Mental Health Partnerships and Community Schools

1. Mental Health Partnerships and Community Schools Maximizing Resources and Supports

2. Welcome & Introductions • Julie Schifeling, Institute for Principled Leadership at Bradley University • Melissa Mitchell, Federation for Community Schools

3. What is a Community School? • Definition • A community school is both a place and a set of partnerships… • Community schools are community support and learning centers... •  Alternative names: full-service community schools; community learning and support centers; community-centered schools….a rose by any other name • Community school Parthenon

4. Community School Parthenon • Developed by community school practitioners • Way to depict and organize the key elements of the model • Developmental in nature • Shared accountability, shared expertise

5. Successful Students, Families, Schools and Communities H E A L T H C O M M U N I T Y F A M I L I E S A C A D E M I C S SHARED LEADERSHIP INTEGRATED LEARNING SHARED VISION LEVERAGED RESOURCES DATA DRIVEN DECISION MAKING PARTNERSHIPS BROADER OPPORTUNITES COLLABORATION STRONG LEADERSHIP, EXCELENT TEACHING, HIGH QUALITY CURRICULUM

6. ABCs of Community Schools Community schools change their students’ experiences of school because the school, the community, and families work together to support the success of students. A school/community partnership becomes a community school by implementing the ABCs: Aligning school programming Bringing together all stakeholders Coordinating community resources ABCs

7. A: Aligning Programming • In a community school, out-of-school-time programming is: • focused on the development of the whole child; • linked to classroom learning; • designed to provide enrichment; • structured to provide support services, and; • supportive of adult learning and engagement.

8. B: Bringing Together Stakeholders • Community schools bring together: • school administrators and staff; • parents and family members; • community-based organizations and community members; • local business leaders; • local political leaders/elected officials, and; • students. All working together towards a common goal and shared vision of student success.

9. C: Coordinating Resources Community schools maximize access to community-based resources by linking available services to students and families using the school as a community center, because: • students and families are at the school; • program and service providers gain better access to service recipients; • students and families become more aware of available services & programs, and; • building partnerships leverage and maximize community resources. $1 invested in a community school yields a $1-$3 return on investment

10. Community School Infrastructure • Planning team • Advisory board • Needs assessment and asset mapping • Implementation partners • Shared mission, vision, and goals among all partners • Funding (from one or a variety of sources) – a new way of organizing resources • Implementation plan • Plan for evaluation • Resource Coordinator, Community School Manager

11. Role of the Resource Coordinator • Program development and management • Working with the advisory board • Creating partnerships • Overseeing programs/staff • Parent engagement and involvement • Building a bridge between families and the school • Trusted resource for parents • Identifying and meeting family needs • Transitions • Community engagement and involvement • Leveraging community-based resources – creating access to supports • Bringing community supports into the school, engaging community in support of the school • Community engagement coordinator in Pre-K-3rd grade centers

12. Funding • It’s about funding the function • Not necessary more funding – a different way to organize and maximize what’s available • Most “cobble together” a variety of funding streams Local Foundation grant 21st CCLC funding Teen REACH Existing investments in the community Local business support

13. Multiple Points of Entry • Different types of partnerships • Building off of existing work • Role of planning team • Laying the foundation

14. The Peoria Experience Background: • Mental health partnerships in District 150 • United Way’s Community in School program • Provision of services…without coordination • Need for engaging leadership in understanding partners’ roles and engaging those doing “like work” in the schools Strengthening Partnerships

15. Peoria’s Journey • Bradley University as lead agency, coordinating CIS programs • Structuring the Advisory Council and working committees – critical to supporting the work • Understanding needs, challenges, assets, frustrations • Seeking funding • Hiring Resource Coordinators – building on a strong foundation Intentionality and capacity building

16. Peoria: What’s Next? • RCs and “team” approach – cross-pollenating services and programs • Identifying existing programs and supports – what’s coming into the schools already? Where are the gaps? What is overlapping? • “The Dream Team” • RC, Principal, Asst. Principal, Counselor, UW-funded counselor, family/school liaison • Mapping out students receiving services – addressing gaps • Connecting to parents/families Growing and sustaining the work

17. Peoria: Impact • Connecting families to services at point-of-need • Teacher referral system – connecting students to resources immediately, teacher/counselor partnerships Organizing community resources around children and families

18. Developing a Planning Team • Why are planning teams important? • Function of a community school advisory board – thinking, planning and implementation team • What teams, conversations, collaborations already exist? • How can you build off of existing structures to start planning for community school implementation?

19. Advisory Board Development In order to be most effective, community school leaders bring a variety of perspectives and stakeholder voices to a shared leadership table. This group works as a thinking team focused on how to: • Support student learning thru academic remediation & support • Broaden and deepen skills and content areas thru academic enrichment • Address barriers to student development by providing programs and services that address non-academic needs.

20. Advisory board is charged with identifying & addressing barriers Driven by data Identify needs & local resources Ongoing, they monitor program success Shared vision How Does an Advisory Board Function in a Community School?

21. Who might you want on your planning team? • School Administrators • Parents • Teachers • Students • Health care providers • Human Service Organizations • Youth Development Agencies • Family Services • Parent Support Services • Parks & Recreation •  Community Organizers • Law Enforcement • Juvenile Justice • Local Government • State Representatives • Faith Communities • Childcare Providers • Local Business • Local and National Corporations • Other

22. Discussion For more information: www.ilcommunityschools.org www.ommunityschools.org Julie Schifeling Executive Outreach Program Director Institute for Principled Leadership at Bradley University (309) 677-4948 jschifeling@bumail.bradley.edu Melissa Mitchell Associate Director The Federation for Community Schools (312) 629-4992 melissa@ilcommunityschools.org