Table 15. Crosswalk of Year 1 and Year 2 Worcester Findings Year 2 Findings Year 1 Related Findings Year 2 Finding 1: Year 1 Finding 2: The role of the WAC became clear to staff Upon launching the WAZ grant, the during the second year of WAZ and was district did not have a clear and consistent essential for schools in implementing all definition of the roles and responsibilities aspects of WAZ, including creating systems for the Wraparound Outreach Coordinator to identify and address student needs, (WAC), which created some confusion and implementing strategies to increase family delayed progress in some cases. engagement, and facilitating community Year 1 Finding 3: partnerships. Despite initial confusion around roles, hiring the WAC for each WAZ school was key to advancing the WAZ priority areas in Worcester. Year 2 Finding 2: Year 1 Finding 1: At the time of data collection, the district A significant amount of time and resources had not yet implemented the Insight/HMH during Year 1 were devoted to planning, Pinpoint System, as described in its WAZ data gathering, and refinement and plan. This contributed to delays and clarification of WAZ strategies. frustration among school staff related to tracking student progress and follow-up. Year 2 Finding 3: Year 1 Finding 1: The lack of a district-led system for A significant amount of time and resources facilitating community partnerships during Year 1 were devoted to planning, contributed to inconsistent communication data gathering, and refinement and or misunderstandings about how to clarification of WAZ strategies. formalize partnerships, the process following student referrals, or how to assess the quality of partnerships. Year 2 Finding 4: The district coordinator was essential to implementation of WAZ and the main source of district level support to staff. Year 2 Finding 5: Efforts were under way at all schools to increase parent and family engagement, with some schools expanding strategies and seeing evidence of success as they continued addressing this high-priority area. Further details regarding the Year 2 findings, and the evidence that supports them, follow.
Table 15. Crosswalk of Year 1 and Year 2 Worcester Findings Year 2 Findings Year 1 Related Findings Year 2 Finding 1: The role of the WAC became clear to staff during the second year of WAZ and was essential for schools in implementing all aspects of WAZ, including creating systems to identify and address student needs, implementing strategies to increase family engagement, and facilitating community partnerships. Year 1 Finding 2: Upon launching the WAZ grant, the district did not have a clear and consistent definition of the roles and responsibilities for the Wraparound Outreach Coordinator (WAC), which created some confusion and delayed progress in some cases. Year 1 Finding 3: Despite initial confusion around roles, hiring the WAC for each WAZ school was key to advancing the WAZ priority areas in Worcester. Year 2 Finding 2: At the time of data collection, the district had not yet implemented the Insight/HMH Pinpoint System, as described in its WAZ plan. This contributed to delays and frustration among school staff related to tracking student progress and follow-up. Year 1 Finding 1: A significant amount of time and resources during Year 1 were devoted to planning, data gathering, and refinement and clarification of WAZ strategies. Year 2 Finding 3: The lack of a district-led system for facilitating community partnerships contributed to inconsistent communication or misunderstandings about how to formalize partnerships, the process following student referrals, or how to assess the quality of partnerships. Year 1 Finding 1: A significant amount of time and resources during Year 1 were devoted to planning, data gathering, and refinement and clarification of WAZ strategies. Year 2 Finding 4: The district coordinator was essential to implementation of WAZ and the main source of district level support to staff. Year 2 Finding 5: Efforts were under way at all schools to increase parent and family engagement, with some schools expanding strategies and seeing evidence of success as they continued addressing this high-priority area. Further details regarding the Year 2 findings, and the evidence that supports them, follow.
01WZI-ReportThree.docx