community schools report 2010

8/9/2019 Community Schools Report 2010

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Working Tog

Schools in the

ther for Comm

District of Colu

unity

mbia


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DC Community Schools Report 2 DC VOICE & The Coalition for Community Schools

Community Schools: The VisionCommunity schools are centers of community, open more hours per

day and more days per year, with opportunities and supports for

children and families. They typically involve early learning and care

opportunities, challenging and engaging real-world curriculum,

expanded learning time, comprehensive services and learning

supports (such as school-based or school-linked medical and mentalhealth services), strong family and community engagement, adult

education and job training and cultural and civic events. The school

serves as a place for community problem-solving, engaging young

people in the real world, with neighborhood residents and other

citizens involved in the education of our children. Community schools

bolster student success by addressing both academic and non-

academic needs.

Unlike traditional public schools, community schools link school and

community resources as an integral part of their design and

operation. Consequently, community schools have three major

advantages that schools acting alone do not. Community Schools:

Provide learning opportunities that develop academic andnon-academic competencies;

Garner additional resources to reduce the demand onschool staff for addressing all the challenges that students

bring to school; and

Build social capital -- the networks and relationships thatsupport learning and create opportunities for young people

while strengthening their communities.1

Working Together for Community Schools in

the District of Columbia

IntroductionDuring the summer of 2009, DC VOICE and the Coalition for Community Schools at the Institute for Educational

Leadership (Coalition) formed a partnership to consider the potential for community schools in the District of

Columbia. Over the course of the past six months, DC VOICE and the

Coalition organized a thinking group to help explore the issue, speak with

school principals about community schools, look at city needs data, and thestatus of relationship between schools and communities in the city. See

Appendix 1 for list of thinking group participants.

Based on our review, DC VOICE and the Coalition propose that the citizens

and leaders of the District of Columbia take bold action to transform at

least half of

the schools in

the City into

community schools within the next five years.

Research and experiences from other cities show

us that this course of action will strengthen

student achievement and development of deeper

ties between parents and other citizens and their

local public schools. These ties are imperative in

our view to sustaining the positive reforms that

are emerging in the District.

This report reflects the findings of that process

and is structured in the following way:

Section 1: Why WeNeed Community Schools in

the District of Columbia explains the obstacles

children face in the District of Columbia, providesa broader perspective on the impact of those

obstacles, and discusses DC principals views on

and desire for community schools.

Section 2: DC Vision for Public Schools describes

how the community schools results framework

aligns with the goals, objectives, and expected

results outlined in various documents from DCPS and the City of the District of Columbia.

With tears in her eyes, Tonette, the mother of a fifth grader at Garfield Elementary Schools in southeast

Washington, DC, spoke about the vast differences between her sons school and a community school she

visited in Arlington, Virginia Carlin Springs Elementary School. What struck her most? It was how

welcomed she felt as she entered the school building. It was overwhelming for me, she said.


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Section 3: Community Schools in Depth provides additional details about community schools and their focus on

results and offers descriptions of successful initiatives in Chicago, Illinois, Cincinnati, Ohio, and Multnomah,

Oregon.

Section 4: Moving Forward in DC describes current positive opportunities and supports in place at some DCPS

schools and calls for a bold action plan to implement community schools in the District of Columbia.

Why DC Needs Community Schools: The Problem and the Principals

PerspectiveChildren living in the District of Columbia face daily challenges such as a lack of positive adult role models,

unmet health needs, unsafe neighborhoods, family financial uncertainty, and a dearth of access to positive

opportunities. DC has the highest rate of children living in poverty of any state or jurisdiction in the United

States, creating a number of obstacles students must combat to be successful in school.

Thirty percent of DC childrens families have incomes below the official federal poverty level ascompared to a national rate of 19%.1

In 2008, 57% of DC children lived in single-parent families.2 Twenty-two percent of children live in households where the household head is a high school dropout.3 In 2006, the DCPS graduation rate (not including charter schools) was below 50%. 4 The number of juvenile cases referred to DC Superior Court increased in 2007, continuing the upward

trend that started in 2002. Crimes against persons and against property accounted for a majority of the

juvenile cases formally petitioned.5

According to the Centers for Disease Control and Preventions biennial YRBSS, in 2007, 21.3 percent ofyouth in DC admitted to carrying a weapon and 43 percent engaged in physical fighting. 6

In 2007, 14% of children in DC experienced asthma problems.7 In 2006, 11.5% of the babies born had a low-birthweight. The national percentage is 8.3. 8

These are not excuses; but, if we are to ensure that all children

succeed at high levels it is important to recognize and

understand that these and other factors influence the

education of children and implement appropriate solutions to

mitigate their impact. Research suggests that health, safety, and

stability of families and communities are strongly linked to

student success in school and subsequently in life. In Parsing

the Achievement Gap II, Paul Barton and Richard Coey call

attention to nine external factors that can have a negative

effect on student learning: parent participation, birth weight,

exposure to toxins (such as lead), hunger and nutrition, talking

and reading to babies and young children, excess televisionwatching, single-parent families, student/family mobility, and

summer learning gain/loss.9 The education system cannot be a

lone wolf if it seeks to reduce the multitude of gaps that exist.

The authors state:

The achievement gap has deep roots deep in out-of-

school experiences and deep in the structures of schools. Inequality is like an unwanted guest

who comes early in these childrens lives and stays late. Policies and practices that are likely to


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DC Community Schools Report

narrow gaps in achievement ne

at the outset of a childs acade

lower, achieve, and attain in s

Not only are these challenges for childr

teaching, learning, and outcomes for c

students academic and non-academic

In its 6th annual Ready Schools Project,

to begin the school year. This year, the

would be open longer hours and provid

percent responded that they would be

staffing/coordinators, parent/adult edu

services, and additional programs for ki

below) Principals also stated that they

partnerships; for the most part they ar

Chart 1.

One principal said, Im happy to be a c

just at the beginning of the project; pos

parent support and training, possibly a

The principals concerns align with seve

recommendations to improve child wel

Continue to fund and increaseserving children in the District.

Develop a continuum of servicdevelopment/job readiness, lit

Provide supports to decrease ttest.

Continue increased funding for Require schools to develop eng Increase the opportunity for yo

05

101520253035

Needs fo

4 DC VOICE & The Coalition for Co

ed to be broad and comprehensive if they are to ch

ic career and create the conditions in which every

hool and in life.10

en and their families, but they are also challenges f

ildren and youth, principals must take deliberate st

needs differently.

DC VOICE once again asked 100 principals how rea

also asked about principals desire to become a co

e multiple opportunities to address the challenges

interested in establishing a community school. Prin

cation resources, additional funding, health, ment

ds as the top needs to be a successful community s

receive limited support from the system to help th

tasked with finding and creating outside partners

ommunity school as long as the funding for resourc

sible programming would include day care center,

dentist on site, food and clothing donation.

ral recommendations from the 2008 DC Kids Count

l-being.

he number of out-of-school programs (including m

s for the unemployed and underemployed, includi

racy, and job placement services.

e achievement gap between ethnic groups of stud

community tutorial and mentoring programs.

agement strategies to increase parent involvement

uth to have college preparedness experiences.

a Successful Community School

Needs f

Success

munity Schools

ck inequality

child can

r schools. To improve

eps to meet their

y their schools were

mmunity school that

mentioned above, 67

cipals cited additional

l health, dental

chool. (See Chart 1

m build effective

ips on their own.

s are there and not

ulti-age programs,

report

entoring programs)

g workforce

nts on standardized

.

or a

ul


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Expand life skills education programs, including information on non-violent conflict resolution andhealthy relationships.11

The District of Columbia Public Schools (DCPS) has made important strides to improve student achievement in

school, but, still, these and other barriers influence students learning and their overall success in school. Based

on principals interest in transforming their school into a community school, it is evident they see them as

effective ways to improve outcomes for children.

