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Systemic Framework Supports Sustainability:University – Elementary School Partnership Projectto Raise Academic Achievement for Children Living in Poverty
Beth Rajan Sockman Ph.D.Instructional TechnologyEast Stroudsburg University of Pennsylvania
Regina Sayles Koilparampil M.Ed. Instructional TechnologySinger/Song Writer
Abstract• When applying for grants, funders often require
sustaining plans beyond the project’s funding period. Systemic theory provides a framework for sustainability through analysis of the systems that influence the interventions’ effectiveness proposed by the grant. This presentation reviews a specific grant, Volunteers in Service to America (VISTA), that uses a systemic theory framework to inform implementation. The VISTA grant funds collaboration between a university and an elementary school focused on raising academic achievement with children living in poverty.
Grant funding problem• How do you raise academic achievement of
children living in poverty within three years in a university – school partnership?
Problem
• What are the ways to use systemic thinking for sustainability of a positive initiative that is grant funded?
• How do you get a school to buy-into a partnership?
• How do you get university leaders to buy into a partnership?
SYSTEMS THEORY
“Systems not only change in response to the environment, but the environment changes in response to the system within it” (Hutchinson).
Perspective - Banathy• interconnectedness between the supra-
system ,sub systems, and peer systems.
Supra-system
Sub-systemSub-system
Sub-systemSub-
system
Peer
Syste
ms
Peer
Syste
ms
Systems Perspective • interconnectedness between the supra-
system ,sub systems, and peer systems.
School District University
Peer Systems
Peer Systems
Departments Elementary School
STRATEGIES USING SYSTEMS THINKING
3 strategies discussed in this presentation
1.Stakeholder involvement in order to build ownership (Havelock, 1995), leadership (C.M. Reigeluth & Karnopp, 2013),
Strategy – Stakeholder Involvement
Key stakeholders
•University • Administration• Faculty• Departments• Students
•School• Board• Principal• Teachers• Parents• Students
What it sometimes feels like if you don’t get communication …
2. Strategy – Shared Leadership
School University
Shared leadership (C.M. Reigeluth & Karnopp, 2013
ADVISORY BOARDPrincipalTeachersFacultyParent University Student
Communication & Collaboration• Lastly, groups need to have tools for
communication and collaboration (Le Cornu & Peters 2009), which can be effectively used for the purpose of developing trust, awareness, and contextualization. With today’s technology collaboration tools, selecting the most beneficial tool for the project is easy as long as contextual elements are understood. Coordinated action requires communication and supportive tools which are vital to planning and executing joint action (Banathy, 1996).
3. Strategies Shared Incentives & Leverage Points
SYSTEM incentives Supra Systems & Sub Systems – Peer Systems• What are the primary concerns for the school?• What are the skills that university students
need to develop? • It is valuable for both parties to be open to the
needs of the other?
Leverage & Incentive
School District- AYP - Technology
University – AACU -
Enrollment
Peer Systems
Peer Systems
Departments – Faculty Enrollment
Research
Elementary School – AYP – Exams - Technology
PACC - VISTA
National Goals & Concerns
VISTA Grant
• GOAL of VISTA • Wrote a VISTA grant to get help
with the• VISTA would help establish the
programs in order to make the work sustainable.
PACC - VISTA – Goal• Fight Poverty• AACU –
Crucible Moment: College Learning & Democracy’s Future, 2012
• PACC – VISTA - Increase academic achievement of students living in poverty
Supra System Children living in Poverty• Locally and nationally, the academic needs of
students who live in poverty have been voiced (Darling-Hammond, 2010). – Super systems• Northwestern 2009 study – Dropout
High School 63 times more likely to incarcerated • 2012 Study: Lack of 3rd literacy + Poverty =
Increase risk for high school dropout
• School – Keystone Exam Annual Yearly Progress• School - 66% of its students are receiving free or
reduced lunch
Elementary School… Systems• Supra-system of the elementary school desires
academic achievement where the students reach adequate yearly progress with greater numbers of children attaining proficient on the standardized test.
