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The Power of Full-Service Community Schools

Community schools are more than just educational facilities; they are hubs of comprehensive support. These schools integrate academic, social, and health services provided by partners to address the multifaceted needs of students, families, and communities. Community schools are more than their partnerships. They are founded on a community-wide needs assesment to first determine the community’s priorities. Then, partnerships are developed to fill those needs. By fostering collaboration between schools and local resources, community schools create a meaningful ecosystem where every child can thrive.

Evidence-Based Success

The FY 2023 Full-Service Community School request for proposals saw over 400 communities express interest, continuing a three-year trend of increasing demand. This surge underscores the efficacy of community schools as an evidence-based strategy. Leaders nationwide recognize that community schools play an important role in helping students achieve academically, regardless of their background or zip code.

Investment with High Returns

Investing in community schools is smart fiscal policy. Coordinating resources at the school and system levels yields impressive results. For example, for every $1 invested in a community school coordinator’s salary, the return on investment exceeds $7. This efficient use of funds ensures that students receive the support they need to succeed academically and beyond.

Addressing Urgent Needs

Community schools tackle urgent societal challenges head-on. With 20 million children ages 3-17 reporting at least one mental health concern, community schools provide essential mental health services. Additionally, they support the 12.5% of children experiencing food insecurity and offer aid to the 81,000 families and youth facing homelessness. By addressing these critical needs, community schools contribute to stronger, healthier communities.

A Call to Action

As Congress develops the 2025 appropriations bill, we must prioritize the future of our students and the economic health of our communities. The Coalition for Community Schools, along with other organizations like the Alliance for Public Schools, encourages funding the Full Service Community Schools Program at $443 million, without cuts to other education programs. By doing so, we can reinvigorate education and economic efforts in urban and rural communities, ensuring that every child has the opportunity to thrive and building a brighter future for us all.

Quickly send an email to your U.S. Senators and urge them to fund Full Service Community Schools today. Then, share it with your friends.

To learn more about the Alliance’s work to promote Full Service Community Schools, reach out to us at info@all4schools.org.

The post Investing in Full-Service Community Schools: A Pathway to Student Success appeared first on Alliance for Public Schools.

Low Pay and Morale

Often cited causes of the teacher shortage are low pay and morale. Salaries for teachers often fall short of their education and experience. Forbes reports, “Research shows that public K–12 teachers are paid 20% less than the average college-educated person working in a non-teaching sector, despite working 52 hours during a typical school week. It comes as no surprise, then, that they are the most burnt-out professionals, with as many as 53% of teachers reporting feeling burnt out every or almost every day. Over the past decade, teacher job satisfaction has fallen from 39% (down from a historic norm of 50-60%) to just 12%. And more than 36,000 teacher vacancies went unfilled this past school year, with nearly a third of current teachers thinking about leaving.”  Many educators struggle to make ends meet, leading to dissatisfaction and burnout. According to Forbes, “More than half of all American teachers work outside of their full-time teaching job, according to the National Center for Education Statistics, with 17% working outside education, including driving Uber, gardening, retail, and, yes, waitressing.”

Political and Parental Pressure

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The SSAC has representatives from all district high schools. These student leaders meet monthly to discuss topics important to the superintendent and his staff. By actively participating in these meetings, students gain insights into programs, policies, and initiatives that shape their educational experience.

For the March meetings, students chose to focus on mental health. This decision aligns with local and national data, which highlight the growing concern around youth mental health in the Tampa Bay region and beyond. During these discussions, SSAC members shared their perspectives and concerns related to mental health.

