This document discusses community schools as an essential equity strategy. It argues that community schools can help close opportunity and achievement gaps by providing integrated student supports and services. Community schools bring together school resources with community partners and organizations to address barriers to learning like poverty, health issues, and lack of access to services. When implemented effectively through collaborative leadership structures, community schools have been shown to improve academic outcomes and engage families and communities. Examples from school districts in Oakland, Multnomah County, and Cincinnati illustrate how community schools can advance equity through strategies like restorative justice and targeting supports to disadvantaged groups.
The document summarizes the achievement gap in U.S. schools. It defines the achievement gap as differences in test scores between demographic groups such as race and socioeconomic status. On average, black students score one standard deviation below white students. The gap between high and low-income families has increased over time. Factors that contribute to the gap include legacies of slavery and segregation, the initial focus of schools on educating wealthy white males, and socioeconomic disparities present from an early age. Addressing funding inequalities between districts and improving access to early childhood education programs could help reduce the gap.
The document discusses initiatives to help teen parents and their children break the cycle of poverty through education. It outlines that teen parents often have less education and career prospects, and their children often face health and developmental issues. The Hamilton East Public Library then proposes a new program to assist teen parents in achieving their potential through access to knowledge, resources, and support networks. The program's goals are to empower teen parents and improve outcomes for their children through partnership with other community organizations.
This document provides guidance for implementing Safe Routes to School programs in low-income communities. It discusses the challenges faced in low-income areas, such as safety concerns, lack of awareness, limited access to expertise, and long distances to schools. The document then highlights several promising practices that have helped overcome these challenges, including community organizing, education programs, infrastructure improvements, and partnerships with local organizations. The overall goal is to inspire collaboration between schools, parents and local leaders to develop culturally sensitive Safe Routes to School programs that improve safety and encourage physical activity for children in low-income areas.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
The Gateway to College National Network has grown from a single program in Portland, Oregon in 2003 to a network of 43 colleges in 23 states. In the 2012-2013 academic year alone, over 4,200 formerly disengaged students changed their lives through the Gateway to College program, with a record 671 students graduating with both a high school diploma and an average of 35 college credits. The network has had measurable success, with 73% of Gateway graduates continuing on to post-secondary education and earning college credentials at high rates.
Recommendations for Education in the United StatesAidJonCar
The document discusses concerns about the direction of public education in the US. It argues that school choice may increase segregation and benefit private companies more than students. While some charter schools see test score gains, these may be due to longer days, selective admission, and high attrition of struggling students. The focus on competition and standardized testing has narrowed curricula and incentivized cheating. Overall, the document calls for strengthening public education's democratic values of equity and social cooperation over a competitive, profit-driven model.
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
Engaging Families of Color- Education IssueSuzeth Dunn
This slide show was to share best practices around how to engage families of color around the issue of education. When you genuinely engage families, this has a direct positive outcome on the child's academic success.
The document summarizes the achievement gap in U.S. schools. It defines the achievement gap as differences in test scores between demographic groups such as race and socioeconomic status. On average, black students score one standard deviation below white students. The gap between high and low-income families has increased over time. Factors that contribute to the gap include legacies of slavery and segregation, the initial focus of schools on educating wealthy white males, and socioeconomic disparities present from an early age. Addressing funding inequalities between districts and improving access to early childhood education programs could help reduce the gap.
The document discusses initiatives to help teen parents and their children break the cycle of poverty through education. It outlines that teen parents often have less education and career prospects, and their children often face health and developmental issues. The Hamilton East Public Library then proposes a new program to assist teen parents in achieving their potential through access to knowledge, resources, and support networks. The program's goals are to empower teen parents and improve outcomes for their children through partnership with other community organizations.
This document provides guidance for implementing Safe Routes to School programs in low-income communities. It discusses the challenges faced in low-income areas, such as safety concerns, lack of awareness, limited access to expertise, and long distances to schools. The document then highlights several promising practices that have helped overcome these challenges, including community organizing, education programs, infrastructure improvements, and partnerships with local organizations. The overall goal is to inspire collaboration between schools, parents and local leaders to develop culturally sensitive Safe Routes to School programs that improve safety and encourage physical activity for children in low-income areas.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
The Gateway to College National Network has grown from a single program in Portland, Oregon in 2003 to a network of 43 colleges in 23 states. In the 2012-2013 academic year alone, over 4,200 formerly disengaged students changed their lives through the Gateway to College program, with a record 671 students graduating with both a high school diploma and an average of 35 college credits. The network has had measurable success, with 73% of Gateway graduates continuing on to post-secondary education and earning college credentials at high rates.
Recommendations for Education in the United StatesAidJonCar
The document discusses concerns about the direction of public education in the US. It argues that school choice may increase segregation and benefit private companies more than students. While some charter schools see test score gains, these may be due to longer days, selective admission, and high attrition of struggling students. The focus on competition and standardized testing has narrowed curricula and incentivized cheating. Overall, the document calls for strengthening public education's democratic values of equity and social cooperation over a competitive, profit-driven model.
