1. Closing the Achievement Gap and Improving your School Through the Community School Model Desiree Margo- Principal M.A. Lynch Brian Lemos- Principal Redmond High School

3. In 2006-2007 due to state assessment data M.A. Lynch was given School In Improvement status This designation provided SIG funds (School Improvement Grant funds) This designation created the opportunity in 2007-2008 for the M. A. Lynch staff to take a close look at the teaching and learning occurring at the school. John Hartford, M. A. Lynch Principal at the time, led the staff as they worked to create programs and academic interventions to improve the achievement of their students Lisa Flora, a second grade teacher at M.A. Lynch, coordinated the creation of an intensive academic after school intervention program How the Redmond Community School Initiative began

4. With the experience of developing a successful after school program, The M.A. Lynch principal and staff exhibited a readiness to further develop programming and with the support of the Commission on Children and Family were awarded a Community School Grant. Program Growth 2008-2009

5. This grant provided the critical resources needed to take the next steps to develop a “Full Service “ Community School CCF provided: Funds for a site coordinator Funds to support partner programming Critical Resources

6. In 2009 -Due to the early success of M.A. Lynch, the readiness the district exhibited, and the community REV document in addition to the leadership of Superintendent Vickie Fleming, The Redmond School District was awarded a 5 year 21 st Century Community Learning Center Grant. Lynch Terrebonne Elton Gregory Middle School Obsidian Middle School Readiness

7. In 2010 Vern Patrick was awarded a three year Oregon Community Foundation Community School Grant The Redmond School District now has five community schools

8. The Redmond School district guided the community through a collaborative community process to determine district priorities. The result of this process is the REV (Redmond Educational Vision) One of the clear and urgent themes was Community Schools Essential for the success of a community school- Start with a strong Foundation

9. “Redmond public schools belong to the community. It is important to provide opportunities for enrichment, extended learning, and before -and after-school programs. Schools must be welcoming, safe, and foster a culture that embraces differences and encourages understanding.” Community Schools- REV

10. The REV provides the foundation for the growing Community School Initiative and honors the collective recommendation and priorities of our Redmond community.

11. 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 has an integrated focus on academics, health and social services, youth and community development and community engagement that leads to improved student learning, stronger families and healthier communities. Schools become centers of the community and are open to everyone – all day, every day, evenings and weekends. -- Coalition for Community Schools

12. “Community schools--with a focus on academics, health, and social services-- offer the most promise for ensuring that every child can succeed, and that we spend precious public dollars as efficiently & effectively as possible. Schools can and should be the centers of every community.” - Congressman Steny H. Hoyer from “Community Schools in Action: Lessons from a Decade of Practice”

13. As the M.A. Lynch Community School developed partners played a key role. Key Supportive Partnerships

14. Community Connection

15. Boys and Girls Club Redmond Area Park & Recreation Department Oregon State University Extension Office- 4-H Oregon Rush Soccer Kobukan Karate & Kung fu Redmond School of Dance Redmond Youth Soccer Association (RYSA) Art VanGo Chess for Success CampFire USA Redmond Gymnastics Academy Start Making A Reader Today (SMART) All-Star Academy Basketball La Clase (Spanish Literacy Program) Future Panther Cheerleaders Supporting our Students

20. Parent Connection

21. Deschutes County Health Services Mental Health Health Clinic Neighbor Impact – Head Start Family Resource Center – Parenting Classes Family Access Network (FAN) Sparrow/Hospice Supporting our Families

22. COCC ESL Classes Spanish GED Classes Latino Community Association New York Life Financial Services Partnership to End Poverty Central Oregon Family Resource Center High Desert Education Services District - La Plaza Padres Latinos de Lynch (PLL) Supporting our Parents

23. Learning Connection

24. Academics play the central role in the programming that occurs at all five community schools. Though the needs of the whole child are met through leveraging our partnerships, academic success for all is at the core of the community school. Supporting the Academic needs of our students

25. Before school programs After School Programs Push in programs during the day Instructional coach support with use of data to inform decision making Title I support Coordination and delivery of interventions by school staff Targeted Intensive Academic Interventions

26. 1. Assessments are used to identify at risk students 1. OAKS 2. DIBELS 3. DRA 4. MAPS- Middle School 2. Using these assessments, growth targets are set for each student 3. Students and their families are sent invitations to the before and after school interventions. Staff follow up with phone calls when needed 4. Formative assessments are used to determine ongoing placement of students Intensive Interventions for Identified Students

27. Before School Program RHS Students earn credit for being a part of the Before School program. Title I staff provide support for the morning program as well

32. Depending on the level- a variety of programs are used in the after school Intensive Intervention program. Middle School HELP Program V-Math Achieve 3000 MAPS Assessment Elementary LLI- Leveled Literacy Intervention ERI- Early Reading Intervention Houghton Mifflin Resources After School Programs

33. What are the benefits to students and families? Results

34. Increased achievement for all students M.A. Lynch is closing the achievement gap

35. Reading20002001200220032004200520062007200820092010 All Students80%60%61%79%68%81%88%93% 3 rd Grade92%76%79%81%80%85%80%92%96%92% 4 th Grade72%86%73%77%78%93%92% 5 th Grade83%67%80%74%79%77%67%75%76%95% ELL17%41%16%43%58%81% Special Education 18%46%17%25%38%34%50%55%75% SES91% Math20002001200220032004200520062007200820092010 All Students70%76%54%80%81%63%75%85%87% 3 rd Grade69%78%71%67%68%78%77%65%81%92% 4 th Grade62%89%79%71%63%89%83% 5 th Grade64%80%67%85%75%79%82%79%75% 86% ELL20%29%41%29%22%58%88% Special Education 49%57%19%0%42%33%50%60%72% SES85%

38. M.A. Lynch has an on site Health Clinic and an on site Head Start. In a addition Lynch students and families have the support of a full time FAN (Family Access Network) advocate to help our most at risk students and families weave through the often confusing world of social services to ensure that all students come to school ready to learn. Increased opportunities for Health and Social Services

39. M.A. Lynch provides opportunities for parents and community members to build stronger families and healthier communities by offering a variety of classes and services : Parenting Classes Spanish GED Classes ESL Classes Fitness opportunities Increased Parent and Community Engagement

40. Strong Superintendant support Strong Principal support Initiative Integrated into the district strategic plan and site initiatives- not an add on Highly Effective coordinator Professional Development opportunities for coordinator Collaboration with partners NOT Co-Locating or simply cooperation Strong, effective partners- must be a “win/win” Integration of school day with after school- not simply an add on Site staff support Leverage resources throughout the community What are the lessons learned? What does it take for?

41. Start to sustain in year one- otherwise when the grant or when funds are gone, the program is gone Choose effective AND engaging intervention materials- not more of the same Empower site staff as leaders Listen to student and parent voice- and then use their input to develop and refine programming Welcome and leverage your community resources Continuously look for and apply for grants from various sources Develop corporate sponsors Develop ways for a variety of people to financially support programming and students thorough sponsorships More lessons learned

42. Use data to inform decision making Collect data consistently Use the data to tell a story Share the story APPRECIATE all those who are a part of the Community School work Continuously add new partners Create systems and document them More…

43. IF readiness exists- THEN What is required is : Effective Coordinator Some funds to support intensive interventions Everything else can be leveraged How can this approach be replicated in other communities?

44. Questions?