1 More and Better Learning Time in Connecticut Sara Sneed, Hartford Foundation for Public Giving James J. Ieronimo, United Way of Meriden and Wallingford Sharon Deich, Cross & Joftus

Equity and Opportunity

M EDIAN H OUSEHOLD I NCOME, 2011 Alliance Districts 3

AN EQUAL DISTRIBUTION OF RESOURCES IS NOT THE SAME THING AS EQUITY T HE HIGHEST QUALITY INSTRUCTION WILL NOT ENSURE STUDENTS ’ SUCCESS IF THEY ARE HINDERED BY POOR HEALTH AND NUTRITION, SOCIAL AND ECONOMIC DISADVANTAGE, AND OTHER DETRACTORS TO HEALTHY DEVELOPMENT. A T THE SAME TIME, THE HIGHEST QUALITY EXTENDED LEARNING OPPORTUNITIES CANNOT COMPENSATE FOR A WEAK INSTRUCTIONAL CORE. W ITH COMPREHENSIVE, ALIGNED AND INTEGRATED, HIGH - QUALITY EDUCATIONAL SUPPORTS AND OPPORTUNITIES, ALL CHILDREN CAN FLOURISH, EACH TO HIS OR HER ABILITY.

Community Partners’ Capacity Building Building a Community of Practice/ Leadership Development Capacity Building Grants to School Districts Policy Advocacy K -12 S YSTEMS AND P ARTNERSHIP B UILDING 5

6 Our Strategy for Systemic Change Creating and sustaining the conditions for more effective, student learning- centered family, school, and community partnerships Creating sustainable infrastructures within school districts and schools for partnership building and extended learning Supporting parents, educators, and communities’ knowledge building, knowledge sharing and ongoing learning, supporting effective partnership Ensuring students’ equitable access to extended learning opportunities Supporting creation of and adherence to policies & fiscal practices enabling family, school and community partnership for extended learning and student success

7 Primary Tools and Methods Used Knowledge building - The Foundation’s development and delivery of training/leadership coaching and technical assistance for district and school leaders Convenings and other events/activities supporting knowledge sharing Grantmaking (supporting planning, innovation and systemic change at the district and school levels) Advocacy (supporting changes in State, district and school policy and practice)

8 One year, reading proficiency scores increased by more than 10 percentage points Proficiency in math and writing performance increased or remained the same among participants while performance among non participants decreased Increased attendance REAL systemic change at the local, regional and State levels Examples of Results

9 Our Allies State Department of Education The United Way Mayors and Town Councils Capitol Region Education Council Black and Puerto Rican Caucus Multiple Parent Organizations CT School Finance Project The CT Commission on Children The University of Connecticut CT After-School Alliance CT Voices for Children Community-based organizations Health and Human Service Providers Other Foundations A Growing Field

A FEW LESSONS LEARNED 10

Infuse a Focus on Sustainability From the Start A core value Budget must demonstrate commitment Address budget assumptions at the local, state and federal funding levels What support can partners bring to the process? ELO needs to be aligned with larger initiatives and goals 10

Policy and Infrastructure Need to Inform Each Other Who are the natural partners with the school? How are the community partners integrated into the school program? How to ensure that ELO retains a common core of values but acknowledges differences in cultures of each individual school ELO must be a “how” we educate in the community 11

Building Community Partners’ Leadership Community Partners engaged at all levels including leadership What are the responsibilities of leadership? How will you know when you get there? 12

ENSURING ENDURING SYSTEMIC CHANGE FOCUS ON POLICY AND FINANCIAL SUSTAINABILITY 13

Policy and Sustainability The frame for sustainability planning is set by policy and practice at the federal, state, and district level  Financial sustainability is accomplished by reallocating current resources and tapping new/additional resources  Sustainability Planning is shaped by policies and practices including: District and school decision making authority (level of autonomy) Budget conditions Board priorities Availability of data to inform decision making 14

Examples: Policy and Practice Setting the Frame  District Policy: The amount of principal autonomy determines where reallocation decisions will be made  State Level: Budget conditions can accelerate or dampen reforms  Federal Policy: Act as a lever to drive policy action through regulation 15

Every Student Succeeds Act Unprecedented opportunities to shape policy and practice in support of MBTL and partnerships  Limits federal authority - promotes state autonomy  Emphasizes “offering a well-rounded education” including a variety of experiences to promote student engagement  Enhances focus on engaging families and working with other community partners  Expands emphasis on equity and driving resources to high needs schools 16

ESSA: Federal Levers  States to include at least one “non-academic indicator” (student engagement, safety, school climate or other SEL measure) safesupportivelearning.ed.gov/edscls  New Student Support and Academic Enrichment Grant $1.7B; emphasizes a well-rounded education, health and safety, and the effective use of technology  Title I – bigger pot of funding and new mandates Districts must work with “educational service agencies, or other nonprofit or for-profit external providers with expertise in using evidence-based strategies to improve student achievement, instruction, and schools” 17

19 “Every child and every school is capable of excellence given the right conditions for learning”

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