2+ years

8. Lessons Learned  It takes time to customize a data tool  Data tool must be useful on the ground  Someone needs to monitor and manage data tool  People will get on board when they are ready  Needs evolve as your system evolves – choose a tool that is nimble

9. Inception of Full Service Community Schools (FSCS) Initiative 2008 Year four – FSCS serves 7 schools, 3000 individuals (2012) Institution of the Mayor’s Children and Youth Cabinet based on the STRIVE model (2010) Data sharing agreement allows for timely exchange of individualized student data between district SIS and Youthservices Full Service Community Schools in Providence - Context Additional funders, partners expand set of programmatic targets and outcomes System continuously modified to accommodate programmatic needs Year one – FSCS serves one school, 300 individuals Youthservices chosen as web –based, cost effective data system Build out a “system of data systems” in support of Providence’s collective impact strategy

10. Utility of Integrated Data System  Manage partners to a set of outcomes  Communicate progress to varied stakeholders  Monitor quality and fidelity of programming  Provide individualized data to inform student supports  Collect and integrate foundational data in support of collective impact outcomes

11. Tools for Monitoring– Milestone report

12. Tools for Communication– Principal Report

13. Tools for Student Support – Student Profile

14. Implications for Providence Children and Youth Cabinet  Programmatic data and tools the foundation of a city wide dashboard  Negotiating of data sharing agreements between institutions, CBOs and schools have city-wide implications  Beginning of longitudinal linking of data across major initiatives start of a cradle to career story  Collaborative culture of accountability key to success of collective impact strategy