2010 Coalition for Community Schools National Forum Pre-Conference Session

1. 2010 Coalition for Community Schools National ForumPre-Conference Session Financing Community Schools: Tapping into Title I and Other Funding Streams

2. 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

3. 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.

4. Agenda 9:00             Welcome, introductions, overview of session goals &agenda 9:10             Review of the Financing Community Schools report 9:20             Audience Q&A 9:30             Voices from the Field – Cathy Grey, Diana Hall, Darlene Kamine 10:00           Title I Directors’ News and Views – Rich Long and Lee Ann Kwiatkowski 10:15           Panel Discussion 10:30           Audience Q&A 10:45           Breakouts - Panelists move to tables in the audience for small group discussions. 11:30          Adjourn

5. Financing Community SchoolsMethodology

6. Financing Community SchoolsData Collection Tool • -

7. 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

8. Preliminary Findings Funding at individual community schools is widely diverse.

9. Findings - Preliminary

10. Preliminary Findings Two schools under the Children’s Aid Society model, in the same city.

11. Preliminary Findings Funding at the community schools systems is also diverse.

12. Preliminary Findings The cost of site coordination is small in relation to the amount of programs, services, and resources leveraged by the site coordinator.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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?