Ready By 21 Webinar Series: United Ways and Community Schools – Lessons from the Field United Way...
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Transcript of Ready By 21 Webinar Series: United Ways and Community Schools – Lessons from the Field United Way...
Ready By 21 Webinar Series: United Ways and Community Schools – Lessons from the Field
United Way Worldwide
October 28, 2010
Today’s Objectives
• Share a common definition of Community Schools
• Learn about the extent of United Way support for community schools across the country
• Hear about national trends in community schools, federal, and state policy developments
• Learn how two local United Ways have implemented community schools initiatives in their community
Presenters
• Marty Blank, President of the Institute for Educational Leadership & Director of the Coalition of Community Schools
• Ashley Hillman, Community Collaborations Director, United Way of Salt Lake
• Jill Pereira, Acting Director, COMPASS Community Schools, United Way of Greater Lehigh Valley
Big Goals
•United Way set out a challenge 18 months ago, that by 2018 we would work with communities to:
Cut by half the number of students who drop out
Cut by half the number of financially unstable lower-income working families
Improve by one-third the number of healthy risk-avoiding youth and adults
Audacious goals that can’t be achieved by United Way alone
Our Point of View: The Birth-21 Education Continuum
We must give our children the tools to:
– Enter school ready to succeed
– Read proficiently by 4th grade;
– Make a successful transition to middle school;
– Graduate from high school on time; and
– Be ready for success in college, work and life
The Total Child requires the Total Community. We have to insulate the
education pipeline.
United Way’s Education Action Plan June 12, 2009
Ready By 21 Partnership
• Partners – American Association for School Administrators; Corporate Voices; Forum for Youth Investment; National Conference of State Legislatures; and the National Collaboration for Youth Development
• Goal – improve the number of youth that are ready for college, career and life by age 21 through leadership development
• Key UWW Activities(1) develop UW specific tools, resources and learning opportunities; (2) create and grow a UWW RB21 Learning Community; (3) provide grants in the SE to build UW system capacity
“The 4 B’s” – The Capacities Leaders Need To Strengthen To Do Business Differently
• Broader Partnerships
• Bigger Goals
• Better Data & Decision Making
• Bolder Strategies
United Way’s Education Action Plan June 12, 2009
What is a Community School?
• Provides a comprehensive and diverse set of school-based services and supports - including academics, physical and mental health services, social services; youth development, etc.
• Describes both the place “school” where these supports are primarily provided, and the mechanism for accomplishing this – through a strategic and intentional set of partnerships
• Schools are generally open to the community
• Community engagement is emphasized
United Way’s Education Action Plan June 12, 2009
United Way WorldwideCommunity Schools Survey
Summary of Responses
October 28, 2010
United Way’s Education Action Plan June 12, 2009
United Way’s Role in Community Schools Initiatives
0
10
20
30
40
50
60
70
80
90
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
East
West
North
United Way’s Education Action Plan June 12, 2009
UW Staff Roles in Community Schools Initiatives
United Way’s Education Action Plan June 12, 2009
Funding for Community Schools Initiatives
• Significant range in UW direct support for Community Schools – e.g. $10,000 - $1.1 million
• Additional sources of funding include:
–The local school system (80%)
–Federal funding (e.g. Title I, 21st CCLC, TANF, etc.)
–Private foundations (Gates, Ford)
–Corporate donors
United Way’s Education Action Plan June 12, 2009
Outcomes for Community Schools Initiatives
• About ½ UW respondents working in community schools state that their coalition has identified outcomes for their Community Schools Initiative
• Of those respondents, most commonly identified outcomes included:
–Increasing attendance rates
–Reducing risk-taking behaviors
–Improving on-time graduation rates
–Improving academic performance
United Way’s Education Action Plan June 12, 2009
Noted Challenges
• Collaborating with school districts
• Shortage of resources
• UW internal capacity
• Identifying clear goals/focus on outcomes
www.communityschools.orgwww.communityschools.org 16
Community Schools: The Community Schools: The United WayUnited Way
November 2010
www.communityschools.org
The Coalition for Community The Coalition for Community SchoolsSchools
Vision: The Coalition for Community Schools believes that strong communities require strong schools and strong schools require strong communities. We envision a future in which schools are centers of thriving communities where everyone belongs, works together, and succeeds.
Mission: The Coalition advances opportunities for the success of children, families and communities by promoting the development of more, and more effective, community schools.
www.communityschools.org 17
www.communityschools.org
Coalition Partners Coalition Partners include….include….
