• Strong principal leadership that is focused on instruction and inclusive of others;
• A welcoming attitude toward parents and formation of positive connections with the community;
• Development of professional capacity, such as teacher professional development and fostering of collaboration;
• A learning climate that is safe, welcoming, stimulating and nurturing to all students; and
• Strong instructional guidance and materials.

This formulation mirrors The Children’s Aid Society’s “developmental triangle,” published in our 2005 book, Community Schools in Action: Lessons from a Decade of Practice (Oxford University Press), which calls for a strong instructional program, expanded learning opportunities through enrichment and services designed to remove barriers to children’s learning and healthy development. Children’s Aid conceptualized the triangle after reviewing scores of existing research studies from multiple disciplines, concluding that effective educational reform strategies needed to address both teaching (excellent instruction, rigorous curriculum, timely assessments aligned with instruction) and learning (student health, wellness and engagement; plentiful opportunities to apply academic knowledge through challenging enrichment activities; support and encouragement from parents).

The community schools strategy applies this research through a comprehensive, integrated approach to education that extends the hours, services and partnerships of traditional public schools. Community schools are open all day and well into the evening, six and even seven days per week, year-round. They offer before- and after-school programs, summer camps, adult education, parent involvement and leadership, early childhood, medical, dental, mental health and social services. Many supports, services and opportunities are available to community residents, including adult education and community-wide celebrations and special events. The results from the work of The Children’s Aid Society and our colleagues across the country are powerful—improved achievement, better student and teach attendance, increased parent engagement, decreased community violence. Why isn’t every school a community school?

Jane Quinn
Assistant Executive Director for Community Schools
Director, National Center for Community Schools
The Children’s Aid Society

The members of Parliament toured the student wellness center, family room, orthodontic clinic, classrooms and auditorium, and heard presentations about community schools and services provided there. They had much to see and learn: in 2010, all of the schools in England will become extended schools, which are based in part on Children’s Aid’s full service model. On their fast-paced tour, the group posed questions about school-based services, parent involvement, narrowing the achievement gap, and inspiring student self-esteem and motivation — all integral parts of The Children’s Aid Society’s model.

There has also been a valuable link between The Children’s Aid Society and Scotland for 10 years, with our successful model contributing to the implementation of similar schools there. Scottish educators keep abreast of Children’s Aid’s Community Schools developments with yearly visits. Education, like the child who is ready to learn, has no boundaries!

The community schools strategy works in part because parental involvement yields results, as does providing children with enriched learning during out-of-school time. And on-site medical, dental and mental health services are all a part of the legacy of The Children’s Aid Society founder Charles Loring Brace’s vision. Children do better in school when the major influences on their development — family, school and community resources — work together.

After-school programs run in 21 community schools and all eight Children’s Aid community centers, serving hundreds of elementary school-aged children in Manhattan, Staten Island and the Bronx. Offering a safe haven for children in some of the city’s most economically challenged neighborhoods, the kids can focus on school work as well as discover their many hidden talents.

Homework assistance is available for children who need it, and recreational activities such as basketball do more than break a sweat – they team kids up with mentors who serve as role models, providing invaluable emotional support. The Children’s Aid Society is also a founding member of Boys & Girls Clubs of America, and virtually every Children’s Aid site operates as a Boys & Girls Club.

You want more? Children can learn tactics, strategies, and problem solving while developing an appreciation for chess at the Philip Coltoff Center in Greenwich Village. And children from 9-12 years old interested in the performing arts take part in voice and articulation, dance, choreography and acting at the Rhinelander Center Stage Club.

The opportunities provided by Children’s Aid go on and on, and the skills the students develop are priceless; click here for information on volunteering opportunities!

The reason why The Children’s Aid Society’s Community Schools work so well according to considerable research – and common sense – is that children flourish when the important influences in their lives, like family, teachers, coaches, and mentors, all band together to help a child.  Teaching children to be mindful of their health through education and recreational exercise like sports and dance, while also being respectful of their mind through academic studies, trade, arts and music instruction – are all part of the community school strategy. It is also how The Children’s Aid Society has operated for over 150 years.

A film crew from the George Lucas Educational Foundation spent time at a Children’s Aid Community School, Intermediate School 218 (IS218) in Washington Heights, creating a nine-minute video illustrating the successful implementation of this powerful strategy.

Click here to view the embedded video.

The “virtual site visit” highlights the school’s comprehensive instructional program – a combination of educational, recreational and social services.

IS 218 is a public intermediate school designed, from the very beginning, to meet the needs of the entire community. Their extraordinary after-school program, for children and adults alike, is a dynamic model for other community schools to follow suit. The Children’s Aid Society’s Assistant Executive Director for Community Schools, Jane Quinn, agrees: “When I first came to this school, I noticed two things. I noticed that the children seemed happy and I noticed that there were a lot of extra adults around, and I wanted to know what was happening here and how we could make it happen in more places.”

Community schools do work, thanks to the dedication and commitment of an entire team of players and supporters – all inspired by one common goal: to help children develop and grow into productive members of the community.

A wonderful way to channel their energy and creativity, the camp encourages self-expression and a sense of community between young acting peers.  The children are taught everything from acting, set design/building and sound/lighting to costume design and stage make-up.  The pièce de résistance of each camp is the final performance which family, friends and Village locals attend —and a fabulous time always is had by all!

