bringing community schools to memphis
DESCRIPTION
This report was presented by Adam Hanover on 19 May 2009 to Memphis City School (MCS) Superintendent Dr. Kriner Cash and the Policy, Legislative, and Constituent Services Team led by Associate Superintendent Thelma Crivens. The report advocates the application of the Community School model to the Memphis City School system and to the City of Memphis. The report analyzes the current environment in Memphis, a theoretical vision for the synergies between schools and the government, the various Community School models implemented throughout the United States, and how this idea can be realistically applied to Memphis.TRANSCRIPT
BringingCommunitySchoolstoMemphis
MCSPolicy,Legislative,andConstituentServicesTeamThisreportwaspresentedbyAdamHanoveron19May2009toMemphisCity
School(MCS)SuperintendentDr.KrinerCashandthePolicy,Legislative,andConstituentServicesTeamledbyAssociateSuperintendentThelmaCrivens.
ThereportadvocatestheapplicationoftheCommunitySchoolmodeltotheMemphisCitySchoolsystemandtotheCityofMemphis.ThereportanalyzesthecurrentenvironmentinMemphis,atheoreticalvisionforthesynergiesbetweenschoolsandthegovernment,thevariousCommunitySchoolmodelsimplementedthroughouttheUnitedStates,andhowthisideacanberealisticallyappliedtoMemphis.
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TableofContents
Preface........................................................................................................................................3
StrategicVisions......................................................................................................................4VisionofMemphisCitySchools................................................................................................... 4VisionofCity/CountyLeaders..................................................................................................... 6
MCSandPeopleFirst!–WhatAreOurNeeds? ............................................................ 10LossofOptimism............................................................................................................................10StudentReadiness .........................................................................................................................11DistrictProfile ................................................................................................................................12Accountability,AcademicStandards,andMCSPerformance .........................................12TheCommunity ..............................................................................................................................14Health ................................................................................................................................................16StudentsOverAge .........................................................................................................................16Safety..................................................................................................................................................16StudentMobility.............................................................................................................................17FiscalDemandsandConstraints ..............................................................................................17
CurrentMCSInitiatives...................................................................................................... 18Goal1:StudentAchievement.....................................................................................................18Goal2:Accountability ..................................................................................................................23Goal3:ParentandCommunityInvolvement .......................................................................24Goal4:HealthyYouthDevelopment .......................................................................................25Goal5:Safety ...................................................................................................................................27
AUnitedVision–CommunityBasedLearning........................................................... 29WhatisaFullServiceCommunitySchool? ...........................................................................29CostsandBenefitsofaCommunitySchool ...........................................................................32FederalSupportforSchoolBasedServices ..........................................................................34
CaseStudies:SUN,Harlem,Penn .................................................................................... 36DistrictStrategy:SUN ...................................................................................................................37LeadAgency:HarlemChildren’sZone ....................................................................................44UniversityAssisted:Penn’sNetterCenter ............................................................................48
RecommendationsforMemphis..................................................................................... 52CommittotheFullyServiceCommunitySchoolModel.....................................................53RecognizeWhatWeHave............................................................................................................54AlignCity/CountyandMCSStrategicPlans ..........................................................................58IdentifyMajorCommunityTargets .........................................................................................62HireaPeopleFirst!StaffPerson................................................................................................64
Conclusion.............................................................................................................................. 65
3
PrefaceThisreportistheproductofasemester‐longundergraduateresearchproject
conductedasanindependentstudyattheUniversityofPennsylvaniacalled“CommunitySchools,StrategicPlanning,andSchoolReform.”ProfessorIraHarkavy,theadvisoronthisproject,hasbeeninstrumentalinmyapproachtothiswork.Hisdedicationtoeducation,bothintermsofpolicyanddirectlywithstudents,isinspirational.
ThelmaCrivens,theAssociateSuperintendentofMemphisCitySchools(MCS),offeredmeanopportunitytoworkwiththedistrictstrategyteam,includingMaryEarhart‐BrownandDavidHill,onananalysisofaschoolmodelthatincorporatesschoolsasthecenterofsociety/governmentstrategy.Asseeninthisreport,Memphisischallengedwithahighconcentrationofsocio‐economicandhealthissuesthatsignificantlyhinderourstudents’abilitytosucceedacademically.Assuch,thisreportadvocatestheapplicationoftheCommunitySchoolmodeltoourdistrictstrategy,wherebyourschoolsopentheirdoorsascommunitypublicfacilitiesandpartnerwithCity/County,non‐profit,faith‐based,andfor‐profitorganizationstoleveragetheirservicesandresources.TheMCSsystemisinastrongpositiontotransformanumberofkeyschoolsintofull‐servicecommunityschools,giventhefinancialsituationanditsresponsibilityforoverseeingMemphisFastForward’sPeopleFirst!StrategicPlan.
Itisimportanttonotethatmyabilitiestofullyanalyzethismodelwerelimited,asIconductedtheresearchwhileinmysecondsemesterjunioryearatPenn.ButthepurposeofthisreportistointroducetheCommunitySchoolmodeltoMCSleadership,identifyseveralkeyexamples,andprovideageneralguidelineforhowtomoveforward.
IwouldliketothankIraHarkavy,PatriciaToarmina,ThelmaCrivens,MaryEarheart‐Brown,DavidHill,MartyBlank,JudyDimon,JamieDavidson,MiskaBibbs,DavidCox,WhitneyTilson,JoannWeeks,andGretchenSuessfortheirsupportandguidanceinproducingthisdocument.Best,AdamAdamJ.HanoverUniversityofPennsylvania901.569.4264AdamJHanover@gmail.com
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TheVisionofMemphisCitySchoolsInthe2008‐2011DistrictStrategicPlan,MemphisCitySchool(MCS)
SuperintendentKrinerCashoutlinedhismajorgoalsforMemphisCitySchools.
AccordingtoDr.Cash,the“visionistobeaninternationallycompetitiveurban
schoolsystemthatproduceswell‐rounded,intrinsicallymotivated,andhigh‐
achievingstudents.”1Hethenwrotethatstudentsshouldbeequippedtoboth
achievetheirindividualpotentialwhilepositivelycontributingtosociety.2Dr.Cash
explainedtheneedtoinvolveparentsandthecommunitywiththeschoolsandto
demandthehighesthealth,safety,anddiversitystandardsforstudents.Thisisa
progressiveplatformthatrequiresaprogressiveeducationalapproach.
Accordingtothedistrictstrategicplan,thenumberonemissionofthe
schoolsisacademicachievement.3ButaquickperusaloftheMCSCoreBeliefsand
Commitmentsdemonstratesacomplexequationforsuccessthatrequiresmorethan
educationtoimproveacademicsuccess.TheDistrictcommitteditselfto:
• Increasingandadvocatingmutualrespect,culturalunderstanding,and
racialandsocio‐economicequality.
• Providingsafeschools
• Developingproductiveandmutuallybeneficialfamily,district,and
communitypartnerships
• Improvingphysical,mental,andemotionalwellbeing
Inadditiontothesecommitmentsandbeliefs,thePlanoutlinedspecificgoalsthat
areincludedbelow:
1MCS2008‐2011DistrictStrategicPlan,Draft(Revised12/18/08),6.2MCS,DistrictStrategicPlan,Draft,6.3Ibid.,14.
5
MCSStrategicGoals4 Goal1:StudentAchievement
Strategy:Acceleratetheacademicperformanceofallstudents
Goal2:Accountability
Strategy:Establishaholisticaccountabilitysystemthatevaluatestheacademic,operationsand
fiscalperformanceoftheschooldistrict
Goal3:ParentandCommunityInvolvement
Strategy:Buildandstrengthenfamilyandcommunitypartnershipstosupporttheacademic
andcharacterdevelopmentofallstudents
Goal4:HealthyYouthDevelopment
Strategy:Createaschoolcommunitythatpromotesstudentleadershipandhealthyyouth
development
Goal5:Safety
Strategy:Maintainapositive,safe,andrespectfulenvironmentforallstudentsandstaff
Goal6:Diversity
Strategy:Createaschoolcommunitythatissensitiveandresponsivetotheneedsofan
increasinglydiversepopulation
4MCS2008‐2011DistrictStrategicPlan,Draft(Revised12/18/08),15.
6
TheVisionofCityandCountyLeaders TheCityofMemphis,ledbyMayorWillieHerenton,joinedthegovernmentsof
ShelbyCounty,Bartlett,andGermantownonanewstrategicvisionfortheMid‐
SouthcalledMemphisFastForward.5MemphisFastForwardisaformalized
strategybrokendownintofourindependentandnon‐overlappingplans:
• MemphisED
• PeopleFirst!
• OperationSafeCommunity
• City&CountyEfficiencyPlans
MemphisFastForwardestablishedpartnershipsbetweenthemajor
organizationsinMemphis.6Accordingtotheplan,“AllfourmajorPlanshavea
varietyofpublicandprivateagenciesnamedasa“leadagency”accountableforeach
individualstrategyintheplan.Withafewexceptions,onesingleorganizationhas
beenidentifiedasultimatelyaccountableforthesuccessandmanagementofeach
strategy.However,manystrategiesrequirepartnershipsandcollaborationamonga
varietyofstakeholdersandorganizations.Inthesecases,theleadagency’sroleisto
convene,engage,andcoordinatetherightpartnersanddefinerespectiverolesand
actions.”
Withallstrategicplans,accountability,vision,dedication,andmanagementare
keytosuccess.Ofthefourplans,amajoremphasishasbeenplacedonMemphisED,
whichfocusesentirelyoneconomicdevelopment.ReidDulberger,workingforthe
GreaterMemphisChamber,isthecurrentVicePresidentforMemphisED
Administration.HehasbeenresponsibleforcoordinatingMemphisEDsince
beginningof2008.7AccordingtoMr.Dulberger,therewasaconcertedeffortto
eliminatetheoverlapbetweentheplans;andassuch,educationisconsideredoneof
manyfactorsinthestrategicplan.
5Seehttp://memphisfastforward.com/.6Iconsiderthesepublic‐privatepartnerships“paper‐partnerships”astheyarepartnershipsofconvenienceanddonotactuallychallengeeachofthesewithresponsibilitiesthatholdthemaccountabletoaspecificagenda.7ReidDulbergerisVicePresidentofMemphisEDandworkswithintheGreaterMemphisChamber.Contact:901.543.3561.
7
AlthougheducationismentionedasacomponentofsolvingcrimeinOperation
SafeCommunityandafactorinworkforcedevelopmentwithintheMemphisED
plan,educationfallsunderthePeopleFirst!Plan,whichisdescribedasahuman
capitalplanforMemphisandShelbyCounty.8PeopleFirst!reliedonresearchfrom
theMemphisandShelbyCountyStrategicPlanforQualityEarlyCareandEducation
2005,theFinalReportoftheShelbyCountyTaskForceforQualityEducationFiscal
Year2006‐7,ShelbyCountyLaborMarketAssessment(Younger&Associates),
Memphis‐ShelbyCountyEconomicDevelopmentPlan/CompetitiveAssessment
Review(MarketStreetServices),andtheworkoftheShelbyCounty2006
InnovationTeam.9
MCSSuperintendentCashhasacceptedtheresponsibilityofcoordinatingthe
PeopleFirst!Plan.AccordingtoPeopleFirst!ouryoungpeopleare“atagrave
competitivedisadvantageforgoodjobsinthenewcentury.Thelesseducateda
person,thelowertheirprospectsareforeconomicwell‐being.Loweducational
achievementalsoleadstogreatercrime,poverty,healthcarecostsandothersocial
ills—increasingdemandforpublicservicesanddecreasingqualityoflifefor
everyone.”10PeopleFirst!demandsthatinvestmentsbemadeinhighqualityearly
careandeducation,highqualityK‐12education,productive“outofschooltime”for
youth,andhighqualitypost‐secondaryopportunitiesthatpreparepeopleforgood
localjobs.11Theactualhumancapitalplanconsistedofseveralstrategiesgiventhe
vision–“Memphis/ShelbyCountydevelopsitshumancapitalthroughhigh
qualityeducationandtraining,producingaworkforcethatisqualifiedand
readytoworkinourmajorindustries.”12
Itisimportanttofullyoutlinethegoalsandstrategiesemphasizedbytheplan.
Thesestrategies,include:
8SeeAgendasforallfourMemphisFastForwardplansattachedinthisdocument.9PeopleFirst!AHumanCapitalPlanforMemphis/ShelbyCounty.November2007.1.10PeopleFirst!,AHumanCapitalPlan,4.11Ibid.,4‐5.12Ibid.,6.
8
PeopleFirst!StrategicGoals13
GoalA:Inspiredcitizensdeterminedtofullydeveloptheirabilitiesandaggressively
pursueeconomicopportunity
Strategy1:Implementcampaignthatencouragescitizenstoinvestthemselvesin
educationandcareeradvancement,andinstillthosevaluesintheirchildren
GoalB:Affordable,accessiblehighqualityearlycareandeducationforallyoung
childreninShelbyCountyincareoutsidethehome
Strategy2:StrengthenandcoordinatelocallobbyingeffortsforState‐fundedpre‐Kfor
allfouryearolds
Strategy3:SupportqualityimprovementforallECEprovidersbyexpandingthe
MemphisShelbyCountyQualityChildcareResourceCenter
Strategy4:Increasenumberofhighestquality,accreditedcentersbyexpandingReady,
Set,Grow!