With over 150 local, state, and national partners, the Coalition is comprised of organizations representing:
Nonprofit organizations: e.g. United Ways Youth development Health, mental health and social services K-12 and higher education Local government Community development organizations Local community school initiatives…more
Our partners recognize the community school advantage in achieving their own goals.
www.communityschools.org 18
www.communityschools.org
What is a Community What is a Community School?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. (Title I Guidelines, U.S. Department of Education, Sept. 2, 2009)
www.communityschools.orgwww.communityschools.org 20
Community School Results: Community School Results: Children, Families, & Children, Families, &
CommunitiesCommunitiesStudents 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.
www.communityschools.orgwww.communityschools.org 21
Key PrinciplesKey Principles
Foster strong partnershipsShare accountability for results Align school and community assets and expertiseSet high expectations for all Build on the community's strengths Embrace diversity
www.communityschools.org
Community Schools across Community Schools across AmericaAmerica
30-35 United WaysSchool District Leadership: Oakland, Providence, EvansvilleLocal Government Leadership: Portland, Grand RapidsHigher Education: Philadelphia, TulsaNational Models: Children’s Aid Society, Beacons, Communities in Schools, National Community Education Association
www.communityschools.org 22
www.communityschools.org
Community Schools: Collaborative Community Schools: Collaborative Leadership StructureLeadership Structure
www.communityschools.org 23
www.communityschools.org
United Way Roles in Community United Way Roles in Community SchoolsSchools
www.communityschools.org 24
Key player in community leadership group
Intermediary organization Lead agency or contract with others
to be leads Funder – fund intermediaries and
incentivize the integration of grantee work at individual schools through the community schools approach
www.communityschools.org
State Policy LandscapeState Policy Landscape
NGA focus on community schools
Emerging networks in multiple states:
New Mexico, California, Illinois, Indiana, New York, Ohio, Pennsylvania
www.communityschools.org 25
www.communityschools.org
Federal Policy Federal Policy LandscapeLandscape
DIPLOMA Act (Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement, S.3595, H.R. 6229)
July 15, 2010 – introduced by Senator Sherrod Brown (D-OH) and Senator Bernie Sanders (I-VT)
September 28, 2010 – introduced by Rep. Judy Chu (D-CA, 32nd District)
Full Service Community School (FSCS) Act 2009 re-introduction is still in committee
Eleven 2010 FSCS Winners Promise Neighborhood Grants 8 of the winners have community schools at center
Coalition is working to embed community school principles into the reauthorized ESEA.
www.communityschools.org 26
www.communityschools.org
Special Information for United Special Information for United Ways:Ways:
Visit: http://www.communityschools.org/resources/resources_for_local_united_ways.aspx
Martin BlankPresident, Institute for Educational LeadershipDirector, Coalition for Community Schools4455 Connecticut Ave, NW Suite 310Washington, DC 20008202-822-8405 [email protected]
www.communityschools.org 27
Community Learning Center Initiative
United Way of Salt Lake
BackgroundJuly 2006 July 2007
Problems Identified
2004 Community Assessment identified barriers to education as one of four underlying “core issues” or causes of other serious community needs.
Community Agenda Task Force
Diverse community group brought together to discuss highly effective strategies for addressing each of the “core issues” identified in the community assessment. Community Learning Centers identified and selected as one of two key strategies.
Community Learning Centers Change Council
Broad group of education and other experts convened to research and develop a strategy for implementing Community Learning Centers.
Project Begins
October 2004
November 2004 to June 2005
July 2005 to June 2006
August 2007
Start-Up Funding and Partner Selection
Start-up funding is secured, RFP developed and lead partner is selected.
Late July 2008
Research begins and steering committee formed.
Centro de la Familia convenes steering committee and lays out plan for implementing initiative.
Children’s Aid Society trains steering committee and team attends Community Schools Conference
Community schools conference held in Portland, OR. Eight representatives from Utah attend.
RFP released and partner schools are selected
Selection subcommittee chooses 4 schools from a pool of 13.
Woodrow WilsonKearns Jr. HighMountain ViewWasatch
City of South Salt Lake, Salt Lake County, Salt Lake City School District, and Davis School District selected as lead partners.
August 2007January 2008
February 2008March 2008
Early July 2008
October 2008
Centro decides not to continue as CLC lead partner
Meetings with stakeholders held to get feedback on best way to move initiative forward.
Getting Started: Target Objectives
• Increases in overall educational achievement • Reductions in achievement gaps • Improvements in school readiness• Gains in child and youth development• Greater family stability and engagement in
education
Research and Assessment • The Community Agenda Task Force was reorganized as a
“Community Change Council” including: education and non-profit experts, as well as government, business, and faith-based representatives.
• The council met monthly over the course of a year to further study the Community Learning Center model, assess feasibility of CLC implementation in Salt Lake County, identify barriers, and recommend a potential strategy to expand CLCs.
