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Community Schools

History of Community Schools
Community Education and community development philosophies are foundational to Community Schools. Frank Manley, a Community Schools advocate, wrote "The Community Schools, whatever the differences among them caused by varying economic and social patterns, have a common philosophy. These schools are based upon the democratic ideal of respect for each individual person and his right to participate in the affairs of the community which concern the common good. The program is planned to achieve the active participation of all in solving the problems that exist in the community. Such a program is characterized by change in response to changing needs, continuous experimentation to seek out satisfactory ways of achieving common goals, and careful evaluation of the results of its activities." ( Community Schools In Action: The Flint Program , Frank Manley, Bernard Reed, and Robert Burns,1960)

The evolution of community schools in the 1900's has some significant highlights:

• In 1930, a young physical education teacher, Frank Manley, envisioned young people involved in positive activities at the school during after school hours. He advocated that people of all ages could benefit from the school as a continued resource in their lives. The philosophy and spirit of Community Schools was set in motion when Charles Mott, a wealthy industrialist, supported Manley's vision and provided the funds for Manley to turn his dreams into reality.
• In 1960, Paulo Freire, a young educator from Brazil, advocated that education had a dynamic link to social issues such as adult literacy, poverty, health and political exclusion. Through his publication, Theories of Popular Education, he challenged educators and others to alter their approaches and to support community development, social empowerment and self-determination in their communities and schools.
• During the 1960's many schools in North America responded to Freire's challenge and the philosophy of Community Education evolved further.
• In 1966 the first Community School in Canada was established at Flemington Road Community School in North York, Toronto. During the 1970's several community schools were established in British Columbia, Manitoba, and Ontario.

Community Schools In Saskatchewan
In 1980, the first Community Schools in Saskatchewan were designated. In 2004, there are 98 designated Community Schools, representing 12% of schools in Saskatchewan. Through the implementation of School^Plus, all schools in the province will adopt community education philosophy and practices.

In the Task Force on the Role of the School Interim Report, August 2000, it is noted that . "the community school program needs to be seen as a great success, and in the view of the Task Force the program should be expanded. Committed to partnership between school staffs, parents and communities, they are the right way to 'do' school.". "In short, community schools represent an excellent investment for society to make. They are especially helpful where a significant number of children are 'at risk' but their value is universal, and their philosophy should be promoted throughout the province."

Vision
Saskatchewan Community Schools are centres of learning and hope for their families and communities. The diverse learning needs of children and youth are met by incorporating a comprehensive range of effective educational practices. Community Schools are responsive, inclusive, culturally affirming and academically challenging. The learning program and environment effectively build on strengths to address the needs of the communities they serve. As hubs for the delivery of an array of services and supports, they use collaborative approaches to achieve learning excellence and well-being for the entire community.

Community School Framework
The goals of Community Schools as outlined in Building Communities of Hope are: student learning and success; a high quality education program; shared responsibility; comprehensive, responsive services; enhanced participation in public education by Indian and Métis peoples; community empowerment, equity and cultural harmony; and leadership in educational innovation.

The effective practices used by Community Schools to achieve these goals are: a caring and respectful school environment; responsive curriculum and instruction; assessment for learning; adaptive leadership; authentic partnerships; and, comprehensive prevention and early intervention.

The four key components of the Saskatchewan Community Schools framework are:

1. The Learning Program,
2. Family and Community Partnerships,
3. Integrated Services, and
4. Community Development.

These four components work together to provide the comprehensive range of supports required for the education and well-being of children, youth and their families. While the learning program is at the forefront of Community Schools, its success depends on the effectiveness of the other three components, which together provide the foundation for critical supports to its effectiveness and to the success of the students in the school.

1. The Learning Program
The learning program is grounded in the provincial curriculum. In addition, it offers a full range of educational supports aimed at increasing students' academic and life success. Its focus is on incorporating educational practices and responses that respect and reflect the experience, culture and socioeconomic background of the students and the community and includes:

• prevention and early intervention programming;
• a responsive, high quality academic program;
• retention, re-entry, and youth transitions programming; and
• adult learning opportunities.

2. Family and Community Partnerships
Community Schools direct significant effort towards developing meaningful partnerships with families and community. School personnel are inclusive in their efforts to involve family and community members who may not readily become involved in the school. For example, trust of the school may need to be rebuilt with some families.

Students, families and community members work in partnership with school staff to enhance student learning at home, in the school and in the community. Together they create a shared vision, set school/community goals and identify issues and priorities. This includes accessing resources, setting school policy, planning, implementing and evaluating school activities, solving problems and identifying outcomes.

The Community School and the people and organizations linked to it, develop a strong and mutually supportive relationship. Students have a variety of learning opportunities both in the community and when the community comes into the classroom. Community members share expertise and life experiences with students as part of the learning program.