Philip Coltoff Center

The Philip Coltoff Center at Greenwich Village plays a vital role in providing educational, recreational and service programs for Village families since 1892.  The Center, which proudly operates under the auspices of the The Children’s Aid Society, offers a wide range of social services that include early childhood education, after-school programs and summer camp, teen and adult classes, and children’s theatre and art programming.

The Center’s mission is to be a center of Village community life, to provide dynamic, high-caliber programs and sponsor events – all with the central aim of enriching the social, cultural, creative and intellectual lives of the children, families and the Greenwich Village community at large.

Dance

Some shining examples of our programs are the Manhattan Center for Science and Mathematics’ Capoeira , named for the Brazilian movement, combining dance, martial arts and break dancing; and the Ailey Camp, a wonderful collaboration with the Alvin Ailey American Dance Theatre.  Ailey Camp participants are challenged to explore their full creative potential.  It’s fabulous to hear them recite the daily affirmation:  “I will not use the word can’t to define my possibilities.”

We also partner with the American Ballet Theatre in their Make a Ballet program, where students are taught to create, choreograph, and perform their own original ballet. This magical program not only teaches the beauty and discipline of dance, but also introduces them to the world of professional performance art – both behind-the-scenes and on stage.

Recently, Children’s Aid Society youth participated in a glorious celebration of dance and culture at the African American and Dominican Heritage Festival 2009. Dance performances ranged from Salsa to Hip-Hop and Step.

Dance is the harmonious synthesis of self-expression, discipline, artistry and culture.  Children’s Aid Society dancers acquire a unique set of skills, knowledge and cultural experiences that will serve them and last a lifetime!

One recommendation is that students be held accountable for supplies and furniture by requiring deposits on books, fundraising for new furniture and clean desks. The teens on the council also recognized the need for improvement in staff and programming. They recommended training for security officers, adding “specialty teachers” who teach career specific classes and programs that help build supportive relationships between students and staff.

As members of the Youth Council, the teens have had months of discussions and research in teen leadership groups where they are encouraged to become advocates for their communities. Their own experiences served as a platform to discuss these obstacles and develop potential solutions. Listening to these teens share their stories brings to light how critical the school environment is to the educational experience and the effects it has on education quality and dropout rates.

These recommendations have been sent to the Department of Education administrators and elected officials who were not able to attend the event. What’s next for these teens? The young people who coordinated the teen town hall will be interning this summer with elected officials in city council, state assembly and the state senate and others have jobs working with the kids in summer camps.

Children of all ages have been enjoying the music experience through innovative after-school programs like The Children’s Aid Chorus, Harmony in Harlem, drumming groups and music recording studios.  Within these programs, children of all ages can explore all types of music – whether it’s a gospel song or moody jazz on a tenor sax.   Budding composers and recording artists can write, record and produce an original piece of music composition at actual recording studios in either the Frederick Douglass Center or Dunlevy Milbank Center.

Music brings people together – crossing all boundaries of culture, race and economics – The Children’s Aid Chorus Program is a perfect example. It comprises 19 vocal ensembles with over 350 chorus participants aged 5-18.  The award-winning choristers have had the opportunity to tour across North America, perform on television and at famous, historic venues, sing for dignitaries and collaborate with composers. In fact, each year at its Spring Concert, The Children’s Aid Society Chorus debuts new commissioned work by an American composer.

Yes, at New York’s Children’s Aid Society, we know that music nourishes both our kids’ minds and souls.  We see it in their smiles and in their bright eyes – each and every day.

For more information on any of our music programs, please call (212) 533-1675

Bob Stern congratulates Quenniqua Martinez, winner of the first Jean L. Stern Memorial Scholarship.

A real sense of family prevailed in the Con Ed auditorium on the evening of June 18^th as an eager crowd gathered for the annual Children’s Aid Society E.X.C.E.L. ceremony honoring high school and college graduates. Students’ families were in attendance, in addition to the families formed at Children’s Aid community centers and schools across the city – support networks of peers and staff that have proven invaluable in the lives of many teens.

Quenniqua Martinez, 17, Children’s Aid’s Youth of the Year and a member of the Frederick Douglass Center since age 6, said, “There is always someone there to talk to and someone to support me when my family can’t.”

The Children’s Aid Society’s E.X.C.E.L. (Educational Excellence Creating Empowered Leaders) is a comprehensive educational and life skills program designed to engage students, ages 14-21, in a breadth of services geared towards preparing them for college and promoting their future success.

In an emotional ceremony, 48 exceptional graduates were recognized for their achievements, ranging from academic excellence to overcoming obstacles to demonstrating leadership and community service.  The young peoples’ hard work and perseverance were lauded and accomplishments celebrated.  Children’s Aid’s CEO, C. Warren Moses, praised the “beautiful, smart articulate young people” gathered for the ceremony.

As college costs rise and aid to low-income students declines, higher education is increasingly out of reach for many youth. To help ease the burden of these escalating costs, fifteen graduating high school seniors received scholarships provided by Children’s Aid, individual donors and corporate sponsors.

As he presented a scholarship named in honor of his father to the college graduate with the highest grade point average (Wendy Flores), former mayor David N. Dinkins told tales from his own college days and emphasized the importance of education.

At the end of the evening, the graduates were excited for the new adventures and challenges that lay ahead.  The Children’s Aid Society wishes them the best of luck!