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Ready By 21 Webinar Series: United Ways and Community Schools


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Title: Ready By 21 Webinar Series: United Ways and Community Schools

Ready By 21 Webinar Series United Ways and
Community Schools Lessons from the Field
  • United Way Worldwide
  • October 28, 2010

Todays 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

  • 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 cant be achieved by United
Way alone
Our Point of View The Birth-21 Education
  • 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.
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

The 4 Bs 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 Worldwide Community Schools Survey
  • Summary of Responses
  • October 28, 2010

United Ways Role in Community Schools Initiatives
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,
  • 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

Community Schools The United Way
  • November 2010
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.
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 initiativesmore
  • Our partners recognize the community school
    advantage in achieving their own goals.
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)

Community School Results Children, Families,
  • Students attend regularly.
  • Students achieve academically.
  • Students are engaged and motivatedcivically and
  • Students are healthyphysically, emotionally,
  • Families are involved and supportiveof children
    and their education.
  • Schools, families and community work together.
  • Schools are safefor students, parents, school
  • Communities are desirable places to live.
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
Community Schools across America
  • 30-35 United Ways
  • School District Leadership Oakland, Providence,
  • Local Government Leadership Portland, Grand
  • Higher Education Philadelphia, Tulsa
  • National Models Childrens Aid Society, Beacons,
    Communities in Schools, National Community
    Education Association
Community Schools Collaborative Leadership
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
State Policy Landscape
  • NGA focus on community schools
  • Emerging networks in multiple states
  • New Mexico, California, Illinois, Indiana, New
    York, Ohio, Pennsylvania
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, 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 Ways
  • Visit http//
  • 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
United Way of Salt Lake
Community Learning Center Initiative
July 2006 July 2007
October 2004
November 2004 to June 2005
July 2005 to June 2006
August 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
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
Start-Up Funding and Partner Selection Start-up
funding is secured, RFP developed and lead
partner is selected.
Late July 2008
August 2007 January 2008
February 2008 March 2008
Early July 2008
October 2008
Research begins and steering committee
formed. Centro de la Familia convenes steering
committee and lays out plan for implementing
Childrens Aid Society trains steering committee
and team attends Community Schools
Conference Community schools conference held in
Portland, OR. Eight representatives from Utah
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
City of South Salt Lake, Salt Lake County, Salt
Lake City School District, and Davis School
District selected as lead partners.
Centro decides not to continue as CLC lead
partner Meetings with stakeholders held to get
feedback on best way to move initiative
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

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
  • 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 Childrens Aid
    Society was brought to Utah for direct
  • 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

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
  • The challenge of meeting basic educational needs
    given Utahs 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.

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 Elementarys 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 UWSLs 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)

2011 Priority Framework
Build a strong foundation of early learning from
birth to age 8
Help people gain the income and financial tools
to thrive
Improve child health and promote healthy behaviors
  • Measures
  • age appropriate development
  • kindergarten readiness
  • 4th grade reading levels
  • Measures
  • income to support family
  • saving 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 / Refugee Integration
Food, Housing, Health and Safety
Basic Needs
(No Transcript)
Journey to the Lehigh Valley COMPASS Community
Schools in Action
Jill Pereira, Acting Director, COMPASS Community
Lehigh Valley Snapshot
  • Two counties 626,850 population
  • Metro IA United Way - 9.4 M Campaign 36
  • Total 3.3 M investment in early childhood and
    education programs, systems strategies
  • 17 school districts 200 schools 100,000
  • 42 schools in 4 districts identified as highest
    need (based on academic performance/poverty
  • 50 urban students eligible for free/reduced
  • 1,000 students drop out of high school each year

Building on over 10 Years of School Success
  • 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
    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)

Our Theory of Change
  • Student well-being is necessary to absorb quality
  • 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
Resource Development for Community School
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
COMPASS UWs Intermediary Catalyst for Movement
  • COMPASS brand represents collaborative of two
    counties, three school districts, five lead
    partner organizations, multiple volunteers and
  • 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

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

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

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
  • Agree on results-framework (school
    accountability/improvement plan,
    results-accountability models) that works

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

Identifying the Right Structure
  • Key characteristics of Community Schools included
    extended hours, extended relationships, extended
    services assess capacity of key players
  • Articulate clear roles and expectations for all
    partners through collaborative agreements/contract
    s/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)

Building Energy and Support
  • Build transparent relationships with critical
  • Establish clear path to resource development
    (know what you want to fund/raise funds to
  • Develop compelling student-centered message to
    share with multiple constituents
  • Offer plenty of opportunities for engagement at
    all levels

COMPASS Community School Organizational Model
United Way of the Greater Lehigh Valley
Community Partners for Student Success (COMPASS)
Bethlehem Area School District
Allentown School District
Bangor Area School District
Broughal Middle School
Lehigh University
Boys Girls Club of Allentown
Slater Family Network
Boys Girls Club of Allentown
Boys Girls Club of Allentown
Communities In Schools of the Lehigh Valley
Communities In Schools of the Lehigh Valley
South Mountain MS
East Stroudsburg University
Northampton Community College
Roosevelt ES
Central ES
Lincoln ES
Director of Training Support COMPASS
Acting Director of COMPASS
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
  • 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
  • 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.

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