The DC Vision for SchoolsReform strategies put forth by DCPS and other City agencies align with the results of community schools. Under

the leadership of Schools Chancellor Michelle Rhee, DCPS has been working hard to improve schools and

ensuring the success of all students DCPS and there are real signs of progress. District leadership has outlined

core beliefs that guide its work, objectives for realizing those beliefs, and has developed a number of strategic

documents that can be seen on the DCPS website. The community schools strategy supports these core beliefs,

objectives and elements.

Core Beliefs Objectives Elements of Effective SchoolsAll children, regardless of

background or circumstance, can

achieve at the highest levels.

Create schools that provide a consistent

foundation in academics, strong support

for social and emotional needs, and a

variety of challenging themes and

programs.

Teaching and Learning

Achievement is a function of

effort, not innate ability.

Develop and retain the most highly

effective educators in the country, and

recognize and reward their work.

Leadership

We have the power and the

responsibility to close the

achievement gap.

Implement a rigorous, relevant, college

preparatory curriculum that gives all

students meaningful options for life.

Job-embedded Professional

Development

Our schools must be caring and

supportive environments.

Support decision-making with accurate

information about how our students are

performing and how the district as a whole

is performing.

Resources

It is critical to engage our

students families and

communities as valued partners.

Provide schools with the support they need

to operate effectively.

Safe and Effective Learning

Environment

Our decisions at all levels must be

guided by robust data.

Partner with families and community

members who demand better schools.

Family and Community

Engagement

Further, DCPS five-year strategic plan, under the family and community engagement area, outlines goals to

identify partners and match schools with partnership opportunities in a way that maximizes the impact thatpartners achieve on the overall goals of the district. DCPS also states that it plans to partner with other district

government agencies such as Department of Mental Health, Parks and Recreation, and Employment Services to

provide necessary information and resources to parents.

The City government, of which DCPS is a part, has outlined goals and aspirations for DC children and youth that

require the attention of all City departments. Mayor Adrian Fenty, through the Deputy Mayor for Educations

office has initiated coordinated efforts to improve student achievement and outcomes for children. The City has

six citywide goals for children and youth:


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1. Children are ready for school;2. Children and youth succeed in school;3. Children and youth practice healthy behaviors;4. Children and youth engage in meaningful activities;5. Children and youth live in healthy, stable, and supportive families; and6. Youth make a successful transition into adulthood.12

These City goals mirror the conditions for learning as identified by the Coalition for Community Schools. (See

next page.)

The Statewide Commission of Children, Youth, and Families was established by Mayor Fenty to monitor, align,

and support child and youth initiatives beyond the classroom, aligns its work to the City goals. Its mission is to

address the needs of at risk children by reducing juvenile and family violence and promoting social and

emotional skills among children and youth through a comprehensive integrated services delivery system. There

are 21 members (required by law) on the Commission, representing each of the various City and state level

departments and agencies that serve youth including: the State Superintendent of Education, DC Schools

Chancellor, Director of Human Services, Director of the Department of Health, DC Attorney General, and the

Director of Parks and Recreation.

It is clear that all parts of DC government including DCPS recognize the importance of connecting schools and

the community to improve outcomes for all children. Wrestling with many of the same challenges that are

currently impacting school achievement and student learning in DC, other school districts have adopted the

community schools strategy as a resourceful way to leverage, align, and coordinate school and community

resources to level the playing field for allchildren. From creating schools that provide a consistent foundation in

academics, strong support for social and emotional needs, and a variety of challenging themes and programs to

focusing on data and results, the community schools concept aligns with the objectives, strategies, and aims put forth

by DCPS and the City of DC.

The time is ripe to take the next step toward implementation of community schools in the District of Columbia.

Community Schools in Depth

I'd like to see schools open 12, 13, 14 hours a day, year-round, offering not just mentoring and tutoring

programs but art, chess, family literacy nights, debate teams, and GED and ESL programs for parents. It

doesn't have to be that expensive to keep school opens longer. In every school you have classrooms,

Conditions for Learning

Early childhood development is fostered through high-quality, comprehensive programs thatnurture learning and development.

The school has a core instructional program with qualified teachers, a challenging curriculum, andhigh standards and expectations for students.

Students are motivated and engaged in learningboth in school and in community settings,during and after school.

The basic physical, social, emotional, and economic needs of young people and their families aremet.

There is mutual respect and effective collaboration among parents and school staff. The community is engaged in the school and promotes a school climate that is safe, supportive,

and respectful and that connects students to a broader learning community.


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computer labs, libraries, gymsand many have pools. Rent the school out for free from 3:00 to 9:00 PM to

great non-profit partners like the YMCA's, the Boys and Girls Club, college-readiness programs, and other

enrichment programs. When schools have these tremendous physical resources, the YMCAs and Boys and

Girls Club should get out of the business of brick-and-mortar start-ups. Just run their programs in the

schoolsand put all their scarce resources into children, not buildings. We must open our doors to the

community. -- Arne Duncan, Secretary of Education

Strongerschools equal stronger communities and supportive, engaged communities equal stronger schools.

13

The community schools strategy is rooted in the most effective way to promote student achievement: meeting

the needs of the whole child. Community schools mobilize the assets of the school and the entire community to

improve educational, health, social, family, economic, and related results, connecting children and their families

to supports and opportunities that are also aligned to academics. They address many of the realities that

challenge todays schools and educators including those schools and educators in DCPS.

Driven By Results

Community schools and their partners pursue a balanced approach that recognizes the importance of both

academic and non-academic factors and the value of developing social capital to support young people.

Community schools achieve this balance by focusing on key results.

Students attend school regularly. Students achieve academically. Students are engaged and motivatedcivically and academically. Students are healthyphysically, emotionally, mentally. Families are involved and supportiveof children and their education. Schools, families and community work together. Schools are safefor students, parents, and school staff. Communities are desirable places to live.

In most community schools depending on the needs of the student population and surrounding community

these results are achieved by improving access to supports and opportunities such as:

Academic enrichment; Adult education; College and career advising; Community building activities; Health services (including dental and mental health); Early childhood programs; On-site social services and family economic supports; Out-of-school time programming; Mentoring; Tutoring; Warm and welcoming school building that is open during non-school hours for community functions and

programs.

See Appendix 2 for Community Schools Results-based logic Model.

Community Schools in ActionCommunity schools are alive and growing, serving millions of students across the nation. Today, there are a

number of national models and local initiatives that create their own flavor of community schools. The

framework below illustrates the key components found in successful community school initiatives: community


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leadership that includes key stakeholde

leadership (including a lead agency to c

planning team. This section highlights t

Portland, OR and shows how this frame

Chicago

Chicago Public Schools (CPS) serves abo

households. CPS is home to the largest

intermediary for the community school

communities, open mornings, afternoo

to gather, learn, and serve. A network

initiate the effort.

