Title: Community Schools, Community Learning Center, Community Education Connection: Concepts to Practices for Your Programs
1 Community Schools, Community Learning Center,
Community Education Connection Concepts to
Practices for Your Programs
Presented by Dan Kuzlik,
Katy Kramer Julie
Kosher
2What is aCommunity School?
3Community School.
Individual community schools may offer different
program elements or teaching styles, but the
basic philosophy of the community school model is
simple Educational excellence, combined with
needed human services, delivered through school,
parent and community partnerships.
Building a Community School
4Community Schools
- 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 five areas - Quality education Youth development
- Family support
- Family and community engagement
- Community Development
5Key Ingredients of a Community School
- Education First
- Collaboration
- Partners not tenants
- A long term commitment
- Integrated Services
- High Level of Parent and Community Involvement
- Extended School Day
- A Focus on Community Strengths
- Starting Fresh.not a band-aid for a program
thats broken and needs fixing
x
6Community School
- The array of specific services that individual
community schools offer varies extensively by
site. An analysis by the Coalition shows activity
in the following areas. Too many schools have
services in these various areas but - no plan for how to integrate those
- services to achieve specific results.
- A coherent plan is essential for
- a successful community school.
7Comparing The Differences
Time
- Traditional School
- 5 Days per week
- 6-8 hours per day
- 180 days per year
- 50 minute classes
- Very limited after school programs if any at all.
- Community Schools
- 7 Days per week
- 10-12 hours per day
- 220 days per year
- Extended blocks of time
- Extensive after school program
8Comparing The Differences
Space
- Community School
- Education takes place throughout the community.
- Facilities are used for a wide range of community
activities.
- Traditional School
- Education takes place inside the four walls of
the classroom. - Limited community access to facilities.
9Comparing The Differences
Family and Community Involvement
- Traditional School
- Involvement limited to parent participation in
activities such as open houses and parent
conferences. -
- Community School
- A comprehensive process of family and community
involvement in a wide range of programs and
activities. - Partners in Education
10Developing Community
- No child can escape his community. He may not
like his parents, or the neighbors, or the ways
of the world. . .The life of the community flows
about him, foul or pure he swims in it, drinks
it, goes to sleep in it, and wakes to the new day
to find it still about him. He belongs to it it
nourishes him, or starves him, or poisons him it
gives him the substance of his life. And in the
long run, it takes its toll of him and all he is. - Joseph K. Hart, 1913
11Community Education is the vehicle to create a
Community School!
Community Education
12- Community Education advocates and supports
the creation of innovative programs and
collaboration between all members of communities
for the purposes of advancing community learning
and sustainability.
13Community Education
- DPI Recognized
- Supported by State Association--Wisconsin
Community Education Association - Model used by 70 districts around the state.
- Supported by National Community Education
Association
14Wisconsin Model of Community Education
Wisconsin Model of Community Education
Principles of Community Education
- Leadership Development
- Institutional Responsiveness
- Integrated Delivery of Services
- Decentralization
- Lifelong Learning
- Community Involvement
- Efficient Use of Resources
- Self-Determination
- Self-Help
15Life-long Learning
- Implementing the principle that learning
continues throughout life. - Providing formal and informal learning
opportunities. - Offering programs and services for all
community members, often in an intergenerational
setting.
16Community Involvement
- Promoting a sense of civic responsibility.
- Providing leadership opportunities for community
members. - Including diverse populations in all aspects of
community life. - Encouraging democratic procedures in local
decision making.
17Efficient Use of Resources
- Using the community's physical, financial, and
human resources to address the community's needs. - Reducing duplication of services by promoting
collaborative effort.
18Self-Determination
- Local people have a right and a responsibility to
be involved in determining community needs and
identifying community resources that can be used
to address those needs.
Self-Help
- People are best served when their capacity to
help themselves is acknowledged and developed.
When people assume responsibility for their own
well-being, they build independence and become
part of the solution.
19Institutional Responsiveness
Leadership Development
- The training of local leaders in such skills as
problem solving, decision making, and group
process is an essential component of successful
self-help and improvement efforts.
- Public institutions exist to serve the public and
are obligated to develop programs and services
that address continuously changing public needs
and interests.
20Integrated Delivery of Services
- Organizations and agencies that operate for the
public good can meet their own goals and better
serve the public by collaborating with
organizations and agencies with similar goals.
Decentralization
- Services, programs, and other community
involvement opportunities that are closest to
people's homes have the greatest potential for
high levels of public participation. Whenever
possible, these activities should be available in
locations with easy public access.
