National Research Center on
Rural Education Support
November 2009
Presented by:
Doris Terry Williams, Ed.D.
Kim Dadisman, Ph.D.

2



Connecting School and Community, Doris Terry Williams

Building A Logic Model for the Change We Want

A Northeastern North Carolina Emerging Whole-Child
Model for the Success of All Children
Evaluation and Lessons Learned, Kim Dadisman
Questions and Answers

3

4
Connecting School and Community:
The Context for Change
Five-County Project Area
Warren
Northampton
Halifax Pasquotank
Perquimans

5
Building a Logic Model for The Change
We Want

6

What change do we want?

For whom are we seeking change?

Why or to what end do we seek change?

What is the context for the change we want?

At what cost are we willing to pursue change?

At whose cost can we afford not to change?

What is my/our role in bringing about this change?

7
Vulnerable Children Prepared to Succeed

Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
Context
• History of collaboration among schools & grassroots organizations
• Nature of relationships among diverse groups
• Status of child and family welfare
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
Output
RT builds strong partnerships with economic and social justice oriented CBOs
RT develops and disseminates a model for connecting school and community for success for all children
RT provides skillful facilitation of the CSC process among partners
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the
CSC initiative
Input
-IF-
Economic and social justice oriented CBOs reciprocate in partnership with RT
CBOs embrace the model ’ s underlyfciplin its development
CBOs engage large numbers of community members in intensive dialogue and visioning
Dialogue Action Teams develop and implement a success oriented community action plan
Children and young adults participate in model academic and economic development programs
Rural citizens advocate effectively for successoriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Intermediate
Outcomes
-Then-
Success for vulnerable children, young adults and families becomes central to organizational missions
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
All students experience more rigorous and relevant academic success
Vulnerable families achieve greater economic success
The efficacy and capacity of CBOs to provide leadership for success are enhanced

What is the context for the change we want?
9

Economics

Health/Mental Health Status

Education

Juvenile Justice

History of Collaboration and Relationships among
Diverse Groups

Family Wellbeing

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Warren
Perquimans
Pasquotank
Northampton
Halifax
North Carolina
0
5
Percent of Children in Poverty
NC and CSC Counties - Years 2000 and 2007
10
33,9
26,4
25,3
32,4
2007
2000
37,7
15
19,5
20
Percent
25 30 35 40
Source: US Census Bureau – Small Area Income &
Poverty Estimate

11
Warren
Perquimans
Pasquotank
Northampton
North Carolina
0
Percent Children Receiving Free and Reduced Lunch
NC and CSC Counties - Years 2001 and 2005
77
60
62
83
10 20 30
48
40
Percent
50 60 70 80 90
Source: Action for Children-NC
2005
2001

12
Per Capita Income
NC and CSC Counties - Year 2006
32 247
27 792
24 860
24 164
27 503
21 073
North Carolina Halifax Northampton Pasquotank Perquimans Warren
Source: NC Data Center, Office of State Planning

13
Warren
Perquimans
Pasquotank
Northampton
Halifax
NC
0 2 4
Infant Mortality Rate
Years 2004 and 2003-2007
11
13,9
7
15,4
16,8
6
8,4
8 10 12 14 16 18
Source: State Data Center, Office of Planning
20
2003-07
2004

14
60
50
40
30
36
20
10
0
North Carolina
53
Teen Pregnancy Rates per 1,000 Girls
Year 2005
54
49
43
Halifax Northampton Pasquotank
54
Perquimans Warren
Source: Action for Children-NC

15
4-Year Cohort Graduation Rates - Year 2008
73,3
70,2
68,10
65 64,9
63,9
North Carolina Halifax Northampton Pasquotank Perquimans Warren
Source: NC Department of Public Instruction

16
Warren
Perquimans
Pasquotank
Northampton
North Carolina
0 10 20
Percent Students Passing End of Grade Tests
Year 2006
36,4
44,7
34,7
38
30
40
40 50 60 70
Source: NC Department of Public Instruction
Black Students
All Students

17




Fix an immediate problem or condition
Teach stakeholders how to fix it
Help stakeholders to understand it
Transform the thought and behavior of stakeholders with respect to it
Adapted from Nebraska Rural Learning Center’s practical interpretation of transformational change theory