• The Mega-system of the school districts has an industrial age model of instruction with self-contained classes within the elementary school. Also, the district has invested in technology with some support of technology integration. Low income parents are rarely involved in students progress. 66% Free & Reduced Lunch
University …System • Supra-system American Association of
Colleges and Universities, accreditation and measures of institutional effectiveness espousing a strong relationship with the community by espousing “theory into practice” http://www.aacu.org/bringing_theory/.
• Low Enrollment• High impact practices• The Mega-system – Social Capital - has a
strong education department, cultural events, and learning facilities for students. The vast social capital available for tutoring and programs available was systematically used to address specific goals established by the elementary school community
MULTIPLE APPROACHES TO COLLABORATION
Stakeholders & Needs – Agreed on leadership stakeholders
Shared LeadershipAdvisory & Technology Night Board
University Students College Professor - Reading
Math
LA Literacy Tutoring Elementary
Students
University Students College Professor – Elementary Math
Elementary Students &4-6 TEACHERS
Technology Night
University Students (few)Technology Professor
Elementary Students MANY TEACHERSPARENTS - Families
Four Prong Interventions – that was supportive and respectful1.) Language/literacy tutoring: Happen after school with University student volunteers.2.) Math tutoring: conducted with University student small group in-class sessions that work directly with a schoolteacher.
Indirect academic achievement interventions: 3.) Family Technology Night: Once a year to encourage the teachers use of technology, with university support. The hope is to slowly bridge the gap of the digital divide, college access, and encourage positive parent/guardian involvement their children’s education. The event brings together the mega-system in a positive experience. 4.)Advisory board: Encourages communication with shared leadership through members composition from both communities who oversee implementation.
TRUST
Not stepping on each other’s shoes- and allowing each to help the other
DOES NOT WORK
Key Players – Trust Builders• Principal• VISTA (Recruiting and collaborating to stay on
task)• PI on Grant (Focus and sustainability – cost/ratio
benefit)• Graduate Student • Teacher - leaders
Interview: Graduate Student – on Advisory Board• What was your role in the school before you
began the partnership?• How did change when you became a graduate
student? • What was the technology advisory board like
for you as a graduate student?• How did you leverage you role to gain trust?
MOTION PICTURE MODELUsed to think about
Traditional Input – Output Model
Motion Picture Model – Model of General Systems
Input OutputTransformation
Feedback & Adjustment
Motion Picture Model (Banathy, 1973)• Input Processing is identified as the first step, which
addresses the interaction system and the environment or supra-systems.
• The second operation is the Transformation Intervention, implying operations that support conditions in which the input will be “transformed into output.”
• The third operation is Output, which provides identification and assessment of the environment to then inform the new input. The model then becomes dynamic as the iterations provide evidence for new input that stimulates growth, which can potentially transform the organization. The iterative nature becomes a renewing process, the essence of a learning organization (Senge, 1990, 2000; Senge & Lannon-Kim, 1991).
Motion Picture Model – Determined by InputInput -
Students -Curriculum – Faculty- Parents
Output – Increase
Test Score – Trust – Increase Involvem
ent
Transformation – Tutoring –
Mentoring– Advisory Board
Feedback (Observation -
Formative Evaluation &
Advisory Board) Adjustment
HOW IS THIS WORKING?Output
SHARED LEADERSHIP Advisory Boards
Spring 2013
Spring 2014
Elementary School Faculty & Administrators
4 5
University Faculty 2 4
University Students 0 2
Parent 1 1
STAKEHOLDER Involvement –Elementary School
Spring 2013 Spring 2014
Elementary Students for tutoring
26 45
Technology Night – Elementary School
75 (total) 69 (total)
Teachers work with Graduate students for technology projects
0 4
STAKEHOLDER Involvement University
Spring 2013 Spring 2014
University Tutors
15 18
University Faculty
3 (3 Departments)
5 (5 Departments)
University Grad Students
3 6
Lesson Learned for Sustainability
• Keep modifying to be sustainable – VISIT GOALS & Leverage Points
• Keep building trust – from both sides• Keep value added• Keep looking for incentives and
rewards• Keep mutual respect - compassion
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