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San Francisco

Community Schools

Toolkit

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Table of Contents

Table of Contents

Introduction

Why Community Schools?...........................................................................................................3

What’s So Special About THIS Toolkit?.......................................................................................5

How Should You Use This Toolkit?.............................................................................................6

�SFUSD Community Schools Overview

Let’s Get Started............................................................................................................................7

Community Schools Approach & Framework…………...............................................................8

Community Schools Theory of Action......................................................................................10

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SFUSD Community School Models

California Community School Partnership Program………………………………………………………11

Beacon Community School Model…………………………………………………………………………………12

SFUSD Community School Landscape......................................................................................14

SFUSD Community School Standards, Indicators & Tools

Introduction.................................................................................................................................16

Essential Community School Practices

1. Shared Leadership, Vision, Goals, Outcomes & Accountability..........................17

2. Strategic Data Collection & Analysis........................................................................26

3. Intentional Coordination...........................................................................................30

4. Continuous Learning & Improvement.....................................................................35

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SFUSD Community School Coordinating Structures

Intro…............................................................................................................................................34

Site Leadership Teams................................................................................................................35

Coordinating Point Person(s).....................................................................................................36

Partnership Collaborations........................................................................................................38

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SFUSD Community School Programmatic Components

Intro………………………………………………………………………………………………………….…………………….39

Expanded Learning .....................................................................................................................49

Behavioral Health & Wellness....................................................................................................53

Transitions....................................................................................................................................57

Family Partnerships.....................................................................................................................61

Implementation Timeline……………………………………………………………………………………………….65

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Acknowledgements .................................................................................................................................67

Tools Index................................................................................................................................................68

Toolkit Feedback Form.............................................................................................................................71

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Introduction

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Community schools are a strategy for organizing community resources around student success. Partnership is the key to community schools; schools do not go it alone. Schools engage stakeholders and strategically partner with families and community organizations to provide students with a full range of opportunities and supports.

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This approach is embedded in the San Francisco Unified School District’s (SFUSD) strategic plan Transform Learning.Transform Lives where the community schools approach is highlighted in SFUSD’s Theory of Action as a key lever for student success:

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Why Community Schools?

Introduction | Why Community Schools?

SFUSD Theory of Action

If we…

• Engage our students to learn via a rigorous Common Core-based curriculum in a safe and supportive classroom environment;
• Invest in building and developing the capacity of teachers, leaders and school staff;
• Enlist our partners and empower families in a community schools approach;
• And coherently align supports and resources to execute our strategies in action at all levels of the organization.

�Then…

Every student who enrolls in SFUSD schools will graduate prepared to succeed in college, career & life.

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Introduction

Community Schools also figure prominently in SFUSD’s

Vision 2025: Reimagining Public Education in San Francisco for a New Generation.

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Why Community Schools?

Introduction | Why Community Schools?

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“In their “off” hours, SFUSD schools serve as vibrant community hubs that promote learning, health, wellbeing, collaboration, and resilience within San Francisco’s neighborhoods. Recognizing the need to help students and families gain access to a fuller array of services and supports that together contribute to whole-family success, the city’s public schools have become community schools in the truest sense, bringing together community resources and partners to offer a range of supports and opportunities for students, parents, and other community members before and after school, on weekends and holidays, and during the summer.

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Working in close partnership with city departments and community-based organizations, SFUSD schools offer a full range of services to support the overall health and wellbeing of students and their families and help further the goal of preparing students for college or career.”

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• From Schools as a Center of Community Life, Vision 2025

CDE-DCYF-SFUSD-SFBI Partnership:�The California Department of Education is funding the California Community School Partnership Program at 47 schools, while Department of Children, Youth and their Families (DCYF) is funding the continuation of the Beacon Model in 27 SFUSD schools, supported by the San Francisco Beacon Initiative (SFBI). This toolkit is designed to support the implementation of the SFUSD Comprehensive Community Schools Framework & Beacon Model. SFUSD Community Schools will provide powerful learning, integrated supports, and authentic family and community partnership to develop students’ cognitive, social, emotional, and civic capacities.

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Introduction

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What is this toolkit?�This toolkit, created by San Francisco Unified School District and the San Francisco Beacon Initiative, provides standards, indicators, tools, best practices and areas for consideration as you begin to develop and implement successful community schools programs and practices at your school.

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Why a Toolkit?

In preparation for an expansion of Community Schools expansion in SFUSD schools, a team of staff at the San Francisco Beacon Initiative and San Francisco Unified School district came together to compile as much guiding and supporting information as possible to help new community schools get started, and deepen and strengthen the work of established community schools. This toolkit is intended to support schools that are funded by the CDE California Community School Partnership Program, and DCYF via the Beacon Community School Model, as well as those schools who are working towards adopting the SFUSD Community Schools Comprehensive Framework, or are an already established community school.

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What’s so special about this Toolkit?

We believe in building from work that has been done before us, while also recognizing that nowhere else is quite like San Francisco. The SFUSD Community School Framework, Community School Standards and supporting tools found here are a combination of the best thinking we could find across the nation, tailored to our local context.

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Just like community school work, we brought broad coalitions together to provide guidance, feedback and expertise to help us decide what to include and how to present it in this toolkit. The majority of the program examples throughout this toolkit come from our own local experts, community schools and Beacons here in San Francisco that work tirelessly to serve their communities creatively and full of heart.

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What’s So Special About This Toolkit?

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Introduction | What’s So Special About This Toolkit?

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Introduction

How Should You Use This Toolkit?

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Introduction | How Should You Use This Toolkit?

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There isn’t one best way to use this toolkit, just like there isn’t one way to create a successful community school. We recommend you dig in and get your hands dirty and see what is most helpful for you.

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The first thing you should read is the Overview of Community Schools which is a short but important piece about the values and purpose of this work. After that, you could read this from the beginning to the end. But if you do not have time or patience for that, we recommend you become familiar with the broad Community School Framework and Program Areas, and then decide where to dive deeper.

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One way to start is to use the Community School Self-Assessment Checklist and Program Area Self-Assessment Checklist with your Community School team. Once you have identified your strengths and priority areas for growth, go to those sections to read more about best practices and tools. You could also use those areas to create a map throughout the year of how your leadership team will learn and grow.

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All of the links to tools and resources referenced throughout the document are listed on the index pages.

