Community Schools@100% means all our students have the resources needed to succeed.
Community Schools@100% means all our students have the resources needed to succeed.
Ensuring early fully-resourced community schools for 100% of county residents. The 100% New Mexico action team identifies challenges, researches solutions and supports organizations in strengthening schools and enhancing the learning experience by providing funding for every school to adopt the community school model. This means school acquire the funding and staff to have a full time community school director, extra students tutors and navigators to help students access vital community services. A community school has the resources to welcome and support parents with evening and weekend support programs. The model can also include a school based health clinic. The long-term goal is creating a countywide system of community schools with collaboration and coordination with all city government, county government and non-governmental organizations within the county’s borders.
The 100% New Mexico community schools action team collects and analyzes data then identifies gaps in current school programming and support services. The 100% Community survey data, including informational interviews with residents of all communities within the county’s borders, reveal which populations and communities lack easy access to fully-resourced school with additional support programs for vulnerable students. The survey also reveals why fully-resourced schools with extra services and health care services may be difficult to access. Difficulties may include a lack of awareness of the community school model, lack of awareness of support programs, lack of transport to programs, lack of easy-to-access to services because of times of programs.
The 100% New Mexico community schools action team focuses on identifying which schools currently need capacity-building in order to meet the need. The team identifies partnerships to improve services. This can be done through a process of continuous quality improvement (the data-driven “assess-plan-act-evaluate” process).
The 100% New Mexico community schools action team focuses on identifying which private sector businesses can help schools become fully-resourced and adopt, if they wish, the community school model. The team works to create partnerships between businesses and school support systems and programs.
The 100% New Mexico community schools action team focuses on identifying how to use technology, including websites and apps, to increase awareness of parent supports, increase resources to provide services, and increase alignment of parent support services across all cities and communities within the county’s borders. The team also works to address the digital divide to increase access for all county residents to mobile devices and the Internet through community access points.
The 100% New Mexico community schools action team focuses on reaching all county residents in order to mobilize community teams to address the need for public school supports. The team works to engage all county residents who have free time (retirees, college students, etc.) to support fully resourcing every school. The team also works to create opportunities for all county residents to share their ideas for problem solving.
The 100% New Mexico community schools action team focuses on strengthening the capacity of all schools to increase their capacity to take on the components of a community school, including school-based health care, student supports and parent supports.The team focuses on how to fund schools to adopt the “community school” model with staff who can focus on creating school-based programs to support at-risk students (due to social adversity and adverse childhood experiences) and support parents and caregiving grandparents.
The 100% New Mexico community schools action team focuses on identifying which individuals and programs working with local higher education can support the community schools model and overall student program development and improvement efforts. This includes identifying support for surveying, data analysis, and researching solutions, along with engaging students and staff in fully supporting all public school improvement efforts.
The 100% New Mexico community schools action team focuses on identifying the capacity of city and county government to strengthen their current public school support efforts and expand them to meet the need. This includes a special focus on meeting the needs of the county’s most vulnerable students, parents and caregiving grandparents. Teams will recommend to local government the most up-to-date methods and software to accurately track school-based improvement program effectiveness.
The 100% New Mexico community schools action team focuses on identifying which programs the federal and state government offer to support the development of community schools. This process includes networking, advocating and grant writing.
The 100% New Mexico community action team focuses on the long-term goal of creating a county-city “Department of Community Schools” to focus on supporting the development of community schools (working in partnership with school leadership). This includes surveying residents on their access to fully-resourced public schools, their need for school-based student support programs and why they might be difficult to access. This proposed department could also support ongoing research in community schools and related programs across the county.
Inside The Center
Here’s a quick overview of what you will find below.
What Families Face
Short stories from families facing challenges, illustrating the need to address barriers to vital services.
10 Innovations Await
The sidebar menu takes you to ten innovations areas, each one providing projects action team members are implementing to remove barriers to services.
The Root Causes
We provide an overview of why families struggle to access vital services in what we might call “normal times” and in times of public health or economic crisis.