Strategy5:Expandandcoordinatecampaignsthatencourageparentstochoosehigh
qualityECE
Strategy6:AdjustECEfundingsystemsomorepublicfundsareprovidedtoECE
programsthatdemonstratehigherquality
GoalC:Highqualityk12publiceducationthroughoutShelbyCounty
Strategy7:MCSandSCSprioritizespendingonstudentachievementstrategiesthatare
provenbyresearch
Strategy8:MCSandSCSconductregularthird‐partyefficiencyauditsandpublish
resultstodemonstrategoodstewardshipoffunds
Strategy9:MaintainmomentumtofullyfundtheBEP2.0toexpandstatefundingfor
highqualityK‐12education
Strategy10:Expandbestpracticesforteacherandprincipalrecruitmentand
development,includingNewLeadersforNewSchools,TeachforAmerica,andtheNew
TeacherProject
Strategy11:ExpandeducationoptionsforeconomicallydisadvantagedK‐12Students
Strategy12:Strengthenandexpandprogramsthatengageparentsineducatingtheir
children
13MemphisFastForward.PeopleFirst!
9
GoalD:Affordable,accessiblehighquality“outofschooltime”programsforallyouthin
ShelbyCounty
Strategy13:Developaplantoexpandopportunitiesforyouthaccesstohighquality
after‐school,weekendandsummerprogramsinShelbyCounty
GoalE:Highqualitypostsecondaryandworkforceprogramsthateffectivelyprepare
peoplefor,andmatchthemwith,localworkforceopportunities
Strategy14:Expandandregularlyconductstudyoflocalindustryworkforceneeds
Strategy15:Expandandregularlyconductstudyoflocallaborforcecharacteristics
Strategy16:Distributeindustryworkforceneedsrequirementstolocal
education/traininginstitutionsandpromotethedevelopmentofcareerdevelopment
programsresponsivetoindustryneeds
Strategy17:ExpandEffectiverecruitmentandhiringofqualityemployeesbylocal
employeesStrategy18:Strengthenlocalresourcesthathelppeopleadvanceintheir
careers
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FromMCSandPeopleFirst!‐WhatAreOurNeeds?
AsnotedintheMCSandPeopleFirst!strategicgoals,itisimportanttoatleast
recognizethefactorsthatmaycontributetoaperson’sinabilitytolearnand
thereforesucceedinlife.Thesefactorsareusuallygivenasreasonsforwhyweare
notsucceeding.Asarguedinthesecondhalfofthispaper,thisreportwillchallenge
ustoconsiderhowtoaffectdirectlytheseuntraditionallyschool‐orientedissues.
ThefactslistedbelowrelyprimarilyontheMCSDistrictStrategicPlanand
PeopleFirst!.
LossofOptimism
Firstandforemost,25%ofMCSstudents“losetheiroptimismforapositive
personalfuturebythetimetheyreachhighschool.”14AccordingtoPeopleFirst!,the
trenddownwardbeginstowardtheendofmiddleschool,wherestudentstendto
holdapositivefutureoutlookandvisionfortheirowncapabilities.Amajordecline
occursduringthe
yearsbetweenthe
transitionofmiddle
schoolandtheendof
highschool,inwhich
studentsareno
longermotivatedto
graduatehighschool
andpursuehigher
education.This
attitudeaffectsthe
communityandthe
workforce.Asseenin
thefigurecomparing
14PeopleFirst!,AHumanCapitalPlan,22.
11
Memphiswithits“peergroup”,definedbyPeopleFirst!asdirectourcompetitorsfor
goodjobsinindustry,Memphisisnotproducing(eveninrelativeterms)acceptable
numbersofstudentsthathavegraduatedfrombothhighschoolandanyother
higher‐education.15TheMCS2006highschoolgraduationratewas67.2%,
comparedtotheSCS92.3%graduaterateandtheState’stargetof90%.16
Interestingly,accordingtoPeopleFirst!,weareamongthe“lowestinthenationfor
graduatingstudentswithdegreesinnaturalsciencesandengineering.”17Fromthe
City’sperspective,andequallyforusasacommunity,thisplacesusinadifficult
predicamentwherebywecannotordonotwanttorecruitfromourcitizens.Equally
importantforMCS,veryfewemployersrecruitfromlocalcollegesand
universities.18
StudentReadiness
Theissueofstudentreadinessiscomprisedofmulti‐facetedvariablesthatmust
becontextualizedwithinananalysis.Thegraphbelowshowsstudentsenteringthe
MCSsystematthe
Kindergartenlevelin2005.As
seeninthegraph,students
enteringKindergartenwere
betweenthe16%and27%of
schoolreadinessformath,
language,memory,and
auditoryskills,asdefinedby
theMemphisCitySchool
system.
15PeopleFirst!,AHumanCapitalPlan,10.16Ibid.,9.17Ibid.,10.18MarketStreetServices,PeopleFirst!10.
12
DistrictProfile
TheDistrictiscomprisedof190schools,administering111,357students.Of
thesestudents86%isAfricanAmerica,7.25%isWhite,5.3%isHispanic,and1.3%
other.81%ofthesestudentsareeconomicallydisadvantagedandthereforereceive
freeorreducedpricesforlunch.5%ofthesestudentshavelimitedEnglish
proficiency.Onlyaboutonethousandstudentsinelementary,middle,andhigh
schoolrespectivelyattendsummerschool.Belowisabreakupofstudentsinspecific
schoolmodels:
• 2,286studentsattendoneoftheDistrict’snineCharterSchools
• 2,260studentsattendaCareerandTechnicalEducation(CTE)Program,
24,129areenrolledinCTEcourses
• 16,742studentsareenlistedinExceptionalEducationStudentprograms
• 11,761studentsareinOptionalSchoolprograms,comprisedof32
separateprograms19
Theannualbudgetforthedistrictis$910million.Ofthistotal,$371million
isdedicatedtosalaries,assuming7,319teachersandanaveragesalaryof$50,534.
Thisdoesnotincludeadditionalfacultyandstaff.20
Accountability,AcademicStandards,andMCSPerformance
TheStateofTennesseeistheauthorityresponsibletoassignoverallratings
andinterventionstodistrictsviaNoChildLeftBehind(NCLB).Thestepsoutlined
belowrepresentstheprocessbywhichschoolsaretargetedandassessedwithinthe
NCLB:
Target–SchoolsthatdonotmakeAdequateYearlyProgress(AYP)during
thefirstyear
HighPriority–SchoolsthatdonotmakeAYPfortwoormoreconsecutive
years(levelsofinterventiondependonhowmanyyearsaschoolstaysin
HighPriority)
19MCS,DistrictStrategicPlan,8.20Ibid.,8.
13
Proficiency–Whenstudentpopulationandsubgroupsachievethedesignated
levelofknowledgeontheTennesseeComprehensiveAssessmentProgram
(TCAP).21
Inadditiontothecurrentlevelsofstateproficiencyrequirements(elementaryand
middleschool:89%inReading/LanguageArts,86%inMathematics;andhigh
school:93%inReading/LanguageArtsand83%inMath),thereisanattendance
ratetargetforelementaryandmiddleschoolsof93%and90%forhighschools.Itis
importanttonotethatNCLBmandatesthattherebe100%proficiencyinboth
ReadingandMathematicsby2013‐14.
Intermsofgraduationrates,theStateofTennesseenowrequires(starting
withtheclassof2013)studentstoearn22credits,ratherthanjust20,which
incorporatesfouryearsofMathematicsandtwosciences.Thisnewcurriculumwill
directallstudentsonthe“UniversityPath,”ratherthanthe“TechnicalPath.”22
BelowisanoutlineoftheperformanceofMemphisCitySchoolsbetween
2008and2009:
• 119ofthe190schoolsarein“GoodStanding.”
• 34schoolsare“Target”
• 30schoolsare“HighPriority”(comparedto41between2007‐08)
21MCS,DistrictStrategicPlan,9.22Ibid.,9.
GoodStanding65%
Target19%
HighPriority16%
NCLBPerformanceofMCSSchools
14
AlthoughtheaverageachievementgradesfortheDistricthasimproved,theDistrict
receivedthefollowinggradespersubjectin2008:
Itshouldbenotedthatinanassessmentoftheacademicgrowth(“ValueAdded”),
studentsingradesfourthrougheightscoredmuchhigherrelativelythanhigh
schoolstudents.
Thegraduationratefellfrom69.6%in2007to66.9%in2008.Inaddition,
thedropoutrateincreasedfrom14.7%in2007to19.3%in2008.23Inadditionto
thesedismalnumbers,theaverageACTscoreintheDistrictwas17.4in2008,
comparedtotheState’saverageof20.7andthenationalaverageof21.1.
TheCommunity
TheDistrictoutlinedsomeofthemajorsocio‐economicfactorsitconsiders
toaffectstudents’academicprogress.Accordingtothe2008‐11DistrictPlan,the
Districtwill“seektopartnerwiththebroadercommunityinordertoaddressthe
societalissuesthatimpactMCSstudents.”24Inthenextsectionofthisreport,wewill
analyzethemajorinitiativesoftheMCSsystemtoaddresstheseneeds.Inaddition
tothegraph,whichprovidesrelativenumbersofhowMemphiscomparestothe
UnitedStatesonsocio‐economicissues,itisimportanttoconsiderhowtheCityof
MemphiscomparestoothercitiesintheUnitedStates.
23MCS,DistrictStrategicPlan,10.24Ibid.,10.
48% 49% 43% 42%
0%
20%
40%
60%
80%
100%
Math Reading/Language SocialStudies Science
MCSAverageAchievementGrades
15
• MemphishasthehighestinfantdeathrateintheU.S.
• Memphishasthe5thhighestlowbirthweightintheU.S.
• Memphisisthe3rdhighestcitywithchildreninsingleparentfamiliesinthe
U.S.
• Memphisisthe3rdhighestcitywithchildrenlivinginpovertyintheU.S.
• Memphishasthehighest(amonglargecities)obesityrateintheU.S.
• Memphisisthe3rdmostviolentmetropolitanareaintheU.S.(2ndmost
violentlargemetropolitanareaintheU.S.25
IntheUnitedStates,78%ofadultslivinginpovertyregularlyreadtotheir
children.InMemphis,only52%ofparentslivinginpovertydothesame.Thereare
approximately30,4002‐4yearoldchildreninMemphis.Therefore,evenassuming
60%ofthesechildrenarereadto,12,160ofthesereceivenobasic,pre‐Kliteracy
experience.26Currently,thereare5,800childrenenrolledinMCSpreschool.The
districthascommitteditselftoincreasingthisenrollmentandexpandingpreschool
programs.
25MCS,DistrictStrategicPlan,10.26Ibid.,11.
13%
64%
42%34%
8%
32%
18%
32%
0%
10%
20%
30%
40%
50%
60%
70%
LowBirthWeight(2005)
ChildreninSingleParentFamilies
(2007)
ChildrenLivinginPoverty(2007)
ObesityRate(2006)
MemphisSocioEconomicIssues
Memphis UnitedStates
16
Health
Asseeninsomeofthedataearlier,therearesignificanthealthandwellness
issuesintheCityofMemphis.AccordingtoWellChildInc,whichscreened21,952
MCSstudentsinthe2007‐2008schoolyear:
• 32%wereoverweightorobese
• 19%failedvisiontests
• 8%receivedmentalhealthreferrals
• 32%receivedreferralstoprimarycarephysiciansforavarietyofhealth
conditions.
ThedistrictconcentratesitseffortsonaddressingtheserioushealthissuesofMCS
students.27
StudentsOverage
Inthe2007‐2008schoolyear,30%(33,498)studentswereoveragefortheir
grades.Thegradebreakdownsarebelow:
• GradesK‐5:12,040
• Grades6‐8:8,686
• Grades9‐12:12,772
5%ofthesestudentsweretwoormoreyearsolderthantheirexpectedgrade.MCS
Prep,notedbelowintheinitiativessection,hopestoassistthesestudentsongetting
backontrack.
Safety
TheMCSsystemhastakenstepstoaddressthecommunity‐widecrimeand
safetyissuescreepingintoourschools.MCShastakenstepstoincreasebuilding
security(includingrequiringstudentmembershipcards),metaldetectorscreenings,
additionalpolice/securityofficers,andthepartnershipwiththeMemphisPolice
Department.Thereisalsoanarrayofpreventionandinterventionstrategies.
Severalofthekeyreforminitiativesincludea“focusonchangingthecultureinhigh‐27MCS2008‐2011DistrictStrategicPlan,Draft(Revised12/18/08),12.
