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I wonder about using this as a point of integration with Multi-Tiered Systems of Support efforts

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strengths/needs assessment and gap analysis and how these are used for planning on an ongoing basis - calling out collection of data would be important to I think

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struggling on having collaborative leadership + regularly convening + organizing school personnel into 3 separate categories - could the 2 latter categories be added or merged with "collaborative leadership and practice strategies"

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Is this referring to partner programming, or monitoring of the strategy itself?

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A lot of these indicators are lagging and may not be measurable in the first few years of a grant.

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A lot of these indicators are lagging and may not be measurable in the first few years of a grant.

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read collaborative leadership first and then this indicator and didn't realize this would be its own indicator. i'm struggling a bit on differentiation between these 2 indicators. i've always thought of them happening together

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does more than "measures family engagement" maybe fosters, builds, and measures?  values, builds, and measures?

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does more than "measures family engagement" maybe fosters, builds, and measures?  values, builds, and measures?

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Families are not a part of collaborative leadership?

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Families are not a part of collaborative leadership?

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Does this include different types of reports shared to key stakeholders? Can examples be outlined here

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Does this include different types of reports shared to key stakeholders? Can examples be outlined here

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inclusion of community members and school partners being brought to the table to share in decision-making

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identify, develop, and coordinate    put them in the order that they typically happen?  

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identify, develop, and coordinate    put them in the order that they typically happen?  

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Would this be an indicator within Collaborative Leadership? 

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Would this be an indicator within Collaborative Leadership? 

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Using data to drive decisions and continuous improvement.

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Using data to drive decisions and continuous improvement.

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could include language about collaborate leadership including community members as well. 

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could include language about collaborate leadership including community members as well. 

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This seems like something most schools could meet - all schools in our district have many different teams already. On our BOY coordinator survey people report on participation in 9 core school and 5 community teams. It seems reasonable at least at the school level.

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Agree that engagement is also a component alongside the partnership work.

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Needs to include language about families & caregivers participating in the learning and achievement of their children. Right now it reads more that families & caregivers are leaders in the CS.  

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Needs to include language about families & caregivers participating in the learning and achievement of their children. Right now it reads more that families & caregivers are leaders in the CS.  

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Rather than just saying that all stakeholders are working towards "students' education", can we say we are working towards student success? "Success" focuses on their achievement in and outside of school

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I like this but would like to add something about programming for them too.

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This should def mention during school strategies expanding and enriching classroom curriculum and learning opportunities. By not bringing teachers and classroom experience into the definitions educators often do not feel a part of this strategy. 

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This should def mention during school strategies expanding and enriching classroom curriculum and learning opportunities. By not bringing teachers and classroom experience into the definitions educators often do not feel a part of this strategy. 

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Project Based Learning is too narrow and puts the emphasis that students all learning best this way. Also solving community problems - what does that even mean?

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Project Based Learning is too narrow and puts the emphasis that students all learning best this way. Also solving community problems - what does that even mean?

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in implementation i have always thought of it and read it as opportunities for students that go beyond. this could be field trips, a summer bridge program, working with you afterschool program or summer school programs to better meet needs of students, bringing speakers and programs to your school site

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I think it might be helpful to indicate real-world application of school-day curriculum/standards or extension of curricular content in expanded learning programs/opportunities. I also like the idea of measuring alignment of school day/OST - somehow. We can theorize there is greater alignment in community schools than traditional schools with OST partners, but it would be great to formalize that a bit.

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Does "expanded" have to mean "out-of-school" or could it mean to also expand curriculum topics, learning strategies, etc. 

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Does "expanded" have to mean "out-of-school" or could it mean to also expand curriculum topics, learning strategies, etc. 

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Frequency could be tricky to measure, e.g. it might be OK if some activities occur annually or less frequently.

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Include language around Community Based - Learning opportunities such as gardens, traffic planning, design etc.

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Include language around Community Based - Learning opportunities such as gardens, traffic planning, design etc.

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Do we want to just say "project based learning?" This seems too limiting. Perhaps we say "project based learning and other programming...."

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Is this measuring the "intentional collaboration between educators and community partners?" or is it measuring the quality of the ELOs?

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this shouldn't be limited to project based or community problem solving (as awesome as those are). also don't limit to just partner- led, our school staff lead some incredible learning experiences outside of the classroom

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Why is this just defining expanded and enriched learning time as out of school time? Not school day enrichment as well?

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100% my own ignorance on project-based learning - is this too narrow/does it leave out other applied learning opportunities?

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100% my own ignorance on project-based learning - is this too narrow/does it leave out other applied learning opportunities?

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we should leverage existing family engagement research. It's not just about leadership or participation in decision making but about how schools build relationships with families as patners in their child's success, which depends on authentic relationship building, ongoing systems for two way communication and academic partnering (carla)

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Some initiatives call this community councils or community school councils.

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Some initiatives call this community councils or community school councils.

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"how well the program is going" is a little too subjective.  

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"how well the program is going" is a little too subjective.  

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Definition – The process in which services and programs are managed by measures that explain how well the program is going and what can be done to improve it. Regularly assessing program quality looks at the frequency in which community school grantees formally discuss, present, and make changes to their implementation plan by examining individual student data, participant feedback, and aggregate outcomes to develop strategies for improvement.

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Definition – This indicator measures how state, district, and local leaders deliberately organize school personnel and community partners into disciplined working teams focused on specific issues based on quantitative and qualitative data. Convenings and engagements may be in person or virtual and include teams focused on specific issues identified in a grantee’s needs and assets assessment.

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Definition – Regularly convening or engaging initiative-level partners is a networking space for policy development, resource alignment and communication for leaders whose responsibilities reach across a shared population of residents within a defined geographical region to decide how to build and sustain a system of Community Schools. Community and initiative-level partners include community school coordinators, project directors, LEA representatives, city or county officials, children’s and youth cabinets, nonprofit service providers, public housing agencies, and advocates.

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Definition – This indicator measures collaborative leadership and practice strategies, which share accountability and implementation decisions across organizations, roles, and sectors made to improve outcomes for students. Collaborative leadership practices and strategies include building the capacity of educators, principals, other school leaders, and other staff to lead collaborative school improvement structures, such as professional learning communities.

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Definition – This indicator measures family and community engagement efforts that foster capacity building and encourages caregivers as leaders in community schools’ decision-making processes by leveraging local resources and expertise of partners. Family and community engagements include those that bring parents, families, caregivers, and other community members connected to students into the school as partners in students’ education.

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Definition – This indicator measures the intentional collaboration between educators and community partners to apply project-based learning during out-of-school time (before school, after school and summer) to solve community challenges.

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Definition – Integrated student supports are a student-centered approach to develop, identify and coordinate community-based resources that target academic and non-academic barriers to achievement, including academic, social, health and wellness support. Schools can provide integrated student supports and stakeholder services through multifaceted efforts that adopt a holistic approach that considers the academic, social, emotional, and physical needs of students, caregivers, and the broader school community.