Communities In Schools (CIS), the leading organization dedicated to empowering students to stay in school and achieve in life, announced today that it was featured in the summer issue of the prestigious Stanford Social Innovation Review (SSIR) in the “What Works” column. 

The article details how Communities In Schools uses a mix of hard data (research and evaluation) and soft skills (caring site coordinators) to reduce dropout rates and improve graduation rates.

Communities In Schools of Washington is part of the national Communities In Schools network, last year serving nearly 46,000 students statewide, and empowering 92% of high school seniors served to graduate.

“As part of the leading dropout prevention organization, I am proud to see the collective work of our network recognized by the respected SSIR,” said State Director Susan Richards. “Communities In Schools looks forward to continuing its critical and proven work of providing Washington students with whatever it takes for them to achieve.”

The award-winning magazine, written for and by leaders in the nonprofit, business and government sectors, covers academic theory and practical ideas for achieving social change. Published at the Stanford Center on Philanthropy and Civil Society at Stanford University, SSIR views collaboration as key to solving environmental, social and economic justice issues.

“The SSIR is one of the most influential publications in the social sector, so we’re honored to be profiled,” said Communities In Schools President Dan Cardinali. “I’m particularly pleased that they recognized the unique combination of research-based practice and deeply rooted compassion that is the hallmark of our site coordinators.” 

You can read the complete article here: http://www.ssireview.org/articles/entry/keeping_kids_in_school

For more information, contact: Anita Cech, PR/Marketing Manager at anita@ciswa.org or 253-248-1991.

The production company traveled across the country to several different Communities In Schools affiliates in order to tell the story from a variety of perspectives. A collection of viewpoints are heard in the video, from the voice of Communities In Schools President Daniel Cardinali to site coordinators working on the ground floor to the students being directly impacted by the organization.

“We’re privileged to work with organizations like Communities In Schools to document how they are moving the needle and improving outcomes in our education system,” said Jessica Stuart, founder of Long Story Short Media. “It was clear to us that they know what it takes to help solve America’s dropout crisis, and to put at-risk kids back on track to graduate.”

“Making a Difference” details the ways in which Communities In Schools tends to the non-academic barriers that often prevent students from staying in school and achieving in life. The video also touches upon the sound financial investment that Communities In Schools is, returning $11.60 on average for every dollar invested.

“The most powerful advocates for our work are our site coordinators and the students they serve,” said Debra Montanino, Chief Development Officer for Communities In Schools. “Through showcasing their voices and experiences, we hope to inspire our friends, donors and other stakeholders to take action and make a difference in these students’ lives.”

The Communities In Schools national office debuted “Making a Difference” January 23rd at an event held in Los Angeles for potential donors.

To watch the video and see how you can make a difference, visit http://www.communitiesinschools.org. To learn more about Long Story Short Media, visit http://www.lssmedia.com.

Site coordinator Georgina Hernandez (right), and a student from Mirror Lake Elementary, with her mother and grandfather.

Making a difference in students’ lives is only one reason Georgina Hernandez loves her job as a site coordinator at Communities In Schools of Federal Way, Wash. She also loves that the students teach her new things every day.

“I learn so much from them,” said Hernandez. “Some of the students have been through a lot. But they are so resilient. Providing a safe environment for them is very important to me.”

The site coordinator has been working with students for the past three years at Mirror Lake Elementary School. Hernandez, who has a bachelor’s degree in social work, has previously worked with children in foster care; but her job with Communities In Schools marks the first time she’s worked inside a school setting. Working one-on-one with students, parents and school staff is a highlight of her job and an area where she excels.

One student Hernandez worked with, who she recalls with great fondness, had lots of issues in school and at home. Hernandez arranged for the student to receive counseling, involved the student’s mother and provided daily check-ins to keep the student on track. In particular, the site coordinator recalled that the student struggled with math.

“At the end of the year, she took her state tests and successfully completed everything. She didn’t believe she could do it, and she cried because she was so happy. She’s now in middle school and doing well. I’m so proud to see how Communities In Schools impacted her.”

Hernandez provides Level Two services – targeted interventions – to 80 students at Mirror Lake. One of her biggest successes since arriving has been with the school’s extended day after-school program. By recruiting volunteers and community partners, with the goal of serving more students, Hernandez has helped bring a larger variety of enrichment programs including lessons in soccer, dancing, music, art, taekwondo and basketball. Nearly 300 of the elementary school students participate in the activities.

Hernandez, who was a 2012 Unsung Hero runner up, has also made a point of forging strong relationships with parents in the community. As a native Spanish-speaker, the site coordinator is an asset to many families by breaking down language barriers that can stand in the way of helping their children become successful students.

“The depth of the relationships Georgina has built with families and students is incredible,” said Mirror Lake Principal Maggie O’Sullivan. “She has had a significant and lasting effect on the students, families and staff of Mirror Lake Elementary. Georgina genuinely cares and everyone she comes in contact with senses this quality in her.”

Additional programs that Hernandez has started or enhanced include the Family Academy program, where she teaches parents English classes through Highline Community College, and English and Spanish parenting classes where 25 families participate to learn more about childcare.

