This report was presented by Adam Hanover on 19 May 2009 to Memphis City School (MCS) Superintendent Dr. Kriner Cash and the Policy, Legislative, and Constituent Services Team led by Associate Superintendent Thelma Crivens. The report advocates the application of the Community School model to the Memphis City School system and to the City of Memphis. The report analyzes the current environment in Memphis, a theoretical vision for the synergies between schools and the government, the various Community School models implemented throughout the United States, and how this idea can be realistically applied to Memphis.

1. Bringing Community Schools to Memphis
MCS Policy, Legislative, and Constituent Services Team
This report was presented by Adam Hanover on 19 May 2009 to Memphis City
School (MCS) Superintendent Dr. Kriner Cash and the Policy, Legislative, and Constituent
Services Team led by Associate Superintendent Thelma Crivens.
The report advocates the application of the Community School model to the
Memphis City School system and to the City of Memphis. The report analyzes the current
environment in Memphis, a theoretical vision for the synergies between schools and the
government, the various Community School models implemented throughout the United
States, and how this idea can be realistically applied to Memphis.

2. Table of Contents
Preface ........................................................................................................................................ 3
Strategic Visions ...................................................................................................................... 4
Vision of Memphis City Schools ................................................................................................... 4
Vision of City/County Leaders ..................................................................................................... 6
MCS and PeopleFirst! – What Are Our Needs? ............................................................ 10
Loss of Optimism ............................................................................................................................ 10
Student Readiness ......................................................................................................................... 11
District Profile ................................................................................................................................ 12
Accountability, Academic Standards, and MCS Performance ......................................... 12
The Community .............................................................................................................................. 14
Health ................................................................................................................................................ 16
Students Over Age ......................................................................................................................... 16
Safety .................................................................................................................................................. 16
Student Mobility ............................................................................................................................. 17
Fiscal Demands and Constraints .............................................................................................. 17
Current MCS Initiatives ...................................................................................................... 18
Goal 1: Student Achievement ..................................................................................................... 18
Goal 2: Accountability .................................................................................................................. 23
Goal 3: Parent and Community Involvement ....................................................................... 24
Goal 4: Healthy Youth Development ....................................................................................... 25
Goal 5: Safety ................................................................................................................................... 27
A United Vision – Community Based Learning ........................................................... 29
What is a Full­Service Community School? ........................................................................... 29
Costs and Benefits of a Community School ........................................................................... 32
Federal Support for School­Based Services .......................................................................... 34
Case Studies: SUN, Harlem, Penn .................................................................................... 36
District Strategy: SUN ................................................................................................................... 37
Lead Agency: Harlem Children’s Zone .................................................................................... 44
University Assisted: Penn’s Netter Center ............................................................................ 48
Recommendations for Memphis ..................................................................................... 52
Commit to the Fully­Service Community School Model..................................................... 53
Recognize What We Have ............................................................................................................ 54
Align City/County and MCS Strategic Plans .......................................................................... 58
Identify Major Community Targets ......................................................................................... 62
Hire a PeopleFirst! Staff Person ................................................................................................ 64
Conclusion .............................................................................................................................. 65
2

3.
Preface
This report is the product of a semester‐long undergraduate research project
conducted as an independent study at the University of Pennsylvania called
“Community Schools, Strategic Planning, and School Reform.” Professor Ira Harkavy,
the advisor on this project, has been instrumental in my approach to this work. His
dedication to education, both in terms of policy and directly with students, is
inspirational.
Thelma Crivens, the Associate Superintendent of Memphis City Schools
(MCS), offered me an opportunity to work with the district strategy team, including
Mary Earhart‐Brown and David Hill, on an analysis of a school model that
incorporates schools as the center of society/government strategy. As seen in this
report, Memphis is challenged with a high concentration of socio‐economic and
health issues that significantly hinder our students’ ability to succeed academically.
As such, this report advocates the application of the Community School model to our
district strategy, whereby our schools open their doors as community public
facilities and partner with City/County, non‐profit, faith‐based, and for‐profit
organizations to leverage their services and resources. The MCS system is in a
strong position to transform a number of key schools into full‐service community
schools, given the financial situation and its responsibility for overseeing Memphis
Fast Forward’s PeopleFirst! Strategic Plan.
It is important to note that my abilities to fully analyze this model were
limited, as I conducted the research while in my second semester junior year at
Penn. But the purpose of this report is to introduce the Community School model to
MCS leadership, identify several key examples, and provide a general guideline for
how to move forward.
I would like to thank Ira Harkavy, Patricia Toarmina, Thelma Crivens, Mary
Earheart‐Brown, David Hill, Marty Blank, Judy Dimon, Jamie Davidson, Miska Bibbs,
David Cox, Whitney Tilson, Joann Weeks, and Gretchen Suess for their support and
guidance in producing this document.
Best,
Adam
Adam J. Hanover
University of Pennsylvania
901.569.4264
AdamJHanover@gmail.com
3