A Pandemic’s Impact on services
A brief review of how the pandemic impacts each county across the state.
Where on Earth
How solutions exist today.
The Center’s Mission
Community Schools for 100%
Welcome to the Center for Community Schools@100%, the nation’s first center to provide county and city stakeholders with research, data-driven strategies, insights and support to end education and health disparities on a countywide scale, ensuring all students can access quality fully-resourced community schools. Disparities may be the lack of access to the array of services and supports in a community school. Lack of school-based services to strengthen the learning environment has been with us for as long as we have created public schools on the planet. In the last few decades societies of all sizes have found ways to provide fully-resourced schools to all students needing such institutions.
In modern societies the cause of education and health disparities can often be tracked down to lack of investment in the human capital and resources to secure the right amount of staffing, programs, supports and health care providers for each public school. In the USA, a country with vast amounts of wealth and resources, we have all the technology and know how to make every school into a fully-resourced community school with a school-based health center offering medical, dental and mental health care.
One quick online search will overwhelm you with solutions to the education and health disparities problem. The enormous number of results shows that there are many people searching for answers, interested in understanding the root causes of disparities and how to solve it by funding the community school model.
When we begin to “Google it” for results:
Community Schools: 2,020,000,000
Wrap around services in schools: 51,000,000
Students needing behavioral health care: 69,200,000
School boards wanting to address ACEs: 12,100,000
Dental services on wheels: 36,000,000
“Education and health disparities, the result of underfunded and under-resourced schools, are a man-made problem, not an act of nature, requiring human ingenuity to solve.”
— From the book Community Schools@100%: How we ensure all county residents can access fully-resourced community schools
Within an internet full of valuable research, inspiring insights and distracting clutter, solutions await you here in the Center for Community Schools@100%. Your introduction to the issues here in the “Center’s Main Hall” guide you to what we call our ten “Innovation Areas” where action team projects await your review and engagement.
What the Center for Community Schools@100% provides you with are the strategies to ensure, county by county, that community school models can work effectively to serve all students and their families. We live in a time of vast knowledge regarding innovations in face-to-face and online learning, where the only reason for a student going without easy access to community schools in your locality is manmade. The human ingenuity you discover here can ensure that 100% survive and thrive.
Community schools, fully-resourced learning environments, have the capacity to empower students and the entire school community. Not only can community schools increase academic achievement, but the resources that are part of the model can also address a host of medical and mental health challenges, including student trauma associated with adverse childhood experiences (ACEs).
We can’t stress enough that a key component of ACEs and trauma prevention in the community schools model: schools that are designed to create learning environments where all students, including those with high ACEs scores, have the best chance to achieve success. There are a number of models for community schools with the following four components:
- Component One: A Director. Community schools have a full-time community schools director to work with students, staff, families and neighbors to develop a shared vision, then create partnerships with community assets to help achieve that vision.
- Component Two: Health Care and Other Services. Community schools ensure that all students and their families have access to the types of integrated support services shown to increase student health and safety and engage student’s families in the learning process. Potential services that are commonly found in community schools include school-based services, such as: health care, behavioral health care, dental services, tutoring, mentoring and out-of-school programs shown to strengthen student learning. These services can address ACEs and other challenges that students and families are facing.
- Component Three: Schools as Neighborhood Hubs. Community Schools promote authentic family and community engagement, transforming the school into a neighborhood hub that is open to the community for a variety of uses beyond school hours. They also promote inclusive, shared leadership at the school level so that the school is reflective of the vision of students, staff, families and the neighborhood.
- Component Four: Social Engagement. Community Schools offer a community-based curriculum that engages students in community service-learning and neighborhood activism so students become leaders in addressing the social conditions that produce a variety of social challenges, including ACEs.
With these four components in place, a school has the resources to become a community hub for all students, parents, family members and community agency workers. With community schools, if the staff don’t have what parents and students need in-house, they know where in the community resources exist and how to access them. With our 100% Community initiative, our job is to ensure that all nine other vital resources do exist.
