Operations Manual School-Community Partnerships Duluth Public Schools
Table of Contents Forward: Why this Guide?
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I. Why School Community Partnerships?
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II. Getting Started .................................................................. 7 Needs Assessment Steering Committee III. Roles and Responsibilities The School The Partners IV. Using School Facilities Appendices
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...................................................... 20
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Appendix A Case Studies ................................................ 25 Appendix B Needs Assessment ....................................... 28 Appendix C Partnership Checklist .................................... 33 Appendix D Communication .......................................... 34 Appendix E Memorandum of Understanding .................. 36 Appendix F Logic Models ............................................... 41 Appendix G Evaluation Tools .......................................... 44 Appendix H Facilities Use ................................................ 53 Appendix I Safe Food Handling ....................................... 55 Appendix J Liability ....................................................... 59
Acknowledgements This manual was made possible with the financial support of the Minnesota Blue Cross Blue Shield Foundation. Community partners who contributed time and material include: Community Action Duluth, United Way of Greater Duluth, Duluth Local Initiatives Support Corporation, the Myers-Wilkins Community School Collaborative, Lutheran Social Services, Men as Peacemakers, and the Valley Youth Centers. Many Duluth Public Schools staff provided guidance including Superintendent Bill Gronseth, Assistant Superintendent Eddie Crawford, Homeless Education Coordinator Deb Wagner, Community Education Director Jay Roesler, and a number of principals. First production: October 2013 This manual is a work in progress. It will evolve as schools, families and communities work together to ensure equitable opportunities for success in school and life for all our children.
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Forward: Why this Guide? The Duluth community has long a history of partnership with its schools. Nearly 2,000 citizens from all walks of life indicated the need for growing and improving these partnerships during the Think Kids initiative, a community-wide conversation about education. This guide provides the procedural instructions and explains the administrative details necessary to implement and sustain school-based partnerships. Duluth citizens place collaboration between schools and community high in values, beliefs, and priorities. Values • Engage parents, family and our community to ensure each child’s educational success. • Utilize school facilities as a shared resource for all; students, families, neighborhood residents and the broader community. • Utilize the resources entrusted to our schools carefully and responsibly. Beliefs • A wide range of educational opportunities leads to lifelong learners and productive citizens. • All citizen voices make our schools strong and successful. • Schools serve the entire community as places where neighborhoods and families find support, and all ages may access learning opportunities. • Maximize available resources and identify innovative ways to access new resources. Priorities • Close the achievement gap and provide the best possible education through best practice and community partnerships. • Provide a wide range of enrichment and curriculum before, ......during, and after school. • Schools serve as resources for residents of all ages. • All citizens bring ideas and creative options that reduce ......costs.and increase funding.
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I.
Why School-Community Partnerships?
Partnerships with community based organizations provide important supports for adults, families and students that contribute to academic success, socio-emotional development, and employment readiness. Schools alone cannot meet the wide variety of needs that impact our children's learning. In fact, partnerships between Duluth schools and their communities have existed for a number of years. Browse some case studies in Appendix A.
School Assets
Community Assests
•Assessing each student's needs and progress •Teaching and guiding •Developing academic competencies •Specialized academic services
•Enrichment opportunities •Service-learning opportunities • Volunteer projects •Business/ internship opportunities •Health , financial, social services
School-Community Partnerships •Referrals to community resources •Safe places to learn and play •Positive adult role models •Build relationship skills •Experience and value diversity •Learn and practice job skills •Support and engage parents •1:1 mentoring and tutoring
Success for children, families, schools and communities
Definitions School community: Those persons directly affiliated with a given school or schools including students, families, school staff, and community members involved in providing leadership and/or services at the school. School leadership: The principal and others such as the School Leadership Team chair and the Directors of a school collaborative. School team: Steering Committee and those who contribute ideas and expertise to improve learning. School Neighborhood: those living in the geographical or boundary area of the school. Community learning: education and developmental opportunities for early childhood through adults. School Site Team: School personnel and parents working on a School Improvement Plan. 1
Benefits of Partnerships Each school community has unique needs and opportunities that may be addressed through SchoolCommunity partnerships that provide a variety of activities, services, and opportunities for students and adults. Partnerships may vary by community but they share a common purpose: to involve all interested stakeholders to improve academic achievement, health, and social outcomes for children. Benefits for the community • Improve school programming by providing additional activities and supportive services for students and families. • Increase the students’ and staffs’ understanding of the local economic system. • Community and family involvement in the education of Duluth youth. • Prepare Duluth youth for careers by presenting requirements, satisfactions, concerns and expectations of employers. • Positive public relations and recognition.
Benefits for the school • Increase resources and services to enhance the education of students and to provide assistance to teachers and administrators. • Adult role models provide expertise otherwise not available in the classroom. • Demonstrates to the students how basic skills are used in the work place connecting the relevancy of academics and responsibilities of work outside the classroom. • Develops a greater understanding and appreciation of the surrounding community. 2
School-community partnerships facilitate four pillars of support 1
School-Community partnerships build on the understanding that both academic and nonacademic competencies are important and related to long-range learning outcomes. (Pittman and Cahill, 1992). What young people know and can do, how they think of themselves, and how they approach the world are intimately connected to their ability to succeed — not just in school, but later in life as citizens, workers, and family members.
Making the Difference: Research and Practice in Community Schools. Coalition for Community Schools 2003
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1. Academic Development: School-Community partnerships build academic skills and provide support and enrichment to supplement the strong core instructional program taught by high quality motivated teachers. Academic, life skills, and cultural and arts-related programs are aligned to classroom learning, and enhance children’s classroom experiences.
2. Healthy Minds & Bodies: School-Community partnerships address physical, mental and social emotional developmental needs through enrichment, services and programs. Students and families receive information and tools to achieve optimal health and address mental and/or physical health-related barriers to learning.
3. Family Support & Engagement: School-Community partnerships recognize parents as important resources who bring unique skills to the partnership. Partnerships create a positive, welcoming and supportive school climate and provide a range of opportunities for parental involvement. Partnerships build a parent's capacity to advocate for their children’s success, sometimes through programs and services addressing parent needs.
4. Community Engagement: School-Community partnerships reach out to the community and through services, programs and supports. Partnerships grow a vibrant and inclusive community through resources for community education and family support.
Excerpted from Guide to Community School Transformation, the Federation for Community Schools, www.ilcommunityschools.org.
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Services that make up the pillars This list gives examples from a full range of possibilities. Please note that many of these programs and activities may already be in place in a school community. A comprehensive needs assessment should guide the selection of services offered at a given school site. • Adult Education • Arts Education • Before- and After-School Programs • Career Development • Child Care • Citizen Advisory Groups • Citizenship Education • Community Education • Community Organizing • Counseling • Crisis Intervention • Cultural Activities • Dental Services • Early Childhood Education • English as a Second Language • Environmental Education
• • • • • • • • • • • • • • •
Family Literacy Family Support Centers Health Care Referral Health Promotion Home Visits Housing Information Joint Powers Steering Committee Job Training Programs Leadership Training Programs Mental Health Services Mentoring Nutrition Counseling Parent Education Parent Leadership Peer Mediation and Conflict Resolution
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• • • • • • • • • • • • •
Pregnancy Prevention Primary Health Care Recreation School Gardens School-to-Work Opportunities Service Learning Student Leadership Development Student Support Services Substance Abuse Prevention Tutoring/Literacy Violence Prevention Volunteer Opportunities Youth Development
Partner Activities These examples illustrate the range of activities that support and enhance child and family development. Again note that many of these programs and activities may already be in place in a school community.
Activities for individuals • Mentor/tutor any subject and/or grade.
• • • •
Assist staff or students with computer technology, Internet, etc. Assist with special presentations. Supervise sport activities, quiet activities, and or games. Volunteer with your school garden.
• • • •
Sponsor a weekend food backpack program. Assist with field trips or special tours. Commit time for your employees to assist during school-time, e.g. reading to younger students. Assist with the development of a service project through which students and your organization give back to the community.
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Activities for businesses or organizations • • •
Offer field trips to your business or non-profit organization. Allow students to shadow employees to get a sense of the job. Provide on-the-job training or mentorships for students.
Young Denfeld women learn welding skills with help from Men as Peacemakers • •
Provide learning opportunities and experiences. Participate in job and career fairs.
Duluth Police Department K-9 Demonstration North Star Rehab
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II.
Getting Started
Conducting a Needs Assessment Parents, students, school staff and administration, or community members may initiate schoolcommunity partnerships. The involvement of individuals from all of these groups is important if the partnership is to succeed. Decisions about which partnerships are a good fit for a school should be based on inclusive and ongoing engagement of parents, school staff, students, and community members as well as through representative leadership on a steering committee. A needs assessment can help your school community gain a valuable perspective on what needs have the highest priority at your site. Needs assessments may be done using a variety of strategies including: • • •
Facilitated community discussions, Focus groups, and Community, school staff, family, and youth surveys.
Community assessments ask important questions. • • • • • • • •
What are the developmental needs of students, families, and residents? What are social, academic, job-related and health-related needs? How are existing programs, resources and supports affecting those needs? Do students have the support they need to achieve developmental milestones? Are students prepared for transitions between elementary and middle school? Middle school to high school? Secondary education to post-secondary opportunities? Adulthood? How effective are existing positive youth development supports? What resources can help meet identified needs? How can the school connect the programs and resources that families need?
Needs assessment tools are in Appendix B. Once the needs assessment is completed, the steering committee reviews the findings and identifies priority areas and community resources that can address the vision and needs of the school community.
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The Steering Committee A steering committee provides ongoing vision and leadership for the development and sustainability of partnerships, ensuring that the partnerships are: • • •
Fulfilling the mission and needs of the school community, Responsive to the evolving vision and needs of the students and families, and Well-managed by the partners providing services.