Key Insights from SSAC Student Leaders

1. SSAC members expressed concern not only for their peers’ mental health but also for the well-being of educators. They wanted to know how the district was addressing the needs of adults working in school buildings. Recognizing that educators play a crucial role in students’ lives, the students emphasized the importance of supporting both students and staff.
2. Students often turn to their peers before seeking help from adults. Therefore, the student leaders stressed the need to ensure that every student knows how to navigate available support services. By promoting awareness and accessibility, they aim to create a supportive environment where students can seek help without hesitation.
3. The SSAC students highlighted an essential point: Supportive services are valuable only if students know about them. To address this, they offered suggestions on how to effectively communicate information about available services. Their goal is to ensure that no student suffers unnecessarily due to lack of awareness.

These student leaders’ concerns coincide with survey results released this month by Morning Consult and McGraw Hill. The global survey found that, in the U.S., 76% PreK-12 teachers said managing students’ behaviors and mental health needs was their biggest challenge. Struggling to keep students engaged was the second-largest challenge for U.S. teachers. Pre-K-12 educators from most of the global regions profiled in the research said student mental health needs was one of their top two challenges.

The Alliance firmly believes that student voice is a critical element in addressing the unique challenges faced by the generation of students affected by the disruptions caused by the COVID-19 pandemic. As we move into the 2024-2025 school year, we remain committed to supporting the SSAC in Hillsborough County. By empowering students to actively participate in shaping their educational journey, we contribute to a more responsive and student-centered school system.

If you would like more information on how to elevate student voice in your school district, reach out to us at info@all4schools.org to learn more.

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What Is the Science of Reading?

The science of reading represents a collection of research and evidence from various disciplines, including education, linguistics, cognitive psychology, special education, and neuroscience. It examines the essential cognitive processes involved in competent reading and describes how reading skills develop in both typical and atypical readers.

The science of reading is NOT a specific program or a specific teaching strategy. It is not a product that can be purchased, nor is it simply phonics-based instruction. Critics of the science of reading tout ‘balanced literacy’– read more on that approach in a recent article in The Week.

Evidence-Based Guidance for Teaching

The science of reading philosophy on what matters in early literacy instruction include:

1. Phonological Awareness: Teach students to recognize and manipulate sounds within words. Start with syllables and progress to individual phonemes. Explicitly connect phonemes to letters for effective word decoding.
2. Phonics and Word Recognition: Explicitly and systematically teach letter sounds and sound-spelling patterns. Practices that involve reading and writing words in isolation and within context are most effective.
3. Fluency: Provide frequent opportunities for oral reading from connected text (sentences, paragraphs, passages). Focus on both automatic word recognition and expressive fluency while keeping comprehension central.
4. Vocabulary and Oral Language Comprehension: Engage students in high-quality, language-rich interactions. Explore academic and inferential language during read-alouds. “Build recognition of shared morphemes (e.g., root words, affixes) across oral and written language.”
5. Text Comprehension: Even before students read independently, expose them to rich texts through read-alouds and scaffolded reading experiences.

The science of reading isn’t a single approach; it’s a robust body of evidence drawn from diverse fields. It informs curriculum design, pedagogy, and instructional practices. Its proponents feel that by embracing evidence-based strategies, educators can empower students to become confident and proficient readers.

The study of reading is evolving as new evidence emerges. Research institutions like the Florida Center for Reading Research https://fcrr.org/ at Florida State University continue to study the field and provide educators and families with resources like their series “Supporting your child’s reading at home”.

See these stories for additional stories on the science of reading and balanced literacy:

• https://theweek.com/education/science-of-reading-battle
• https://www.theatlantic.com/magazine/archive/1997/11/the-reading-wars/376990/
• https://features.apmreports.org/sold-a-story/

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However, for students, social media is more than just a platform—it’s a vital connection to their peers. It’s where friendships blossom and inside jokes thrive. But- it comes with hidden pitfalls. The pressure to fit in, the fear of missing out, and the constant comparison—all contribute to emotional highs and lows. The drama around who’s in and who’s out spills over from online to the classroom, affecting self-esteem and mental well-being.

Students need guidance on managing this digital world. Educators and families play a crucial role here. Encouraging open conversations about social media, teaching critical thinking skills, and emphasizing self-regulation are essential. Students must learn to be responsible digital citizens.