17
incidenceschools,establishingcomprehensivetruancyassessmentcenters,
providingatruancyhotline,andimplementingtheSchoolHouseAdjustment
ProgramEnterprise(SHAPE).”28
StudentMobility
TheMCSaveragestudentmobilitywas30%in2007‐08.Ofthispercentage,
studentsoflow‐incomefamiliestendtobethemostmobile.Therewere1,399
homelessMCSstudentsinthe2007‐08academicyear.29
FiscalDemandsandConstraints
TheMemphisCityCouncilvotedtoreducefundingtotheMCSsystemby
$66,261,000forthe2008‐09academicyear.Historically,theCityofMemphishas
fundedtheMemphisCitySchoolsforoverone‐hundredfiftyyears;however,the
currentMemphisCityCouncilargues(currentlyinlitigation)thatitisnotlegally
obligatedtofundtheMCSsystem.Theissueoverlitigationisaclauseinthe
Tennesseestatestatute,whichprohibitslocalgovernmentsfromreducingthe
fundingtoschooldistricts.30
28MCS,DistrictStrategicPlan,12.29Ibid.,13.30Ibid.
18
CurrentMCSInitiatives SpecificinitiativeshavebeenimplementedtoaddressMCSgoalsanddistrict
needs.TheAcademicOperations,Technology,andInnovationsteampublisheda
CompendiumofStrategicInitiativesinFebruary2009thatoutlinedthesemajor
initiatives.Belowisalistoftheseinitiatives.Thehighlightedsectionsfocuson
initiativesthatdependoncommunitypartnershipsand/orfocusoncommunity
needsandprogressiveeducationalgoals,ratherthanthetraditionalcurriculum
model.31
Goal1:StudentAchievement
Initiative PeopleAffected SummaryAdvancedPlacementIncentiveGrant
1,898Students(500innon‐TitleIschools),457Teachers
APprogramexpansion.MCShopestoestablishanAPCoordinatorpositionforthedistrictandincreaseAPcoursesandenrollmentby10%.
AlgebraIInstitute 8500+students,176Teachers
Professionaldevelopment
BridgetoKindergarten(B2K)SummerTransitionProgram
None 3‐daysummerprogramtotargetthe3000studentsenteringkindergartenwithnostructuredPre‐Kexperience
DistrictWritingImprovementSystem
23,411students PreK‐12writingrubric.Grades:4,5,7,8,10,and11.
DouglassHighSchool(Start‐up–publicservice&CommunicationArtsOptionalProgram)
32students Developingcommunitypartnerships.Activeadvisorycouncilandstudentparticipationinsitevisitstoareanonprofitagencies,governmentoffices,hospitalsandothersites.
ExhibitionofStudentWork
Target:All,104,622students
Studentsdeveloptheirpractical,creative,andanalyticalintelligencesthroughtheuseofprojectbasedlearning.Studentsinexitgrades(5th,8th,and12th)extendtheirprojectbasedlearningbycreatingcapstoneprojects,arecommendationofthenewTennesseeDiplomaProject.MCSpartnerswiththeMemphisCommunityandinvolvestheminjudgingthework.
FIRST(ForInspirationandRecognitionof
Target:9‐12thgradesinthe11StrivingSchools’
Workstoincreaseachievementintheareasofscience,mathematics,andtechnology.WorkswithmentorsfromMedtronicandhopesto
31BasedontheFebruary2009CompendiumofStrategicInitiatives.Seefullreportforindicatoranalysis,keychallenges,statusofimplementation,etc….
19
ScienceandTechnology–HighSchoolRoboticsTeam
HighSchools,40students
developpartnerswithadditionalmembersoftheMemphisCommunity.
HonorsProgram 14,200students,470teachers
HonorsProgram
MCSCurriculumOverhaul
All 150teachersworkingoncurriculumrevision.ConsultantDr.HollyHoustonreviewofprocessanddocuments
MCSeSchool All ExpansionofE‐Learning:increasenumberofstudentsacquiringcreditsandcompletingcoursesby25%viaonlinecourse.AllMCSstudentsmusttakeoneonlinecoursepriortograduation.AllmiddleschoolstudentswillbeofferedanOnlineComputerTechnologycourse.
MCSPMSchools Adultstudentswholefttheschooldistrictwithoutearningahighschooldiploma;Students17yearsofageorolderwhorecentlywithdrewfromschool,Approx.350
Thisinitiativehasmanybenefitsforourschooldistrict:1),itallowsustousefederallyfundedbuildingsandequipmenttobenefitadultsinourcommunitywhoneedemployableskills–manyofwhomareparentsofourstudents(i.e.supportsworkforceinvestment);2),itrespondstoacommunityneedwheresomanycitizensdon’thaveemployableskillsorhighschooldiplomas;3)theregionalizationofthefoursiteshelpsustoservethispopulationdistrict‐wide;4)itrespondstoaneedintheMemphiscommunity.(Requirespart‐timeteacherscan’tattractdesirablepoolofteachers)
MCSPrepSchools 640students Forstudentswhowant/needacceleratedgraduationexperience,includingthosethataretwoormoreyearsbelowgradelevel.Continuetheleveloffundingforreducedclasssize,extendeddayandyear,andstudentsnacks.
MCSSummerIntervention/EnrichmentPrograms
14,230students Forstudentswhoareoverageorfailedreadingandmath,Gateway,etc.Seedetaileddocument.
MCSSummerReadingClinic
1200students Voluntaryparticipationforstudentsintransitiontomiddleschoolandinterventionsforstudentsin2009‐10
MemphisHealthCareersAcademy
Target:250,57students
IncreasedthestudentbodypopulationbyattractingHealthOccupationsStudentsofAmerica(HOSA)toMHCA.Expandedthelicensureandcertificatewith5newprogrammingpartnershipswithUTHSC,SWCC,Mid‐SouthCollege.Andprovideclinicalexperienceforstudents.
MemphisLiteracyCorps 2500students,830Tutors
Tutoringprogramwithabudgetof$1.05millionfocusesongrades3,4,5.AttemptstorecruitcollegestudentsviatheUniversityofMemphisresearch‐basedtutorialprogram,gratis.
M2CohortI(Memphis Target2500sixth Sessionswithdevelopedcurriculum.Three
20
Mathematics) gradestudents,1100students
Saturdaysessionsandtheoneweekculminatingsessiononcollege/universitycampusesinJunetobecompleted.StudentsfromoutsideMCSareaskingtoattend.AT&Tdonated$30,000tosupplygraphingcalculators.
OptionalSchoolsProgramExpansion
WillbeavailableinAugust2009
Hopetofocusonprofessionaldevelopment‐collaborationswithteachersparticipatinginlocalandnationaltrainingaswellascollaborationswithlocalcolleges,universities,museums,andprofessionals.RidgewaywillhaveanIBprogram.Seemoredetailsindocument.
Pre‐KExpansion Target500underservedfour‐yearoldchildrenlivingwithinTitleIschoolzones.2,800studentsin146classrooms.110classroomsareoperatedbyMCS.36classroomsareoperatedincollaborationwithCommunityPartners.
Pre‐KExpress–August8,2009,2009‐2010Pre‐Kstudentsandparents,AlldayWorkshops,Screenings:vision,hearing,health,&academic,Communityresources
PreK‐12Literacy–EarlyLiteracyHeadsprout
Targetgrade1,8,379(95%),470Teachers(95%)
70%ofstudentsatORFBenchmark(40wcpm)
PreK‐12Literacy:Read180middleSchool
Inprogress Seedetails.
PreK‐12Literacy:Read1809thGrade
Inprogress Seedetails.
PreK‐16InnovationsandReform
DistrictwideinterestfordualenrollmentinallsecondaryschoolsinallcollegeanduniversityarticulatedprogramsatLeMoyne‐OwenCollege,TheUniversityofMemphis,TennesseeTechnologyCenter,SouthwestTennesseeCommunityCollege,ChristianBrothersUniversity
SmallerLearningCommunitiesGrant$3.9Total.Grant2005‐2010.RedesignofLargeComprehensiveHighSchoolintoFreshmanandCareerAcademiesSecondaryStudentsGrades9‐12atCraigmont,Hamilton,Kirby,Raleigh‐Egypt,andTrezevantHighSchools.ImplementedFreshmanAcademiesandCareerAcademiesin5Schools.Inprogressforrefiningcareer
21
academiestomeettheneedsofthestudentsandthecommunity
ResurgenceofScience 38,000students ResurgenceofScienceingradesK‐5oncontentandpedagogythatwillmeetthenewstatestandards.FOSSisaunifiedcurriculumthatbuildscontentknowledgeandscienceprocessskillswithbothverticalandhorizontalalignment.Thelessonsrequire30minutesperday.Scienceinvestigationsoffertremendousopportunitiesforstudentstothinkcriticallyandtogainexperiencestohelpthemapplywhatthey’vereadwhiledevelopingwrittenandverbalcommunicationskills.Seemoredetailsindocument.
StanfordMath 62,128students FocusisIntervention,90minutesperweek
Interventiondescribedas:BelowProficientand20%abovetheBPcutscore
StrivingSchools • 12,000+ 16StrivingSchools.((??))StudentProficiencyTargets
a. 50%(4,304)studentswillachieveproficiencyonTCAPMath.
b. 50%(3,247)studentswillachieveproficiencyonTCAPReading.
c. 50%(2,018)studentswillachieveproficiencyonGatewayAlgebra.
d. 25006thgraderswillachieveadvanceproficiencyinmath
Considerextendingtheday,Continuetocutthebelowproficientgroupby50%,Increasingacademicrigorforallstudentsfornewstatestandards,UsingEdPlantotrackIndividualLearningPlans,ExpandingtheM2program
UrbanEducationCenter TheUrbanEducationCenteristhenewentrepreneurial/revenuegeneratingProgramfortheMemphisCitySchoolsDistrict.TheUrbanEducationCenterisinacollaborativepartnershipwithTheUniversityofMemphisandChristianBrothersUniversity.TheUniversityofMemphishasacceptedourSREBInstructionalLeadershipcurriculumand
22
willawardthecandidatesanUrbanEducationCertification.TheUrbanEducationCenterhasthreecomponents:theExecutiveLeadershipProgram,thePrincipals'AcademyandtheSummerInstitutes.
WooddaleHigh’sAviation/Travel&TourismOptionalProgram
60students FirmcommitmentswithFederalExpress,PinnacleAirlines,andOBAP.
23
Goal2:Accountability
Initiative StudentsAffected SummaryDocumentImaging CentralOffice
PersonnelN/A
ENAInfrastructureforNetworkandPhoneServices
District N/A
e‐Procurement CentralOfficeandSchools’administrativepersonnel
N/A
eScholarDataWarehouseImplementation
DistrictAdministratorsandPrincipals
N/A
e‐Timecard CentralOfficeandSchoolsadministrativepersonnel
N/A
IntranetPortal District N/AMicrosoftExchangeEmail
District N/A
Regionalization 110,000andParents
• Toincreasestudentachievement• Tointensifyfocusonteachingand
learning• Toprovidehighlyfunctioninglegendary
serviceinallfourregionaloffices• Toprovidesupportandeducationfor
goodphysicalandmentalhealthforstudentsandfamilies
• Toimproveefficiency• Toimprovetransparency• Toincreaseaccountability• Tobemoreresponsivetocommunity
constituents• Tobettercoordinate/alignschool
serviceswithlocalprioritiesandneeds• Toimprovecurricularcoherence• Toencouragecollaborativeparticipation• Toimprovesupervisorycoverageand
qualityofservices• Toincreasecompetitivepressure• Toimprovecustomersatisfaction
24
Goal3:ParentandCommunityInvolvement
Initiative StudentsAffected SummaryDemandParentSummit ParentsofMCS
studentswhotraditionallyhavenotbeeninvolvedintheirchildren’seducation.Parentsofchildrenwhoareoverageforgrade,atriskandexpelledorsuspendedstudents.
Increaseinstudentachievementforchildrenofparentswhoattendedthesummitworkshopswithanacademicfocus.
FamilyResourceCenters StudentsandparentsofMemphisCitySchools.
CurrentStatus:Approximately20%ofMCSstudentpopulation.
TownHallMeetings ParentsofMemphisCitySchoolstudents.
Considerationshouldbegiventoinclusionofmoreoptionsforstudentsandtheirparentstoattendthetownhallmeetings.ThisinitiativewasdesignedtohighlightMCSstudentswhohavedemonstratedacademicsuccessandvaluableparentalsupport.ThisaudiencewastargetedtoreceiveinformationpertainingtoallofMCSnewinitiativesthatweredatadriven.
25
Goal4:HealthyYouthDevelopment
Initiative StudentsAffected Summary1stAnnualMIAAJr.TennisChampionship
Student‐athletes(TennisPlayers)Ages10‐18
ThiswillbethefirsttennistournamentthatmostMCStennisathleteshavecompetedin,andthisisagreatstepinimprovingourtennisprograms.