Sample Mission and Vision Statements
The steering committee must include: • • • • • • • •
The school principal, Parents who are culturally and racially representative of the school community, Teachers who represent a variety of grade levels and/or disciplines, Community members who are dedicated to working collaboratively with schools, Students, especially at the middle-school and high-school level, Neighbors who have an interest in helping the school thrive, Community-based service providers, and Input from the School Site team.
The structure should include: • • • •
Regular meeting times convenient for the team, A consistent, convenient meeting location, Leadership roles: chair, vice-chair, and secretary, and Plans for providing child care and transportation for members of the team as needed.
The immediate tasks should include: •
Develop mission and vision statement for the steering committee, • Agree on a decision-making process: e.g. by vote, consensus, or a combination, and • Consider the body of research on best practices in School-Community partnerships. 8
Mission: “To foster strong partnerships that expand opportunities for positive Youth Development and school, family, and community involvement promoting lifelong learning and appreciation of our diversity.”
Vision: "Youth and families of the Hillside and Grant-Nettleton School community live in a stable and safe neighborhood with multiple opportunities to experience and value diversity, lifelong learning, and community involvement." [Myers-Wilkins Community School Collaborative Mission and Vision Statement, April 2010]
Seek & Develop Partnerships The Steering Committee promotes partnerships based on the needs and vision of the school community. Community partners can be any organization that is concerned with the education of the community’s children such as: • • • • • • • • •
Local government agencies such as the county health department, Teachers’ unions, Youth organizations such as the local Boys and Girls Club, Private agencies serving youth and families, Community-based organizations such as the United Way, Faith-based institutions such as churches, temples, and mosques, Neighborhood groups, Businesses, and/or Universities or community colleges.
See Appendix C for a Partnership Checklist for the components you need for a successful partnership.
Set the Tone for Communication The Steering Committee must create and enforce principles of interaction to ensure respectful interactions at meetings and in the community. Clear, open, and respectful communication is essential!
The success of any partnership will depend on clear communication and an understanding of the roles and responsibilities of each of the partners. Two fine examples are Speak Your Peace and Principles of Interactions. These documents provide strategies to communicate in a respectful and effective way. See Appendix D for these guidelines. 9
III. Roles and Responsibilities The School School Leadership The leadership of the school principal is critical to launching and sustaining successful SchoolCommunity partnerships. Principals develop a climate conducive for partnerships through a clear framework for establishing and maintaining effective and well-run partnerships. Principals must: 1. Communicate his/her vision for their school that includes expanded services, 2. Gather input systematically from parents, students, teachers, and community members regarding their vision for expanded services, 3. Develop a needs assessment plan for expanded services, 4. Engage a steering committee of teachers, parents, students, and community members who will provide continuous oversight and support for partnerships, 5. Commit to implement recommendations made by the steering committee, wherever reasonable given the school’s capacity and resources, 6. Maintain a welcoming, collegial attitude with partnering agencies and individuals, and 7. Designate a community partner liaison carefully.
“To create good, safe
space within a school, it is important for the group to feel a sense of
ownership in the space
while they are using it.” Ashley Joseph
Community Action Duluth Getting Ahead! Advocate
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School Partnership Coordinator All school staff and faculty play a role in maintaining productive partnerships, however a designated staff person to liaise with partners is essential. The Coordinator could be either school or Agency staff. However, if school staff, school administration must approve on-the-job time for the Coordinator to develop and/or maintain partnerships. The Coordinator must possess knowledge of the school staff and be a member of the SchoolCommunity Partnership Steering Committee. He/she should be committed to the partnership concept and have a good mind for detail and follow through. The Coordinator must commit to implementing the partnership vision and be accessible by phone at the school.
Responsibilities 1. Keep the Principal informed of the partnership process and progress. 2. Work with the business/organization contact and become knowledgeable about the organization with which the school is partnered. 3. Develop the partnership plan in collaboration with the business/organization coordinator. 4. Arrange staff orientation and other training/meetings as needed. 5. Promote the program to the school and the school community. 6. Coordinate the school side of scheduling, location, time, changes, and evaluation. Regular program assessment is key to the continuation and success of the program. 7. Arrange for follow-up, thank you notes, and distribution of any program information. 8. Ensure that appropriate recognition for the community partner takes place.
Establish and maintain smooth working relationships The presence of community agency staff and volunteers in the building will enrich the learning experiences of your students, especially when school staff build mutually respectful relationships with community staff and encourage student/family participation in the community programs and services being offered. Chemist Barb Sheedy guides a hands-on chemistry demonstration.
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School staff should: 1. Become familiar with the ways that community-based services are an important support for students and their families. 2. Cultivate a supportive relationship with community agency staff and volunteers by learning the names of the staff and volunteers and sharing helpful information about the school culture. 3. Be aware that community staff and volunteers are developing familiarity with the students, families, and school facility. Provide tips on engaging students and use of the school facility to help community staff adapt quickly to operating within the facility. Myers Wilkins Collaborative Family Night event 4. Be proactive and communicate important information about the use of school facilities (e.g. chairs put up on tables at the end of the activity period, wipe down tables after the activity, etc.) School Tasks School commits to developing partnerships School facilitates steering committee Staff meet to determine educational program needs of the school School meet with business or organization to discuss partnership possibilities Plan and purpose for partnership is shared with entire school staff School arranges scheduling, placement, partner orientation, time, changes and evaluation. School maintains regular communication with partners School provides regular positive recognition of partners School provides adequate staffing and space for partnership activities School regularly affirms importance of partnerships and builds trust with community 12
Principal • • •
Coordinator • • •
•
•
•
• •
• • •
• •
Community Partners Aligning Mission and Vision The Steering Committee and potential partners should establish that their mission and outcomes are aligned. Partnerships that share similar goals are more likely to be successful. Planning, implementation, and assessment that addresses shared goals strengthens the partnership and deepens the positive impact for students and families over time. 2 See Evaluation, Page 17, for help using a logic model to align vision, goals, and results. Once a partnership is formed, Memoranda of Understanding (MOU) clarify goals and expectations. MOU's describe the: • • • • • • •
Shared vision and mission of the school and the partner, Responsibilities and expectations of both school and partner, Person or people responsible for overseeing and managing any programs, Plans for regular meetings to evaluate for continuous improvement, Monitoring and evaluation responsibilities of the school and the partner, Training and qualifications of staff, school personnel, and volunteers , and Procedures for incorporating school staff into the partner’s program and the partner into school activities to foster better understanding and joint responsibility.
Sample MOU's may be found in Appendix E.
A community school is an integrated shared vision with a focus on academics, early childhood, youth development, family engagement, health, social service and community development. Individually we are one drop but when we band together for a common purpose we are an ocean. Stephanie Heilig, Principal.
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Amy C. Berg, Atelia Melaville, Martin J. Blank. Community & Family Engagement Principals Share What Works. Coalition for Community Schools
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Working with your School Community-based partners must understand the limits of school resources given staff school-day responsibilities and the restrictions experienced by any large public bureaucracy such as a school. Appropriate and timely communication A consistent and timely flow of communication among partnership stakeholders is critical to the safety and success of the partnership members and youth being served. Effectively spreading the word to the school community about the available services ensures those needing services can access them. Partners MUST maintain on-going communication with these school staff:
1. The Principal The principal is the essential link to school personnel and will help agencies navigate building-wide procedures for information sharing. Principals have an established system for ensuring clear communication with staff, families, and the community that includes regular newsletters to families and staff meetings. School Principal hard at work.
Helpful tips for establishing and building a strong relationship with principals: •
Arrange for a regular meeting time with the principal to establish updated information about the program or services being provided by your business or organization.
•
Find out when, and in what format, information for the school newsletter needs to be submitted. Be sure the information you want to communicate is aligned with the timing of the newsletter and when information is sent home to families.
2. Teachers and school staff Faculty and staff need a clear understanding of the services and programs available at the school site, how they can refer students and families, and how they can coordinate with the specific programs.
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Helpful tips for establishing a strong relationship with school staff: • • •
Staff, in general, appreciate receiving notes in their school mailboxes. Be sure that these are provided well ahead of time. A description of your program or services accompanied by a presentation at a staff meeting (often held once or twice per month) will give school staff an opportunity to ask questions and develop a stronger sense of partnership with a community program. The school principal can relay any important information about the program via all-staff bulletins provided they are given the information in a timely manner.
3. School secretaries Secretaries are on the front line: receiving numerous phone calls and e-mails requesting information about the activities happening in their school. The school secretary MUST be informed of all programs and activities taking place.
Helpful tips for establishing a strong relationship with the school secretary: • Provide a detailed but brief summary of the program/services being provided whether at the school site or off-site. Be sure to include important details such as the dates, times, and location of the activity. •
Include the contact information for one or more key program persons.
•
Always list the students and/or families who are signed up for the program or activity.
If the event or activity is canceled or changed for any reason, notify the school secretary as soon as possible. Helpful tip: Acknowledging the contributions of the school secretary is important. Thank you notes, secretary's day acknowledgement, etc. is much appreciated.
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"If we are serious about bringing "Community" into our public school buildings, we must remember the importance of striving for genuine social interactions as we navigate these partnerships; we all have a shared gain and the possibility of shared loss. The word "Community" means a group practicing "common ownership"- Nothing more, nothing less!" Xavier Bell -Community Action Duluth Director of Community Engagement
4.
Building Engineers and Custodians Building engineers need to know about all school day, after-school, evening, and summer activities taking place in the school facility. This ensures student safety, as well as proper coordination and building maintenance.
Helpful tips for establishing a strong relationship with engineers and custodians: • Program staff supervising the activities should inform engineers and custodians about the activities face-to-face. • Ask if there is anything program staff should know about taking care of the space. • Ask how it should be left when activities are done for the day (e.g. chairs placed on top of tables for ease of vacuuming).