4. The Vision of Memphis City Schools
In the 2008‐2011 District Strategic Plan, Memphis City School (MCS)
Superintendent Kriner Cash outlined his major goals for Memphis City Schools.
According to Dr. Cash, the “vision is to be an internationally competitive urban
school system that produces well‐rounded, intrinsically motivated, and high‐
achieving students.”1 He then wrote that students should be equipped to both
achieve their individual potential while positively contributing to society.2 Dr. Cash
explained the need to involve parents and the community with the schools and to
demand the highest health, safety, and diversity standards for students. This is a
progressive platform that requires a progressive educational approach.
According to the district strategic plan, the number one mission of the
schools is academic achievement.3 But a quick perusal of the MCS Core Beliefs and
Commitments demonstrates a complex equation for success that requires more than
education to improve academic success. The District committed itself to:
• Increasing and advocating mutual respect, cultural understanding, and
racial and socio‐economic equality.
• Providing safe schools
• Developing productive and mutually beneficial family, district, and
community partnerships
• Improving physical, mental, and emotional well being
In addition to these commitments and beliefs, the Plan outlined specific goals that
are included below:
1 MCS 2008‐2011 District Strategic Plan, Draft (Revised 12/18/08), 6.
2 MCS, District Strategic Plan, Draft, 6.
3 Ibid., 14.
4

5.
MCS Strategic Goals4
Goal 1: Student Achievement
Strategy: Accelerate the academic performance of all students
Goal 2: Accountability
Strategy: Establish a holistic accountability system that evaluates the academic, operations and
fiscal performance of the school district
Goal 3: Parent and Community Involvement
Strategy: Build and strengthen family and community partnerships to support the academic
and character development of all students
Goal 4: Healthy Youth Development
Strategy: Create a school community that promotes student leadership and healthy youth
development
Goal 5: Safety
Strategy: Maintain a positive, safe, and respectful environment for all students and staff
Goal 6: Diversity
Strategy: Create a school community that is sensitive and responsive to the needs of an
increasingly diverse population
4 MCS 2008‐2011 District Strategic Plan, Draft (Revised 12/18/08), 15.
5

6. The Vision of City and County Leaders
The City of Memphis, led by Mayor Willie Herenton, joined the governments of
Shelby County, Bartlett, and Germantown on a new strategic vision for the Mid‐
South called Memphis Fast Forward.5 Memphis Fast Forward is a formalized
strategy broken down into four independent and non‐overlapping plans:
• MemphisED
• PeopleFirst!
• Operation Safe Community
• City & County Efficiency Plans
Memphis Fast Forward established partnerships between the major
organizations in Memphis.6 According to the plan, “All four major Plans have a
variety of public and private agencies named as a “lead agency” accountable for each
individual strategy in the plan. With a few exceptions, one single organization has
been identified as ultimately accountable for the success and management of each
strategy. However, many strategies require partnerships and collaboration among a
variety of stakeholders and organizations. In these cases, the lead agency’s role is to
convene, engage, and coordinate the right partners and define respective roles and
actions.”
With all strategic plans, accountability, vision, dedication, and management are
key to success. Of the four plans, a major emphasis has been placed on MemphisED,
which focuses entirely on economic development. Reid Dulberger, working for the
Greater Memphis Chamber, is the current Vice President for MemphisED
Administration. He has been responsible for coordinating MemphisED since
beginning of 2008.7 According to Mr. Dulberger, there was a concerted effort to
eliminate the overlap between the plans; and as such, education is considered one of
many factors in the strategic plan.
5 See http://memphisfastforward.com/.
6 I consider these public‐private partnerships “paper‐partnerships” as they are partnerships of convenience and
do not actually challenge each of these with responsibilities that hold them accountable to a specific agenda.
7 Reid Dulberger is Vice President of MemphisED and works within the Greater Memphis Chamber. Contact:
901.543.3561.
6

7. Although education is mentioned as a component of solving crime in Operation
Safe Community and a factor in workforce development within the MemphisED
plan, education falls under the PeopleFirst! Plan, which is described as a human
capital plan for Memphis and Shelby County.8 PeopleFirst! relied on research from
the Memphis and Shelby County Strategic Plan for Quality Early Care and Education
2005, the Final Report of the Shelby County Task Force for Quality Education Fiscal
Year 2006‐7, Shelby County Labor Market Assessment (Younger & Associates),
Memphis‐Shelby County Economic Development Plan/Competitive Assessment
Review (Market Street Services), and the work of the Shelby County 2006
Innovation Team.9
MCS Superintendent Cash has accepted the responsibility of coordinating the
PeopleFirst! Plan. According to PeopleFirst! our young people are “at a grave
competitive disadvantage for good jobs in the new century. The less educated a
person, the lower their prospects are for economic well‐being. Low educational
achievement also leads to greater crime, poverty, health care costs and other social
ills — increasing demand for public services and decreasing quality of life for
everyone.”10 PeopleFirst! demands that investments be made in high quality early
care and education, high quality K‐12 education, productive “out of school time” for
youth, and high quality post‐secondary opportunities that prepare people for good
local jobs.11 The actual human capital plan consisted of several strategies given the
vision – “Memphis/Shelby County develops its human capital through high
quality education and training, producing a workforce that is qualified and
ready to work in our major industries.”12
It is important to fully outline the goals and strategies emphasized by the plan.
These strategies, include:
8 See Agendas for all four Memphis Fast Forward plans attached in this document.
9 PeopleFirst! A Human Capital Plan for Memphis/Shelby County. November 2007.1.
10 PeopleFirst!, A Human Capital Plan, 4.
11 Ibid., 4‐5.
12 Ibid., 6.
7

