service ecosystems for afterschool care in high risk urban communities
DESCRIPTION
32% of children under 13 in Dallas are without afterschool care. During this time of day they are vulnerable to crime, drugs, and ses. This case study of Dallas maps community assets for a shared vision of proactive and restorative initiatives to make high risk communities whole. Transformation FrameworkTRANSCRIPT
Service Ecosystems for Afterschool Care In High-risk Urban Communities
Martha G. Russell
Mapping Community Assets for Shared VisionmediaX-THNK Global Innovation Leadership Workshop – Feb 2014
Innovation Ecosystems Network• Data-driven visualization of resource flows for innovation
– Talent– Finances– Information
• Roots in evaluation of service systems– Technology-based economic development programs– Family-oriented, community-based services systems– Mapping community assets
• Afterschool programs• School-community interactions
• Powered by new social network analysis tools
Community – Family – Youth – City System
Martha G Russell, AHFE 2012
Wholeness Indicators
Martha G Russell, AHFE 2012
Wholeness Indicators• Regional function
– Middle class housing– Fit housing– Owner Occupancy– Business and service organizations– Immigration
• Community function– Crime index– Families not in wealth– Access to retail– Life span
• Family function– School holding power– Few crisis services needed– Low need for foster care
• Youth function (school enables)– Graduation rate– SAT Scores– Voter Turnout– Teacher Retention
Martha G Russell, AHFE 2012
Wholeness Indicators
Martha G Russell, AHFE 2012
Schools Are Central to Ecosystem
Martha G Russell, AHFE 2012
Schools Are Central to Ecosystem
Martha G Russell, AHFE 2012
Support Services Maintain Strength in the Ecosystem
• What’s working– Neighborhood and branch organizations provide
family services and youth enrichment activities.
• What’s not working– Options for enrichment learning are limited.– Services tend to be focused to individuals rather than families.– Schools and school support programs are not consistently integrated
into service networks.
When System Is Not WHOLE
Martha G Russell, AHFE 2012
When System Is Not WHOLE• Parents cannot get to the jobs that are available, even if they are eligible.• Housing is substandard, and many are homelessness.• Adults’ coping skills are inadequate, resulting in behaviors that injure
themselves and others.• Parents who perceive options choose alternatives to public school.
• Children are unsupervised and lack discipline.• Children’s mental, physical and developmental health suffers.• Youth are truant and drop out of school.• Teen births and violence limit youth’s positive choices.• Youth do not engage in community and family building
Martha G Russell, AHFE 2012
When System Is Not WHOLE
Martha G Russell, AHFE 2012
Redirect Services RESTORE
Redirect Services RESTORE
• Provide housing and transportation.• Encourage employment and ownership.• Support parents’ ability to provide necessities for children.• Support language acquisition and acculturation.
• Provide supervision and positive role models.• Provide tutoring and engage children in learning.• Give youth an opportunity to express selves and contribute.• Redirect youth to give them a second chance.
Martha G Russell, AHFE 2012
Redirect Services RESTORE
Martha G Russell, AHFE 2012
South Dallas
Asset Mapping Process• Introduce project via visible, influentials
– Service providers willing but busy– Teachers – limited availability & time– Principals – need anonymity– Superintendents – autonomous mindset
• Provide incentives for participation• Identify potential for synergy & leadership • Provide feedback on participation to build
engagement and networks for change• Continually monitor and refine plan
Martha G Russell, AHFE 2012
Evaluation Process
• Description of the function• Criteria for functionality• Indicators of dysfunction• Preventative measures• Remedial actions• Changes over time
Martha G Russell, AHFE 2012
South Dallas SystemMartha G Russell, AHFE 2012
Afterschool ProgramsDallas County
Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.
Martha G Russell, AHFE 2012
Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.
Afterschool ProgramsDallas County
Martha G Russell, AHFE 2012
Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.
Program and Financial Resources for Dallas Afterschool Programs
Martha G Russell, AHFE 2012
Russell, M.G., and Smith, M. A. (2011) “Network Analysis of a Regional Ecosystem of Afterschool Programs,” Afterschool Matters, Winter.
Number of Children Serviced by Financial Resources
for Dallas Afterschool Programs
Martha G Russell, AHFE 2012
32% of Dallas School-age Children Unsupervised Afterschool
• ~20% supervised in home-based care• Vulnerable programs dependent on single source• Program stability improves with diversified resources base
(program and financial)• Over-demand, waiting lists in high risk areas, subsidized
programs• Empty slots & program closings in low risk parent-fee programs• Definition of community is highly ambiguous
– Where I live– Where I work– Where I take my kids
Martha G Russell, AHFE 2012
Event
Impact
Coalition
Shared VisionShared Vision
TransformationTransformation
Iterative Alignment
Interact & Feedback
Co-Create Value
Transformative CollaborationsDALLAS AFTERSCHOOL NETWORK
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Martha G. Russell, Kaisa Still, Jukka Huhtamaki, and Neil Rubens, “Transforming innovation ecosystems through shared vision and network orchestration,” Triple Helix IX Conference, Stanford University, July 13, 2011.
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Transform Through Shared Vision
• Know• Cultivate• Orchestrate
Innovation Ecosystem Networks
Thank [email protected]