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Community school work can be summed up in three words,

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*Relationships*

*Relationships*

*Relationships*

In the face of an ever increasing achievement/opportunity gap in our public schools and beyond, it is clear that isolated efforts to solve entrenched societal problems are not successful. The community school approach is predicated on the idea that strong collaborative relationships and coordinated efforts among the adults (community partners, families and school staff) will yield desired results for our youth.

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A community school isn’t just another program; instead it’s a strategy for organizing community resources around student success. The goal is for all parties to work smarter, not harder.

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Strong relationships start with leadership. The principal and a site’s coordinating point person (e.g. Beacon Director, Community School Coordinator, Assistant Principal etc.) should be extremely closely connected. A traditional school/community partner relationship might be characterized as “friends with benefits”; that is, partners come to the school, provide a service that is mutually beneficial to themselves and the school, and then leave. In a community school, the relationship between an administrator and Coordinating Point Person (and by extension school day staff and community partners) should be seen as a marriage so that the school and community partners join to make one mutually beneficial unit that is in it for the long term (Hill, 2011).

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The community school approach is not a quick fix. It is a solution that grows within the relationships that are built. Take your time to do the pre-work that strengthens trust and communications systems FIRST. This will be the glue that helps you stay focused as you put the plan together to reach your shared vision and goals. The long term goals are to have a common vision, shared activities, shared accountability and LOTS of mutual success on behalf of students, families and the entire school community.

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If you can create strong, transformative relationships at the adult level, you have a great shot at strengthening the connections you have with kids and families, and increasing their ability to access opportunities and thrive.

San Francisco Community Schools Overview

Let’s Get Started!

SFUSD Community Schools Overview | Let’s Get Started!

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Community Schools Approach & Framework

SFUSD Community Schools Overview | Community Schools Approach & Framework

SFUSD COMMUNITY SCHOOLS APPROACH: To organize and maximize the resources of schools, including family and community partnerships, around student success.

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Our community schools approach aims to strategically coordinate and align resources to support the shared vision, goals and outcomes of each school community. This approach enables us to build effective student, parent, school, district, and community partnerships to support effective teaching and learning, promote whole-child development and prepare our students to graduate ready for success in college, career and life.

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SFUSD’s approach includes a comprehensive, unifying framework built upon the foundational

elements from our guiding documents - Vision 2025 and Transform Learning. Transform Lives. It articulates the essential programs and practices that any community school would embrace in order to achieve positive, replicable, and equitable results for its students. It also describes the structures and values required to create and sustain the authentic relationships which are at the center of this approach.

WHY

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SFUSD Vision of Student Success

• All SFUSD students will graduate as independent thinkers with a sense of agency who have attained academic and creative skills to lead productive lives and contribute to our community.

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HOW

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4 Proven Practices

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• Shared Leadership, Vision, Values, & Goals to support “whole child” development
• Strategic Data Collection & Analysis to inform service and program design including resource mapping of school/community hopes and needs
• Intentional Coordination, Alignment, & Continuous Improvement of programs & partnerships to match identified needs
• Key Community School Staffing with clear roles and responsibilities

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4 Foundational Elements & Conditions of Learning

WHO

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4 Community School Coordinating Structures

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• Strong Instructional Core (Teaching & Learning that is culturally proficient and relevant).
• Strong Family-School-Community Partnerships
• Student-Centered Learning in a Racially Just & Restorative Climate
• Authentic and Inclusive School-based Governance

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• Community School Site Leadership Team(s) The school’s existing leadership team(s) and committees expand as needed to include relevant stakeholders (staff, community partners, parents) that guide, design and develop support for the essential community school practices.
• Coordinated Care Teams The regular, structured space to develop, assess/monitor and improve strategies and practices around Tier 1 behavioral supports.
• Partnership Collaboration There are regular, structured opportunities for community partners & school leadership to meet to align goals, services and practices to match community assets with school needs.
• Family Partnership Team There are regular, structured opportunities to plan for family engagement, partnership and shared leadership opportunities.

WHAT

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4 Programmatic

Pillars

• Shared Power and Democracy
• Family Partnerships
• Integrated Support Services (Academic & Behavioral Health and Wellness)
• Expanded Learning (Out-of-School time & School Transitions)

San Francisco Community Schools Overview

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San Francisco Community Schools Overview

SF Community School Framework Infographic

When the sun, created by Teaching & Learning, is surrounded by the Programmatic Components, followed by the Essential Practices and then encircled by the Coordinating Structures...

...meets our students - who are held and supported to be their best selves by school, family & community, then….

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our students will flourish at each stage of their education and graduate from SFUSD with each of the dispositions and behaviors outlined in SFUSD’s Graduate Profile - Page 18 - Ready to think, learn & grow; Ready for career, ready for life; Ready to tackle a changing world; Ready to lead, ready to work with others; Ready to create; and Read to be their best.

Community School Infographic Slide Presentation

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Community Schools Theory of Action

VISION: All SFUSD students will graduate as independent thinkers with a sense of agency who have attained academic and creative skills to lead productive lives and contribute to our community.

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SCHOOLS THAT EMBRACE THE FOLLOWING PRACTICES:

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San Francisco Community Schools Overview

SFUSD Community Schools Overview | Community Schools Theory of Action

SCHOOLS THAT EMBRACE THE FOLLOWING PRACTICES:

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SCHOOLS THAT BUILD ON SFUSD’S FOUNDATIONAL ELEMENTS:

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• Shared Leadership, Vision and Goals
• Strategic Data Collection and Analysis
• Intentional Coordination and Alignment of Programs and Partnerships
• Continuous Learning and Improvement around all programmatic areas

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EMBRACE THE FOLLOWING PRACTICES:

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• Strong Instructional Core (Teaching & Learning)
• Family-School-Community Partnerships
• Student-Centered Learning in Safe & Supportive Culture & Climate
• Authentic and Inclusive School-based Governance

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PROVIDE HIGH QUALITY PROGRAMS IN THE AREAS OF...