• A national expert from the Children’s Aid Society was brought to Utah for direct consultation.
• Each district in SL County presented their approach to CLC implementation (and meetings were held with each superintendent).
• Focus groups were held with educators, parents and youth to assess needs and interest in the CLC concept.
• CLCs have faced a variety of barriers over the course of implementation, including:• Procuring sustainable resources• Community / neighborhood support and engagement• Lack of support from school personnel (usually as a
result of excessive demands and limited resources)• The challenge of meeting basic educational needs given
Utah’s education funding dilemma is so significant that more comprehensive education models such as CLCs must involve the community in a substantial way.
• Evidence-based success as we approach the 3rd year of CLC funding confirms that this is a powerful model.
UWSL Community Change Council Findings
Evidence-Based Success: Community Learning Center Highlights 2010
• With nearly 100 coordinated services, CLC sites are offering a multitude of programs that range from gingerbread house festivals and ESL courses to mobile medical clinics and computer tutoring.
• At Wasatch Elementary in Davis County 72% of the students have increased their scores on standardized tests.
• In August of 2009 Guadalupe Schools had 2 parents on the Parent Involvement Committee (PTA). At the end of the 2010 school year, the same committee had 25 parents actively involved.
• Wasatch Elementary’s free and reduced lunch rates increased this school year, but the mobility rates have decreased.
• In Park City, the Holy Cross CLC has served over 450 students and parents. Programs at Holy Cross contain academic skill building and recreational components, as well as home visitation.
• Kearns Junior High served over 2800 individuals at the Kearns Community Learning Center while the Davis CLC served nearly 3000.
A New Way of Thinking: Funding Centers to Achieve Community Impact
• A 10 year transformation comes to fruition; success of CLCs validates UWSL’s shift to a focus on funding collaborative efforts.• Community Learning Centers• Welcome Centers• Prosperity Centers
• UWSL is focusing its allocation of resources to achieve greater impact without spreading resources an inch deep and a mile wide.
• Basic Needs; Community Impact (Integrated Service Delivery and Advocacy)
EDUCATION
INCOME
HEALTH
Food, Housing, Health and SafetyBasic Needs
Build a strong foundation of early learning from birth to
age 8
Measures age appropriate developmentkindergarten readiness4th grade reading levels
Help people gain the income and financial tools
to thrive
Improve child health and
promote healthy behaviors
Measures income to support familysaving for college and / or retirement
Measures health coverage and access illness and disease obesity rates
Education, Income and Health and English Language, Civic Engagement and Inclusion
Immigrant / RefugeeIntegration
Journey to the Lehigh Valley:COMPASS Community Schools in ActionJill Pereira, Acting Director, COMPASS Community Schools
…A Community Building Partnership of United Way of the Lehigh Valley
39
Lehigh Valley Snapshot
Two counties – 626,850 populationMetro IA United Way - $9.4 M “Campaign” – 36 Staff
Total $3.3 M investment in early childhood and education programs, systems strategies17 school districts – 200 schools – 100,000 students42 schools in 4 districts identified as “highest need” (based on academic performance/poverty rate)50+% urban students eligible for free/reduced lunch1,000+ students drop out of high school each year
…A Community Building Partnership of United Way of the Lehigh Valley
40
Building on over 10 Years of School Success Partnerships… 1997-2005: Lehigh Valley Council for Youth
Partnerships with 7 school districts (20+ schools) to pilot “school success” models:
5 Family Centers “Wraparound” for challenged students
Positive Behavior Interventions and Supports (PBIS) 40 Developmental Assets
2005: Regional “launching” Community Schools Conference & first three Community Schools
2006: New collaborative name & board for a new strategic direction – Community Partners for Student Success (COMPASS)
…A Community Building Partnership of United Way of the Lehigh Valley
41
Our Theory of Change…Student well-being is necessary to absorb quality education
Schools cannot do it alone – Parents and community partners help build resources and social capital to support students
Community School model seeks long-term/integrated improvements vs. quick-fix/fragmented programs
More and stronger Community Schools are possible with ongoing skilled support
Measurable Results:
School Success
& Graduation
…A Community Building Partnership of United Way of the Lehigh Valley
42
Resource Development for Community School Partnerships
Project Investment
Program InvestmentRange: $10,000-$290,000
Partnership InvestmentApproximately $500,000 annually
Mini-grants for small, specific projects
After School Programs, Parent Engagement Programs/Services, Salaries for Essential Staff Members, such as Parent Coordinators, After School Coordinators
Community School Coordinator/Director Salary, Training and Technical Assistance, Operating Costs
…A Community Building Partnership of United Way of the Lehigh Valley
43
COMPASS:UW’s Intermediary Catalyst for “Movement”
