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					Project My Time
  Business Plan

Summary Presentation
  December, 2007
Introduction- Plan Highlights
    The Need
        Youth Risk Factors
        Middle School
        System Building


    The Opportunity
        Out-of-school time


    Project My Time
        Social Change Model
        Expected Outcomes
        Strategy to Action

    Next steps

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                               2
    The Need
Critical hours. Critical ages.
   Critical system for DC.




                                 3
The Need – Youth Risk Factors
   DC students come from challenging home environments

       27% live below the poverty line
       60% live in households with income below $50,000 a year in one of the
        highest-cost-of-living cities in the U.S.
       54% live in households headed by females with no adult males present
       22% live in households where English is not the primary language


   Youth are spending their out of school time unsupervised,
    and engaging in risky behavior
       720 middle-school-age students were picked up for truancy by the DC
        Metropolitan Police Department during the 2004-2005 school year.
       More than 735 students in grades 6-9 dropped out of DCPS during the
        2002-2003 school year.*
       Criminal cases against juveniles rose 8% in 2003, reaching 2,412
        criminal cases.*


                                                                              4

                                      4
The Need – Middle School
   Middle Schoolers are performing poorly on proficiency tests, and are not
    advancing to high school properly prepared

        Using DCPS standards, less than 41% of middle- and junior-high-school youth in
         public schools were at or above the “Basic” level in reading, and just 36% were
         at or above “Basic” in math.
        Only 12% of middle school students scored at or above “Proficient” (at grade
         level) on the 2005 National Assessment of Educational Progress in reading.
        Only 7% scored at or above “Proficient” in math


   In DC, the majority of school drop out occurs between 9th and 10th
    grades.
        It is widely held that successful transition to 9th grade increases the chances of
         maintaining students through 9th and 10th grades.


   Middle grades truancy rates are on the rise in DC.

   In our original market research, we found that middle school aged
    students were the most underserved population of students through OST
    programs
                   *The most recent year for which data was available


    Source: DCPS                                                                              5

                                                           5
The Need – OST System Building
   Programs are not located everywhere they are needed:
        Parents consistently express a preference for school based
         programs
             However, 12 out of 27 schools that serve middle school students
              do not have any OST programs operating in the schools.
             7 schools have only one program, while other schools have as
              many as 8 programs on site (Schools with one or less programs
              include the 6 with the highest truancy rates in the city.)

   Barriers to participation
             Students feel unsafe in and around their schools
             Students have conflicting priorities – childcare, friends
             Quality program choices not available everywhere




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                                           6
    The Opportunity
 “ Be the change you want to
see in the world” - Mohandas Gandhi




                                      7
The Opportunity – Out-of-School Time
   Out of School Time (OST) programs have been shown to
    help improve performance
          Students are only in school for 20% of their waking hours
          DC lacks a coordinated system to assure availability of OST activities where
           needed


   Research clearly suggests that OST programs are an
    important approach to achieving better student outcomes
    at the middle school level

   Several recent studies indicate that students that
    participate in quality before- and after-school programs:
          Show increased attendance at school
          Are 77% more likely to be engaged with and like school
          And are 2-1/2 times more likely to graduate from high school


Sources: Goerge, R, et al. Chapin Hall (2007); Huang, D et al, UCLA SCE (2000)
Miller, B, Nellie Mae (2003)                                                              8

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The Opportunity- Project My Time
   The PMT model begins with an emphasis on middle school
    aged children
          They are at a critical developmental stage, where external factors can
           influence their later success greatly

          Middle school age is a good time to change participation patterns as
           referenced in many recent studies, including a critical Philadelphia
           study where researchers were able to determine the future trajectory
           of success of a student as early as 6th grade

   PMT builds on the Trust’s expertise:
          Grant making
          Supporting quality programs
          Youth development philosophy
          Data warehouse and evaluation capacity


   The model can be flexible – traditional, zone and Carerra
Sources: DCPS; Balfanz, R., Herzog, L. (2006). Keeping Middle Grades Students On Track to   9
Graduation: Initial Analysis and Implications, Philadelphia Education Fund.

                                                                   9
Project My Time’s Social
     Change Model
 “It is easier to build strong children
    than to repair broken men” -
             Fredrick Douglass
  PMT’s Social Change Model
  Problem/
                Mission              Strategies           Outputs          Outcomes     Vision
 Opportunity




                          Site-based                   Site-based       Site-based
               Mission    service delivery             Outputs          Outcomes for
Definition
               of         strategies                                     DC youth
of
               Project
Problem
               My
and            Time
Opportunity
               (PMT)
                                                                                       Vision
                                                                                       for
                                                                                       desired
                                                                                       end-
                                                                                       state


                          System-level                 System-level     System-level
                          strategies                   Outputs          Outcomes for
                                                                        DC


                 Social change model illustrates how Project My Time
                            creates positive change in DC

                                                                                         11

                                                  11    Feedback Loop
Project My Time’s Mission
    To support and create adequate and suitable
     OST opportunities for DC middle school
     students so that they will achieve at higher
     levels, and enter high school better prepared
     for success.

    To build an integrated and coordinated
     system for OST providers that assures
     greater availability and reliability of OST
     opportunities for DC middle school students.