There are decades of research to show that community schools increase a student’s capacity to learn and thrive. And having all the four components is key. There are a wide variety of ways to fund community schools. Each state can work to become a leader in this new way of creating school environments, where all students are poised for success.
The model works: Why aren’t all schools community schools?
We have millions of people reading thousands upon thousands of articles and books on how to empower students and increase academic achievement leading to job readiness. We have the research on how best to address, in school-based settings, the prevention and treatment of adverse childhood experiences and family trauma.
In the Center for Community Schools@100%, we address a very complicated system with numerous challenges. We also provide an overview of the community school model to demonstrate that the challenges are solvable. Get ready to be overwhelmed, also inspired. We will guide you through all the steps to put ideas into action.
As a society, we claim to treasure each student, yet our rates of adverse childhood experiences (ACEs), trauma and maltreatment tell a very different story. In 100% Community, one service among the ten we identify as vital are fully-resourced community schools with school-based trauma-informed behavioral health services.
Fully-staffed community schools are places where a new set of eyes, those of educators, tutors and mentors, can be focused on a student, as well as his or her parents. It’s in this context where challenges can be identified and ideally remedied in a timely manner. Furthermore, quality community schools provide parents with the security that their children are in an enriching, positive and safe environment. It’s win-win for everyone.
In the Center for Community Schools@100%, we take on a very complicated system with numerous challenges and opportunities. We provide an overview of early childhood learning program that offer solutions to the disparities challenge. Get ready to be overwhelmed, and also inspired. We will guide you through all the steps to put ideas into action.
One Model: Many Opportunities for Customization
Community schools come in many forms. While each one has the key four components, they may also provide different types of services and programs for students and family members. Our goal is to empower you and your action teams in creating a seamless system of support, enrichments and empowerment focused on student learning within a community school.
Lastly, our countywide system of community schools needs to provide a menu of empowerment/education programs that give student the best chance to be prepared for living and working in a future that’s still evolving. While there are many unknowns regarding the future workforce needs, we know some basic skills will be invaluable: critical thinking, creativity, and communication. In our perfect world, each county would have robust community schools that house a cadre of well-resourced staff with the skills to not only empower and educate students, but to invite parents into the school community through workshops on every topic relevant to child rearing, including awareness of ACEs and trauma. Ideally, all community schools have staff that can also serve as navigators, helping students and parents connect with all the vital services that support families of all income levels and cultures.
“Can’t all students enroll in community schools?”
We have a wealth of insights, ideas and research focused on public education and community schools. This information can provide every city and town with the knowledge needed to create a seamless system of community schools at every level of education.
What Families Face
*These are fictionalized profiles based on real New Mexican residents.
Jen and Marie's Story
It’s Time For Heroic Acts
You are about to review approximately 20 projects within ten innovation areas that can, if done successfully, improve the quality and accessibility of current services. The long-term goal of these innovations and projects is to ensure that 100% of county residents have access to this vital service. Your task is to review all projects, individually and as part of an action team, to identify which one you wish to implement. In the time it takes to enjoy a latte, you can give our menu of innovations a quick read, starting with Innovation #1: Tracking Supply and Demand and ending with Innovation #10: Developing the City Dept. of Community Schools. These include projects initiated by action teams focused on a county and all the communities within its borders.
Our students endure education and health disparities
Lack of fully-resourced community schools is impacting our most vulnerable students and families with consequences that may include failure to address adverse childhood experiences (ACEs), trauma and social adversity, as well as low academic achievement.
WHY STRUGGLING STUDENTS?
UNDERRESOURCED SCHOOLS DIMINISH OUR STUDENTS AND COMMUNITIES
While many opinions exist about how resourced a public school should be, we know that in schools without resources, some students will fall through the cracks. Today, schools are in a dramatic state of change. With research and innovation, they can evolve into safe centers of learning and empowerment. We can also design schools so that they align with parent’s work realities and schedules, creating family-friendly environments that serve students, staff and parents.
