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• Home, school, and community all matter to a child’s education and development.
• We need strong teachers and principals that are supported by school systems.
• Accountability matters.
• Public schools are central to our democratic society.
• Fiscal stringency is the order of the day.
• Schools and communities must work together for the education of our children.
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• Highly qualified teachers
• Strong leadership
• Rigorous and engaging curriculum
• Motivated students
• Positive school climate
• Safety
• Effective use of technology
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• Low birth-weight and non-genetic prenatal influences on children;
• Inadequate medical, dental, and vision care;
• Food insecurity;
• Environmental pollutants;
• Family relations and family stress; and
• Neighborhood characteristics including a child’s family’s residential instability
Source: Berliner, David C. (2009). Poverty and Potential: Out-of-School Factors and School Success. Boulder and Tempe: Education and the Public Interest Center &
Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/publication/poverty-and-potential
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 Students in Oakland, California made this short video to explain the concept: http://www.youtube.com/watch?v=nLt-
FC3awuo&list=UUfjpuPCz1affRXHA3Z5kMCg
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Community
Family
Child
COMPREHENSIVE SUPPORT
SERVICES

 A “Community School” is a type of school where:
▫
The school and partners from across the community come together to educate and support kids creating collective impact
▫
▫
▫
▫
▫
Community resources are strategically organized to support student success
There is a focus on the whole child, integrating academics, services, supports and opportunities
The school and partners from across the community come together to educate and support kids creating collective impact
Community resources are strategically organized to support student success
There is a focus on the whole child, integrating academics, services, supports and opportunities
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Community School=
Community Learning Center=
Integrated Instructional Supports Model=
Integrated Student Supports=
Full-Service Community Schools Model
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“Community Schools” is also a strategy (or set of strategies) that continues to evolve as it is practiced around the US by:
• School districts
▫ Cincinnati, Ohio; Oakland, California
• Multiple school districts in partnership with county and city governments
▫ Portland, OR
• Service providers who partner with school districts and individual schools
▫ Communities in Schools, for example
• Third party organizations who mobilize the cross-sector governance and manage collaboration between school districts, local government, service providers and more
▫ Say Yes to Education in Syracuse and Buffalo, NY
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Community Schools Strategies
Are…
• strategies for achieving equity of opportunity (and in Pittsburgh, the
Promise, for all Pittsburgh kids)
• strategies for improving community health and prosperity as well as improving educational outcomes
• strategies for strengthening public school districts where many children are living in poverty that also provide reasons for middle class families to keep their children enrolled
Are not….
• strategies to racially re-segregate schools and neighborhoods by worsening the inequitable distribution of resources
• meant to be fully-funded by the school district
• the same in every community
• temporary programs that lose funding after a few years
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Community Schools create the conditions for learning:
• Early childhood development programs nurture early learning and development
• Qualified teachers, challenging curriculum, high standards, and high expectations
• Students are motivated and engaged
• Students have increased learning opportunities
• Physical, social, and emotional needs are met for youth and families
• Collaboration and respect between families and schools staff
• The community is engaged in the school and promotes a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.
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• Focus on Equity
• Results-driven - shared accountability for results
• Align school and community assets and expertise
• Coordination between school, community and service providers at school and district levels
• Set high expectations for all
• Build on the community's strengths
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• Student gains in academic achievement and nonacademic development widely evident;
• Parent/family participation seen as instrumental to children’s success;
• Schools have stronger staff and parent relationships, improved school climate and greater community support;
• Community is stronger – improved safety and connections among people.