Each CPS Community School:

Partners with non-profit organioverall academic goals for impr

Hires a full-time resource/site cseeks out new partners, coordi

of the community as he/she is

Establishes an advisory commitmembers, and other key stake

school to determine what oppo

oversees school programs.14


rs, strong intermediaries to facilitate a city-wide st

oordinate the effort), a community school coordin

hree community school initiatives in: Chicago, IL; Ci

work guides their efforts.

ut 426,000 students, eighty-five percent of who co

community schools initiative in the nation. CPS ser

s initiative and has transformed more than 150 sch

ns, evenings, weekends, and during the summer fo

f school and foundation officials provided the lead

zations to provide out-of-school-time programs tha

oving student achievement;oordinator who oversees programs, connects with

nates with the Advisory Group. The coordinator is e

he bridge connecting all community school stakeh

tee that includes teachers, parents, the school prin

olders. The Advisory committee conducts a needs

rtunities and supports that are needed, identifies e

munity Schools

ategy, site-level

tor, and a site-based

ncinnati, OH; and

e from low-income

es as the

ols into hubs of their

community members

rship necessary to

t support the schools

current partners and

ssential to the success

lders; and

ipal, community

ssessment for the

xisting resources, and


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Some of the results seen in Chicagos community schools:

Standardized test results that show a steady closing of the achievement gap when compared with otherChicago schools. Increased reading and math scores have been linked to out-of-school time

opportunities;

Students attending community schools have demonstrated significantly lower numbers of seriousdisciplinary incidents compared to schools with similar demographics; and

Since graduating its first class in 2006, Community Links High School in Chicago has maintained a 99%graduation rate, with an 85% college-going rate and 97% daily attendance rate.15

Cincinnati

Cincinnati Public Schools (CPS) initiated its community schools work with this vision and mission: to serve more

fully the needs of our students and to support the improvement of their academic and intellectual development,

all Cincinnati Public Schools will engage their communities in improving student achievement. As centers in the

community, the schools, and their partners should foster strong collaboration, set high expectations, embrace

diversity, and share accountability for results. In Cincinnati, a nonprofit organization serves as the intermediary

for their Community Learning Centers initiative, and collaborative networks of partners in parent engagement

health, mental health, youth development, and other fields help to organize services at community learning

centers

In 2006, CPS launched nine pilot sites. From the beginning,

each community school pilot was equipped with a full-time

resource coordinator to manage, coordinate, and align the

many community partners. This proved to be a salient

component to their success. Cincinnatis community schools

services are coordinated community partnerships that

promote academic achievement and provide recreational,

educational, social, health, civic, and cultural opportunities for

students, families, and their communitiesall converging

around vision of community learning centers.

During the 2007-08 school year, the community schools

showed promising trends in the benchmarks they strived to

achieve: school rating (continuous improvement), student enrollment (10% increase), behavior incidents (10%

decrease), achievement tests (10% increase in proficient or better), dental health (90% fully screened and

treated), AYP index (met), average daily attendance (93% daily), student stability (5% increase), physical health

(95% immunized), and developmental assets (5% increase). All nine pilot sites showed progress toward meeting

benchmarks, but two (Winston Hills Academy and Riverview East) made significant strides, meeting 89% of the

benchmarks for 2007-08.

There are key factors that have been attributed to the success of these two schools:

A full-time resource coordinator; Full-time coordinated and results-focused community partnerships including daily afterschool

programming;

A school nurse and an on-site mental health professional; and On going, meaningful community and parent engagement.

The resources and partnerships supporting community schools throughout Cincinnati are making a dramatic

difference: from 2000 to 2008, CPSs 17 high schools have seen their graduation rate improve from 51% to 82%.


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Most of the supports and opportunities are provided at no extra charge by the schools partners. The respective

partner redirects funds already serving the target population to provide the opportunity in a location that is

more accessible to the community they serve: the school. This structure has been a thriving arrangement for the

school district, community partners, and families. Additional dollars have been raised including funds from the

local United Way, the Greater Cincinnati Foundation, and two private foundations.

PortlandThe Multnomah County (including the City of Portland) community schools initiative is called Schools Uniting

Neighborhoods (SUN Schools). There are 58 community schools in six districts. The initiative is led by a

Coordinating Council, which provides high-level system leadership, oversight, and support. County staff function

in the intermediary role since the County has allocated more than $5 million to the SUN schools initiative; the

City provides $1.4 million. The responsibilities of the Council include:

Ensuring systems level alignment among all participating organizations; Developing vision, design, and operating policies for the System; Ensuring accountability and quality through evaluation and monitoring; Providing recommendations to Sponsors; Promoting sustainability; Ensuring equitability of access; and Making operating decisions together.16

The sponsors include the Multnomah County Chair (Lead), superintendents of four school districts, the Mayor of

Portland, and the Oregon Department of Human Services. Sponsors select lead agencies which are all non-profit

organizations with the exception of the Department of Recreation. All organizations and districts that are

involved with community schools serve as a member of the Coordinating Council. This structured method of

managing community schools in the Portland Metropolitan area allows for true collaboration and sharing of

resources and expertise.

Located in neighborhood schools, SUN Community Schools coordinate and provide:

Extended day academic and enrichment opportunities that are connected to learning that takes placeduring the school day;

Family involvement and strengthening programs; Adult education; Health and social services for students, families, and the community; and Community events.

The 58 SUN Community Schools include 22 elementary, 13 middle, 17 K-8, and six high schools. SUN Community

Schools serve all ages, preschool to seniors, with focus on the students in the immediate school community.

They are open before and after school, evenings, and weekends.

According to an evaluation conducted in 2007-08, the SUN Community Schools served:

15,041 children and youth in ongoing enrolled classes and activities; 2,855 adults in adult education, skill-building and school-related classes; and 91,725 people in community and family events and activities.17

Students that regularly participated in opportunities showed strong gains in academics, attendance, and

behavioral areas:

73% increased state benchmark scores in Reading; 76% increased state benchmark scores in Math;


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Average daily school attendance was 95%; 78% had a more positive attitude toward school; 70% improved behavior; 72% improved in finding alternative resolutions to problems; and 86% of students have at least one adult who cares about them and to whom they can go for help.18

Financing Community SchoolsFinancing for community schools comes from multiple funding streams federal, state, and local as well asprivate sources. These resources, combined with the civic and volunteer capacity of neighborhoods, make

community schools come alive. The exhibits on the next few pages illustrate the range of services offered by

selected community schools and how they are financed.

Exhibit #1: Burroughs Elementary School Chicago, IL

Burroughs Elementary School relies on a coordinated

approach to governance that has bearing on its

financial oversight: 1) An Executive Committee,

including the principal, Brighton Park Neighborhood

Council executive director, and the schools resourcecoordinator participate in weekly planning meetings;

2) an Evaluation Committee, driven primarily by

parents meets on a monthly basis to evaluate

programs and activities; 3) an Oversight Committee,

involving parents, business representatives, and

community entities meets monthly to receive status

briefings and to complete broad strategic planning;

and 4) Intermediary functions are shared between

the lead agency (administration, advocacy, fund-

raising, and infrastructure functions) and CPS

(technical assistance, fund-raising, and evaluation).

Burroughs and lead partner Brighton Park

Neighborhood Council leverage Federal 21st CCLC

funds (their largest single-source fund) and NCLB funds

to provide academic support and parental education

programming. These and adult education and after

school activities are subsidized by: CPS After School

Counts tutoring program and After School All Stars

sports program, and a business contribution from the

AAA. College interns volunteer to tutor students. Polk

Brothers Foundation and a school-based support grant

are applied to parent involvement and leadership

programming. Health services are funded through a

state grant called Safety Net Violence Prevention and a

City grant called Chicago Youth Services Cross Roads

provides two part-time mental health counselors. A CPS

grant funds a full time school-based resource

coordinator primarily responsible for coordinating the

variety of programming at the school.


