CALIFORNIA COMMUNITY SCHOOLS PARTNERSHIP PROGRAM

CALIFORNIA COMMUNITY SCHOOLS PARTNERSHIP PROGRAM: IMPLEMENTATION PLAN TEMPLATE Instructions This California Community Schools Partnership Program (CCSPP) Implementation Plan Template has been created by the State Transformational Assistance Center for Community Schools (S-TAC), in partnership with the California Department of Education (CDE). This template was designed to support implementation applicants with the requirement of submitting an implementation plan (per site) as part of their Request For Application and to support CCSPP grantees with community school implementation more generally. It should be considered a dynamic document that is periodically updated to reflect the progress and needs of your community school(s), legislative updates, and course corrections informed by your continuous improvement and school community engagement processes. The Local Education Agency (LEA) is referenced throughout the template to encourage collaboration between the LEA and sites on the implementation of the CCSPP. The Implementation Plan should be guided by the California Community Schools Framework (CA CS Framework), and the Capacity-Building Strategies: A Developmental Rubric. To build on existing objectives for community schools, alignment with overarching LEA goals and objectives as stated on Local Control and Accountability Plans (LCAPs) and School Plans for Student Achievement (SPSAs) is strongly recommended. LEAs and school sites must work collaboratively with community partners, including families/caregivers, staff, students, district leaders, inter-agency representatives, etc., to develop and review the CCSPP Implementation Plan. The Lead LEA, working with school sites, is responsible for the plan and the oversight of any community partners or subcontractors. The LEA should include any partners in the development and review of the plan. It is recommended that the plan be reviewed biannually (twice a year), at least. Note that the Implementation Plan Template asks you to focus on the critical processes that each school and LEA must develop in order to execute the vision of community schools in order to achieve desired outcomes. The Annual Progress Report (APR) will ask grantees to reflect upon and report on those outcomes. The Implementation Plan will be submitted to CDE as part of the Cohort 3 Implementation Grant by those who are applying. This Implementation Plan Template will be updated as the CCSPP accountability system is developed. CA CS Framework Overview A community school is any school serving pre-Kindergarten through high school students through a “whole-child” approach, with an integrated focus on academics, health and social services, youth and community development, and community engagement. It is an equity-driven and assets-building school transformation program. Adopted in 2022, the CA CS Framework identifies 4 Pillars of Community Schools, Key Conditions for Learning, Cornerstone Commitments, and Proven Practices as follows: 1 CCSPP: Implementation Plan Template Pillars of Community Schools: Integrated Student Supports; Family and Community Engagement; Collaborative Leadership and Practices for Educators and Administrators and; Extended Learning Time and Opportunities Key Conditions for Learning in a Community School: Supportive environmental conditions that foster strong relationships and community; Productive instructional strategies that support motivation, competence, and self-directed learning; Social and emotional learning (SEL) that fosters skills, habits, and mindsets that enable academic progress, efficacy, and productive behavior, and; System of supports that enable healthy development, respond to student needs, and address learning barriers. Cornerstone Commitments of Community Schools: A commitment to assets-driven and strength-based practice; A commitment to racially just and restorative school climates; A commitment to powerful, culturally proficient and relevant instruction; and a commitment to shared decision making and participatory practices. Proven Practices of Community Schools: Community Asset Mapping and Gap Analysis; A Community School Coordinator; Site-Based and LEA-Based Advisory Councils, and Integrating and Aligning with Other Relevant Programs. The California Community Schools Framework is synthesized through the Overarching Values and operationalized through the Capacity-Building Strategies: A Developmental Rubric. More information about these key concepts or community school components can be found at https://www.cde.ca.gov/be/ag/ag/yr22/documents/jan22item02a1.docx and at https://www.acoe.org/Page/2461, including the CA CS Framework. Capacity-Building Strategies Overview The S-TAC has launched the Capacity-Building Strategies: A Developmental Rubric to serve as a road map for both LEAs and school sites and is meant to enhance the adoption, implementation and sustainability of community schools. The Capacity-Building Strategies include a focus on: 1. Shared Commitment, Understanding and Priorities 2. Centering Community-based Learning 3. Collaborative Leadership 4. Sustaining Staff and Resources 5. Strategic Community Partnerships The Developmental Rubric can be accessed here, and is best used as a side-by-side companion document as grantees are completing this implementation plan. 2 CCSPP: Implementation Plan Template CCSPP: IMPLEMENTATION PLAN School Site Contact