Professional Documents
Culture Documents
(Download pdf) Community Partnership Schools Jarrad D Plante full chapter pdf docx
(Download pdf) Community Partnership Schools Jarrad D Plante full chapter pdf docx
D. Plante
Visit to download the full and correct content document:
https://ebookmass.com/product/community-partnership-schools-jarrad-d-plante/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
https://ebookmass.com/product/arcane-schools-john-yarker/
https://ebookmass.com/product/international-project-finance-the-
public-private-partnership-felix-i-lessambo/
https://ebookmass.com/product/teachers-schools-and-society-10th-
edition/
https://ebookmass.com/product/money-and-schools-7th-edition-
ebook-pdf/
Trans Children in Today's Schools Aidan Key
https://ebookmass.com/product/trans-children-in-todays-schools-
aidan-key/
https://ebookmass.com/product/asset-building-community-
development/
https://ebookmass.com/product/reimagining-industry-growth-
strategic-partnership-strategies-in-an-era-of-uncertainty-daniel-
a-varroney/
https://ebookmass.com/product/community-nutrition-ebook-pdf-
version/
https://ebookmass.com/product/planning-for-community-phil-
heywood/
Community
Partnership Schools
Developing Innovative
Practice Through
University-Community
Partnerships
Edited by
Jarrad D. Plante · Amy Ellis
Rethinking University-Community Policy
Connections
Series Editors
Thomas Andrew Bryer, University of Central Florida, Orlando, USA
John Diamond, Edge Hill University, Ormskirk, UK
Carolyn Kagan, Manchester Metropolitan University, Manchester, UK
Jolanta Vaičiūnienė, Kaunas University of Technology, Kaunas, Lithuania
Rethinking University-Community Policy Connections will publish
works by scholars, practitioners, and ‘prac-ademics’ across a range of
countries to explore substantive policy or management issues in the
bringing together of higher education institutions and community-based
organizations, nongovernmental organizations, governments, and busi-
nesses. Such partnerships afford unique opportunities to transform prac-
tice, develop innovation, incubate entrepreneurship, strengthen commu-
nities, and transform lives. Yet such potential is often not realized due to
bureaucratic, cultural, or legal barriers erected between higher education
institutions and the wider community. The global experience is common,
though the precise mechanisms that prevent university-community collab-
oration or that enable successful and sustainable partnership vary within
and across countries. Books in the series will facilitate dialogue across
country experiences, help identify cross-cutting best practices, and to
enhance the theory of university-community relations.
Jarrad D. Plante · Amy Ellis
Editors
Community
Partnership Schools
Developing Innovative Practice Through
University-Community Partnerships
Editors
Jarrad D. Plante Amy Ellis
AmeriCorps NCCC University of Central Florida
Washington, DC, USA Orlando, FL, USA
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
Nature Switzerland AG 2023
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc.
in this publication does not imply, even in the absence of a specific statement, that such
names are exempt from the relevant protective laws and regulations and therefore free for
general use.
The publisher, the authors, and the editors are safe to assume that the advice and informa-
tion in this book are believed to be true and accurate at the date of publication. Neither
the publisher nor the authors or the editors give a warranty, expressed or implied, with
respect to the material contained herein or for any errors or omissions that may have been
made. The publisher remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.
This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
The editors dedicate this book to the students, families, schools, community
members, and leaders with whom we have the pleasure of serving alongside
to realize potential and strengthen communities.
Acknowledgments
vii
Introduction
“If you want to go fast, go alone. If you want to go far, go together.” This
African proverb is at the heart and soul of the UCF Center for Commu-
nity Schools and the Community Partnership Schools™ model, a quote
enshrined at the University of Central Florida’s downtown campus for all
to read and ponder.