Tomorrow’s public schools will be the key frontline defense against many of the challenges facing students and their families, including health disparities. Every school can become what’s called a community school, which means they are funded and staffed to become vital community hubs for health care, food distribution, clothing banks for the needy, and places of important community resources and information in case of a public health and safety crisis. This will only happen, however, if they have the resources, staff and the know-how to do the job. The community school model makes sense especially in times of crisis and change, because schools are the one place that even kids in the most dire of circumstances somehow manage to get to most of the time.
The more fully-funded services we can pack into schools, the better: afterschool and summer programs, mentoring programs, social workers, case managers, employment centers, medical, reproductive and behavioral health services, and on-site tutoring. While coordinating and creating the funding streams for all these services may sound like a huge challenge, successful community school models have been in existence for quite awhile. Some already are performing this type of comprehensive, family-focused and student-centric programming for decades. The results are higher retention and higher graduation rates, as well as overall higher satisfaction from students and their parents.
We take on a very complicated system with numerous challenges. We provide an overview of the community school model within the public education system to demonstrate ways to address these issues. Get ready to be inspired. When a state has a networked system of fully-resourced community schools, our communities have the capacity to be healthier and safer, along with the resources to increase the success of all students. We will guide you through all the steps needed for transforming currently under-resourced schools into fully-resourced community schools.
In the Center for Community Schools@100% we seek to get to real-world solutions. We will guide you through all the steps needed to put ideas and gain buy-in for the model.
What are the root causes of the lack of community schools in the US?
Given we’re living in an epidemic of childhood trauma, why wouldn’t every public school now be funded to support all students with access to behavioral health, along with dental, medical care and tutors. The list is a long one.
Some root causes may include:
- People believe that schools are for teaching the basics, not providing emotional support and health care.
- We expect students (and their parents) to fix themselves if they face challenges with mental health, substance misuse and lack of resources.
- We think that if families need help with community services they should just pay for it, not receive it at school.
- Some think that it’s not the job of government to help traumatized students and their struggling parents through school services.
- People think that public schools can never find funding to become community schools.
- There are those that say, “Facing ACEs can be character-building.” With this belief, there’s certainly not a need to help students who live in households where abuse, neglect, substance misuse, domestic violence and untreated mental health challenges are the norm.
- As for why we need to transform our regular public schools into full service community schools, where students and their parents can access the support they need to increase school achievement, the answers are easy to identify.
“Do school classrooms really need to be more than one teacher, thirty desks with four walls? That’s all I had and I turned out fine.”
For students with ACEs, many will become marginalized as their fear of what awaits them at home far outweighs the pressure to study and achieve. Community schools are designed to offer the support needed for all students to thrive and succeed. The model also provides parents with the support needed to address ACEs. We know from child welfare data that most parents engaged with child protective services will be struggling with one or more of the following challenges: substance misuse, domestic violence and mental health challenges. Most parents have difficulty accessing help.
Sometimes, services don’t exist. Other times, parents are not aware of them or how to access them. Again, the community school model provides the staff and resources to engage with students and family members in significant ways, to ensure safer and healthier home environments, where learning is prioritized.
Who’s learning, who’s falling behind and who will fail?
We could overwhelm you with data on national and state public school attendance, grade averages and drop-out rates. What’s most important is that you paint a picture of the schools in your county. The 100% New Mexico Survey will tell you what parents and youth have to say about their access to schools that have resources. You can also compare and contrast graduation rates with schools in higher and lower income communities, as well as look at the difference between public and private schools.
One thing we can assure you, if a school district were to survey their students for ACEs, it would be a wake-up moment for the entire county. From the very small samples we have, a third to two-thirds of some public classrooms have students reporting three or more ACEs. And surveys from private schools would also make the story complete, documenting to what degree students of all socio-economic levels are enduring ACEs and the problems resulting from the pressure of attaining high scores, including substance misuse and emotional health challenges.