Social Media and School

Educators are on the front lines of navigating this new digital world. Teachers grapple with dual roles: educating young minds and keeping them safe. They use technology to disseminate information, engage students, and foster creativity but it can also lead to bullying, cyber drama, and distractions.

At its best, social media can be a tool for expression, collaboration, and global awareness. Teachers must do what they do best– educate students about ways to use social media and technology wisely. They can engage students in honest conversations about social media’s impact and develop rules and consequences together, fostering ownership. Families must be part of this dialogue in order for it to be truly effective. Equipping students with empathy, resilience, and digital literacy will be the key to keeping students safe.

In the digital age, social media isn’t going away. As caring adults, we must guide students toward responsible usage. Let’s create a safe space where emotional wellness and mental health thrive alongside digital connectivity.

This blog post is for informational purposes only and does not constitute professional advice. Consult a mental health professional for personalized guidance.

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Education Funding: Holding Steady

The journey to this moment had many challenges. Months of wasted time were caused by the House Republican majority, which wrestled with far-right pressure to abandon the previous budget agreement from nearly a year ago. However, the majority finally acknowledged that most members in both chambers supported the original agreement.

The education funding bill closely adheres to the agreement reached during last year’s debt ceiling negotiations. Overall funding for education remains essentially level, which is a victory in itself based on the cuts that were proposed.

The Power of Advocacy

Your voices played a crucial role in shaping this outcome. The GOP majority unveiled its plan last summer to slash education funding by 30 percent and gut Title I by 80 percent but advocates like you helped shut down that harmful proposal.

The final bill includes small increases for several critical areas:

1. Title I: These grants to local educational agencies receive a boost, with an increase of $20 million above fiscal year 2023.
2. IDEA (Individuals with Disabilities Education Act): Funding for special education sees a $14 million increase.
3. Historically Black Colleges and Universities (HBCUs): These institutions receive continued support.

In addition, the bill addresses additional measures:

1. Higher Education: The final legislation includes a provision which guarantees the continuation of the comprehensive National Postsecondary Student Aid Study (NPSAS). NPSAS is the most comprehensive nationally representative study that measures how students and families finance postsecondary education.
2. Workforce Development: The bill includes a directive for the U.S. Department of Labor (DOL) to study “pay-for-success” programs as an outcomes-based incentive for employers to launch (or expand) apprenticeships. The provision in the bill directs DOL to assess the feasibility of such programs, which may inform potential further investment in pay-for-success apprenticeship initiatives at the federal level.

Looking Ahead

Two additional federal initiatives hold promise:

1. Supplemental Nutrition Assistance Program (SNAP): By preparing students to learn, SNAP contributes to their overall well-being.
2. American Families and Workers Act of 2024: This legislation aims to reduce child poverty by raising the Child Tax Credit and encourages affordable housing construction.

This win was thanks to the voices of advocates like you. Let’s continue working together to build a brighter future for all. Sign up for our updates to stay informed of issues impacting our children, educators, and public schools.

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1. ESSER Funds and Fiscal Realities

The Elementary and Secondary School Emergency Relief (ESSER) funds, a lifeline during the pandemic, faced a cliffhanger. These federal dollars had bolstered schools, but their expiration loomed large. The budgets for both PreK-12 and higher education institutions were under the microscope. As the clock ticked, districts grappled with the impending funding gap, risking teacher layoffs and program cuts.

2. Deregulation and High Stakes Testing

Last year’s expansion of school choice had a ripple effect. In 2024, lawmakers doubled down on deregulation, aiming to free public schools from policies that districts viewed as cumbersome. While some hailed this as a step toward flexibility, others felt like the legislature did not go far enough. Popular proposals that would have ended the harsh consequences of high stakes testing failed in negotiations between the House and the Senate.

