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 4 th 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.

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 United Way’s Education Action Plan June 12, 2009

“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’s Education Action Plan June 12, 2009

United Way Worldwide

Community Schools Survey

Summary of Responses

October 28, 2010 United Way’s Education Action Plan June 12, 2009

United Way’s Role in Community Schools Initiatives

90 80 70 60 50 40 30 20 10 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr East West North

United Way’s Education Action Plan June 12, 2009

UW Staff Roles in Community Schools Initiatives

United Way’s Education Action Plan June 12, 2009

Funding for Community Schools Initiatives

• Significant range in UW

direct

support for Community Schools – e.g. $10,000 - $1.1 million • Additional sources of funding include: – The local school system (80%) – Federal funding (e.g. Title I, 21 st CCLC, TANF, etc.) – Private foundations (Gates, Ford) – Corporate donors United Way’s Education Action Plan June 12, 2009

Outcomes for Community Schools Initiatives

• About ½ UW respondents working in community schools state that their coalition has identified outcomes for their Community Schools Initiative • Of those respondents, most commonly identified outcomes included: – Increasing attendance rates – Reducing risk-taking behaviors – Improving on-time graduation rates – Improving academic performance United Way’s Education Action Plan June 12, 2009

Noted Challenges • Collaborating with school districts • Shortage of resources • UW internal capacity • Identifying clear goals/focus on outcomes United Way’s Education Action Plan June 12, 2009

Community Schools: The United Way

November 2010

16

The Coalition for Community Schools

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.

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Coalition Partners 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.

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What is a Community School?

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

Community School Results: Children, Families, & Communities

Students 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.

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Key Principles

Foster strong partnerships Share accountability for results Align school and community assets and expertise Set high expectations for all Build on the community's strengths Embrace diversity

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Community Schools across America

30-35 United Ways School District Leadership: Oakland, Providence, Evansville Local Government Leadership: Portland, Grand Rapids Higher Education: Philadelphia, Tulsa National Models: Children’s Aid Society, Beacons, Communities in Schools, National Community Education Association 22

Community Schools: Collaborative Leadership Structure

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United Way Roles in Community Schools

    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 24

State Policy Landscape

NGA focus on community schools Emerging networks in multiple states: New Mexico, California, Illinois, Indiana, New York, Ohio, Pennsylvania

25

Federal Policy Landscape

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, 32 nd District) Full Service Community School (FSCS) Act  2009 re-introduction is still in committee Eleven 2010 FSCS Winners Promise Neighborhood Grants  8 of the winners have community schools at center Coalition is working to embed community school principles into the reauthorized ESEA.

www.communityschools.org

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Special Information for United Ways:

Visit:

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

Martin Blank President, Institute for Educational Leadership Director, Coalition for Community Schools 4455 Connecticut Ave, NW Suite 310 Washington, DC 20008 202-822-8405 x167 [email protected]

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United Way of Salt Lake Community Learning Center Initiative

October 2004

Background

November 2004 to June 2005 July 2005 to June 2006 July 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.

Start-Up Funding and Partner Selection

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

August 2007 Project Begins

August 2007 January 2008 Research begins and steering committee formed.

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

February 2008 March 2008 Early July 2008 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 Wilson Kearns Jr. High Mountain View Wasatch

Late 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.

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

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.

• • •

UWSL Community Change Council Findings

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 3 rd year of CLC funding confirms that this is a powerful model.