Information Hillview Continuation School Tustin Unified School District Community School Specialist: Jamie Joyce Strategies, Priorities and Goals Describe the main process goals and action steps for the school site’s community schools initiative. Add lines as needed. Use the phase-specific activities outlined in the Developmental Rubric as a guide. Strategy 1: Shared Commitment, Understanding, and Priorities When interest-holders unite in a shared understanding of and commitment to the community school strategy, it drives democratic collaboration and transparency. Deep listening and authentic relationship-building (via a robust Needs and Assets Assessment process) are critical to identifying collective priorities and for monitoring progress towards meeting shared goals. Part A: Shared Commitment, Understanding and Priorities Built Around the Overarching Values After engaging interest-holders to answer the question, “why a community school for my school?”, share your response to that question in the box below. In your response, be sure to Indicate how your site’s understanding of community schools reflects its commitment to the CA CS Framework through the Overarching Values (Overarching Values can be accessed here): 1. Racially-just, relationship-centered spaces (Relationship Focus) 2. Shared power (Shared input) 3. Classroom-community connections 4. A focus on continuous improvement and possibility thinking Describe the developmental plans for ensuring these values are reflected in your community schools work: Why a community school for my school: As a community school, Hillview aims to create trusting relationships with all stakeholders. Over the past year, we have worked hard to create opportunities and spaces for families, staff and community partners to share their feedback about the needs and strengths of the community. We gathered community feedback through various channels including English Language Advisory Committee Meetings, School Site Council meetings, staff meetings, home visits, parent teacher conferences, and parent and student surveys. We have hosted a variety of parent workshops including FASFA, parent/teacher conferences, senior 3 CCSPP: Implementation Plan Template conferences to launch the school year, and a community college night. We have developed a variety of community partners including the Book Club, TPSF, Assistance League, IVC, Santa Ana College, OCC and Santiago Canyon College. We will continue to create opportunities to build trusting relationships with all stakeholders. Moving forward we will increase lines of communication to ensure that all voices are heard. This will be accomplished through surveys, focus groups, one-on-one conversations and family relationships. A goal for the 2025-2026 school year will be to continue to include the community school’s work into the classroom. We started the school year by introducing community schools work in a staff meeting, but we are hoping that in 2025/2025 school year we will be able to build a greater partnership between Community Specialist and the staff ensuring all stakeholders are aware of the resources and supports available. Part B: As part of the planning process, you have gone through an initial process of understanding needs and assets. As you initiate the implementation grant process and obtain site-level resources, please reflect on how you will go deeper in this needs and asset assessment process to engage the entire community in identifying their top community school priorities and vision. Please reflect on how you will engage different groups (administrators, certificated staff, classified staff, students, family members, community members and community partners) and identify the processes (e.g., surveys, one-on-one interviews, focus groups, visioning exercises, meetings/forums, etc.) you will use to engage them. Describe how you will engage historically marginalized student and family groups. What are the needs and assets from last year with POG? This past year, 85% of families responded to the community survey. Although this number is high we aim to get 100% response and would like to continue to gather additional feedback through other channels (parent meetings, student interviews, ELAC, SSC, phone calls, etc.) As we move forward, we will implement the following action plan in order to go deeper into the needs and assets assessment process to engage our community in identifying their top community school priorities and vision: Surveys Surveys will be sent to all stakeholders to gather feedback about needs, assets and more. The current needs and assets assessment will be reevaluated by the Community School Advisory Committee which we hope to launch at the beginning of the 25/26 school year. Community Partners Interviews We are in constant communication with Book Club our number one community partner to discuss needs at the school site and how they can support. Moving forward we would like to work more closely with a few other organizations to help support in different ways. Specifically, we hope to build a relationship with Assistance League to help meet the basic needs of families and Trinity church to support with food distribution. 