3. Integrated Services
In Community Schools, the school is a hub of the community, serving as a community "centre" and a meeting place where an array of services and supports are available. Through the integration of services, community, government and community-based organizations collaborate to make the best use of existing resources, ensuring that services are available in a coordinated and comprehensive manner to support an evolving role of schools.

Some children and youth are unable to take full advantage of the learning program because of complex social, emotional, health and developmental issues, which are barriers to their learning. The services and supports they need cut across the boundaries of schools, human service agencies, and different departments and levels of government. Community Schools play a key role in their communities, serving as centres for families to access an array of health, social, counseling, justice, personal support and recreation services either linked to or available within the school.

4. Community Development
Community Schools work together with youth, families, communities, Aboriginal organizations, and human service partners. Community development is about identifying connecting and mobilizing the strengths within the community to achieve desired outcomes. For community development to work, strong relationships need to be in place as well as a respectful, welcoming and inclusive school culture and environment. As schools facilitate this process with families and community, leadership opportunities are created where everyone builds the capacity necessary to ensure success and well-being.

Community development is an inclusive, educational and motivational process that engages and empowers people and communities to actively participate in guiding their social and economic affairs. Much work goes into developing relationships with the entire community and listening to their hopes, dreams and needs. This relationship-building occurs in both formal and informal ways. Community development may be new territory for schools and requires the involvement of all to ensure success. The community development role of schools means that they create the conditions for authentic community engagement and work with community in a respectful and inclusive way towards a shared vision of achieving success and well-being for all.

For more details regarding the Community Schools Framework, please refer to Building Communities of Hope - Effective Practices for Meeting the Diverse Learning Needs of Children and Youth.

Designated Community Schools in Saskatchewan

• In 2004, 12% of provincially funded Saskatchewan schools were designated Community Schools.
• In 2004, approximately 20% of Saskatchewan students in provincially funded schools attended designated Community Schools. (These figures do not include numbers of Pre kindergarten students, family and community members or adult education students served in Community Schools).

The table below summarizes the number of designated Community Schools in 2004.

Community Schools	Elementary	Secondary	K-12	Total
Urban	52	12	1	65
Northern	4	1	7	12
Rural	9	4	8	21
Total	65	17	16	98

• In a few communities, school divisions have used resources to expand the number of schools adopting Community Schools philosophy.
• In 2004, approximately 36,000 students and their families, 50% of whom are Aboriginal, will benefit from the Community Schools Program.

Community Schools Designation Process
History
Community Schools exist throughout the world in a wide variety of communities. Any school and their community can establish a Community School by adopting the philosophy and practices.

Community Schools have been successful in helping to address circumstances in higher needs communities. In 1980, the Government of Saskatchewan established the Community Schools Program in eleven inner-city elementary schools as a means to address the growth in urban Aboriginal poverty. Since that time, the program has expanded to more urban sites, as well as to rural and northern areas, and secondary and K-12 schools.

SK Learning's Funding Policy
As resources permit, SK Learning allocates enhanced funding through the Community Schools Program for schools where there is a critical mass of students and families living in vulnerable circumstances.

School divisions that wish to have a school(s) considered for enhanced funding through the Community Schools Program need to document school and community strengths and needs and prepare a proposal for SK Learning. Please contact your SK Learning Regional Director of Education for more details.

Documentation from School Divisions
1. Strength and Readiness
Experience indicates that Community Schools are more successfully implemented in communities where Community School philosophy and practices have been explored prior to designation.

School divisions are encouraged to document their readiness to implement the Community Schools model and their existing strengths, such as:

• community's understanding and commitment to Community Schools philosophy
• school staff's understanding and commitment to Community Schools philosophy
• how the community, board of education, school personnel and students were involved in the decision to seek official Community School designation
• current practices and existing supports, such as:
  • policies, structures and practices to meaningfully engage the community in decision making
  • shared leadership
  • partnerships and collaboration
  • integrated services

2. Needs
School divisions are encouraged to compile community and school information that demonstrate the critical need for additional supports, such as:

• demographic information
• socioeconomic statistics
• justice statistics
• health information
• transience rates
• school/student profile

For more information regarding the designation process for community schools please contact your SK Learning Regional Office

Additional Information

Community Schools Data Collection Project- Provincial Report, July 2005

For a complete listing of Community Schools, addresses and contact persons, phone, fax and email addresses, please visit the Community Schools Directory

Community Schools and their websites can also be accessed by going to: http://www.saskschools.ca

For a listing of related documents that may be of interest please visit SK Learning's Publications section.

For a listing of related web sites and suggested reading that may be of interest please visit SK Learning's Related Links section.

Taken from SK Learning's website:
http://www.learning.gov.sk.ca/branches/pol_eval/community_ed/commschools.shtml