• • • • • •

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 Build a strong foundation of early learning from birth to age 8    Measures age appropriate development kindergarten readiness 4 th grade reading levels

Immigrant / Refugee Integration Basic Needs

INCOM E gain the income and financial tools to thrive Measures  income to support family  saving for college and / or retirement HEALTH Improve child health and promote healthy behaviors Measures  health coverage and access  disease  illness and obesity rates Education, Income and Health and English Language, Civic Engagement and Inclusion Food, Housing, Health and Safety

Journey to the Lehigh Valley: COMPASS Community Schools in Action

Jill Pereira

, Acting Director, COMPASS Community Schools

Lehigh Valley Snapshot

Two counties – 626,850 population

Metro IA United Way $9.4 M “Campaign” – 36 Staff

  Total $3.3 M investment in early childhood and education

programs, systems strategies 17 school districts – 200 schools – 100,000 students

 

42 schools in 4 districts identified as “highest need” (based on academic performance/poverty rate) 50+% urban students eligible for free/reduced lunch

 1,000+ students drop out of high school each year

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

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

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Our Theory of Change…

Student well-being is necessary to absorb quality

education

Schools cannot do it alone support students

– Parents and community

partners help build resources and social capital to Community School model seeks long-term/integrated improvements vs. quick-fix/fragmented programs

More and stronger Community Schools are possible with

ongoing skilled support

Measurable Results:

School Success & Graduation

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

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Resource Development for Community School Partnerships

Mini-grants for small, specific projects

Project Investment Program Investment Range: $10,000-$290,000

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

Partnership Investment Approximately $500,000 annually

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

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

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COMPASS:

UW’s Intermediary Catalyst for “Movement”

COMPASS “brand” represents collaborative

three

school districts,

five

of

two

counties, lead partner organizations, multiple volunteers and funders

Mobilize & support new Community Schools Strengthen developing Community Schools Train Community School staff, leaders & teams Equip community-based organizations to partner effectively with

schools

Engage

local businesses & corporations in “adopting” schools

Build public/private resource pool to achieve critical mass

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

43

COMPASS Community Schools:

Core Ingredients

School Principal leading the vision and process Community School Coordinator/Director employed by a Lead Community Organization or Institution of Higher Education (Lead Partner) Site-based Leadership Team Results-focused, curriculum-integrated plan Coherent web of partnerships

Parents as leaders and decision-makers …A Community Building Partnership of United Way of the Lehigh Valley

44

Getting Started…

Four main areas to consider:

Identifying the right outcomes Building the right knowledge base Identifying the right structure Building the right energy and support

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

45

Identifying the Right Outcomes

Assess current district, school, and community

priorities for students, families, and the neighborhood through data-driven discussion Assess priorities and desired outcomes for systems Agree on results-framework (school

accountability/improvement plan, results accountability models) that works …A Community Building Partnership of United Way of the Lehigh Valley

46

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, publications

Improve familiarity with the

“language” and priorities of education Improve familiarity with the processes, advantages and challenges of community-based organizations

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

47

Identifying the Right Structure

Key characteristics of Community Schools included extended hours, extended relationships, extended services… Insist on

assess capacity of key players Articulate clear roles and expectations for all partners

through collaborative agreements/contracts/MOU re: staffing, access to data, facility usage/space, resources (including in-kind)

right “skill set” and qualifications

thinker, communicator) (education, experience) for coordinator roles (bi-lingual, systems …A Community Building Partnership of United Way of the Lehigh Valley

48

Building Energy and Support

Build transparent relationships with critical alliances Establish clear path to resource development

(know what you want to fund/raise funds to support) Develop compelling student-centered message to share with multiple constituents

Offer plenty of opportunities for engagement at all levels

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

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COMPASS Community School Organizational Model

United Way of the Greater Lehigh Valley Community Partners for Student Success (COMPASS ) Bangor Area School District Slater Family Network Bethlehem Area School District

Broughal Middle School Boys & Girls Club of Allentown

Allentown School District

Calypso ES Communities In Schools of the Lehigh Valley Fountain Hill ES

Northampton

Community

College

Lincoln ES East Stroudsburg University Central ES Boys & Girls Club of Allentown South Mountain MS Communities In Schools of the Lehigh Valley Roosevelt ES Boys & Girls Club of Allentown

Director of Training & Support COMPASS

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

Acting Director of COMPASS

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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.”

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

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2009-2010 RBA Highlights

School 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

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

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