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Community Schools: A Strategy for Resource Equity and School Transformation 1.

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Presentation on theme: "Community Schools: A Strategy for Resource Equity and School Transformation 1."— Presentation transcript:

1 Community Schools: A Strategy for Resource Equity and School Transformation 1

2 What we all agree on… Home, school, and community all matter to a child’s education and development. We need strong teachers and principals that are supported by school systems. Accountability matters. Public schools are central to our democratic society. Fiscal stringency is the order of the day. Schools and communities must work together for the education of our children. 2

3 What Matters in School? Highly qualified teachers Strong leadership Rigorous and engaging curriculum Motivated students Positive school climate Safety Effective use of technology 3

4 4 What else matters?

5 Beyond School Factors that Impact Learning Low birth-weight and non-genetic prenatal influences on children; Inadequate medical, dental, and vision care; Food insecurity; Environmental pollutants; Family relations and family stress; and Neighborhood characteristics including a child’s family’s residential instability Source: Berliner, David C. (2009). Poverty and Potential: Out-of-School Factors and School Success. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from 5

6 So, what’s the Solution? 6

7 Community Schools! 7

8 What is a Community School?  Students in Oakland, California made this short video to explain the concept: FC3awuo&list=UUfjpuPCz1affRXHA3Z5kMCg 8

9 COMPREHENSIVE SUPPORT SERVICES EXPANDED LEARNING OPPORTUNITIES CORE INSTRUCTIONAL PROGRAM Community Family Child What is a Community School?

10  A “Community School” is a type of school where: ▫ The school and partners from across the community come together to educate and support kids creating collective impact ▫ Community resources are strategically organized to support student success ▫ There is a focus on the whole child, integrating academics, services, supports and opportunities ▫ The school and partners from across the community come together to educate and support kids creating collective impact ▫ Community resources are strategically organized to support student success ▫ There is a focus on the whole child, integrating academics, services, supports and opportunities 10

11 Many Names…. Same Concept: Community School= Community Learning Center= Integrated Instructional Supports Model= Integrated Student Supports= Full-Service Community Schools Model 11

12 12 What is the Community Schools Strategy? “Community Schools” is also a strategy (or set of strategies) that continues to evolve as it is practiced around the US by: School districts ▫Cincinnati, Ohio; Oakland, California Multiple school districts in partnership with county and city governments ▫Portland, OR Service providers who partner with school districts and individual schools ▫Communities in Schools, for example Third party organizations who mobilize the cross-sector governance and manage collaboration between school districts, local government, service providers and more ▫Say Yes to Education in Syracuse and Buffalo, NY

13 Community Schools Strategies Are…Are not…. strategies for achieving equity of opportunity (and in Pittsburgh, the Promise, for all Pittsburgh kids) strategies for improving community health and prosperity as well as improving educational outcomes strategies for strengthening public school districts where many children are living in poverty that also provide reasons for middle class families to keep their children enrolled strategies to racially re-segregate schools and neighborhoods by worsening the inequitable distribution of resources meant to be fully-funded by the school district the same in every community temporary programs that lose funding after a few years 13

14 Why do we need Community Schools Strategies? Community Schools create the conditions for learning: Early childhood development programs nurture early learning and development Qualified teachers, challenging curriculum, high standards, and high expectations Students are motivated and engaged Students have increased learning opportunities Physical, social, and emotional needs are met for youth and families Collaboration and respect between families and schools staff The community is engaged in the school and promotes a school climate that is safe, supportive, and respectful and that connects students to a broader learning community. 14

15 Community Schools Guiding Principles Focus on Equity Results-driven - shared accountability for results Align school and community assets and expertise Coordination between school, community and service providers at school and district levels Set high expectations for all Build on the community's strengths 15

16 Community Schools Produce Results Student gains in academic achievement and non- academic development widely evident; Parent/family participation seen as instrumental to children’s success; Schools have stronger staff and parent relationships, improved school climate and greater community support; Community is stronger – improved safety and connections among people. 16

17 Student Academic Outcomes Cincinnati, OH - students receiving any opportunity or support service including tutoring, mentoring, college access, or after-school activities saw, on average, a 5.6 point increase in their reading scores from to the school year and a 4.6 point advance in math. This was in marked contrast to the 2.0 gain in reading and the 1.8 point gain in math among students who did not receive services. Cincinnati was also the first urban school district in Ohio to receive an effective rating and is the highest rated urban school district in the state. Tulsa Area, OK Community Schools TACSI students significantly outperformed comparison students in math by 32 points and in reading by 19 points in schools where the community school model was implemented most successfully. Hartford, CT - Schools showed gains in and test scores, and scores remained steady. Afterschool participants demonstrated steady or greater increase in proficiency levels from 2009 through 2011, compared to non-participants. 17

