Issue link: http://educator.cta.org/i/1543424
a. Chris Anderson, Stockton Teachers Assn. Stockton Teachers Association (STA) has 1,942 members and has been working on community schools since the CCSPP grants started in 2022. The Stockton school district received implementation grants for 20+ schools (out of 55 sites) in the first round. Additional schools were added in the next round for a total of 41 community schools — "and other schools are lined up," says STA President Dr. Chris Anderson. Sites that implemented community schools first have hired coordinators and are in the process of ensuring functioning steering committees. At the district level, the steering committee is meeting regularly and includes all labor inter- est-holders. The district is still working on getting parent and community groups engaged. "Our school board passed a resolution supporting community schools, and STA is currently working on community schools contract language that matches what's in the resolution. "When I went to the first community schools steer- ing committee for our district, I looked around the table and said, 'Where is the rest of labor?' We have nine different units in our district. Everybody needs to be a part of this; every unit and stakeholder needs to be represented. "We had to educate everyone about community schools, so that they know the grant money is to pay for coordinators — who are not just extra office workers — and to build teams and work with par- ents. It's about the site using the existing funds and community resources that they might not be taking advantage of. That is the needs and assets assess- ment: What are the needs at each school — a gym? Tutoring sessions? Classes for parents so they can support students in their learning? Food support? a. from one of the community schools trainings early on — essentially a demand to bargain. "One superintendent was open to community schools and applied for state funds. CUTA had applied for an NEA com- munity schools grant and was approved, and we used that for trainings. We started with one site, which already had a strong relationship with the community center and the church across the street. Now we have six sites — all with the SOP agreement in place. "An assistant superintendent came up with the SOP idea, and we wrote it collaboratively for the community schools site leader- ship teams. We [also] started an SOP handbook — a how-to, with procedures in place. "We put the SOP in the hand- book and inserted a section that states it cannot be changed without the permission of CUTA or the community schools steering team. We signed the docu- ment so it's binding and enforceable. And CUTA did not have to give up bargaining rights to put the agreement into the contract later. " The SOP is accessible to the community, parents, students, etc. and in that way holds the district accountable." CUTA's leadership and work with the SOP also serves as an example that other locals can follow. Roosevelt Elementary in Fresno celebrated Diwali Art Night as a community schools collaborative event. 3 Build relationships with your members and other interest-holders (parents, community partners and district) 3 Continued on Page 33 31 W I N T E R 2 0 26 Laura Bolton Chris Anderson