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• Expanded Learning & School Transitions
• Family Partnerships

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• Integrated Supports: Academic & Behavioral Health & Wellness
• Shared power & democracy

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WILL CREATE SUPPORTIVE, EFFECTIVE LEARNING

ENVIRONMENTS THAT PRODUCE THE FOLLOWING BENEFITS:

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• Students are actively engaged in learning
• Students attend school consistently
• Schools are engaged with families and communities
• Families are increasingly involved in their children’s education
• Teachers are supported, effective & stay in the profession
• Students are healthy - physically, socially & emotion ally
• Positive school climate

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TO ENSURE OUR STUDENTS LEAVE US WITH THE SKILLS, CAPACITIES AND DISPOSITIONS OUTLINED IN OUR GRADUATE PROFILE:

• Ready to think, learn & grow
• Ready for career, ready for life
• Ready to tackle a changing world

• Ready to lead, ready to work with others
• Ready to create
• Ready to be their best

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California Community School Partnership Program

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California Community School Partnership Program

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California Community School Partnership Program

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Description

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The California Community School Partnership (CCSPP) grant was created by the California Department of Education to provide resources directly to school sites for the sole purpose of beginning, deepening, or continuing community school work. These CCSPP grants are five-year grants that were awarded to schools that met the criteria of being a part of committing to Community Schools work, with an average of 68% or more Unduplicated Pupil Counts (Free and reduced %, ELL, & Foster youth).

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CDE defines Community Schools under the following categories of work:

• Shared Leadership and decision making where schools establish a culture of trust and collaborative decision making in order to identify needs, allocate resources and sharing responsibilities for positive student outcomes;
• Expanded learning time and opportunities such as after or before school programs or tutoring, and learning opportunities outside of the classroom (internships, project-based learning);
• Integrated student supports which increase supports to academic, physical, social emotional and mental health needs;
• Family and community engagement to increase community connection, feelings of belongingness and opportunities for families to be involved in their child's learning and have voice in the decision making process of what supports and resources are provided at a school-wide level.

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SFUSD CCSPP GRANT OBJECTIVES: Greater adherence to District Goals & Guardrails

• Increased student family engagement in school needs assessment, planning and resource allocation process.
• Decrease of suspensions & expulsions for disproportionately referred populations.
• Improve school climate.
• Decrease truancy & drop-out rates.
• Increase ELA & Math scores, improve College Career readiness.

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CCSPP GRANT REQUIREMENTS:

• Schools communities must commit to being a Community School to the end of the five-year grant cycle.
• Completion of annual Community School-Hopes and Needs Assessment and Landscape Analysis. These must include feedback from key stakeholders including school leadership, teachers, families, community partners and students as appropriate. Schools must submit an annual CCSPP Community School Implementation Plan prior to accessing funds (Funding for Community School Coordinators will be allowable prior to the submission of an implementation plan)
• Schools commit to sending a team to the Annual CCSPP event and must release Site Administrator(s), Community School Coordinator (or site CS lead), Family Engagement staff for regular Communities of Practice.

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Beacon Community School Model

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Beacon Community School Model

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Beacon Community School Model

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Description

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The Beacon Community School Strategy was designed to transform schools into student and family centered places of learning, by focusing on youth development, family partnership, community school strategies and system level change. Beacon Community School programs currently provide expanded learning opportunities for youth in the morning, afterschool and summer, family partnership programs, behavioral health and wellness services, and academic transitions strategies to develop students’ cognitive, social, emotional, and civic capacities.

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Beacon Community School programs are student-centered, grounded in partnership and focused on the needs of students, families and the school community in order to provide youth and families with a full range of opportunities and supports. The Beacon Community School Strategy targets designated SFUSD high needs K-5 elementary schools and K-8 Schools, and all middle schools.

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Many schools implementing the SFUSD Community School Framework are Beacon Community Schools. Much of the text of the Beacon RFP appears in the programmatic component section of this toolkit. To learn more about the requirements of implementing a Beacon Community School, read the Beacon Community School section of the DCYF RFP.

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Description

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The San Francisco Beacon Initiative (SFBI) is a backbone organization that is charged with ensuring the successful implementation of the Beacon Model at Beacon Centers for over two decades. Originating from New York, the Beacon Community Schools Model is a 20+ year old framework in which schools and community organizations work together for successful outcomes for students and families. SFBI collaborates closely with their partners including DCYF and SFUSD to build and sustain high quality Beacon Centers.

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Role and Activities

SFBI provides leadership development and opportunities, ensures high program quality, and builds professional expertise through connection with the local and national network of Beacons. The result is schools that are child and family-centered places of learning, grounded in transformative relationships that support students to thrive, fulfil their potential, and achieve their dreams. The strong network of connected Beacons also sustains a positive force for system-wide transformation across San Francisco.

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SFBI is a small but mighty team made up of staff who have a variety of skills to coach, lead and support the Beacon Model. Their work includes multiple leadership and professional learning communities for all levels of Beacon staff to improve their practice and build a professional network.

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The San Francisco Beacon Initiative

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Beacon Community School Model

Beacon Community School Model

Beacon Community School Model

YOUTH GOAL:

Through consistent participation in Beacon programs, youth will feel safe, gain skills, develop supportive relationships, and show growth on youth development and academic measures.

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FAMILY GOAL:

Beacon programs will help parents and caregivers connect with school and community resources, build stronger relationships with their children and gain skills to navigate school and life more effectively.

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CITYWIDE GOAL:

The San Francisco Beacon Initiative and its Beacon Centers will be integral partners in education reform and youth development efforts across the city.

SCHOOL GOAL:

Beacon Centers and their school sites will collaborate and share data to develop and implement coherent strategies that reflect their complementary goals.

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SFUSD Community School Landscape

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Community School Landscape

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Community School Landscape

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Community Schools currently receive funding from one of two types of funding: State funding via CCSPP or Local funding through the DCYF Beacon Initiative. Sites with multiple funding streams are expected to coordinate the use of resources around the school needs as determined by the Hopes and Needs Assessment and Landscape analysis.

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The following schools are current Elementary Community School sites by funding type:

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SFUSD Community School Landscape

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Community School Landscape

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Community School Landscape

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The following schools are current Middle and High Community Schools by funding type:

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“Work smarter not harder”

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- Dr. Carol Hill, Executive Director of San Francisco Beacon Initiative

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Each Essential Practice is organized into three levels:

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1. The overall practice
2. Related standards
3. Indicators of performance

San Francisco Community School Practices

This section identifies the key systems, structures and staffing that schools and community partners need in order to plan and implement community schools that support whole school student success. The practices and their related standards are also in checklist form here to be used as a self-assessment.

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Essential Community School Practices

SFUSD Community Schools Standards, Indicators & Tools | Essential Community School Practices

Each standard addresses specific features of high-level implementation. The indicators serve as examples of how

a school site and its partners might demonstrate the standards along an implementation continuum towards a comprehensive community school.

