also reported what they perceived to be low levels of direct involvement or genuine commitment to WAZ among district leaders (Year 2 Finding #3). On the other hand, schools and districts did not change as much in terms of some of the other Year 1 findings. For example, most districts and schools continued to rely on WAZ-funded positions (Year 2 Finding #5 and Year 1 Finding #2), although in Year 2 some districts were experimenting with ways integrate WAZ oversight responsibilities into existing staff positions. Most districts also continued to struggle with establishing a district-level infrastructure to support school-community partnerships (Year 2 Finding #2 and Year 1 Finding #4). Finally, in the Year 2 data, concerns about sustainability were a much strong theme than they had been in Year 1. In all districts, interviewees reported concerns about how WAZ would be sustained after the grant period was over. However, some districts were more planful and active than others about taking steps to ensure sustainability (Year 2 Finding #5). Table 2. Crosswalk of Year 1 and Year 2 Cross-District Findings Year 2 Findings Related Year 1 Findings Year 2 Finding 1: Year 1 Finding 3: Staff described progress in WAZ Although staff buy-in to the goals of WAZ was implementation most notably in the area of strong at all levels, knowledge among school climate and culture, citing evidence of greater staff about how to implement many of the WAZ teacher knowledge, decreased discipline strategies was limited. referrals, and improved family engagement. Year 1 Finding 5: Engaging families in the WAZ work was an ongoing struggle that was one of the top challenges reported by all interviewees. Year 2 Finding 2: Year 1 Finding 4: Many districts continued to struggle with In all WAZ districts, schools were developing establishing a district-level infrastructure to strong partnerships with community agencies; support and formalize school-community however, a district-level infrastructure for partnerships. supporting and formalizing these partnerships was slower to develop. Year 2 Finding 3: Year 1 Finding 1: Staff in four of the six districts reported lack of Most districts and schools were able to align district involvement or support. Without visible WAZ strategies with other related initiatives, and concrete support from district leaders, the but some encountered challenges in making WAZ schools sometimes struggled in achieving these connections clear and relevant for staff. buy-in among all teachers and staff, which then in turn negatively affected implementation progress.
also reported what they perceived to be low levels of direct involvement or genuine commitment to WAZ among district leaders (Year 2 Finding #3). On the other hand, schools and districts did not change as much in terms of some of the other Year 1 findings. For example, most districts and schools continued to rely on WAZ-funded positions (Year 2 Finding #5 and Year 1 Finding #2), although in Year 2 some districts were experimenting with ways integrate WAZ oversight responsibilities into existing staff positions. Most districts also continued to struggle with establishing a district-level infrastructure to support school-community partnerships (Year 2 Finding #2 and Year 1 Finding #4). Finally, in the Year 2 data, concerns about sustainability were a much strong theme than they had been in Year 1. In all districts, interviewees reported concerns about how WAZ would be sustained after the grant period was over. However, some districts were more planful and active than others about taking steps to ensure sustainability (Year 2 Finding #5). Table 2. Crosswalk of Year 1 and Year 2 Cross-District Findings Year 2 Findings Related Year 1 Findings Year 2 Finding 1: Staff described progress in WAZ implementation most notably in the area of climate and culture, citing evidence of greater teacher knowledge, decreased discipline referrals, and improved family engagement. Year 1 Finding 3: Although staff buy-in to the goals of WAZ was strong at all levels, knowledge among school staff about how to implement many of the WAZ strategies was limited. Year 1 Finding 5: Engaging families in the WAZ work was an ongoing struggle that was one of the top challenges reported by all interviewees. Year 2 Finding 2: Many districts continued to struggle with establishing a district-level infrastructure to support and formalize school-community partnerships. Year 1 Finding 4: In all WAZ districts, schools were developing strong partnerships with community agencies; however, a district-level infrastructure for supporting and formalizing these partnerships was slower to develop. Year 2 Finding 3: Staff in four of the six districts reported lack of district involvement or support. Without visible and concrete support from district leaders, the WAZ schools sometimes struggled in achieving buy-in among all teachers and staff, which then in turn negatively affected implementation progress. Year 1 Finding 1: Most districts and schools were able to align WAZ strategies with other related initiatives, but some encountered challenges in making these connections clear and relevant for staff.
01WZI-ReportThree.docx