CoordinatedSchoolHealth–StateDept.ofEducationGrant
Allstudentsandstaff2007‐08:25Pilotsites,2008‐09:Allschools
• HealthySchoolsTeams• SchoolHealthAdvisoryCouncil• StaffCoordinatingCouncil• StudentWellnessCampaign
Willscreen8,000MCSstudentsbyendofyear
Health,PhysicalEducation,andLifetimeWellnessCurriculumOverhaul
Allstudentsandteachers
ImprovedPEprogramming‐FitnessGram,Compliancewith90minutesPhysicalActivityLaw,Willbedistrict‐wideandprovideforanintramuralprogram
HealthyChoicesWeek Allstudentsandstaff
Newandexistingcommunitypartnerships,SchoollevelownershipofDistrictInitiative
RegionalHealthClinics Target:Toscreenallstudentseverytwoyears
Clinicsareunderconstruction.OperationalClinicsarelocatedatEast,Northside,Westwood,andSheffieldCTC.
RiverCityRelay Anticipate800fromMCS,NorthernMississippi,NorthernAlabama,andWesternArkansas
SchoolAgeChildCare 5,303studentsK‐8,Targetelementaryandmiddleschoolstudentsdesiringbefore/afterschoolcare
Successfulschool‐basedbeforeandafter‐schoolprogramsaddresschildrenasdevelopingteenagers,notsolelyasstudents,byblendingacademicswithchilddevelopmentskillssuchasindependence,timemanagement,leadership,decisionmaking,teamworkandcommunication.Theyarelearner‐centered,complementtheschoolsetting,andengendersupportofschooladministrators.
StaffWellnessCampaign AllSchool‐levelanddistrictadministrationstaff,250healthscreenings
HealthscreeningswillalsobeprovidedforparentsatthenextthreeDemandSummits
StudentFirstResponders Target:allhighschools,66Students
SFRscontinuetoassisttheirhomeschool&district,Exposestudentstovariousoccupationsinsportsmedicine,ProvideSFRswithpracticalandengagingeducationalexperiences
SyntheticTurfProject Target:3600,YTD1200,TargetK‐12
InProgress,Three(3)yearimplementationof12fields;YearOne(1)Five(5)Fields(Melrose,
26
Students,Athletes,Band,andCommunityOrganizations
Halle,Crump,Raleigh‐Egypt,andWhitehaven)Atotaloffivefieldswillbecompleted
27
Goal5:Safety
Initiative StudentsAffected SummaryG.R.A.S.S.Y Target:studentsat
riskofganginvolvement,500students,200staff
Newlyimplemented.Multiplicityofpartnershipswillbedevelopedwithcorporateandgrassrootentities,aswellasuniversitypartnerships.• Saferschoolenvironment• Increasepartnershipcapacity• Increasestaffandcommunityknowledge• WorkforceInvestmentNetworkGrant
Submittal• Variousstaffandstudentpresentations• QuarterlyAwardCeremony• SafeSchoolRally• BehavioralSpecialistTraining• School‐basedConsultations
KingianNonviolenceTraining
Target50,000studentsandstaff,325studentsatVanceMiddleSchool
2hourworkshopsforstudentsinat‐riskschools,2daytrainingforteachersinthesummerof2010,ProfessionalDevelopmentthroughouttheRegionsforMCSstaff,SummertrainingforMCSstaff,Youthsummitstoempowerstudents,Communityworkshops
MemphisTenPointCoalition
600students,50staff
Continuetobuildpartnershipstofocusonstudentgangviolence.Willhostsafeschoolraff,quarterlyawardceremony,andbehavioralspecialisttraining.
SRU 52,905students • Utilizingdatadriveninformation‐targetingproblemlocationsonspecificdates,daysandtimes.
• Preventionstrategies‐highvisibilitytodeterincidents.
• Createasaferlearningschoolenvironment‐continuedreductioninserioustargetedoffenses.
• Increasenarcoticsenforcementinidentifiedschools
• Increasemanpowertodeterproblemsinhighincidentschools
TruancyAssessmentCenters
95students • IncreasecommunityawarenessthroughParentSummitmeetings
• Identifyagenciesintargetcommunitiestoassistwithtruancy.
• Developcommunitycollaboration.• Fostergreatercooperationbetweenthe
schools,JuvenileCourtandtheAttorney
28
General’sOffice.TrustPays HopestoreduceweaponsanddrugsonMCS
campuses
29
AUnitedVision–CommunityBasedLearning Ourneedsaregreatandwehavecreative,diversifiedprogramstoaddress
theseneeds.Itiswidelyrecognizedthatmanyvariablesaffectastudent’sabilityto
succeedacademically;anditrequirestheresourcesandenergyofboththeCityof
MemphisandtheMemphisCitySchoolsystemtoeffectivelyandefficientlyaddress
thedevelopmentalneedsofstudentsanddecreasebarrierstolearning.Ourgoalis
andshouldalwaysbetoeducateyouthtobepropercitizens.Community
involvement,parentalattention,health,anddemandsduringafterschoolhoursare
onlyafewoftheissuesthatrequireimprovementandstrategicconsolidation.After
analyzingthestrategicgoalsofMemphisFastForwardandtheMemphisCitySchool
systemandtheinitiativesoftheMCSsystem,itisclearthattherecanbemore
strategicalignmentandcoordinationbetweenthecity,thedistrict,nonprofit
organizations,faithbasedorganization,andbusinesses.
AmodelthathasgainedrecognitioninrecentyearsistheCommunitySchool
model.Thismodel,basedinpartonProfessorsLeeBenson,IraHarkavy,andJohn
Puckett’sbookDewey’sDreamviewstheschoolsystemasthecenterofsociety,and
thereforethemainvehicletoaccomplishthegoalsofthepeople.Acoalition
betweenvariousprivateandpublicentitieswasbuilttoaddressthisnewvision.The
CoalitionforCommunitySchoolsisacoalitionof142local,state,andnational
organizationsdedicatedtotheadvocacy,implementation,expansion,and
applicationoftheCommunitySchoolmodeltoschoolsystemsaroundtheUnited
States.
WhatisaFull‐ServiceCommunitySchool?
TheCoalitionforCommunitySchoolsprovidesthefollowingdefinition:“A
communityschoolisbothasetofpartnershipsandaplacewhereservices,supports,
andopportunitiesleadtoimprovedstudentlearning,strongerfamilies,and
healthiercommunities.Usingpublicschoolsasahub,inventive,enduring
relationshipsamongeducators,families,communityvolunteers,business,health
30
andsocialserviceagencies,youthdevelopmentorganizations,andothers
committedtochildrenarechangingtheeducationallandscape–permanently–by
transformingtraditionalschoolsintopartnershipsforexcellence.”32
CommunitySchoolsaimtoaffectnotonlystudentsbutalsofamiliesand
communities.Inthismodel,schoolsmoveawayfromoperatinginisolationand
enterintoanewrelationshipwithnon‐profitorganizations,surrounding
universities,governmentalagencies,andtheprivatesector.Inanarticlewrittenin
theInformedEducatorSeries,aseriespublishedbytheEducationalResearch
Service,“Therealityisthatnomatterhowhighthestandards,howrigorousthe
curriculum,orhowqualifiedtheteacher,studentswillstillbeaffectedbytheirlives
outsideofschool.”33
MartinJ.BlankistheDirectorfortheCoalitionforCommunitySchools,
withintheInstituteforEducationalLeadership.HeservesalongwithUniversityof
PennsylvaniaProfessorIraHarkavy,whoistheChairmanoftheCoalitionfor
CommunitySchools.InapaperBlankwrotein2003,Blankprovidedaparticularly
detaileddefinitionoftheCommunitySchoolmodel:
“Acommunityschoolisbothaplaceandasetofpartnershipsbetweentheschoolandothercommunityresources.Itsintegratedfocusonacademics,services,supports,andopportunitiesleadstoimprovedstudentlearning,strongerfamiliesandhealthiercommunities.Schoolsbecomecentersofthecommunityandareopentoeveryone–allday,everyday,eveningsandweekends.Usingpublicschoolsashubs,communityschoolsknittogetherinventive,enduringrelationshipsamongeducators,families,volunteers,andcommunitypartners.Healthandsocialserviceagencies,familysupportgroups,youthdevelopmentorganizations,businesses,andcivicandfaithbasedgroupsallplayapart.Bysharingexpertiseandresources,schoolsandcommunitiesactinconcerttotransformtraditionalschoolsintopermanentpartnershipsforexcellence.Schoolsvaluetheresourcesandinvolvementofcommunitypartners,andcommunitiesunderstandthatstrongschoolsareattheheartofstrongneighborhoods.Inanincreasinglycomplexanddemandingeducationalclimate,schoolsarenotlefttoworkalone.”34
32TheCoalitionforCommunitySchoolsReport,2009.33“Full‐ServiceCommunitySchools:CombatingPovertyandImprovingStudentAchievement.”EducationalResearchService.TheInformedEducator.34“Full‐ServiceCommunitySchools:CombatingPovertyandImprovingStudentAchievement.”
31
CommunitySchoolslinkeducation,positiveyouthdevelopment,family
support,andcommunitydevelopment.Servicesofferedinafull‐servicecommunity
schoolinclude:
Therearenumerouscommunityschoolinitiativesacrossthecountryandno
twoprogramsarethesame.Listedinthenextsectionareseveralkeyinitiativesthat
haveshowndistinguishableresults.ButitisclearthattheCommunitySchoolmodel
isgainingrecognitionasasystemicmodelthatcaneffectivelyintegrateandachieve
cityanddistrictgoals.AccordingtoMartyBlank,CommunitySchoolshaveprovento
resultin“(a)significantandwidespreadgainsinacademicachievementandin
essentialareasofnonacademicdevelopment,(b)increasedfamilystabilityand
greaterfamilyinvolvementwithschools,(c)increasedteachersatisfactionand
morepositiveschoolenvironments,and(d)betteruseofschoolbuildingsand
increasedsecurityandprideinneighborhoods.”35
SecretaryDuncan,theformerSuperintendentoftheChicagoPublicSchool
System–asystemthatstructured25%(160schools)ofitsschoolsascommunity
35MemphisCitySchoolsGrantProposalforaNinthFull‐ServiceCommunityCenter.2.
• Primaryhealthcare
• Dentalservices
• Nutritioncounseling
• Mentalhealthservices
• Immunizations
• Referrals
• Earlychildhoodeducation
• After‐schoolprograms
• Mentoringandtutoring
• Communityservice
opportunities
• Tutoring
• Familyresourcecenters
• Adulteducationclasses
• Parentworkshops
• Jobtraining
• Immigrationassistance
• Housingassistance
• Casemanagement
• Foodandclothing
• Sportsandrecreation
• Careereducation
• Communityservice
opportunities
32
schoolswithinafive‐yearperiod,discussedhisvisionforpublicschoolsduringhis
Senateconfirmationhearings.Duncansaid,
“Ineveryneighborhoodinourcountry,youhaveschools.Ineveryschool,you
haveclassrooms,youhavecomputerlabs,youhavelibraries,youhavegyms,
manyhavepools.Thosebuildingsdon’tbelongtoyouorI.Theydon’tbelongto
theunions.Theybelongtothecommunity.”36
Furthermore,SecretaryDuncanexplained,“Iamjustconvincedthatwhenfamilieslearntogetherandwhereschoolstruly
becometheheartandcenterofaneighborhood–acommunityanchor–thereare
tremendousdividendsforchildren.”37
Notonlydostudentsbenefit,butalsocommunitiesbenefitenormouslyfromthe
manyservicesprovided.Itisforthisreasonthatthispaperlooksspecificallyatthe
strategicplansofboththeCityofMemphisandtheMCSsystemandproposesan
opportunitytorealigninterestsandrestructureleveragedresourcestounite
communitieswiththecommunityschoolapproach.
CostsandBenefitsofaCommunitySchool
Itisimportanttonotethatamajormisconceptionofthefull‐service
communityschoolmodelisthatteachersandschoolstaffwillnowhavetowork
morehoursandschoolswillhavetofundtheseefforts.Thisisnotthecase.The
initiativewillrequirefundingforafull‐timecoordinator.TheChildren’sAidSociety
(CAS)paiditscoordinator$40,000toworkfromonetoninedaily.Inorderto
developasustainableinfrastructureforthiseffort,thereareinvestmentsrequired.
Butthismoneyshouldoriginatefromgovernmentgrantsandcontracts,legislative
earmarks,communityfoundations,privatefunders,in‐kindgiftsandfees‐for‐service
andapartnershipwiththeCityofMemphistoaddresscommunityservices.
CommunitySchoolswillbecostefficienttoagencies,theMCSsystem,and
theCityofMemphis.Firstly,locatingallchildandfamilyserviceswithinasingle
36DuncanSenateConfirmationHearings.Seehttp://firstread.msnbc.msn.com/archive/2009/03/12/1833878.aspx37http://www.communityschools.org/.7April2009.
33
facilityprovidesanopportunityforserviceagenciesandschoolstosave.Social
serviceagencieswillbeabletocutonoccupancyand/orstand‐alonebuildings,
outreach,andtransportationexpenditures.AccordingtotheChildren’sAidSociety,
inmanycasestheseexpendituresrepresentupto20%ofanagency’sbudget.38
Schoolstaffbenefitsenormouslyfromthisapproach.Teachersareabletodedicate
moretimetoeducation.Childrenreceiveservicesthatimprovetheirreadinessto
learn.Andschoolbuildingsarenolongervacant,butconstantlybustlingwith
communityprograms,summerandweekendprograms,andserviceagenciesthat
canpayfortheoccupancy.Thisprovidesarevenueproducingopportunityto
compensateforadditionalcostsfortheschoolsystem.