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Exhibit #2: Lane Middle School Portland, OR

The intermediary for Lane Middle School is a

collaborative among the City of Portland,

Multnomah County, and Portland Public Schools

called the Schools United Neighborhoods (SUN)

Initiative. In the 1990s, the initiative, supported bya five-year grant from the Annie E. Casey

Foundation emerged in response to a growing

achievement gap, diminished public funds, and

national research that illuminated risk factors for

children in the time immediately before and after

school. The SUN Initiative pooled City and County

resources and attracted new funding to expand

student enrichment activities and social services in

a growing number of schools. Using a full-service

community school model, SUN represented a new

philosophy of using school-based services toaddress multiple layers of need.

At Lane Middle School, funds come in the form of

federal 21st CCLC, county resources, City general funds

to provide materials and supplies, the Portland

Childrens Levy Fund, and Oregon Learning Lab, the

Portland Public Schools donation for an activity bus,

homework support, and building space; the Parks

Foundation provides support for teens, individual

donors provide equipment such as yoga mats, and

volunteer hours, and the Portland State University,

Girls Inc of Northwest Oregon, and Oregon Robotics

and Tournament Outreach Program provide volunteer

hours. The school groups after school, academic

enrichment, life skills, youth development, and service

learning programs and services into one category.

Portland Public Schools provide space and utilities for a

health clinic supported also by county and federal

funding. A variety of services and volunteers come

from local CBOs. Funding comes as direct allocation,

redirection of existing funds, and in-kind support.


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T

Exhibit #3: Sayre High School Philade

Sayre Community School is known as a

centers across the University of Pennsy

leadership of the Netter Center for Co

In-kind resources from PENN,

Sayre, and the school districthave helped partners secure core

operational funds from the city,

state, and private foundations.

Significant support is also

provided by community and

university volunteers,

academically-based community

service courses at PENN, and staff

funded by redirection of existing

funds.

The school has a strong school-to-

college connection through a

university-wide partnership,

particularly with PENN medicine

and nursing students and faculty

mentors. Federal support comes

in the form of grants from the

USDA for a nutrition coordinator

and operation costs, U.S. Health

and Human Services for a

federally qualified health center

grant, and Health Resources and

Services Administration of the U.S.

Department of Health and Human

Services to support medical school

integration. Also, PENN

undergraduates play multiple roles at

Sayre and are often funded by the

Federal Work-Study Program through

the U.S. Department of Education.


Coll

Mentors, $182,79

6

6%

Parent

Involvement/Lead

ership, $44,015

2%

Recreation &

Sports, $28,972

1%

Service

Learning/Civic

ngagement, $61

3,499

21%

utors, $68,294

2%

Volunteers, $35,5

44

1%

Site

Coordination, $47

7,500

16%

Sayre Univ-Assisted Community School (School Year 07-08

Total=$2,898,124 (by Program

Federal,

22.

State, $131,700

4.54%

City, $379,000

13.08%

District,

$139,317

4.81%

Private

Foundation, $120,0

00

4.14%

Community-Based

Organizations

(CBOs), $808,457

27.90%

Sayre Univ-Assisted Community School

School Year 07-08

Total=$2,898,124 (by Fund

lphia, PA

university-assisted community school that partner

lvania (PENN) and other community partners throu

munity Partnerships.

munity Schools

Academic

Enrichment, $265,

017

9%After

School, $276,170

10%

Family Supp

Centers, $94,

3%

Health

Services, $55

4

19%

Interns -

ege, $261,606

9%

Philadelphia, PA)

ervice)

$638,115

.0%

In-Kind

Support, $681,535

23.52%

(Philadelphia, PA)

ource)

ith schools and

gh the coordinating


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Moving Forward in DCFor DC, its not as much about figuring out how to get started, it is more about how to move forward. Some key

pieces of the needed foundation have already been laid. The Statewide Commission of Children, Youth, and

Families provides a space where school and other public agency leaders can work together. Additionally, DCPS

Five-Year Plan notes that they will create School-Based Resource Centers (SBRC) that will serve as one-stop

shops for students and families. There are already a number of positive supports in place at some DC schools.

And, perhaps most significantly, the community is beginning to mobilize in support of community schools.

DC VOICE held six town hall meetings with participants from all eight wards during November 2009 to deliver

the school readiness results to the community and find out their perceptions about DC schools and gauge their

interest in community schools. There was a resounding interest in community schools as well as in the supports

and opportunities they establish with community partners for children, their families, and neighborhood

residents to ultimately improve short-term (student achievement) and long-term outcomes (high school

graduation and successful transition into post secondary education and healthy adulthood). In fact, at every

meeting, at least 65% of participants more frequently this was closer to 80% -- said the system should put a

strong emphasis on leveraging partnerships to create community schools. They also recommended next steps as

instituting a community task force and including funding in the DCPS budget for the implementation of

community schools.

Current Efforts in DCIn discussing the implementation of a community schools initiative in DC, it is important to highlight the work

that is already taking place to improve the lives and academic success of the Districts youth:

Communities in Schools is providing services in seven schools and is partnering with DC Parks andRecreation. They bring into the schools both academic and non-academic supports. The types of

supports offered vary by schools. Though supports are integrated into schools, there are logistical

limitations in the buildings, limiting the connections made with community members living in the

surrounding neighborhood;

DC Assembly on School-Based Health Care has brought school-based health clinics to five schools(Eastern HS, Woodson HS, Community of Hope, Anacostia, and Spingarn HS). Much of their work that isbrought into schools aims to teach about the prevention of health problems. While ensuring that

children are healthy and ready to learn is an important element, this alone does not create a

community school;

Tellin Stories is in five schools and is actively working to empower parents and community members inhaving a voice around what happens in their schools. They have begun asset mapping with school staff,

including teachers, so that they are aware of what is available for their students and families in the

community. DC VOICE intends to build on this work and other similar efforts in addition to engaging

community resident and organization support for the implementation of community schools.

Community members at the town hall meetings have identified asset mapping as an important firststep;

Thefull service schools (FSS) modeloperates in nine middle schools. According to the DCPS websitethese schools have academic coaches and other behavioral and mental health professionals placed

within the school to support teachers and students in raising academic achievement and

social/emotional wellbeing. Key outcomes for FSS include:

o Academic success,o Social, emotional, and behavioral wellbeing for all students,o A positive and welcoming school climate,


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o Strong partnerships between families and schools, ando Coordinated and effective delivery of services and supports;

DC Alliance for Youth Advocates is part of the working group for DCPS DC One Initiative that focuses onthe quality of after school;

DCPS Afterschool Programs include both elementary and middle school programs where studentsparticipate in an academic Power Hour, as well as arts and recreation activities. In the high schoolprograms students can participate in credit recovery classes and college preparatory classes, as well as

participate in leadership, arts, and recreational activities after school;

Listed on the City of DC website are 17 different organizations that coordinate mentoring programs forchildren and youth living in the District;19 and

The DC Children and Youth Investment Trust Corporation coordinates partnerships that expand andimprove services and opportunities for children and youth in the District of Columbia, especially during

their time out of school. Partnerships include public schools, city agencies, employers, and non-profit

providers.20

These examples suggest that many DC schools have programs and partners after school, health, social services,

and adult education; but few have the coherent approach that community schools offer. A DC community

schools strategy would build on the capacity of the community based organizations, public agencies, and other

organizations that already have strong relationships with the schools and community. The impact of the efforts

currently underway would only be enhanced by the comprehensive, coherent, and the results driven approach

of community schools.

Using What Weve Learned from Other School DistrictsThe challenge is to convert existing services and opportunities now present in schools into a coherent strategy

to get results. Fortunately, DC does not have to start from scratch. Many other school districts across the

country from Lehigh Valley, Pennsylvania to Cincinnati, Ohio to Portland, Oregon have already undertakenthis work. Looking at these established community schools initiatives, it is clear that the following elements

must be in place to full realize the benefits of community schools:

Multi-stakeholder Leadership from the community to provide the fuel and direction needed to startand sustain the work and to set a course for smart implementation and growth of the community

schools initiative.