8.
PeopleFirst! Strategic Goals13
Goal A: Inspired citizens determined to fully develop their abilities and aggressively
pursue economic opportunity
Strategy 1: Implement campaign that encourages citizens to invest themselves in
education and career advancement, and instill those values in their children
Goal B: Affordable, accessible high quality early care and education for all young
children in Shelby County in care outside the home
Strategy 2: Strengthen and coordinate local lobbying efforts for State‐funded pre‐K for
all four year olds
Strategy 3: Support quality improvement for all ECE providers by expanding the
Memphis Shelby County Quality Childcare Resource Center
Strategy 4: Increase number of highest quality, accredited centers by expanding Ready,
Set, Grow!
Strategy 5: Expand and coordinate campaigns that encourage parents to choose high
quality ECE
Strategy 6: Adjust ECE funding system so more public funds are provided to ECE
programs that demonstrate higher quality
Goal C: High quality k­12 public education throughout Shelby County
Strategy 7: MCS and SCS prioritize spending on student achievement strategies that are
proven by research
Strategy 8: MCS and SCS conduct regular third‐party efficiency audits and publish
results to demonstrate good stewardship of funds
Strategy 9: Maintain momentum to fully fund the BEP 2.0 to expand state funding for
high quality K‐12 education
Strategy 10: Expand best practices for teacher and principal recruitment and
development, including New Leaders for New Schools, Teach for America, and the New
Teacher Project
Strategy 11: Expand education options for economically disadvantaged K‐12 Students
Strategy 12: Strengthen and expand programs that engage parents in educating their
children
13 Memphis Fast Forward. PeopleFirst!
8

9.
Goal D: Affordable, accessible high quality “out of school time” programs for all youth in
Shelby County
Strategy 13: Develop a plan to expand opportunities for youth access to high quality
after‐school, weekend and summer programs in Shelby County
Goal E: High quality post­secondary and workforce programs that effectively prepare
people for, and match them with, local workforce opportunities
Strategy 14: Expand and regularly conduct study of local industry workforce needs
Strategy 15: Expand and regularly conduct study of local labor force characteristics
Strategy 16: Distribute industry workforce needs requirements to local
education/training institutions and promote the development of career development
programs responsive to industry needs
Strategy 17: Expand Effective recruitment and hiring of quality employees by local
employees Strategy 18: Strengthen local resources that help people advance in their
careers
9

10. From MCS and PeopleFirst! ‐ What Are Our Needs?
As noted in the MCS and PeopleFirst! strategic goals, it is important to at least
recognize the factors that may contribute to a person’s inability to learn and
therefore succeed in life. These factors are usually given as reasons for why we are
not succeeding. As argued in the second half of this paper, this report will challenge
us to consider how to affect directly these untraditionally school‐oriented issues.
The facts listed below rely primarily on the MCS District Strategic Plan and
PeopleFirst!.
Loss of Optimism
First and foremost, 25% of MCS students “lose their optimism for a positive
personal future by the time they reach high school.”14 According to PeopleFirst!, the
trend downward begins toward the end of middle school, where students tend to
hold a positive future outlook and vision for their own capabilities. A major decline
occurs during the
years between the
transition of middle
school and the end of
high school, in which
students are no
longer motivated to
graduate high school
and pursue higher
education. This
attitude affects the
community and the
workforce. As seen in
the figure comparing
14 PeopleFirst!, A Human Capital Plan, 22.
10

11. Memphis with its “peer group”, defined by PeopleFirst! as direct our competitors for
good jobs in industry, Memphis is not producing (even in relative terms) acceptable
numbers of students that have graduated from both high school and any other
higher‐education.15 The MCS 2006 high school graduation rate was 67.2%,
compared to the SCS 92.3% graduate rate and the State’s target of 90%.16
Interestingly, according to PeopleFirst!, we are among the “lowest in the nation for
graduating students with degrees in natural sciences and engineering.”17 From the
City’s perspective, and equally for us as a community, this places us in a difficult
predicament whereby we cannot or do not want to recruit from our citizens. Equally
important for MCS, very few employers recruit from local colleges and
universities.18
Student Readiness
The issue of student readiness is comprised of multi‐faceted variables that must
be contextualized within an analysis. The graph below shows students entering the
MCS system at the
Kindergarten level in 2005. As
seen in the graph, students
entering Kindergarten were
between the 16% and 27% of
school readiness for math,
language, memory, and
auditory skills, as defined by
the Memphis City School
system.
15 PeopleFirst!, A Human Capital Plan, 10.
16 Ibid., 9.
17 Ibid., 10.
18 Market Street Services, PeopleFirst! 10.
11

12. District Profile
The District is comprised of 190 schools, administering 111,357 students. Of
these students 86% is African America, 7.25% is White, 5.3% is Hispanic, and 1.3%
other. 81% of these students are economically disadvantaged and therefore receive
free or reduced prices for lunch. 5% of these students have limited English
proficiency. Only about one thousand students in elementary, middle, and high
school respectively attend summer school. Below is a breakup of students in specific
school models:
• 2,286 students attend one of the District’s nine Charter Schools
• 2,260 students attend a Career and Technical Education (CTE) Program,
24,129 are enrolled in CTE courses
• 16,742 students are enlisted in Exceptional Education Student programs
• 11,761 students are in Optional School programs, comprised of 32
separate programs19
The annual budget for the district is $910 million. Of this total, $371 million
is dedicated to salaries, assuming 7,319 teachers and an average salary of $50,534.
This does not include additional faculty and staff.20
Accountability, Academic Standards, and MCS Performance
The State of Tennessee is the authority responsible to assign overall ratings
and interventions to districts via No Child Left Behind (NCLB). The steps outlined
below represents the process by which schools are targeted and assessed within the
NCLB:
Target – Schools that do not make Adequate Yearly Progress (AYP) during
the first year
High Priority – Schools that do not make AYP for two or more consecutive
years (levels of intervention depend on how many years a school stays in
High Priority)
19 MCS, District Strategic Plan, 8.
20 Ibid., 8.
12