AccordingtotheChildren’sAidSociety,roughlyone‐thirdofthecostper
studentisfor“health,dentalandmentalhealthservices,andtwo‐thirdsareforthe
coreprogramsineducation,recreationandpreventiveservices.”39Belowisamodel
offeredbyCASofthesizesofthefull‐servicecommunityschoolapproach.Theblue
arrowshowsthecurrentsizeofthisinitiativeintheMCSsystem(discussedmorein
recommendationssection).
STARTUPPROGRAM MEDIUMPROGRAM LARGERPROGRAMExtendedLearningActivitiesFamilyResourceCenter
ExtendedLearningActivitiesFamilyResourceCenterSummerProgramHealthScreeningsCommunityEvents
ExtendedLearningActivitiesFamilyResourceCenterSummerProgramHealth/MentalHealthServicesTeenProgramsAdultEducationEarlyChildhoodDevelopmentCommunityEvents
38Children’sAidSociety.BuildingACommunitySchool.ThirdEdition.88.39Children’sAidSociety.BuildingACommunitySchool.ThirdEdition.90.
34
FederalSupportforSchool‐BasedServices
Itisimportanttosimplynotesomeofthefederalprogramsthatpromote
full‐servicecommunityschoolsandthattheseschoolsofferanopportunitytothink
creativelyaboutfundingsources,astheyprovideawideexpanseofservice
opportunitiesthatcanapplyforfunding.Thesesummariesarebasedfromthe
Children’sAidSocietyhandbookonBuildingACommunitySchool.
• The21stCenturyCommunityLearningCenters:InTitleX,PartIoftheElementaryandSecondaryEducationAct(ESEA),grantsaretotargetschooldistrictsthatfundpublicschoolsas“communityeducationcentersthatprovidesafe,supervisedandenrichingafter‐schoolactivitiesforchildren,withaccesstohomeworkcenters,tutors,andcultural,recreationalandnutritionalopportunities.”40Theprogramalsoprovidesfundsforschoolsthatconduct“lifelonglearningprograms.”41
• TitleI:TheESEAearmarks$8.6billion(FY2001)tohelpdisadvantaged
children.AllbutsixMCSschoolsareTitleIschools.
• HeadStart/EvenStart:TheHeadStartProgramfundsprogramsthatfocusonearlychildhoodsystemsandprovideaccesstoservicesforlow‐incomechildren.TheU.S.DepartmentofEducationadministersEvenStarttoassistinthebuildingofexistingcommunityresourcesthatimprovefamilyliteracy,provideadulteducation,parentingeducationandearlychildhoodeducationwithinaunifiedprogram.
• SafeandDrugFreeSchoolsandCommunities:ESEAadministersthis
program,whichfocusesonclassroom‐basedcurriculafordrugpreventionprograms.
• SafeSchools/HealthyStudents:JointlyadministeredbetweentheU.S.
DepartmentsofEducation,HealthandHumanServicesandJustice,thisprogramfundscommunitiesthatpromotehealthychilddevelopmentandpreventviolentbehaviorsthrough“fully‐linkededucation,mentalhealth,lawenforcement,juvenilejusticeandsocialservicessystems.”42
• FoodandNutrition:UndertheauspicesoftheU.S.Departmentof
Agriculture,theFoodandNutritionServiceagencyadministerstheNationalSchoolLunchProgram.InadditiontheSummerFoodServiceProgramoffersopportunitiestoassistinprovidingmealstostudentsbothduringschoolandduringthesummermonths.
40Children’sAidSociety.BuildingACommunitySchool.ThirdEdition.97‐98.41Children’sAidSociety.BuildingACommunitySchool.ThirdEdition.98.42Children’sAidSociety.BuildingACommunitySchool.ThirdEdition.99.
35
• U.S.DepartmentofJustice:AdministeredbytheOfficeofJuvenile
Justice.Severaloftheprograms,includeWeedandSeed,Gang‐FreeSchoolsandCommunitiesDrugPreventionDemonstrationProjectandtheJuvenileMentoringProgram(JUMP).TheTitleVCommunityPreventionGrantsProgramcanbeusedforcommunityschools.
• U.S.DepartmentofHousingandUrbanDevelopment:Thisis
specificallyapplicabletoEmpowermentZonesandEnterpriseCommunities,whichcanbeappliedtocommunityschools.HUDhasaCommunityOutreachPartnershipCenter,whichhelpsuniversitiesdevelopcommunity‐basedprograms.
• TheFamilyPreservationandSupportProgram:Toprovideservices
forchildrenandfamiliesfrompreventiontointervention.
• ChildAbuseandNeglectDiscretionaryActivities:AdministeredbytheU.S.DepartmentofHealthandHumanServicesOfficeonChildAbuseandNeglecttoprovidefamilyactivitiesfor“theprevention,assessment,identification,andtreatmentofchildabuseandneglect.”43
• CommunityHealthCenters:AdministeredbyU.S.DepartmentofHealth
andHumanServicestosupportthedevelopmentandoperationofcommunityhealthcenters.
Thefollowingsectionprovidesconcisecasestudiesofthreeprogrammaticallydifferent,butinherentlysimilarmodelsofthefull‐servicecommunityschoolapproach.
43Children’sAidSociety.BuildingACommunitySchool.ThirdEdition.102.
36
CaseStudies:SUN,Harlem,Penn TherearenumerousexamplesoftheCommunitySchoolmodelthroughout
thecountry.TheCoalitionforCommunitySchoolspublishedalistofthevarious
models,theirdescriptions,andevaluationsoftheirsuccessintheirrecentagenda.
Therearenationalmodels,liketheChildren’sAidSociety,CommunitiesIn
Schools,NewYorkCityBeacons,andtheSchoolsofthe21stCentury.TheNYC
Beacons,forexample,transformpublicschoolfacilitiesintocommunitycenters,in
whichtheyofferrecreational,socialservice,educationalenrichment,andvocational
activities.Thebuildingsareopenedontheeveningsandweekends.
ThereareStatefunded/statewideapproaches,likeCaliforniaHealthy
Start(apartnershipbetweenSRIInternationalandtheCaliforniaDepartmentof
Education),IllinoisProjectSuccess(apartnershipbetweentheCenterfor
PreventionResearchandDevelopmentandtheInstituteofGovernmentandPublic
AffairsattheUniversityofIllinois),KentuckyFamilyResourceandYouthServices
Program(apartnershipbetweenRutgersUniversity,R.E.A.C.H.ofLouisville,Inc.,
andSouthernRegionalEducationBoard),TexasAllianceSchools,Washington
ReadinesstoLearn,andtheUrbanSchoolInitiativeSchoolAgeChildCareProject.
TherearealsoDistrictwideandlocalinitiatives.Someofthesedistrict‐
widemodelsincludeAchievementPlus(St.Paul,MN),BostonExcels(Boston),
BridgestoSuccess(Indianapolis),CenterforSchoolChangeInitiative(runby
RainbowResearch),DallasYouthandFamilyCentersPrograms(DallasIndependent
SchoolDistrict),HamiltonCountyFamiliesandChildrenFirstCouncil(runbythe
UniversityofCincinnati),LA’sBESTAfterSchoolEnrichmentProgram(runbythe
UniversityofCaliforniaatLosAngeles),PolkBros.FullServiceSchoolInitiative(run
bytheChapinHallCenterforChildrenattheUniversityofChicago),andtheSchools
UnitingNeighborhoodsinOregon.44
ListedbelowarethreesuccessfulexamplesoftheCommunitySchoolmodel.
Theseexamplesattempttodescribeinmoredetailhowtheseinitiativesbegan,their
44TheCoalitionforCommunitySchoolsReport,2009.35‐39.
37
uniquestructure,andsomelessonsthatcouldbeparticularlybeneficialforthe
MemphisCitySchoolsystem.
DistrictStrategySchoolsUnitingNeighborhoodsInitiative(Portland,Oregon)45
Between2002and2003,duetoadramaticdropinstatefunding,Oregon
MultnomahCountyforcedschooldistrictstoconsiderseriouscutbacks.The
PortlandPublicSchools(PPS),thelargestdistrictinthearea,consideredcutting24
daysofftheschoolyear,whileteachersthreatenedtostrike.Intensenegotiations
betweenthedistrictandtheteachersresultedinareinstatementofthe24days,as
teachersofferedtoworkfortendayswithoutcompensationandaone‐timeincrease
inbusinesslicensefees.Otherschooldistrictswerenotassuccessful,astheyhadto
cutanaverageoffivetoeightdaysoutofthecalendar.
Thesocial,demographic,andpoliticalenvironmentofthelate1990sgrew
increasinglymorechallenging.Newstateschoolreformthatattemptedtolinkstate
fundstoachievementrestrictedthedistricts’abilitytocreativelyandindependently
assesstheirprogress.Demographically,theregionbecameincreasinglymore
diversebothraciallyandculturally.Newserviceswererequiredforthisdiverse
constituency.Furthermore,parentscouldnotoverseetheirchildrenastheyworked
onetotwojobsaday.Andinsomecircumstances,thenumberstudentmobility
increased,asashortageforaffordablehousingrequiredfamiliestomove.Lastly,
therewasasignificantachievementgapbasedonethnicityandlanguage.Hispanic
andAfricanAmericanstudentsdroppedoutattwicetherateoftheaveragestudent.
Oneofthemostsuccessfulandinnovativeinitiativestosolvethesemonetary
andsocio‐economicobstacleswastheSchoolsUnitingNeighborhoods(SUN)
InitiativeofMultnomahCounty.TheSUNInitiative“turnslocalpublicschoolsinto
communitylearningcentersbyofferingbeforeandafterschoolclasses,parent
45PleaseseetheCaseyReportontheSUNInitiative.Thisreportoutlinesthetimeframeoftheinitiativeandthelessonslearnedthroughoutitslifespan.Severaloftheapplicablelessonsareincluded.
38
supportandinvolvementactivities,communityeducationalandculturalevents,and
socialservicesforyoungpeopleandtheirfamilies.”46
ThestrategicplansfortheSUNInitiativebeganin1998undertheleadership
ofPortlandCityCommissionerJimFrancesconi,formerMultonomahCountyChair
BeverlyStein,andCountyChairDianeLinn(thentheCommissionerofDistrict1).47
Thevisionwasto“createamodelforextended‐day,fullservicecommunityschools
withthecombinedsupportofboththeCityandCountygovernments.”48Itis
importanttonotethatcommunitymembers,governmentleaders,socialservice
agencies,andschoolpersonnelALLparticipatedintheoriginalplanningoftheSUN
Initiative.ThegoalsoftheSUNSchoolsare:
Goal1:Toincreasethecapacityoflocalschoolstoprovideasafe,supervised,andpositive
environmentforexpandedexperiencesthatimprovestudentachievement,attendance,
behaviorandotherskillsforhealthydevelopmentandacademicsuccess.
Goal2:Toincreasefamilyinvolvementintheirchild’seducationaswellassupportingthe
schoolandschool‐basedactivitiesthatbuildindividualandcommunityassets.
Goal3:Toincreasecommunityandbusinessinvolvementinsupportingschoolsandschool‐
basedprogramsthatcombineacademics,recreationandsocial/healthservices.
Goal4:Toimprovethesystemofcollaborationamongschooldistricts,localgovernments,
community‐basedagencies,families,citizens,andbusiness/corporateleaders.
Goal5:Toimproveuseofpublicfacilitiesandservicesbyallocatingservicesinthe
community‐basedneighborhoodschools.
Withinthefirstyear,theSUNInitiativehiredadirectorandselectedthefirsteight
schools.By2002,therewere15SUNSchoolsandthe3transitioning.Someofthe
indicatorsofsuccessduringthistimeperiod,include:
• 800extended‐dayactivitiesandservicesserving4,871children(homework
clubs,dramaclasses,healthvans,familyliteracynights)
46TheCaseyReport.2.47Ibid.,7.48Ibid.
39
• Increasedfamilyinvolvementinschools,astheactivitiesattracted18,000
familyandcommunitymembers
• Theactivitiesgeneratedover16,000volunteerhours
Over$7millioninfundingandsupportfortheSUNInitiativecamefromthe
AnnieE.CaseyFoundation,CityofPortland,MultnomahCounty,andtheOregon
CommissiononChildrenandFamilies,the21stCenturyCommunityLearning
CentersandSafeSchools,theOregonDepartmentofHumanServices,andprivate
funders.49
Itisimportanttonotethatjustasthetheoreticalmodelqualifies,notwo
schoolsareexactlythesame.TheSUNSchoolsInitiativeconductedneeds
assessmentsofeachschoolandmetwithschoolstaff,parents,andcommunity
leadersinordertoanalyzeexactlywhatwasneededandhowtheseneedscouldbe
targeted.Buttherearethreemaincomponentsofeachschools:(1)Academics,(2)
SocialandHealthServices,and(3)ExtendedDayActivitiesthatarelinkedwiththe
schoolday.Extendeddaysconsistedofdaysfrom7:00amto9:00pmandservedas
communitycenters,inwhichtheypartneredwithlibraries,parks,community
centers,churches,neighborhoodhealthclinics,andbusinesses.TheSUNInitiativeis
managedbyindividualsintheMultnomahCounty’sOfficeofSchoolandCommunity
Partnerships–undertheleadershipsofDirectorLolenzoT.Poe.50
BelowisthetimelineofSUNInitiativeprovidedintheCaseyReportthatis
particularlyhelpfulwithinthecontextofthisreport,asitgivesatimeframeofthe
requiredstagestoestablishsuchaninitiative.