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
Engaging Families of Color- Education IssueSuzeth Dunn
This slide show was to share best practices around how to engage families of color around the issue of education. When you genuinely engage families, this has a direct positive outcome on the child's academic success.
The document discusses several reasons why some people choose to live alone. Economically prosperity allows many teenagers to move out of their parents' house. The rise in divorce rates and number of unmarried people also contributes to more single households. Large generational gaps in ways of thinking can also cause people to live alone. Living alone can cause loneliness and social isolation, linked to mental health issues. However, living alone also promotes freedom, personal control, and self-reliance. Overall, while there are drawbacks, the individualistic lifestyle is increasing.
The document outlines a proposal to address unequal funding between wealthy and impoverished schools. It notes that public school funding in the US comes partly from local property taxes, creating large discrepancies in funding between rich and poor communities. The proposal suggests distributing any excess funds from wealthier schools equally among all schools. This would provide more resources for low-income schools without penalizing higher-income schools. The goal is to create a more equal playing field and opportunities for all students regardless of family income. Barriers like objections from parents who want money going only to their local schools could be overcome by explaining how this approach helps break the cycle of poverty.
The Schools Foundation is a nonprofit organization that has directed over $1.5 million to public schools in Madison County since 2000. Their mission is to raise expectations and community support for the schools to achieve world-class performance from principals, teachers, and students. They will provide an additional $4.2 million to area high schools over the next 5 years. Graduation rates have increased in Alabama in recent years, but the state still ranks behind others, so continued focus and community support is needed to improve education outcomes.
This document summarizes research on the educational challenges faced by students in foster care and potential solutions. It finds that foster care students have much poorer educational and life outcomes compared to the general population, including lower academic achievement, higher rates of grade retention, special education placement, dropping out, and less likelihood of attending or graduating from college. Their challenges are exacerbated by the instability of frequently changing schools due to changes in placement. Expanding education options through scholarship programs could help address these challenges by improving school stability, achievement, and life outcomes for foster care students.
The document discusses supporting education in rural schools. It notes the challenges faced by the Eastern School District which manages both urban and rural schools across a large geographical area. Rural schools often have much lower student enrollment than urban schools. The district aims to provide equal quality education for all students despite these challenges. It also discusses issues like poverty and socioeconomic factors that impact rural communities and schools.
The document discusses the issue of unequal funding between schools in wealthy versus impoverished areas in the United States. It notes that schools in low-income areas often receive less funding than schools in wealthier districts, perpetuating gaps in student achievement and the cycle of poverty. The document proposes addressing this by implementing a policy of equal distribution of excess funds between all schools to level the playing field and ensure all students have equal opportunities and resources for success.
This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
The document discusses the issue of unequal funding between schools in wealthy versus impoverished areas in the United States. It notes that schools in low-income areas often receive less funding than schools in wealthier districts, due to reliance on local property taxes for school funding. This creates inequities where low-income students have fewer resources and opportunities compared to their wealthier peers, perpetuating the cycle of poverty. The document proposes implementing a policy of equal distribution of excess funds between all schools to create more equitable access to education resources.
This document summarizes a debate on whether compulsory sex education should be taught in schools. In the debate:
1) The first negative speaker argues that parents, not teachers, should educate children on sex because parents know their children best and when they are ready.
2) The second negative speaker claims that sex education in schools could lead to higher rates of premarital sex as it may introduce the topic at a young age and make children think sex is safe.
3) The third negative speaker restates the negative team's position and summarizes their key points that sex education is better taught by parents, not in schools, and that it could increase early sexual activity.
Care for children is care for development. The work of SOS Children's Villages associations and their partners worldwide contributes directly to a number of the sustainable development goals (SDGs) to ensure a sustainable future for all. Learn how.
13.5.28 final city year linden mc kinley contributionhmhollingsworth
City Year is partnering with AT&T and Columbus City Schools to implement the Diplomas Now program at Linden-McKinley STEM Academy in Columbus, Ohio. The program provides academic and social support to help at-risk 9th grade students stay in school and graduate. Early results show improvements in attendance, behavior, and academic performance. AT&T is contributing $1.2 million to support City Year's work in schools through this partnership and other programs. The goal is to increase graduation rates and help prepare more students for post-secondary success.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
There is an epidemic of illiteracy in America that costs billions per year. Over 20% of adults read at a 5th grade level or below, and 21 million Americans cannot read at all. When schools, families, and communities work together to support learning, students do better, parents become empowered, and teachers and schools improve. Parent and community involvement correlates with higher academic performance and school improvement.
Adolescence 12e laurence steinbergchapter 6 – schoolscopyAASTHA76
The document discusses several topics related to secondary education in the United States, including: the history and origins of secondary schools; past and current reforms to the education system including No Child Left Behind and Common Core standards; debates around what schools should teach; challenges facing inner-city schools; and aspects of school social organization like size, age grouping, and tracking.