3. Social Media Regulations for Minors

In an era of tweets and TikToks, social media regulations became a hot topic. The legislature grappled with safeguarding minors online. Lawmakers attempted to balance free speech and protecting students. The resulting policy does not target specific platforms and applies to platforms “where at least 10 percent of daily active users are children younger than 16 who use it for two hours or more a day; that uses “addictive” features, such as infinite scrolling; and that uses algorithms that analyze user data to handpick content for users.”

Chronic Abseenteeism and the Future of Education

Despite committee hearings and public statements from legislative leaders, the chronic absenteeism crisis was never addressed. Districts continue to grapple with a high number of student absences.

Pay attention to the candidates on your ballot for school board, the state House, and the Senate. Be ready to vote on August 20th and November 5th. It will be up to advocates and voters to demand policies that empower students, elevate student voices, engage families and the community, and involve students in the solutions.

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Alright, so thank you so much for sharing your story and insight with our readers. To kick things off, can you tell us a bit about how you got started?
My passion for meaningful family and stakeholder engagement in schools stems from my own multifaceted experiences. As the daughter of a teacher turned administrator and a dedicated school volunteer turned board member, I witnessed firsthand how students thrive when families and communities actively participate in education.

After serving three impactful years as President of the Hillsborough County Council PTA/PTSA, I recognized a pressing need for innovative programming to empower families amid major policy shifts. This was an era of rapid change, with Empowering Effective Teachers grants transforming classrooms and Common Core adoption leaving many parents confused. Families needed support navigating school choice systems and advocating for their children on issues dictated at the state level.

In hopes of filling this gap, I co-founded the Alliance for Public Schools in 2012 alongside Christine Bramuchi and Linda Kobert. We began by delivering family engagement sessions across Hillsborough County focused on decoding complex education policies and fostering student success through community collaboration. As demand grew, we expanded our programming to six more Florida counties and now serve in a few districts nationwide.

Along the way, students expressed a desire to lead efforts affecting their schools. This inspired us to develop youth-led initiatives for improving graduation rates, school climate, and campus culture. By elevating student voices, we evolved beyond a purely family-focused mission into a broader stakeholder empowerment organization.

Throughout my career, I have held roles that ingrained in me holistic support for student outcomes. One such role was Academic Specialist for the Florida Kinship Center at the University of South Florida. There, I collaborated with school personnel and center-based social workers in wraparound services engaging families and communities to back academic goals. My time managing parental involvement programs at Family First also shaped my vision of inclusive family engagement programming.

While launching this organization was challenging, our commitment never wavered. We filled an unmet need for an independent entity cultivating family and community alliances to bolster public education. Over the past decade, our flexible, responsive approach has empowered countless stakeholders to drive systemic impact. Though the path was not obvious early on, I cannot imagine more urgent or fulfilling work.

Would you say it’s been a smooth road, and if not, what are some of the biggest challenges you’ve faced along the way?
When I co-founded this non-profit education organization, I underestimated the demands involved in getting a new initiative off the ground. Securing consistent funding has been an ongoing challenge as many worthy organizations compete for donor funds. With limited resources, it has also been difficult to scale our programming and staff to match the level of need within the communities we serve.

Developing relevant, high-impact student and family programs has also necessitated continual evolution. As the organization has grown, we have worked diligently to expand offerings while maintaining quality. This requires constantly assessing trends and pain points, piloting new approaches, evaluating effectiveness, and modifying established programs to better meet emerging needs. It has been a complex iterative process requiring strong community ties to shape programming.

Arguably our biggest obstacle emerged with the COVID-19 pandemic which destabilized many of our existing program delivery mechanisms. With students sent home for remote learning, everything from tutoring sessions to leadership development programs had to be reimagined for a virtual context. This was tremendously taxing on our small staff. Meanwhile, students and families in our community faced amplified stressors from health risks to job losses. Mental health needs and academic skill gaps ballooned during the pandemic. Our programming had to adapt at warp speed to provide crucial support.

