Center Service Delivery Plan

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					Center Service Delivery Plan
By Kristin Mitchell, Edvance Research, Inc.
                          Agenda

• Handout
• What is the CSDP?
• How does the CSDP fit with PRIME?
   –   P – Planning
   –   R – Resourcing
   –   I – Implementing
   –   M – Managing
   –   E – Enduring
• Now what? Next steps for completing the CSDP
          Center Service Delivery Plan
• Handout: Cycle 6, Year 1: Program Operation Procedures and
  Center Service Delivery Plan

• Find Request for Application (RFA) documents:
   – http://burleson.tea.state.tx.us/GrantOpportunities/forms/GrantProgra
     mSearch.aspx
   – Look up 21st CCLC in Application Name
   – Find the “Year” Texas 21st CCLC “Cycle” Application
                  What is a CSDP?
Center Service Delivery Plan (CSDP) – noun
1. a tool used to conduct a campus needs assessment for
   service delivery planning.
2. set of principles, standards, policies and constraints used
   to guide the design, development, deployment,
   operation and sustainability of services delivered by a
   service provider with a view to offering a consistent
   service experience to a specific user community in a
   specific context.
   How does the CSDP fit with PRIME?
• PRIME organizes all of the grant requirements
• Including all Center requirements
                Planning: CSDP

• The Center Service Delivery Plan is a key
  requirement for centers under Planning
• Each Center is required to have a plan upon
  notification of grant award (pg. 19 Program
  Guidelines, Cycle 6)
• Plan must be updated annually (ideally would be
  updated regularly as needs change and activities
  are modified)
         Planning: Needs Assessment
• The campus needs assessment is the most critical aspect
  of the planning process for the centers (pg. 15 of Program
  Guidelines, Cycle 6).
• The center needs assessment drives what is contained in
  the full CSDP.
• A needs assessment is a systematic review of information
  collected from a variety of sources, analyzed to determine
  strengths and weaknesses of a school environment.
• The CSDP utilizes the needs assessment results to
  determine the Center’s priority goals, develop a plan of
  action, and allocate funds and resources.
      Resourcing: Partners & Community
• Partnership Development
  – From needs assessment
        •   What is the gap between needs and required services?
        •   Who are the current partners; what do they provide?
  – How can existing partners be leveraged?; What possibilities exist for
    new partnerships?
  – Fully articulate agreements in writing (Prog. Admin. Responsibility)

• Community Involvement
  –   Are all stakeholders meaningfully involved? How?
  –   Describe additional efforts to attract participation
  –   What happens when those involved “move on”?
  –   How will your Center leverage the Community Afterschool Task Force?
        Resourcing: Communications
• Communications
  – Develop the Center/Program Administration relationship
      • Have a copy of the grant; copy of strategic plan in years 2-5;
        Who/how will all center-level grant tasks be fulfilled? How does
        center-level information flow to the Program Admin. and visa-
        versa?
  – Work with TEA staff and representatives
      • Plan in advance for data reporting by understanding what you
        are required to report and when – state how this is built into
        your staffing plan; plan for known training, conferences, and
        meetings as well as how to manage unplanned or unannounced
        visits/events.
      Resourcing: Communications
• Communications
 – Reach out to those served by the Center
    • What did the needs assessment tell you about how
      and when to reach out? How does it vary by
      stakeholder? How do I best use the ACE Promo Center
      in each given context? Reach out to school-day staff
      for recruitment.
    Implementing: Staffing & Training

• Staffing (paid staff and volunteers)
  How many needed to maintain programs and ratios; mix
  of skills needed for programming; plan for managing
  instructor absences --and turnover; will payroll be shared
  by school district through other funding streams; other
  sources for staff (colleges, district substitute pools, etc.)
• Training
  Required training, plan to address gap between current
  and needed skills, training mid-schedule hires
              Implementing: Activities
• Logistics
   Facilities
    Safe, accessible, parental consent, appropriate to needs-
    identified activities
   Scheduling
    Consistency and dependability; transition time between
    classes; coordination with school calendar; coordination with
    other out-of-school time programs; plan for less frequent or
    intermittently scheduled activities including issues like DST
   Transportation
    Plan for safe travel to and from program; use needs
    assessment to determine additional requirements
          Implementing: Activities

