• This model includes three key components:
  • regular school programs with varying degrees of enhancement through community school coordinators
  • after regular school hours community school programs
  • after regular school hours municipal programs
• After school, weekend and summer programs are offered by community school staff and/or municipal staff.
• The focus of the municipal programs is primarily recreational.
• The focus of the community school programs covers all areas: educational, recreational and social support services.

• Joint Use Agreements are in place between the school district and the municipality that clearly detail the roles and responsibilities of each partner organization and its staff.
• There may be a volunteer advisory board with representation from the district, the school staff, the municipality, students, parents and the broader community.

• Municipal staff may be housed full time in the school building or may work there after regular school hours to provide programming for students and the broader community.
• If the site has a community school coordinator, his or her work is performed under the day-to-day supervision of the school principal and the advisory board and in accordance with the Joint Use Agreement between the school district and the municipality.
• One of the coordinator’s key roles is to work with municipal staff to encourage joint planning for and provision of programs and services.

• If the school has a community school coordinator on site, there may be a higher level of integration within and between school programs, municipal programs and the broader community.
• When the staff person is off site during the school day, the degree of integration between the school and the municipality will depend on the work of the municipal staff, principal and school staff.
• The long-term vision is to have a fluid program with the municipality providing the services and strongly supporting the needs of the students and families within the school community, as well as the needs of the broader community.

Parents:

• are involved in school planning councils and parent advisory council as in all schools.
• volunteer and participate in the school or services provided through the community school coordinators.
• may also be engaged in their own educational upgrading if that is offered through the community school programs.
• can participate in programs offered through the municipality.
• may sit on the volunteer steering committee/advisory board.
• can provide feedback during evaluation processes.

Students:

• are involved in the regular school curriculum and extracurricular activities.
• participate in the services and programs that both municipal staff and/or community school coordinators provide.
• may sit on the steering committee/advisory board or provide input to programs and services through informal conversations or surveys.

• support the regular curriculum through the work of either the school staff or the community school coordinator or both.
• have a high level of involvement in the community because the municipal programs and/or community school programs will be open to community members as well as students.
• can offer, volunteer and participate in programs that are offered through the community school coordinator.
• may sit on the volunteer steering committee/advisory board.
• can provide feedback during evaluation processes.

The main partnership is between the school district and the municipality, with extended partnerships with individuals and other agencies and organizations through the coordinator.

• The evaluation of the regular or community school program is carried out according to district policy.
• Municipal programs have their own evaluation process.

The support of the municipality and existence of agreements between the school district and the municipality are key components in the long-term stability of this model.

• Promontory Heights, Chilliwack School District
• Bowen Island, West Vancouver School District