18 Non-Academic Outcomes An analysis of report cards in 11 K-5 City Connects (CCNX) schools in Boston MA, showed that CCNX students significantly outperformed students in comparative schools in academic work effort across grades 3-5 and had significantly better work habits by grade 5. In a national evaluation of Communities in Schools (CIS), teachers indicated that CIS has a positive effect on their performance in the classroom by contributing to students’ classroom preparation and fostering positive attitudes toward learning. In South King County, WA, 60% of students identified as needing help increased their class participation, attention and motivation; three quarters improved their academic performance over the course of the year. Student and teacher feedback indicated that programs help students feel safe and supported, foster a sense of belonging; and provide middle and high school students with opportunities to lead and mentor 18

19 Community Schools Core Elements At a SchoolAt the District Level Curriculum that is engaging, culturally relevant and challenging High quality teaching Coordinated wrap-around supports Positive discipline practices such as restorative justice Transformational parent and community engagement Cross-Sector Leadership that Includes: ▫City ▫County ▫School District ▫Private Philanthropy ▫Non-Profit Sector ▫Higher Education Data-sharing capacity between the school district and other government agencies 19

20 Community Schools Implementation: Coordination is Key At a SchoolAt the District Level A Site Coordinator works closely with the principal to ensure that in-school academic programs are coordinated with expanded learning opportunities and wrap-around support services ▫The Site Coordinator makes sure that teachers and service providers are working together to meet every child’s needs Parents, students and the community are included in planning and decision-making Commitment of School District, City and County Leadership to work together City-wide, cross-sector governance model ▫Develops city-wide strategy– engages partners ▫Develops and resources student information management system ▫Mobilizes Resources 20

21 How do we scale-up? 21

22 Scaling Up…. a place and a set of partnerships connecting school, family and community A Community School a vertical network of schools from pre-k through grade 12 in a single attendance area, linked across one or more districts A System of community schools is… A community-wide infrastructure able to support the social, emotional and physical needs of every child and family and increase opportunities for future success A Community where learning happens 22

23 23 Pittsburgh has some Community Schools strategies already in play: A commitment to ending racial disparities in student achievement A partnership with Communities in Schools at Arsenal K-5 Homewood Children’s Village partnership at Pittsburgh Lincoln and Faison Parent Engagement Specialists and the FACE Coordinator position Partnerships with mental and behavioral health providers And more…

24 We are at a great place to begin “scaling up” 24

25 Scaling Up - Six Stages 1.Decide to Scale up 2.Develop and operating framework- Assemble Cross-Sector Leadership Table 3.Plan for Scale up 4.Plan for Sustainability 5.Implement systematically 6.Continue Improvement and Expansion 25

26 26

27 How do you finance this strategy? 27

28 Financing Community Schools 1.Resources (financial & human capital) support & strengthen learning 2.District dollars can be leveraged 3:1 3.Collaborative leadership at site and system levels support finances 4.Public and private partners expand capacity 5.Coordination leverages capacity at minimal cost 28

29 Key Finding 1: Most money supports learning Community schools use the bulk of their resources to directly assist schools in meeting their core instructional mission, while also strengthening the health and well- being of students, families and neighborhoods. 29

30 Key Finding 2: District dollars leveraged 3:1 30

31 Educational Funding Streams that have been used for Community Schools Strategies  Title I  SIG – Title I School Improvement Dollars  1003 G – School Improvement Dollars  Special Education  Title II – Professional Development  Title III – English as a Second Language  Title IV – Safe and Drug Free Schools  21st Century Community Learning Centers  Full Service Community Schools Grant  Carol M. White Physical Education Grant  Safe Schools / Healthy Students  McKinney Vento Homeless Grant  Even Start 31

32 Public Funding Non-Educational Public Funding Streams that can be used for Community Schools  Local and State Sources ◦ City General Fund ◦ County Human Services and General Fund ◦ Special Levies (Children’s Levies, etc.) ◦ Housing & Community Services (emergency housing programs, etc.) ◦ Energy Assistance Programs  Federal Sources ◦ USDA CACFP (afterschool & suppers) & Summer lunch ◦ Housing and Urban Development (HUD) ◦ Community Services Block Grant ◦ Head Start ◦ Substance Abuse and Mental Health Services (SAMHSA) $ ◦ Temporary Assistance to Needy Families (TANF) and Child Care Block Grant $ 32

33 Private Private Funding Streams that can be tapped for Community Schools  United Way  Businesses/Corporations (including Hospitals)  Foundations  Universities  Fees 33

34 Additional Resources Cincinnati model video, 10:40 minutes jAZidqZbNR94vj6uok1KgxwxBk4&bctid= jAZidqZbNR94vj6uok1KgxwxBk4&bctid= What are teachers saying about Community Schools? ▫Video highlighting 3 teachers experiencing Community Schools in San Francisco, CA, St. Paul, MN and Cincinnati, OH, 7:22 minutes Visit AFT’s Community School page: ▫http://www.aft.org/issues/schoolreform/commschools/index.cfmhttp://www.aft.org/issues/schoolreform/commschools/index.cfm Visit the Coalition for Community Schools: 34


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