Please see more information on facilities use, Section IV. Using School Facilities below.
Training and Credential Considerations Certain credentials and training may be required of community based staff and volunteers. At a minimum, the staff and volunteers should be qualified to perform the services provided. All personnel working with students should receive an orientation to the school building and its procedures, and training specific to the program in which they are working. Programs which utilize volunteers should align with best practices that include: •
A written position description for all tasks and an application process,
•
Appropriate background checks and screening,
•
On-going communication with volunteers, 16
•
Accurate recordkeeping of all volunteers and their service,
•
Recognition of volunteers, and
•
Volunteer recruitment from a wide variety and diversity of organizations and communities.
For more information on volunteer management and training, please see the Duluth Public Schools Volunteer Coordinator manual located in every Duluth Public School.
Evaluation A shared vision and strategy lessens, rather than increases, the demands made on school staff by a community partnership. Partners share the responsibility for setting high standards and achieving accountability. So how will you know if you achieve the results you want? Aligning Program Goals and Outcomes Logic models can be used to list and understand the Goals, Objectives, Indicators, and Outcomes as they relate to goals and activities of the partners and the school. Visually identifying these relationships is helpful when identifying partners, planning programs, and assessing outcomes.
RESULTS!
Activities
Short term - Life skills & academic achievement
Leveraged Resources
IntermediateSucessful transitions to middle and high school
Common Goals
Long-term Improved graduation rates.
Logic models start by identifying the goals and the money, facilities, partners, and supports (resources) the partners need to meet their goals. Using models of best practice, you then identify the 17
activities or interventions proven to bring about the results you seek. Often the outcomes are broken into short-term, intermediate and long-term results. Logic Model templates are in Appendix F.
Evaluating program effectiveness Now that your logic model shows you how to get to your destination, evaluation provides an ongoing means of measuring the impact of the partnership so schools and partners can improve the services and outcomes. Different evaluations assess different processes. To assess the quality of the partnership, you could use: Partnership Satisfaction Questionnaire, and/or Parent Evaluation form. To assess a program or activity outcome, you could use: Pre/post surveys that reflect knowledge and/or behavior change, Program rubric based on stated goals and outcomes, and/or A professional assessment tool, such as the Youth Program Quality Assessment. Rigorous evaluation is essential for sustainability: it facilitates funding requests and allows Duluth Public Schools to assess program effectiveness. As Duluth Public Schools expands the number of school community partnerships, evaluations may be standardized across partnerships to maximize their effectiveness. Evaluation tool templates are in Appendix G. Partner Tasks Maintain commitment to school partnerships and contribute resources. Identify possible partnership resources Align goals and activities. Share partnership plan with all employees/staff and encourages involvement Maintain communication with the school Prepare materials and coordinate scheduling, placement, time, communication and evaluation. Ensure program quality Recruit and manage volunteers Maintains records for evaluation process Regularly affirm importance of partnerships with school Build trust with community Develop logic models for each goal Ensure continuous and rigorous evaluation
Agency Director •
• •
• • • • • •
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Program Staff • • • • • • • • •
Sustaining your partnership Sustaining your vision means continual efforts to bring stakeholders together, build trust and ownership, plan strategically, take action and evaluate results. Actions to sustain your work include: • Results orientation: demonstrate program success and build support from stakeholders through measurable results. (See Evaluation above.) • Strategic financing: identify resources and find ways to bring them together to meet goals. • Adaptability: adjust to changing social, economic and political trends and take advantage of opportunities they present. • Broad Community Support: build a cadre of people who care about the partnership, who need it, and who would care if it were gone. • Key Champions: rally leaders willing to use their political power and influence to support you. • Strong Internal Systems: administrative capacity ensures that the initiative will work efficiently, document its results, and demonstrate its soundness to potential funders. • Sustainability plan: clarify where the initiative wants to go in the future, how it will get there, and how it will measure success. 3
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Doing What Matters: The Bridges to Success Strategy for Building Community Schools author Atelia Melaville opyright© January 2004 by Bridges To Success, United Way of Central Indiana.
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IV. Using School Facilities School facilities have many spaces appropriate to school and community based activities. Respecting building use procedures as well as consistently following agreements concerning clean-up, specific room uses, scheduling, activity supervision, and other details is critical a successful school-community partnership.
School schedules
Duluth Public Schools provides an annual calendar of regularly scheduled events. Building hours vary depending on the time of year. Have a conversation with the principal and building engineer about when the building will be open for use before scheduling an activity. When there is a school "snow day", the building is closed for all activities.
Requesting Space
Any time a facility or equipment is used for out-of-school-time activities, you MUST fill out and submit a facility use request. At the secondary or adult level, facility use requests are first referred to the Community Education staff @ 336-8760. The request indicates the schedule of use, space requested, and who is responsible for supervision. Facility requests must be signed by the Principal and submitted well in advance of the requested time: a minimum of two working days, but earlier is better. Facility use request information is in Appendix H. Helpful tips: 1. Consult first with the specific school staff who use the space that you want. Let them know who you are and how to reach you, what the specific plans are for the space, and the schedule of the planned activities. Ask them for suggestions on how to make space-sharing successful. 2. Explain the expectations for using the school space to the participants (e.g. only use the supplies provided by the program, clean up thoroughly afterwards, do not sit on or put your feet on tables or desks, etc). Note: Ensure that classroom supplies needed by classroom teachers remain undisturbed and in place for the next day. 3. Duplicate the school culture, policies & procedures, and expectations in your activities. Expectations for programming in school facilities are: • School property is respected and used only for its intended purpose, 20
• • • • •
People walk, not run, in the building with the exception of the gym and playground, Language and behavior demonstrates respect for others, Adults demonstrate high-quality, respectful leadership, Children and youth follow the clear directions given by adults, and Program staff and participants create a safe, respectful, and responsible atmosphere.
4. Be sure that the space is left as clean and organized as it was when you began. Lights should be turned off and windows closed. 5. Report and document any facility-oriented problems to the building engineer right away. 6. Report and document any behavior or health-related incidents to the school Principal as soon as possible.
Safety Procedures
Schools have specific procedures in place to maintain safety. Teachers and school staff carry a great deal of responsibility for the safety, learning, and well-being of the students. Be sure to familiarize yourself with the school schedule and procedures so that you can approach teachers and staff at times that don't interfere with attention to the students. Requirements that may impact your activities include: • • • •
Requiring all visitors to check in at the school office and obtain a visitor's pass, Regularly scheduled fire drills, disaster drills, and lock-down drills, Closing times enable the custodians to complete a check and lock the building on schedule, and Food safety: see below.
Serving Food
Food is integral to many after-school and evening family events. Food brings people together to experience cultural culinary traditions, to socialize, and to meet basic needs for healthy nutrition. School kitchens are highly regulated to ensure that food is safe to eat, and is acquired, prepared, and served in accordance with MN Department of Health guidelines.
For this reason, food served in a school facility must be prepared and handled according to the school Duluth Public Schools policies on safe food handling.
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Helpful tips: • Discuss the use of the cafeteria and kitchen with the kitchen manager at your school. Timely communication about food storage, handling, and serving will ensure safety and an ongoing positive relationship with the school kitchen staff. • If you plan to serve food in your program, you must contact the Child Nutrition Office to receive appropriate procedures to ensure food safety and proper care of the kitchen facility. With few exceptions, school staff must prepare and serve at any school events involving food that needs to be prepared. Contact: Child Nutrition Office - 218-336-8707 There are some exceptions: • If a dinner is served for families and the community, staff and volunteers may help with preparation and serving under the supervision of a school kitchen manager. This can be arranged by contacting the Child Nutrition office. In this event, an agency staff member should be knowledgeable about, and provide guidelines for, safe food handling procedures. This information should be read and followed by all who handle food. • After-school programs may have their own refrigerator in the cafeteria or program space so that their program food is separate from food being stored for school breakfasts and lunches. • Partner agencies may maintain a separate Food Serving Facility license. This way, a separate State Health Department inspection can be done on the food handling procedures that holds the agency, and not the school, accountable for safe handling practices. Helpful tip: The Child Nutrition Cafeteria Managers are ServSafe certified. If you feel your program would benefit from having certified staff, please check with the MN Dept of Health for approved courses. Safe Food Handling Guidelines and Dept of Health links are in Appendix I.
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Technology
If your program requires a data sharing agreement with the school district or to access the network please contact the Duluth Public Schools Technology Department for assistance. Technology will provide the appropriate forms and contacts dependent upon your project's scope. Contact - (218) 336-8754 Helpful tip: Duluth Public Schools are legally bound to protect student confidentiality. Systems must be safeguarded to prevent hacking events that can cost taxpayers in time and money and interrupt services. Please keep this in mind and be patient when working with the technology staff.
Transportation Guidelines and Policies
Activities that involve transporting students from a school to another location such as a community center, another school, or a field trip require special consideration to ensure student safety. The Principal and the Duluth Public Schools Transportation Director MUST be included in decisions concerning transportation of students from the school to other sites or to their homes. If a program intends to provide student transportation, this MUST be arranged through the Duluth Public Schools Transportation Department or Voyageur Bus Company. Contact: Transportation - Ken Willms-218-336-8970 Voyageur Bus - 218-724-1707
Liability
A clear understanding of legal responsibilities and liability for programs and services provided by partner agencies is an essential step in ensuring safety, accountability, and program fidelity. Duluth Public Schools has processes for determining responsibility for program activities. For example, the Building Use Permit form establishes agency responsibility for the activities taking place in schools during before- and after-school times. Partnering agencies should also have policies, procedures, and insurance in place to ensure coverage for its staff and programs. Duluth Public Schools may require specific liability coverage of partnering agencies. A sample liability form is in Appendix J.