• Cincinnati, OH - students receiving any opportunity or support service including tutoring, mentoring, college access, or after-school activities saw, on average, a 5.6 point increase in their reading scores from 2009-2010 to the 2010-2011 school year and a 4.6 point advance in math. This was in marked contrast to the 2.0 gain in reading and the 1.8 point gain in math among students who did not receive services. Cincinnati was also the first urban school district in Ohio to receive an effective rating and is the highest rated urban school district in the state.
• Tulsa Area, OK Community Schools TACSI students significantly outperformed comparison students in math by 32 points and in reading by 19 points in schools where the community school model was implemented most successfully.
• Hartford, CT - Schools showed gains in 2008-2009 and 2009-2010 test scores, and 2010-
2011 scores remained steady. Afterschool participants demonstrated steady or greater increase in proficiency levels from 2009 through 2011, compared to non-participants.
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• An analysis of report cards in 11 K-5 City Connects (CCNX) schools in Boston
MA, showed that CCNX students significantly outperformed students in comparative schools in academic work effort across grades 3-5 and had significantly better work habits by grade 5.
• In a national evaluation of Communities in Schools (CIS), teachers indicated that CIS has a positive effect on their performance in the classroom by contributing to students’ classroom preparation and fostering positive attitudes toward learning.
• In South King County, WA, 60% of students identified as needing help increased their class participation, attention and motivation; three quarters improved their academic performance over the course of the year. Student and teacher feedback indicated that programs help students feel safe and supported, foster a sense of belonging; and provide middle and high school students with opportunities to lead and mentor
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At a School
• Curriculum that is engaging, culturally relevant and challenging
• High quality teaching
• Coordinated wrap-around supports
• Positive discipline practices such as restorative justice
• Transformational parent and community engagement http://www.reclaimourschools.org/
At the District Level
• Cross-Sector Leadership that
Includes:
▫ City
▫ County
▫ School District
▫ Private Philanthropy
▫ Non-Profit Sector
▫ Higher Education
• Data-sharing capacity between the school district and other government agencies
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Community Schools Implementation: Coordination is Key
At a School
• A Site Coordinator works closely with the principal to ensure that in-school academic programs are coordinated with expanded learning opportunities and wrap-around support services
▫ The Site Coordinator makes sure that teachers and service providers are working together to meet every child’s needs
• Parents, students and the community are included in planning and decision-making
At the District Level
• Commitment of School District, City and
County Leadership to work together
• City-wide, cross-sector governance model
▫ Develops city-wide strategy– engages partners
▫ Develops and resources student information management system
▫ Mobilizes Resources
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• a place and a set of partnerships connecting school, family and community
A Community
School
A System of community schools is…
• a vertical network of schools from pre-k through grade 12 in a single attendance area, linked across one or more districts
• A community-wide infrastructure able to support the social, emotional and physical needs of every child and family and increase
A Community where learning happens
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• A commitment to ending racial disparities in student achievement
• A partnership with Communities in Schools at Arsenal K-5
• Homewood Children’s Village partnership at Pittsburgh Lincoln and
Faison
• Parent Engagement Specialists and the FACE Coordinator position
• Partnerships with mental and behavioral health providers
• And more…
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1.
Decide to Scale up
2.
Develop and operating framework- Assemble Cross-Sector Leadership
Table
3.
Plan for Scale up
4.
Plan for Sustainability
5.
Implement systematically
6.
Continue Improvement and Expansion

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1.
Resources (financial & human capital) support & strengthen learning
2.
District dollars can be leveraged 3:1
3.
Collaborative leadership at site and system levels support finances
4.
Public and private partners expand capacity
5.
Coordination leverages capacity at minimal cost
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Community schools use the bulk of their resources to directly assist schools in meeting their core instructional mission, while also strengthening the health and wellbeing of students, families and neighborhoods.
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Key Finding 2:
District dollars leveraged 3:1
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
Title I
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SIG – Title I School Improvement Dollars
1003 G – School Improvement Dollars
Special Education
Title II – Professional Development
Title III – English as a Second Language
Title IV – Safe and Drug Free Schools
21st Century Community Learning Centers
Full Service Community Schools Grant
Carol M. White Physical Education Grant
Safe Schools / Healthy Students
McKinney Vento Homeless Grant
Even Start

 Local and State Sources
◦ City General Fund
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County Human Services and General Fund
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Special Levies (Children’s Levies, etc.)
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Housing & Community Services (emergency housing programs, etc.)
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Energy Assistance Programs
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 Federal Sources
◦ USDA CACFP (afterschool & suppers) & Summer lunch
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Housing and Urban Development (HUD)
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Community Services Block Grant
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Head Start
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Substance Abuse and Mental Health Services (SAMHSA) $
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Temporary Assistance to Needy Families (TANF) and Child Care Block
Grant $


United Way
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Businesses/Corporations (including Hospitals)
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Foundations
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Universities

Fees
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• Cincinnati model video, 10:40 minutes http://link.brightcove.com/services/player/bcpid1242998670001?bckey=AQ~~,AAAAAC3mzbE~,dCIKjAZidqZbNR94vj6uok1KgxwxBk4&bctid=3006301208001
• What are teachers saying about Community Schools?
▫ Video highlighting 3 teachers experiencing Community Schools in San Francisco, CA, St. Paul, MN and Cincinnati, OH, 7:22 minutes http://bcove.me/g387031h
• Visit AFT’s Community School page:
▫ http://www.aft.org/issues/schoolreform/commschools/index.cfm
• Visit the Coalition for Community Schools: www.communityschools.org
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