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 Framework

1. Service Ecosystems for
Afterschool Care In High-risk
Urban Communities
Martha G. Russell
Mapping Community Assets for Shared Vision
mediaX-THNK Global Innovation Leadership Workshop – Feb 2014

2. 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

3. Community – Family – Youth – City System
Martha G Russell, AHFE 2012

4. Wholeness Indicators
Martha G Russell, AHFE 2012

5. 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
Martha G Russell, AHFE 2012
• 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

6. Wholeness Indicators
Martha G Russell, AHFE 2012

7. Schools Are Central to Ecosystem
Martha G Russell, AHFE 2012

8. Schools Are Central to Ecosystem
Martha G Russell, AHFE 2012

9. 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.

10. When System Is Not WHOLE
Martha G Russell, AHFE 2012

11. 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.
Martha G Russell, AHFE 2012
• 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

12. When System Is Not WHOLE
Martha G Russell, AHFE 2012

13. Redirect Services RESTORE

14. Redirect Services RESTORE
• Provide housing and
transportation.
• Encourage employment and
ownership.
• Support parents’ ability to
provide necessities for
children.
• Support language
acquisition and
acculturation.
Martha G Russell, AHFE 2012
• 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.

15. Redirect Services RESTORE
Martha G Russell, AHFE 2012

16. South Dallas

17. 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

18. Evaluation Process
•
•
•
•
•
•
Description of the function
Criteria for functionality
Indicators of dysfunction
Preventative measures
Remedial actions
Changes over time
Martha G Russell, AHFE 2012

19. South Dallas System
Martha G Russell, AHFE 2012

20. Afterschool Programs
Dallas 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.

21. Afterschool Programs
Dallas 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.

22. 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.

23. Number of Children Serviced by
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.

24. 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

25. Transformative Collaborations
DALLAS AFTERSCHOOL NETWORK
Iterative
Alignment
Impact
Co-Create
Value
Shared
Vision
Transformation
Event
Coalition
Interact &
Feedback
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.

26. Transform Through Shared Vision
• Know
• Cultivate
• Orchestrate
26
Innovation Ecosystem Netw

27. Thank You
Martha.Russell@stanford.edu