2010 coalition for community schools national forum pre-conference session financing community...

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2010 Coalition for Community Schools National Forum Pre-Conference Session Financing Community Schools: Tapping into Title I and Other Funding Streams

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  • 2010 Coalition for Community Schools National ForumPre-Conference Session

    Financing Community Schools: Tapping into Title I and Other Funding Streams

  • PanelistsCathlin Gray, Associate Superintendent for Family, School, and Community Partnerships, Evansville Vanderburgh School CorporationDiana Hall, Program Supervisor, SUN Service System, Multnomah County, ORDarlene Kamine, Consultant, Cincinnati Public Schools Lee Ann Kwiatkowski, Director of Differentiated Learning, Indiana State Department of EducationRichard Long, Executive Director of Government Relations, National Title I AssociationModerator: Sarah S. Pearson, Deputy Director, Coalition for Community Schools

  • Session GoalsProvide the audience with an overview of the Coalitions Finance paper (to be released soon) Examples of 3 different community school system financial structures how started, challenges, and innovative solutions to developing a financial system, etc.Insight into Title I directors motivation and perspective on the community school approachState and National levelHow to approach these leaders about community schools, be more involved, and to help you in the search for other funding streams.

  • Agenda9:00 Welcome, introductions, overview of session goals & agenda 9:10Review of the Financing Community Schools report 9:20Audience Q&A 9:30 Voices from the Field Cathy Grey, Diana Hall, Darlene Kamine10:00 Title I Directors News and Views Rich Long and Lee Ann Kwiatkowski 10:15 Panel Discussion10:30 Audience Q&A10:45 Breakouts - Panelists move to tables in the audience for small group discussions. 11:30 Adjourn

  • Financing Community SchoolsMethodology

    NameStateSite or SystemNumber of SchoolsChicago Community Schools InitiativeILNot District wide System 162Evansville Vanderburgh School CorporationINDistrict wide System 38Community Schools Collaboration (Tukwila Public Schools)WADistrict wide System 5Chicago Public Schools Individual SitesIL2-Elementary SchoolsHigh School3Childrens Aid SocietyNYElementary SchoolMiddle School2Schools Uniting Neighborhoods Initiative, Portland ORMiddle School High School2Sayre University-Assisted Community School, Philadelphia PAHigh School1Hoover Elementary Community School, Redwood City CAElementary School1

  • Financing Community SchoolsData Collection Tool-

  • Preliminary FindingsFigure 1 Combined System and Independent Sites How Resources Are Used in Community SchoolsCommunity schools unite an abundance of diverse social and academic opportunities and services for students and families.

  • Preliminary FindingsFunding at individual community schools is widely diverse.

  • Findings - Preliminary

  • Preliminary Findings Two schools under the Childrens Aid Society model, in the same city.

  • Preliminary FindingsFunding at the community schools systems is also diverse.

  • Preliminary FindingsThe cost of site coordination is small in relation to the amount of programs, services, and resources leveraged by the site coordinator.

  • Preliminary FindingsThe cost value of community schools is demonstrated in their ability to leverage school district dollars with three dollars from a variety of other sources. As a result of a diverse funding strategy and advocacy efforts, community schools may be more adept than other schools in weathering a downturn in the economy.

  • Preliminary FindingsIntermediaries work at the systems level with support from community leadership and reach across silos of funding to capture resources for community schools.Schools Uniting Neighborhoods in Multnomah County in OregonCommunity Schools Initiative in Chicago, ILEvansville Vanderburgh School Corporation in Evansville, INCommunity Schools Collaboration in Tukwila, WAChildrens Aid Society in New York City Partnerships are the backbone of community schools.Non-Profit, Community-Based Organizations and Faith-Based OrganizationsCorporate and Philanthropic Higher Education Visionary leaders mobilize a community school initiative and steer it toward success.

