Case Studies

Canyons School District: Canyons School District (CSD), in Salt Lake County Utah, has emphasized the development of strategic school-family-community partnerships to support the learning and development of all students in their Title 1 elementary schools.  In 2012 and 2014, youth, parents, and teachers/staff completed the CAYCI SES to inform their ongoing school improvement efforts.   Survey responses have been used to show growth over the two years. For example, teachers and staff reported that stronger learning support systems were in place in 2014 compared to 2012.  Areas still needing attention were also identified and used to identify school priorities for the 2014-15 school year.

CAYCI has provided additional technical support to the schools and districts in the past using their evidence-based model, called the Community Collaboration Model for School Improvement.  (CCMSI; Anderson-Butcher et al., 2006). The CCMSI is an expanded framework designed to ensure schools have the right “conditions” to foster students’ learning, healthy development, and success. Since starting their work, the CSD Community Schools have brought together community and school-based resources to support the academic, social, emotional, physical, and mental health needs of young people and their families.  Data gathered with the CAYCI SES has informed this work by helping create a shared understanding among partners regarding the needs of the students, schools, and communities.

State College Area School District: The State College Area School District (SCASD) in Pennsylvania used the CAYCI SES for a needs assessment associated with funding from U.S. Department of Education’s Grants to Integrate Schools and Mental Health Systems program. The data, collected in 2010-2011, provided SCASD with the information they needed to plan expanded school mental health services and supports for 7,000+ students and families. With separate versions for students, teachers, and families, the CAYCI was a valuable tool for comparing and contrasting experiences across different groups of stakeholders. The CAYCI was critical for identifying nonacademic barriers to learning and improving access to services to SCASD students.

Six County Ohio Project: Thirty nine secondary schools across six counties in rural Ohio collected data using the CAYCI middle/high school survey as part of a broader school-community planning agenda. Over 8500 students participated in the data collection process; and the MVESC compiled school, district, county, and regional reports, thus assisting the local school community with understanding and interpreting their needs assessment data. The schools and their local behavioral mental health boards, and other community partners are now using the data to guide school and community-wide improvement efforts focused on academic learning, school climate and youth development, and non-academic barriers to learning.

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