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