Agenda Item
a. Memorandum of Understanding (MOU) Between Communities in Schools of Atlanta and the DeKalb County School District (for an additional year for an amount not to exceed $325,000)
Summary: Presented by: Dr. Deborah Moore-Sanders, Deputy Superintendent, Division of Equity and Student Empowerment
Request: It is requested that the Board of Education approve the MOU between Communities in Schools of Atlanta, Inc., and the DeKalb County School District (DCSD), for an additional year for an amount not to exceed $325,000.
Why: This request is a contract renewal for Communities in Schools, Inc. (CIS), whereas CIS agrees to provide students with a continuum of support services to strengthen academic achievement, attendance, and promote post-secondary success. Communities in Schools is a research-based partnership to improve outcomes for students and this amount will provide a CIS employee for five (5) identified schools. The five schools include Clarkston HS, Cross Keys HS, Towers HS, Columbia HS and Stone Mountain HS.
Details: Communities in Schools (CIS) will work collaboratively with DCSD, to deliver community-based integrated student services through the implementation of the Community in Schools Model that includes Needs Assessment, Planning, Integrated Student Supports, Monitoring/Adjusting, and Evaluation. CIS will also provide case management services for at-risk students at select DeKalb County schools.
Financial impact: The total budget of $325,000 annually for case management services will be allocated from Purchased Professional and Technical Services under Title IV - Account Code: 462.2100.530000.03221.7020.1779.8010.090.2022.
Contact: Dr. Deborah Moore-Sanders, Deputy Superintendent, Division of Equity and Student Empowerment, 678.676.1200
Effective: August 1, 2022
Status: Reviewed and approved by General Counsel.
Communities In Schools of Atlanta 2016-2021 Impact Summary
Results-Based Accountability
In 2018-2019, we began using the Results Based Accountability framework to determine the impact for our students. The framework consists of
an underlying theory and three questions to assess impact. The basic theory assumes that with targeted, integrated supports, focused on
attendance, academics, family engagement, and college and career, and students will have improved outcomes in attendance and academic
performance
The first two questions are process questions that guide program implementation. The last question is about outcomes and what happened as a
result of the program. Those three questions are:
• How much of the targeted, integrated supports were provided?
• How well were the targeted, integrated supports provided?
• Is anyone better off because of the targeted supports provided?
School Year How much of the targeted, How well were the targeted, Is anyone better off because of the targeted
integrated supports were provided? integrated supports provided? supports provided?
2016-2017 3 Schools (Towers, McNair, Cross 615 Hours of Direct Service to Case- 70% Overall Attendance Rate for Case-
Keys) Managed Students Managed Students
224 Case-Managed Students 100% students received case- 90% Case-Managed Students with no ISS or
management support OSS incidences
74% of students received 90% Case-Managed Students were Promoted
behavioral interventions including or Graduated
attendance and behavioral
monitoring
63% students received academic
assistance
2017-2018 • 2 Schools (Towers, Cross The focus this year was on student 83% Overall Attendance Rate for Case-
Keys) improvement, so our data points Managed Students
1
Communities In Schools of Atlanta 2016-2021 Impact Summary
School Year How much of the targeted, How well were the targeted, Is anyone better off because of the targeted
integrated supports were provided? integrated supports provided? supports provided?
reflect improvement instead of
• 184 Case-Managed Students supports. 82% Overall Non-Suspension Rate (No ISS or
OSS) for Case-Managed Students
14% of students with an
attendance rate below 89% in 89% Case-Managed Students Promoted or
2016-2017 increased in their Graduated
attendance rate to 90% or higher
58% of students with 1 or more ISS
or OSS in 2016-207 had no ISS or
OSS
100% of students who failed Social
Science in 2016-2017 passed
82% of students who failed Science
in 2016-2017 passed
60% of students who failed Math in
2016-2017 passed
25% of students who failed ELA in
2016-2017 passed
2018-2019 • 2 Schools Towers and Cross Family Engagement 86% Overall Attendance Rate for Case-
Keys) 51% received 2+ family supports Managed Students
2
Communities In Schools of Atlanta 2016-2021 Impact Summary
School Year How much of the targeted, How well were the targeted, Is anyone better off because of the targeted
integrated supports were provided? integrated supports provided? supports provided?