An Intermediary is essential to guide and support the initiative. Lead Agency with Community School Coordinator to bring together wrap-around services and other

opportunities for students as well as reach out to families and communities.

An Organized and Vocal Constituency that includes students, parents, and community residents andkeeps community and school leaders focused on making sure that community schools have the support

they need and get results.

Financing that taps into a diverse array of funding streams and ensures that existing communityresources are used as efficiently and effectively as possible.

Multi-Stakeholder Leadership Group- It is important that Mayor, City Council, Chancellor, Deputy Mayor for

Education, civic, business and foundation leaders, and residents are all part of community school

implementation. A leadership group that reflects the diverse stakeholders in the City is needed. An affiliate of

the Statewide Commission of Children, Youth, and Families is an option; however, it would need strong citizen

and family involvement in addition to public agency leaders.


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The Intermediary- One organization must serve as the locus for implementation and management of the

initiativethe intermediary. In some communities this is the LEA, but in others it is a Community-based

organization. For example, in Chicago the school district serves as the lead agency, in Cincinnati it is a non

profit organizations, in the Leigh Valley it is the United Way, and in Portland it is the external Commission that

was established by key stakeholders. No matter the organization or agency that takes the lead, it must have

legitimacy and credibility throughout the community. The intermediary would be responsible for managing the

initiative, supporting themulti-stakeholder leadership group, developing a results-based framework, providing

technical assistance and professional development, communicating with the general public, and evaluating thecommunity schools initiative.

Lead Agency with Community School Coordinator- Innovative community schools initiatives have chosen to

partner schools with lead agencies with the right expertise and capacity to mobilize and coordinate community

resources. The lead agency employs a community schools coordinator who works hand-in-hand with the

principal to bring the community schools vision alive. Common lead agencies are community-based

organizations, higher education institutions, or public agencies. Principals are always involved in the selection of

these agencies, and often established partners are chosen. This approach has the added advantage of not

augmenting the responsibility of the principals, allowing them to focus on instructional leadership.

The community schools coordinator is typicallyresponsible for:

Community needs and asset assessment; Results-focused planning; Partnership mobilization; Service coordination; and Support of site team.

Organized and Vocal Constituency: Each

community school should be guided by a site

team sometimes called the School Neighborhood

Advisory Team that includes parents,neighborhood residents, the principal, the lead

agency, the community schools coordinator, and

staff from other partner agencies. The job of this

team is to assess school needs, mobilize community assets to improve results, and provide overall guidance and

oversight.

Financing: Monies are necessary to cover the following specific costs in a community school: community

schools coordinator salary, intermediary functions including technical assistance and evaluation, and funds to

galvanize partners and provide for community engagement activities. In a City like Washington these costs

would be roughly $150,000 per school. The operating assumption for most community schools is that other

opportunities and services at the site would be provided through the many now fragmented public and private

funding streams in the city.

Communities have used various sources of funds to cover these costs including for example:

Locally appropriated funds; After school funds (21st Century Community Learning Centers); Title I funds; Youth engagement funds; City agencies (e.g., DOH, DHS, CFSA); and Private philanthropy.


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A portion of the $150,000 can come from new or existing DCPS or City funds, supplemented by private funding

reallocated resources as well. Funding opportunities also are available through various components of the

American Recovery and Reinvestment Act including Race to the Top funds, Title I School Improvement Grants,

Investing in Education (i3) funds. Community schools are also an allowable use under the Title I program and

IDEA.

A Bold Action PlanDC VOICE and the Coalition for Community Schools urge the development of a bold plan to transform 50% ofDCPS schools in community schools, with at least one in each ward within the next five years. Coupled with

ongoing efforts to improve instruction and strengthen school leadership, the community school strategy will

contribute to the results that the students and the City need. The time is ripe for community leaders to come

together to develop a community schools strategy. We ask the Mayor and the District of Columbia City Council

to work together to establish the DC Community Schools Implementation Group. With support from the office

of the Deputy Mayor for Education, the Implementation Group would be asked to develop a plan to:

Open 12 community schools for the 2010-2011 school year. Establish an RFP process to select those interested initial schools. This RFP should require that schools:

o Partner with at least one nonprofit organization that has demonstrated competencies, roots inthe neighborhood where the school is located, and is willing and able to help:

strengthen its relationship to students, families, and the community, broker programs and services from other agencies, and achieve financial sustainability for sustaining the community school beyond Campaign

funding;

o Be responsive to the needs and desires of students and families by: creating a representative committee that includes students, parents, teachers, the

principal, a representative of the lead nonprofit partner, and other community and

faith-based representatives as desired that is responsible for monitoring the programs

and services that take place in the school building, and

conducting a survey of students, parents, and teachers to identify the programs andservices that they would like to see offered at the school;

o Employ a full-time community schools coordinator to identify individuals and agencies willingand able to offer opportunities and supports at the school for children and adults, and to

facilitate communication and coordination between program providers, school personnel, and

families; and

o Ensure that the opportunities and supports offered through this effort are coordinated, data-driven, results-focused, supporting the schools academic program.

Select an intermediary to support the initial cadre of schools. Outline a plan to add an additional 12 schools each subsequent year to total 60 community schools by

the 2014-15 school year.

Establish a permanent community stakeholder group to guide the effort.ConclusionIn an interview with Charlie Rose, Secretary of Education Arne Duncan said, When the school becomes the

center of community life, great things are going to happen for those families, and great things are going to

happen to those children.21

There some great things happening to bring school and community resources together in DC schools right

now, but they remain too fragmented and disconnected. What is lacking is a comprehensive and coherent vision

and approach.


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There is a clear demand and desire in the District from parents, educators, community members, nonprofits,

and youth for the community schools strategy.

Research and experience show that helping youth succeed is not only about schools it is about community.

The challenge is to bring all assets of the community youth and families, senior citizens, local businesses,

community based organizations, faith based groups, and families and the great things already happening in

various DC schools together to enable the Districts youth and families to succeed. The vision of schools as

centers of community is the best approach in addressing the multiple needs of youth, families, and thecommunity. Using community schools as a vehicle can ensure that the academic and social-emotional needs of

DC youth are met.

It is not a question ofifDC should do this rather, it is a question ofwhen to begin the work.

1 National Center for Children in Poverty, 50-State Demographic Wizard,http://www.nccp.org/tools/demographics/, accessed on November 12, 2009.2 Annie E. Case Foundation, Kids Count Data Center, http://datacenter.kidscount.org, accessed on November 12,

2009.3 Ibid.4 Michael Bimbaum, D.C. Graduation Rates Down, Washington Post, June 9, 2009,http://www.washingtonpost.com/wp-dyn/content/article/2009/06/08/AR2009060803996.html accessed onNovember 19, 2009.5 Every Kid Counts in the District of Columbia, DC Kids Count Collaborative,http://dcctf.hostcentric.com/dckidscount_files/2009%20FACT%20BOOK-FINAL%20VERSION.pdf, Washington,DC, 2008, accessed on November 14, 2009.6 Ibid.7 Annie E. Case Foundation, Kids Count Data Center, http://datacenter.kidscount.org, accessed on November 12,2009.8 Ibid.9 Paul E. Barton and Richard J. Coley, Parsing the Achievement Gap II,, Educational Testing Services, Princeton, NJ, April

2009, accessed on November 30, 2009.10 Ibid.11 Ibid.12 Deputy Mayor for Education,http://dme.dc.gov/dme/frames.asp?doc=/dme/lib/dme/icsic_action/icsic_brochure.pdf, accessed on November30, 2009.13 Community Schools Research Brief, Coalition for Community Schools, Washington, DC, 2009.14 Chicago Public Schools Community Schools Initiative 2006 Award Nomination.15 Ibid.16 SUN Coordinating Council Charter.17 SUN Community School Results,

,accessed on December 7, 2009.18

Ibid.19 District of Columbia Mentoring Programs, < http://cncs.dc.gov/cncs/cwp/view,a,1197,q,524961.asp>, accessedon November 25, 2009.20 DC Children and Youth Investment Trust Corporation, < http://www.cyitc.org/>, accessed on November 29,2009.21 US Secretary of Education Arne Duncan, Charlie Rose, Charlie Rose Show, PBS, March 11, 2009.


