ready by 21 webinar series: united ways and community schools – lessons from the field united way...

Ready By 21 Webinar Series: United Ways and Community Schools – Lessons from the Field

United Way Worldwide

October 28, 2010

Today’s Objectives

• Share a common definition of Community Schools

• Learn about the extent of United Way support for community schools across the country

• Hear about national trends in community schools, federal, and state policy developments

• Learn how two local United Ways have implemented community schools initiatives in their community

Presenters

• Marty Blank, President of the Institute for Educational Leadership & Director of the Coalition of Community Schools

• Ashley Hillman, Community Collaborations Director, United Way of Salt Lake

• Jill Pereira, Acting Director, COMPASS Community Schools, United Way of Greater Lehigh Valley

Big Goals

•United Way set out a challenge 18 months ago, that by 2018 we would work with communities to:

Cut by half the number of students who drop out

Cut by half the number of financially unstable lower-income working families

Improve by one-third the number of healthy risk-avoiding youth and adults

Audacious goals that can’t be achieved by United Way alone

Our Point of View: The Birth-21 Education Continuum

We must give our children the tools to:

– Enter school ready to succeed

– Read proficiently by 4th grade;

– Make a successful transition to middle school;

– Graduate from high school on time; and

– Be ready for success in college, work and life

The Total Child requires the Total Community. We have to insulate the

education pipeline.

United Way’s Education Action Plan June 12, 2009

Ready By 21 Partnership

• Partners – American Association for School Administrators; Corporate Voices; Forum for Youth Investment; National Conference of State Legislatures; and the National Collaboration for Youth Development

• Goal – improve the number of youth that are ready for college, career and life by age 21 through leadership development

• Key UWW Activities(1) develop UW specific tools, resources and learning opportunities; (2) create and grow a UWW RB21 Learning Community; (3) provide grants in the SE to build UW system capacity

“The 4 B’s” – The Capacities Leaders Need To Strengthen To Do Business Differently

• Broader Partnerships

• Bigger Goals

• Better Data & Decision Making

• Bolder Strategies


What is a Community School?

• Provides a comprehensive and diverse set of school-based services and supports - including academics, physical and mental health services, social services; youth development, etc.

• Describes both the place “school” where these supports are primarily provided, and the mechanism for accomplishing this – through a strategic and intentional set of partnerships

• Schools are generally open to the community

• Community engagement is emphasized


United Way WorldwideCommunity Schools Survey

Summary of Responses

October 28, 2010


United Way’s Role in Community Schools Initiatives

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North


UW Staff Roles in Community Schools Initiatives


Funding for Community Schools Initiatives

• Significant range in UW direct support for Community Schools – e.g. $10,000 - $1.1 million

• Additional sources of funding include:

–The local school system (80%)

–Federal funding (e.g. Title I, 21st CCLC, TANF, etc.)

–Private foundations (Gates, Ford)

–Corporate donors


Outcomes for Community Schools Initiatives

• About ½ UW respondents working in community schools state that their coalition has identified outcomes for their Community Schools Initiative

• Of those respondents, most commonly identified outcomes included:

–Increasing attendance rates

–Reducing risk-taking behaviors

–Improving on-time graduation rates

–Improving academic performance


Noted Challenges

• Collaborating with school districts

• Shortage of resources

• UW internal capacity

• Identifying clear goals/focus on outcomes

www.communityschools.orgwww.communityschools.org 16

Community Schools: The Community Schools: The United WayUnited Way

November 2010

www.communityschools.org

The Coalition for Community The Coalition for Community SchoolsSchools

Vision: The Coalition for Community Schools believes that strong communities require strong schools and strong schools require strong communities. We envision a future in which schools are centers of thriving communities where everyone belongs, works together, and succeeds.

Mission: The Coalition advances opportunities for the success of children, families and communities by promoting the development of more, and more effective, community schools.

www.communityschools.org 17


Coalition Partners Coalition Partners include….include….

With over 150 local, state, and national partners, the Coalition is comprised of organizations representing:

Nonprofit organizations: e.g. United Ways Youth development Health, mental health and social services K-12 and higher education Local government Community development organizations Local community school initiatives…more

Our partners recognize the community school advantage in achieving their own goals.



What is a Community What is a Community School?School?