Social Priorities and Under-achievement in the City; the role of Education shunem
The document summarizes key issues around white underachievement in education in Birmingham, England. It finds that white British students, especially boys, have the lowest educational attainment and aspirations. It calls for greater understanding of white disadvantage and targeted support through education and community programs to build social capital and resilience in underserved white communities.
The Manadoob Secret Connection Program for Self-Esteem provides a non-threatening environment for children to improve self-esteem while they learn and grow through the use of multi-cultural characters, animals, craft and imagination in the form of educational play. Academic skills in reading, writing, vocabulary, problem solving, observation, artistic expression and community outreach are enhanced. It’s fun and kids love it!!
The document discusses issues facing the LGBT community within school systems. It notes that there are LGBT students and faculty in schools across the country, but support varies significantly between different regions and schools. While programs like Gay-Straight Alliances have helped make schools more accepting, tensions remain as LGBT youth are coming out at younger ages. Future educators will need to work to ensure schools provide a safe, comfortable environment for all students, including those who are LGBT.
This presentation introduces the Millennial generation born after 1981. It describes Millennials as confident, sheltered, special, and team-oriented. They are also pressured achievers who highly value diversity and service. Millennials require hands-on, experiential learning and are heavily influenced by technology and media in their daily lives.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
Sheldon Berman, The Achievement Gap VS the Empowerment GapSheldon Berman
The document discusses reframing the achievement gap as an empowerment gap. It describes how generational poverty and racism can leave students feeling powerless and unable to effect change. The author details Jefferson County Public Schools' approach which focuses on developing student empowerment through building classroom community, engaging inquiry-based curricula, and service-learning opportunities connecting classroom lessons to helping the community. These approaches aim to help students see they can take control of their lives and make contributions to overcome challenges like poverty and racism.
PNW Strategy Overview Update August 2015Anne Martens
The document discusses the Gates Foundation's work in Washington State to address social inequities and improve opportunities for children and families. It focuses on four key areas: early learning, education pathways, homelessness and family stability, and strengthening communities. The overall goal is to help children thrive in stable families, great schools, and strong communities.
The document discusses several reasons why some people choose to live alone. Economically prosperity allows many teenagers to move out of their parents' house. The rise in divorce rates and number of unmarried people also contributes to more single households. Large generational gaps in ways of thinking can also cause people to live alone. Living alone can cause loneliness and social isolation, linked to mental health issues. However, living alone also promotes freedom, personal control, and self-reliance. Overall, while there are drawbacks, the individualistic lifestyle is increasing.
The document outlines a proposal to address unequal funding between wealthy and impoverished schools. It notes that public school funding in the US comes partly from local property taxes, creating large discrepancies in funding between rich and poor communities. The proposal suggests distributing any excess funds from wealthier schools equally among all schools. This would provide more resources for low-income schools without penalizing higher-income schools. The goal is to create a more equal playing field and opportunities for all students regardless of family income. Barriers like objections from parents who want money going only to their local schools could be overcome by explaining how this approach helps break the cycle of poverty.
The Schools Foundation is a nonprofit organization that has directed over $1.5 million to public schools in Madison County since 2000. Their mission is to raise expectations and community support for the schools to achieve world-class performance from principals, teachers, and students. They will provide an additional $4.2 million to area high schools over the next 5 years. Graduation rates have increased in Alabama in recent years, but the state still ranks behind others, so continued focus and community support is needed to improve education outcomes.
This document summarizes research on the educational challenges faced by students in foster care and potential solutions. It finds that foster care students have much poorer educational and life outcomes compared to the general population, including lower academic achievement, higher rates of grade retention, special education placement, dropping out, and less likelihood of attending or graduating from college. Their challenges are exacerbated by the instability of frequently changing schools due to changes in placement. Expanding education options through scholarship programs could help address these challenges by improving school stability, achievement, and life outcomes for foster care students.
The document discusses supporting education in rural schools. It notes the challenges faced by the Eastern School District which manages both urban and rural schools across a large geographical area. Rural schools often have much lower student enrollment than urban schools. The district aims to provide equal quality education for all students despite these challenges. It also discusses issues like poverty and socioeconomic factors that impact rural communities and schools.
The document discusses the issue of unequal funding between schools in wealthy versus impoverished areas in the United States. It notes that schools in low-income areas often receive less funding than schools in wealthier districts, perpetuating gaps in student achievement and the cycle of poverty. The document proposes addressing this by implementing a policy of equal distribution of excess funds between all schools to level the playing field and ensure all students have equal opportunities and resources for success.
This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
The document discusses the issue of unequal funding between schools in wealthy versus impoverished areas in the United States. It notes that schools in low-income areas often receive less funding than schools in wealthier districts, due to reliance on local property taxes for school funding. This creates inequities where low-income students have fewer resources and opportunities compared to their wealthier peers, perpetuating the cycle of poverty. The document proposes implementing a policy of equal distribution of excess funds between all schools to create more equitable access to education resources.
This document summarizes a debate on whether compulsory sex education should be taught in schools. In the debate:
1) The first negative speaker argues that parents, not teachers, should educate children on sex because parents know their children best and when they are ready.