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Operations Manual
Duluth Public Schools
Appendices
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Partnership Case Studies
Appendix A
Partnership Stories Myers Wilkins Community School Collaborative The Myers Wilkins Community School Collaborative (MWCSC) was formed in 1997 when representatives of five East Hillside organizations attended the first in a three-year series of workshops sponsored by MN Department of Education entitled Building Collective Community Leadership. It was the beginning of a journey into applying best practices to strengthen academic, cultural, and social assets of neighborhood youth and families. Incorporated in 2001 as a 501(c)3, MWCSC is dedicated to “fostering strong partnerships that expand opportunities for positive Youth Development and school, family, and community involvement promoting lifelong learning and appreciation of our diversity.” Now in its 14th year of providing innovative Out-of School-Time and Family Events, MWCSC joined with the YMCA and Men as Peacemakers to serve over 300 children and their families at Nettleton, Grant School and now the new Myers Wilkins site. The member agencies and participants work collectively to implement the Community School model of maximizing the transformative possibilities that education, supportive services, and positive social connections can have in the lives of individuals, their families, and their communities. The Tomato Man Ray Piccanotto was recognized as a community leader by service learning members of the Duluth Public Schools. His mission was to educate and encourage students in kindergarten through sixth grade to grow their own food and learn about healthy eating. He started growing tomato plants for 1000 students in some of the schools. The teachers decided to continue his mission after he could no longer provide the plants. They organized a group of people from the community to grow tomatoes and distribute of over 4000 plants in 2011-2013. The mission has grown to include collaboration between community groups, businesses, UMD and the Duluth Community Garden Program to build gardens at every school. Valley Youth Center The Valley Youth Center is an after-school and summer youth program serving youth ages 5 and up in West Duluth. VYC provides tutoring to help youth with homework, mentoring, leadership, and recreational activities to strengthen their physical health. Just prior to the start of the 2012-2013 school year at Laura MacArthur (LM) Elementary, VYC staff met with Laura Macarthur leadership to become more connected community partners within the school, in order to best serve the students at the Valley Youth Center. The principal and VYC director agreed on a program that highlighted the different types, styles, and skills building associated with positive recreational opportunities. This program was the initial step in strengthening the relationship between the agency and the school. The partnership grew to include shared communications on behaviors; VYC and LM would share with each other if a particular student was struggling in school or being particularly disrespectful that day. The partners shared resources for family events at the school, with VYC providing food for event including Culture Night, Grandparents Day, and the Year-End Celebration. By the end of the year, the
25
Partnership Case Studies
Appendix A
partnership culminated with an invitation for VYC to join the leadership table at the school for the coming school year. “The foundation for the growth as I see it came from a mutual understanding and belief in what each entity (VYC & MacArthur) does day to day and utilizing each other in a community-based team serving the West Duluth neighborhoods. “ – Russ Salgy, VYC Director. Girls Restorative Program Men As Peacemakers (MAP) is dedicated to fostering and developing peacemakers through modeling, mentoring, storytelling, and dialogue. MAP has had programming in Duluth Elementary, Middle and High schools for boys and girls since 2000. We offer inclusive, gender-specific, restorative programming in-school, during school. Our programs create authentic relationships among peers and community members, connecting youth with the community, mentors and increasing school connections with the ultimate goal of graduation from high school and empowering young people to make decisions that will positively impact their lives and their community. "Our programming is founded on years of open, collaborative, trusting partnerships with administration, staff, youth and families. Our relationship with the school continues to take trust, time, close collaboration, and community input. We are vigilant that our programming responds to youth’s changing needs, and in collecting data and carrying out evaluation to support and illustrate our success and challenges." - Ed Heisler, Executive Director. Getting Ahead Community Action Duluth has been running Getting Ahead, a leadership development process, since 2008. Through the process, individuals develop their leadership skills, resources and networks to address personal barriers to getting out of poverty, as well as, community barriers that keep people in poverty. Historically, ISD 709 has had limited parent involvement, especially in schools that have a high percentage of families living in poverty. Poor communication and relationships, or complete lack of relationships, between a school and parents can lead to an increase in educational barriers for children. Overall, the Getting Ahead Process being hosted at GCBS has been a positive opportunity for the parents and community to partner with the school; to increase parent and community involvement in the public school system, and create solutions for achieving an equitable school system where all children can succeed. GCSC and Getting Ahead began to partner in 2012; with a goal of helping parents, and surrounding community members develop their leadership to address personal and systemic barriers to poverty. The Getting Ahead Graduates, many who started the program with a lack of resources or living in isolation, have begun to build networks and gain resources to address their barriers. – Ashley Joseph, Getting Ahead Community Advocate, Community Action Duluth LSS Truancy Action Program For the past 19 years, LSS’ Truancy Action Project (TAP) has worked collaboratively with Duluth Public Schools to provide truancy prevention and intervention services to students in the middle and high schools. Priority has been given to providing truancy services to the most needy schools and families. The purpose of TAP is to provide prevention and early intervention services to students who are having
26
Partnership Case Studies
Appendix A
attendance issues. By working cooperatively with students, families, schools, the courts, and other community agencies, we are able to identify barriers to regular school attendance, remove these barriers and help students improve their attendance. Previously, schools attempted to deal with the truancy issue on their own. When they failed they referred the matter to the court system which referred the students to either probation or social services. When these systems could not adequately address the issue the students were sent back to their home school and the process started all over again. TAP and the SARB process (Student Attendance Review Board) have pulled community agencies together to jointly work on the issue of truancy. We are the only agency in our area that specifically focuses on addressing truancy issues at the individual, family, community, and systems levels.- Mary Roe, TAP Manager, LSS
27
Needs Assessment
Appendix B
Dear parent/guardian,
Family Assessment Template
Your ideas about what programs, services, and opportunities you would like at your school is vitally important to planning for a future that reflects the needs and wishes of our families. Please take a few minutes to answer the questions on both sides of this survey and to offer your comments. Thank you! Please rate on a scale of 1-5 (1= not important; 5=very important) the features of after-school and family enrichment programs that you would like to see in the future of this school. Program Components
Rating
After-school Programs Academic skills and homework help. Arts and music. Life skills such as cooking, woodworking, and sewing. Sports, recreation, and physical fitness. Leadership and community involvement. Cultural knowledge and awareness. Programs meet 1-2 times per week. Programs meet 3 or more times per week. Free transportation home. Build positive social skills such as peaceful conflict resolution and teamwork. Family Programs Fitness, home repairs, computers, etc. Activities for parents and children to do together. Arts such as music, theatre, or dance. Small parent groups that offer education, support, and sharing. Cultural traditions such as a powwow or drumming. Free or low-cost meal. Free transportation to and from school. Field trips such as to the zoo or the Aquarium. Academic skills such as reading, math, and science. Financial training and education. Free or low-cost health services.
28
Comments
1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3
5 5 5 5 5 5 5 5 5
1
3
5
1 1 1
3 3 3
5 5 5
1
3
5
1 1 1 1 1 1 1
3 3 3 3 3 3 3
5 5 5 5 5 5 5
Needs Assessment
Appendix B
As you think about the future of this school, what are some other ideas you have for After-school and Family enrichment programs?
The school-day, after-school and family programs at this school are supported in large part by partnerships with community organizations and individuals. Do you have any suggestions for partnerships that would enrich the school experiences of your child(ren) and family?
What would you like to see offered in this school to support you as a parent?
Thank you for taking the time to share your thoughts.
29
Needs Assessment
Teacher Assessment Template Name: _________________________
Appendix B
Class: ____________________________________
1. What hands-on education activities do you plan? How could you utilize volunteers from a business or community group?
2. Would you like the business or community group to sponsor a contest or a special interest club?
3. Do you have a student with a special need or interest that someone from the business or community group might be able to help?
4. Are there other areas of the curriculum where an expert could help? Such people might include a computer expert, a toastmaster for pointers on public speaking, speakers on nutrition, safety, energy and personal finance.
5. Would you be interested in what the business or community group does, as a presentation to your class, or materials that would help explain their role in Duluth?
6. Other ideas that you may have?
7. How would you recognize and thank your community partner?
8. As we develop more after-school and family programs to meet the needs of our community, what programs would most effectively support your work in the classroom?
30
Needs Assessment
Appendix B
Please rate on a scale of 1-5 (1= not important to 5=very important) the features of after-school and family enrichment programs that you would like to see in the future of this school. Program Components After-school programs Academic skills and homework help. Arts and music. Life skills such as cooking, woodworking, and sewing. Sports, recreation, and physical fitness. Leadership and community involvement. Cultural knowledge and awareness. Programs meet 1-2 times per week. Programs that meet 3 or more times per week. Free transportation home. Build positive social skills such as peaceful conflict resolution and teamwork. Family Programs Fitness, home repairs, computers, etc. Activities for parents and children to do together. Performing arts such as music, theatre, dance. Small parent groups that offer education, support, and sharing. Cultural traditions such as a powwow or drumming. Free/ low-cost meals. Free transportation to and from school. Field trips such as to the zoo or the Aquarium. Academic skills such as reading, math, and science. Financial training and education. Free or low-cost health services.