COMPASS “brand” represents collaborative of two counties, three school districts, five lead partner organizations, multiple volunteers and fundersMobilize & support new Community SchoolsStrengthen developing Community SchoolsTrain Community School staff, leaders & teamsEquip community-based organizations to partner effectively with schoolsEngage local businesses & corporations in “adopting” schoolsBuild public/private resource pool to achieve critical mass
…A Community Building Partnership of United Way of the Lehigh Valley
44
COMPASS Community Schools:Core Ingredients
School Principal leading the vision and processCommunity School Coordinator/Director employed by a Lead Community Organization or Institution of Higher Education (Lead Partner) Site-based Leadership TeamResults-focused, curriculum-integrated planCoherent web of partnershipsParents as leaders and decision-makers
…A Community Building Partnership of United Way of the Lehigh Valley
45
Getting Started…
Four main areas to consider:
Identifying the right outcomesBuilding the right knowledge baseIdentifying the right structureBuilding the right energy and support
…A Community Building Partnership of United Way of the Lehigh Valley
46
Identifying the Right OutcomesAssess current district, school, and
community priorities for students, families, and the neighborhood through data-driven discussionAssess priorities and desired outcomes for systemsAgree on results-framework (school accountability/improvement plan, results-accountability models) that works
…A Community Building Partnership of United Way of the Lehigh Valley
47
Building the Right Knowledge Base
Map school and community assets (programs, services, partners)Gather information from peers through site visits, webinars, other Community School events, conferences, publicationsImprove familiarity with the “language” and priorities of educationImprove familiarity with the processes, advantages and challenges of community-based organizations
…A Community Building Partnership of United Way of the Lehigh Valley
48
Identifying the Right StructureKey characteristics of Community Schools included extended hours, extended relationships, extended services… assess capacity of key playersArticulate clear roles and expectations for all partners through collaborative agreements/contracts/MOU re: staffing, access to data, facility usage/space, resources (including in-kind)Insist on right “skill set” and qualifications (education, experience) for coordinator roles (bi-lingual, systems thinker, communicator)
…A Community Building Partnership of United Way of the Lehigh Valley
49
Building Energy and SupportBuild transparent relationships with
critical alliancesEstablish clear path to resource development (know what you want to fund/raise funds to support)Develop compelling student-centered message to share with multiple constituentsOffer plenty of opportunities for engagement at all levels
…A Community Building Partnership of United Way of the Lehigh Valley
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COMPASS Community School Organizational Model
United Way of the Greater Lehigh Valley
Community Partners for Student Success (COMPASS)
Fountain Hill ES
Bethlehem AreaSchool District
NorthamptonCommunity
CollegeLincoln ES
East Stroudsburg University
Central ES
Boys &Girls Club
of Allentown
South Mountain
MS
Communities In Schools of the Lehigh Valley
RooseveltES
Boys &Girls Club
of Allentown
Allentown School DistrictBangor Area
School District
Slater Family Network
Calypso ES
Communities In
Schools of the Lehigh Valley
Director of Training & Support COMPASS
Acting Director of COMPASS
Broughal Middle School
Lehigh University
Boys &Girls Club
of Allentown
…A Community Building Partnership of United Way of the Lehigh Valley
51
2009-2010 RBA Highlights:Students and Families
Central: 1st Grade Read Along in March brought 40 parents together with their children to practice reading RIF books, which were then given to the students to take home and continue reading with their parents.
Calypso: Nearly 85% of students participated in some form of afterschool programs during 2009-2010. Five Calypso parents organized and ran afterschool enrichment programs for students throughout the year.
Roosevelt:Twelve parents attended an 8 week STEP parenting program that introduced strategies for interacting with difficult youth. 100% of the parents reported feeling more prepared to positively discipline their children and stated they would implement the strategies.
SMMS: After attending Bring Your Parents to School Day, one parent commented: “I have a new and more personal respect for public and private educators after two periods in the 6th grade.”
…A Community Building Partnership of United Way of the Lehigh Valley
52
2009-2010 RBA HighlightsSchool Improvements
SMMS:SMMS awarded $5000 Lowes ToolBox for Education Grant to support creation of a Clothing Closet, Food Bank, and School Supplies Bank.
Lincoln: 91% of students did not receive any Code of Conduct warnings throughout the year
Fountain Hill:Fountain Hill Police Department hired a Community Police officer who has worked closely with the school. He has talked to students about appropriate bus behavior, bullying and sponsored prizes for school wide Reading Challenge.
Roosevelt:There was a 20 % reduction in the number of discipline referrals 08-09 and a nearly 36% decrease since 07-08 school year.
Central: Community School Director has been granted access to the School Messenger System and School Max Data System, enabling her to better maintain communication with families and to track individual student information and progress