The Coalition for Community Schools defines the term community
schools as “both a place and set of partnerships between a school and
other community resources. It’s integrated focus on academics, services,
and supports leads to improved student learning, stronger families, and
healthier communities.” The characteristics of a community school differ
from traditional school models. Some features include (a) a comprehen-
sive array of services—before/after school options, expanded learning
opportunities, parent engagement classes, and health services; (b) coor-
dinating of services—integrating student and family services into core
instruction; (c) community and family involvement—meeting the needs
of children by working closely with families and community members;
and (d) whole school change—creating an environment of wellness, and
school-community interventions to promote a culture of good atten-
dance and achievement (Martinez, Hayes, & Silloway, 2013). Although
community schools incorporate similar characteristics, they can have
varying models, including the Community Partnership Schools™ model.
The Community Partnership Schools™ model includes four (or more)
core partners that are essential to the success of each CPS. Partners work
together to secure resources to address student, family, and commu-
nity needs. The four core partnerships include: (a) school district, (b)
ix
x INTRODUCTION
Jarrad D. Plante
Amy Ellis
Praise for Community Partnership
Schools
xiii
xiv PRAISE FOR COMMUNITY PARTNERSHIP SCHOOLS
xv
xvi CONTENTS
Conclusion 117
Notes on Contributors
xix
xx NOTES ON CONTRIBUTORS
Plante Jarrad D., Ed.D., CNP serves as a Unit Leader for AmeriCorps
NCCC FEMA Corps. A Realtor and Certified Nonprofit Professional,
Plante received his Doctor of Education in Educational Leadership for
Higher Education & Policy Studies (HEPS) from the University of
Central Florida (UCF). He is an Eagle Scout and an AmeriCorps*NCCC
alumnus. His research interests include domestic, international, and
the institutionalization of service-learning, community engagement, and
national service. His published works include: The Central Florida Service
Collective: Connecting National Service to Higher Education to Strengthen
Communities; Civic Value of National Service: Ethics to Students; City
Year History, Model, and Impact; and Teammates For Life. Plante has won
several awards for his scholarship including the Graduate Research Forum
as well as the Service-learning Showcase. As a community connector,
Plante developed and leads the Central Florida Service Collective—an
incubator of service-year programs and partnering organizations for the
purpose of collaborating on service-related engagement that positively
impacts the community.
Vanderpool Curtesa L. Central Florida Area Director for Community
Partnership Schools, holds a bachelor’s degree in biology from Oakwood
University and a master’s degree in biomedical sciences from Barry
University. Although she has always had a love for seeing the world as
a better place for all, she gained her passion for children and families
as a missionary in college. Vanderpool traveled nationally and interna-
tionally with N.A.P.S. (the National Association for the Prevention of
Starvation), bringing relief to children and families through housing,
feeding, and medical and educational programs. A former educator with
Orange County Public Schools, Vanderpool has an extensive background
in education and gained additional experience in nonprofit administra-
tion by serving as the Assistant Director and then Director at Evans
High School, A Community Partnership School. Now in the role of Area
Director, she is able to support five of the 21 Children’s Home Society
Community Partnership Schools as well as co-lead statewide health care
strategies. Vanderpool’s continued mission is to be an Educator and
Advocate who inspires individuals to live their best lives.
Wheeler Jarvis serves as the Statewide Director of Community Part-
nership Schools (CPS) at Children’s Home Society of Florida (CHS).
Passionate about youth advancement and community development,
NOTES ON CONTRIBUTORS xxiii
xxv
List of Tables
xxvii
CHAPTER 1
Amy Ellis
A. Ellis (B)
University of Central Florida, Orlando, FL, USA
e-mail: AmyEllis323@gmail.com
The feeling that the school is not doing all that it should do in simply
giving instruction during the day to a certain number of children of
different ages, the demand that it shall assume a wider scope of activi-
ties having an educative effect upon the adult members of the community,
has its basis just here: We are feeling everywhere the organic unity of the
different modes of social life, and consequently demand that the school
shall be related more widely, shall receive from more quarters, and shall
give in more directions. (p. 2)
It was noted by Dryfoos (2002) that “John Dewey brought the school
into the community and Jane Addams brought the community into the
schools” (p. 394).