  • Title I in Community SchoolsIn Title I, Part A ARRA, funds may be used in accordance with the statues education reform goals to:Strengthen the quality or complement the effectiveness of early learning programs (e.g. Head Start or a preschool program)Extend learning time for students (before and after school programs)Provide Saturday school and summer schoolExtend half-day kindergartenExpand the school day, week or year and support services for homeless children/youthAdd time for teachers to plan collaboratively, including providing more instructional time and opportunities for service-learning, internships, and apprenticeships, the arts, and other activities that enrich curriculum and promote student achievementStrengthen parent involvementBuild ties between parents & school parent liaisonsHome visitsParent resource room in schoolParent leadership academyConducting a series of forums for parents of Title I students transitioning from middle to high school, etc.

  • Allowable Uses of Title I Dollars to Support Community School StrategiesCommunity planning.Coordinating and integrating Title I services with other programs from ESEA or services funding with public or private funds.Professional development targeted toward developing capacity of school professionals.Design, implement and provide PD for curricula that connects students to real-world issues.Hire site coordinators who integrate school and community resources.Out-of-school programs providing additional instructional time.Parental involvement that addresses barriers to learning.

  • Panel DiscussionFrom a states perspective, how can schools and districts leverage their Title I funds to enhance community partnerships?What are the risks of getting lucky with big federal grants, Title I funding and generous support from the district's general budget? How does a school district leverage their funding streams to support this work? With decreasing school budgets a national issue how does this affect a school districts ability to find funding to support the community school initiative?How can school districts not only align their funding streams, but the functions within a school district that are designed to support this work?What are the best strategies for sustainable funding that will help bullet proof the community schools development you've done in your district?

    ******Health services are now funded by Medicaid (medical and dental), state tobacco settlement dollars and private dollars. The after school and summer enrichment programs receive support from the citys Out-of-School Time (OST) initiative and the 21st CCLC program that pass through the State Education Department from the federal government down to the school. Another state program, Extended-Day/Violence Prevention, also provides support for after-school activities. Two other partners to bring additional funding and programming during out-of-school time. Parent and family engagement activities are supported through a variety of sources, including 21st CCLC, the citys OST initiative, and private foundations. Site coordination is conducted by a full-time community school director, administrative assistant, and a partner agency administrator. Cost for site coordination is supported exclusively by the city. To support John Marshal Schools focus on after school/extended-day, academic enrichment, life skills, youth development, and service-learning activities, the district provides a mix of direct allocation, school-based student support, in-kind funding, funds raised by acquiring federal grants (Title IV), and redirection of existing funding. Specifically, this support comes in the form of building space (in-kind), matching program funds (direct allocation), and summer school programming through Title IV, Safe and Drug-Free Schools (funds raised). Additionally, the district provides a supper program in support of the extended-day. To support parent involvement, the school combines the federally sponsored human resources of an AmeriCorps Member ($24,000), Title I Family Involvement Funds ($1,000) and in-kind volunteer hours and supplies from PTA and Imago Del Family Night Volunteers. Site coordination is supported through general funding provided by the county supplemented by a portion of the schools 21st CCLC grant. **In Tukwila Schools, 21st CCLC funding provides for academic enrichment through extended day programming, tutoring, and recreation. This money also helps to fund full-time site managers at each school site. To supplement these efforts, the district provides pass through dollars from the federal government to cover services for refugee and immigrant students and families, and subcontracts a truancy program under a coordinated strategy to serve students and families. Through the blending of several foundation sources, CSC is able to provide programs for parents and subcontracts with other local CBOs and individuals to provide academic enrichment services in community schools. The Stuart Foundation is a primary supporter for this work and additional support comes from the Gates, Medina, and Seattle Foundations. Funding comes from King County to support health services through a coordinated health model that addresses access to health and fitness activities and services. CSC leverages funding from three sources to support the development of English Language Learners during after school programming: 1) Title III, Part A, under NCLB 2) a Washington Refugee Grant to provide mentoring and coaching, and 3) a state Readiness to Learn grant for data-collection. CSC is successful in leveraging resources that build upon existing opportunities in the school district. They include: 1) the establishment of a culturally competent Community Liaison Program designed to bridge the divide between families from diverse cultures and the school administration, 2) the hiring of school-based multilingual staff, and 3) the creation of empowerment, education, and outreach projects. Other resources are leveraged by CSC for academic enrichment, health, parent leadership and involvement, and specialized services for immigrants. Results demonstrate that these efforts are making a difference. For example, the mobility rate of families participating in community school services is dramatically lower (5%) compared to the district average (23%). This outcome encouraged city leadership to increase financial support of community school endeavors as a means to retain a stable and involved community.

