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 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
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
East
West
North
20
10
0
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
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, 21st 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
www.communityschools.org
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.
www.communityschools.org
17
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.
www.communityschools.org
18
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.
www.communityschools.org
20
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
www.communityschools.org
21
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
www.communityschools.org
22
Community Schools: Collaborative Leadership Structure
www.communityschools.org
23
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
www.communityschools.org
24
State Policy Landscape
NGA focus on community schools
Emerging networks in multiple states:
New Mexico, California, Illinois, Indiana, New York, Ohio,
Pennsylvania
www.communityschools.org
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 (IVT)
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.
www.communityschools.org
26
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
blankm@iel.org
www.communityschools.org
27
United Way of Salt Lake
Community Learning
Center Initiative
Background
October
2004
November 2004
to June 2005
July 2005 to
June 2006
July 2006
July 2007
August
2007
Problems
Identified
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.
Start-Up
Funding and
Partner
Selection
Project Begins
2004 Community
Assessment
identified
barriers to
education as
one of four
underlying “core
issues” or
causes of other
serious
community
needs.
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
is secured, RFP
developed and
lead partner is
selected.
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
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.
Early July
2008
Late July
2008
RFP released
and partner
schools are
selected
Centro decides
not to continue
as CLC lead
partner
Selection
subcommittee
chooses 4
schools from a
pool of 13.
Meetings with
stakeholders held
to get feedback
on best way to
move initiative
forward.
Woodrow Wilson
Kearns Jr. High
Mountain View
Wasatch
October
2008
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 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 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
 4th grade reading levels
Immigrant / Refugee
Integration
Basic Needs
INCOM
Help
E people
gain the
income and
financial
tools
to thrive
HEALTH
Improve child
health and
promote
healthy
behaviors
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
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
39
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
40
Our Theory of Change…
Student well-being is necessary to absorb quality
education
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
…A Community Building Partnership of United Way of the Lehigh Valley
41
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
42
COMPASS:
UW’s Intermediary Catalyst for “Movement”
COMPASS “brand” represents collaborative of two counties,
three school districts, five 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, resultsaccountability 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… 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)
Insist on right “skill set” and qualifications (education,
experience) for coordinator roles (bi-lingual, systems
thinker, communicator)
…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
49
COMPASS Community School Organizational Model
United Way of the
Greater Lehigh Valley
Community Partners for
Student Success (COMPASS)
Bangor Area
School District
Bethlehem Area
School District
Allentown School District
Broughal
Middle
School
Slater Family Network
Calypso
ES
Communities In
Schools of the
Lehigh Valley
Fountain
Hill ES
Northampton
Community
College
Lincoln ES
East
Stroudsburg
University
Boys
&
Lehigh
GirlsUniversity
Club
of
Allentown
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
50
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
51
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
52