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APPENDIX 1

DC THINKING GROUP PARTICIPANTS

21st Century School Fund

American Federation of Teachers

Americas Promise Alliance

Brookings Institution

Coalition for Community Schools

Collaborative for Education Organizing

Communities in Schools - DC

Critical Exposure

D.C. Action For Children

D.C. Alliance of Youth Advocates

D.C. Assembly on School-Based Health Care

D.C. Campaign to Prevent Teen Pregnancy

D.C. Education Compact

D.C. PTA

D.C. Language Access CoalitionFlamboyan Foundation

D.C. School Reform Now

D.C. Children & Youth Investment Trust Corporation

DC VOICE

Department of Prevention and Community Health and

Director of the Department's Center for Health and

Health Care in Schools, George Washington University

Metro TeenAIDS

Pre-K for All - D.C.

Sasha Bruce Youthwork, Inc.

State Board of EducationTeaching for Change - Tellin' Stories Project

Urban Alliance Foundation

Urban Institute

Washington Region Area Grantmakers

Youth Education Alliance


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Working Tog

Schools in the

ther for Comm

District of Colu

unity

mbia


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Community Schools: The VisionCommunity schools are centers of community, open more hours per

day and more days per year, with opportunities and supports for

children and families. They typically involve early learning and care

opportunities, challenging and engaging real-world curriculum,

expanded learning time, comprehensive services and learning

supports (such as school-based or school-linked medical and mentalhealth services), strong family and community engagement, adult

education and job training and cultural and civic events. The school

serves as a place for community problem-solving, engaging young

people in the real world, with neighborhood residents and other

citizens involved in the education of our children. Community schools

bolster student success by addressing both academic and non-

academic needs.

Unlike traditional public schools, community schools link school and

community resources as an integral part of their design and

operation. Consequently, community schools have three major

advantages that schools acting alone do not. Community Schools:

Provide learning opportunities that develop academic andnon-academic competencies;

Garner additional resources to reduce the demand onschool staff for addressing all the challenges that students

bring to school; and

Build social capital -- the networks and relationships thatsupport learning and create opportunities for young people

while strengthening their communities.1

Working Together for Community Schools in

the District of Columbia

IntroductionDuring the summer of 2009, DC VOICE and the Coalition for Community Schools at the Institute for Educational

Leadership (Coalition) formed a partnership to consider the potential for community schools in the District of

Columbia. Over the course of the past six months, DC VOICE and the

Coalition organized a thinking group to help explore the issue, speak with

school principals about community schools, look at city needs data, and thestatus of relationship between schools and communities in the city. See

Appendix 1 for list of thinking group participants.

Based on our review, DC VOICE and the Coalition propose that the citizens

and leaders of the District of Columbia take bold action to transform at

least half of

the schools in

the City into

community schools within the next five years.

Research and experiences from other cities show

us that this course of action will strengthen

student achievement and development of deeper

ties between parents and other citizens and their

local public schools. These ties are imperative in

our view to sustaining the positive reforms that

are emerging in the District.

This report reflects the findings of that process

and is structured in the following way:

Section 1: Why WeNeed Community Schools in

the District of Columbia explains the obstacles

children face in the District of Columbia, providesa broader perspective on the impact of those

obstacles, and discusses DC principals views on

and desire for community schools.

Section 2: DC Vision for Public Schools describes

how the community schools results framework

aligns with the goals, objectives, and expected

results outlined in various documents from DCPS and the City of the District of Columbia.

With tears in her eyes, Tonette, the mother of a fifth grader at Garfield Elementary Schools in southeast

Washington, DC, spoke about the vast differences between her sons school and a community school she

visited in Arlington, Virginia Carlin Springs Elementary School. What struck her most? It was how

welcomed she felt as she entered the school building. It was overwhelming for me, she said.


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Section 3: Community Schools in Depth provides additional details about community schools and their focus on

results and offers descriptions of successful initiatives in Chicago, Illinois, Cincinnati, Ohio, and Multnomah,

Oregon.

Section 4: Moving Forward in DC describes current positive opportunities and supports in place at some DCPS

schools and calls for a bold action plan to implement community schools in the District of Columbia.

Why DC Needs Community Schools: The Problem and the Principals

PerspectiveChildren living in the District of Columbia face daily challenges such as a lack of positive adult role models,

unmet health needs, unsafe neighborhoods, family financial uncertainty, and a dearth of access to positive

opportunities. DC has the highest rate of children living in poverty of any state or jurisdiction in the United

States, creating a number of obstacles students must combat to be successful in school.

Thirty percent of DC childrens families have incomes below the official federal poverty level ascompared to a national rate of 19%.1

In 2008, 57% of DC children lived in single-parent families.2 Twenty-two percent of children live in households where the household head is a high school dropout.3 In 2006, the DCPS graduation rate (not including charter schools) was below 50%. 4 The number of juvenile cases referred to DC Superior Court increased in 2007, continuing the upward

trend that started in 2002. Crimes against persons and against property accounted for a majority of the

juvenile cases formally petitioned.5

According to the Centers for Disease Control and Preventions biennial YRBSS, in 2007, 21.3 percent ofyouth in DC admitted to carrying a weapon and 43 percent engaged in physical fighting. 6

In 2007, 14% of children in DC experienced asthma problems.7 In 2006, 11.5% of the babies born had a low-birthweight. The national percentage is 8.3. 8

These are not excuses; but, if we are to ensure that all children

succeed at high levels it is important to recognize and

understand that these and other factors influence the

education of children and implement appropriate solutions to

mitigate their impact. Research suggests that health, safety, and

stability of families and communities are strongly linked to

student success in school and subsequently in life. In Parsing

the Achievement Gap II, Paul Barton and Richard Coey call

attention to nine external factors that can have a negative

effect on student learning: parent participation, birth weight,

exposure to toxins (such as lead), hunger and nutrition, talking

and reading to babies and young children, excess televisionwatching, single-parent families, student/family mobility, and

summer learning gain/loss.9 The education system cannot be a

lone wolf if it seeks to reduce the multitude of gaps that exist.

The authors state:

The achievement gap has deep roots deep in out-of-

school experiences and deep in the structures of schools. Inequality is like an unwanted guest

who comes early in these childrens lives and stays late. Policies and practices that are likely to


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narrow gaps in achievement ne

at the outset of a childs acade

lower, achieve, and attain in s

Not only are these challenges for childr

teaching, learning, and outcomes for c

students academic and non-academic

In its 6th annual Ready Schools Project,

to begin the school year. This year, the

would be open longer hours and provid

percent responded that they would be

staffing/coordinators, parent/adult edu

services, and additional programs for ki

below) Principals also stated that they

partnerships; for the most part they ar

Chart 1.