    EVANSVILLE: District leaders view the concept of community schools as a unifying goal, one that inspires the blending of Title I, IDEA, Early Head Start, Head Start funding, and other resources with district and state funding to level the playing field for disadvantaged students. Title I is a big resource for Evansvilles community schools initiative. Title I funding is used for academic enrichment, including after school and summer programming. Combined with Safe Schools Healthy Students dollars, Title I funding also provides support for parent education, parent involvement, program coordinators, parent coordinators, and family events. Further, EVSC has used Title I funds to hire social workers in their Title I schools.

    Most SUN schools are leveraging Title I funds with other funds to supplement core funding, and three of the six SUN school districts set aside funding (either Title I or general funds) at the district level to contribute to the core funding or enhance services at existing sites. This partnership is due to the SUN Initiatives efforts to deepen a sense of shared responsibility and joint ownership of the larger SUN Service System. Lane Middle School and John Marshall High School are illustrative of the SUN financing approach.

    **Multnomah County in Oregon is the intermediary for the SUN Initiative and, together with the City of Portland, allocated local government dollars to provide funding for site coordinators. The Chicago CSI serves as the intermediary, using a combination of local dollars, 21st CCLC funds, and private funding to support Resource Coordinators and after school programming in their community schools. In Evansville, IN, the school district weaves together a variety of federal funding sources (21st CCLC, Title I, Safe School/Healthy Students, Carol M. White Physical Education grant) with additional support from the local Department of Recreation, The Welborn Baptist Foundation, and nearly 70 other community partners. Tukwila, CSC generates funding for site coordinators and other services through a mix of public and private funding and local partnerships; specifically 21st CCLC and the Stuart Foundation pay for site coordination administration and coordinators. Community-based organizations provide CSC with supplies for programming, such as backpacks for students in need, and office supplies and refreshments for family coffee hours or literacy nights with parent volunteers. In New York City, Childrens Aid Society functions as both a lead agency and intermediary. They raise funds to support academic enrichment, health and mental health services, parent involvement and leadership, and other programs, as well as community school directors. CAS also funds a community school director at each site using a mix of public and private funding sources.

    *Partnerships with community entities bring services, learning opportunities, funding, resources, relationships, and connections that schools alone are not able to afford or access easily. Schools provide the place where direct services can be delivered, reaping benefits for their students and families. Service providers, in turn, benefit by gaining access to students and, when they use the school building, the cost of space and utilities are absorbed by the school district.Partnerships bring leveraging power and assets that intermediaries and lead agencies rely on to galvanize sustainable resources such as financial support, programming and services, staff and donated goods. A lead agency working with a school can expand services to children and youth through the partnerships they bring to the table. The power of partnerships also bridges gaps in services and strengthens community school sustainability. Different types of partnerships commonly seen in our research include: 1) corporate and philanthropic partnerships, 2) non-profit and community-based partnerships, and 3) higher education partnerships. In some community schools all three types of partnerships are in play. For example, in CSC, a variety of partners join the school to address the health needs of students. There is an annual vision screening program and schools refer students who have visual impairments. Eye exams and prescription eyeglasses were donated from Lens Crafters for 15 students. Hygienists associated with the University of Washingtons School of Dentistry provided dental health screenings for all students and follow-up services were provided by private dentists who donated their time and material.*Components of a community school model **