13. Proficiency – When student population and subgroups achieve the designated
level of knowledge on the Tennessee Comprehensive Assessment Program
(TCAP).21
In addition to the current levels of state proficiency requirements (elementary and
middle school: 89% in Reading/Language Arts, 86% in Mathematics; and high
school: 93% in Reading/Language Arts and 83% in Math), there is an attendance
rate target for elementary and middle schools of 93% and 90% for high schools. It is
important to note that NCLB mandates that there be 100% proficiency in both
Reading and Mathematics by 2013‐14.
In terms of graduation rates, the State of Tennessee now requires (starting
with the class of 2013) students to earn 22 credits, rather than just 20, which
incorporates four years of Mathematics and two sciences. This new curriculum will
direct all students on the “University Path,” rather than the “Technical Path.”22
Below is an outline of the performance of Memphis City Schools between
2008 and 2009:
• 119 of the 190 schools are in “Good Standing.”
• 34 schools are “Target”
• 30 schools are “High Priority” (compared to 41 between 2007‐08)
NCLB Performance of MCS Schools
High Priority
16%
Target Good
19% Standing
65%
21 MCS, District Strategic Plan, 9.
22 Ibid., 9.
13

14. Although the average achievement grades for the District has improved, the District
received the following grades per subject in 2008:
MCS Average Achievement Grades
100%
80%
60%
40%
48% 49% 43% 42%
20%
0%
Math Reading/Language Social Studies Science
It should be noted that in an assessment of the academic growth (“Value Added”),
students in grades four through eight scored much higher relatively than high
school students.
The graduation rate fell from 69.6% in 2007 to 66.9% in 2008. In addition,
the dropout rate increased from 14.7% in 2007 to 19.3% in 2008.23 In addition to
these dismal numbers, the average ACT score in the District was 17.4 in 2008,
compared to the State’s average of 20.7 and the national average of 21.1.
The Community
The District outlined some of the major socio‐economic factors it considers
to affect students’ academic progress. According to the 2008‐11 District Plan, the
District will “seek to partner with the broader community in order to address the
societal issues that impact MCS students.”24 In the next section of this report, we will
analyze the major initiatives of the MCS system to address these needs. In addition
to the graph, which provides relative numbers of how Memphis compares to the
United States on socio‐economic issues, it is important to consider how the City of
Memphis compares to other cities in the United States.
23 MCS, District Strategic Plan, 10.
24 Ibid., 10.
14

15. • Memphis has the highest infant death rate in the U.S.
• Memphis has the 5th highest low birth weight in the U.S.
• Memphis is the 3rd highest city with children in single parent families in the
U.S.
• Memphis is the 3rd highest city with children living in poverty in the U.S.
• Memphis has the highest (among large cities) obesity rate in the U.S.
• Memphis is the 3rd most violent metropolitan area in the U.S. (2nd most
violent large metropolitan area in the U.S.25
Memphis Socio Economic Issues
70% 64%
60%
50% 42%
40% 32% 34% 32%
30%
18%
20% 13%
8%
10%
0%
Low Birth Weight Children in Single Children Living in Obesity Rate (2006)
(2005) Parent Families Poverty (2007)
(2007)
Memphis United States
In the United States, 78% of adults living in poverty regularly read to their
children. In Memphis, only 52% of parents living in poverty do the same. There are
approximately 30,400 2‐4 year old children in Memphis. Therefore, even assuming
60% of these children are read to, 12,160 of these receive no basic, pre‐K literacy
experience.26 Currently, there are 5,800 children enrolled in MCS preschool. The
district has committed itself to increasing this enrollment and expanding preschool
programs.
25 MCS, District Strategic Plan, 10.
26 Ibid., 11.
15

16. Health
As seen in some of the data earlier, there are significant health and wellness
issues in the City of Memphis. According to Well Child Inc, which screened 21,952
MCS students in the 2007‐2008 school year:
• 32% were overweight or obese
• 19% failed vision tests
• 8% received mental health referrals
• 32% received referrals to primary care physicians for a variety of health
conditions.
The district concentrates its efforts on addressing the serious health issues of MCS
students.27
Students Overage
In the 2007‐2008 school year, 30% (33,498) students were overage for their
grades. The grade breakdowns are below:
• Grades K‐5: 12,040
• Grades 6‐8: 8,686
• Grades 9‐12: 12,772
5% of these students were two or more years older than their expected grade. MCS
Prep, noted below in the initiatives section, hopes to assist these students on getting
back on track.
Safety
The MCS system has taken steps to address the community‐wide crime and
safety issues creeping into our schools. MCS has taken steps to increase building
security (including requiring student membership cards), metal detector screenings,
additional police/security officers, and the partnership with the Memphis Police
Department. There is also an array of prevention and intervention strategies.
Several of the key reform initiatives include a “focus on changing the culture in high‐
27 MCS 2008‐2011 District Strategic Plan, Draft (Revised 12/18/08), 12.
16