How does student marginalization happen?
Why would students be marginalized because of ACEs and trauma? The list is a long one. First, as we have discussed throughout the book, we have students flooding into the schools having endured (or enduring) trauma.
Students fall through the cracks for many reasons. While a school may call itself trauma-informed, this does not mean that the school has a school-based wellness center with full time behavioral health care staff, along with medical and dental care. Yes, staff may be able to acknowledge the students with high ACEs scores and be sympathetic to their situation. Outside of offering the occasional lessons on sharing feelings, however, students with ACEs in most standard public schools are on their own. School staff and teachers must often tread very, very carefully as they talk with students about their home lives, lest it mean potential abuse or neglect is revealed, requiring a call to Child Protective Services.
Teachers are in an impossible situation
In some schools, if staff reported all the students being potentially maltreated at home to child welfare, large segments of some classrooms would be meeting with child protective services investigators. School would cease to function.
So teachers and staff, who care deeply about students (or they would not be in education) turn a somewhat blind eye to students with ACEs in order to survive the day and do the best they can for all students. Many students with ACEs follow the school rules, doing their best while dreading going home to suffer in silence day after day, year after year. This scenario can change with a community school and a countywide effort to ensure vital family services.
Data Guides Action
Fast forward to your reality today: With data from the 100% New Mexico Survey and other sources, you have a good idea about where the need for community schools may exist in your county, and that’s why it’s difficult to access for families. While global, national and state data on community schools are very interesting and instructive, the real data that informs your work are generated by your 100% New Mexico initiative work diving deep into local neighborhoods and school districts. That said, you may be surprised by your survey results and learn that a challenge is far bigger or smaller or more localized than you originally thought.
But wait, google says there are answers!
With literally millions of people reading articles on ending education and health disparities disparities and thousands of foundations, governmental and non-governmental organizations focusing for decades on supporting student safety and success, why is access to community schools still so prevalent across fifty states? Why might a single mom, showing signs of trauma, not be aware of how helpful a community schools with behavioral health care services could be? Why don’t all parents of school-age children know about the benefits of the community school model? Why might a parent with involvement with child protective services not automatically be linked to a community school with a school-based health center? In a pandemic, can we afford to have any student or parent without a way to access a school-based medical center that can test and treat family members?
We don’t mean to question our good-hearted leaders in political, academic and philanthropic circles, but there appears to be a complete disconnect between those who claim to have answers and the actual implementation of solutions to ensure 100% of our residents are able to access community schools? What are our morals, ethics and values that allow lack of the services community schools can offer, including strengthening families and keeping students safe from ACEs, to exist amid so much abundance?
What kind of society would allow a policy of benign neglect to doom entire zip codes to lack of fully-resourced community schools? Why should our most vulnerable parents ever endure anxiety about raising a child without help from family support specialists working in a community school? If we ever needed a public and private sector solution to lack of community schools, this is the moment.
Truly, why are we all not asking in loud public forums, “What is the root cause of under resourced schools impacting our urban and rural communities in the US?”
Community schools are what we call a “thriving service” (alongside our services for survival). In our 100% New Mexico initiative, we focus on ensuring community schools across a county, serving all the communities within its borders. Simply put, problems related to student’s education and health disparities can generally stand in the way of a safe childhood, high academic achievement and high functioning, self-sufficient family.
Our best bet for addressing a host of challenges related to early disparities is ensuring that community schools are fully supported.
What We Know
Our county survey will tell you why families may seek school-based health supports but struggle to access health services at schools.
Which Schools Lack Support?
LACK OF FULLY-RESOURCED SCHOOL HAVE MANY CAUSES
With all the research we have on the power of community schools, and state-of-the-art technology delivering empowering and educational media streaming into homes and mobiles, it seems inconceivable that students in our country should suffer from lack of fully-resourced community schools.