A community school is both a place and a set of partnerships between the school and other community resources. It provides academics, health and social services, youth and community development, and community engagement, and brings together many partners to offer a range of support and opportunities for children, youth, families, and communities. The school is generally open for extended hours for everyone in the community. Community schools may operate in all or a subset of schools in an LEA. (Title I Guidelines, U.S. Department of Education, Sept. 2, 2009)


Community School Results: Community School Results: Children, Families, & Children, Families, &

CommunitiesCommunitiesStudents attend regularly. Students achieve academically.Students are engaged and motivated—civically and academically. Students are healthy—physically, emotionally, mentally.Families are involved and supportive—of children and their education.Schools, families and community work together.Schools are safe—for students, parents, school staff.Communities are desirable places to live.


Key PrinciplesKey Principles

Foster strong partnershipsShare accountability for results Align school and community assets and expertiseSet high expectations for all Build on the community's strengths Embrace diversity


Community Schools across Community Schools across AmericaAmerica

30-35 United WaysSchool District Leadership: Oakland, Providence, EvansvilleLocal Government Leadership: Portland, Grand RapidsHigher Education: Philadelphia, TulsaNational Models: Children’s Aid Society, Beacons, Communities in Schools, National Community Education Association



Community Schools: Collaborative Community Schools: Collaborative Leadership StructureLeadership Structure



United Way Roles in Community United Way Roles in Community SchoolsSchools


Key player in community leadership group

Intermediary organization Lead agency or contract with others

to be leads Funder – fund intermediaries and

incentivize the integration of grantee work at individual schools through the community schools approach


State Policy LandscapeState Policy Landscape

NGA focus on community schools

Emerging networks in multiple states:

New Mexico, California, Illinois, Indiana, New York, Ohio, Pennsylvania



Federal Policy Federal Policy LandscapeLandscape

DIPLOMA Act (Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement, S.3595, H.R. 6229)

July 15, 2010 – introduced by Senator Sherrod Brown (D-OH) and Senator Bernie Sanders (I-VT)

September 28, 2010 – introduced by Rep. Judy Chu (D-CA, 32nd District)

Full Service Community School (FSCS) Act 2009 re-introduction is still in committee

Eleven 2010 FSCS Winners Promise Neighborhood Grants 8 of the winners have community schools at center

Coalition is working to embed community school principles into the reauthorized ESEA.



Special Information for United Special Information for United Ways:Ways:

Visit: http://www.communityschools.org/resources/resources_for_local_united_ways.aspx

Martin BlankPresident, Institute for Educational LeadershipDirector, Coalition for Community Schools4455 Connecticut Ave, NW Suite 310Washington, DC 20008202-822-8405 [email protected]


http://www.communityschools.org/resources/resources_for_local_united_ways.aspx

http://www.communityschools.org/resources/resources_for_local_united_ways.aspx

mailto:[email protected]

Community Learning Center Initiative

United Way of Salt Lake

BackgroundJuly 2006 July 2007

Problems Identified

2004 Community Assessment identified barriers to education as one of four underlying “core issues” or causes of other serious community needs.

Community Agenda Task Force

Diverse community group brought together to discuss highly effective strategies for addressing each of the “core issues” identified in the community assessment. Community Learning Centers identified and selected as one of two key strategies.

Community Learning Centers Change Council

Broad group of education and other experts convened to research and develop a strategy for implementing Community Learning Centers.

Project Begins

October 2004

November 2004 to June 2005

July 2005 to June 2006

August 2007

Start-Up Funding and Partner Selection

Start-up funding is secured, RFP developed and lead partner is selected.

Late July 2008

Research begins and steering committee formed.

Centro de la Familia convenes steering committee and lays out plan for implementing initiative.

Children’s Aid Society trains steering committee and team attends Community Schools Conference

Community schools conference held in Portland, OR. Eight representatives from Utah attend.

RFP released and partner schools are selected

Selection subcommittee chooses 4 schools from a pool of 13.

Woodrow WilsonKearns Jr. HighMountain ViewWasatch

City of South Salt Lake, Salt Lake County, Salt Lake City School District, and Davis School District selected as lead partners.

August 2007January 2008

February 2008March 2008

Early July 2008

October 2008

Centro decides not to continue as CLC lead partner

Meetings with stakeholders held to get feedback on best way to move initiative forward.

Getting Started: Target Objectives

• Increases in overall educational achievement • Reductions in achievement gaps • Improvements in school readiness• Gains in child and youth development• Greater family stability and engagement in

education

Research and Assessment • The Community Agenda Task Force was reorganized as a

“Community Change Council” including: education and non-profit experts, as well as government, business, and faith-based representatives.

