Presentation on theme: "Navigating Saint Paul Public Schools January 2013."— Presentation transcript:
Navigating Saint Paul Public Schools January 2013
Office of Family Engagement & Community Partnerships Gayle J. Smaller Partnerships Coordinator firstname.lastname@example.org 651-767-8308 Welcome & Agenda
Strong Schools, Strong Communities Chief of Staff & Office of Accountability Jacqueline Allen Strategic Initiative Administrator email@example.com
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 ELEMENTARYMIDDLEHIGH SCHOOL Frost Lake Hazel Park Prep The Heights Parkway Hazel Park Johnson Battle Creek Dayton’s Bluff Eastern Heights Highwood Hills Battle CreekHarding Bruce F. Vento John A. Johnson Washington Cherokee Heights Riverview Humboldt Chelsea Heights Como Park Galtier Hancock/Hamline St. Anthony Park MurrayComo 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 Harding Visual and Performing Arts Four Seasons Arts+ Linwood Monroe Arts+ Mississippi Creative Arts Saint Paul Music Academy Open/Creative Arts Linwood Monroe Arts+ Open/Creative Arts Capitol Hill Gifted & Talented Highland Park Senior Hmong Studies Language and Culture Jackson Preparatory Phalen Lake Washington Technology Battle Creek Middle Washington Technology International Baccalaureate Ben E. Mays Hazel Park Highland Park Elementary Ramsey Hazel Park Highland Park Middle Central Harding Highland Park French Immersion L’Etoile du NordRamseyCentral Spanish Immersion Adams Spanish Immersion Riverview West Side School of Excellence Wellstone, Paul & Sheila Highland Park MiddleHighland Park Senior Mandarin Immersion Ben E. MaysArea Community School Montessori Crossroads Montessori J.J. Hill Montessori Nokomois Montessori ParkwayArea Community School Aerospace Farnsworth Johnson Science Crossroads Science Wellstone Humboldt Washington Humboldt Washington
SSSC Alignment: Building Re-Openings Administration recommends that the following buildings be reopened: NameAddressProgram Ames1760 Ames PlaceLNFI Upper Prosperity Heights1305 Prosperity AveLNFI Lower Roosevelt160 Isabel St. ERiverview Sheridan525 White Bear AveNokomis South 13NOV129
Communications, Marketing & Development Julie Schultz Brown Director firstname.lastname@example.org
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@example.com
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 firstname.lastname@example.org
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 Kate.Ryan@spps.org
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
Student Data Privacy Department of Research, Evaluation & Assessment Evelyn Belton-Kocher Director email@example.com
“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 pre- determined 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 firstname.lastname@example.org
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 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? InputsActivitiesOutputs Short and Intermediate Outcomes Long Term Outcomes
Do Activities Match Data Request? Program Activities Data Requests
Permits Business Office Jim Engen email@example.com
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 firstname.lastname@example.org
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
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)