In fact, the reality on the ground has been, up to now, difficult to gauge when it comes to specifically measuring the interest in community school services, as well as lack of those services, in communities. Are lots of students lacking basic skills and enduring untreated trauma due to lack of community schools? This is an important question, but the real question is, “What does an under-resourced schools look like?” Four students playing soccer on a school playground may not conjure up images of underfunded schools and student trauma. However, we don’t know how many ACEs on the ten question ACEs survey the students might score. We don’t know what their home environment is like and if it’s set up to empower them with educational experiences to supplement what is taught by teachers. We don’t know if their parents were just laid off and are struggling to find jobs to buy food and pay rent and gas money. We don’t know what special needs the students may have or if the school can address them? We have no idea if the school’s staff can produce job ready graduates.
What percentage of people lacking access to fully resourced schools is acceptable to you and your elected leaders? How does a pandemic impact the question of how difficult access to community schools in both rural and urban communities is? Should any student, anywhere in your county, face barriers to vital quality education and access to school-based health care?
WE ASK: WHAT CHALLENGES CAN A COMMUNITY SCHOOL ADDRESS?
Our list covers a range of problems that can be solved.
Our students and their parents face public health and economic crises. A community school can be a hub for vital resources when problems hit a family.
- Financial catastrophe: People lose their jobs for a variety of reasons all the time, often due to circumstances outside of their control. A sudden illness, either physical or mental, can also catastrophically knock out an income stream, forcing hard choices at the end of the month. School-based services can be a lifeline to much-needed services like health care and a food bank.
- Relationship catastrophe: Breakups and divorce throw entire families into an unstable situation, especially if one partner was dependent on the other’s income for transportation. A school with a full time navigator can help a struggling parent access vital services.
- Low wages: Employers don’t have to pay wages that would allow a full time worker to afford to pay all the bills throughout the month. Unexpected bills or taxes often mean there’s no money at the end of some months for food, utility bills, rent and gas money. A school’s parent liaison can help fix home challenges that impact a student’s mental and physical health.
- Chronic mental health issues: Parents with mental health challenges can’t always be a model parent without special supports. A school-based health center can address many mental health challenges that might lead to ACEs.
- Students in insecure situations: The fact is that some of our students are parenting themselves, as their parents are struggling with substance misuse, untreated mental health challenges or other problems. For this reason, students may need to be away from unsafe home environments as much as possible. A community school, with after-school, evening and weekend programs, can be a lifesaver for students in difficult home situations.
Data Guide Us
Fast forward to your reality today. With data from the 100% New Mexico Survey and other sources, you have a good idea about where the need for community schools may exist in your county and that’s why it’s difficult to access services for both parents and caregivers. While global, national and state data on community schools are very interesting and instructive, the real data that informs your work are generated by your 100% New Mexico initiative work diving deep into local neighborhoods. That said, you may be surprised by your survey results and learn that a challenge is far bigger or smaller or more localized than you originally thought.
Ensuring Services: A Local Challenge
People face different levels of hardship and risk during a pandemic directly related to their level of access to the 10 vital services for surviving and thriving. Inaccessible medical care, a lack of housing and food programs, and greatly increased joblessness during the associated economic downturn take a tremendous toll on families. It doesn’t have to be this way.
A Pandemic’s Impact on Services
Vital Questions Require Answers
In so-called “normal” times before the COVID-19 pandemic, health disparities were a fixture of our society. The pandemic has only increased the stresses on the health care systems as well as created more urgency for people to have timely access to prevention and treatment. The most pressing questions for your city, county and state elected leaders and stakeholders include:
- How do we collect, analyze and publish the most timely data to guide prevention strategies?
- How do we ensure enough COVID-19 tests and testing sites?
- How do we ensure providers have the protective equipment required to be safe?
- How do we ensure enough contact tracing?
- How do we prevent homelessness and hunger if people in lock down or quarantine lose their job?
- How do we strengthen mask-wearing and social distancing?
- How do we ensure treatment, both hospital beds and providers?
