CPS CLC Process

Aligning and Supporting Partner Services with REFORM

The Resource Coordinators manage partnership programs in CPS Community Learning Centers (CLCs) and are charged with the alignment of these programs to specific and measurable goals. This process is documented in the CPS Resource Coordination Manual as REFORM, an acronym that stands for Review, Engage, Focus, Offer Support, Reset and Measure. Through REFORM, Resource Coordinators engage a team of key stakeholders (including the Local School Decision Making Committee (LSDMC)) in looking at community, school and family data to identify areas where partnership programs can positively impact student achievement.

R = At the beginning of each school year, the Resource Coordinator REVIEWS the unique data of each school and community and establishes desired partnership program outcomes or “stakes in the ground” that support academic achievement, address the holistic needs of students, and motivate community stakeholders to share accountability.  Typically, these goals are broken into four categories: 1) academic; 2) family; 3) health and wellness; and 4) community. These goals are recorded on the CLC Organization Chart and shared publically.

E = Partners are recruited and ENGAGED at the school site in alignment with CLC goals.   Each CLC partner who offers an on-going program, service or activity completes a formal Memo of Understanding that includes the “Parameters for Partnerships” guidelines established by the CPS Board of Education. In the MOU, a partner describes the program or activity, population to be served and intended impact. Resource Coordinators also interview the partners to collect additional information or to assist with the process of alignment to the CLC goals. By completing this formal process, schools and partners establish an understanding of expectations and intended results.

F = Partners are guided to FOCUS on the specific, individual needs of students.  This process is assured by Resource Coordinators who target students for resources based on their unique and individualistic needs.  A job shadowing or internship experience may meet the needs of a high school student unsure about their college or career plan.  An elementary student who is not reading on grade level may benefit from afterschool tutoring.  Resource Coordinators have access to student level data through Learning Partner Dashboard, a data system that records the partnership activity for each student and allows Resource Coordinators to see school data and partnership data side-by-side. This data is used to monitor how partnership activity is positively impacting students and supporting the achievement of school goals.

O = Resource Coordinators OFFER support to partners with monthly meetings at the school.  At these meetings, progress toward school goals is shared and partners have the opportunity to report on program highlights and challenges.  This system of regular communication helps to keep partners aligned to school goals and promotes program quality.

R = At times, partnership programs struggle to meet intended outcomes in schools.  Sometimes this is due to the inability to engage students in programs, and at other times, it is due to an unexpected change in circumstances for an individual student.  Resource Coordinators are charged to carefully monitor student progress in partnership programs and RESET when necessary.  Reset can range from a simple adjustment of the amount or type of service/activity offered to the removal of the service/activity from the school.  Through reset, Resource Coordinators assist partners in achieving greater success while working in the schools.

M = Impact of partnership programs is MEASURED both formally and informally.  Partners are informed of noticeable impact on a regular basis as Resource Coordinators encourage and support their work.  Annually, the overall impact of the Community Learning Center partnership program is measured by Innovations of Cincinnati Children’s Hospital Medical Center.  Through this evaluation, the district is able to assess whether the investment in full-time Resource Coordinators to implement REFORM is making a difference on the overall progress of the individual schools.

District Mission — Alignment of Partnerships with School Goals

By establishing the REFORM process and creating a manual to support its implementation, CPS is working to assure alignment of partnership programs with school goals. Each step in REFORM is supported with tools and monitored through actionable tasks by the Resource Coordinator.  As we move forward with this work, we will continue to closely monitor partnership programs in the Community Learning Centers and support the integration of alignment of these programs to the mission of the district and the specific goals of the individual schools.