Shared Leadership, Vision, Goals, Outcomes and Accountability to support “whole-child” development: Community school partners share a holistic vision of student and school success. All stakeholders work closely to align goals, outcomes, and strategies to best meet the needs of the school community. The vision and goals for the school community lead program and partnership development, and help hold all stakeholders accountable for student success.  Shared Leadership Checklist

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Strategic Data Collection and Analysis to inform service/program design, including mapping of school/community resources. Community schools’ staff, families and partners regularly talk about school and student data to ensure that together, the school and partners provide appropriate services and programs to meet student needs. Strategic Data Checklist

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Intentional Coordination and alignment of programs and partnerships to match identified needs: Successful community schools emphasize the intentional cross-fertilization of programs, services and people.  Alignment includes high quality programs that are well-coordinated within a service area, and considers how program areas impact and enhance one another.  Intentional Coordination Checklist

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Continuous Learning and Improvement around all programmatic areas: Effective community schools foster collaboration among educators, community partners and families to identify needs and priorities, based on clear goals and measures; to share best practices; and to apply those practices to support student success. The school embraces reflection, recognizes effort and celebrates success. Continuous Learning Checklist

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Community School Practices: Shared Leadership

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Standards and indicators:

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1.1. School staff, core partners, families and other stakeholders �are included in developing a shared vision for student success.

• A shared vision statement has been created and adopted by all stakeholders.
• This shared vision drives planning for the school, and is reviewed and updated to reflect changing needs or conditions.
• The shared vision and resultant plan are expressed in the school’s School Plan for Student Achievement. (Find your school’s SPSA here)

1.2. A representative site leadership team - including families, students, community partners, the principal, community school point person, teachers and other school staff - guides collaborative planning, implementation, and oversight. (This could be your School Site Council, but does not need to be).

• Site leadership team reflects and represents the school’s student population and community.
• The leadership team meets regularly, with agenda and notes distributed to school community at large.
• Leadership team member decision-making ability, roles, and responsibilities are clearly defined.

1.3. The principal works with the school’s designated point person, partners and staff to actively integrate families and community partners into the life and work of the school.

• Principal is open to and has mechanisms in place to hear and act on feedback and guidance from school staff and families.
• Principal meets regularly with community school point person/coordinator and the site leadership team.
• The principal, community school point person and leadership team ensure that new staff, partners, families and students are provided orientations and information about the site’s community school model – & ways to participate.

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Essential Community School Practices | 1. Shared Leadership, Vision, Goals, Outcomes and Accountability

Overview of this practice: Community school partners share a holistic vision of student and school success. All stakeholders work closely to align goals, outcomes, and strategies to best meet the needs of the school community. The vision and goals for the school community lead program and partnership development, and help hold all stakeholders accountable for student success.  

1. Shared Leadership, Vision, Goals, �Outcomes and Accountability �To support whole child development

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1.4. Interdisciplinary, cross-sector community partners share responsibility and accountability for student and school success.

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• Contracts and MOUs define specific agreements, including desired results, between the school and its partners and reflect school goals.
• Partners are explicitly included as part of the SPSA and Community School Implementation Plan.
• Partners are in the discussion when results are not strong, and are part of the celebration when achievements have been made.

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1.5. The school’s SPSA explicitly outlines the role of school staff, families, community partners, multidisciplinary teams, and the community school point person in helping to achieve specific results. (Find your school’s SPSA at its website here)�

• Families, community partners, and community school point person are listed in the plan, their roles are defined, and there are articulated goals around how their work contributes to the priorities and goals of the school.
• Plan describes how families and partners participated in the development of the SPSA.

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Community School Practices: Shared Leadership

Essential Community School Practices | 1. Shared Leadership, Vision, Goals, Outcomes and Accountability

• Shared Leadership, Vision, Goals, �Outcomes and Accountability �To support whole child development

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Community School Practices: Shared Leadership

Essential Community School Practices | 1. Shared Leadership, Vision, Goals, Outcomes and Accountability | Tools & Resources

• Shared Leadership, Vision, Goals, �Outcomes and Accountability �To support whole child development

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� 2.1. Data on student, school and community indicators - disaggregated by race, gender, disability, income, and other relevant factors - inform school improvement goals and plans. �

• School and community partners regularly collect data related to both academic and social-emotional indicators, as well as macro-community data (poverty, trauma, health, housing), to identify student strengths and needs.
• School leadership teams use data to assess progress, allocate resources, and refine priorities. 
• Community partners collect and review data to evaluate progress in meeting their goals and objectives.

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2.2. A Hopes and Needs assessment of the school, student, families, and neighboring community is conducted regularly to inform priorities and guide decision-makers on resource allocation.

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• Input from students, families, teachers, school staff, and community members and partners informs the needs and assets assessment.
• Needs and assets assessment is updated at least every three years.
• Needs and assets assessment report is available and accessible to the school community.

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2.3. School staff, families and partners use data related to both academic and social-emotional measures to prioritize resources, to make sure every student receives the opportunities and supports needed.

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• Allocation of resources to meet student and family needs is differentiated based on data.
• Programs and partners are identified based on data-driven student needs.

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Community School Practices: Data & Analysis

Essential Community School Practices | 2. Strategic Data Collection and Analysis

• Strategic Data Collection and Analysis �To inform service/program design, including mapping of school/community resources

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Community school staff, families and partners regularly talk about school and student data to ensure that together, the school and partners provide appropriate services and programs to meet student needs.

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2.4. Data systems and protocols are in place to support access to relevant information, safeguard student and family confidentiality, and assure transparency of decision-making.

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• School staff and partners are trained to use school and district data systems.
• Community partners have appropriate access to school and student-level data relevant to the specific services they provide.
• Data sharing and use agreements conform to requirements of SFUSD and the City of San Francisco.
• The school handbook describes data use for families and students.

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Community School Practices: Data & Analysis

• Strategic Data Collection and Analysis �To inform service/program design, including �mapping of school/community resources

Essential Community School Practices | 2. Strategic Data Collection and Analysis

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Community School Practices: Data & Analysis

• Strategic Data Collection and Analysis �To inform service/program design, including mapping of school/community resources

Essential Community School Practices | 2. Strategic Data Collection and Analysis | Tools & Resources

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Successful community schools emphasize the intentional cross-fertilization of programs, services and people.  Alignment includes high quality programs that are well-coordinated within a service area, and considers how program areas impact and enhance one another.   �

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Community School Practices: Intentional Coordination

Essential Community School Practices | 3. Intentional Coordination

• Intentional Coordination � and alignment of programs and partnerships to match identified needs

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3.1. Clear systems and structures support coordination of staff�and services.