World War I negatively impacted support for community school inno-
vations, and the rise of the professional social worker in the 1920s
diminished the settlements’ volunteer approach to providing resources for
the poor (Benson et al., 2009; Fusarelli & Lindle, 2011; Husock, 1992).
Americans’ concerns that social services imbedded in schools would dilute
the academic focus increased, and fears of socialism rose (Fusarelli &
Lindle, 2011). The community school approach gained favor again in
the 1930s when fears of socialism subsided and a focus returned to the
whole child (Benson et al., 2009; Fusarelli & Lindle, 2011; Prout, 1977).
This began the second generation of community schools, as defined by
Children’s Aid Society (2011).
The term, community school, began to be used in the 1930s when
referring to schools that used their educational facilities to offer commu-
nity resource services to members of the community (Prout, 1977).
Against the backdrop of the Great Depression, Eleanor Roosevelt, a
supporter of John Dewey’s perspective on education, envisioned a school
as the center of a community (Parker, 1991). In 1934, Roosevelt
appointed Elsie Ripley Clapp as Community School Director to build
a community school in Arthurdale, WV (Moyer, 2009; Parker, 1991;
Stack, 1999). Clapp was an associate of John Dewey and had made
significant contributions to community schooling and progressive child-
centered education (Moyer, 2009; Parker, 1991; Stack, 1999). Under
Clapp’s direction, Auburndale opened a community school in 1934, but
1 THE COMMUNITY SCHOOLS CONCEPT 7
it closed two years later when funds to sustain the effort could not be
secured (Parker, 1991).
In 1935, a start to a long-term partnership began between Charles
Stewart Mott, an engineer and philanthropist, and Frank J. Manley, a
Flint, MI, educator and city recreation leader (Campbell, 1972; Decker,
1999; Dryfoos & Maguire, 2002). Mott believed schools should be used
by the community when not in use by the school (Benson et al, 2009).
After Manley gave a speech about community-driven programming to the
Flint Rotary Club, the two men teamed to deliver community educa-
tion and recreation programs (Campbell, 1972; Decker, 1999). Mott
contributed $6000 from the Charles Stewart Mott Foundation to Flint
public schools to encourage the use of school facilities, and the two
men initiated the “lighted schools” community school (Dryfoos, 2002;
Prout, 1977). Initially, Manley and Mott’s work focused narrowly on
lessening the delinquency of juveniles by offering recreational activities
during non-school hours in school facilities. Their shared vision eventually
evolved into years of partnering on community school development and
advancing the principles of community schools (Campbell, 1972; Decker,
1999; Dryfoos, 2002). The Charles Stewart Mott Foundation has, since
its inception, invested steadily and significantly to advance the commu-
nity school concept nationally and internationally (Children’s Aid Society,
2011; Rogers, 1998).
By the 1940s, most cities provided residents with public health
services, with many being delivered by the schools (Fusarelli & Lindle,
2011). The 1950s brought desegregation orders for U.S. schools; and
during the 1960s, community control efforts drove the decentralization
of many school systems (Kane, 2007; McNeal, 2009). The government
was involved in the delivery of health services, but questions surfaced
about who should pay for and receive these services (Fusarelli & Lindle,
2011).
The Children’s Aid Society (2011) noted that the 1960s marked the
third generation of major community school investment and growth.
In 1964, then-President Lyndon Johnson initiated a national campaign,
the “War on Poverty,” which significantly increased school-based social
service funding (Fusarelli & Lindle, 2011). Under Johnson’s leadership
and as the driver of his War on Poverty, the Elementary and Secondary
Education Act was passed in 1965. This legislation dedicated significant
federal funding to schools that served low-income, high-needs students,
bringing education into the forefront to minimize the effects of poverty
8 A. ELLIS
Evans High School in the Pine Hills area of Orlando was identified as the
implementation site for the first community school of its kind in Florida.
In 2010, following much discussion and planning, UCF, the Children’s
Home Society of Florida and Orange County Public Schools signed a
long-term memorandum of understanding (MOU) to establish a partner-
ship to lead the development of a community school in Orange County.
