community schools: bridging school and community assets october 1, 2009

Community Schools: Bridging School and Community Assets

October 1, 2009October 1, 2009

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www.communityschools.org

What Matters in SchoolsWhat Matters in Schools

• Quality teachers

• Strong leadership

• Engaging and enriching curriculum

• Accountability

• Trust among principal, teachers and parents

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What Matters Beyond SchoolWhat Matters Beyond School

• 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.

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 http://epicpolicy.org/publication/poverty-and-potential

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What Matters Beyond SchoolWhat Matters Beyond School

• Weight at birth

• Lead poisoning

• Hunger and nutrition

• Reading to young children

• Parent availability and support

• Student mobility• Parent Participation

Source: Parsing the Achievement Gap: Baselines for Tracking Progress by Paul Barton, Educational Testing Service. http://www.ets.org/research/pic/parsing.pdf

http://www.ets.org/research/pic/parsing.pdf

http://www.ets.org/research/pic/parsing.pdf

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What is a Community School?What is a Community School?

A community school is both a place and a set of partnerships between the school and other community resources. It provides academics, health and social services, youth and community development, and community engagement, and brings together many partners to offer a range of support and opportunities for children, youth, families, and communities. The school is generally open for extended hours for everyone in the community. Community schools may operate in all or a subset of schools in an LEA. (U.S. Department of Education, Title I ARRA Uses Guidelines, Sept, 2 2009)

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Duncan: School and CommunityDuncan: School and Community

“When families learn together and when schools truly become the heart and center of a neighborhood – a community anchor - there are tremendous dividends for children”.

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Results-Focused: 0-18Results-Focused: 0-18• Students attend regularly• Students achieve academically• Students are engaged and motivated—civically

and academically• Students are healthy—physically, emotionally,

mentally• Families are involved and supportive—of

children and their education• Schools, families and community work together• Schools are safe—for students, parents, school

staff• Communities are desirable places to live

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• After school enrichment and extended learning

• Early child development

• Family support

• Family and community engagement

• Adult education and workforce classes

• Community-based learning

• Health, mental health & prevention services

• Violence prevention

What Happens in a Community What Happens in a Community School?School?

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Research BaseResearch Base

• Making the Most of Non-school Time

– Reginald Clark

– Milbrey McLaughlin

– Deborah Vandell

• Enrichment & Developmental Domains

– Resiliency theory

– James Comer

• Parents’ Active Role

– Epstein & Henderson

– Epstein – middle school findings

• Coordinated Services

• Caring Adults in Child’s Life

– Fritz Ianni

– Jacquelyn Eccles


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The Community Schools Advantage

• Garner additional resources and reduce the demands on school staff

• Provide learning opportunities that develop both academic and non-academic competencies

• Build social capital — the networks and relationships that support learning and create opportunity for young people while strengthening their communities

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Research FindingsResearch Findings

• 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.

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Key PrinciplesKey Principles

• Foster strong partnerships

• Share accountability for results

• Align school and community assets and expertise

• Set high expectations for all

• Build on the community's strengths

• Embrace diversity

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INTERMEDIARYINTERMEDIARY

COMMUNITY COMMUNITY LEADERSHIPLEADERSHIP

SITE LEVEL LEADERSHIPSITE LEVEL LEADERSHIP•Site Team

•Community School CoordinatorStakeholders:•Principals•Community School Coordinator•Families•Teachers•Citizens•Community Partners•Youth

Functions:•Results Framework•Financing•Resource Development•Oversight/Evaluation•Communication•TA & Professional Development Strategy•Policy

Functions:•Results focused•Community Mobilization•Program Alignment & Integration•Partnership Development

Stakeholders:•School•Local Gov’t•Civic Orgs.•Corporation•Community Agency•Neighborhood•Families•Youth

Intermediaries:•School District•LEA•United Way•Local Gov’t•Local Ed.Fund

Community Schools Community Schools Operating FrameworkOperating Framework

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National MovementNational Movement

• National Coalition for Community Schools founded in 1998

• 21st Century CLC program grows from $1 million to $1 billion over five years

• Several cities/districts “going to scale”

• New Federal Full Service Community Schools grants program (2008)


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Large Scale InitiativesLarge Scale Initiatives• Chicago: 150 schools

• Portland, OR: 54 schools

• Evansville, IN: All schools

• Kansas City, MO Area: 60 schools

• Lincoln, NE: 23 schools

• Montgomery County, MD: 22 schools

• Cincinnati, OH: 15 schools

• South King County: 15 schools

• Tulsa, OK: 12 schools

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National Movement Part IINational Movement Part II

• ASCD Commission focuses on “whole child”

• Broader, Bolder Approach to Education statement supports CS components

• Community Agenda for America’s Public Schools gains 125 prominent endorsers

• U.S. Secretary of Education Duncan publicly supports community schools in Education Daily (3/25) and on Charlie Rose Show (3/16)


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Education Dept: Title IEducation Dept: Title I

• Title I guidelines authorize community schools: September 2, 2009

a) Finance coordinator positions

b) Professional development -- school staff

c) Basic medical equipment – last resort

d) Family literacy

e) Instruction related activities


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Race to the Top Guidelines (Draft)Race to the Top Guidelines (Draft)

• Pieces of the puzzle emerging

• Data systems reference early childhood program and health

• Expanded Learning Time

• Comprehensive Services

• Family and Community Engagement


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School Improvement Guidelines (Draft)

• Instruction that reflects a deeper understanding of the community served by the school

• Social-emotional services and supports

• Extending learning time

• Creating community-oriented schools

• More time or opportunities for enrichment activities

• Family and Community Engagement

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Federal LegislationFederal Legislation

• Reintroduction of Full Service Community Schools Act (Hoyer-Nelson)

• Keeping PACE Act

• Development of Innovative Partnerships for Student Success Act (alliance of national groups)


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“We tend to put considerations of family, community, and economy off-limits in education-reform policy discussions. However, we do so at our peril. The seriousness of our purpose requires that we learn to rub our bellies and pat our heads at the same time.”

Paul E. Barton. The Hard Facts of Education Reform, ETS


community schools: bridging school and community assets october 1, 2009

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