                                                     12

                          12
Two main strategies for PMT
1.   A coordinated, site-based OST delivery strategy

        Based on a unique, on-site management and coordination approach
        Offering OST program choices that allow students to take
         responsibility for their own learning

2.   Creating an integrated system to enable coordination of
     high quality program provision to all students by

        Coordinating program offerings, and a centralized system for tracking
         participation and outcomes
        Creating standardized and common program quality evaluation and
         training support
        Communicating broadly to assure participation and public awareness




                                                                             13

                                       13
Expected outputs from PMT

   A network of well-coordinated OST and summer programs
    to meet the demands and needs of DC middle school age
    youth


   Increased enrollment in OST programs to 75% of DC
    middle school students

   A coordinated system encompassing all DC middle schools


   A city-wide data-gathering and tracking process for the
    evaluation of program quality indicators and outcomes


                                                              14

                                14
Expected Youth Outcomes

Improvements in:                    Reductions In:
  1. Student self efficacy and           1. Truancy rates for participants
     confidence
                                         2. Adjudication rates, including
  2. Engagement and motivation in           reduction of participant crime rates
     school                                 and rates for being a victim of a
                                            crime
  3. School attendance rates
                                         3. Drug use and dangerous behavior,
  4. Standardized test scores
                                         4. Teen pregnancy rates
  5. On-time grade advancement
  6. Suspension rates
  7. Longer-term… high school
     graduation rates




                                                                                   15

                                    15
Expected System Outcomes
  1.   An even and more equitable distribution of OST providers.

  2.   More high quality providers with 50-75% meeting PMT-defined quality
       standards.

  3.   More high quality youth workers with a higher proportion 50 -75%
       trained in positive youth development.

  4.   OST system that is coordinated with the Mayor’s office and remains a
       major piece of the Master Education Plan.

  5.   Increased community and high level leadership support for the value
       of OST.

  6.   Increased long-term financial support for Project My Time from a
       broad range of funders and public sources.

                                                                             16

                                     16
And Then What? Five to Ten Years…

 Youth: DC’s middle-school students will all achieve
proficiency levels in standardized tests, be better prepared for
high school and beyond, and be less likely to engage in risky
behaviors


  System: An effective, coordinated and well-aligned OST
system; one that is supported by the community and is
financially sustainable




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                               17
  Strategies to Action
   Phase I - Design and Initiate

Phase II - Expand, Enrich and Adjust



                                       18
Coordinated Service Delivery
Phase I: (June 2006-August 2008)
      7 pilot sites launched
      Site directors hired and oriented
           Training includes AYD, enrollment strategies, program officer duties, community
            engagement
      Standardized enrollment strategy
      Standardized new site initiation


Phase II: (September 2008 – August 2012)
      12 sites in operation including two, non DCPS Public School
      PMT sites use one application
      Provider enter the sites through central mechanism
      Sites have more standard approaches
      Sites sustain high enrollment and participation rates


                                                                                              19

                                               19
Communications – Building Will
Phase I: (June 2006-August 2008)
      Development of neighborhood and citywide strategy
      Parents and community knowledge of PMT and its goals


Phase II: (September 2008 – August 2012)
      Citywide social marketing campaign launched
      Parents and community members have high regard for PMT and
       become advocates for their site
      Key stakeholders report satisfaction with PMT and are regularly
       informed
      Website becomes central portal for youth, providers and stakeholders




                                                                          20

                                     20
Quality, Learning and Capacity Building
Phase I: (June 2006-August 2008)
      Program standards refined and vetted
           Field test at PMT sites spring, 2007. Objective data t substantiate site director
            observations
      Provider supports , based on standards assessments, established (including
       workshops, technical assistance, capacity building, leadership development)
      Site directors trained to monitor and provide TA
           Documenting provider performance (enrollment, attendance, contract compliance)
           Strategic meetings with providers before contract termination


Phase II: (September 2008 – August 2012)
      50% providers get above satisfactory rating when standards tool applied
      PMT providers rate high even as they go to scale
      Standards adopted citywide
      Provider training connected to funding strategy
      Increase in providers that can go to more than one site and maintain standards
       rating




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                                                 21
Data Gathering and Evaluation
Phase I: (June 2006-August 2008)
      Key MOA’s signed
      Data warehouse infrastructure created
      Evaluation plan through surveys and focus groups created and
       implemented
      First report released, based on combined OST and DCPS data


Phase II: (September 2008 – August 2012)
      Citywide registration system established
      Coordinated citywide MIS system in place to regularly provide student
       data and track outcomes
      Site-level impact evaluation study launched




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                                     22
Leadership and Sustainability
Phase I: (June 2006-August 2008)
      High level leadership group to support Trust OST activities created.
      Stakeholder groups created and convened regularly
      Identification of true site costs and development of fundraising
       strategy created


Phase II: (September 2008 – August 2012)
      High % stakeholders including key city leadership express support
      $ devoted to PMT through city charter and/or leveraged resources
      Fundraising increased through diversified sources




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                                      23
PMT Staffing Structure and Roles
   Project Director
        Overall project management.
        Strategic interface with Trust department leaders
        Establish key stakeholder partnerships for sustainability resources
   Assistant Project Director
        Establish quality standards, mechanisms for assessment and technical assistance of providers
        Systematize site-level operations
        Support key partnerships
   Director of Community Partnerships
        Advance DCPS OST strategy or coordination and accountability
        Assist PMT in establishing key operational relationships and DCPS partnerships
        Create joint system of vetting for quality providers
   Site Directors
        Primarily responsible for enrollment and recruitment activities
        Establishes coordinated afterschool program structure
        Creates intentional linkages between the school day and afterschool activities
   Project Associate
        Organize administrative systems, events, meetings
        Manage grant contracts and documents


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                                                   24
         Next Steps
“ The brick walls are there to
give us a chance to show how
 badly we want something” –
 Randy Pausch, Professor, Carnegie Mellon
                University
   Project My Time can have a substantial
    and lasting positive impact on the youth
    of Washington DC, and ultimately on the
    city itself…

   … with the commitment of adequate
    resources to make it sustainable.



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