TCCC is a collaborative made up of a broad cross-section of community partners, each with a stake in improving educational outcomes, committed to using data to align resources, focusing our efforts around common goals, and helping build and implement strategies to facilitate widespread systemic change. Our partners include the four public school districts and eight institutions of higher education serving the tri-county area, as well as local businesses, nonprofits, faith based organizations, philanthropic, economic development, civic, health and human service agencies, students, parents and other community stakeholders.
Rather than execute programs directly, TCCC operates as backbone support for these partners as they work in collaboration, providing research and logistic support, facilitating program development and expansion within and among existing institutions, helping to build capacity and align resources, and advocating to the broader community in support of common goals.
Driven by Data
The use of data to guide decision-making and make continuous improvements is a key element of the collective impact approach. “Core Indicators” that mark milestones along a student’s educational path from birth to workforce readiness were selected based on national research and broad community input. These Core Indicators are expressed for the region as a whole, with a preliminary look at where we are and where we have been. Their exclusive purpose is to guide our collaborations and serve as the primary measures of our community’s progress.
Guided by Process
Core Indicators provide the starting point. The “Tri-County Region Improvement Process (TRIP!),” a nationally recognized continuous improvement approach tailored to fit our purpose, will guide community groups in identifying leading indicators and root causes that impede progress. These groups (“Networks”) will then identify program gaps and opportunities for improvement across the cradle to career continuum. Each TCCC network is supported by facilitators and other partners trained in the TRIP! process who use the cycle continuously to provide structure to the groups’ work at all levels. Core components in the “process wheel” include:
Identification of a core indicator
Identifying the right people who want to address the issue
Establishing and building trusting relationships
Gathering and understanding the data
Creating a current and future state picture
Identifying and prioritizing catalytic projects
Conducting a project with deliverables and measures
Engaging in disciplined continuous improvement
“Our teachers and administrators rely heavily on test scores and other data to shape our curriculum and improve instruction, making sure we meet the needs of each and every student in our district. More than just numbers and mandates, data is an invaluable tool for helping our students reach their fullest potential – after all, that’s what these tests are intended to do.”
Dr. Morris Ravenell Superintendent Dorchester School District Four