• Activity Standards
   How does program ensure and document that
    activity standards are being met?
   Start/end dates; class length; school day connection;
   TEKS alignment; small group instruction; age/grade
   appropriateness; student-teacher ratios; parental
   consent; etc.
              Implementing: Activities
• Four-component Activity Model
   Academic Assistance Activities  Family & Parental Support Services
   Enrichment Activities  College & Workforce Readiness Activities
   – Activities must be offered in each component area
   – Tied to the needs assessment and examine individual student
     needs
   – Avoid duplication of services/show how activities fill needs gaps
   – Consider how to incorporate activities offered by partner (e.g.,
     supplemental educational services)
   – Articulate how activities interact to achieve program goals
• Document when and how Service Learning will be
  incorporated into activities.
         Managing: Grant & Data
• Compliance
  Program Administrators are accountable, Centers are
   responsible
  Work with program administration to outline
   procedures and documentation for grant compliance
   and monitoring
            Managing: Grant & Data
• Data Collection
   Plan for data sourcing, data sharing, and confidentiality
    (PEIMS Coordinator, FERPA issues, using existing data
    vs. collecting)
   Determine data to be collected and its purpose
      • Students vs. Activities vs. Program
      • TEA-required (statewide data collection, implementation assurance)
      • Local program improvement tied to needs assessments and strategic
        planning as well as overall goals of 21stCCLC (academics, attendance,
        behavior, promotion rates, graduation rates)
   Analyze the information-look for relationships/meaning
   Feedback to needs assessment process – start again
     Enduring Programs and the CSDP

• Enduring programs are the cumulative result of
  everything you have both planned and delivered in your
  CSDP.
      Plans are useless; planning is invaluable. Eisenhower
              Start with the end in mind. Covey
NOW WHAT?
      3 Steps to Completing the CSDP

1. Conduct a thorough campus needs assessment to
   identify needs
2. Identify activities to address needs
3. Plan and implement instructional, innovative activities to
   address the identified needs based on the 4-components
                         Step 1 of 3

• Conduct a thorough campus needs assessment
  to identify needs
  –   Identify sources for needs gathering
  –   Identify services needed and currently offered
  –   Collect and organize needs and services information
  –   Analyze the information
       • Search for patterns and relationships
       • Establish priorities
       • Identify GAPS
    Step 1.1 Identify Sources for Needs
                 Gathering
• Demographic
   Enrollment, attendance, student mobility, dropout rates,
    graduation rates, ethnicity, gender, grade level language
    proficiency, free and reduced meals, discipline referrals, etc.
• Student Learning
   Grades, test scores, curriculum
• Perceptions—Values, Beliefs, Attitudes, Opinions, Views
   Surveys and observations of parents, teachers, students, alumni,
    administrators, community leaders (business and nonprofit)
• Campus Improvement Plan (required by RFA)
  Step 1.2 Identify Services Needed and
             Currently Offered
• Indicate needed services in forms on Page 9 &11of
  Program Operation Procedures (Cycle 6, Year 1-Handout)
• Indicate if services are available
• Identify the following for currently offered services:
   –   Provider of services
   –   Number of students currently served
   –   Time students are served
   –   Where students are served
        Step 1.3 Collect and Organize
                 Information
• Collect all needs
   – Surveys
   – Scheduled interviews (form on Page 12)
   – Extant data (demographics, student achievement, etc.)
• Collect all resource service provider information (forms on
  page 13 & 14)
• Organize the information to look for patterns and
  relationships
   – Creative examples of data display
   – Sort by type of activity, numbers of students, etc…
       Step 1.4 Analyze the Information
• This is a CRITICAL step.
• Ask yourself and discuss with key stakeholders:
   –   How many students need service? (in approved grant)
   –   Which needs are the most important?
   –   How do you know they are important?
   –   Do any of the needs conflict with other needs?
   –   What needs are most relevant to the 21st CCLC mission?
   –   Others questions you will craft with stakeholders and your
       planning team…
            Step 1.5 Identify Gaps

• Establishing priorities is the goal of the data
  analysis
• Match prioritized needs with services available/
  currently provided
• Do not duplicate services already provided
• Identify areas where needs persist = GAPS
                 Step 2 of 3

• Identify activities to address needs
  – Draft activity ideas within Four-Component
    Model
  – Match and scope necessary resources to needs
Step 2.1 Draft Activity Ideas within Four-
            Component Model
• Reference the Four-Component Activity Model (pg. 16)
• Brainstorm specific activities within the Four-Components
  (form on page 15)
           Step 2.2 Match and Scope
              Resources to Needs
•   Teacher/Staff/Volunteer quality
•   Facilities and materials
•   Transportation
•   Existing programs and partnerships
                  Step 3 of 3

• Plan and implement instructional,
  innovative and interactive activities to
  address the identified needs
  – Activity Planning Worksheet (pg. 17)
  – Service Learning (pg. 21)
              Activity Planning

• Final Step!!!
• Detailed planning so resources meet student and
  family needs
• Will learn about Activity Planning in afternoon
  session and Innovation Stations
     Up Next: In-Action Session…

• Breakout into Groups
  – Elementary: Trinity Middle Section
  – Middle: Chinaberry
  – High: Addison Lecture Hall

             Working Session on
       Planning to Create a Strong CSDP