One principal said, Im happy to be a c

just at the beginning of the project; pos

parent support and training, possibly a

The principals concerns align with seve

recommendations to improve child wel

Continue to fund and increaseserving children in the District.

Develop a continuum of servicdevelopment/job readiness, lit

Provide supports to decrease ttest.

Continue increased funding for Require schools to develop eng Increase the opportunity for yo

05

101520253035

Needs fo


ed to be broad and comprehensive if they are to ch

ic career and create the conditions in which every

hool and in life.10

en and their families, but they are also challenges f

ildren and youth, principals must take deliberate st

needs differently.

DC VOICE once again asked 100 principals how rea

also asked about principals desire to become a co

e multiple opportunities to address the challenges

interested in establishing a community school. Prin

cation resources, additional funding, health, ment

ds as the top needs to be a successful community s

receive limited support from the system to help th

tasked with finding and creating outside partners

ommunity school as long as the funding for resourc

sible programming would include day care center,

dentist on site, food and clothing donation.

ral recommendations from the 2008 DC Kids Count

l-being.

he number of out-of-school programs (including m

s for the unemployed and underemployed, includi

racy, and job placement services.

e achievement gap between ethnic groups of stud

community tutorial and mentoring programs.

agement strategies to increase parent involvement

uth to have college preparedness experiences.

a Successful Community School

Needs f

Success

munity Schools

ck inequality

child can

r schools. To improve

eps to meet their

y their schools were

mmunity school that

mentioned above, 67

cipals cited additional

l health, dental

chool. (See Chart 1

m build effective

ips on their own.

s are there and not

ulti-age programs,

report

entoring programs)

g workforce

nts on standardized

.

or a

ul


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Expand life skills education programs, including information on non-violent conflict resolution andhealthy relationships.11

The District of Columbia Public Schools (DCPS) has made important strides to improve student achievement in

school, but, still, these and other barriers influence students learning and their overall success in school. Based

on principals interest in transforming their school into a community school, it is evident they see them as

effective ways to improve outcomes for children.

The DC Vision for SchoolsReform strategies put forth by DCPS and other City agencies align with the results of community schools. Under

the leadership of Schools Chancellor Michelle Rhee, DCPS has been working hard to improve schools and

ensuring the success of all students DCPS and there are real signs of progress. District leadership has outlined

core beliefs that guide its work, objectives for realizing those beliefs, and has developed a number of strategic

documents that can be seen on the DCPS website. The community schools strategy supports these core beliefs,

objectives and elements.

Core Beliefs Objectives Elements of Effective SchoolsAll children, regardless of

background or circumstance, can

achieve at the highest levels.

Create schools that provide a consistent

foundation in academics, strong support

for social and emotional needs, and a

variety of challenging themes and

programs.

Teaching and Learning

Achievement is a function of

effort, not innate ability.

Develop and retain the most highly

effective educators in the country, and

recognize and reward their work.

Leadership

We have the power and the

responsibility to close the

achievement gap.

Implement a rigorous, relevant, college

preparatory curriculum that gives all

students meaningful options for life.

Job-embedded Professional

Development

Our schools must be caring and

supportive environments.

Support decision-making with accurate

information about how our students are

performing and how the district as a whole

is performing.

Resources

It is critical to engage our

students families and

communities as valued partners.

Provide schools with the support they need

to operate effectively.

Safe and Effective Learning

Environment

Our decisions at all levels must be

guided by robust data.

Partner with families and community

members who demand better schools.

Family and Community

Engagement

Further, DCPS five-year strategic plan, under the family and community engagement area, outlines goals to

identify partners and match schools with partnership opportunities in a way that maximizes the impact thatpartners achieve on the overall goals of the district. DCPS also states that it plans to partner with other district

government agencies such as Department of Mental Health, Parks and Recreation, and Employment Services to

provide necessary information and resources to parents.

The City government, of which DCPS is a part, has outlined goals and aspirations for DC children and youth that

require the attention of all City departments. Mayor Adrian Fenty, through the Deputy Mayor for Educations

office has initiated coordinated efforts to improve student achievement and outcomes for children. The City has

six citywide goals for children and youth:


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1. Children are ready for school;2. Children and youth succeed in school;3. Children and youth practice healthy behaviors;4. Children and youth engage in meaningful activities;5. Children and youth live in healthy, stable, and supportive families; and6. Youth make a successful transition into adulthood.12

These City goals mirror the conditions for learning as identified by the Coalition for Community Schools. (See

next page.)

The Statewide Commission of Children, Youth, and Families was established by Mayor Fenty to monitor, align,

and support child and youth initiatives beyond the classroom, aligns its work to the City goals. Its mission is to

address the needs of at risk children by reducing juvenile and family violence and promoting social and

emotional skills among children and youth through a comprehensive integrated services delivery system. There

are 21 members (required by law) on the Commission, representing each of the various City and state level

departments and agencies that serve youth including: the State Superintendent of Education, DC Schools

Chancellor, Director of Human Services, Director of the Department of Health, DC Attorney General, and the

Director of Parks and Recreation.

It is clear that all parts of DC government including DCPS recognize the importance of connecting schools and

the community to improve outcomes for all children. Wrestling with many of the same challenges that are

currently impacting school achievement and student learning in DC, other school districts have adopted the

community schools strategy as a resourceful way to leverage, align, and coordinate school and community

resources to level the playing field for allchildren. From creating schools that provide a consistent foundation in

academics, strong support for social and emotional needs, and a variety of challenging themes and programs to

focusing on data and results, the community schools concept aligns with the objectives, strategies, and aims put forth

by DCPS and the City of DC.

The time is ripe to take the next step toward implementation of community schools in the District of Columbia.

Community Schools in Depth

I'd like to see schools open 12, 13, 14 hours a day, year-round, offering not just mentoring and tutoring

programs but art, chess, family literacy nights, debate teams, and GED and ESL programs for parents. It

doesn't have to be that expensive to keep school opens longer. In every school you have classrooms,

Conditions for Learning

Early childhood development is fostered through high-quality, comprehensive programs thatnurture learning and development.

The school has a core instructional program with qualified teachers, a challenging curriculum, andhigh standards and expectations for students.

Students are motivated and engaged in learningboth in school and in community settings,during and after school.

The basic physical, social, emotional, and economic needs of young people and their families aremet.

There is mutual respect and effective collaboration among parents and school staff. The community is engaged in the school and promotes a school climate that is safe, supportive,

and respectful and that connects students to a broader learning community.


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computer labs, libraries, gymsand many have pools. Rent the school out for free from 3:00 to 9:00 PM to

great non-profit partners like the YMCA's, the Boys and Girls Club, college-readiness programs, and other

enrichment programs. When schools have these tremendous physical resources, the YMCAs and Boys and

Girls Club should get out of the business of brick-and-mortar start-ups. Just run their programs in the

schoolsand put all their scarce resources into children, not buildings. We must open our doors to the

community. -- Arne Duncan, Secretary of Education

Strongerschools equal stronger communities and supportive, engaged communities equal stronger schools.

13

The community schools strategy is rooted in the most effective way to promote student achievement: meeting

the needs of the whole child. Community schools mobilize the assets of the school and the entire community to

improve educational, health, social, family, economic, and related results, connecting children and their families

to supports and opportunities that are also aligned to academics. They address many of the realities that

challenge todays schools and educators including those schools and educators in DCPS.

Driven By Results

Community schools and their partners pursue a balanced approach that recognizes the importance of both

academic and non-academic factors and the value of developing social capital to support young people.

Community schools achieve this balance by focusing on key results.