2) The second negative speaker claims that sex education in schools could lead to higher rates of premarital sex as it may introduce the topic at a young age and make children think sex is safe.
3) The third negative speaker restates the negative team's position and summarizes their key points that sex education is better taught by parents, not in schools, and that it could increase early sexual activity.
Care for children is care for development. The work of SOS Children's Villages associations and their partners worldwide contributes directly to a number of the sustainable development goals (SDGs) to ensure a sustainable future for all. Learn how.
13.5.28 final city year linden mc kinley contributionhmhollingsworth
City Year is partnering with AT&T and Columbus City Schools to implement the Diplomas Now program at Linden-McKinley STEM Academy in Columbus, Ohio. The program provides academic and social support to help at-risk 9th grade students stay in school and graduate. Early results show improvements in attendance, behavior, and academic performance. AT&T is contributing $1.2 million to support City Year's work in schools through this partnership and other programs. The goal is to increase graduation rates and help prepare more students for post-secondary success.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
There is an epidemic of illiteracy in America that costs billions per year. Over 20% of adults read at a 5th grade level or below, and 21 million Americans cannot read at all. When schools, families, and communities work together to support learning, students do better, parents become empowered, and teachers and schools improve. Parent and community involvement correlates with higher academic performance and school improvement.
Adolescence 12e laurence steinbergchapter 6 – schoolscopyAASTHA76
The document discusses several topics related to secondary education in the United States, including: the history and origins of secondary schools; past and current reforms to the education system including No Child Left Behind and Common Core standards; debates around what schools should teach; challenges facing inner-city schools; and aspects of school social organization like size, age grouping, and tracking.
Social Priorities and Under-achievement in the City; the role of Education shunem
The document summarizes key issues around white underachievement in education in Birmingham, England. It finds that white British students, especially boys, have the lowest educational attainment and aspirations. It calls for greater understanding of white disadvantage and targeted support through education and community programs to build social capital and resilience in underserved white communities.
The Manadoob Secret Connection Program for Self-Esteem provides a non-threatening environment for children to improve self-esteem while they learn and grow through the use of multi-cultural characters, animals, craft and imagination in the form of educational play. Academic skills in reading, writing, vocabulary, problem solving, observation, artistic expression and community outreach are enhanced. It’s fun and kids love it!!
The document discusses issues facing the LGBT community within school systems. It notes that there are LGBT students and faculty in schools across the country, but support varies significantly between different regions and schools. While programs like Gay-Straight Alliances have helped make schools more accepting, tensions remain as LGBT youth are coming out at younger ages. Future educators will need to work to ensure schools provide a safe, comfortable environment for all students, including those who are LGBT.
This presentation introduces the Millennial generation born after 1981. It describes Millennials as confident, sheltered, special, and team-oriented. They are also pressured achievers who highly value diversity and service. Millennials require hands-on, experiential learning and are heavily influenced by technology and media in their daily lives.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
Sheldon Berman, The Achievement Gap VS the Empowerment GapSheldon Berman
The document discusses reframing the achievement gap as an empowerment gap. It describes how generational poverty and racism can leave students feeling powerless and unable to effect change. The author details Jefferson County Public Schools' approach which focuses on developing student empowerment through building classroom community, engaging inquiry-based curricula, and service-learning opportunities connecting classroom lessons to helping the community. These approaches aim to help students see they can take control of their lives and make contributions to overcome challenges like poverty and racism.
PNW Strategy Overview Update August 2015Anne Martens
The document discusses the Gates Foundation's work in Washington State to address social inequities and improve opportunities for children and families. It focuses on four key areas: early learning, education pathways, homelessness and family stability, and strengthening communities. The overall goal is to help children thrive in stable families, great schools, and strong communities.
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
Final day 4 social context of curriculum 2011 bridgewatervpriddle
The document discusses the social context of curriculum and how various social forces influence education. It notes that students come from diverse backgrounds and schools have become more diverse. It also discusses the changing nature of families and society. Goals for education are outlined but statistics show many students still face challenges. Reform efforts at different levels are mentioned as well as different approaches to charter schools. Traditional schooling is compared to more modern approaches.
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Community schools equity framework final working draft
1. Community Schools are an Essential Equity Strategy
Coalition for Community Schools
Institute for Educational Leadership
Working Draft --- April 9, 2014
2. 1Community Schools are an Essential Equity Strategy
Letter from the Leadership
Sixty years after Brown versus Board of Education, achievement gaps have grown bigger, especially
for children of color. In theory and practice, we have pretended to be a color blind society, but the
data does not lie. As the complexion of America’s children changes and poverty persists as an
influence on children’s education, we will need to garner the public and political will to maintain
equity focused laws and initiatives. We must demand the full service community school approach,
both in policy and in practice, in order to close the equity and opportunity gaps for all children.
This past year, the Coalition for Community Schools has been developing ways to more deeply embed
an equity focus in existing community schools and to drive community schools forward as an equity
strategy. This draft statement is a work in progress to articulate our beliefs and plan of action towards
an equity agenda for the community schools movement.