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• There are clear structures to orient families and community partners to participate effectively in programs and services; a process to coordinate volunteers and partners; and hold accountable the work of community partners and volunteers, to support program quality and accountability.
• A designated community school point person leads systems to coordinate services provided by community partners, and there are clear roles, responsibilities, and lines for communication among all adults in the school.
• All community partners have an MOU or contract that details responsibilities, commitments and expectations of the school and partners. These are reviewed and at least once a year and amended as appropriate.
• The dedicated point person convenes regular meetings with partners to strengthen relationships and collaboration, review data, clarify needs and strategies, coordinate services, troubleshoot challenges and discuss resources.
• Shared tools and protocols are in place to foster coordination of services, such as a master calendar, universal referral form, individual learning plans, and program evaluation tools.

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Community School Practices: Intentional Coordination

• Intentional Coordination � and alignment of programs and partnerships to match identified needs

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3.2. A broad range of evidence-based programs and practices are employed to achieve desired results.

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• The school has a diverse network of community partners and volunteers to enrich student academic learning and support social-emotional growth.
• The school has ongoing strategies for recruiting new community partners and volunteers to meet identified needs.
• Community partners participate in varying levels of program evaluation. At a minimum, they provide an end-of-program report aligned with outcomes addressed in their MOU or contract.�

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3.3. Communication structures and processes are clear to school staff, families and community partners, and foster a mutual exchange of information.

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• The school community uses multiple modes for communication among staff, families and partners – including online systems, phone calls and texts, newsletters and flyers – to expand access to information. Announcements and newsletters include ways for families and partners to provide feedback and suggestions, as well as opportunities to participate in school events, planning and leadership teams.
• A menu of the school’s programs, services and resources is kept up to date and accessible to school staff, partners, and families (including translated versions in the major languages of the school community).
• Formal systems are in place for regular communication between partner and school staff, including faculty meetings and collaborative teams

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Essential Community School Practices | 3. Intentional Coordination

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Community School Practices: Intentional Coordination

Essential Community School Practices | 3. Intentional Coordination | Tools & Resources

• Intentional Coordination � And alignment of programs and partnerships to match identified needs

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Community School Practices: Continuous Learning

• Continuous Learning and Improvement �around all programmatic areas

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4.1. The school’s plan defines mechanisms and indicators for measuring progress toward desired results.

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• Structures for tracking goals, indicators and results are in place, as well as system-level support for data collection and use.
• The school and community partners regularly collect data related to both academic and social-emotional indicators to identify student strengths and needs

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4.2. Individual student data, participant feedback, and aggregate outcomes are analyzed regularly by the site leadership team to assess program quality and progress, and to develop strategies for improvement.

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• The site leadership team reviews data regularly, to assess progress and refine priorities, and to identify priority areas for professional development.
• Data review includes using both qualitative and quantitative data to measure progress, and opportunities for school-wide stakeholder input (such as surveys, interviews, and focus groups).
• The school and partners have a plan and tools to collect feedback from appropriate stakeholders (for example, the staff, student and family school climate surveys).
• Goals, indicators, and outcome data are shared with stakeholders, to build understanding and support.

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4.3. Strategic opportunities for joint professional development are identified through data analysis and reflection.

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• The point person, or team focused on professional development, identifies and shares information about professional development opportunities related to priority needs and focus areas.
• Staff from community partners are invited to school and school district professional development, and to participate in ongoing professional learning communities.
• The school hosts site visits for other community school efforts, policy-makers and funders, and participates in professional opportunities at conferences and local and national meetings.

Essential Community School Practices | 4. Continuous Learning & Improvement

�Effective community schools foster collaboration among educators, community partners and families to identify needs and priorities, based on clear goals and measures; to share best practices; and to apply those practices to support student success. The school embraces reflection, recognizes effort and celebrates success.�

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Essential Community School Practices: Continuous Learning

Essential Community School Practices | 4. Continuous Learning & Improvement | Tools & Resources

• Continuous Learning and Improvement �around all programmatic areas

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San Francisco Community School Coordinating Structures

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Community School Coordinating Structures

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SFUSD Community School Coordinating Structures | Introduction

Introduction

The following coordinating structures are the glue that hold the community school approach together. Without inclusive and intentional Site Leadership Teams, skilled and dedicated Coordinating Point Person(s) and regular, structured opportunities for Partner Collaboration all the resources of a community school will have limited impact. These structures are where the four essential community school practices - Shared Leadership, Vision, Values, & Goals; Strategic Data Collection & Analysis; Intentional Coordination & Alignment; and Continuous Learning & Improvement, as well as many of the key relationships in a community school are nurtured. From these structures flows the vision, messaging and modeling that helps to guide and support the rest of the school community.

Burton High School’s end of year partnership meeting.

San Francisco Community Schools Toolkit

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Community School Coordinating Structures: Site Leadership Team(s) The school’s existing leadership team(s) and committees expand as needed to include relevant stakeholders (staff, community partners, parents) that guide, design and develop support for the essential practices around each of the programmatic areas.

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School Site Council/

Community School Advisory Committee

Instructional Leadership Team

Administrative Leadership Team

Expanded Learning Leadership Team

Wellness Team

(e.g. SAP, Mental Health Collaborative)

ELAC

Grade Level/

Subject Area Teams

Community Partner Collaborative

AAPAC

PTA/PTO

Family Partnership Team

Questions to Consider:

• Do you have the right teams/committees/collaboratives in place to do the work to meet your goals? Is there clarity around the purpose and specific goals for each group?
• Do you have the right stakeholders in each group?
• What is the decision making process and communication flow between groups?
• Is there enough cross membership between groups to ensure coordination/support communication?

Student Council

Sample Community School Committees and Connections

*connecting lines indicate overlapping membership

SFUSD Community School Coordinating Structures | Introduction

San Francisco Community School Coordinating Structures

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Coordinating Structures: Leadership Teams

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Site Leadership Team(s)

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SFUSD Community School Coordinating Structures | Site Leadership Team(s)

The school’s existing leadership team(s) and committees expand as needed to include relevant stakeholders (staff, community partners, families) that guide, design and develop support for the essential practices around each of the programmatic areas.

