Community Learning Centre

An overview of the project Province of Quebec

To enable schools and their respective communities to develop the capacity to secure their future in the regions they presently reside in.

In the Province of Quebec

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An English Minority Language Initiative

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The Context

Why are Community Learning Centres (CLC) important to Québec and the English Community?

Community schools do a better job

Unlike traditional public schools, community schools link school and community resources as an integral part of their design and operation. Consequently, Community Learning Centres have three major advantages that schools acting alone do not.

•They garner additional resources for the school to reduce demands on school staff •They provide learning opportunities that develop both academic and non-academic competencies •They offer young people, their families and community residents opportunities to build social capital.

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Community Vitality

• Making the school and the community work together at making their community a better place • The assumption is that a strong school is necessary for community renewal and development: the school is at the center of community renewal • In short, community and school collaborative partnerships 5

Quality Education

 Provides learning opportunities that develop both academic and non-academic competencies.  Supports curriculum and instruction by enabling the use all of the community’s assets as resources for learning.

 Access additional resources for the school to reduce demands on school staff.

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Family Support & Engagement

 Provides the context for family resource centres, early childhood development programs, and coordinated health and social services.

 Family and community actively participate in designing, supporting, monitoring, and advocating quality activities.

 Promotes active citizenship.

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Community Development

 Young people develop their assets and talents, form positive relationship with peers and adults, and serve as resources to their communities.  Provides a coordinated strategy to focus and strengthen social networks, economic viability, and physical infrastructure .

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Better Lives

To change the lives of children and their families and reduce social barriers to learning.

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Project Goal

To support and monitor the development of a diversified group of Community Learning Centres which would become hubs for education and community development in the English-speaking community and serve as models for future practice.

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CLC Objectives

 To deliver educational and support services in a seamless and integrated fashion  To have various agencies pool resources and share the responsibility of service delivery  To nurture symbiotic relationships between schools/centres and their communities  To rejuvenate the role and importance of the school and its services to communities 11

CLCs should be able to…

 provide access to the conditions deemed necessary for student success  respond to the particular culture and needs of the communities they serve  provide services that are accessible to the broader community  deliver a range of services that are self supporting and sustainable over time 12

and also be able to…

 integrate existing services and resources with those available from external agencies  develop financial/resource partnerships that insure long-term sustainability  resonate within their communities as a successful response to their needs  demonstrate flexible and innovative approaches to service delivery 13

Primary Conditions…

 GB/SB approval of project and entente  Must be incorporated in school/centre Educational Project and Success Plans  Co-generated success planning  Integrate MELS programs & measures  Project must be supported in community  Location must be high-speed IT ready 14

Secondary Conditions…

 CLC funding is school/centre-based  Funding covers development costs only  Funding is not for service delivery  Funding is matched in cash or in kind  Adaptable to socio-economic conditions  SB supports extended opening hours  SB decentralizes MELS measures 15

KEY ELEMENTS

 School Board and school will go through a culture change, a wrap-around change supporting student achievement  CLC Coordinator is a must (will get training and support from the CLC project support team)  Commitment of Principal (will be the leader of this initiative) 16

KEY ELEMENTS

 Teachers need to see the importance of this project and get on board to change the definition of school in sustaining child achievement, including community participation  The teacher will have to include the community in their curriculum  The school will have an open door policy 17

KEY ELEMENTS

 Involve all stakeholders in the process : Mission Vision-Framework  The word reciprocity is the key to success  Local Steering Committee or Partnership Table (virtual CLC)  School have to enter in partnership collaboration; it is not an easy task, it will just not happen, it will take time and patience, small steps 18

KEY ELEMENTS

 Recognised cultural differences: Education-Health Community  Memorandum of understanding  Commitment of Principal 

Everything should be filtered through the eye of education, what will help the child learn

 Health issues concern all of us, Students-Families Teachers-Support Staff 19

KEY ELEMENTS

 Access to Health through the schools  Build links to outside programs  Have your priorities and stick to them  Not all partners are equal  All stakeholders have to share a vision  Data collection and analysis is important to progress  Open communication 20

KEY ELEMENTS

 Plan a framework over several years and take small steps.

 Survey all services in your school and put the silos down, there is probably duplication of services and they do not speak to each other.