Rating
Comments
1 1
3 3
5 5
1
3
5
1 1 1 1 1 1
3 3 3 3 3 3
5 5 5 5 5 5
1
3
5
1
3
5
1
3
5
1
3
5
1
3
5
1
3
5
1 1 1
3 3 3
5 5 5
1
3
5
1 1
3 3
5 5
31
Needs Assessment
Appendix B
Business Assessment Sample Business/Organization Resource Assessment Name: ___________________________ Business/Organization: ______________________ 1. What kind of training or expertise do our employees have that could be shared with the school? i.e.: (Circle all that apply) • Computers
• Graphic Arts, Printing
• Internships
• Crafts and hobbies
• Creative writing
• Job preparation
• Athletic coaching
• Construction
• Business site visit
• Safety, Health issues
• Engineering
• Other: ___________
• Public speaking
• Mentoring
2. Are we willing to provide release time from work for employees to take part in school activities?
3. Would we consider a tutoring partnership in reading, math, or a specialized subject?
4. What resources are available for providing career awareness programs?
5. Are we interested in working on or co-sponsoring community service projects?
6. Would we sponsor a student club or athletic team?
7. Do we have employees who could do classroom presentations about their profession?
8. Are we able to teach mini-courses?
9. What can the school do to assist us? What are our needs?
10. Additional Comments/Ideas:
32
Partnership Checklists
Appendix C
Checklist for Partnerships Partnership Checklist Use this checklist to identify the relational, organizational, and logistical foundations you have in place for implementing a successful School-Community partnership. The Basics Determine how a partnership could enhance the student experience. Convene a steering committee who will guide the development of partnerships Designate a school staff member as the partnership coordinator Identify unmet/underfunded needs of students and schools. Research local businesses or agencies; look for a good fit. Reach out to parents for ideas and connections. Empower employees to look for partnership opportunities. Understand your core values and those of your potential partner. Developing the Partnership Have a frank discussion about values, goals and needs. Develop an understanding of each partner’s desired level of involvement. Assess the impact of the partnership on students. Ensure that students and members of the community are engaged. Define quantifiable goals. Determine duration of partnership. Collaborate with partner to identify partnership activities. Align activities with education goals of school/district. Implementation Ensure activities are integrated into the school and organization culture. Ensure that activities provide an opportunity for students, teachers, and organization employees to interact with each other and the community. Establish a formal MOU with designated contact people for each partner. As personnel changes occur, make sure to establish relationship with new employees. Provide training for all involved parties where necessary. Evaluation Conduct regular evaluations and monitoring. If partnership is ending, have a debrief discussion to determine partnership satisfaction and effectiveness. Secure explicit support for the partnership at all levels of the school and organization. Sustainability Provide the community with an opportunity to review and contribute. Construct communications plans. Communicate regularly about intended and actual outcomes. Ensure both partners are publicly and privately recognized.
33
Communication Guidelines
Appendix D Principles of Interaction
"Building Collective Community Leadership" Our group of community and state department representatives developed these principles of interaction to serve as a guide for our work together in building "Learning Communities across Minnesota". Full Circle Community Institute 1999
1. Search out and see connections between people and events: Understand that life is circular, not linear. 2. Remember that progress comes through persistence and adhering to personal values. 3. Build restorative relationships and trust. 4. Listen from the heart: Hear the feeling and listen to how we filter what is being said. 5. Listen to what is said. Listen to how it is said. Listen to why it is said. Listen to when it is said. Listen to who says it. 6. Don't assume I am who you think I am: Assumptions block communication and erode trust. 7. Exude empathy, not sympathy: Seek to understand the experience and perspective of others. 8. Check your own defensiveness. Honor your humility. Apply praxis (reflection plus action) and decide if this is the place to unravel defensiveness. 9. Give validation to others' experiences. 10. Help each other to remember and understand that all people need to feel loved, to feel important, to feel they belong, to feel safe. 11. Own your own stuff: When alarmed by what someone says, ask yourself why. 12. Cultivate Ubuntu (the gift of finding humanity in others). Permit your human side-- your vulnerable side to be seen. 13. One person should not be asked to represent (nor should it be assumed that oe person represents) an entire group or population. Actively engage a broader base in the process. 14. A person's comfort level should not be assumed. 15. Communicate more slowly. Move softly and be sensitive. Go at tough issues respectfully. 16. Learn to ask questions in search for understanding and meaning. Push yourself for clarity. 17. Learn to ask. 18. Seek/use humor to build alliances, and incorporate abundant fun in the process. 19. Trust in the process and in the people. 20. Honor our imaginations and our creativity.
34
Communication Guidelines
Appendix D Speak Your Peace
The best way to determine what a community wants is to listen to what its people have to say. This is a fundamental principle of democracy. Disagreements can lead to healthy debate, which brings new information and ideas to light. When a particular issue strikes at the fundamental beliefs of a group or individual, the debate can be especially fierce. In these situations, it becomes more important than ever to practice civility. The purpose of the Speak Your Peace Civility Project is to urge the citizens of the Duluth/Superior area to communicate in a more respectful and effective way. This is not a campaign to end disagreements. It is a campaign to improve public discourse by simply reminding ourselves of the very basic principles of respect. By elevating our level of communication and avoiding personal attacks and general stubbornness, we can avoid unhealthy debate. This will lead to a more effective democracy, and help maintain our sense of community by increasing civic participation. We hope to reach not only elected officials and political groups but also regular people, like neighborhood organizations, church groups and even the parents on the sidelines of youth athletic contests. We are not just targeting those who are uncivil, but those who allow uncivilized behavior to happen. Our key message is to promote nine simple tools for practicing civility, taken from P. M. Forni's book Choosing Civility. Pay Attention. Be aware and attend to the world and the people around you. Listen. Focus on others in order to better understand their points of view. Be Inclusive. Welcome all groups of citizens working for the greater good of the community. Don't Gossip. And don't accept when others choose to do so. Show Respect. Honor other people and their opinions, especially in the midst of disagreement. Be Agreeable. Look for opportunities to agree; don't contradict just to do so. Apologize. Be sincere and repair damaged relationships. Give Constructive Criticism. When disagreeing, stick to the issues and don't make a personal attack. Take Responsibility. Don't shift responsibility and blame onto others; share disagreements publicly. In his visit to the Duluth/Superior area in the spring of 2001, Robert Putnam, author of Bowling Alone, noted that the area is above the national average when it comes to 'social capital,' or civic participation by its citizens. In order to harness that passion toward useful ends, it is important, then, to communicate in a more civil, productive way. Speak Your Peace: The Civility Project is a project of the Duluth Superior Area Community Foundation.
35
Memorandum of Understanding
Appendix E
MOU Example NOTE: MOU's are legally binding agreements. They will need to be reviewed and approved by Executive Directors, CEO's, or the Duluth Public Schools Superintendent. This first template provides an example of the type of information that an MOU between a business or community organization and the school should contain. Two additional templates follow. Memorandum of Understanding (MOU) between [Agency Name] and [School Name], ISD #709. Purpose: This MOU is for the purpose of partnering to provide academic support and enrichment opportunities to students in the [school name] school/ neighborhood. As a School-Community partnership, multiple opportunities offer an array of before-, during, and after-school activities that include the areas of academics, leadership, service learning, cultural enrichment, athletics, and fine arts. Partnership Summary: [School] agrees to provide space, pertinent data, and assistance with logistics and recruitment. The [agency] agrees to operate the [program name(s)] during [scheduled time/day of program]. Programming also includes family events sponsored by the [agency]. Programming will start on [start date] and end on [end date]. The intended audience for this program will be [school] students and their families. Children and youth from the local neighborhood who do not attend [school] may also participate. Roles and Responsibilities Both parties agree to partner, coordinate and ensure the overall success of the program. This includes recruitment, implementation, compliance with organizational and state requirements, and, in general, working towards quality community programs that are integrally linked to the school’s regular day program and the academic, social, cultural, and life skills goals of [school]. Under this MOU, all parties commit to the following: 1. Program Partners will work jointly to plan programming and to hire/train staff if necessary. 2. Coordinators/Directors of both parties will participate in meetings to discuss program progress and development. 3. Leaders from both parties will serve on the steering committee, attending monthly meetings. 4. Each community partner will coordinate their respective programs and supervise all of its staff/volunteers/students in the program; while working closely with the school, including adhering to district behavior standards and policies. 5. Each community partner will work in collaboration with the school staff to support the academic, socio-emotional, and life-skills development of the children enrolled in their programs. 6. [School] will provide access to clean and organized space for programs/classes/special events, storage space for basic supplies, restroom and phone access, general parking, and utilities to support the program. Partners will ensure facilities stay clean and organized. 7. [School] will provide standard custodial services during and after programs have finished each evening.
36
Memorandum of Understanding
Appendix E
Terms of Agreement: The terms of this MOU shall be from [start date] to [end date]. This is where the partners would detail out shared resources and their value and any in-kind or monetary contributions. _____________________________________________ ________________ [Name of Agency Board Member] [Title] [Agency Name]
Date
___________________________________________ [Name of Agency Director] [Title] [Agency Name]
________________ Date
___________________________________________ [Name of School Principal] [Title] [School Name]
________________
37
Date
Memorandum of Understanding
MOU Template 1
Appendix E
[Partner Letterhead] Memorandum of Understanding
WHEREAS,___ [agency(ies)]_________________ have come together to collaborate and to make an application for _______________________Program grant; and WHEREAS the partners listed below have agreed to enter into a collaborative agreement; and WHEREAS, the partners herein desire to enter into a Memorandum of Understanding setting forth the services to be provided by the collaborative; and WHEREAS, the application prepared and approved by the collaborative through its partners is to be submitted to the [funding agency] on or before [date]; I) Description of Partner Agencies II) Project Goals III) Roles and Responsibilities NOW, THEREFORE, it is hereby agreed by and between the partners as follows: Financial involvement/commitment: [Detail of commitment] Value: [$] IV) Timeline The roles and responsibilities described above are contingent on [fiscal lead] receiving funds requested for the project described in the VITA grant application. Responsibilities under this Memorandum of Understanding will coincide with the grant period, anticipated to be [dates] V) [Agency] agrees to collaborate and provide services as detailed above in Section III to clients of the VITA program pursuant to the program narrative of the grant application attached to this agreement.