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• The School Site Council represents staff, parent, student, and partner/community voices. It is a forum for aligning all stakeholders around the community school’s priorities and related allocation of resources.
• School Site Leadership Team is involved with the development of the School Plan for Student Achievement (SPSA). (Find your school’s SPSA at it’s website here)
• The leadership team (which may or may not be the same as the School Site Council), includes the coordinating point person, is responsible for the integration and success of both academic and student and family support services.
• Additional teams/committees (e.g. Family Partnership, Culture & Climate, Instructional) have membership that overlaps with the site’s primary Leadership Team and clear systems exist to make sure that committee proposals/decisions are communicated back to the leadership committee and vice versa.

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Coordinating Structures: Coordinating Point Person

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Coordinating Point Person(s)

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SFUSD Community School Coordinating Structures | Coordinating Point Person(s)

Coordinating Point Person(s): The coordinating point person facilitates alignment of school, family and community resources. �

• Position description outlines that a full-time director/coordinator is responsible for: joint planning with principal and school leadership team; recruitment, facilitation, and convening of partners; collaboration with school staff; facilitate regular partner meetings; coordinate with site stakeholders to use data to determine services and program needs and gaps and help recruit partners to fill gaps.
• The coordinating point person is a member of the school’s leadership team.

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The coordinating point person facilitates close communication among the principal, teachers, other school staff, and community partners.

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• Regularly scheduled meetings with principal.
• Meetings with grade level leadership teams.
• Facilitates (or oversees facilitation) of regular Partner Collaborative meetings.
• Facilitates (or oversees facilitation) of ongoing family member group meetings.

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The coordinating point person facilitates school and partnership data collection, sharing, and analysis.

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• Facilitates data sharing agreements between school and partners.
• Data are reviewed regularly by the Site Leadership Team and partners.
• Point Person is trained in the use of appropriate data collection and analysis.

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School and community partners assess the effectiveness of their relationships on a regular basis in order to continuously improve opportunities and supports.

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• Agreement on responsibility for shared results.
• Evaluations of partner programs (including satisfaction) in meeting stated goals/needs.
• Discussion about partnership relationships/effectiveness in Leadership Team Meetings.
• Participant satisfaction feedback (youth, families).

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Coordinating Structures: Coordinating Point Person

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Coordinating Point Person(s)

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SFUSD Community School Coordinating Structures | Coordinating Point Person(s) | Tools & Resources

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Coordinating Structures: Partnership Collaboration

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Partnership Collaboration

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San Francisco Community School Coordinating Structures | Partnership Collaboration

Partnership Collaboration: There are regular, structured, opportunities for community partners and school leadership to meet to align visions and match community assets with school needs.

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School personnel and community partners are organized into working teams focused on specific issues identified in the needs and assets assessment (e.g., mental health, after school, or mentoring).

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• Clearly defined purpose for each group.
• Rosters of working teams include families, students, and relevant community partners.
• Agendas and action updates of working teams.

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School personnel and community partners assess the effectiveness of their relationships on a regular basis in order to continuously improve opportunities and supports.

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• Agreement on responsibility for shared results.
• Evaluations of partner programs (including satisfaction) in meeting stated goals/needs.
• Discussion about partnership relationships/effectiveness and Senior Leadership Team agendas.
• Participant satisfaction feedback (youth, families).

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From Paul Revere

Partner Collaborative Meeting

San Francisco Community Schools Toolkit

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Steps for Aligning and Coordinating Partnerships at your School Site

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1. HOW: Create a culture that values partnership
1. Communicate to teachers, staff, students and families that all partners are valued equally to school staff, and are integral to student success
2. Make sure partners have the space and materials they need to succeed
3. Actively negotiate any potential conflict
4. Promote the notion that all students are everyone’s students
2. WHO: Compile a list of all partners working at your school
• You can start by finding a list of programs that have an MOU naming your school
• Enlist your after school or Beacon provider to share the partners that support after school programming
• Include any partners with whom you have a contract
3. WHAT: Create an onboarding package
• Work with your leadership team (which could include your social worker, Beacon director, AP, lead teachers, SSC chair, etc.) to determine the information, vision and values that you want to share with all partners
• Share logistics - where to park, how to access the building and classrooms, etc.
• Articulate your vision, values and goals - including classroom expectations
4. CONNECT: Assign each partner a point person and onboard each partner
• Ensure all partners have an individual onboarding
• Make sure each partner has a point person at the school - this can be the same person for all partners, or can be organized by content (wellness, literacy, college and career, etc).
5. COLLABORATE: Schedule at least two partnership collaborative meetings for the year
• Collaborative partnership meetings are a way to make sense of your school’s vision, hear from partners about their needs and strengths, and work together to meet the needs of your students
• Check out sample agendas here, and craft your agenda with your team

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San Francisco Community School Coordinating Structures | Partnership Collaboration

Steps for Aligning and Coordinating Partnerships at your School Site (Continued)

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6. TRACK: Collect and analyze data from partners strategically

• At a minimum, track the names of students who are receiving services from different community partners. This way you can see if there are duplications or gaps for students
• Other things to track include:
1. Student impact/achievement by service
2. Youth satisfaction of each partner
3. Referrals/suspensions by partner
• See sample tracker from Burton High School here.

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2. ACKNOWLEDGE: Celebrate the hard work and shared success you have achieved together
• This could be at your last collaborative meeting, or with an individual thank you to each partner at the end of the year
• Use data to highlight the work and success from the year, and to establish goals for the next year

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Additional Tools and Advanced Steps

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• Develop a resource guide of all partners
• This could be as simple as each partner’s picture with their name and a brief description of what they do, a lengthier comprehensive guide, or even a website
• Participate in the Community Partnerships Network
• Dozens of community organizations, public agencies, local colleges and SFUSD staff participate in this network, to share best practices and support each other to deepen partnerships to serve our students. Learn more and find resources at the Network website

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San Francisco Community School Coordinating Structures | Partnership Collaboration

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Coordinating Structures: Partnership Collaboration

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San Francisco Community School Coordinating Structures | Partnership Collaboration |

Tools & Resources

Partnership Collaboration

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San Francisco Community School Programmatic Components

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This final section describes the four primary programmatic components in the SFUSD Community School Framework, which are the four primary programmatic components of Beacon Community Schools. This folder contains a checklist for each programmatic component to self-assess your alignment to the community school framework. This folder has program examples from current Beacon and Community Schools across San Francisco.