 Set the rules so that all are clear  Socio-economic deprived families: One access door; Providers should all sit at the same table and decide on how to best help the student and his family at school and at home 21

Year 1 - Development

 Selection of 15 CLCs  First installment of grant = $40 000  Training of coordinator  Video Collaboration Network installation  Needs Assessment and data analysis  Collaborative Community Success Plan  Signed entente with community partners 22

Year 2 – Implementation

 Monitoring of services  Ongoing evaluation of service delivery  Final evaluation and reporting to stakeholders  Teacher’s network  Principal’s network 23

Year 3 – Consolidation

 Optional reorientation  Strategic plan for sustainability  Long-term agreements  CLC Partnership Network  Project evaluation and reports 24

Research project

 A research project will document and monitor the cultural changes that will take place in your community.  A Theory of Change Logic Model for your CLC will enable you to draw a picture of why your project should succeed.

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Impact:15 CLCs are hubs for education and community development

 Strengthened vitality of English-speaking communities  Improved student success and youth retention  Improved policy environment for CLCs  Increased access to services for English speaking communities 26

Outcomes

 15 CLCs demonstrate organizational capacity  CLCs have innovative & effective action plan  Schools undergo systemic change 27

Outcomes

 Development of policy and practice  Partners engage in collective action  Partners engage in strategic planning 28

Holistically planned action for educational and community change

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The CLC Framework

for Action for Anglophone Schools, Centres and Communities 

The CLC Guidebook

: Implementing a Collaborative School-Community Partnership 

The CLC Workbook:

Templates for Collaborative Action Planning 29

1 Explore

 In this step you explore the possible creation of a

CLC

: a formal partnership of one or more schools/centres, public or private agencies and community groups, working together for the benefit of students, families and community.

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2 Initiate

 The purpose of this step is to initiate the partnership, a key transition point where commitment replaces contemplation. From afar, the steps look the same for any CLC but up close they will be different, depending on your context and the kind of CLC you want to create.

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3 Plan

 The purpose of this step is to develop an Action Plan which maps the ‘

pathways to change

’,’ in accordance with the terms of the Partnership Agreement.

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4 Implement

 The purpose of this step is to implement the Action previous step.

Plan developed in the 33

5 Evaluate

 The purpose of this step is to evaluate the performance of the CLC in accordance with Step 3.4 of the Action Plan.

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CLC Coordinator

 This person will be the key to a sustainable development of your CLC  Job Description – Guideline to help Principals choice with approval of Project Manager – 35 000.00$ + 5 000.00$(teacher substitution) 35

Community school coordinator

 Ideally, a full-time community school coordinator works in partnership with the principal.  This person is responsible for the delivery of an array of supports provided by local agency partners and participates on the management team for the school.

 Over time, most community schools consciously integrate activities in several areas to achieve the desired results: quality education; positive youth development; family support; family and community engagement in decision-making; and community development 36

The United States of America

Coalition of Community Schools

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Communityschools.org

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Coalition of Community Schools Throughout the United States, many organizations are working together to enhance the development of community schools

National Models

These community school programs have been developed by community-based agencies, city youth bureaus, national organizations, or university groups. They have been replicated or adapted in many community schools throughout the nation.

Most have technical assistance capacities and can respond to requests from local groups for help in planning and implementing programs..

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NATIONAL MODELS 

Children's Aid Society Community Schools, New York

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University-Assisted Schools, Center for Community West

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Philadelphia Improvement Corps (WEPIC)

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The United Way is assisting a school/community initiative, Bridges to Success (BTS),

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Children's Aid Society Community Schools, New York

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University-Assisted Schools, Center for Community West

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Philadelphia Improvement Corps (WEPIC)

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The United Way is assisting a school/community initiative, Bridges to Success (BTS),

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NATIONAL MODELS 

Extended Services Schools Initiative of Wallace Reader's Digest Foundation

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School of the 21 st century

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The School Development Program (SDP)

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COZI (Comer-Zigler)

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Communities in schools

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Boston Excels Polk Brothers Foundation

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Community Schools, Chicago

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San Diego Community School Innovations

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What happens in a community school?

In a community school, youth, families and community residents work as equal partners with schools and other community institutions to develop programs and services in six areas 41

Six areas

1. Quality education 2. Youth development 3. Family support 4. Family and community engagement 5. Community development 6. Sports and Arts

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1.Quality Education

 High-caliber curriculum and instruction enable all children to meet challenging academic standards and use all of the community’s assets as resources for learning Coalition for Community schools 43

2. Youth development

 Young people develop their assets and talent, form positive relationship with peers and adults, and serve as resources to their communities.