21Research Shows
- In Community Schools. . .
- Schools have greater community support.
- Parents and other community members trust
schools, school boards and superintendents. - Communities support referenda.
- Community members are more informed about their
schools.
22The Research Study
Measurable Impacts of Community Education on
K-12 By Bill Morris, Decision Resources, Ltd.
23Community Education program users rate the
quality of education provided by their school
district higher than non-users.
24Community Education program users have more
favorable impressions of both the Superintendent
/ Administration and School Board than non-users.
In the case of the School Districts
Superintendent and Administration, Community
Education program users post an average increase
of 9 in the favorable rating. For School
Boards, the average increase is 8.
25Community Education program users are more
positive than non-users about their School
Districts financial management.
The fiscal credibility of a School District
receives a boost of 15 among Community
Education program users when compared with
program non-users.
26Community Education program users are stronger
supporters of referendum proposals.
Community Education program users are 14 more
supportive of referendum proposals than
non-users. These gains are also realized among
all age groups and household types. More
striking, though, Community Education program
users are three times more likely to be
strongly supportive of referendum efforts. In
fact, among seniors over the age of 65, a solid
majority of program users support referenda
among non-users, seniors oppose referenda by a
two-to-one majority. Community Education program
users are stronger supporters of referendum
proposals.
27Community Education program users are better
informed about their School District than
non-users.
By an almost 20 margin, Community Education
program participants feel well informed about
their School District.
28How could Community Education be funded?
29 Fund 80
30Fund 80 Statutory Authority
Statutory Authority 120.13(19) Community
Programs and Services - "A school board may
establish and maintain community education,
training, recreational, cultural or athletic
programs and services, outside the regular
curricular and extracurricular programs
for pupils, under such terms and conditions as
the school board prescribes. The school board
may establish and collect fees to cover all or
part of the costs of such programs and services.
Costs associated with such programs and services
shall not be included in the school district's
shared cost under 121.07(6)."
31Potential Uses for Fund 80
This fund is used to account for activities such
as adult education, community recreation programs
such as evening swimming pool operation and
softball leagues, elderly food service programs,
non-special education preschool, day care
services, and other programs which are not
elementary and secondary educational programs but
have the primary function of serving the
community. Expenditures for these activities,
including cost allocations for salaries,
benefits, travel, purchased services, etc., are
to be included in this Fund to the
extent feasible. The district may adopt a
separate tax levy for this Fund.
32The definition of Community Education is
uniquely dependent upon where the program and/or
process is based.
33WHAT COLUMBUS COMMUNITY LEARNING CENTER OFFERS
- Youth Services--tutoring, after school
services-homework help, lab and IMC open. - Youth Outreach and Enrichment--Early Release day
activities, Art and Chess Club, Arts Night, Tae
Kwon Do
34WHAT WE OFFER cont.d
- Adult/Community Learning Opportunities-- Adult
Enrichment classes-art, computers, knitting,
yoga, Spanish, I-Safe, CPI - Family Activities and Outreach--Early Learning
Celebration, Parenting Education, C-Fin webpage
and lending library, Playgroup
35Cornell/Lake Holcombe 21st Century CLC
36Cornell/Lake Holcombe 21st Century CLC
SFP
FIRST
21st
Community Education
Century
CLC
37Schools as an Island
Many schools are like islands, set apart from the
mainland of life by a deep moat of convention and
tradition. A drawbridge is lowered at certain
points of the day in order that the part-time
inhabitants may cross over to the island in the
morning and back to the mainland at night. Why
do these young people go out to the islands? To
learn how to live on the mainland. When they
reach the island they are provided with excellent
books that tell about life on the mainland.
38Schools as an Island - continued
Once in a while as a special treat, a bus takes a
few of the young people off the island during the
day to look at what happens on the
mainland. When everyone on the island has left
in the afternoon, the drawbridge is raised.
Janitors clean up the island and the lights go
out. No one is left except perhaps a watchman
keeping a vigil along the shoreland.
The island is lifeless.
39Schools as an Island - continued
Once a year people from the mainland visit the
island to watch graduation, after which some
islanders depart never to set foot on the island
again. After graduates leave the island for the
last time, they are bombarded by problems of life
on the mainland. Occasionally one of them can be
heard to say to another I remember reading
something about that when we were on the island.
Linking Schools With Life - William Carr -
USA - 1942
40Thank You
Dan, Katy and Julie