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SFUSD Community School Programmatic Components

San Francisco Community Schools Standards, Indicators & Tools | Essential Community School Practices

Each programmatic component has 3 sets of resources:

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• A general description with broad tools and resources
• Each programmatic component in a community school framework, so that you can push your programs to be authentically connected and coordinated. Each of these can also be used as a self-assessment, and are in checklist form here.
• More specific direction about each programmatic component, with specific examples from San Francisco Beacon Centers and Community Schools.

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Expanded Learning programs are an integral part of young people's education, engaging them in year-round learning opportunities that prepare them for college, career, and life.

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Expanded Learning refers to before and after school, summer, and intersession learning experiences that develop the academic, social, emotional, and physical needs and interests of students. Expanded Learning opportunities should be hands-on, engaging, student-centered, results-driven, involve community partners, and complement learning activities in the regular school day/year.

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NOTE: Many SFUSD schools receive state and federal funding for ExCEL after school programs. For those schools with the ExCEL after school program, the Quality Action Plan process incorporates the SFUSD Community Schools Framework. All SFUSD Beacon sites also have ExCEL after school programs.

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Programmatic Component: Expanded Learning

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San Francisco Community School Programmatic Components | Expanded Learning

Expanded Learning

San Francisco Community Schools Toolkit

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Programmatic Component: Expanded Learning

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San Francisco Community School Programmatic Components | Expanded Learning | Best Practices in the Community School Framework

Expanded Learning in a Community School Framework

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To access this as an Expanded Learning Community School self-assessment, go here.

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Programmatic Component: Expanded Learning

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San Francisco Community School Programmatic Components | Expanded Learning

Expanded Learning - Program Examples

Note: In this section, everything that is in quotes is from the Beacon Community School section of the 2018-2023 DCYF RFP.

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Programmatic Component: Expanded Learning

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San Francisco Community School Programmatic Components | Expanded Learning

Expanded Learning

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San Francisco Unified School District's approach to Behavioral Health and Wellness is closely tied to Vision 2025 to ensure that we prepare our graduates to live, thrive, and succeed in San Francisco and beyond. Additionally, it is meant to improve the health, well-being, and educational outcomes of San Francisco Unified School District students, preparing them to be physically and mentally healthy community members who have the tools necessary to help build a safe, supportive, and thriving community.

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We accomplish this through school-based supports covering an array of health and wellness services offered within a tiered model that provides universal behavioral and social emotional supports and curriculum to all students. For students and families in need of higher levels of supports, a team of educators including social workers, nurses, and other health professionals respond with Trauma informed approaches rooted in Restorative Practices.

Through the collaborative support of all educators, in conjunction with families and community agencies, our focus is to ensure SFUSD students are safe, healthy, and ready to learn.

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Programmatic Component: Behavioral Health and Wellness

San Francisco Community School Programmatic Components | Behavioral Health & Wellness

Behavioral Health and Wellness

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Programmatic Component: Behavioral Health and Wellness

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Behavioral Health & Wellness in a Community School Framework

San Francisco Community School Programmatic Components | Behavioral Health & Wellness | Best Practices in the Community School Framework

To access this as a Behavior Health & Wellness Community School self-assessment, go here.

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Programmatic Component: Behavioral Health and Wellness

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Behavioral Health & Wellness - Program Examples

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San Francisco Community School Programmatic Components | Behavioral Health & Wellness

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Note: In this section, everything that is in quotes is from the Beacon Community School section of the 2018-2023 DCYF RFP.

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Programmatic Component: Behavioral Health and Wellness

San Francisco Community School Programmatic Components | Behavioral Health & Wellness | Tools & Resources

Behavioral Health and Wellness

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Students and their families are regularly confronted with a variety of transitions – changing schools, changing grades, encountering a range of other daily hassles and major life demands. Many of these can interfere with productive school involvement. A comprehensive approach to providing transition supports requires interventions within classrooms and school-wide and among schools sending and receiving students. The immediate goals are to enhance success during transitions and prevent transition problems. In addition, transition periods provide opportunities to promote healthy development, reduce alienation and increase positive attitudes toward school and learning, address systemic and personal barriers to learning and teaching, and re-engage disconnected students and families.

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The focus is on concerns related to:

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• Starting school and newly arriving – students and their families, new staff, volunteers, visitors (e.g., comprehensive orientations, welcoming signs, materials, and initial receptions; social and emotional supports including peer buddy programs; accommodating special concerns of those from other countries and those arriving after periods of hospitalization)

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• Daily transitions -- before school, changing classes, breaks, lunch, after school (e.g., preventing problems by ensuring positive supervision and safety; providing attractive recreational, enrichment, and academic support activities; using problems that arise as teachable moments related to enhancing social-emotional development)

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• Summer or intersession (e.g., catch-up, recreation, enrichment programs, service and workplace opportunities)

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• Matriculation – grade-to-grade – new classrooms, new teachers; elementary to middle school; middle to high school; in and out of special education programs; school-to-career/higher education transition (e.g., information; academic, vocational, and social-emotional counseling and related supports; pathway and articulation strategies; mentor programs; programs to support moving to post school living and work).

Programmatic Component: Transitions

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San Francisco Community School Programmatic Components | Transitions

Transitions

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Programmatic Component: Transitions

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Transition Programming in a Community School Framework

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San Francisco Community School Programmatic Components | Transitions | Transition Programming in a Community School Framework

To access this as Transitions Community School self-assessment, go here.

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Programmatic Component: Transitions

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Transitions - Program Examples

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Note: In this section, everything that is in quotes is from the Beacon Community School section of the 2018-2023 DCYF RFP.

San Francisco Community School Programmatic Components | Transitions

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Programmatic Component: Transitions

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Transitions - Other Tools

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San Francisco Community School Programmatic Components | Transitions | Tools & Resources

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Program Component: Family Partnerships

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Family Partnerships

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San Francisco Community School Programmatic Components | Family Partnerships | Family Partnerships in a Community School Framework

San Francisco educators recognizes that authentic partnerships with our students’ families and communities are essential to achieving our primary mission: that every student graduates prepared to succeed in college, career and life.

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Specific measures and goals for this work are included in SFUSD’s systems for accountability including our strategic plan, the School Quality Improvement System, the School Plan for Student Achievement, and the state-mandated Local Control and Accountability Plan.

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It is our collective responsibility, as school and community leaders, to reach out to welcome families, eliminate obstacles to their participation and facilitate ways to support their children’s success.

Research shows that the success of our work relies on the recognition that every family can and will support their child. By drawing on a family’s rich fund of knowledge about their children and community, we can partner with them to provide the best educational experience for their children.