Please provide us with your feedback to help improve how we, as a movement, address the equity
issue. Send comments to equity.communityschools@iel.org.
We extend our gratitude to the following individuals who served on the Community Schools Equity
Work Group: Janice Chu-Zhu, National Center for Community Schools; Diana Hall, SUN Community
Schools, Multnomah Country (OR); Frank Mirabal, Youth Development, Inc (NM); Melissa Mitchell,
Illinois Federation for Community Schools; Brent Schondelmeyer, Local Investment Commission
(MO); Shital Shah, American Federation of Teachers; and Sarah Zeller-Berkman, Youth Development
Institute (NY).
We also thank the youth from the Oakland Unified School District and their adult partners from
Media Enterprise Alliance (MEA) who worked with the Coalition to create an animated video to
illustrate a community school for the entire movement. An image from the video is on the front cover.
We also thank Helen Janc Malone for her work in drafting this statement and, Bill Potapchuk,
Reuben Jacobson, Maame Appiah, Shama S. Jamal, Jason Farr, Eric Cline, Heather Naviasky, Mary
Kingston Roche, and Devon Minerve of the Institute for Educational Leadership for feedback and
assistance.
Robert Mahaffey
Co-Chair, Coalition for
Community Schools
Director of Communications,
Rural School and Community
Trust
Lisa Villarreal
Chair, Coalition for
Community Schools
Program Officer, San
Francisco Foundation
Martin J. Blank
President, Institute for
Educational Leadership
Director, Coalition for
Community Schools
Working Draft – April 9, 2014
3. 2Community Schools are an Essential Equity Strategy
Community Schools are an Essential Equity Strategy for Increasing Access to
Opportunities
Opportunity is at the heart of the American dream. We firmly believe that each and every person should
have an equal opportunity to work hard and use their talents to climb the ladder of success. For too
many American children, that dream has been denied, over and over again, across generations.
The barriers are significant and recurring: not enough food, unaddressed health issues, low quality
schools, parents unable to find a job, unsafe neighborhoods, exposure to trauma, lack of access to
essential services, and the list goes on.i These barriers are not only life barriers, they directly affect
school success.
Equally, if not more significant, too many children do not have the opportunities that middle and upper
class kids take for granted. Poor children lack rich early childhood experiences and do not have the
chance for history lessons at the museum or life lessons on the soccer field. They do not have a chance
to learn about college and the career possibilities that open up with higher education.
When children face multiple barriers to learn and lack opportunities to grow, they start life steps behind
and often fall further and further behind as they grow up. They are not ready for kindergarten, early
reading skills do not develop, lower academic achievement ensues; and the pathways that follow too
often lead to dropping out of school, not being able to find a stable job with a family sustaining wage,
incarceration, lower life expectancy, and a lifetime of challenges. Which of us would find this path
acceptable for our own children?ii,iii
Acknowledging these challenges is not about “making excuses.” It is about the principle that what’s
good for my child is good for all our children.
Removing barriers and delivering opportunities to
enable all our children to reach their potential is
not the job of a single individual, organization,
program, or school. Yet, many think our public
school principals and teachers alone can perform
miracles. And while they do perform miracles every
day, they do not have at their disposal all the
resources and expertise they need to ensure that
every student succeeds. Yes, some children and
parents will thrive in spite of their starting point.
But this is the exception and history has shown that
the bootstrap theory is insufficient. The challenges
our communities face are too complex and the
need to vast.
We need a place where we can bring a wide array of resources together to support children and their
families, and where we can share responsibility for ensuring that all our young people have access to
equal opportunities to learn and succeed.
A community school is both a place and
a set of partnerships between the
school and other community resources.
Its integrated focus on academics,
health and social services, youth and
community development, and
community engagement leads to
improved student learning, stronger
families, and healthier communities.
Working Draft – April 9, 2014
4. 3Community Schools are an Essential Equity Strategy
One place where this happens with regularity is a community school. A community school offers a
powerful framework for addressing inequities, providing opportunities, and helping students navigate
barriers so they can thrive academically, socially, and emotionally, and become active participants in
our democracy. Community schools are able to perform these important roles by:
Organizing community resources in a school setting to provide opportunities and services;
Ensuring everybody in the school—youth, teachers, principals, and families and community
partners—have a voice, work together, and share accountability for student success;
Believing in and setting high expectations for every child; and
Building on community strengths and embracing diversity.iv
Community schools are an educational, developmental, and community change strategy designed to
empower children, youth, and families to realize their American Dream.
James and Marcus
We can better understand the equity challenge in our society and the role of community schools
through two students, James and Marcus.
The Status Quo of Inequity v
My life expectancy is 71.
I live in a high minority,
unsafe, transient
neighborhood with only fast
food and liquor stores. My
mom has no car, and there is
a limited bus service.
I attend a low-performing
school. Compared to James, I
am 4 times less likely to read
at grade level, 2 times more
likely to be chronically absent,
and 6 times more likely to drop
out.
