Community Schools Directory

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Thank you for participating in the Community Schools Directory. If you would like to download a full copy of the directory questions, click here.

 

The purpose of this directory is to ascertain the number, location, and scope of community schools and to be helpful to you.

 

So how will filling out this directory benefit your school?

 

·         Upon submission of your entry we will provide you with a school level summary report of your responses. We encourage you to discuss your responses with partners, educators, the principal, parents, and other stakeholders.

·         Your submission will be included in our database, enabling you to connect with others who are engaged in similar work, facing familiar challenges, and identifying solutions that will benefit you.

 

Your responses are completely voluntary. 

 

By participating, you agree to share the information you provide publicly in a national directory of community schools. You will be able to indicate your school's preferred contact point and only that person’s contact information will be public.

 

Who should respond?  Each community school should have only one entry. If you work with more than one school, fill out a separate entry for each school.

 

Completing the directory: 

Part 1- Collects basic information about your school. This step takes approximately 5 minutes to complete.

Part 2- Collects detailed information about supports and services offered by your school. This step takes approximately 40 minutes to complete. We encourage you to complete Part 2 with a key organizer of your community school, such as the coordinator and/or principal.

 

If you need to stop, you may click ‘save my progress and resume later’ at the bottom right corner of the page. You will be prompted to enter your email and choose a password. You will then receive an email with this login information allowing you to return to this website and resume from where you left off.

 

Please contact us with any questions (communityschoolsdirectory@iel.org).

 

Thank you for taking the time to complete this directory.

 

-The Coalition for Community Schools


 

Describing a Community School

To begin, please take some time to read the following descriptions of community schools in order to help you understand what we mean by a community school for this directory. Every community school is different (e.g., Communities in Schools, Beacons, University Assisted, locally developed, and more), but there are some important similarities.


The Coalition defines a fully developed community school this way:


Using public schools as hubs, community schools bring together many partners to offer a range of supports and opportunities to children, youth, families and communities. Partners work to achieve a set of results through an integrated focus on academics, health and social services, youth and community development and community engagement.


This definition characterizes a fully developed vision for community schools. However, you may be at some point on a continuum of community school development. We want to capture all types of community schools in this directory.


Fully developed community schools operate on a set of core principles to achieve results for children, families, and the community. They work with partners to implement aligned opportunities and supports (e.g., expanded learning opportunities, health, and social supports) in order to be successful.


Core operating elements of a fully developed community school are:

         ·         Supportive Principal

·         Skilled teachers and instructional support personnel

·         Sustained Community Partnerships

·         Effective coordination ideally with a community school coordinator or director

·         A site leadership team

·         A community needs and assets assessment

·         A focus on results using data on specific indicators to measure progress


These core elements create the infrastructure to change institutions to work together more effectively to achieve a set of results.


The core principles that drive a community school are:

  • Shared vision and accountability for results. A clear, mutually agreed-upon vision focused on results drives the work of community schools. Agreements enable partners to hold each other accountable and move beyond "turf battles."
  • Strong partnerships. Partners share resources and expertise and collaborate to design community schools and make them work.
  • High expectations for all. Community schools are organized to support learning. Children, youth, and adults are expected to learn to a high standard and to become contributing members of their community.
  • Community strengths. Community schools marshal the assets of the entire community, including the people who live and work there, local organizations, and the school.
  • Respect for diversity. Community schools know their communities. They develop respect and a strong, positive identity for people of diverse backgrounds and are committed to the welfare of the whole community.
  • Local decision making. To unleash the power of local communities, local leaders make decisions about their community schools strategy while people in individual schools respond to their unique circumstances.

Community schools are focused on results. Community schools coordinate partners to achieve a core set of results. While results will vary from school-to-school and community-to-community, results typically include:

  • Children are ready to enter school.
  • Students attend school consistently.
  • Students are actively involved in learning and their community.
  • Schools are engaged with families and community.
  • Families are actively involved in their children’s education.
  • Students succeed academically.
  • Students are healthy: physically, socially and emotionally.
  • Students live and learn in stable and supportive environments.
  • Communities are desirable places to live.

Opportunities and supports: In order to achieve these results, community schools tend to focus around the following opportunities and supports:

  • Community engagement
  • College, career, and citizenship
  • Early childhood development
  • Engaging instruction
  • Expanded learning opportunities
  • Family engagement
  • Health and social supports
  • Youth development activities
The directory begins on the next page.

Contact Information




















School Information








E.g. www.communityschools.org or http://www.iel.org

E.g. https://www.facebook.com/CoalitionforCommunityschools

E.g. https://twitter.com/commschools





Models


Initiative and Longevity











Approximately what month and year did your community school start?


Stage of Development

The Children's Aid Society defines the stages of development this way:


  • Exploring begins with discontent about the current way a school operates and a desire to improve or change it. This stage is marked by creative large-scale thinking, high energy, optimism and a perhaps a certain amount of “if only” dreaming. This should all be encouraged, because these thoughts, dreams and emotions will contribute to the shaping of a shared vision.
  • The Emerging stage is characterized by a commitment to jump in and do something. An assessment helps determine initial program design. As a shared vision and clearly defined goals emerge, some of the groundwork is laid. A decision is made to start the transformation of a school or schools by introducing some services, securing initial funding and establishing partnerships. The success of this stage is based on a shared commitment to the vision and goals, clear communication around roles and responsibilities, dynamic responsiveness to documented needs—and taking time for recognition and celebration. This phase commonly lasts for about two years.
  • The hallmark of the Maturing stage is steady, intentional progress toward your goals. The vision becomes clearer and, consequently, you are likely to garner greater internal and external support for it. The community school begins functioning better: service utilization increases and improves, relationships between the school and its community partners deepen, and the working relationship becomes more natural as all partners come to realize that this work requires continuous and significant effort.
  • At the Excelling stage, you are implementing quality programs that are fully integrated into the fabric of the school. Your hard work has resulted in a school culture that focuses on addressing the needs of the whole child, has increased parent involvement and has established strong relationships within the school, community and school district. The entire school staff values the partnerships that have helped transform the school.


 

This concludes Part 1 of the Community Schools Directory.


You will have 2 options when you click 'Submit'


1. You may continue to Part 2 which we encourage you to complete now (estimated time- 40 minutes).

2. Should you need to complete Part 2 at a later time, click 'Save My Progress' on the bottom of the next page. 


PLEASE CLICK SUBMIT BELOW.


Thank you for your participation.

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