2010 Coalition for Community Schools National Forum Pre-Conference Session Financing Community Schools: Tapping into Title I and Other Funding Streams Panelists • Cathlin Gray, Associate Superintendent for Family, School, and Community Partnerships, Evansville Vanderburgh School Corporation • Diana Hall, Program Supervisor, SUN Service System, Multnomah County, OR • Darlene Kamine, Consultant, Cincinnati Public Schools • Lee Ann Kwiatkowski, Director of Differentiated Learning, Indiana State Department of Education • Richard Long, Executive Director of Government Relations, National Title I Association Moderator: Sarah S. Pearson, Deputy Director, Coalition for Community Schools Session Goals • Provide the audience with an overview of the Coalition’s Finance paper (to be released soon) • Examples of 3 different community school system financial structures – how started, challenges, and innovative solutions to developing a financial system, etc. • Insight into Title I directors’ motivation and perspective on the community school approach – State and National level – How to approach these leaders about community schools, be more involved, and to help you in the search for other funding streams. Agenda 9:00 9:10 9:20 9:30 10:00 10:15 10:30 10:45 11:30 Welcome, introductions, overview of session goals & agenda Review of the Financing Community Schools report Audience Q&A Voices from the Field – Cathy Grey, Diana Hall, Darlene Kamine Title I Directors’ News and Views – Rich Long and Lee Ann Kwiatkowski Panel Discussion Audience Q&A Breakouts - Panelists move to tables in the audience for small group discussions. Adjourn Financing Community Schools Methodology Name State Site or System Number of Schools Chicago Community Schools Initiative IL Not District wide System 162 Evansville Vanderburgh School Corporation IN District wide System 38 Community Schools Collaboration (Tukwila Public Schools) WA District wide System 5 Chicago Public Schools – Individual Sites IL 2-Elementary Schools High School 3 Children’s Aid Society NY Elementary School Middle School 2 Schools Uniting Neighborhoods Initiative, Portland OR Middle School High School 2 Sayre University-Assisted Community School, Philadelphia PA High School 1 Hoover Elementary Community School, Redwood City CA Elementary School 1 Community School Funding Source – Data Collection Matrix Financing Community Schools Name/Position: Address: Intermediary/Partner: Date: Name of School: This data reflects the current school year past school year (check one). Data Collection Tool Purpose: This project seeks to identify the variety of ways in which community schools are financed. We hope to untangle the mystery of how community schools are funded for the benefit of the field and others aspiring to develop community schools. For each program or service available at your school, please provide the following information: 1. Mark as “a,” “b,” “c,” etc. Or a combination of the following: a. b. c. d. e. Direct allocation by intermediary, by school district? Funds raised by lead partner, or other source at school? For example, a grant goes to lead partner which in turn delivers service or provides a portion to the community school. Or, a CBO receives prevention grant and delivers services at the community school. Or, CBO is a HUD Housing Council agent and offers financial education, or provides other services at the school. School-based student support involved with the community school. For example, school nurse. Redirection/leveraging of existing funding by partners to sites? For example, Children’s Literacy Council provides ESL classes; Community College offers technical courses; local hospital or clinic provides services. [e.g. Boys & Girls Club offers services] In-kind funding or other support such as volunteers, materials, space? Federal Academic Enrichment State County 3. Write the name of the funding source and estimated amount, e.g., 21st Century, CLC, Medicare/Medicaid, CNCS Learn & Serve, Americorps, Safe and Drug Free, Dept. of Agriculture programs, work study, etc. (For programs and services, please provide $ amounts. For existing staff, provide % of FTE, For volunteers, provide hours, and for college students, provide # of work study hours, if applicable.) What is leveraging the integration of resources? A policy structure? Leadership? A mix of structure and leadership? City st a) 21 C ($110K) District/ LEA Private Foundations b) Family Ctr. Prog. ($75K) d) Medicaid ($50K) Health Services d) U. Penn work study – 2 interns, part time for 100% salary/6 mths. In-Kind e) 3 Univ. graduate volunteers /interns. b) Casey Found. ($25K) e. XYZ Co. ( 5 ppl/2 days per month/10 mths.) Mentors Parent Education Parent Involvement/Leadership Recreation & Sports Service Learning/Civic Eng. Tutors Volunteers - CBOs c. Nurse @ 20% FTE Life Skills • Indiv. Donors d) Library resources ($5K) After School Early Childhood Family Support Centers Site Coordination Private Businesses a. Local approp. ($50K) Adult Education Immigration Services Interns -- College 2. a) 50% FTE site coord. d. 25% FTE site coord. b. 25% FTE site coord. Preliminary Findings Community schools unite an abundance of diverse social and academic opportunities and services for students and families. Figure 1 – Combined System and Independent Sites How Resources Are Used in Community Schools Preliminary Findings Funding at individual community schools is widely diverse. Findings - Preliminary Preliminary Findings Two schools under the Children’s Aid Society model, in the same city. • Preliminary Findings Funding at the community schools systems is also diverse. Preliminary Findings The cost of site coordination is small in relation to the amount of programs, services, and resources leveraged by the site coordinator. Preliminary Findings The cost value of community schools is demonstrated in their ability to leverage school district dollars with three dollars from a variety of other sources. As a result of a diverse funding strategy and advocacy efforts, community schools may be more adept than other schools in weathering a downturn in the economy. Preliminary Findings Intermediaries work at the systems level with support from community leadership and reach across silos of funding to capture resources for community schools. • Schools Uniting Neighborhoods in Multnomah County in Oregon • Community Schools Initiative in Chicago, IL • Evansville Vanderburgh School Corporation in Evansville, IN • Community Schools Collaboration in Tukwila, WA • Children’s Aid Society in New York City Partnerships are the backbone of community schools. • Non-Profit, Community-Based Organizations and Faith-Based Organizations • Corporate and Philanthropic • Higher Education Visionary leaders mobilize a community school initiative and steer it toward success. Title I in Community Schools In Title I, Part A ARRA, funds may be used in accordance with the statue’s education reform goals to: • Strengthen the quality or complement the effectiveness of early learning programs (e.g. Head Start or a preschool program) • Extend learning time for students (before and after school programs) • Provide Saturday school and summer school • Extend half-day kindergarten • Expand the school day, week or year and support services for homeless children/youth • Add time for teachers to plan collaboratively, including providing more instructional time and opportunities for service-learning, internships, and apprenticeships, the arts, and other activities that enrich curriculum and promote student achievement • Strengthen parent involvement – – – – – Build ties between parents & school – parent liaisons Home visits Parent resource room in school Parent leadership academy Conducting a series of forums for parents of Title I students transitioning from middle to high school, etc. Allowable Uses of Title I Dollars to Support Community School Strategies • Community planning. • Coordinating and integrating Title I services with other programs from ESEA or services funding with public or private funds. • Professional development targeted toward developing capacity of school professionals. • Design, implement and provide PD for curricula that connects students to real-world issues. • Hire site coordinators who integrate school and community resources. • Out-of-school programs providing additional instructional time. • Parental involvement that addresses barriers to learning. Panel Discussion • From a states perspective, how can schools and districts leverage their Title I funds to enhance community partnerships? • What are the risks of getting lucky with big federal grants, Title I funding and generous support from the district's general budget? • How does a school district leverage their funding streams to support this work? • With decreasing school budgets – a national issue – how does this affect a school district’s ability to find funding to support the community school initiative? • How can school districts not only align their funding streams, but the functions within a school district that are designed to support this work? • What are the best strategies for sustainable funding that will help bullet proof the community schools development you've done in your district?