17. incidence schools, establishing comprehensive truancy assessment centers,
providing a truancy hotline, and implementing the School House Adjustment
Program Enterprise (SHAPE).”28
Student Mobility
The MCS average student mobility was 30% in 2007‐08. Of this percentage,
students of low‐income families tend to be the most mobile. There were 1,399
homeless MCS students in the 2007‐08 academic year.29
Fiscal Demands and Constraints
The Memphis City Council voted to reduce funding to the MCS system by
$66,261,000 for the 2008‐09 academic year. Historically, the City of Memphis has
funded the Memphis City Schools for over one‐hundred fifty years; however, the
current Memphis City Council argues (currently in litigation) that it is not legally
obligated to fund the MCS system. The issue over litigation is a clause in the
Tennessee state statute, which prohibits local governments from reducing the
funding to school districts.30
28 MCS, District Strategic Plan, 12.
29 Ibid., 13.
30 Ibid.
17

18. Current MCS Initiatives
Specific initiatives have been implemented to address MCS goals and district
needs. The Academic Operations, Technology, and Innovations team published a
Compendium of Strategic Initiatives in February 2009 that outlined these major
initiatives. Below is a list of these initiatives. The highlighted sections focus on
initiatives that depend on community partnerships and/or focus on community
needs and progressive educational goals, rather than the traditional curriculum
model.31
Goal 1: Student Achievement
Initiative People Affected Summary
Advanced Placement 1,898 Students (500 AP program expansion. MCS hopes to establish
Incentive Grant in non‐Title I an AP Coordinator position for the district and
schools), 457 increase AP courses and enrollment by 10%.
Teachers
Algebra I Institute 8500+ students, 176 Professional development
Teachers
Bridge to Kindergarten None 3‐day summer program to target the 3000
(B2K) Summer Transition students entering kindergarten with no
Program structured Pre‐K experience
District Writing 23,411 students PreK‐12 writing rubric. Grades: 4,5,7,8,10, and
Improvement System 11.
Douglass High School 32 students Developing community partnerships. Active
(Start‐up – public service advisory council and student participation in
& Communication Arts site visits to area nonprofit agencies,
Optional Program) government offices, hospitals and other sites.
Exhibition of Student Target: All, 104,622 Students develop their practical, creative, and
Work students analytical intelligences through the use of
project based learning. Students in exit grades
(5th, 8th, and 12th) extend their project based
learning by creating capstone projects, a
recommendation of the new Tennessee Diploma
Project. MCS partners with the Memphis
Community and involves them in judging the
work.
FIRST (For Inspiration Target: 9‐12th Works to increase achievement in the areas of
and Recognition of grades in the 11 science, mathematics, and technology. Works
Striving Schools’ with mentors from Medtronic and hopes to
31 Based on the February 2009 Compendium of Strategic Initiatives. See full report for indicator analysis, key
challenges, status of implementation, etc….
18

19. Science and Technology High Schools, 40 develop partners with additional members of
– High School Robotics students the Memphis Community.
Team
Honors Program 14,200 students, Honors Program
470 teachers
MCS Curriculum All 150 teachers working on curriculum revision.
Overhaul Consultant Dr. Holly Houston review of process
and documents
MCS eSchool All Expansion of E‐Learning: increase number of
students acquiring credits and completing courses by
25% via online course. All MCS students must take
one online course prior to graduation.
All middle school students will be offered an Online
Computer Technology course.
MCS PM Schools Adult students who This initiative has many benefits for our school
left the school district: 1), it allows us to use federally funded
district without buildings and equipment to benefit adults in our
earning a high community who need employable skills – many
school diploma; of whom are parents of our students (i.e.
Students 17 years of supports workforce investment); 2), it responds
age or older who to a community need where so many citizens
recently withdrew don’t have employable skills or high school
from school, diplomas; 3) the regionalization of the four sites
Approx. 350 helps us to serve this population district‐wide;
4) it responds to a need in the Memphis
community. (Requires part‐time teachers 
can’t attract desirable pool of teachers)
MCS Prep Schools 640 students For students who want/need accelerated
graduation experience, including those that are
two or more years below grade level. Continue
the level of funding for reduced class size,
extended day and year, and student snacks.
MCS Summer 14,230 students For students who are overage or failed reading
Intervention/Enrichment and math, Gateway, etc. See detailed document.
Programs
MCS Summer Reading 1200 students Voluntary participation for students in
Clinic transition to middle school and interventions
for students in 2009‐10
Memphis Health Careers Target: 250, 57 Increased the student body population by
Academy students attracting Health Occupations Students of America
(HOSA) to MHCA. Expanded the licensure and
certificate with 5 new programming partnerships
with UTHSC, SWCC, Mid‐South College. And
provide clinical experience for students.
Memphis Literacy Corps 2500 students, 830 Tutoring program with a budget of $1.05 million
Tutors focuses on grades 3,4,5. Attempts to recruit
college students via the University of Memphis
research‐based tutorial program, gratis.
M2 Cohort I (Memphis Target 2500 sixth Sessions with developed curriculum. Three
19

