This page contains a Flash digital edition of a book.
Community Schools meet the needs of an under-resourced community,” said James Hammond, superintendent of Ontario- Montclair School District. “This includes universal prevention services like after- school programming and parent educa- tion to targeted intervention services like case management and counseling services for children and families. One of the most important things we have done for sustain- ability of these support systems is to develop them over time and in partnership with local government and nonprofit agencies.”


Moving forward So where do we go from here? The Co-


alition for Community Schools, housed at the Institute for Educational Leadership, is an alliance of national, state and local or- ganizations in K-16 education. Coalition members contribute to a broad perspective: youth development, community planning and development, family support, health and human services, government and phi- lanthropy as well as national, state and local community school networks (Coalition for Community Schools, 2011). In May 2012, the Coalition is bringing its


national forum to San Francisco. The forum will provide opportunities for California communities to learn from each other, as well as from communities from across the country about how to do this work. A spe- cial ACSA-sponsored strand will provide opportunities for school leaders to begin the conversation about how to start community schools in their districts, with help from su- perintendents statewide who have already embarked on this journey.


Online forum to connect school leaders ACSA is in an excellent position to play a


key leadership role in providing awareness, information and professional development to school leaders on the development and implementation of community partnerships with schools. This spring,


the California School


Boards Association is launching the Cali- fornia Community Schools Network, an online forum to connect education leaders statewide who are building partnerships be- tween schools, counties, cities, non-profits,


38 Leadership


businesses and community organizations. There is great collaborative work going on in California, and this mobilization of com- munity resources is critical for supporting the education and well-being of our chil- dren. As budgets continue to decrease for all sectors that serve students, it is essential that


ACSA is in an excellent position to play a key leadership role in providing awareness, information and professional development to school leaders on the creation and implementation of commu- nity partnerships with schools.


we find ways to both educate and provide critical services to our students. Commu- nity schools serve as an excellent strategy to accomplish this important mission. n


References


Alexander, K.L.; Entwisle, D.R. & Olson, L. S. (2007). “Lasting Consequences of the Summer Learning Gap.” American So- ciological Review, 72, 167-180.


Attendance Works. (2011). Why It Matters. Retrieved from http://www.attendance- works.org/about/why-it-matters.


Attendance Works. (2011). What Works: Oakland. Retrieved from http://www. attendanceworks.org/what-works/oak- land.


Bookmyer, J. & Niebuhr, D. (May 2011). California Healthy Start: Seed Funding to Build Partnerships for Student Suc- cess. U.C. Davis Center for Community School Partnerships, and Partnership for Children and Youth.


California Department of Education. (2011). Healthy Start Works Fact Sheet. Learning Supports & Partnerships Divi- sion, California Department of Educa- tion. Retrieved from http://www.cde. ca.gov/ls/pf/hs/facts.asp.


Chang, H.N. & Romero, M. (2008). Present, Engaged and Accounted for: The Critical Importance of Addressing Chronic Ab-


sence in the Early Grades. New York: Na- tional Center for Children in Poverty. Retrieved from www.nccp.org/publica- tions/pub_837.html.


Coalition for Community Schools. (2011). About Us. Institute for Educational Lead- ership, Washington D.C. Retrieved from http://www.communityschools.org/ about/default.aspx.


Halfon, N.; Sareen, H.; Cuthbertson, B.; Schneider, M.V.; Shannon, M. & Franke, T. (2001). The Healthy Start Initiative in California: Final Report. UCLA Center for Healthier Children, Families, and Com- munities. Prepared for the Healthy Start and After School Partnerships Office. California Department of Education.


Heckman, J.J. & Kruger, A.B. (2005). In- equality in America: What Role for Human Capital Policies? Boston, MA: MIT Press Books.


National Summer Learning Association. (2009). Investments in Summer Learning: A Scan for Public Funding for Summer Learning in California. Prepared for the Bay Area Partnership for Children and Youth, Oakland, CA.


Wagner, M. & Golan, S. (1996). Califor- nia’s Healthy Start School-Linked Ser- vices Initiative: Summary of Evaluation Findings. Prepared for the Foundation Consortium for School-Linked Ser- vices and the Interagency Children and Youth Division, California Department of Education. Menlo Park, CA: SRI In- ternational.


David Gomez is ACSA’s president-elect and


president of the California Association of Latino Superintendents and Administrators.


Lisa Gonzales is ACSA’s vice president for leg-


islative action. Deanna Niebuhr is director of the Community Schools Initiative at the Partnership


for Children and Youth. Lisa Villarreal is education officer at the San Francisco Foundation and led the California Healthy Start Field Office at U.C.


Davis for nearly 10 years. The authors were part of a California delegation to New York City to study and visit community schools and work on these policy issues in California, in conjunction with CSBA and the California Department of Education.


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