Evolving dynamics around family engagement in schools has also impacted our work. While families have always been seen as key stakeholders in education, ideological debates and political divides have raised tensions between parents and school districts. More hesitancy and weariness now shape some interactions with families.

However, we continue to believe deeply in the value of equitable, culturally responsive family partnerships. Finding ways to bridge gaps, share power, and maintain trusting relationships remains central to our mission no matter the political climate. By persisting through all these varied challenges over the past several years, the Alliance has become more resilient, responsive, and dedicated to empowering students, families, and communities.

Alright, so let’s switch gears a bit and talk business. What should we know about your work?
An experienced educator and advocate have a passion for stakeholder engagement & community investment in public schools.

I have collaborated closely with leaders in school districts, representing over 1 million students, to enhance meaningful family participation in support of their children’s education. Additionally, I have led and contributed to various local, state, and national advocacy campaigns dedicated to supporting our public schools and the dedicated educators who serve our students.

I take pride in my diverse experience working with students in K-12 and higher education. I have consistently championed equitable access to academic success, as well as college and career pathways, for all students. As a non-profit leader, my primary commitment is to facilitate connections between educators, schools, districts, and families, to ensure optimal support for students.

My career in education began as a Fellow for the National Science Foundation, where I researched teaching and learning, with a particular focus on attracting underrepresented populations, including females, to advanced STEM classes at the secondary and college levels. This work ignited my passion for equity, which continues to drive my professional endeavors today.

After holding leadership roles at the local, state, and national levels of the PTA, I transitioned my focus from classroom practice to family and community engagement. I have also been involved in initiatives such as the Common Core States Standards campaign and the Empowering Effective Teaching Initiative of the Bill & Melinda Gates Foundation. In recognition of my contributions, I was selected as the representative of the public to the Commission on Standards and Performance Reporting for the Council for the Accreditation of Education Preparation.

I have been honored to receive prestigious accolades, including being recognized as a White House Champion of Change by the Obama administration and an American Graduate Champion by PBS. I have also been acknowledged as a Community Builder by the FBI Citizens Academy and a Tampa Bay Lightning Community Hero. Additionally, I hold lifetime memberships in both Florida and the National PTA, reflecting my enduring commitment to advocating for children and families.

If you had to, what characteristic of yours would you give the most credit to?
The ability to evolve and adapt our programming while staying true to the mission of supporting families, our public schools, and the students they serve. Over the last 12 years, numerous challenges that have threatened our ability to serve students as a small non-profit. Funding and resources have been limited, which has impacted the services we can provide. Additionally, there has been turnover in district leadership in the collaborating school districts we work with. This lack of continuity requires continual work to build trust and adapt programming to district objectives while meeting the needs of families and students.

Most recently, the COVID-19 pandemic forced dramatic changes and disruptions to education. Since we focus on building community support for public schools and connections between home and school, the conditions of the pandemic required many adjustments to programming. All of this took a toll on students’ academic, social, and emotional growth and has necessitated different approaches in both our family engagement and student leadership work.

The political debates that have emerged locally and nationwide regarding “parents’ rights” in schools have also proved challenging and have required expertise in working with families across the political spectrum by keeping the focus on student success. Polarized views on issues like curriculum, library books, and inclusion policies have increased tensions between families and school districts. This makes our work to bring communities together for the benefit of students more complex.

Despite these ongoing hurdles, we continue to adapt so we can deliver on our mission. By listening carefully to the diverse needs and perspectives of stakeholders – students, families, educators, and community members – we find ways to move forward. We have redesigned elements of our programs to provide more flexible options.

We have strengthened partnerships with other community organizations to maximize resources. And we have redoubled our efforts to help students succeed, both inside and outside the classroom. Though the path has not been easy, our commitment has remained the same over the last 12 years: to support student empowerment, wellness, leadership development, and community connectedness.

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