18
Level 1 Change: Fixing It Immediately
Looks Like… Solutions
Provided By…
Fix a problem or situation quickly
Relationships Kind of Change
Short-term projects, e.g., cleaning a stream; improving water and sewer infrastructures
Local or outside resource providers
You come and fix or do this for our community
Very little learning or change in thought or behavior

19
Level 2 Change: Teaching Others to Fix It
Looks Like… Goal Solutions
Provided By…
Relationships Kind of Change
Teach others to fix a problem or condition
Training in “best practices”
Pre-defined step-bystep processes
Dependency – We need you to teach us what to do and how
Learning is narrowly focused; change is non-systemic; process might not work for that community

20
Level 3 Change: Understanding It
Goal Looks Like… Solutions
Provided By…
Help others to understand it
Research; data analysis
Relationships Kind of Change
Dependency on
“expert” skills and knowledge to enable stakeholder action
Understanding of the problem and/or results of past and current behavior

21
Level 4 Change: Transforming Behavior
Goal
Transform thought and behavior
Looks Like… Solutions
Provided By…
Co-discovery knowledge and solutions; facilitators acknowledging they do not have the solution; “messy”
Stakeholders
Relationships
Co-dependency
Kind of Change
Transformation of thought and behavior; sustainable; systemic

22
Connecting School and Community: A Northeastern North
Carolina Emerging Whole Child Model for Student Success

23

Strengthen the capacity and intentionality of grassroots leaders and groups to lead and participate in local school reform for the success of all children

Build strong out-of- school supports for vulnerable school-aged children and young adults

Establish a network of activists to advocate for policies and practices that improve the climate for rural children and schools

Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
Context
• History of collaboration among schools & grassroots organizations
• Nature of relationships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
Output
RT builds strong partnerships with economic and social justice oriented CBOs
RT develops and disseminates a model for connecting school and community for success for all children
RT provides skillful facilitation of the CSC process among partners
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the
CSC initiative
Input
-IF-
Economic and social justice oriented CBOs reciprocate in partnership with RT
CBOs embrace the model ’ s underlying principles and assist in its development
CBOs engage large numbers of community members in intensive dialogue and visioning
Dialogue Action Teams develop and implement a success oriented community action plan
Children and young adults participate in model academic and economic development programs
Rural citizens advocate effectively for successoriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Intermediate
Outcomes
-Then-
Success for vulnerable children, young adults and families becomes central to organizational missions
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
All students experience more rigorous and relevant academic success
Vulnerable families achieve greater economic success
The efficacy and capacity of CBOs to provide leadership for success are enhanced

25
A COMMUNITY THAT PREPARES EVERY CHILD TO SUCCEED
The Rural School and
Community Trust
Training and Technical Assistance
Networking
Resource Development
Facilitation
Research and Information
Model Development
Lead Community
Organizations
Community Dialogue
Community Action Plan for
Child/Youth Success
Alternative Out-of-School Time
Programs for Children and Young
Adults
Economic Alternatives for Vulnerable
Families
Partnerships with Schools and Other
Organizations and Agencies
Local and State Advocacy
Caregivers, Schools,
Policy Makers Other
Groups & Individuals
Community-Based Support for the
Success of Vulnerable Children,
Young Adults, and Families
Social Capital
Engaging and Rigorous Academic
Programs
Success Oriented Policies and
Practices
Adult Education

Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
Context
• History of collaboration among schools & grassroots organizations
• Nature of relationships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
Output
RT builds strong partnerships with economic and social justice oriented CBOs
RT develops and disseminates a model for connecting school and community for success for all children
RT provides skillful facilitation of the CSC process among partners
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the
CSC initiative
Input
-IF-
Economic and social justice oriented CBOs reciprocate in partnership with RT
CBOs embrace the model ’ s underlying principles and assist in its development
CBOs engage large numbers of community members in intensive dialogue and visioning
Dialogue Action Teams develop and implement a success oriented community action plan
Children and young adults participate in model academic and economic development programs
Rural citizens advocate effectively for successoriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Intermediate
Outcomes
-Then-
Success for vulnerable children, young adults and families becomes central to organizational missions
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
All students experience more rigorous and relevant academic success
Vulnerable families achieve greater economic success
The efficacy and capacity of CBOs to provide leadership for success are enhanced