Adults in my neighborhood are
13 times more likely to live in
poverty and face 2.4 times
higher home foreclosure rate
than in James’ neighborhood.
My life expectancy is 85.
I live in a White, safe, stable,
walkable neighborhood with
shopping centers, businesses,
and parks. My parents drive
cars and buses are available.
I attend a high-performing
school. I am 3.8 times more
likely to graduate from school
than Marcus.
Adults in my neighborhood are
2.1 times more likely to be
employed and on average
make 2.4 times an annual
income of adults in Marcus’
neighborhood.
I am 4 times less likely to be
exposed to toxic chemicals
than Marcus.
Youth incarceration rate is
5.4 times higher here than
in James’ neighborhood.
I am James.
I am Marcus.
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5. 4Community Schools are an Essential Equity Strategy
The story of James and Marcus is all too common. A child’s zip code continues to contribute to or
impede opportunities for learning and positive development. In far too many communities, children
like Marcus face multiple challenges.
Although racial inequity is the most pronounced, children of all demographic backgrounds face
inequity. It affects children in rural areas who are cut off from digital technology and unable to access
college and career preparation classes. It affects youth with disabilities who lack accessible spaces
and tools to assist in their learning. It affects LGBTQ youth who face daily safety concerns due to
bullying and are afraid to walk down the school halls.
Our nation can no longer ignore the facts. We have to own up to the problems in our society and invest
in equity-driven strategies. The education reform strategies we’ve tried thus far are insufficient. We
must address poverty, social justice, and education together. We need to be smart and recognize that
Marcus’s classroom teacher has a much greater challenge than James’s and commit to leveling the
playing field. We need a comprehensive approach to our most complex problems.
Too many African American males end up in our prison system. Restorative justice is a way out.
African American suspension rates nation-wide have grown 12.5 percentage points since the
1970s, compared to 1.1 percentage points for White youth. In Oakland, African American boys
are 6 times more likely to be suspended than their White peers. High rates of suspension lead
to increased absenteeism and disengagement from learning, leading to a higher likelihood of
student dropout.
To combat the problem, the Oakland Unified School District (OUSD) is transforming all its schools
into full service community schools, building partnerships that directly address suspension rates,
as well as other key indicators including chronic absence, 3rd grade level reading, and asthma.
A Leadership Council for Community Schools that brings the Superintendent together with heads
of city and county agencies and nonprofit leaders guides the community schools work. Oakland’s
approach is equity-centered and built on the theory of action that reducing disparities in school
discipline requires addressing the whole child in the context of their family and community. This
requires addressing the health, academic, and social emotional well-being of all students.
The Family, School & Community Partnership department and Office of African-American Male
Achievement (AAMA) lead the suspension reduction work in community schools, introducing
Positive Behavioral Intervention and Support Strategies and Manhood Development classes,
and designing early intervention systems. OUSD has moved away from exclusionary practices to
restorative practices and tiered systems of student and family supports. The new approach is
keeping African American males engaged and changing the system where educators and
community partners work together to emphasize prevention, intervention, academic mentoring,
and social-emotional support.
With its focus on reducing disproportionate school disciplines and adopting restorative policies
and practices, the Oakland Unified School District’s suspension rate has dropped from 8% to 6%
from 2012 to 2013 (a 25% reduction district-wide), and suspensions for African American males
dropped from 21% to 14% from 2012 to 2013 (a 33% reduction) and suspensions for Latino
males dropped from 8% to 6% (mirroring the district’s 25% reduction).
Restorative Justice in Oakland, California
Working Draft – April 9, 2014
6. 5Community Schools are an Essential Equity Strategy
Community Schools are an Effective Equity Strategy
Community schools are a comprehensive and effective equity strategy that works to provide children
like Marcus opportunities and supports that children like James routinely experience. Community
schools pay attention to both academic and out-of-school factors that influence student learning and
development. They understand that developing the whole child involves working in multiple
developmental domains that interact with each other—physical and psychological safety, healthy
lifestyle, intellectual development, a sense of belonging and self-efficacy, and positive peer and adult
relationships.vi Community schools also serve as a hub for the community, creating positive conditions
for learning that prepare students for college, career, citizenship, and life.
Graphic 1: Different elements of a community school that help support the growth of a child.
The experience of many school districts and communities gives the community schools movement
the know-how to bring community schools to scale. A vision focused on results, shared data systems,
evaluation and improvement, alignment and integration of the resources of schools and community
partners, and ongoing leadership and professional development are part of a community school
strategy. Policies must ensure that community schools have the support of leadership in school
districts and among community partners and broad community engagement is essential to create
the political and public will to fund and sustain a shared commitment to community schools.
Health agencies and
hospital systems
address asthma, vision,
and other medical and
wellness issues
Teachers offer
personalized
curriculum focused on
real-world learning
Children participate in
high-quality early
learning experiences
United Way, the Y, and
museums offer after
school programs,
including arts, STEM,
and recreation
What Happens in a Community School
Universities extend
college prep courses
and summer programs
for middle and high
school students
Youth are resources
to the community and
participate in
decision-making
Families and residents
are engaged as equal
partners in child
learning and school
decision-making
Adults in the community
volunteer as mentors
and tutors for students.
