BringingCommunitySchoolstoMemphis

MCSPolicy,Legislative,andConstituentServicesTeamThisreportwaspresentedbyAdamHanoveron19May2009toMemphisCity

School(MCS)SuperintendentDr.KrinerCashandthePolicy,Legislative,andConstituentServicesTeamledbyAssociateSuperintendentThelmaCrivens.

ThereportadvocatestheapplicationoftheCommunitySchoolmodeltotheMemphisCitySchoolsystemandtotheCityofMemphis.ThereportanalyzesthecurrentenvironmentinMemphis,atheoreticalvisionforthesynergiesbetweenschoolsandthegovernment,thevariousCommunitySchoolmodelsimplementedthroughouttheUnitedStates,andhowthisideacanberealisticallyappliedtoMemphis.

2

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

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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,lolenzo.t.poe@co.mulnomah.or.us

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,PolicyDirectoratkshoemaker@hcz.org

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:bibbsmiska@mcsk12.net).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

58

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.

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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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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:

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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.