20. Mathematics) grade students, Saturday sessions and the one week culminating
1100 students session on college/university campuses in June
to be completed. Students from outside MCS are
asking to attend. AT&T donated $30,000 to
supply graphing calculators.
Optional Schools Will be available in Hope to focus on professional development ‐
Program Expansion August 2009 collaborations with teachers participating in
local and national training as well as
collaborations with local colleges, universities,
museums, and professionals. Ridgeway will
have an IB program. See more details in
document.
Pre‐K Expansion Target 500 Pre‐K Express – August 8, 2009, 2009‐2010 Pre‐
underserved four‐ K students and parents, All day Workshops,
year old children Screenings: vision, hearing, health, & academic,
living within Title I Community resources
school zones. 2,800
students in 146
classrooms. 110
classrooms are
operated by MCS.
36 classrooms are
operated in
collaboration with
Community
Partners.
PreK‐12 Literacy – Early Target grade 1, 70% of students at ORF Benchmark (40 wcpm)
Literacy Headsprout 8,379 (95%), 470
Teachers (95%)
PreK‐12 Literacy: Read In progress See details.
180 middle School
PreK‐12 Literacy: Read In progress See details.
180 9th Grade
PreK‐16 Innovations and District wide interest for dual enrollment in all
Reform secondary schools in all college and university
articulated programs at LeMoyne‐Owen College,
The University of Memphis, Tennessee
Technology Center, Southwest Tennessee
Community College , Christian Brothers
University
Smaller Learning Communities Grant $3.9
Total. Grant 2005‐2010. Redesign of Large
Comprehensive High School into Freshman and
Career AcademiesSecondary Students Grades 9‐
12 at Craigmont, Hamilton, Kirby, Raleigh‐Egypt,
and Trezevant High Schools. Implemented
Freshman Academies and Career Academies in
5 Schools. In progress for refining career
20

21. academies to meet the needs of the students and
the community
Resurgence of Science 38,000 students Resurgence of Science in grades K‐5 on content
and pedagogy that will meet the new state
standards. FOSS is a unified curriculum that
builds content knowledge and science process
skills with both vertical and horizontal
alignment. The lessons require 30 minutes per
day. Science investigations offer tremendous
opportunities for students to think critically and
to gain experiences to help them apply what
they’ve read while developing written and
verbal communication skills. See more details in
document.
Stanford Math 62,128 students Focus is Intervention , 90 minutes per week
Intervention described as: Below Proficient and
20% above the BP cut score
Striving Schools • 12,000+ 16 Striving Schools. ((??))
Student Proficiency a. 50% (4,304) Consider extending the day, Continue to cut the
Targets students will below proficient group by 50%, Increasing
achieve academic rigor for all students for new state
proficiency on standards, Using EdPlan to track Individual
TCAP Math.
b. 50% (3,247)
Learning Plans, Expanding the M2 program
students will
achieve
proficiency on
TCAP Reading.
c. 50% (2,018)
students will
achieve
proficiency on
Gateway Algebra.
d. 2500 6th graders
will achieve
advance
proficiency in
math
Urban Education Center The Urban Education Center is the new
entrepreneurial / revenue generating
Program for the Memphis City Schools
District. The Urban Education Center is in a
collaborative partnership with The
University of Memphis and Christian
Brothers University. The University of
Memphis has accepted our SREB
Instructional Leadership curriculum and
21

22. will award the candidates an Urban
Education Certification.
The Urban Education Center has three
components: the Executive Leadership
Program, the Principals' Academy and the
Summer Institutes.
Wooddale High’s 60 students Firm commitments with Federal Express,
Aviation/Travel & Pinnacle Airlines, and OBAP.
Tourism Optional
Program
22

23. Goal 2: Accountability
Initiative Students Affected Summary
Document Imaging Central Office N/A
Personnel
ENA Infrastructure for District N/A
Network and Phone
Services
e‐Procurement Central Office and N/A
Schools’
administrative
personnel
eScholar Data District N/A
Warehouse Administrators and
Implementation Principals
e‐Timecard Central Office and N/A
Schools
administrative
personnel
Intranet Portal District N/A
Microsoft Exchange District N/A
Email
Regionalization 110,000 and • To increase student achievement
Parents • To intensify focus on teaching and
learning
• To provide highly functioning legendary
service in all four regional offices
• To provide support and education for
good physical and mental health for
students and families
• To improve efficiency
• To improve transparency
• To increase accountability
• To be more responsive to community
constituents
• To better coordinate/align school
services with local priorities and needs
• To improve curricular coherence
• To encourage collaborative participation
• To improve supervisory coverage and
quality of services
• To increase competitive pressure
• To improve customer satisfaction
23

24. Goal 3: Parent and Community Involvement
Initiative Students Affected Summary
Demand Parent Summit Parents of MCS Increase in student achievement for children of
students who parents who attended the summit workshops
traditionally have with an academic focus.
not been involved in
their children’s
education. Parents
of children who are
overage for grade, at
risk and expelled or
suspended students.
Family Resource Centers Students and Current Status: Approximately 20% of MCS
parents of Memphis student population.
City Schools.
Town Hall Meetings Parents of Memphis Consideration should be given to inclusion of
City School more options for students and their parents to
students. attend the town hall meetings.
This initiative was designed to highlight MCS
students who have demonstrated academic
success and valuable parental support. This
audience was targeted to receive information
pertaining to all of MCS new initiatives that
were data driven.
24