• The council met monthly over the course of a year to further study the Community Learning Center model, assess feasibility of CLC implementation in Salt Lake County, identify barriers, and recommend a potential strategy to expand CLCs.

• A national expert from the Children’s Aid Society was brought to Utah for direct consultation.

• Each district in SL County presented their approach to CLC implementation (and meetings were held with each superintendent).

• Focus groups were held with educators, parents and youth to assess needs and interest in the CLC concept.

• CLCs have faced a variety of barriers over the course of implementation, including:• Procuring sustainable resources• Community / neighborhood support and engagement• Lack of support from school personnel (usually as a

result of excessive demands and limited resources)• The challenge of meeting basic educational needs given

Utah’s education funding dilemma is so significant that more comprehensive education models such as CLCs must involve the community in a substantial way.

• Evidence-based success as we approach the 3rd year of CLC funding confirms that this is a powerful model.

UWSL Community Change Council Findings

Evidence-Based Success: Community Learning Center Highlights 2010

• With nearly 100 coordinated services, CLC sites are offering a multitude of programs that range from gingerbread house festivals and ESL courses to mobile medical clinics and computer tutoring.

• At Wasatch Elementary in Davis County 72% of the students have increased their scores on standardized tests.

• In August of 2009 Guadalupe Schools had 2 parents on the Parent Involvement Committee (PTA). At the end of the 2010 school year, the same committee had 25 parents actively involved.

• Wasatch Elementary’s free and reduced lunch rates increased this school year, but the mobility rates have decreased.

• In Park City, the Holy Cross CLC has served over 450 students and parents. Programs at Holy Cross contain academic skill building and recreational components, as well as home visitation.

• Kearns Junior High served over 2800 individuals at the Kearns Community Learning Center while the Davis CLC served nearly 3000.

A New Way of Thinking: Funding Centers to Achieve Community Impact

• A 10 year transformation comes to fruition; success of CLCs validates UWSL’s shift to a focus on funding collaborative efforts.• Community Learning Centers• Welcome Centers• Prosperity Centers

• UWSL is focusing its allocation of resources to achieve greater impact without spreading resources an inch deep and a mile wide.

• Basic Needs; Community Impact (Integrated Service Delivery and Advocacy)

EDUCATION

INCOME

HEALTH

Food, Housing, Health and SafetyBasic Needs

Build a strong foundation of early learning from birth to

age 8

Measures age appropriate developmentkindergarten readiness4th grade reading levels

Help people gain the income and financial tools

to thrive

Improve child health and

promote healthy behaviors

Measures income to support familysaving for college and / or retirement

Measures health coverage and access illness and disease obesity rates

Education, Income and Health and English Language, Civic Engagement and Inclusion

Immigrant / RefugeeIntegration

Journey to the Lehigh Valley:COMPASS Community Schools in ActionJill Pereira, Acting Director, COMPASS Community Schools

…A Community Building Partnership of United Way of the Lehigh Valley

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Lehigh Valley Snapshot

Two counties – 626,850 populationMetro IA United Way - $9.4 M “Campaign” – 36 Staff

Total $3.3 M investment in early childhood and education programs, systems strategies17 school districts – 200 schools – 100,000 students42 schools in 4 districts identified as “highest need” (based on academic performance/poverty rate)50+% urban students eligible for free/reduced lunch1,000+ students drop out of high school each year


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Building on over 10 Years of School Success Partnerships… 1997-2005: Lehigh Valley Council for Youth

Partnerships with 7 school districts (20+ schools) to pilot “school success” models:

5 Family Centers “Wraparound” for challenged students

Positive Behavior Interventions and Supports (PBIS) 40 Developmental Assets

2005: Regional “launching” Community Schools Conference & first three Community Schools

2006: New collaborative name & board for a new strategic direction – Community Partners for Student Success (COMPASS)


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Our Theory of Change…Student well-being is necessary to absorb quality education

Schools cannot do it alone – Parents and community partners help build resources and social capital to support students

Community School model seeks long-term/integrated improvements vs. quick-fix/fragmented programs

More and stronger Community Schools are possible with ongoing skilled support

Measurable Results:

School Success

& Graduation


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Resource Development for Community School Partnerships

Project Investment

Program InvestmentRange: $10,000-$290,000

Partnership InvestmentApproximately $500,000 annually

Mini-grants for small, specific projects

After School Programs, Parent Engagement Programs/Services, Salaries for Essential Staff Members, such as Parent Coordinators, After School Coordinators

Community School Coordinator/Director Salary, Training and Technical Assistance, Operating Costs