Two years later, these partners were joined by an additional core partner:
Central Florida Family Health Center, a federally qualified health center
(FQHC).
During the 2010–2011 school year, Evans High School was a Title I
high school, serving an estimated 2500 students in grades 9–12 (FDOE,
2018). FDOE data showed that 100% of students were on free or
reduced lunch plans. Minority enrollment at the school was 98%, with
85% of students self-reporting as Black. More than 12% of the students
were enrolled in an English for other languages (ESOL) program as
non-English-speaking students, most of these Creole-speaking Haitian
students. Between 1999 and 2010, the school received Florida school
performance grades of F four times, and grades of D seven times. In
2006–2007, the school had a graduation rate of less than 50% and was
considered a dropout factory (Sparks, 2018). In the 2010–2011 school
year, only 18% of the school’s students scored at a level of proficiency or
higher in reading. The school began transitioning the high school to a
community school (Community Partnership Schools™) in 2010–2011 to
improve academic, attendance, graduation, and behavior measures.
The planning stage for Evans as a community school began in August
2010 with the first community school coordinator/senior administrator
hired by the school district to align Evans’ school operational compo-
nents (later known as pillars) and to develop processes to implement
additional programs and services. The first community school director
was hired through the nonprofit partner during the 2011–2012 school
year to further implementation efforts, and Evans High School officially
announced it had become a community school during a grand opening
ceremony in August 2012.
14 A. ELLIS
Statewide Developments
Since the long-term strategic partnership between UCF and Children’s
Home Society of Florida (CHS) began in 2009, many statewide develop-
ments have taken place. Evans High School was established as a commu-
nity school in 2010. Over the next three years, Evans’ metrics of improved
graduation rates and school grades, decreased disciplinary incidents, and
improved attendance ignited interest across the state. Working together
at a statewide level, UCF and CHS committed resources to sustain and
expand the impact of community schools in Florida. With increased
interest by legislators in Tallahassee and by communities across the state,
the Florida Legislature appropriated funds in 2014–2015 through the
University of Central Florida to establish the UCF Center for Community
Schools as the technical assistance provider and to provide planning grant
funds to Florida communities interested in replicating the Evans High
School community school effort. In the fall of 2014, UCF’s Center for
Community Schools and Child Welfare Innovation was founded, a name
later shortened to UCF Center for Community Schools. For replication
purposes, the community school concept that began implementation at
Evans High School in 2010 was defined as a model in 2016, renamed
as a “Community Partnership School.” Originally housed in the College
of Health and Public Affairs, UCF Center for Community Schools was
realigned with UCF’s College of Community Innovation and Education
in 2017 during the university’s college reorganization.
While statewide community interest in developing Community Part-
nership Schools outgrew legislative funding initially, with greater under-
standing of the impact, Florida legislators increased funding and defined
community school policy to institutionalize and ensure greater expansion
of the model throughout Florida. From the 2014–2015 to 2017–2018
school years, a total of $4,085,000 was invested by the Florida Legislature
for community school expansion. Another $1.4 million was appropriated
in 2018–2019. In 2019, the Florida Legislature defined the Community
School Grant Program through policy (S.B. 7070, 1003.64), commit-
ting increased funds ($7.1 million) for expansion of community schools
in the 2019–2020 fiscal year. Community school grants were provided to
11 new sites in 2019, expanding the initiative from 15 to 26 sites across
the state. The same level of funding ($7.1 million) was committed in
1 THE COMMUNITY SCHOOLS CONCEPT 15
Conclusion
Community schools have a long history dating back to the late nine-
teenth century. Existing worldwide, community schools have localized
functions, but core to all community schools is the harnessing of collec-
tive partners to provide access to needed resources for students, families,
and communities. With understanding of community schools across the
country, support and commitment of resources have ebbed and flowed in
the form of grant programs and policy at federal and state levels.