Businesses offer
internships
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7. 6Community Schools are an Essential Equity Strategy
Implementing what we know works requires leaders to build effective collaborative leadership
structures to translate a shared vision into action and results. Three leadership structures in
particular are necessary:
Community-wide leadership groups comprised of school districts, government, United Way
chapters, businesses, community- and faith-based organizations are responsible for overall
vision, policy, and resource alignment. It supports policy development and communication and
ensures accountability.
School-site leadership teams involving parents, residents, principals, teachers, community
partners, and young people are responsible for planning, implementation, and continuous
improvement. Site teams ensure that implementation satisfies local needs, aligns with the
school’s academic mission, and generates practice knowledge and data to inform improvements
in community-wide policy and site practice. A resource coordinator serves as a liaison between
the school and partners to align resources for children and youth.
An intermediary entity provides planning, coordination, and management. It powers the work by
ensuring communication between community-wide and school-site. It convenes school and
community partners, provides strategic planning, and ensures that what happens at the
community leadership level empowers students, families, and practitioners at school sites.
According to the Southern Education Foundation 2013 report, 48% of public school children
are low-income. In the West, more than half of students qualify for free or reduced price lunch.
In Multnomah County, Oregon, 56% of students qualify for this federal lunch program, and
their families experience low food security throughout the year. Hunger and nutrition are but
two of the challenges that the Schools Uniting Neighborhoods (SUN) Community Schools
initiative is addressing in the County. After school opportunities, family support, parent
leadership as well hunger and nutrition programming are part of the mix.
The 70 SUN schools in six different Multnomah school districts are governed by a Coordinating
Council that includes County, City, State, school district, business and nonprofit leaders,
including representatives of the local Cradle to Career initiative. Equity, with a focus on racial
justice, is at the heart of SUN’s effort. At SUN sites, this is evident in the whole-family approach,
which incorporates both inclusive strategies and targeted services that offer content-specific
support to those most affected by disparities.
Cultural responsiveness and relationship building are considered essential aspects, and SUN
providers and partners are focused on ensuring strong practice in these areas. SUN has been
effective in reaching the community’s most vulnerable populations with 78% of students served
qualifying for free or reduced price lunch, 70% students of color (compared to 48% in the host
districts) and 24% English Language Learners. Results for students who participate regularly in
SUN supports is strong across races, with students of color showing greater progress than their
White counterparts in the majority of areas.
Collective Action in SUN Schools, Multnomah County, Oregon
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8. 7Community Schools are an Essential Equity Strategy
This integrated approach to partnerships, governance, and systems ensures that everyone has a voice
and works collectively to level the playing field for children like Marcus, so they too have opportunities
like James.
A Child Trends 2014 report synthesized rigorous evaluations of integrated student supports and
community school initiatives and concluded that there is growing evidence that community schools
reduce grade retention and dropout rates, while increasing attendance, math achievement, and grade
point average. vii The authors also reported that community schools offer a positive return on
investment.
In addition, data from community school initiatives including Tulsa, OK, Hartford, CT, and San
Francisco, CA, indicate that participation in community schools’ opportunities and supports boosts
students’ academic performance and increases their motivation and engagement in learning.viii
Over a decade ago, the Cincinnati Public Schools Board of Education created a vision for the
transformation of the district: every school in the district as a community learning center (CLC).
Recognizing that the success of the school and the success of the neighborhood are inextricably
linked, the vision was not only about creating the conditions necessary for learning to bring the
public back to public education, but also focused on the revitalization of the community.
Each Cincinnati CLC engages community partners who are aligned and integrated with the
academic goals and the needs of each student. The CLC also works to improve the quality of
life for each neighborhood based on its own vision: a cultural arts center, a farmer's market,
and an international welcome center all have emerged. All schools in Cincinnati are intended to
become CLCs - the struggling and the higher performing, the poor and the wealthy. They are all
community learning centers, leveraging the public investment to ensure a return for all of our
citizens.
Built on the foundation of a major school construction and rehabilitation program, the CLCs
have on-site resource coordinators who integrate school and community resources and support
individual students. A cross boundary leadership team brings together leaders of program
networks focused on health, mental health, after school, mentoring, and other key supports to
ensure sufficient capacity, quality, and choice of partners by each community learning center.
The intermediary assistance of the Cincinnati Public Schools and the Community Learning
Center Institute and the financial support of the school district, Greater Cincinnati United Way,
the Greater Cincinnati Foundation, Interact for Health, the Schiff Foundation, and other private
funders undergird CLC implementation.
The collective effort is working. Cincinnati is the highest rated urban school district in Ohio.