49CaseyReport.ii.50ContactLolenzoT.Poe,DirectoroftheOfficeofSchoolandCommunityPartnerships:503.988.6295,[email protected]
40
41
TheCaseyReportalsobrokedownseveralofthemainissues,obstacles,and
lessonslearnedthroughoutitslifespan.BelowareseverallessonsintheCasey
Reportthatcanhighlightwhatisrequiredtosuccessfullyandpracticallyachieve
theirgoals:
42
• StayingFocusedwithConstantInvolvement:Throughearly‐stageevaluationsSUNInitiativerecognizedthatstaffrequiredextrasupportinordertomeetgoals.Assuch,asmallteamofMultnomahCountystaffintheOfficeofSchoolandCommunityPartnershipsdesignedamethodtoproperlyoverseeSUNoperations.First,thereareregularlyone‐on‐onemeetingsbetweenSUNInitiativestaffandSUNSiteManagers.Second,theInitiativebringsinorganizationaldevelopmentconsultantstoprovideanannualsix‐hourcoachingforleadership.Third,therearemonthlygroupmeetingsforSiteManagerstoshareexperiences,discusspractices,realizenetworks/resources,andreceivetraining.Andfourth,therearequarterlyInitiative‐widegatheringsthatbringtogetherprincipals,LeadAgencies,andparentstoprovidetrainingandplanningsessions.Someofthesetopicsinclude:“
Communitybuildingandengagement Involvingandempoweringparents Deliveringculturallyappropriateservices DevelopingAdvisoryCommittees Successfullymanagingafull‐servicesitewithmultiple
stakeholders Linkingextended‐dayandschool‐dayactivities Closingtheachievementgap Strategicplanning Cultivatingpositiverelationshipsandresolvingconflicts”51
TheAnnieE.CaseyFoundationprovided$200,000overthepastthreeyearstosupporttheseeffortsandsupplementthemwithtechnicalassistance.Furthermore,theInitiativecontractswithnon‐profitpartners,whoarecapableofextensivecommunityorganizing.AccordingtotheCaseyReport,eachschoolcanaccessoneofthreeprojectconsultantstoassistinpartnershipdevelopment.Inaddition,theSUNInitiativetakesteamsofstakeholdertonationalconferencesliketheHarvardCollaborativeforIntegratedSchoolsServices,CoalitionforCommunityschools,andYaleSchoolsofthe21stCentury.
• PoliticalSupportAcrossJurisdictions:Itisrecommendedtoreadthe
detailedanalysisofthepoliticalsituationinOregon,providedintheCaseyReport.Tosummarize,theReportsuggeststhatitlearned:(1)Identifycommonagendaswithpoliticalleaders,(2)Politiciansareinauniquepositiontosupportinnovation,(3)politicalleaderscanhelpconnectnewinitiativeswithexistingprograms,and(4)Politiciansneedtobekeptinformedandinvolved.
• ExpandOpportunitiesThroughStrategicPartnerships:Itisimperative
todesignateapersontofollowthroughonpartnershipopportunities.51CaseyReport.14.
43
Thispersonmustunderstandtheimportanceofpersonalrelationshipsandnetworking.Thesepartnershipscanprovideactivitiesthathavemutualbenefitsforallstakeholders.Foroneexample,between2002‐2003,19businessesjoinedSUNinastrategicpartnershipwithlocalschoolstodesignspecificactivitiesthateducatestudentsonunconventionaltopics.TheAcademicallyBasedCommunityService(ABCS)coursesareexamplesoftheseunconventionallearningopportunitiesthatprovidereal‐lifeapplicationstothemateriallearnedinclass.
FormoreinformationontheSUNInitiative,pleaseseetheCaseyReportor
http://www.co.multnomah.or.us/oscp/sunschools/mission.html.Inaddition,itis
helpfultoseeanorganizationalchartoftheSUNInitiativelocatedbelow:
44
LeadAgencyHarlemChildren’sZone(Harlem,NewYork)52
TheHarlemChidren’sZoneisanexampleofadifferentcommunityschool
approach.Inthisexample,anorganizationindependentofthedistrictdevelopeda
programandfounditsowndonors.Duetothecrackepidemicsweepingthrough
thestreetsofHarleminthe1980sand‘90s,theHarlemChildren’sZone(HCZ)staff
realizedtheimportanceoftargetingthefamilyandtheenvironmentinorderto
effectivelyeducateyouth.In1991,theagencyopenedaBeaconCentercalled
CounteeCullenCommunityCenter,inwhichtheytransformedapublicschoolthat
onceshutitsdoorsattheendoftheschooldayintoafull‐servicecommunitycenter
openedonweekendsandsummers.
Throughoutthe1990s,specificprogramsliketheHarlemPeacemakers
programwereestablished.ThisprogrambroughtinAmeriCorpsparticipantsto
assisttheteachersduringtheschooldayandrunsupplementalprogramsafter
school.Startinginthelate1990s,HCZinitiatedapilotprojecttoprovidesupport
servicesforfamiliestoasingleblock.By1997,thenetworkexpandedtoa24‐block
area–takingonthecharacteristicsofwhatnowdefinesthemissionoftheHarlem
Children’sZone.In2004,thePromiseAcademycharterschoolwasestablished;and
by2007,theZoneProjectextendedtoapproximately100blocks,inwhichitserved
7,400childrenand4,100adults.53
TheHarlemChildren’sZonemodelbelievesinfivecoreprincipals:“
• Serveanentireneighborhoodcomprehensivelyandatscale.Engaginganentireneighborhoodhelpstoachievethreegoals:(1)Itreacheschildreninnumberssignificantenoughtoaffectthecultureofacommunity,(2)ittransformsthephysicalandsocialenvironmentsthatimpactthechildren’sdevelopment,and(3)itcreatesprogramsatascalelargeenoughtomeetthelocalneed.(AccordingtoHCZresearch,collectiveprogramsmustreachatleast65%ofthetotalchildrenintheareaservedinordertocreateatippingpointinwhichcommunityculturenormscanbeaffected.)
52Pleaseseehttp://www.hcz.org/what‐is‐hcz/history53Ibid.
45
• Createapipelineofsupport.Developexcellent,accessibleprogramsandschoolsandlinkthemtooneanothersothattheyprovideuninterruptedsupportforchildren’shealthygrowth,startingwithpre‐natalprogramsforparentsandfinishingwhenyoungpeoplegraduatefromcollege.Surroundthepipelinewithadditionalprogramsthatsupportfamiliesandthelargercommunity.
• Buildcommunityamongresidents,institutions,andstakeholders,who
helptocreatetheenvironmentnecessaryforchildren’shealthydevelopment.
• Evaluateprogramoutcomesandcreateafeedbackloopthatcyclesdata
backtomanagementforuseinimprovingandrefiningprogramofferings.
• Cultivateacultureofsuccessrootedinpassion,accountability,leadershipandteamwork.”54
HCZstrategicallyviewstheirentireprogramasa“continuumofservice”ora
pipeline.55Thispipelineattemptstotargetchildrenateveryagespecifically
addressingpre‐natalcare,infants,toddlers,elementaryschool,middleschool
adolescence,andcollege.AccordingtotheHCZ:“Academicexcellenceisaprincipal
goaloftheHCZPipeline,buthigh‐qualityschoolsareonlyoneofthemeansweuse
toachieveit.Othersincludenurturingstablefamilies,supportingyouth
development,improvinghealththroughfitnessandnutrition,andcultivating
engagedandinvolvedadultsandcommunitystakeholders.”56Thepipelinedoesnot
requireastudenttoenterearlyinhis/herlife.Childrencanenteratanyage.The
HCZpridesitselfonitssophisticatedandaggressiveoutreacheffortsandmultiple
entrancepoints.Belowisthevisualstrategyofthepipeline:
54TheHarlemChildren’sZoneProjectExecutiveSummary.2.55Ibid.56Ibid.,3.
46
Severaloftheprogramswithinthepipeline,include:
EarlyChildhoodPrograms
• 2000,TheBabyCollege:A9weekparentingworkshopforexpectantparentsandanyindividualsraisingachilduptothreeyearsold.
• 2001,HarlemGems:Analldaypre‐kindergartenprogramthatprepares
studentsforkindergarten.Theseclasseshavea4to1child‐to‐adultratio.TheyteachEnglish,Spanish,andFrenchandfrom8:00amto6:00pm.HCZrunsthreeofthesesites,servingapproximately250children.
ElementarySchoolPrograms
• HarlemPeacemakers:InpartnershipwithAmeriCorps,PeacemakersworkasteachingassistantsinsevenpublicschoolsandtheHCZPromiseAcademyCharterSchool.Therearealsosupplementalactivitiesaftertheschooldayspecificallyfocusedontrainingyoungpeopletocareaboutasafeneighborhood.
MiddleSchoolPrograms
• TruceFitnessandNutritionCenters:Offersfreeclassestochildrenonfitness,karate,anddance.Participantsarealsotaughtnutritionandhealth.Personnelatthesecentershaveassistedstudentsonacademicwork,aswell.Thisinitiativeisfocusedonstudentsingrades5‐8.
• ACutAbove:SpecificallyfocusedtosupportstudentsnotinthePromise
Academycharterschool.Thisprogramprovidesacademichelp,leadershipdevelopment,andhigh‐school/collegepreparation.Thisisanafter‐schoolprogramtargetingstudentsduringtheiradolescentyears.
HighSchoolPrograms
• TruceArts&Media:(TheRenaissanceUniversityforCommunityEducation)conductsartsandmediaactivitieswithstudentsingrades9‐12onacademicgrowthandcareerreadiness.
• EmploymentandTechnologyCenter:Thecenterteachescomputerand
job‐relatedskillstoteensandadults. CollegePrograms
• TheCollegeSuccessOffice:OfferssupporttostudentswhoalreadygraduatedhighschoolandtheHCZprograms.Theofficehelpsstudents
47
getintothe“most‐appropriate”collegeandthenprovidescounselthroughoutcollegeyears.
Family,CommunityandHealthPrograms
• 2001,HCZAsthmaInitiative:Teachfamilieshowtomanagethedisease.
• 2006,ObesityInitiative:Aprogramtoeducatechildrenandfamiliesonhowtoreverseobesityinthecommunityandthenegativehealtheffectsassociatedwithobesity.
• CommunityPride:Organizestenantandblockassociationsandassists
tenantsonhowtoconvertcity‐ownedbuildingsintotenant‐ownedco‐ops.
• SingleStop:Providesawiderangeofservices,includingpersonalfinance
counselingandlegalconsultation.Theseprogramsarehostedweeklyinseverallocations.
TheHarlemChildren’sZoneExecutiveSummaryalsoprovidesseveralpolicy
recommendationsthatcouldbeapplicabletotheMemphisCitySchoolsystem.(1)
Thefirstandmostimportantpolicyrecommendationistorecognizetheexisting
programsinone’sdistrictandnottotrytoreplicateaspecificmodelliketheHCZ
model.Butthisbeingsaid,itisimperativetoincorporateconsistentprinciplesthat
areproventoworkbestinrespectiveneighborhoods.(2)Thesecondmajorpointis
thatittakesatleast10yearstofullyimplementapipelineandseemajoroutcomes.
HCZnotesthatittendstotake3to4yearstoseeresults.Dr.DavidCoxofthe
UniversityofMemphiscorroboratedthistimeframewithinthecontextoftheMCS
system.(3)Thethirdrecommendationistomakesurethecommunity‐based
organizationandNOTthegovernmentistheleadentitywithfullaccountabilityfor
theprogram.FromHCZ’sexperience,10yearsistoolongtowaitforpoliticians
electorallyinneedofquickresults.(4)Thefourthrecommendationistoguarantee
atleast$3,500perparticipantinfundinginordertoexecutehigh‐qualityprograms.
Thisnumbermustbevariantdependingontheprogramsandneedsofthestudents.