The Community Partnership Schools™ (CPS) model community
school was piloted at Evans High School in Orlando, FL, in 2010. Posi-
tive trends for student outcomes at Evans ignited interest across the
state, and over the next several years the initiative had great advance-
ment in support and expansion. As of 2022, 29 Community Partnership
Schools were being implemented across the state of Florida, a number
that continues to grow with understanding and exposure to the impact of
the model.
1 THE COMMUNITY SCHOOLS CONCEPT 17
References
Addams, J. (1909). The spirit of youth and the city streets. Macmillan. Reissued
by the University of Illinois Press in 1972.
Addams, J. (1910). Twenty years at Hull-House. Macmillan.
Applicant info and eligibility. Office of Elementary and Secondary Education.
(2021, April 16). https://oese.ed.gov/offices/office-of-discretionary-grants-
support-services/school-choice-improvement-programs/full-service-commun
ity-schools-program-fscs/applicant-info-and-eligibility/
Benson, L., Harkavy, I., Johanek, M., & Puckett, J. (2009). The enduring appeal
of community schools: Education has always been a community endeavor.
American Educator, 33(2), 22–29.
Bhavnagri, H., & Krolikowski, S. (2000). Home-community visits during the era
of reform (1870–1920). Early Childhood Research and Practice, 2(1), 2–36.
Biag, M., & Castrechini, S. (2016). Coordinated strategies to help the whole
child: Examining the contributions of full-service community schools. Journal
of Education for Students Placed at Risk, 21(3), 157–173.
Bireda, S. (2009). A look at community schools. Center for Amer-
ican Progress. http://www.americanprogress.org/wp-content/uploads/iss
ues/2009/10/pdf/community_schools.pdf
Blank, M., Melaville, A., & Shah, B. (2003). Making the difference: Research and
practice in community schools executive summary. Coalition for Community
Schools Institute for Educational Leadership.
Campbell, C. (1972). Contributions of the mott foundation to the community
education movement. The Phi Delta Kappan, 54(3), 195–197.
CARES Act Emergency Relief. U.S. Department of Education. (n.d.). CARES
act emergency relief . https://www.ed.gov/coronavirus/cares-act-emergency-
relief
Children’s Aid Society. (2011). Building community schools: A guide for action.
The Children’s Aid Society.
Coalition for Community Schools. (2017). Community schools: A whole-child
framework for school improvement. Institute for Educational Leadership.
http://www.communityschools.org/resources/default.aspx
Community Schools. (n.d.). 25,000 Community Schools by 2025. https://www.
communityschools.org/
Crowson, R. L., & Boyd, W. L. (1993). Structures and strategies: Toward an
understanding of alternative models for coordinated children’s services. https://
files.eric.ed.gov/fulltext/ED400349.pdf
Decker, L. (1999). The evolution of the community school concept: The leadership of
Frank J. Manley. National Community Education Publication Series. National
Community Education Association.
Dryfoos, J. (1994). Full-service schools: A revolution in health and social services
for children, youth, and families. Jossey-Bass.
18 A. ELLIS
D. Hale (B)
Florida Memorial University, Miami Gardens, FL, USA
e-mail: Donnie.hale@fmuniv.edu
R. Palmer
University of Central Florida, Orlando, USA
e-mail: Robert.Palmer@ucf.edu
evaluation. The UCF Center for Community Schools has taken best prac-
tices from various community school approaches and a clearinghouse of
other sources to support the implementation of community schools in
Florida. It is the fundamental belief of the center that community schools
are an approach to respond to educational crisis. As a technical assis-
tance center housed at an institution of higher education, the center
recognizes the great benefit of aligning college or university resources
to provide assistance that enhances learning and additional supports
(i.e., wellness supports, family and community engagement, collabora-
tive leadership) for improved student educational outcomes. Through
the involvement of college or university core partners at each Commu-
nity Partnership School site, an approach grounded in the larger strategy
of university-assisted community schools, partnerships can be developed
across academic disciplines providing benefits for all parties involved.