A framework for planning and evaluating the new design

Abstract

Community schools, community learning centers, extended service schools and multi-service schools are complex designs characterized by multiple, core components. In advanced exemplars, five defining components usually are evident. In no particular order, these components are health services, social services, extended or out-of-school time learning, positive youth development, and parent and family interventions. These five components are not isolated or stand-alone initiatives. They are developed with an eye toward their interactions and mutually supportive relationships. The main idea is noteworthy: Co-occurring and interacting child, family, school and community needs and problems necessitate such a complex, multi-faceted intervention strategy. One way to facilitate understanding of this complex design and showcase the relationships and interactions that lead to better results is to provide a special depiction called a theory of change diagram. Figure 3.1 is designed and presented accordingly, and it lends coherence to planning, analysis, and evaluation-driven learning, knowledge generation and continuous quality improvement. This figure also provides a framework for identifying selectivity in many local school-related designs. For example, worldwide this new design tends to be premised on the inherited, dominant idea that “professionals know best” what vulnerable children, families and communities need and require. This predictable selectivity sets the stage for the next set of innovations for this new school-related design.