25. Goal 4: Healthy Youth Development
Initiative Students Affected Summary
1st Annual MIAA Jr. Student‐athletes This will be the first tennis tournament that
Tennis Championship (Tennis Players) most MCS tennis athletes have competed in, and
Ages 10 ‐ 18 this is a great step in improving our tennis
programs.
Coordinated School All students and • Healthy Schools Teams
Health – State Dept. of staff • School Health Advisory Council
Education Grant • Staff Coordinating Council
2007‐08: 25 Pilot • Student Wellness Campaign
sites, 2008‐09: All
schools Will screen 8,000 MCS students by end of year
Health, Physical All students and Improved PE programming‐ Fitness Gram,
Education, and Lifetime teachers Compliance with 90 minutes Physical Activity
Wellness Curriculum Law, Will be district‐wide and provide for an
Overhaul intramural program
Healthy Choices Week All students and New and existing community partnerships,
staff School level ownership of District Initiative
Regional Health Clinics Target: To screen all Clinics are under construction. Operational
students every two Clinics are located at East, Northside, Westwood,
years and Sheffield CTC.
River City Relay Anticipate 800 from
MCS, Northern
Mississippi,
Northern Alabama,
and Western
Arkansas
School Age Child Care 5,303 students K‐8, Successful school‐based before and after‐school
Target elementary programs address children as developing
and middle school teenagers, not solely as students, by blending
students desiring academics with child development skills such as
before/after school independence, time management, leadership,
care decision making, teamwork and communication.
They are learner‐centered, complement the
school setting, and engender support of school
administrators.
Staff Wellness Campaign All School‐level and Health screenings will also be provided for
district parents at the next three Demand Summits
administration staff,
250 health
screenings
Student First Responders Target: all high SFRs continue to assist their home school &
schools, 66 Students district, Expose students to various occupations
in sports medicine, Provide SFRs with practical
and engaging educational experiences
Synthetic Turf Project Target: 3600, YTD In Progress, Three (3) year implementation of
1200, Target K‐12 12 fields; Year One (1) Five (5 ) Fields (Melrose,
25

26. Students, Athletes, Halle, Crump, Raleigh‐Egypt, and Whitehaven)
Band, and
Community A total of five fields will be completed
Organizations
26

27. Goal 5: Safety
Initiative Students Affected Summary
G.R.A.S.S.Y Target: students at Newly implemented. Multiplicity of
risk of gang partnerships will be developed with corporate
involvement, 500 and grass root entities, as well as university
students, 200 staff partnerships.
• Safer school environment
• Increase partnership capacity
• Increase staff and community knowledge
• Workforce Investment Network Grant
Submittal
• Various staff and student presentations
• Quarterly Award Ceremony
• Safe School Rally
• Behavioral Specialist Training
• School‐based Consultations
Kingian Nonviolence Target 50,000 2 hour workshops for students in at‐risk
Training students and staff, schools, 2 day training for teachers in the
325 students at summer of 2010, Professional Development
Vance Middle School throughout the Regions for MCS staff, Summer
training for MCS staff, Youth summits to
empower students, Community workshops
Memphis Ten Point 600 students, 50 Continue to build partnerships to focus on
Coalition staff student gang violence. Will host safe school raff,
quarterly award ceremony, and behavioral
specialist training.
SRU 52,905 students • Utilizing data driven information ‐ targeting
problem locations on specific dates, days
and times.
• Prevention strategies ‐ high visibility to
deter incidents.
• Create a safer learning school environment ‐
continued reduction in serious targeted
offenses.
• Increase narcotics enforcement in identified
schools
• Increase manpower to deter problems in
high incident schools
Truancy Assessment 95 students • Increase community awareness through
Centers Parent Summit meetings
• Identify agencies in target communities to
assist with truancy.
• Develop community collaboration.
• Foster greater cooperation between the
schools, Juvenile Court and the Attorney
27

28. General’s Office.
Trust Pays Hopes to reduce weapons and drugs on MCS
campuses
28

29. A United Vision – Community Based Learning
Our needs are great and we have creative, diversified programs to address
these needs. It is widely recognized that many variables affect a student’s ability to
succeed academically; and it requires the resources and energy of both the City of
Memphis and the Memphis City School system to effectively and efficiently address
the developmental needs of students and decrease barriers to learning. Our goal is
and should always be to educate youth to be proper citizens. Community
involvement, parental attention, health, and demands during after school hours are
only a few of the issues that require improvement and strategic consolidation. After
analyzing the strategic goals of Memphis Fast Forward and the Memphis City School
system and the initiatives of the MCS system, it is clear that there can be more
strategic alignment and coordination between the city, the district, nonprofit
organizations, faith based organization, and businesses.
A model that has gained recognition in recent years is the Community School
model. This model, based in part on Professors Lee Benson, Ira Harkavy, and John
Puckett’s book Dewey’s Dream views the school system as the center of society, and
therefore the main vehicle to accomplish the goals of the people. A coalition
between various private and public entities was built to address this new vision. The
Coalition for Community Schools is a coalition of 142 local, state, and national
organizations dedicated to the advocacy, implementation, expansion, and
application of the Community School model to school systems around the United
States.
What is a Full‐Service Community School?
The Coalition for Community Schools provides the following definition: “A
community school is both a set of partnerships and a place where services, supports,
and opportunities lead to improved student learning, stronger families, and
healthier communities. Using public schools as a hub, inventive, enduring
relationships among educators, families, community volunteers, business, health
29