“I love the mission of Communities In Schools,” said Hernandez. “Working with both kids and their families, I get to make a real connection. It’s through working with the entire family that you see the biggest impact.”

This post originally appeared in Beyond the Classroom.

The beginning of January is always a time of self-reflection. We look back at the past year to evaluate what we accomplished (or maybe didn’t accomplish) and create resolutions for the new year. We promise ourselves we will exercise more, read more books, and spend less time in front of televisions and computers. We pledge that we will do more to make our lives better and more fulfilling. And what’s more fulfilling than helping others achieve?

While January is a month to make personal resolutions, it’s also National Mentoring Month. It’s when we thank the people who inspire us and give us the strength to reach our goals, and take the time to consider how we can be positive role models for others.

At Communities In Schools of Whatcom County, Wash., students are dedicated to being mentors throughout the school year. For the past three years, seniors at Sehome High School have been paired with incoming freshmen to help them with homework, projects and navigating the path to graduation. This year, 71 seniors are acting as mentors.

“Our peer mentoring has an academic focus,” said Communities In Schools of Whatcom County Executive Director Dennis D’Amelio. “But beyond that, mentors get to sit down with their mentees and talk about everything important to kids that they might not want to talk about with an adult.”

All mentors participating in the program are interviewed and thoroughly trained before being paired with their mentees. They’re taught how to help freshmen with their homework, how to ask important questions and what to do if they feel like their mentee needs more support than they can provide. Student academic progress is tracked and Communities In Schools staff and school counselors know if anyone needs additional resources. Student safety, both mentor and mentee, is also very important.

“We train our mentors to be aware of potential issues and if they see something to ask for help,” D’Amelio said.  “If a mentee mentions potential abuse or neglect, the mentor informs Communities In Schools staff and they bring in school counselors.”

Sehome High School’s mentoring program doesn’t just help freshmen – the seniors acting as mentors benefit as well. In Washington, serving the community is a requirement for graduation. Acting as a mentor qualifies, and helps students get a step closer to receiving a diploma. But many of the students who participate are there for more than the credit – they’re there for the experience of being a positive role model and helping others.

“Kids can give back,” D’Amelio said. “We have dynamic student leaders.”

Learn more about Communities In Schools of Whatcom County’s peer mentoring program in this great feature by The Bellingham Herald.

This post originally appeared in Beyond the Classroom.

As a volunteer for Communities In Schools of Federal Way, I mentored a young student named Marvella.* When she moved to Auburn, I was happy to learn that Auburn also had a strong Communities In Schools program through which I could continue supporting this student.

Like most mentored students, Marvella is “on the brink of success,” but also at risk for a a number of reasons. The Communities In Schools goal is to make sure she stays in school and graduates, despite the hardships she faces.

The site coordinator an the elementary school where Marvella transferred was highly effective in another transition in her life. Now that Marvella is in middle school in Auburn, the site coordinator at her new school is taking all the necessary steps to keep the safety net in place.

Through the Communities In Schools network and the work of site coordinators across boundary lines, I am able to continue mentoring this promising young student. It’s a joy to see how we all work together to insure academic and personal success for the students in our schools who just need that extra boost and show of confidence to begin to achieve success. Communities In Schools provides stability, support, and access to a range of services in order to keep students in school, achieving their true potential.

*Name has been changed.

The mission of Communities In Schools is to surround students with a community of support, empowering them to stay in school and achieve in life.  Through school-based coordination, Communities In Schools connects students and their families to critical community resources, tailored to local needs.  What sets Communities In Schools apart is the coordinated, comprehensive range of services to achieve whole-child support. This is accomplished by placing site coordinators–many of them AmeriCorps members–inside schools to implement the Communities In Schools model of integrating student services by working with community partners and volunteers to marshal resources necessary to address the social and emotional needs of students who are at risk of dropping out of school.

Across Washington, communities benefit from a multitude of organizations working to help young people succeed. AmeriCorps members maximize the effectiveness of these groups by bringing community resources into the schools to address children’s unmet needs and providing the link between educators and the community. Communities In Schools helps kids overcome challenges both inside and outside the classroom so they can do their best in school.

By pairing critical, targeted assistance with relationship-based support, Communities In Schools accomplishes true whole-child support. Students perform significantly better in school and develop the confidence and self esteem they need to make a better future for themselves. Communities In Schools doesn’t just help young people; it helps young people transform.

AmeriCorps Plays a Key Role in Student Success

Equal parts compassion and expertise, AmeriCorps members serving as site coordinators work one-to-one with struggling students to get them what they need, when they need it.  Last year, Communities In Schools helped more than 46,000 Washington students achieve their goals.

Of the students who were referred for specific concerns:

• 98% of secondary students stayed in school
• 92% of seniors graduated
• 81% improved academic performance
• 71% improved attendance

Of all organizations working toward student achievement, only Communities In Schools is proven to decrease dropout rates, boost on-time graduation rates, and increase proficiencies in math and reading.
A version of this article originally appeared in the WCNCS Serve Washington October 2012 newsletter.