By ____________________ Director, Date __________________ By ____________________ Director, Date __________________
38
Memorandum of Understanding
Appendix E
MOU Template 2 MEMORANDUM OF UNDERSTANDING (MOA) Between [ Insert agency ] and [ Insert agency ] For The [ insert project or program name ] This is an agreement between [ Insert agency ] and [ Insert agency ] I.
PURPOSE & SCOPE The purpose of this MOU is to clearly demonstrate the relationship between [ Insert agency ] and [ Insert agency ] and identify the roles and responsibilities of each party as they carry out the goals of the [ insert project or program name ].
II.
Goals
III.
[ Insert agency ] RESPONSIBILITIES UNDER THIS MOA [ Insert agency ] will undertake the following activities/responsibilities: A. 1. 2. 3. B. C.
IV.
[ Insert agency ] RESPONSIBILITIES UNDER THIS MOA [ Insert agency ] will undertake the following activities/responsibilities: A. 1. 2. 3. B. C.
V. [ Insert agency ] AND [ Insert agency ] SHARED RESPONSIBILITIES UNDER THIS MOA A. 1. 2. 3. VI. IT IS MUTUALLY UNDERSTOOD AND AGREED BY AND BETWEEN THE PARTIES THAT: The signing of this MOA is not a formal undertaking. It implies that the signatories will strive to reach to the best of their ability, the objectives stated in the MOA. This MOA may be terminated by either party upon 30 days written notice without penalties or liabilities,
39
Memorandum of Understanding
Appendix E
VI.
FUNDING This MOU does not include the reimbursement of funds between the two parties or insert sub awards if any.
VII.
EFFECTIVE DATE AND SIGNATURE This MOU shall be effective upon the signature of [ Insert agency ] and [ Insert agency ] authorized officials. It shall be in force from [ date ] to [date ]. [ Insert agency ] and [ Insert agency ] indicate agreement with this MOU by their signatures.
[ Insert agency ] [ Name ] [ Title ] [ Signature ]
[ Insert agency ] [ Name ] [ Title ] [ Signature ]
[ date ]
40
[ Date ]
Logic Models
Appendix F
SITUATION:
Logic Model Template 1
PRIORITIES: PROGRAM ACTION- LOGIC MODEL Inputs
Outputs Activities
Outcomes Participation
Short
Assumptions: 1
External Factors: 1
2
2
3
3
Medium
EVALUATION What do you want to know?
How will you know it?
NOTE: The number of boxes and design will vary depending upon your program and situation. Include arrows to show directional flows.
41
Long
Logic Models
Appendix F
Logic Model Template 2 Organization Name: Overall Project/Program Goal:
Inputs / Resources Identify the resources needed to operate your program. Examples include: grant dollars, staff, equipment, facilities.
Activities Identify the key activities you will accomplish with these resources. Examples include: develop curricula, provide training, deliver health screenings.
Funding
Increased staff time
Curriculum
Implement socio/emotional health activities.
Date Prepared:
Measurable Outputs Identify the amount of products or services you will deliver if you accomplish your planned activities. Examples include: number of workshops taught, number of people trained, number of screenings performed.
Students participate in XX service learning projects.
Measurable Short Term Outcomes/Goals Identify how your program participants will benefit if you accomplish your planned activities. Outcomes should be specific, measurable, attainable, realistic and time-based. Examples include: new knowledge, increased skill levels, modified behavior.
Improved parenting behavior Increased social/emotional skills
Partnerships Coordinate school curriculum to OST activities.
XX children receive intervention daily for 26 weeks
42
Improved academic achievement
Community Impact Long Term Identify the changes to communities and systems expected to occur if these benefits are achieved. Examples include: healthier and more stable families, improved birth outcomes.
Improved graduation rates
Logic Models
Appendix F
Logic Model - Template 3 Problem
Objectives
Poverty increases the risk of poor nutrition and food insecurity. Goal Improve nutrition and food security for lowincome people in high food insecurity neighborhoods in Duluth, MN
Objectives 1) Meet the food and nutrition needs of lowincome people..
2) Increase the selfreliance of communities to provide food for local consumption.
3) Promote comprehensive responses to local food, farm, and nutrition issues.
Activities
Output Measures
Provide weekly 10 lb pre- # of low-income packaged baskets to low households receiving income households weekly food baskets 4 neighborhood plots and 10 city-side plots provide food-growing and job-training skills Education improves fresh food preparation and preservation skills
# of lbs. of food produced and distributed # of households reporting improved food security and nutrition
Short Term Outcomes Very low income households receive baskets weekly. Increased production of local produce. Low income people develop job skills Households improve food prep/nutrition skills
Complete the SSNP business plan.
Business Plan
Business Plan and evaluation directs expansion, dissemination
Strengthen and expand and connections between SSNP and for-profit growers and distributors
# of lbs. of food sold to or purchased from food system for-profits.
Connections provide some measure of sustainability.
Objective 1
INSTRUMENT:
Objective 2
Community Food Security Coalition Indicators of Success Survey
How activity will be measured Objective 3
Documentation by project staff
43
Long Term Outcomes
Improved nutrition and food security for very low income people Improved finances improve food security and nutrition.
INSTRUMENT:
Community Food Security Coalition Indicators of Success Survey
Evaluation Tools
Appendix G
Partnership Assessment Template 1 Community Partner Evaluation Your input provides valuable feedback to strengthen and improve the Partnership. Name of School Partner: _______________________________________ Name of Community Partner: _____________________________________ Evaluation completed by: _______________________________________ 1. Program Outcomes: The overall rating of our partnership is: ____ Excellent
____Good
____ Fair
____Poor
2. Program Content: What activities are taking place in your Partnership? Check all that apply. ___ Tutoring ___ Student Recognition ___ Mentoring ___ Staff Recognition ___ Job Shadow ___ Internships ___ Field Trips ___ Speakers ___ Exhibits by Students ___ Other: please list________________________________________________________
3. Participation: a. How many of your staff members are involved in the Partnership? ________ b. Are you making a financial contribution?
Yes / No
Amount: $_____
c. Are you providing “trade outs” or in-kind?
Yes / No
Financial value:$_____
d. Approximately how many hours are contributed? _____/week OR ____/month 4. What are the BEST QUALITIES about your Partnership?
5. What needs to improve?
6. Please make a brief statement about your Partnership.
44
Evaluation Tools
Appendix G
School Evaluation Your input provides valuable feedback to strengthen and improve the Partnership. Name of School Partner: _______________________________________ Name of Community Partner: _____________________________________ Evaluation completed by: _______________________________________ 1. Program Outcomes: The overall rating of our Partnership is: ____ Excellent
____Good
____ Fair
____Poor
2. Program Content: What activities are taking place in your Partnership? Check all that apply. ___ Tutoring ___ Student Recognition ___ Mentoring ___ Staff Recognition ___ Job Shadow ___ Internships ___ Field Trips ___ Speakers ___ Exhibits by Students ___ Other: please list____________________________________________________________ 3. Participation: a. How many students are involved in the Partnership? ________ b. How many staff are involved in the Partnership? _______ c. Approximately how many staff hours are contributed? _____/week OR ____/month 4. What are the BEST QUALITIES about your Partnership?
5. What needs to improve?
6. Please make a brief statement about your Partnership.
45
Evaluation Tools
Appendix G
Partnership Assessment Template 2 A Quick Self-Assessment: Is Our Partnership Thriving? Yes/No The school leadership understands and values the opportunity to partner with the community, and has devoted resources/staff time to strengthening these relationships Our partnership has successfully engaged a broad base of partners from a range of individuals and organizations representing the school and the community. Our partnership has developed a clear vision. Our partnership has collaboratively identified the results we want to achieve for children, youth, families, and our community. Our partnership has developed strategies for coordinating and linking the array of supports and opportunities for children, youth, families, and community members that are available at or connected to the school. Our partnership has established a clear organizational structure. Our partnership has agreed upon the roles that individual partners will play, and ensured that all partners understand and accept the responsibilities of those roles. All partners involved in our community school have an understanding of who the other partners are, what organizations they come from, and what those organizations do. Our partnership regularly communicates with all partners to keep them informed about its work. Our partnership engages in activities to create awareness about and increase support for the work of the partnership. Our partnership has identified and mobilized resources (financial and other) from partner organizations and other entities throughout the community.
46
Evaluation Tools
Appendix G
{Date} {Event name} Survey
Event Survey Template Please take a moment to fill out this survey. Your thoughts are appreciated and will help with planning future events.
1. Are you a ____student
____parent
____neighbor
____other?
2. What did you like best about this event?
3. How important are (insert type of event) events, such as this, to you and your family? _______ not important ______important _____very important 4. Did tonight’s event help you to learn anything new about [ insert If so, what?
]? ___Yes
___No
5. Did tonight’s event help you to learn anything new about [ insert If so, what?
]? ___Yes
___No
6. What suggestions or comments do you have for making [ insert ] School a welcoming learning environment for children and families of all cultural backgrounds?
7. What other types of Family Events would you like to have offered at your school?
8. What is the best way for you to learn about Family Events at (name of school)? _____School Newsletter _____Flyers sent home ______e-mail _____phone call
_____ School Web site
9. What are the best days of the week for you and your family to attend evening Family Events? Monday
Tuesday
Wednesday
Thursday
Friday
10. Please share any suggestions you have for improving this event.
Thank you for taking the time to fill out this survey. We appreciate your input! ------------------------------------------------------------------------------------------------------------------------------If you would like to be involved in planning future family events or serving on the Parent Advisory Council, please fill in the information below, clip off, and turn in to the survey box. Name___________________________________________________________ e-mail _________________________________________________________ Phone #_________________________________________________________
47
Evaluation Tools
Appendix G
After-School Program Parent/Guardian Survey {Date}
Parent Survey Template 1
Please take a few minutes to fill in this end-of-session survey for the { program}. Your responses help us evaluate and improve the quality of this program. You may bring in your or send it back to school with your child at any time. Please feel free to call {contact & phone number}, if you have any questions or concerns.