43

COMPASS:UW’s Intermediary Catalyst for “Movement”

COMPASS “brand” represents collaborative of two counties, three school districts, five lead partner organizations, multiple volunteers and fundersMobilize & support new Community SchoolsStrengthen developing Community SchoolsTrain Community School staff, leaders & teamsEquip community-based organizations to partner effectively with schoolsEngage local businesses & corporations in “adopting” schoolsBuild public/private resource pool to achieve critical mass


44

COMPASS Community Schools:Core Ingredients

School Principal leading the vision and processCommunity School Coordinator/Director employed by a Lead Community Organization or Institution of Higher Education (Lead Partner) Site-based Leadership TeamResults-focused, curriculum-integrated planCoherent web of partnershipsParents as leaders and decision-makers


45

Getting Started…

Four main areas to consider:

Identifying the right outcomesBuilding the right knowledge baseIdentifying the right structureBuilding the right energy and support


46

Identifying the Right OutcomesAssess current district, school, and

community priorities for students, families, and the neighborhood through data-driven discussionAssess priorities and desired outcomes for systemsAgree on results-framework (school accountability/improvement plan, results-accountability models) that works


47

Building the Right Knowledge Base

Map school and community assets (programs, services, partners)Gather information from peers through site visits, webinars, other Community School events, conferences, publicationsImprove familiarity with the “language” and priorities of educationImprove familiarity with the processes, advantages and challenges of community-based organizations


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Identifying the Right StructureKey characteristics of Community Schools included extended hours, extended relationships, extended services… assess capacity of key playersArticulate clear roles and expectations for all partners through collaborative agreements/contracts/MOU re: staffing, access to data, facility usage/space, resources (including in-kind)Insist on right “skill set” and qualifications (education, experience) for coordinator roles (bi-lingual, systems thinker, communicator)


49

Building Energy and SupportBuild transparent relationships with

critical alliancesEstablish clear path to resource development (know what you want to fund/raise funds to support)Develop compelling student-centered message to share with multiple constituentsOffer plenty of opportunities for engagement at all levels


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COMPASS Community School Organizational Model

United Way of the Greater Lehigh Valley

Community Partners for Student Success (COMPASS)

Fountain Hill ES

Bethlehem AreaSchool District

NorthamptonCommunity

CollegeLincoln ES

East Stroudsburg University

Central ES

Boys &Girls Club

of Allentown

South Mountain

MS

Communities In Schools of the Lehigh Valley

RooseveltES

Boys &Girls Club

of Allentown

Allentown School DistrictBangor Area

School District

Slater Family Network

Calypso ES

Communities In

Schools of the Lehigh Valley

Director of Training & Support COMPASS

Acting Director of COMPASS

Broughal Middle School

Lehigh University

Boys &Girls Club

of Allentown


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2009-2010 RBA Highlights:Students and Families

Central: 1st Grade Read Along in March brought 40 parents together with their children to practice reading RIF books, which were then given to the students to take home and continue reading with their parents.

Calypso: Nearly 85% of students participated in some form of afterschool programs during 2009-2010. Five Calypso parents organized and ran afterschool enrichment programs for students throughout the year.

Roosevelt:Twelve parents attended an 8 week STEP parenting program that introduced strategies for interacting with difficult youth. 100% of the parents reported feeling more prepared to positively discipline their children and stated they would implement the strategies.

SMMS: After attending Bring Your Parents to School Day, one parent commented: “I have a new and more personal respect for public and private educators after two periods in the 6th grade.”


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2009-2010 RBA HighlightsSchool Improvements

SMMS:SMMS awarded $5000 Lowes ToolBox for Education Grant to support creation of a Clothing Closet, Food Bank, and School Supplies Bank.

Lincoln: 91% of students did not receive any Code of Conduct warnings throughout the year

Fountain Hill:Fountain Hill Police Department hired a Community Police officer who has worked closely with the school. He has talked to students about appropriate bus behavior, bullying and sponsored prizes for school wide Reading Challenge.

Roosevelt:There was a 20 % reduction in the number of discipline referrals 08-09 and a nearly 36% decrease since 07-08 school year.

Central: Community School Director has been granted access to the School Messenger System and School Max Data System, enabling her to better maintain communication with families and to track individual student information and progress

ready by 21 webinar series: united ways and community schools – lessons from the field united way...

Documents

united ways role

local united ways

compass community schools

community schools lessons

total community

education pipeline

education continuum

school ready