Issue link: http://educator.cta.org/i/740763
CCPA began transitioning to a community school model in 2006, and has built on its success ever y year since. In Sonoma, El Verano Elemen- tary School transitioned to a community school last year (see stor y, page 19). Educa- tors working at the pre-Kâ5 campus believe the decision has improved the quality of life for students and families, which will pay of f in higher achievement and increased well-being. Stu di e s sh ow th at c ommunity s ch o o l s of ferin g wraparound services have a positive impact on learn- ing and student performance. A recent Stanford study of five community schools in Redwood City found i n c re a s e d m o t i v a t i o n a n d a c a d e m i c c o n f i d e n c e among students, translating into math gains for all students and better English language development scores for English learners. Heart and soul of the community e community school movement is also about return- ing public schools to their status as the heart and soul of the community, where people gather for meetings, enjoy the arts and celebrate important events. It's in keeping with the broader role of supporting and taking ownership in a school. Community schools are not supposed to be top-down. The goal is for parents, teachers, a d m i n i s t r a t o r s a n d students to work col- laboratively so that they as stakeholders create and maintain partner- ships and ser vices to h elp stud ent s thrive. Another goal is to foster leadership skills in parents. At CCPA that is happening: e Parents Leadership Team rallied enough support to save the adult education program from being dismantled in 2012-13. United Teachers Los Angeles is pushing for more community schools to be established as part of its Sustainable Neighborhood Community Schools plan. UTLA President Alex Caputo-Pearl believes that mak- ing schools the " heart and soul" of the community is essential to the well-being of students â and is a way to address racial, economic and educational inequities. When schools are embraced by the community they serve, observes Caputo-Pearl, they can't be "taken over" by billionaires seeking to privatize public education (see story on UTLA, page 22). Some community schools are opening playgrounds on weekends for neighborhood children. Such "joint use" programs in San Francisco, in New York, and in rural schools like El Verano Elementary in Sonoma show the benefits: Vandalism has decreased, and weekend users feel a sense of stewardship for school playgrounds that double as parks. Dovetails With Local Control e Local Control Funding Formula (LCFF) ties in nicely with community schools, sharing similar goals of foster- ing parent engagement, improving school climate, and helping students with high needs. e LCFF, which provides extra funding for low-in- come students, English learners, foster children and homeless students, allows districts and schools to fun- nel funding into appropriate social services and gives districts more flexibility in how they use their resources. Schools don't need to pay high costs for these social services if they partner with public agencies, nonprofits "The school feels like a family, with all the love and challenges of being a family. We are able to be very responsive to the specific needs of our students." â PERRY BELLOW-HANDELMAN, ethnic studies teacher, Coliseum College Prep Academy Parents, such as Michael Ford, above, chatting with CCPA teacher Perry Bellow-Handelman, are welcome and involved at community schools. Photo by Kim Sanford. 20 cta.org FEATURE