27

River City Community Development
Corporation

Warren County Training School/North
Warren High School Alumni and Friends
Association

Uhuru Community Development
Corporation

28
Community Dialogue and Visioning Process
Organizing Dialogues Action
Form Project Team
Set Goals
Develop Materials
Build Relationships
Train Facilitators
Inform Public
Pilot Circles
Kick Off Initiative
Study
Circle
Study
Circle
Study
Circle
Study
Circle
Study
Circle
Project
Team Study
Circle
Study
Circle
ACTION FORUM
Community
Action Teams
Community Action
Adapted from the National Study Circle
Resource Center

29

Conversation in Halifax, Northampton, Warren,
Perquimans and Pasquotank Counties

300+ participants in 25 circles

In-school and out-of-school youth

Local and State Educators

Elected Officials and Agency Representatives

Community Leaders

30

31
What strategies might be used to ensure success for all children?
What relationships are necessary to ensure success for all children?
What policies and practices are needed to ensure that all children and communities thrive?

Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
Context
• History of collaboration among schools & grassroots organizations
• Nature of relationships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
Output
RT builds strong partnerships with economic and social justice oriented CBOs
RT develops and disseminates a model for connecting school and community for success for all children
RT provides skillful facilitation of the CSC process among partners
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the
CSC initiative
Input
-IF-
Economic and social justice oriented CBOs reciprocate in partnership with RT
CBOs embrace the model ’ s underlying principles and assist in its development
CBOs engage large numbers of community members in intensive dialogue and visioning
Dialogue Action Teams develop and implement a success oriented community action plan
Children and young adults participate in model academic and economic development programs
Rural citizens advocate effectively for successoriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Intermediate
Outcomes
-Then-
Success for vulnerable children, young adults and families becomes central to organizational missions
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
All students experience more rigorous and relevant academic success
Vulnerable families achieve greater economic success
The efficacy and capacity of CBOs to provide leadership for success are enhanced

33

Why a Fatherhood Program?

What does the program do?

Serves males who are experiencing challenges related to poverty, incarceration, educational barriers, low job skills

Provides job skills training, job placement assistance, individual and group counseling

34

2007-2008 Program

More than 200 participants ages 14-44

98 have been placed in jobs

85% have shown positive changes in behavior, skills levels, and employment status

35

An Elementary School Suspension Reduction Plan

Plan development

Community-based program for children and families

Bus monitors

Mentors

36

Halifax County Schools

Community-based Out of School Suspension
Program

37

Study Circles – Approximately 100 people

Supplemental Community-Based Support for Youth

Connectedness

Overcoming Apathy

Community-Teacher Partnerships

High School Reform

38

Saturday Academy

Summer Academy

Coalition for Dropout Prevention

Community-wide Effort

State Funded

Focus on Transitions

39

The Heritage Quilters

New Teacher Orientation Program

County Tour

Resource Identification

Community as Context for Teaching

Expanding Partnership with Local Education Fund

40

Study Circles

Business Roundtable

Youth Entrepreneurship

YouthBuild

Rhema Ministries Partnership - Afterschool Program

41

Summer Program

New Business Development
 Cookie Company
 Auto Detailing and Painting
 Web 2.0

GED Completion by 75% of YouthBuild Participants

42

The Eastern North Carolina Rural Education
Working Group

Statewide agenda focused on local rural issues

Advocates from20 counties named in the long-running school finance case known as Leandro

Bi-monthly meetings for training, data analysis, legislative updates, issues review

43

Key Issues

Disadvantaged Student Supplement Fund

School Dropout and Push Out

Suspension and Expulsion

Recruitment and Retention of Quality Educators

Academic Achievement and Opportunity Gap

44

Communication Plan

Jointly selected themes
 Start with Me
 Stand Up – Speak Up
 Schools Can’t Do It Alone

Carefully placed news articles

Web page

Public forums
A community that prepares all of its children to succeed
“ Start with me.
”
Contact a
Connecting School and Community partner in your area.
River City CDC
252-331-2925 www.rivercitycdc.org
Rural School & WCHS/NWHS Alumni
Community Trust Association
UHURU CDC
252-539-8832
252-433-8844 757-856-0835 u hurucdc@hotmail.com
www.ruraledu.org
www.wcts-nwhs.org

45
National Center for Rural Education Research
Support at UNC-Chapel Hill
Full report available on our website at www.ruraledu.org





How effectively did grassroots leaders participate in the change process?
To what extent was progress made in developing rural communities and improving quality of life?
To what extent was progress made on improving school quality and increasing student achievement?
In what ways did the grantee and their partners contribute to policy changes at the county and state levels?