Coalition for Community schools 44

3. Family support

 Family resource centres, early childhood development programs, recreational activities and coordinated health and social services build on individual strengths and enhance family life.

Coalition for Community schools 45

4. Family and community engagement

 Family members and other residents actively participate in designing, supporting, monitoring and advocating quality activities in the school and the community.

Coalition for Community schools 46

5. Community development

 All participants focus on strengthening the social networks, economic viability and physical infrastructure.

Coalition for Community schools 47

6. Sports and Arts

 All participants focus on strengthening the development of arts and sports as a school and community joint effort Coalition for Community schools 48

Community School Outcomes (49 schools)

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LEARNING & ACHIEVEMENT

 Academic gains for students  Improved school attendance  Reduced suspensions 

BEHAVIORAL OUTCOMES

 General improvement in behavior  Decrease in high-risk behavior  Reduction in suspensions Coalition for Community schools 49

Community School Outcomes

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FAMILY OUTCOMES

 Improved family functioning  Increased parent involvement  Better access to services 

COMMUNITY OUTCOMES

 Lower rates of violence & safer neighborhoods  reduction in student mobility  Community Schools add vitality to the community Coalition for Community schools 50

Research reiterate what we already knew

For more than 100 years, community schools have promoted a simple and fundamental value.

School, community and family are inextricably joined and must work closely together for the benefit of every child.

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Research

 Confirms what experience has long suggested.

Community schools work.

Coalition for Community schools 52

Examples of activities

       Students/school operated enterprises, such as summer camps, rental libraries, word processing services, restaurants, community newspapers, coaching , computer training , pet sitting Comprehensive school-based human services Mentoring Parent involvement After school activities Family, school, and community special events Health clinic SEDL.ORG

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Activities and programs that link School and Community

Place-based education

is learning that is rooted in what is local -- the unique history, environment, culture, economy, literature, and art of a particular place. The community provides the context for learning, student work focuses on community needs and interests, and community members serve as resources and partners in every aspect of teaching and learning.

ruraledu.org

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IN CONCLUSION

Four elements are vital to the success of community schools

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1. A Motivating Vision

• Engage the community • Engage the school staff • Use data to define desired results and drive decision-making • Keep schools open before and after the regular school day and on weekends all year round • Build and rehabilitate school buildings as community schools 56

2. Connected Learning Experience

•Incorporate the community into the curriculum as an explicit resource for learning and improved student achiement.

•Provide teachers and principals with professional development to enhance their ability to use the community as a learning resource.

•Draw on youth development resources and shared expertise 57

3. Community Partnerships

•Create broad-based, local coalitions to advance, develop and sustain community schools •Create ongoing, site based planning and decision making teams •Engage students, parents, families and residents.

•Focus all partners on creating the conditions for learning.

•Build sustainable partnerships •Develop knowledge and understanding among partners and across disciplines •Create inter-professional learning opportunities in higher education 58

4. Organization and financing

•Create community school coordinator positions •Identify support needed by School Board •Organize school district funding streams to support community schools •Develop joint financing strategies for school facilities •Work together for increased funding •Create technical assistance capacity to support the development of community schools 59

Conditions for Partnerships and Best Practices

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Initiation and development of partnership

– Values of sharing,reciprocity, and mutual benefits – Presence of Key individuals 60

Conditions for Partnerships and Best Practices

 – – – –

Building Collaborative Relationship

– – – – Focus on a limited number of successful initiatives Presence of links between people Clear organization, communication and dynamic leadership Attention to parents’ needs Development of trust and mutual respect Publicity of success stories Building of credibility Development of a shared vision over time 61

Conditions for Partnerships and Best Practices

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Sustaining Partnership

– The partnership transcends a small handful of especially commited people – The partnership leverage additional financial support – The institution of higher education is philosophically and structurally prepared to support the partnership’s implementation – The lessons from the partnership are shared with broader audiences; partners build on best practices 62

Conditions for Partnerships and Best Practices

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Sustaining Partnership

– All partner feel a sense of mutual gain – – Competent leadership and leader(s) Schools and community partners know how to work with institutions of higher education – Partner institution administrators support the partnership and see it as consistent with their mission – Partners shape the direction of partnership.

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“It takes a village to raise a child.”

African Proverb

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