4 CCSPP: Implementation Plan Template Formal Meetings The admin team will continue to invite feedback during School Site Council meetings, ELAC meetings, Principal Community Meetings, staff meetings and parent/teacher conferences. Student Feedback This year we gave a student survey and used that to guide our work we gave it in December to see their experience so far and how best to adjust to support for the rest of the school year. We will continue with this practice in the 25/26 school year. Part C: As sites complete the needs and asset assessment process, they identify collective priorities that form the initial focus of their community school implementation efforts. Given your preliminary needs and asset assessment, please share three draft collective priorities that you anticipate arising as you achieve deeper engagement with students, staff, families and community members. One of the priorities should align with a support listed in the Whole Child and Family Supports Inventory (e.g., integrated student supports, authentic family and community engagement, collaborative leadership, extended learning time and opportunities, positive and restorative school climate, community-based curriculum and pedagogy, etc.). The collective priorities you list below may be the same goals you will ultimately report in the APR, or they may change throughout the course of your first year as you continually engage students, staff, families and community members. Draft Collective Priority Outcome/Indicators you aim to improve Increase Attendance -More students attending school on a daily basis -Students being ON TIME to the school day -Find supports for transportation needs SEL Practices -Lessons presented to students in advisement -Small groups to support SEL skills Authentic Family Engagement -Increase in the number of families participating in parent/teacher conferences -Invite families who would benefit from particular workshops to attend with a personal invitation Academic Support -Build a pathways to success course to support students in developing greater literacy and academic readiness tools Strategy 2: Centering Community-Based Learning Community-Based Learning (CBL) builds on the rich, diverse cultural and linguistic backgrounds of students, families, and educators. Delivered in learning environments that are relationship-centered and ensure a sense of belonging, CBL builds on community assets, cultural 5 CCSPP: Implementation Plan Template wealth, funds of knowledge, and indigenous ways of knowing. Community-Based Learning is powerful instruction that increases student engagement by connecting classroom learning to real-life experiences and to issues that are relevant to students’ lives and communities, improving their sense of ownership and agency. Describe your goals and action steps to assist educators in learning about students and families as well as understanding the theoretical roots and practical elements of community-based learning. Site Level Goals and Measures of Progress Goals Action Steps Home Visits -Home visit training for staff -increase staff who participate in Home Visits Exit Interview -Continue to invite community partners, staff and district personnel to participate and learn from students -Use knowledge gained from interviews to build empathy and develop teachers funds of knowledge to improve student/staff relationship Financial Literacy (Reality Bites) -Continue with the community partnership with School’s First to empower students and families to learn financial literacy People of Success Assembly -This year we had quarterly assemblies to expose students to a variety of successful individuals who had to overcome adversities -Continue with the quarterly assemblies, possibly developing mentorships Strategy 3: Collaborative Leadership Shared decision-making ensures all interest-holders have a voice in the transformation process and fosters shared power of the strategy. Collaborative leadership improves coordination of services, fosters supportive relationships, results in decisions that are widely accepted and implemented, and supports sustainability of the effort. At the system level, LEAs establish a system-level steering committee/advisory council to conduct exploration activities and to provide crucial guidance to school-level implementers. At the site level, schools map and assess the current shared governance structures (where and how decisions are made) in their building and community, identifying all existing school-site and local neighborhood teams, networks, or working groups to understand their purpose and composition. Schools then launch or revise site-level shared leadership structure(s) to facilitate democratic participation and decision-making among students, staff, families, and community members. 6 CCSPP: Implementation Plan Template Describe your goals for strengthening collaborative leadership. Site Level Goals and Measures of Progress Goals Action Steps Increase Opportunities for Stakeholder Feedback -Surveys, Formal Meetings, Student Leader Interviews, Call Campaigns, Empathy Interviews Invite Underrepresented Groups to Serve on School Advisory Committee -Invite stakeholders to participate in the school advisory committee. Describe the system of shared governance and site-level leadership structure at your community school (this could be a visual like an organizational chart of other graphic): Principal School Site Staff ELAC School Site Council In the 25/26 school year, we hope to launch our Community Schools Advisory Committee to help guide our community schools work. Strategy 4: Sustaining Staff and Resources A focus on staffing and sustainability ensures that