Morerelevantisthe(5)fifthrecommendation,whichistoplanforthelongterm.57
57Formoreinformation,seewww.hcz.orgorcontactKateShoemaker,[email protected]
48
University‐AssistedTheNetterCenterforCommunityPartnerships(Philadelphia,PA)
In1983,undertheHackneyAdministration,theUniversityofPennsylvania
plantedtheseedsforwhatisnowrecognizedastheparadigmforuniversity‐
communityrelations.AccordingtoDr.IraHarkavy,priorto1983,“Penn’s
relationshipwithWestPhiladelphiacouldcharitablybecharacterizedasseverely
strained.”58By1992,undertheleadershipofDrs.Hackney,Harkavy,andBensonthe
CenterforCommunityPartnerships(CCP)wasestablished.ThecreationoftheCCP
demonstratedaseriouseffortonPenn’sparttocommititsresourcestoimproving
the“qualityoflifeinitslocalcommunity–notonlyinrespecttopublicschools,but
toeconomicandcommunitydevelopmentingeneral.”59InHarkavy’spaper
“StrategyforTakingPenn’sLocalEngagementEffortfromExcellencetoEminence,”
hedetailedhowtheseresourceswereusedinprograms,suchastheWest
PhiladelphiaInitiatives,thepartnershipbetweenPenn’sGraduateSchoolof
EducationandtheSchoolDistrict,therevitalizationofhousingdevelopments,and
thesuccessfulinvestmentsinitsownpublicsecurity.
AccordingtotheCCPwebsite,
“ThroughtheCenter,theUniversitycurrentlyengagesinthreetypes
ofactivities:academicallybasedcommunityservice(ABCS),direct
traditionalservice,andcommunitydevelopment.Academicallybased
communityserviceisatthecoreoftheCenter’swork.Itisservice
rootedinandintrinsicallylinkedtoteachingand/orresearch,and
encompassesproblem‐orientedresearchandteaching,aswellas
servicelearningemphasizingstudentandfacultyreflectiononthe
serviceexperience.”60
FurthermoretheCCPwebsiteexplains,“ABCScoursesinvolvehands‐on,
real‐worldproblemsolvingandhelpstudentsbecomeactive,participatingcitizens
58IraHarkavy(et.al.)“StrategyforTakingPenn’sLocalEngagementEffortfromExcellencetoEminence,”2.59Ibid.60“AbouttheCenter,”CenterforCommunityPartnerships,(2007),http://www.upenn.edu/ccp/general/academically‐based‐community‐service‐3.html.
49
ofademocraticsociety.”61Servicelearningisamethodofpedagogicalinstruction
thataimstocombineacademicclassroomcurriculumwithmeaningfulservice
withinthelargercommunity.Morespecifically,itattemptstointegratemeaningful
communityserviceanchoredintheclassroomwithperiodicreflectiontoenrichthe
learningexperience,encouragelifelongcivicengagement,andstrengthen
communitiesforthecommongood.Itattemptsto“enhanceastudentscapacityto
thinkcritically,solveproblemspractically,andfunctionasalife‐longmoral,
democraticcitizeninademocraticsociety.”62
IntermsoftheargumentsproposedbyboththeCCPandtheuniversity,itis
notonlyimportantthatthesestudentslearnthemeaningofcitizenship,butalso
thattheylearnhowtoapproachproblemsinwhateverfieldtheychosetopursue.
Furthermore,theimportantfactisnotnecessarilywhattheyareaccomplishing,but
whattheyarelearning.AccordingtoAmyEdmondsonandMarkD.Cannonin“The
HardWorkofFailureAnalysis,”analyzinghowaprojectwasconductedandwhyit
failedisimperativetoadvancingknowledge,efficiency,andeffectiveness.They
dividedfailureanalysisintotwoelements:a“defensive”viewpointandan
“offensive”viewpoint.“Defensive”analysisoffailureprovidesanexplanationfor
whysomethingwentwrongandwhowastoblame.“Offensive”analysisoffailureis
toanalyzethecaseas“deliberateexperimentation.”Inessence,althoughstudents
maynotsolvepovertyinWestPhiladelphia,theanalysisthatassiststheproblem
solvingmethodisofmostimportancetothegoaloftheUniversityofPennsylvania
increatingcitizens.
AsPennhasembraceditsroleasanintegralmemberofthecommunityof
WestPhiladelphia,ithasinstitutionalizedthissenseofengagementintothe
curriculum.Although,Pennishighlydecentralized,thefollowingisabriefsummary
ofPenn’sincorporationofserviceintothelearningpublishedbytheCarnegie
Reportentitled“CommunityEngagementIndicatorsfortheUniversityof
Pennsylvania:”
61“AcademicallyBasedCommunityService,”CenterforCommunityPartnerships,(2007),http://www.upenn.edu/ccp/general/academically‐based‐community‐service‐3.html.62LeeBenson,IraHarkavy,ServiceLearning,(2003).InK.ChristianandD.Levinson(Eds.),EncyclopediaofCommunity:FromtheVillagetotheVirtualWorld,(ThousandOaks,CA:Sage),1223.
50
• TheLawSchoolwasthefirstinthenationtoestablishamandatoryprobonorequirementandthefirstlawschooltowintheAmericanBarAssociationsProBonoPublicAwardforitsPublicServiceProgram.Studentsmustcomplete70hoursofprobonoworkinordertograduate.(Participationisnon‐creditbearing.)Pennstudentsworkwithpracticingattorneysinsuchdiverseareasasbankruptcylaw,civilrightsandconstitutionallawissues,environmentaljustice,familylaw,governmentalpractice,healthlaw,immigration,internationalhumanrightslaw,laborlaw,women’sissuesandyouth.Theexplicitgoaloftheprogramistoinstillinstudentsacommitmenttopublicservice.In2004,atotalof710studentsparticipatedintheprogramand71%ofthestudentsperformedmorethantherequired70hours.
• TheMedicalSchoolisinitiatingaprogramaspartofitsrequiredcoursein
doctoring,whichpairseachmedicalstudentwithaWestPhiladelphiapatient.Theexpectationisthatthestudentwillworkwiththispatientforseveralsuccessiveyears.
• TheSchoolofArtsandSciencesrecentlyadoptedanewgeneraleducation
curriculum.Thecurriculumanditsdegreerequirementswillbeinplaceforstudentsthatmatriculateinfall2006.Thegoalsofthenewcurriculumaretofosterthedevelopmentofgraduateswhoare“broadly‐educatedpeople,whohaveacquiredtheknowledge,skills,andinclinationthatwillenablethemtoembarkonalifetimeoflearning’toassumepositionsofleadershipintheirchosencareers;tobeindependent,creativethinkers;tobeabletoadapttorapidly‐changingcircumstancesandtobecomethoughtful,engagedcitizensoftheircommunity,nationandworld.”DeanoftheCollege,DennisDeTurcknotesthatthenewcurriculum,forthefirsttime,willallowABCScoursestobeusedtofulfillsomeofthedistributionrequirements.
• TheSchoolofDentistry:Eachyear,approximately500dentalstudentsare
requiredtotakeanABCScourse.
• TheSchoolofNursing:Eachyear,approximately500undergraduatenursingstudents(aswellasthemajorityofMastersstudents)arerequiredtotakecourseswithclinicalcomponentsthatdirectlyservethepeopleofWestPhiladelphia.63
• TheSchoolofSocialPolicyandPractice:StudentsenrolledintheMasters
ofSocialWorkprogramfulltimearespend3daysaweek,21‐24hours/week,incommunitysettingsforatotalofabout900hoursfortheacademicyear.Parttimestudentsareincommunitysettings2daysaweekforabout16hours/week,AugustthroughJune,alsoforabout900hours(during2oftheir3yearsofthepart‐timeprogram).Overall,about
63PennNursing,“EducationinPractice,”(2007),http://www.nursing.upenn.edu/clinical_practices/education/.
51
250full‐timeandpart‐timestudentsareincommunityagenciesforatotalofabout900hoursperyearperstudent.
• TheWhartonSchoolofBusiness:AllofWharton’senteringundergraduates
(approximately650eachyear)musttakeManagement100.Adistinguishingfeatureofthiscourseisacommunity‐serviceproject.Thegoalofthecourseistoencouragestudentstolearnaboutthenatureofgroupwork,andtofosterleadership,teamwork,andcommunication.TheAmericanAssociationofHigherEducationdesignatedthecourseas“exemplary”foritsabilitytoencouragestudentstointegratewhattheyarelearningbothinsideandoutsideoftheclassroom.”64
CurrentlytheCenterforCommunityPartnershipsatPennoffersover150
ABCScoursesfromdiverseschoolsanddisciplinesacrosstheUniversity.65During
the2004‐2005academicyear,2,118ABCSstudentswereinvolvedin46
undergraduatecoursesacross19departmentsand16graduatecoursesinvolving8
oftheprofessionalschools.66Thegrowthinthenumberofstudentswillingtotake
thecourses,aswellasthegrowthinfacultywillingtoteachthesecoursesis
demonstrativeofthesatisfactionthedifferentelementsoftheuniversityare
continuouslyreceivingfromtheABCScurriculum.
64AlloftheinformationbreakingdownthedifferentschoolsatPenncamedirectlyfromtheCarnegieReport.Theinformationwasconciselyoutlinedandshouldbequoteddirectlyfromthereport.CarnegieReport:CommunityEngagementIndicatorsfortheUniversityofPennsylvania;Fall200565“AcademicallyBasedCommunityService,”CenterforCommunityPartnerships.66Ibid.
52
RecommendationsforMemphisThisreportishighlytheoreticalanditspurposeistointroducethe
importanceofacommunityschoolapproachasthemosteffectiveandefficient
modeltosolveissuesthataffecttheCityofMemphisandtheschooldistrict,a
districtinwhichallbutsixschoolsareTitleIschools.Inaphonediscussionwith
JudyDimon,thekeypersonresponsibleforimplementingthecommunityschool
modelintheChicagoPublicSchoolsunderChicagoPublicSchoolsCEOArneDuncan,
sheexplainedthatthetheoryofthecommunityschoolmodelisgreat,“butwewon’t
alllivethatlong.”67Herpointwasthatitallcomesdowntonumbersand
practicalities–anditisinthisanalysisthattheCommunitySchoolmodelismost
appealing.AccordingtoDimon,theCommunitySchoolmodelisthemostcost‐
efficientmethodofbotheducatingouryouthandconfrontingdrasticsocio‐
economicissuesinadistrict.Butthiscostefficiencycanonlybeseenfroma
financialanalysisonthecitywide(mayoral)level.Assuch,Dimonarguesthata
schooldistrictmustbeundermayoralcontrolinordertoeffectivelyimplement
districtwideinitiatives.
Withtwoseparategoverningbodies,bureaucraticinefficiencyandpolitical
turmoilinevitablyplaguestheCityofMemphisandShelbyCounty.Thisreportdoes
notignorethepoliticalobstaclesassociatedwithsynergizingmanyofthe
governmentalservices.ItisclearthatmayoralcontrolovertheMemphisCitySchool
systemisanendeavorthatwouldcausesignificantpoliticalturmoil.Itisforthis
reasonthatthispaperarguesforthealignmentofstrategicgoalsbetween
city/countyleadersandtheschooldistrict.Belowarethefollowing
recommendationsfortheMemphisCitySchoolsystem,basedprimarilyoffofthe
researchofthispaper,discussionswithMartyBlank,IraHarkavy,MaryEarheart‐
Brown,andJudyDimonandacombinationoffourmajormodels,includingSUN,
HCZ,Penn’sNetterCenter,andtheChildren’sAidSociety.
67Phonediscussionon04.28.09withJudyDimon.
53
CommittotheFull‐ServiceCommunitySchoolModel
AsnotedintheMCSStrategicPlan,SuperintendentCashbelievesina
complexequationforeducationthatdoesnotsimplyfocusonthetraditional
curricularmodel.Dr.Cashhasoutlinedaseriesofprogressiveinitiatives,includinga
school‐basedhealthclinicinitiative,pre‐schoolandafter‐schoolprograms,a
partnershipprogramwiththeprivatesector,andarealignmentofthestrategic
planningprocessbetweenthestateandthedistrict.Dr.Cashhasclearly
demonstratedhisbeliefinthekeyroletheschoolcanplaywithinacommunity.Infact,
hewroteinhiswelcomeaddress,“Byworkingtogether,wecancontinuetogiveour
childrenaworld‐classeducationthatwillbecomethefoundationtoasuccessful
future,notonlyforourchildren,butforourentirecommunity.”68Assuch,theideas
presentedinthisreportarenotnewtothedistrict.Butthefull‐servicecommunity
schoolmodelprovidesawaytoconsolidateoureffortsandincreaseefficiency
throughoutthedistrict.Thefull‐servicecommunityschoolmodelcan:
• Setatonethatthedistrictandthecityareinvestinginandentirely
focusedonthecommunity,
• ConsolidateMCSinitiatives,
• Targetcommunityneedsbyfocusingpolice,healthservices,
communityorganization,vocationaltrainingsessions,andcultural
eventsintoacentralpublicfacility,and
• Diversifyfundingsourcestooneentity–thecommunityschool.
Giventhesocio‐economicandhealthissueschallengingtheCityofMemphis,the
currentlistofinitiatives,andtheanalysisoftheCommunitySchoolmodel,itisclear
thatweshouldcommittoofferingourpublicschoolsasthecentralvehiclesofthe
community.Thisshouldbedoneasadistrict‐wideinitiative,inwhichMCS
strategicallytargetsspecificcommunities.Inmanyrespects,theMCSapproach
shouldbesimilartotheSUNInitiative,whichstartedwitheightschoolsandnow
hassixtyCommunitySchools,andapproachedtheinitiativewithbroadpolitical
supportandasaschooldistrictpolicy.