30. and social service agencies, youth development organizations, and others
committed to children are changing the educational landscape – permanently – by
transforming traditional schools into partnerships for excellence.”32
Community Schools aim to affect not only students but also families and
communities. In this model, schools move away from operating in isolation and
enter into a new relationship with non‐profit organizations, surrounding
universities, governmental agencies, and the private sector. In an article written in
the Informed Educator Series, a series published by the Educational Research
Service, “The reality is that no matter how high the standards, how rigorous the
curriculum, or how qualified the teacher, students will still be affected by their lives
outside of school.”33
Martin J. Blank is the Director for the Coalition for Community Schools,
within the Institute for Educational Leadership. He serves along with University of
Pennsylvania Professor Ira Harkavy, who is the Chairman of the Coalition for
Community Schools. In a paper Blank wrote in 2003, Blank provided a particularly
detailed definition of the Community School model:
“A community school is both a place and a set of partnerships between the school and
other community resources. Its integrated focus on academics, services, supports,
and opportunities leads to improved student learning, stronger families and
healthier communities. Schools become centers of the community and are open to
everyone – all day, every day, evenings and weekends.
Using public schools as hubs, community schools knit together inventive, enduring
relationships among educators, families, volunteers, and community partners. Health
and social service agencies, family support groups, youth development organizations,
businesses, and civic and faith­based groups all play a part. By sharing expertise and
resources, schools and communities act in concert to transform traditional schools
into permanent partnerships for excellence. Schools value the resources and
involvement of community partners, and communities understand that strong
schools are at the heart of strong neighborhoods. In an increasingly complex and
demanding educational climate, schools are not left to work alone.”34
32 The Coalition for Community Schools Report, 2009.
33 “Full‐Service Community Schools: Combating Poverty and Improving Student Achievement.” Educational
Research Service. The Informed Educator.
34 “Full‐Service Community Schools: Combating Poverty and Improving Student Achievement.”
30

31. Community Schools link education, positive youth development, family
support, and community development. Services offered in a full‐service community
school include:
• Primary health care • Family resource centers
• Dental services • Adult education classes
• Nutrition counseling • Parent workshops
• Mental health services • Job training
• Immunizations • Immigration assistance
• Referrals • Housing assistance
• Early childhood education • Case management
• After‐school programs • Food and clothing
• Mentoring and tutoring • Sports and recreation
• Community service • Career education
opportunities • Community service
• Tutoring opportunities
There are numerous community school initiatives across the country and no
two programs are the same. Listed in the next section are several key initiatives that
have shown distinguishable results. But it is clear that the Community School model
is gaining recognition as a systemic model that can effectively integrate and achieve
city and district goals. According to Marty Blank, Community Schools have proven to
result in “(a) significant and widespread gains in academic achievement and in
essential areas of nonacademic development, (b) increased family stability and
greater family involvement with schools, (c) increased teacher satisfaction and
more positive school environments, and (d) better use of school buildings and
increased security and pride in neighborhoods.”35
Secretary Duncan, the former Superintendent of the Chicago Public School
System – a system that structured 25% (160 schools) of its schools as community
35 Memphis City Schools Grant Proposal for a Ninth Full‐Service Community Center. 2.
31

32. schools within a five‐year period, discussed his vision for public schools during his
Senate confirmation hearings. Duncan said,
“In every neighborhood in our country, you have schools. In every school, you
have classrooms, you have computer labs, you have libraries, you have gyms,
many have pools. Those buildings don’t belong to you or I. They don’t belong to
the unions. They belong to the community.”36
Furthermore, Secretary Duncan explained,
“I am just convinced that when families learn together and where schools truly
become the heart and center of a neighborhood – a community anchor – there are
tremendous dividends for children.”37
Not only do students benefit, but also communities benefit enormously from the
many services provided. It is for this reason that this paper looks specifically at the
strategic plans of both the City of Memphis and the MCS system and proposes an
opportunity to realign interests and restructure leveraged resources to unite
communities with the community school approach.
Costs and Benefits of a Community School
It is important to note that a major misconception of the full‐service
community school model is that teachers and school staff will now have to work
more hours and schools will have to fund these efforts. This is not the case. The
initiative will require funding for a full‐time coordinator. The Children’s Aid Society
(CAS) paid its coordinator $40,000 to work from one to nine daily. In order to
develop a sustainable infrastructure for this effort, there are investments required.
But this money should originate from government grants and contracts, legislative
earmarks, community foundations, private funders, in‐kind gifts and fees‐for‐service
and a partnership with the City of Memphis to address community services.
Community Schools will be cost efficient to agencies, the MCS system, and
the City of Memphis. Firstly, locating all child and family services within a single
36 Duncan Senate Confirmation Hearings. See
http://firstread.msnbc.msn.com/archive/2009/03/12/1833878.aspx
37 http://www.communityschools.org/. 7 April 2009.
32

33. facility provides an opportunity for service agencies and schools to save. Social
service agencies will be able to cut on occupancy and/or stand‐alone buildings,
outreach, and transportation expenditures. According to the Children’s Aid Society,
in many cases these expenditures represent up to 20% of an agency’s budget.38
School staff benefits enormously from this approach. Teachers are able to dedicate
more time to education. Children receive services that improve their readiness to
learn. And school buildings are no longer vacant, but constantly bustling with
community programs, summer and weekend programs, and service agencies that
can pay for the occupancy. This provides a revenue producing opportunity to
compensate for additional costs for the school system.
According to the Children’s Aid Society, roughly one‐third of the cost per
student is for “health, dental and mental health services, and two‐thirds are for the
core programs in education, recreation and preventive services.”39 Below is a model
offered by CAS of the sizes of the full‐service community school approach. The blue
arrow shows the current size of this initiative in the MCS system (discussed more in
recommendations section).
START­UP PROGRAM MEDIUM PROGRAM LARGER PROGRAM
Extended­Learning Activities Extended­Learning Activities Extended­Learning Activities
Family Resource Center Family Resource Center Family Resource Center
Summer Program Summer Program
Health Screenings Health/Mental
Community Events Health Services
Teen Programs
Adult Education
Early Childhood
Development
Community Events
38 Children’s Aid Society. Building A Community School. Third Edition. 88.
39 Children’s Aid Society. Building A Community School. Third Edition. 90.
33