• Schools reflect and respond to the needs of the communities in which they are set; their uniqueness and cultural diversity, whether they are isolated and remote, or urban inner city have distinct socioeconomic features.
• Schools are driven by a particular need and/or combination of circumstances within the school, district and community and bring added value to the children and community.
• Community engagement may arise from declining enrolment, unused space or the need to upgrade or replace a facility.
• Community-engaged schools are designed intentionally to be offered through partnership groups to include and support students, families and the community at large. Agencies bring existing services into the school.
• Within schools, school programs may be offered in one area of the building and community programs in another, with varying levels of overlap and integration. Alternatively, the school may be housed in a multipurpose building with multiple partnerships and a regular or alternate school program with fluid student, family and community access.
• While community-engaged school families are enabled through the school and partnerships, not everything is provided.

• At the district level, Memorandums of Understanding that clearly outline who is responsible for all aspects of the facility and the services provided are signed by all partners within the building.
• At the facility level, the principal and the head administrative staff of the various agencies work together on a daily basis to address issues that arise.
• Involvement at the school level is through the Parent Advisory Council.
• Involvement takes place at the community level through a neighbourhood steering committee or association.
• Partnerships are involved through a committee that oversees logistics.

• The school program is staffed according to district policy. Postings for school staff contain language to reflect the unique expectations and setting of the position.
• School staff and administration are committed to carrying on in a manner that is not typical: students’ and the community’s needs come first; teamwork is heightened. The principal models deliberate openness and visibility to build relationships.
• It is unlikely that there will be paid staff beyond regular school staff, except perhaps in inner-city community-engaged schools. Any additional coordinating staff are usually part time, based on grants or staffing from community agencies arranged through the leadership of the principal.
• Community members may initiate the process of securing additional grants and work with the principal to submit proposals.
• Partner agencies have their own staffing and unions.
• Agreed-upon policies for custodian support for the community-use area of buildings are established through agreements.

There are varying levels of integration amongst the programs, with some facilities developing a well-accepted degree of coordination and integration of services.

• In a welcoming place with school staff visible, parents congregate and readily participate in the school.
• Parents are involved in the regular school program, as in other schools, and also in offering and participating in the services provided by the other partners in the building. Trust and connection develop.
• Parent advisory councils and individual parents initiate programs and events.
• Parents may also be engaged in their own educational upgrading, depending on the partner services in the building.
• Interest and engagement in the school, with additional staff support, may increase.

Students are involved in the regular school program and in extracurricular activities and participate in appropriate services provided by the other partners in the building.

• A high level of community involvement exists within the building, with varying levels of community involvement directly within the delivery of the school curriculum.
• Community members with a specific area of interest may initiate program and funding proposals and work directly with the principal.
• Opening the school to the community has often promoted strong community relations and improved the reputation of the school. People see how great a school is and want to participate.

• Partnerships expand within the building, resulting in a strong wraparound support system for students and their families.
• Participating partners communicate regularly about the work and responsibilities of each service provider and create strong working agreements with the common goal of supporting children and families.

• The regular or alternative school program is evaluated according to district policy.
• Creating a process to evaluate the effectiveness of the programs and services and their benefit to the students can be challenging because measurement of their impact is less precise.
• Documentation and making learning visible to the community with displays of pictures and stories can be initial steps in demonstrating success.

• Programs may have greater sustainability and support at the district level if they are created or directed by the district to address a specific need identified in a school community.
• There are concerns about the sustainability of schools with small populations when districts have multiple responsibilities and priorities and limited funding.
• Opportunities to secure additional funding from outside usually depend on collaboration between community members or partners and the principal.
• Strong community capacity, involvement and advocacy are contributing factors to sustainability.

• Port Clements Elementary, Haida Gwaii School District
• Robron Centre, Campbell River School District
• The HIVE, Eric Langton Elementary, Maple Ridge School District
• Grandview/¿uuqinak’uuh Elementary, Vancouver School District
• Byrne Creek Secondary School, Burnaby School District