Students attend school regularly. Students achieve academically. Students are engaged and motivatedcivically and academically. Students are healthyphysically, emotionally, mentally. Families are involved and supportiveof children and their education. Schools, families and community work together. Schools are safefor students, parents, and school staff. Communities are desirable places to live.

In most community schools depending on the needs of the student population and surrounding community

these results are achieved by improving access to supports and opportunities such as:

Academic enrichment; Adult education; College and career advising; Community building activities; Health services (including dental and mental health); Early childhood programs; On-site social services and family economic supports; Out-of-school time programming; Mentoring; Tutoring; Warm and welcoming school building that is open during non-school hours for community functions and

programs.

See Appendix 2 for Community Schools Results-based logic Model.

Community Schools in ActionCommunity schools are alive and growing, serving millions of students across the nation. Today, there are a

number of national models and local initiatives that create their own flavor of community schools. The

framework below illustrates the key components found in successful community school initiatives: community


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leadership that includes key stakeholde

leadership (including a lead agency to c

planning team. This section highlights t

Portland, OR and shows how this frame

Chicago

Chicago Public Schools (CPS) serves abo

households. CPS is home to the largest

intermediary for the community school

communities, open mornings, afternoo

to gather, learn, and serve. A network

initiate the effort.

Each CPS Community School:

Partners with non-profit organioverall academic goals for impr

Hires a full-time resource/site cseeks out new partners, coordi

of the community as he/she is

Establishes an advisory commitmembers, and other key stake

school to determine what oppo

oversees school programs.14


rs, strong intermediaries to facilitate a city-wide st

oordinate the effort), a community school coordin

hree community school initiatives in: Chicago, IL; Ci

work guides their efforts.

ut 426,000 students, eighty-five percent of who co

community schools initiative in the nation. CPS ser

s initiative and has transformed more than 150 sch

ns, evenings, weekends, and during the summer fo

f school and foundation officials provided the lead

zations to provide out-of-school-time programs tha

oving student achievement;oordinator who oversees programs, connects with

nates with the Advisory Group. The coordinator is e

he bridge connecting all community school stakeh

tee that includes teachers, parents, the school prin

olders. The Advisory committee conducts a needs

rtunities and supports that are needed, identifies e

munity Schools

ategy, site-level

tor, and a site-based

ncinnati, OH; and

e from low-income

es as the

ols into hubs of their

community members

rship necessary to

t support the schools

current partners and

ssential to the success

lders; and

ipal, community

ssessment for the

xisting resources, and


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Some of the results seen in Chicagos community schools:

Standardized test results that show a steady closing of the achievement gap when compared with otherChicago schools. Increased reading and math scores have been linked to out-of-school time

opportunities;

Students attending community schools have demonstrated significantly lower numbers of seriousdisciplinary incidents compared to schools with similar demographics; and

Since graduating its first class in 2006, Community Links High School in Chicago has maintained a 99%graduation rate, with an 85% college-going rate and 97% daily attendance rate.15

Cincinnati

Cincinnati Public Schools (CPS) initiated its community schools work with this vision and mission: to serve more

fully the needs of our students and to support the improvement of their academic and intellectual development,

all Cincinnati Public Schools will engage their communities in improving student achievement. As centers in the

community, the schools, and their partners should foster strong collaboration, set high expectations, embrace

diversity, and share accountability for results. In Cincinnati, a nonprofit organization serves as the intermediary

for their Community Learning Centers initiative, and collaborative networks of partners in parent engagement

health, mental health, youth development, and other fields help to organize services at community learning

centers

In 2006, CPS launched nine pilot sites. From the beginning,

each community school pilot was equipped with a full-time

resource coordinator to manage, coordinate, and align the

many community partners. This proved to be a salient

component to their success. Cincinnatis community schools

services are coordinated community partnerships that

promote academic achievement and provide recreational,

educational, social, health, civic, and cultural opportunities for

students, families, and their communitiesall converging

around vision of community learning centers.

During the 2007-08 school year, the community schools

showed promising trends in the benchmarks they strived to

achieve: school rating (continuous improvement), student enrollment (10% increase), behavior incidents (10%

decrease), achievement tests (10% increase in proficient or better), dental health (90% fully screened and

treated), AYP index (met), average daily attendance (93% daily), student stability (5% increase), physical health

(95% immunized), and developmental assets (5% increase). All nine pilot sites showed progress toward meeting

benchmarks, but two (Winston Hills Academy and Riverview East) made significant strides, meeting 89% of the

benchmarks for 2007-08.

There are key factors that have been attributed to the success of these two schools:

A full-time resource coordinator; Full-time coordinated and results-focused community partnerships including daily afterschool

programming;

A school nurse and an on-site mental health professional; and On going, meaningful community and parent engagement.

The resources and partnerships supporting community schools throughout Cincinnati are making a dramatic

difference: from 2000 to 2008, CPSs 17 high schools have seen their graduation rate improve from 51% to 82%.


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Most of the supports and opportunities are provided at no extra charge by the schools partners. The respective

partner redirects funds already serving the target population to provide the opportunity in a location that is

more accessible to the community they serve: the school. This structure has been a thriving arrangement for the

school district, community partners, and families. Additional dollars have been raised including funds from the

local United Way, the Greater Cincinnati Foundation, and two private foundations.

PortlandThe Multnomah County (including the City of Portland) community schools initiative is called Schools Uniting

Neighborhoods (SUN Schools). There are 58 community schools in six districts. The initiative is led by a

Coordinating Council, which provides high-level system leadership, oversight, and support. County staff function

in the intermediary role since the County has allocated more than $5 million to the SUN schools initiative; the

City provides $1.4 million. The responsibilities of the Council include:

Ensuring systems level alignment among all participating organizations; Developing vision, design, and operating policies for the System; Ensuring accountability and quality through evaluation and monitoring; Providing recommendations to Sponsors; Promoting sustainability; Ensuring equitability of access; and Making operating decisions together.16

The sponsors include the Multnomah County Chair (Lead), superintendents of four school districts, the Mayor of

Portland, and the Oregon Department of Human Services. Sponsors select lead agencies which are all non-profit

organizations with the exception of the Department of Recreation. All organizations and districts that are

involved with community schools serve as a member of the Coordinating Council. This structured method of

managing community schools in the Portland Metropolitan area allows for true collaboration and sharing of

resources and expertise.

Located in neighborhood schools, SUN Community Schools coordinate and provide:

Extended day academic and enrichment opportunities that are connected to learning that takes placeduring the school day;

Family involvement and strengthening programs; Adult education; Health and social services for students, families, and the community; and Community events.

The 58 SUN Community Schools include 22 elementary, 13 middle, 17 K-8, and six high schools. SUN Community

Schools serve all ages, preschool to seniors, with focus on the students in the immediate school community.

They are open before and after school, evenings, and weekends.

According to an evaluation conducted in 2007-08, the SUN Community Schools served:

15,041 children and youth in ongoing enrolled classes and activities; 2,855 adults in adult education, skill-building and school-related classes; and 91,725 people in community and family events and activities.17

Students that regularly participated in opportunities showed strong gains in academics, attendance, and

behavioral areas:

73% increased state benchmark scores in Reading; 76% increased state benchmark scores in Math;


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Average daily school attendance was 95%; 78% had a more positive attitude toward school; 70% improved behavior; 72% improved in finding alternative resolutions to problems; and 86% of students have at least one adult who cares about them and to whom they can go for help.18

Financing Community SchoolsFinancing for community schools comes from multiple funding streams federal, state, and local as well asprivate sources. These resources, combined with the civic and volunteer capacity of neighborhoods, make

community schools come alive. The exhibits on the next few pages illustrate the range of services offered by

selected community schools and how they are financed.

community schools report 2010

Documents