Community Schools: Bridging School and Community Assets October 1, 2009

®® What Matters in Schools Quality teachers Strong leadership Engaging and enriching curriculum Accountability Trust among principal, teachers and parents

®® What 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

®® What 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.

®® 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, )

®® Duncan: 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”.

®® Results-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

®® 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 School?

®® Research 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

®® 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

®® g Research 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.

®® Key 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

®® 13 INTERMEDIARY COMMUNITYLEADERSHIP SITE LEVEL LEADERSHIP Site Team Community School Coordinator Stakeholders: 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 Operating Framework

®® National Movement National Coalition for Community Schools founded in st 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)

®® Large 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

®® National 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)

®® Education 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

®® 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

®® 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

®® Federal 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)

21 “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