• 162 Case-Managed Students Attendance & Behavior 76% Overall Non-Suspension Rate for Case-
Attendance 47% received 4+ attendance Managed Students
107 Distinct Supports supports
1.03 Average Hours 93% Case-Managed Students Promoted or
Received/Student 66% received 1+ behavior support Graduated
6.79 Average Distinct Supports
Academics
Behavior 47% received 5+ more hours of
65 Distinct Supports academic support
1.77 Average Hours
Received/Student
2.90 Average Distinct Supports
Academics
117 Distinct Supports
3.25 Average Hours
Received/Student
4.77 Average Distinct Supports
Family Engagement
150 Distinct Supports
2.51 Average Hours
Received/Student
2.98 Average Distinct Supports
2019-2020 • 4 Schools (Columbia, Cross Family Engagement 87% Overall Attendance Rate for Case-
Keys, Stone Mountain, 75% received 2+ family support Managed Students
Towers)
• 207 Case-Managed Students Attendance & Behavior 90% Case-Managed Students Promoted or
Academics Graduated
3
Communities In Schools of Atlanta 2016-2021 Impact Summary
School Year How much of the targeted, How well were the targeted, Is anyone better off because of the targeted
integrated supports were provided? integrated supports provided? supports provided?
286 Supports 58% received 4+ attendance
6.25 Hours Average Direct Service per supports Behavior Not Included Due to Covid
Student
$21,000 in Direct Emergency Assistance Given
Family Engagement to 80 Families
198 Supports
1.58 Hours Average Direct Service per
Student
Attendance & Behavior
286 Supports
3.57 Hours Average Direct Service per
Student
2020-2021 4 Schools (Columbia, Cross Keys, Attendance 75% Overall Attendance Rate
Stone Mountain, Towers) 5.40% received 8+attendance-
195 Case-Managed Students based supports 89% of Case-Managed students Graduated or
Attendance Promoted
1,586 Supports Academics
4
Communities In Schools of Atlanta 2016-2021 Impact Summary
School Year How much of the targeted, How well were the targeted, Is anyone better off because of the targeted
integrated supports were provided? integrated supports provided? supports provided?
4.97 Hours of Average Direct Service 48% received 8+ academic based Behavior Not Included Due to Covid
per Student supports
12.39 Average Number of Supports
per Student Case Management $80,000 in Direct Emergency Assistance
83.24% received 8+ case-managed Provided to 125 Families
Academics
supports
1,852 Supports
6.89 Hours Average Direct Service per
Family Engagement
Student
57.48% received 8+ family
9.64 Average Number of Supports
engagement supports(n=107)
per Student
Case Management
1,782 Supports
8.19 Hours Average Direct Service per
Student
9.28 Average Number of Supports
per Student
Family Engagement
1,769 Supports
8.43 Hours Average Direct Service per
Student
10.85 Average Number of Supports
per Student
Additional Impact Notes
• Our attendance rate with our case-managed students has improved every year of our partnership.
• Our promotion and graduation rate for our case-managed students has been 90% almost every year.
• Cross Keys has had two site coordinators since Spring 2020. The second site coordinator has focused on reengaging students who were
at extreme high risk of dropping out of school.
5
Communities In Schools of Atlanta 2016-2021 Impact Summary
Student Reengagement
In response to the recent shifts in learning, Communities In Schools (CIS®) and the American Institutes for Research (AIR) partnered to develop a
set of tools to understand engagement at the individual, classroom, and school levels (see Appendix A). In 2021, Communities In Schools of
Atlanta implemented a Reengagement Survey developed by American Research Institute for Communities In Schools (see Appendix B). All case-
managed students at Columbia, Cross Keys, Towers, and Stone Mountain completed the survey in October 2021 and May 2022. By the end of
the school year, students’ engagement level increased overall and for each race and gender demographic.
o October 2021
§ 73% of students reported having a higher level of engagement based on emotional, social, behavior, cognitive
engagement domains.
§ 77.6% of Hispanic/Latino students reported a higher level of engagement and 69.6% of Black/African American students
reported a higher level of engagement.
§ 67.5% male students and 76.9% female students reported higher level of engagement.
o Spring 2022
§ 76.4% of students reported having a higher level of engagement based on emotional, social, behavior, cognitive
engagement domains.
§ 86.4% of Hispanic/Latino students reported a higher level of engagement and 71.9% of Black/African American students
reported a higher level of engagement.
§ 71.2% male students and 79.5% female students reported higher level of engagement.
Collaborative Partners SY23 Collaborative Partners
• DeKalb County Human Services • DeKalb County Human Services
• DeKalb County Violence Prevention • DeKalb County Violence Prevention
• AT&T • Accenture Experienceship
• Accenture • Goizueta Foundation Reengagement Coordinator at Cross
• Georgia State University AmeriCorps Members serving Cross Keys High School
Keys High School • United Way Learning Loss
• CIS National- Reengagement Grant
• BET /United Way COVID Assistance
6
Communities In Schools
Student Engagement Surveys
What is the purpose of the Engagement Surveys?