Everyone Succeeding in Cincinnati, Ohio
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9. 8Community Schools are an Essential Equity Strategy
Better Together: Our Challenge, Our Opportunity
The disparities our nation is experiencing are a cause for great national concern, particularly when we
consider the demographic shifts in our nation. Children of color are becoming a majority in our public
schools and will make up much of our future labor force. The urgency with which we must tackle
inequity together is amplified by our widening social and economic gaps, and a growing body of
research that directly links inequity with individual and shared consequences (e.g., lower employability,
higher health care costs, decreased tax contribution, decrease in civic participation). It is in our
collective moral, democratic, and economic interest to address inequity.
We cannot end institutional inequity without a systemic approach. There are no silver bullets or quick
fixes.
Centered around one of the few remaining great public institutions that reaches all students and many
families, community schools are a critical component of a broader equity strategy that must also
address income inequality, affordable
housing, access to quality early
learning, and child and health care. We
need a system of opportunity and
support that ensures children and
families do not fall through the cracks.
What is unique about community
schools, and what is so sorely needed
today, is the ability to build trust among
people and institutions and a sense of
collective investment in the future of
our young people, our schools, and our
neighborhoods. We don’t lack the
strategies, we simply lack public and
political will. Together, we can do better.
Our Pledge: Leaders, practitioners, and advocates in the community schools movement have been
engaging in a discussion about equity over the past year. We have a better understanding of the
specific equity strategies that local community schools have been using, and we are developing ways
to more deeply embed an equity focus in existing communities and to push community schools as an
equity strategy more widely. As a movement, we commit to:
Promoting a shared vision to improve young lives that reflects an understanding of equity
Looking at data to reveal inequities, and deepening our search for effective solutions
Establishing child and youth outcomes that focus on equity and achievement, and sharing
accountability for those outcomes
Building equitable, trusting relationships among youth, schools, families, and communities
Working to expand investments that help to close the opportunity gap
Advocating for policies to promote equity in alliance with other organizations and advocacy
groups.
Together, as a community, is our only way forward.
“We need horizontal partners and vertical
partners. We need all the elements in the
education system to come together so kids don’t
fall between the cracks, starting at birth and going
through graduate education. We need our health
and human services, our criminal justice, our
housing and economic development forces to
come together with us in education.”
Paul Reville, Harvard Graduate School of Education,
former Massachusetts Secretary of Education
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10. 9Community Schools are an Essential Equity Strategy
i Edelman, M. W. (2012, May 18). No holiday for hunger. Child Watch Column.
http://www.childrensdefense.org/newsroom/child-watch-columns/child-watch-documents/no-holiday-for-
hunger.html#sthash.zum9MMts.dpuf; Collin, R. W., & Collin, R. M. (1997). Urban environmentalism and race.
In J. M. Thomas & M. Ritzdorf (eds.), Urban planning and the African American community: In the shadows.
Beverly Hills, CA: Sage Publications; Fry, R., & Taylor, P. (2012, August). The rise of residential segregation by
income. Washington, DC: Pew Research Center. Available from
http://www.pewsocialtrends.org/2012/08/01/the-rise-of-residential-segregation-by-income/; General
Accounting Office of the United States. (1999). Lead poisoning: Federal health care programs are not
effectively reaching at-risk children. GAO/HEHS-99-18. Washington, DC: Author; Hoffman, K., Llags, C., &
Synder, T. (2003). Status and trends in the education of Blacks. NCES 2003-034. Washington, DC: U.S.
Department of Education, Office of Educational Research and Improvement; Koch, K. (2002). Hunger in
America. CQ Researcher, 10(44), 1034-1055; Lareau, A. (2003). Unequal childhoods: Class, race, and family
life. Berkeley, CA: University of California Press; Whiteman, S., Williams, C., & Shah, A. (2004). Improving
community health survey: Report 1. Chicago: Sinai Health System.
ii Children’s Defense Fund. (2014). The state of America’s children. Washington, DC: Author.
http://www.childrensdefense.org/child-research-data-publications/data/2014-soac.pdf; Lareau, A. (2003).
Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press; also see Spotlight
on Poverty: http://www.spotlightonpoverty.org/consequences_of_poverty.aspx
iii Rothstein, R. (2013). Why children from lower socioeconomic classes, on average, have lower academic
achievement than middle-class children. In P. L. Carter & Welner, K. G. (eds.), Closing the opportunity gap:
What America must do to give every child an even chance (pp. 61-74). New York: Oxford University Press.
iv Learn more http://www.communityschools.org/
v Data originate from: Alameda County Public Health Department. (2013, July). Bay area regional health
inequities initiative. Oakland, CA: Author.
vi Committee on Community-Level Programs for Youth, Eccles, J., & Gootman, J. A. (Eds.) (2002). Community
programs to promote youth development. Washington, DC: The National Academies Press.
vii Moore, K. A. et al. (2014). Making the grade: Assessing the evidence for integrated service supports.
Washington, DC: Child Trends. http://www.childtrends.org/?publications=making-the-grade-assessing-the-
evidence-for-integrated-student-supports
viiiCoalition for Community Schools. (2013). Community schools results. Washington, DC: Author.
http://www.communityschools.org/assets/1/AssetManager/Community%20School%20Results%202013.pdf
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