- How do we distribute the vaccine with buy-in from the public?
- How do we address depression and trauma by ensuring access to behavioral health care?
- How are vital family services for surviving and thriving made accessible to 100% of residents?
As you can see, question #10 places access to ten vital services into a comprehensive state and local strategy to prevent the pandemic. The 100% New Mexico initiative’s framework for ending barriers to services is vital and our work is urgently needed in each county. New Mexico State Senator Bill Soules, PhD, wrote in his Op-ed in the Las Cruces Sun News, “100% New Mexico: A model for COVID-19 Prevention and Treatment”:
“…an effective response to the pandemic goes beyond the medical sector. The countywide response required ten accessible services, allowing families to keep stabilized, supported, fed and housed, in order to comply with the state’s public health guidelines and to endure quarantining, isolating, social distancing and mask-wearing.”
We can happily report that many localities across the nation and globe have successfully created community schools, which may include a combination of public and private sector solutions.
Where on earth?
Where has this challenge been fixed?
Community Schools@100% is looking at tested learning program solutions, focused on innovations, projects, policies and programs implemented in large and small cities around the world.
If you have come this far, you know that ending underfunded schools in your community starts with knowing the magnitude of challenges faced that may include high rates of school drop out, low academic achievement, community substance misuse, domestic violence, child maltreatment, unemployment.
We present a challenge to you, your local business people and government leaders: Create a seamless countywide system of community school programs to make education and health disparities history so every student and parent gets the timely services they need so that all families can thrive.
As you will see below, we have offered only a sliver of what’s out there in terms of innovations that have been shown to reduce learning program disparities and to empower students. Some community school models have been with us for decades and are tried, true and evaluated strategies. Some are quite new and merit experimentation and their own evaluation. We do not lack solutions, just the political will to implement them.
Three important frameworks
As we say in 100% Community, we want to reference the data-driven framework called Continuous Quality Improvement and its four phases: assessment, planning, action and evaluation (100% Community, Chapter 29). This four-step process will guide your development of innovations in the arena of community schools. And, as a reminder, you will want to use Collective Impact (100% Community, Chapter 31) to organize your project and Adaptive Leadership (100% Community, Chapter 30) to determine if the particular challenge you seek to solve is technical, with established protocols for moving forward, or adaptive, where you are entering new uncharted territory without a clear path.
Designing a Countywide System
The past: How did we get to this point of needing family-friendly community schools and fully-resourced learning programs? Who exactly needs services to be “family-friendly” anyway? What are the problems the system is supposed to solve? Why don’t people just figure out the systems on their own? Can’t everyone access the services a community school provides in a timely manner?
The present (action agenda): Within this subject, we’ve identified ten strategies — called innovation areas — that can be used to tackle the community schools access problem. Within those we suggest about twenty 100% New Mexico initiative projects that you (yes, you) can take on, thus propelling your community towards fully-resourced schools in their many forms.
The future (goals): With enough work on these innovations/projects, we’ll get to the point where Innovation #10 — The creation of a City/County Department of Community Schools becomes a reality. With a state-of-the-art system of community schools in place, 100% of our county’s students and families could report excellent support and service.
Since we are currently in the present creating the future, your commitment to innovation is most eagerly sought and needed.
Partnerships and teamwork
At the heart of innovation are change agents implementing data-driven projects shown to fix barriers to services.
10 INNOVATIONS TO EXPLORE
CHANGE AGENTS NEEDED NOW
The following innovations represent strategies that have the capacity to increase access to community schools to ensure our student and their families are able to get to vital programs in order for students to be empowered, healthy, safe and successful.
As you will see as you explore Innovations #1–#10, a countywide system of community schools engages all stakeholders within the county’s borders that include data specialists, school leaders, technology experts, public awareness specialists, health care providers, city mayors, council members and county commissioners. Your work will be groundbreaking as it unites leaders in all sectors to achieve one goal: Community Schools for 100%.