community schools, community learning center, community education connection: concepts to practices...
TRANSCRIPT
Community Schools, Community Learning Center, Community
Education Connection: Concepts to Practices
for Your Programs
Presented by:Presented by: Dan Kuzlik, Dan Kuzlik, Katy Kramer & Katy Kramer & Julie Kosher Julie Kosher
What is aWhat is aCommunity School?Community School?
Community School….
“Individual community schools may offer different program elements or teaching styles, but the basic philosophy of the community school model is simple:
Educational excellence, combined with needed human services, delivered through school, parent and community partnerships.” Building a Community School
Community SchoolsCommunity Schools
In a community school, youth, families In a community school, youth, families and community residents work as equal and community residents work as equal
partners with schools and other partners with schools and other community institutions to develop community institutions to develop
programs and services in five areas: programs and services in five areas: • Quality education *Youth Quality education *Youth
developmentdevelopment• * Family support* Family support
* Family and community engagement * Family and community engagement
* Community Development* Community Development
Key Ingredients of a Community Key Ingredients of a Community SchoolSchool
• Education FirstEducation First• CollaborationCollaboration• Partners not tenantsPartners not tenants• A long term A long term
commitmentcommitment• Integrated ServicesIntegrated Services
• High Level of Parent High Level of Parent and Community and Community InvolvementInvolvement
• Extended School DayExtended School Day• A Focus on A Focus on
Community StrengthsCommunity Strengths
•Starting Fresh….not a band-aid for a Starting Fresh….not a band-aid for a program that’s broken and needs program that’s broken and needs fixing…fixing…
Community SchoolCommunity School
The array of specific services that individual The array of specific services that individual community schools offer varies extensively community schools offer varies extensively by site. An analysis by the Coalition shows by site. An analysis by the Coalition shows activity in the following areas. Too many activity in the following areas. Too many schools have services in these various areas schools have services in these various areas but but
no plan for how to integrate those no plan for how to integrate those
services to achieve specific results. services to achieve specific results.
A coherent plan is essential for A coherent plan is essential for
a successful community school.a successful community school.
Comparing The Differences
Traditional School
• 5 Days per week
• 6-8 hours per day
• 180 days per year
• 50 minute classes
• Very limited after school programs if
any at all.
Community Schools
• 7 Days per week
• 10-12 hours per day
• 220+ days per year
• Extended blocks of time
• Extensive after school program
TimeTime
Comparing The Differences
Traditional School
• Education takes place inside the four walls of the classroom.
• Limited community
access to facilities.
Community School
• Education takes place throughout the community.
• Facilities are used for a wide range of community activities.
SpaceSpace
Comparing The Differences
Traditional School
• Involvement limited to parent participation in activities such as open houses and parent conferences.
Community School
• A comprehensive process of family and community involvement in a wide range of programs and activities.
• Partners in Education
Family and Community Family and Community InvolvementInvolvement
Developing Community
“No child can escape his community. He may not like his parents, or the neighbors, or the ways of the world. . .The life of the community flows about him, foul or pure; he swims in it, drinks it, goes to sleep in it, and wakes to the new day to find it still about him. He belongs to it; it nourishes him, or starves him, or poisons him; it gives him the substance of his life. And in the long run, it takes its toll of him and all he is.
Joseph K. Hart, 1913
Community Education
Community Education
is the vehicle
to create a Community
School!
“Community Education
advocates and supports the
creation of innovative
programs and collaboration
between all members of
communities for the
purposes of advancing
community learning and
sustainability.”
Community EducationCommunity Education
• DPI RecognizedDPI Recognized• Supported by State Association--Supported by State Association--
Wisconsin Community Education Wisconsin Community Education AssociationAssociation
• Model used by ~70 districts Model used by ~70 districts around the state.around the state.
• Supported by National Community Supported by National Community Education AssociationEducation Association
Lifelong Learning Community
Involvement *** Efficient Use of
Resources *** Self-
Determination*** Self-Help
Principles of Community Education
Leadership Leadership Development***Development***
Institutional Institutional ResponsivenessResponsiveness
Integrated Delivery Integrated Delivery of Services ***of Services ***
DecentralizationDecentralization
Wisconsin Model of Community EducationWisconsin Model of Community Education
Life-long Learning
Implementing the principle that learning continues throughout life.
Providing formal and informal learning opportunities.
Offering programs and services for all community members, often in an intergenerational setting.
Community Community InvolvementInvolvement
Promoting a sense of civic responsibility.
Providing leadership opportunities for community members.
Including diverse populations in all aspects of community life.
Encouraging democratic procedures in local decision making.
Using the community's physical, financial, and human resources to address the community's needs.
Reducing duplication of services by promoting collaborative effort.
Efficient Use of Resources
Self-Help People are best served when their capacity to
help themselves is acknowledged and developed. When people assume responsibility for their own well-being, they build independence and become part of the solution.
Self-Determination
Local people have a right and a responsibility to be involved in determining community needs and identifying community resources that can be used to address those needs.
Institutional Responsiveness
Public institutions exist to serve the public and are obligated to develop programs and services that address continuously changing public needs and interests.
The training of local leaders in such skills as problem solving, decision making, and group process is an essential component of successful self-help and improvement efforts.
Leadership Development
Organizations and agencies that operate for the public good can meet their own goals and better serve the public by collaborating with organizations and agencies with similar goals.
Services, programs, and other community involvement opportunities that are closest to people's homes have the greatest potential for high levels of public participation. Whenever possible, these activities should be available in locations with easy public access.
Integrated Delivery of Services
Decentralization
Research Shows
In Community Schools. . .
Schools have greater community support.
Parents and other community members trust schools, school boards and superintendents.