Local
Challenges
Project
Leadership
Minimal
Support
For
At-risk
Youth
The
Rural
School and
Community
Trust
High
Dropout
Rates
Low
Graduation
Rates
Perceived
Community
Apathy in
Partnership with
Local
Community
Based
Organizations:
Persistent
Poverty
River City CDC
Racial/
Ethnic
Discrimination
RHEMA Ministries
UHURU
Minimal
Tax Base
WCTS-NWCHS
Alumni & Friends
Association
Rurality &
Isolation
Families Serving
Families
Grassroots
•Community
Groups in
Partnership
With
Project
•School
Community
& Leaders
•Parents and
Families
•Local Leaders in Economy
& Business
& Industry
& Govt.
•Local Youth
•Faith-based
Community
Connecting School and Community: A Strategy for
Rural School and Community Improvement
Key
Collaborators
Grassroots
Solution
Design
Features
Provide
Opportunities for
Youth in Schools
Provide
Opportunities for
School Dropouts
Provide Opportunities
For Young Adults
Provide Opportunities for
Communities to Build a
Shared Vision
Provide Opportunities for
Community Partnerships
Create Local and State
Education Policy
Advocates
Programs
Underway
•Summer School (childhood)
•Saturday School (childhood)
•After-School
•All-Girls (adolescent)
Entrepreneurship
•Summer Entrepreneurship
(adolescents)
•Youth Build & Youth
Entrepreneurship
•Fatherhood Program
•Study Circles
•Action Forums
•Activities – From Talk To Action
•Parent Partnerships
•Parent Advisory Group
•Parent Facilitators
•Community Education Workshops
On Health/Wellness
•Rural Education Working
Group
Grassroots
Indicators of Change
Positive
Changes
Short-term
Long-Term
Impact
Children & Youth attend programs
Community
Leaders support
Effort by attending
Meetings, and show interest in School
Board and
School policies
Community members attend meetings (Study
(Circles, Action
Forum, and follow-up meetings)
Rural education activists take on more visible roles at local and state level
•Reduced grade retentions
•Participants pass
EOGs & EOCs
•Dropouts obtain
GEDs
•Dropouts obtain construction skills
•Local youth create local businesses
•Adults working together to help local youth succeed in school and life
•Growing network of more effective education activists
•Curriculum development
•Job creation
•Feelings of empowerment among participants
Intermediate
•Fewer Dropouts
•More on-time graduates
•Local activism
•Partnerships with schools
Improved
Outcomes
For
Youth
And
Region
Grassroots Grassroots

How effectively did grassroots leaders participate in the change process?

Partnerships with local school districts

Study Circles
Over 1000 community members involved in grassroots activities

To what extent was progress made on improving school quality and increasing student achievement?

After-school programs

Summer programs
Nearly 550 at-risk youth served

To what extent was progress made in developing rural communities and improving quality of life?

Fatherhood program

After-school programs

Summer programs
Nearly 400 high school drop outs and vulnerable adults served

In what ways did the grantee and their partners contribute to policy changes at the county and state levels?

Rural Education Working Group
Representatives from 17 North Carolina counties engaged

52

Selected Findings

Demand for programs outreached program capacity

Warren County students enrolled in programs for academic reasons all passed to the next grade

86% of students in the Perquimans after-school program passed both reading and math end of grade exams (49% of non-participants passed)

Nearly 3/4 of Pasquotank’s YouthBuild Entrepreneur
Program participants completed GED requirements

Nearly half of Uhuru’s “fathers” gained employment

53
The Rural School Innovation Network
1530 Wilson Boulevard
Arlington, VA 22209
703-243-1487 www.ruraledu.org