1.
In which after-school group did your child participate?
2. Do you think there is a need for this type of after-school program at {School name}? ____yes ____no Comments: 3. Do you think the program has had a positive effect on your child in the following areas? (please feel free to include any comments) a. Behavior comments:
____yes
____no
b. School Performance comments:
____yes
____no
School attitude comments:
____yes
____no
d. School attendance comments:
____yes
____no
c.
4. Did your child talk with you about things that he/she was learning in the after-school program? ____no ____yes If so, what?
5. Have you been involved with the program in any way? (Examples include: attending family events, providing transportation, attending parent advisory meetings, Getting Ahead classes, etc.) ____no ____yes If so, which? comments: 6. What are the best things about the program in your opinion?
7. What suggestions do you have for future after-school programs and classes?
Miigwetch!
Thank you!
48
Gracias!
Evaluation Tools
Appendix G
Parent Survey Template 2 Please take a few minutes to complete this survey. Tell us about your experiences and what you would like to see in future after-school and family enrichment programs. 1. In what grade is/are your child(ren)? ___K ___1 ___2
___3
___4
___5
2. In which programs has your child participated? Please rank program components on a scale of 1-5 (1=not a strength Components Rating Youth Programs Children develop their creativity and life skills. 1 3 5 Friendship and social skills development. 1 3 5 Helping out and becoming involved in the 1 3 5 community. Develop and practice leadership skills. 1 3 5 Parents can share parenting experiences, learn 1 3 5 together, and offer support Homework help and academic skill-building. 1 3 5 Cultural awareness. 1 3 5 Knowledge and concern for the natural 1 3 5 environment. A safe and comfortable place to be after school. 1 3 5 Understanding and appreciation of the unique 1 3 5 qualities of others. Confidence to try new things. 1 3 5 Family Programs Programs feature children’s performances and exhibits. Programs feature cultural activities Programs emphasize reading, science, math, health, or other life skills.
1
3
5
1
3
5
1
3
5
1
3
5
Staff and Volunteers Helpful and consistent communication between program staff and parents/guardians Positive, caring adult staff and volunteers.
1
3
5
1
3
5
1
3
5
5= a definite strength) Comments
What are the best qualities of the program(s)?
What is one thing you would change about the after-school programs offered here?
49
Evaluation Tools
Appendix G K-2 Rubric for Student Socio-Emotional Learning Skills
SEL Rubric Template Student's Name____________________________________ Instructions: During week 2 and week 9 of the semester, rate the student's performance on each of the rubrics. Goal K-2 students will demonstrate impulse control. 1
3
5
The student seldom demonstrates impulse control by keeping hands and feet to self, listening to and following directions, and using respectful language to share thoughts and feelings.
The student sometimes demonstrates impulse control by keeping hands and feet to self, listening to and following directions, and using respectful language to share thoughts and feelings.
The student consistently demonstrates impulse control by keeping hands and feet to self, listening to and following directions, and using respectful language to share thoughts and feelings.
Goal K-2 students will identify and demonstrate, in their behavior, ways to work and play well with others. 1
3
5
The student seldom demonstrates respect for others by listening when others are speaking, taking turns, and sharing equipment and materials.
The student sometimes demonstrates respect for others by listening when others are speaking, taking turns, and sharing equipment and materials.
The student consistently demonstrates respect for others by listening when others are speaking, taking turns, and sharing equipment and materials.
Comments____________________________________________________________________________________________ Instructor Signature/Date_________________________________________________________________________ Student Signature/Date__________________________________________________________________________
50
Evaluation Tools
Appendix G 3-5 Rubric for Student Socio-Emotional Learning Skills
Student's Name____________________________________ Instructions: During week 2 and week 6 of the semester, rate the student's performance on each of the rubrics. Goal 3-5 students will demonstrate and be able to describe ways to express emotions in a socially acceptable manner. 1
3
5
The student seldom describes or demonstrates socially positive ways of expressing feelings by using respectful language to express their emotions, and is more apt to be verbally or physically disrespectful to others.
The student sometimes describes and demonstrates socially positive ways of expressing feelings by using respectful language to express their emotions. At other times, they may be verbally disrespectful to others.
The student consistently describes and demonstrates socially positive ways of expressing feelings by using respectful language to express their emotions.
Goal 3-5 students will demonstrate and be able to describe approaches for making and keeping friends. 1
3
5
The student seldom demonstrates respect for others by listening when others are speaking, taking turns, and sharing equipment and materials.
The student sometimes demonstrates respect for others by listening when others are speaking, taking turns, and sharing equipment and materials.
The student consistently demonstrates respect for others by listening when others are speaking, taking turns,and sharing equipment and materials.
Comments____________________________________________________________________________________________ Instructor Signature/Date_________________________________________________________________________ Student Signature/Date__________________________________________________________________________
51
Evaluation Tools
Appendix G
Student Survey Template
1. In {Program name}, I have a chance to do things I wouldn't get to do otherwise. ____Yes
____No
2. In {Program name} I have met adults who care about me. ____Yes
____No
3. {Program name} has helped me learn how to get along better with others. ____Yes
____No
4. Being involved in {Program name} has helped me to be a better student. ____Yes
____No
5. Being involved in {Program name} has helped me to be a better reader. ____Yes
____No
6. Being in {Program name} has taught me things that will help me out in life. ____Yes
____No
Please describe:
7. Being in {Program name} has helped me to understand myself and express my feelings. ____Yes
____No
Please describe:
8. I look forward to coming to school on the days I go to {Program name}. ____Yes
____No
9. What is your favorite part about {Program name}?
10. What did you discover new about yourself in {Program name}?
11. How has {Program name} made a difference in your life?
12. What was most helpful to you at {Program name}?
13. What would you change about {Program name}?
52
Facilities Use
Appendix H FEE SCHEDULE
Use of Duluth Public Schools Facilities and Equipment
Duluth school district facilities are available to all community groups. Requests are scheduled according to these prioritized guidelines:
2. School-related organizations, such as parent teacher student organizations and professional educational organizations.
$20
Special Use Classroom*
$25
$50
Elementary
$15
$30
Secondary
$30
$60
$15
$30
Auditorium (Middle and High Schools)
4. Non-profit community organizations (youth/adult). 5. For-profit, commercial and out of district groups.
$50
$75
Locker Room
$15
$30
Field (turf/grass)
$25
$50
Full Use
$125
$175
Limited Use
$50
$100
AV Equipment
1. Complete application form (permit) for use of a school facility. Forms are available at www.du- luth.k12.mn.us, through each school, and as an eform for electronic processing through www.duluuthcommunityed.org
Call for rates
Pool (East/Lincoln Park)
Stadium (Denfeld HS/East HS)
Application Procedure
Call for rates
A Word about Rates: During the hours that school buildings are not regularly staffed by custodial personnel, additional charges will apply for cleanup and supervision according to the salary rate schedule. Non-profit groups is any group not requiring a fee. For profit groups is any group requiring a fee. • Rates are per hour unless otherwise noted, subject to change, and have been approved by the School Board. • Lifeguards must be hired for all pool rentals, and will be in addition to the facility rental fee. • Parking lot snow removal is not guaranteed, however can be arranged for an additional charge. • Additional costs for supervision, equipment, custodial, food service, technology and support may apply depending on use and will be assessed accordingly.
2. Return signed form to principal’s office or Com- munity Education Office for approval at least seven (7) business days prior to event. 3. Community Education processes forms on a first come, space available basis. You will receive a Facility Use/Agreement by mail or electronically.
Special Use Classrooms include: computer and science labs, libraries and media centers, industrial tech, consumer family life, etc.
4. Payment for use ( if applicable) should be sent payable to IDS 709 prior to event. Any additional charges will be billed after event.
PERSONNEL FEES*
MonS Custodial Services $35 Food Services $25 Computer Tech $25 Auditorium Manager $35 Auditorium Tech $50 Stage Hand $20 Lifeguard $11 Gate Attendant (multi-purpose $50 flat Site Manager (other than $25 Electrician (if needed/auditorium) $300 Snowplowing market
Rules and Regulations Policies for use of ISD 709 School District facilities are available at www.duluth.k12.mn.us and summarized on permit applications.
•
$10
Gymnasium (per court)
3. Duluth Public Schools community education programs.
•
Classroom
Cafeteria/Commons
1. Regularly scheduled preK-12 school activities and events.
•
Non Profit For Profit /Other /Other
Facility
Scheduling Priority
When schools are closed due to weather or other emergencies, permit holders will be notified of any closures. Duluth Public Schools may refuse the use of certain facilities. The Duluth Public Schools will require a certificate of liability insurance for certain events
Sun/ Holiday s $45 $30 $30 $45 $60 $30 $11 $50 flat $35 $360 flat market
* Personnel rates per hour unless otherwise noted, subject to current salary schedules.
53
Facilities Use
Appendix H
54
Safe Food Handling
Appendix I
You may access the Duluth Public Schools Child Nutrition Office for more information if you have questions about these materials or child nutrition in the public schools in general. Duluth Public Schools Child Nutrition manages and coordinates lunch programs for approximately 6,000 students per day and breakfast for about 1500. Nutritious meals are served every day and all meals served meet patterns established by the U.S. Department of Agriculture. In the kitchen, Cafeteria managers are Certified Food Handlers through the Minnesota Department of Health. Café helpers and substitutes receive training in food safety and customer service to provide the best dining experience possible. Each school principal has people available to provide assistance and ensure students have a great meal.