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Program Component: Family Partnerships

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Family Partnerships in a Community School Framework

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San Francisco Community School Programmatic Components | Family Partnerships | Family Partnerships in a Community School Framework

To access this as a Family Partnerships

Community School self-assessment, go here.

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Program Component: Family Partnerships

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Family Partnerships - Program Examples

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Note: In this section, everything that is in quotes is from the Beacon Community School section of the 2018-2023 DCYF RFP.

San Francisco Community School Programmatic Components | Family Partnerships

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Program Component: Family Partnerships

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Family Partnerships - Program Examples

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San Francisco Community School Programmatic Components | Family Partnerships | Tools & Resources

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Program Component: Family Partnerships

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Community School - Implementation Timeline

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San Francisco Community School Programmatic Components | Family Partnerships | Tools & Resources

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Program Component: Family Partnerships

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Community School - Implementation Timeline

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San Francisco Community School Programmatic Components | Family Partnerships | Tools & Resources

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Acknowledgements

Acknowledgements

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Acknowledgements

San Francisco Community Schools Toolkit

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We would like to thank all those who helped create this toolkit!

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This toolkit was created and revised with the support, feedback and contributions of many many dedicated practitioners in San Francisco. Thank you!

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• Sally and Stefanie, and SFBI and SFUSD

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People

Milan Ardoin

Sarah Ballard-Hanson

Efrain Barrera

Bill Burke

Ed Cheveres

Michelle Cusano

Marco Durazo

Nestor Fernandez

Astrid Flores

Ruth Grabowski

Natalie Guandique

Francesca Gonzalez

Karina Henriquez

Leslie Hu

Eddie Kauffman

Mele Lau-Smith

Jibraan Lee

Annie Ma

Lorraine Orlandi

LaSaundra Owens

Gina Patterson

Matt Pemberton

Chip Rich

Julie Roberts-Phung

Amelia Rudberg

Liz Torres

Chris Tsukida

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And all those who came before us to build the culture, relationships and systems that allow us to thrive.

Organizations

SFUSD

SFBI

DCYF

Richmond District Neighborhood Center

Bayview YMCA

Buchanan YMCA

YMCA of SF

Real Options for City Kids

Telegraph Hill Neighborhood Center

Sunset Neighborhood Beacon Center

Bay Area Community Resources

Mission Graduates

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Tools Index

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Tools Index

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Google Drive folder link with all the tools listed below.

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Community School Practices:

Community School Standards Self-Assessment Checklist

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Shared Leadership, Vision, Goals, Outcomes, & Accountability

1. Power Sharing: Building Community School Partnerships from Friendship to Marriage
2. Participation and Decision making Continuum
3. Processes and protocols from the SFUSD iLab
4. Sharing Power & Practicing Democracy
5. Things to Keep in Mind-Family Leadership, Governance, & Site Planning
6. SFUSD School and District Governance & Advisory Groups
7. 2017-18 Budget and Governance Timeline
8. Bringing Racial Class & Culture Difference Checklist

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Strategic Data Collection and Analysis

1. Community Needs Assessment
2. Asset Mapping and Needs Assessment Tools (HTA)
3. Six Things Every Community Partner Needs to Know About Serving Schools (SFUSD)
4. Community School Asset Map
5. SFUSD Partnership Tool

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Intentional Coordination

1. Strengthening Partnerships: Community School Assessment List
2. Applying for a Memorandum of Understanding (SFUSD)
3. SFUSD MOU's by School Site
4. Partnership Collaborative Meetings
5. Partnership Orientations
6. Partnership Resource Guides
7. Partnership Onboarding Tools

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Continuous Learning and Improvement

1. Youth Program Quality Assessment (YPQA)
2. Embedding YPQA into staff culture
3. Community School Self-Assessment Checklist
4. Program Area Self-Assessment Checklist

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Site Leadership Team(s)

1. Participation and Decision Making Continuum (SFUSD)
2. Sharing Power & Practicing Democracy
3. Things to Keep in Mind-Family Leadership, Governance & Site Planning
4. SFUSD School and District Governance & Advisory Groups
5. Relationship between Site Leadership Teams

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Tools Index

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Tools Index

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Tools Index

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Tools to support your:

School Site Council (SSC)

English Learner Advisory Committee

Balanced Score Card Process

Balanced Score Card - Using Data

Early Education Family Council Toolkit

Find your school’s Balanced Score Card at it’s website here

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Coordinating Point Person(s)

1. Community School Coordinator Sample Job Descriptions and Hiring Process
2. Beacon Director Leadership Framework
3. Beacon Director Job Description Sample
4. Beacon Director Hiring process and questions
5. Partnership Collaborative Meetings

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SFUSD Community School Coordinating Structures

1. Partnership Collaborative Meetings
2. Partnership Orientations
3. Partnership Planning & Assessment
4. Partnership Alignment Assessment
5. Strengthening Partnerships: Community School Assessment List

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Program Areas

1. Program Area Self-Assessments

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Expanded Learning - Program Examples

1. Expanded Learning - SF Community School Self-Assessment
2. Acceleration at Everett Beacon
3. Summer Academic Program
4. Making the most of academic time for K-1
5. Flag Football League

Other Tools

• SFUSD ExCEL Department
• Youth Program Quality Assessment (YPQA)
• Embedding YPQA into staff culture
• Resource Guide for Beacon Center

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Behavioral Health & Wellness - Program Examples

1. Behavioral Health & Wellness - SF Community School Self-Assessment
2. Case Management through online referrals
3. Wellness Team and Health & Wellness Spirit Weeks
4. Junior Achievement Success Program (JASP)
5. #HAYisBAE Week (Healthy Active Youth is Best at Everything)

Other Tools

• Community School Climate Self-Assessment Tool
• Resource Guide for Beacon Center

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Tools Index

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Tools Index

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Tools Index

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Transitions - Program Examples

1. Transitions - SF Community School Self-Assessment
2. Freshman Leadership Institute
3. High School Academy
4. Incoming 6th Grade Tours

Other Tools

• Transition Self-Study

�Family Partnerships - Program Examples

1. Family Partnerships - SF Community School Self-Assessment
2. Coordinating Family Engagement Activities
3. Parent Passport
4. Affinity Group Family Dinners
5. Strengthening Families Program
6. Family Survey

Other Tools

• SFUSD Family Partnerships Resources
• Community & Family Engagement

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Tools Index

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Feedback Form

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Feedback Form

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Feedback Forum

San Francisco Community Schools Toolkit

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