68Pleasesee:http://www.mcsk12.net/aboutmcs_superintendent.asp.
54
RecognizeWhatWeHave:FamilyResourceCentersinMemphis
Currently,theMCSSystemhasadepartmentofCommunityPartnershipsrun
byMiskaBibbs,CommunityPartnershipsandVolunteerServicesCoordinator
(phone:901.416.7600,e‐mail:[email protected]).TheCommunity
PartnershipsdepartmentrunstheAdopt‐A‐Schoolprograminwhichcommunity
supportersfromlocalbusinesses,civicgroups,andfaith‐basedandcommunity
organizationscanmakesubstantialcommitmentstoadoptaschoolandpromote
achievementandstudentgrowth.AccordingtotheMCSwebsite,theMCS’sAdopt‐A‐
SchoolProgramcurrentlypartnerswithover650businessandcommunity
organizations.Intheory,eachschoolhasanAdopt‐A‐Schoolcoordinatorthat
reportstothedistrict.Butinpractice,thesecoordinatorsarenotpaidadditionally
fortheirworkandendupbeingprincipals,parents,orteachers.Furthermore,given
therecentbudgetcuts,therearenotrainingsessionsofferedforthesecoordinators
tointeractwithorganizationsand/orlearnhowtoestablishcontractual
partnerships.Assuch,thereisanopportunitytoworkwithinthisdepartmentto
strengthenitsrolewithintheCommunitySchoolstrategy.69
Althoughwedonothaveafull‐serviceschoolinitiativethatincorporatesthe
strategicplansandresourcesofboththeCityofMemphisandtheMemphisCity
SchoolSystem,theMemphisCitySchoolsystemoperateseightfamilyresource
centers–fiveinelementaryschoolsandthreeinhighschools–thatcanprovidea
startingpointforthecitytoexpandintothefull‐servicemodel.Thegrants
departmentoftheMemphisCitySchoolsystemappliedforagranttodevelopafull‐
servicecommunityschoollocatedinthe38126zipcode,whichhasthehighest
povertyratewithinthecity(59.3%),ahighconcentrationofchildren(40.3%),and
thelowestpercentofhighschoolgraduatesamongitsadults(45.1%).70Amapof
thecurrentfamilyresourcecenters(redstarwithwhitecenter)andthenewly
proposedfull‐servicecenter(blackstarwithredcenter)isbelow:
69ThedetailsofnotedherearebasedonacallwithMiskaBibbsonTuesday,12May2009.70MemphisCitySchoolsGrantProposalforaNinthFull‐ServiceCommunityCenter.1.
55
Accordingtothegrantproposal,approximately3,000zipcoderesidentswouldbe
servedbythisnewcenteronprogramslikeearlychildhoodeducation,afterschool
programs,familyliteracy,adulteducation,andresourcesliketransportation,job
training,andhealthcare.
TheleadagencyistheMidSouthReadsCollaborativewhichproposedthe
followingobjectives:“
a. Improveoutcomesforvulnerablechildrenlivingintough
neighborhoods
b. Strengthentheirfamilies’connectionstoeconomicopportunity,
positivesocialnetworks,andeffectiveservicesandsupports
c. Connectparentstogoodjobsandassetbuildingopportunities
d. Ensurethattheiryoungchildrenbenefitfrombetterhealthcare,
qualityearlychildhoodservices,andmoreintensivesupportsinthe
earlygrades
59.3%familiesbelowpovertyin38126zipcode100%free/reducedlunchatB.T.WashingtonHigh100%free/reducedlunchatVanceMiddle100%free/reducedlunchatGeorgiaAvenueElem.100%free/reducedlunchatLaRoseElem.
56
e. Providesustained,simultaneousemphasisonfamilies,economic
opportunity,schoolsuccessinearlygrades,andstrengthen
communitycapacity.”71
Thegrantconductedanassetmapinwhichitnotedspecificleadagencies,
collaborativemembers,aswellasindividualsthatwouldcoordinateandrunthe
full‐serviceschool.ItisclearthattheMemphisCitySchoolSystemisdedicatedto
creatingcommunitypartnershipsandthatcommunitymembersarededicatedto
contributingtimeandresourcestostudents.Thisreportarguesforthe
implementationofadistrictwideinitiativetotransformspecific,targetedschools
intofull‐servicecommunitycenterswithextendedhoursandprogramsthatfocus
ontheneedsofthesurroundingcommunity.
Highlightedintheinitiativeslistarethemajorunconventional,community
resource‐leveragedprograms.Theseprogramsaretargetedapproachesandtryto
providevariousopportunitiestobothconfrontgrowingsocio‐economicissues
affectingstudentsandcatertoanincreasinglycomplexstudentbodyinterestedin
programmaticallydiversestudies,suchastourismandaviation.Inaddition,there
areeightfamilyresourcecenters,whichprovideastartingpointforafull‐service
communityschoolmodel.Asmentionedearlierinthisreport,wearecurrently
locatedattheStart‐Upposition(seenbelow).Wehaveanopportunitytomove
forward,expandservices,andreestablishafocusontheschoolasamajorvehicle
foragencies,theschooldistrict,andgovernment.
STARTUPPROGRAM MEDIUMPROGRAM LARGERPROGRAMExtendedLearningActivitiesFamilyResourceCenter
ExtendedLearningActivitiesFamilyResourceCenterSummerProgramHealthScreeningsCommunityEvents
ExtendedLearningActivitiesFamilyResourceCenterSummerProgramHealth/MentalHealthServicesTeenProgramsAdultEducation
71MemphisCitySchoolsGrantProposalforaNinthFull‐ServiceCommunityCenter.30.
57
EarlyChildhoodDevelopmentCommunityEvents
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AlignCity/CountyandMCSStrategicPlansandRethinkIndicatorsof
Success
Asdescribedearlier,theMCSstrategicplanfocusesonacademic
achievement,accountability,communityinvolvement,healthyyouthdevelopment,
safety,anddiversity.MemphisFastForwardcomprisesofafour‐prongedstrategy
thatattemptstofullyseparateeconomicdevelopment,safety,humandevelopment,
andanefficiencyplanbetweentheCityandCountygovernments.Theoretically,
MemphisFastForwarddoesnotstrategicallyviewonefactoraboveanother.Rather,
thestrategicplanseemstobedividedduetoanemphasisonexecutionand
management.PeopleFirst!,thestrategicgoalthatspecificallyincorporates
education,focusesoncreating“inspiredcitizens,”highqualityeducation,outof
schoolprogramsforyouth,andworkforcedevelopmentprograms.Butthe
emphasisthroughouttheMemphisFastForwardplaniseconomicdevelopment–
whichcanbeexemplifiedbyitsfocusonhumandevelopmentandaslowresponse
tocreateareal,independent,andaccountablepositionforcoordinatingthe
PeopleFirst!effort.Furthermore,theemphasisoneconomicdevelopmentis
appropriatelyepitomizedbytheMemphisFastForwardScorecard,inwhichthekey
statisticsofassessingthestrategy’sprogressarelong‐termeconomicindicators.
59
MemphisFastForwarddoesnotexplicitlyrecognizeinitsstrategy,thecrucial
roleaschoolcanplayinaccomplishingthegoalsofPeopleFirst!,MemphisED,and
OperatingSafeCommunity.CityandCountyleadershipshouldofficiallyrecognizethe
roleschoolscanplay,asfullservicepublicfacilities,inthecommunity;andthedistrict
shouldcoordinatewiththecityonconsolidatingandleveragingany/allresources.Itis
inthisrespectthatMemphisshouldbaseitsmodeloffoftheSUNInitiative–a
districtinitiative.Memphishasthecapacityandtheneedtoimplementadistrict
wideinitiativethatprovidesservicestoboththestudentsandthecommunity
withinapublicschool.
Therealignedstrategyshouldpubliclyandtransparentlyexpressitsinterestin
solvingpractical,shorttermgoalsthatdonotsimplyfocusonlongterm,economic
indicators.Therearesomeuntraditionalindicatorsliketheoneslistedbelowthat
dividetheindicatorsintomorepractical,community‐basedstages.Manyofthese
indicatorsareassessedbytheMemphisCitySchoolsystem.Butthediagrambelow,
createdbytheCoalitionforCommunitySchools,providesanimportantwaytothink
ofhowweshouldassessvariousfactorsaffectingstudents,thecommunity,andour
schools.Toassessfamiliesandsupportnetworks,pleasesee:
• TheChildren’sAidSociety:
www.communityschools.org/toolkit/CAS_parentsurvey.doc?pid=7421
• Duke:www.childandfamilypolicy.duke.edu/fasttrack/techrept/i/ipe/ipe.pdf
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61
62
IdentifyMajorCommunityTargetsandLeadAgencies
Giventhemodelsanalyzedabove(SUN,HCZ,andPenn’sNetterCenter),the
MemphisCitySchoolsystemisinagoodpositiontoestablishaninterestinfull‐
servicecommunityschools.ThedecisionbyCity/Countyleaderstoplace
SuperintendentCashasthepersonresponsibleforPeopleFirst!demonstratesa
recognitionthattheschoolshavejurisdictionandcanplayacentralrole
trainingourcitizens,fromatraditionalyouthcurriculumtoadultvocational
programstoprovidinghealthservices.Furthermore,anemphasisofthe
PeopleFirst!strategyistoprovide“out‐of‐school‐time”programs.City/County
leadersareaskingtheschoolstoexpandtheirreachandwithlimitedresources,the
CommunitySchoolmodelcanprovideananswer.
Theschoolsystemshouldconsiderexpandingprogramsandservicesinthe
existingeightFamilyResourceCenters(FRCs).Inaddition,theCoordinatorwill
workwiththestrategyteamsoftheMemphisCitySchoolsystemandtheCityof
MemphistochosetargetedplacesthroughoutMemphis,wherebywecanestablisha
CommunitySchoolasabaseforoneormorecommunities.Weshouldlooktoward
theHarlemChildren’sZonemodelinthisrespect.Theexpansionprogramand
pipelinetheoryseemstohaveproducedaripplingeffectwhereaninitialstartofa
24‐blockradiusincreasedtoa100‐blockradius.Asmentionedearlier,community
andcityassetshavebeenmappedandidentifiedbyvariousorganizationsand
departmentswithboththeCityofMemphisaswellastheMemphisCitySchools
system.SomeoftheleadagenciesmentionedinMemphisFastForward,include:
63
64
HireaPeopleFirst!StaffPerson
AccordingtoReidDulberger,coordinatorofMemphisED,PeopleFirst!is
headedbySuperintendentKrinerCash.Atfirstglance,onemaythink‐Itisan
unrealisticexpectationtohaveDr.CasheffectivelyexecutePeopleFirst!,while
runningtheMemphisCitySchoolsystem.Butoncereconsidered,itisclearthatthis
providesaphenomenalopportunityforDr.CashtoalignCity/Countystrategywith
MCSgoalsthroughthecommunityschoolmodel.Assuch,thisreportproposesto
createadistrict‐widestaffpersonoffull‐servicecentersandcommunity
partnershipsthatworkswithandbetweentheleadershipoftheMemphisCity
SchoolsystemandtheCityofMemphis.Thiscoordinatorwillworkwiththe
City/CountyinorganizingandsynergizingMCSandCitydepartmentsthatfocuson
leveragingcommunitypartnerships.AsnotedearlierintheMemphis38126grant
proposal,therearecurrentlydepartmentsthatholdresponsibilitiesthatoverlap
withthefull‐servicecommunityschoolmodelandindividualshaveconductedasset
mapping.Inaddition,JudyDimonexplainedthattheaveragesalaryfora
coordinatoris$40,000andthispersontendstoworkfrom1:00pmto9:00pm–
wherebythisindividualfocuseshis/hertimeonafter‐schoolactivitiesinthe
schools.Wehavethetoolsnecessarynowtoestablishadistrictpolicyandfully
utilizewhatwehavealreadyaccomplishedtoprovidefullservicestothepeopleof
Memphisthroughourschools.
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Conclusion
Asnotedearlierinthispaper,withtwoseparategoverningbodies,
bureaucraticinefficiencyandpoliticalturmoilinevitablyplaguestheCityof
MemphisandShelbyCounty.Socio‐economically,85%ofourstudentsare
economicallydisadvantagedandexperienceseriousout‐of‐schoolobstaclesthat
hindertheirabilitytosucceedacademically.Assuch,MCSleadershipshould
considerourcurrentsituationanopportunitytoestablishourpublicschoolsasfull‐
servicecommunitycenters,openedforextendedhoursforeverydayoftheweekto
catertotheneedsofthecommunity.Theycanpartnerwithgovernmental,
nonprofit,for‐profit,andfaith‐basedorganizationstoutilizetheirresourcesand
improveissuesthataffecttheenvironmentalprofileofourcommunityasawhole.
Schoolshavethepotentialtoplayacentralrolewithinthecommunity.Ihopethis
reportprovidedasufficientintroductiontotheCommunitySchoolmodelandhow
wecanapplyittosolvesomeofthemanyissuesaffectingourgreatcity.