Journey to the Lehigh Valley: COMPASS Community Schools in Action

1. Journey to the Lehigh Valley:COMPASS Community Schools in Action Jill Pereira, Acting Director, COMPASS Community Schools

2. 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

3. 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)

4. 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 Our Theory of Change… Measurable Results: School Success & Graduation

5. Resource Development for Community School Partnerships Mini-grants for small, specific projects After School Programs, Parent Engagement Programs/Services, Salaries for Essential Staff Members, such as Parent Coordinators, After School Coordinators Community School Coordinator/Director Salary, Training and Technical Assistance, Operating Costs

6. 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

7. 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

8. 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

9. 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, results-accountability models) that works

10. 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

11. 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)

12. 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

13. COMPASS Community School Organizational Model Fountain Hill ES Calypso ES United Way of the Greater Lehigh Valley Community Partners for Student Success (COMPASS) Bangor Area School District Bethlehem AreaSchool District Allentown School District Broughal Middle School Lehigh University Boys &Girls Clubof Allentown Slater Family Network Boys &Girls Clubof Allentown Boys &Girls Clubof Allentown Communities In Schools of the Lehigh Valley Communities In Schools of the Lehigh Valley South MountainMS East Stroudsburg University NorthamptonCommunityCollege RooseveltES Central ES Lincoln ES Director of Training & Support COMPASS Acting Director of COMPASS

14. 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.”

15. 2009-2010 RBA HighlightsSchool 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 referrals08-09 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