the necessary human and financial resources are available to maintain the strategy over time, and to sustain continuous progress and improvement. Describe your goals and action steps for ensuring that: staffing serves the target student population, LEAs recruit and hire diverse, multilingual staff to support site-level work, including an LEA-level Community School Director/Coordinator. Schools hire site-level coordinators. Both sites and systems develop sustainability plans to ensure core staffing is sustained through long-term funding. Site Level Goals and Measures of Progress Goals Action Steps Administration & Community Specialist Development -In the 25/26 school year, we will have a new administrator and a new community school specialist so the goal will be to have these two work hand in hand in learning about the Community School Framework and to create plans to best support the students and the families with the funding moving forward. Provide School Training on the Community School Framework to Additional School Staff -Provide training at staff meetings reviewing the framework, best practices and implementation strategies. -Highlight classroom and school efforts focused on implementing components of the community schools model. 7 CCSPP: Implementation Plan Template Key Staff/Personnel Principal All Site Functions Community Specialist Provide specific guidance and services to students and families. Counselor Provide counseling services to students and families Social Worker Support families with basic needs as needed Describe the plans or steps you are considering to build sustainability beyond the life of your implementation grant: From the start, Hillview’s Community School Strategy has prioritized sustainability efforts. As a school site, we have already developed a variety of community partners that will support sustainability efforts. ● Continue to form partnerships with local organizations to offer workshops and programming for students and families: ○ The Book Club ○ Schools First Federal Credit Union ○ Orange County Department of Education ○ Second Harvest Food Bank ○ Waymakers ○ Tustin Police Department ○ Assistance League ○ Tustin Public Schools Foundation ○ Trinity Church ○ OCC ○ IVC ○ Santiago Canyon College ○ Santa Ana College ● Continue to offer opportunities for school staff to lead training for teachers, families and students focused on topics identified in the needs assessment. Staff include social worker, mental health specialist, counselors, teachers, teachers on special assignment and others with expertise on topics of identified interest. ● Invite teachers, parents and staff to participate in professional development opportunities utilizing the CCSPP funding. Training staff with this funding ensures the knowledge and practices will be sustained and shared even after the grant funding ends. Strategy 5: Strategic Community Partnerships Developing strategic community partnerships allows schools and LEAs to build a stronger network of support and culturally responsive programming and resources for students, educators and families, and to foster a more inclusive, democratic and supportive learning environment that benefits everyone in the community. 8 CCSPP: Implementation Plan Template In alignment with strategies developed in response to the deep needs and asset assessment, schools identify and establish school-community partnerships who share a holistic focus on students, families and the community. This section should demonstrate your goals and action steps to ensure community partners are actively involved in the planning, development, and continuous improvement of the community school. Site Level Goals and Measures of Progress Goals Action Steps Include multiple community partners in our Community Advisory Committee -In the 25/26 school year we will invite the Book Club and Assistance League to be a part of our newly formed Advisory Committee -Our committee would work together to develop actionable steps based upon our needs assessment. Describe the partnerships you have established or plan to establish, and how your school’s partnerships will be responsive to the vision and priorities of students, staff, families and community members: Hillview has formed a number of partnerships with organizations that support the Community School efforts. Many of these partnerships existed prior to the CCSPP grant funding while others have been formed as a result of the information presented on the needs and assets assessment. As a school, we will continue to explore new opportunities to form partnerships with organizations that share our vision to support all students and families: ○ The Book Club ○ Schools First Federal Credit Union ○ Orange County Department of Education ○ Second Harvest Food Bank ○ Waymakers ○ Tustin Police Department ○ Assistance League ○ Tustin Public Schools Foundation ○ Trinity Church ○ OCC ○ IVC ○ Santiago Canyon College ○ Santa Ana College 9 CCSPP: Implementation Plan Template Site Level Goals and Measures of Progress Goals Action Steps Include multiple community partners in our Community Advisory Committee -In the 25/26 school year we will invite the Book Club an Assistance League to be a part of our newly formed Adv Committee -Our committee would work together to develop actionab based upon our needs assessment. Developed by the California Department of Education and State Transformational Assistance Center, April 2024.