Communities support referenda.
Community members are more informed about their schools.
The Research Study:
Measurable Impacts of Measurable Impacts of Community Education on K-Community Education on K-
1212
ByByBill Morris,Bill Morris,
Decision Resources, Ltd.Decision Resources, Ltd.
Perception of District Quality of Education
50%
20%
36%
36%
6%
15%
6%
7%
2%
22%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Program Users
Program Non-Users
Excellent Good Only Fair Poor Unsure
Community Education program users rate the quality of education provided by their school
district higher than non-users.
Community Education program users have more favorable impressions of both the Superintendent / Administration and School Board than non-users.
Favorable Ratings of District Administration and School Board
47%
38%
61%
53%
0% 10% 20% 30% 40% 50% 60% 70%
Program Users
Program Non-Users
Superintendent/Administration School Board
In the case of the School District’s Superintendent and Administration, Community Education program users post
an average increase of 9% in the favorable rating. For School Boards, the average increase is 8%.
Community Education program users are more positive than non-users about their School District’s financial management.
The fiscal credibility of a School District receives a boost of 15% among Community Education program users
when compared with program non-users.
District Spent Tax Money Effectively & Efficiently during Last 2 Years
59%
44%
30%
37%
11%
19%
Program Users
Program Non-Users
Agree Disagree Unsure
Community Education program users are stronger supporters of referendum proposals.
Community Education program users are 14% more supportive of referendum proposals than non-users. These gains are also realized among
all age groups and household types. More striking, though, Community Education program users are three times more likely to be “strongly”
supportive of referendum efforts. In fact, among seniors over the age of 65, a solid majority of program users support referenda; among non-users, seniors oppose referenda by a two-to-one majority. Community Education
program users are stronger supporters of referendum proposals.
Level of Referendum Support
67%
53%
21%
28%
12%
19%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Program Users
Program Non-Users
Support Oppose Unsure
Community Education program users are better informed about their
School District than non-users.
By an almost 20% margin, Community Education program participants feel well informed about their
School District.
Feeling Informed about School District
68%
32%49%
51%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Very/Somew hat Informed
Program Users Program Non-Users
How could Community
Education be funded?
Fund 80
Statutory Authority: 120.13(19) Community Programs
and Services - "A school board may establish andmaintain community education, training,
recreational,cultural or athletic programs and services,
outside theregular curricular and extracurricular programs
forpupils, under such terms and conditions as the
schoolboard prescribes. The school board may establish
andcollect fees to cover all or part of the costs of
suchprograms and services. Costs associated with
suchprograms and services shall not be included in
the schooldistrict's shared cost under 121.07(6)."
Fund 80 Statutory Authority
This fund is used to account for activities such as adult
education, community recreation programs such as
evening swimming pool operation and softball leagues,
elderly food service programs, non-special education
preschool, day care services, and other programs which
are not elementary and secondary educational programs
but have the primary function of serving the community.Expenditures for these activities, including cost
allocations for salaries, benefits, travel, purchased
services, etc., are to be included in this Fund to the extent
feasible. The district may adopt a separate tax levy for
this Fund.
Potential Uses for Fund 80
The definition of Community Education
is uniquely dependent upon where the program and/or process
is based.
WHAT COLUMBUS WHAT COLUMBUS COMMUNITY LEARNING COMMUNITY LEARNING CENTER OFFERS:CENTER OFFERS:
• Youth Services--tutoring, after school Youth Services--tutoring, after school services-homework help, lab and IMC services-homework help, lab and IMC open.open.
• Youth Outreach and Enrichment--Early Youth Outreach and Enrichment--Early Release day activities, Art and Chess Club, Release day activities, Art and Chess Club, Arts Night, Tae Kwon DoArts Night, Tae Kwon Do
WHAT WE OFFER cont.’dWHAT WE OFFER cont.’d
• Adult/Community Learning Adult/Community Learning Opportunities-- Adult Enrichment classes-Opportunities-- Adult Enrichment classes-art, computers, knitting, yoga, Spanish, I-art, computers, knitting, yoga, Spanish, I-Safe, CPISafe, CPI
• Family Activities and Outreach--Early Family Activities and Outreach--Early Learning Celebration, Parenting Learning Celebration, Parenting Education, C-Fin webpage and lending Education, C-Fin webpage and lending library, Playgrouplibrary, Playgroup
Cornell/Lake Holcombe Cornell/Lake Holcombe 2121stst Century CLC Century CLC
Cornell/Cornell/Lake Lake
Holcombe Holcombe
2121stst Century Century
CLCCLC
Many schools are like islands, set apart from the
mainland of life by a deep moat of convention and
tradition. A drawbridge is lowered at certain points
of the day in order that the part-time inhabitants
may cross over to the island in the morning and
back to the mainland at night.
Why do these young people go out to the islands? To
learn how to live on the mainland. When they reach
the island they are provided with excellent books
that tell about life on the mainland.
Schools as an Island
Once in a while as a special treat, a bus takes a
few of the young people off the island during
the day to look at what happens on the
mainland.
When everyone on the island has left in the
afternoon, the drawbridge is raised. Janitors
clean up the island and the lights go out. No
one is left except perhaps a watchman keeping
a vigil along the shoreland. The island is
lifeless.
Schools as an Island - continued
Once a year people from the mainland visit the
island to watch graduation, after which some
islanders depart never to set foot on the island
again. After graduates leave the island for the
last time, they are bombarded by problems of life
on the mainland.
Occasionally one of them can be heard to say to
another:
“I remember reading something about that
when we were on the island.”
Schools as an Island - continued
Linking Schools With Life - William Carr - USA -
1942
Thank You
Dan, Katy and Julie