In response to the recent shifts in learning, Communities In Schools (CIS®) and the American
Institutes for Research (AIR) partnered to develop a set of tools to understand engagement at the
individual, classroom, and school levels. One of these tools is a brief set of survey items for
students in Grades 5–12 (and parents/guardians of students in Grades K–4) in any learning
environment (virtual and distance, hybrid, or in person) to report how they (or their children) are
engaging in school. These items allow schools to monitor the students’ global engagement levels
and identify areas for additional supports to meet the students where they are in the moment.
What topics are covered?
The set of survey items covers four key domains of engagement: Emotional, Social, Behavioral,
and Cognitive.
• Emotional engagement captures students’ positive and negative feelings about school
and feelings of belonging (e.g., “I feel like I am part of my school.”).
• Social engagement addresses how students are connecting with teachers and other
school adults (e.g., “There is an adult at my school I can talk to when I am upset.”) as
well as friends (e.g., “I regularly talk to/connect with friends from school.”).
• Behavioral engagement measures how involved students are in school or how they are
participating (e.g., “When given the chance, I participate in class discussions or
activities.”).
• Cognitive engagement refers to students’ level of interest and how they value school
(e.g., “School is important to me.”).
Where do the survey items come from?
Most of the items included in this brief survey were adapted from other well-established and
validated school climate surveys. The sources are listed below (in alphabetical order):
• Alaska School Climate and Connectedness Survey (SCCS)—https://aasb.org/wp-
content/uploads/SCCS-2016-Statewide-Report-7Nov.pdf
• American Institutes for Research Conditions for Learning (CFL) Surveys—
https://supportiveschooldiscipline.org/resources/air-conditions-learning-surveys
• Authoritative School Climate Survey (ASCS)—https://curry.virginia.edu/authoritative-
school-climate-survey-and-school-climate-bullying-survey
• Community and Youth Collaborative Institute (CAYCI) School Experience Surveys—
http://cayci.osu.edu/surveys
• REACH Survey from the Search Institute—http://www.search-
institute.org/sites/default/files/a/REACH-Survey-Tech-Summary.pdf
• U.S. Department of Education School Climate Surveys (EDSCLS)—
https://safesupportivelearning.ed.gov/edscls
© 2020 Communities In Schools, Inc.
Communities In Schools
Student Engagement Survey
For Students in Grades 5-12
Emotional Engagement
How strongly do you agree or disagree with the following statements? Mark One
Response
1. I feel like I am part of my school.
Strongly Disagree
Disagree
Agree
Strongly Agree
2. My teachers provide instructional materials (e.g., videos, readings, handouts) that reflect
my cultural background, ethnicity, and identity.
Strongly Disagree
Disagree
Agree
Strongly Agree
Social Engagement
How strongly do you agree or disagree with the following statements? Mark One
Response
Teachers/School Adults
3. There is an adult at my school I can talk to when I am upset.
Strongly Disagree
Disagree
Agree
Strongly Agree
4. I am comfortable asking my teachers or other adults for help with my schoolwork.
Strongly Disagree
Disagree
Agree
Strongly Agree
Friends
5. I have friends at school that support and care about me.
© 2020 Communities In Schools, Inc.
Strongly Disagree
Disagree
Agree
Strongly Agree
6. I regularly talk to/connect with friends from school.
Strongly Disagree
Disagree
Agree
Strongly Agree
Behavioral Engagement
How strongly do you agree or disagree with the following statements? Mark One
Response
7. When given the chance, I participate in class discussions or activities.
Strongly Disagree
Disagree
Agree
Strongly Agree
8. I set goals related to my schoolwork and try to reach them.
Strongly Disagree
Disagree
Agree
Strongly Agree
Effort/focus
9. I try hard to do well in school.
Strongly Disagree
Disagree
Agree
Strongly Agree
10. I work hard on all assignments even if they won’t affect my grade.
Strongly Disagree
Disagree
Agree
Strongly Agree
© 2020 Communities In Schools, Inc.
Cognitive Engagement
How strongly do you agree or disagree with the following statements? Mark One
Response
Interest/thinking
11. At least one of the topics we are studying is interesting and challenging to me.
Strongly Disagree
Disagree
Agree
Strongly Agree
12. I like the challenges of learning new things in school.
Strongly Disagree
Disagree
Agree
Strongly Agree
Value School
13. School is important to me.
Strongly Disagree
Disagree
Agree
Strongly Agree
© 2020 Communities In Schools, Inc.