For more information about food safety at home and in general check out the Minnesota Department of Health Food Safety website. Some links of interest may be:
For Parents and Caregivers • Packing Lunches and Take-out/Leftovers Perishable foods can cause illness when mishandled. Proper handling of the food and the leftovers is essential to ensure the food is safe for you to eat, get great tips for packing a meal for work or school and keeping it safe to prevent the risk of foodborne illness. Teaching Students • Teaching Food Safety Are you teaching food safety to kids? You'll find many resources here to help you including curricula and tool kits. Safe or Sorry | Teaching Hand Hygiene
55
Safe Food Handling
Appendix I
Minnesota Department of Health Fact Sheet
December 2010
Handwashing in Food Service Handwashing is the single most effective means of preventing the spread of bacteria and viruses, which can cause infections and foodborne illness. Employees can be a significant source of harmful microorganisms. Proper handwashing can be the most effective action workers can take to control direct and indirect contamination of food, utensils, and equipment.
1. Roll up sleeves and wet hands with warm water. 2. Using soap, not a hand sanitizer solution, work up a soapy lather that covers hands and forearms. 3. Rub hands together for at least 20 seconds; make sure to wash palms, back of hands, between fingers, and forearms.
When To Wash Hands: •
4. Use a fingernail brush to clean under fingernails and between fingers.
Before starting to work with food, utensils, or equipment.
5. Rinse hands and forearms in warm water. Keep fingertips pointed down while rinsing.
•
During food preparation, as needed.
•
When switching between raw foods and readyto-eat foods.
•
After handling soiled utensils and equipment.
6. Dry hands with single-use paper towels or cloth roller towel. Turn off the faucet with paper towels to prevent re-contamination of hands.
For Further Information Contact the Following MDH District Offices:
•
After coughing, sneezing, using a tissue, or using tobacco products.
•
After eating and drinking.
•
After touching bare human body parts.
•
After handling animals.
•
After using the toilet, wash hands at a handsink in the bathroom; and again when returning to work.
Bemidji Duluth Fergus Falls Mankato Marshall Metro Rochester St. Cloud
(218) 308-2100 (218) 302-6166 (218) 332-5150 (507) 344-2700 (507) 537-7151 (651) 201-4500 (507) 206-2700 (320) 223-7300
To request this document in another format, call 651-201-4500 or TTY 651-201-5797.
Correct Way to Wash Hands – Always Follow These Six Steps! Before washing your hands, remove any jewelry and only wash your hands in sinks designated for handwashing. Do not wash your hands in utensil, food preparation or service sinks.
Food, Pools, and Lodging Services Section 625 North Robert Street, P.O. Box 64975 St. Paul, MN 55164-0975 651-201-4500 http://www.health.state.mn.us
56
♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Safe Food Handling
Appendix I
Minnesota Department of Health Fact Sheet
December 2010
Hand Sanitizers & Single-Use Gloves Hand sanitizers and single-use gloves are not substitutes for handwashing. Only after proper handwashing has been completed, should hand sanitizers or gloves be used. If used correctly, both can provide additional food protection. However, if used incorrectly, they can become another source of food contamination.
When Single-Use Gloves Are Used: •
Wash hands thoroughly before and after wearing gloves, and when changing to a new pair of gloves.
•
Change gloves between handling raw foods and cooked or ready-to-eat foods.
•
Discard gloves when torn, contaminated, or removed for any reason.
•
Change gloves when interruptions occur in the food operation.
•
Change gloves frequently, at least once per hour.
•
Never reuse gloves under any circumstances.
Hand Sanitizers Hand sanitizers are not intended to replace soap in the handwashing process. They are not effective in removing dirt or other organic materials. However, if used after proper handwashing procedures, they can reduce the number of bacteria and viruses that may remain on your hands. The use of hand sanitizers is not required by the Minnesota Food Code. Single-Use Gloves Although single-use gloves can provide additional food protection, they are only effective if placed on properly washed hands and changed at appropriate times during the food operation. The Minnesota Food Code requires that employees limit direct hand contact with food. Wearing gloves is one way to meet this requirement. Single-use gloves are not specifically required unless the employee has a boil, infected wound or other lesion on their hand. In this case, the employee must apply a waterproof bandage and wear a singleuse glove or finger cot over the bandage.
Single-use gloves are to be used only once and for one specific purpose only. For Further Information Contact the Following MDH District Offices: Bemidji Duluth Fergus Falls Mankato Marshall Metro Rochester St. Cloud
♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
(218) 308-2100 (218) 302-6166 (218) 332-5150 (507) 344-2700 (507) 537-7151 (651) 201-4500 (507) 206-2700 (320) 223-7300
To request this document in another format, call 651-201-4500 or TTY 651-201-5797.
Food, Pools, and Lodging Services Section 625 North Robert Street, P.O. Box 64975 St. Paul, MN 55164-0975 651-201-4500 http://www.health.state.mn.us
57
Safe Food Handling
Appendix I
Minnesota Department of Health Fact Sheet
December 2010
Cooling Potentially Hazardous Foods Improper cooling of potentially hazardous foods is an important cause of foodborne illness. Disease causing bacteria grows best in the “temperature danger zone” of 41º F to 140º F. Therefore, when potentially hazardous foods are improperly cooled, they can provide an ideal environment for bacteria to multiply rapidly and cause disease. Potentially hazardous foods must be cooled from 140º F to 70º F within two hours. An additional four hours is allowed to completely cool the food product to 41º F. The faster foods pass through the “temperature danger zone” as they are cooled, the better.
Cooling Tips •
Never allow food to set on the countertop (room temperature) to cool.
•
Refrigerate or chill the food in an ice bath immediately upon removal from the heat source.
•
Use the right type of storage container to chill foods: Divide foods into smaller portions and put into shallow containers.
+
Foods cool faster in metal containers than either glass or plastic ones.
+
Cool in loosely covered or uncovered containers. Rapidly chill the food, and then cover tightly.
Allow for air circulation because loosely covered or uncovered foods chill faster. Rapidly chill the food, then cover tightly.
•
Where possible, substitute ice for water in a recipe. Add the ice at the end of the cooking process to cool the product rapidly.
Set containers of food in ice baths and stir frequently.
•
Use a blast chiller when possible.
For Further Information Contact the Following MDH District Offices: Bemidji Duluth Fergus Falls Mankato Marshall Metro Rochester St. Cloud
♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
(218) 308-2100 (218) 302-6166 (218) 332-5150 (507) 344-2700 (507) 537-7151 (651) 201-4500 (507) 206-2700 (320) 223-7300
To request this document in another format, call 651-201-4500 or TTY 651-201-5797.
+
•
•
Food, Pools, and Lodging Services Section 625 North Robert Street, P.O. Box 64975 St. Paul, MN 55164-0975 651-201-4500 http://www.health.state.mn.us
58
Liability
Appendix J
Community Education Duluth Public Schools, ISD No. 709 215 N First Avenue East • Duluth, MN 55802-2058 (218) 336-8708 • FAX (218) 336-8773
TO:
PERSONS/ORGANIZATIONS REQUESTING USE OF SCHOOL FACILITIES
FROM:
Independent School District #709/Duluth Public Schools
DATE: RE:
Certificate of Liability Insurance/Additional Insured
Independent School District #709 has the authority to legally bind organizations using school district property and obligate the organization to provide liability insurance coverage in the amount of at least $1,500,000 and to indemnify the school district and hold it harmless from any liability arising from our use of the school district property. Type and limits of insurance coverage to be evidenced by the required Certificate of Insurance are (see attached sample): 1. Commercial General Liability coverage must be placed on an occurrence basis. 2. A Commercial General Liability coverage limit of $1,000,000 for per occurrence, and a $1,000,000 umbrella coverage policy; or a Commercial General Liability coverage limit of $2,000,000 for per occurrence. 3. ISD #709, 215 North 1st Avenue East, Duluth, MN 55802, must be listed as the Certificate Holder and as an Additional Insured on the policy. 4. Pursuant to requirement No. 3 above, the permit is asked and may be required to provide the District with a copy of the actual endorsement adding the District as additional insured on the permit holders policy. The District must receive a current certificate each year before anyone is allowed on the property. Thank you.
59
Liability
Appendix J
TESTC-2
OP ID: RJ
DATE (MM/DD/YYYY)
CERTIFICATE OF LIABILITY INSURANCE
04/10/13
THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE HOLDER. THIS CERTIFICATE DOES NOT AFFIRMATIVELY OR NEGATIVELY AMEND, EXTEND OR ALTER THE COVERAGE AFFORDED BY THE POLICIES BELOW. THIS CERTIFICATE OF INSURANCE DOES NOT CONSTITUTE A CONTRACT BETWEEN THE ISSUING INSURER(S), AUTHORIZED REPRESENTATIVE OR PRODUCER, AND THE CERTIFICATE HOLDER. IMPORTANT: If the certificate holder is an ADDITIONAL INSURED, the policy(ies) must be endorsed. If SUBROGATION IS WAIVED, subject to the terms and conditions of the policy, certain policies may require an endorsement. A statement on this certificate does not confer rights to the certificate holder in lieu of such endorsement(s).
763-746-8000
PRODUCER
RJF Minneapolis 7225 Northland Dr N #300 Minneapolis, MN 55428
CONTACT NAME: PHONE (A/C, No, Ext): E-MAIL ADDRESS:
FAX (A/C, No):
INSURER(S) AFFORDING COVERAGE INSURER A : Liberty INSURED
ABC Company, Inc. 1234 Highway 6 Plymouth, MN 55447
NAIC #
Mutual
23043
INSURER B : INSURER C : INSURER D : INSURER E : INSURER F :
COVERAGES
CERTIFICATE NUMBER:
REVISION NUMBER:
THIS IS TO CERTIFY THAT THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIOD INDICATED. NOTWITHSTANDING ANY REQUIREMENT, TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS CERTIFICATE MAY BE ISSUED OR MAY PERTAIN, THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS, EXCLUSIONS AND CONDITIONS OF SUCH POLICIES. LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS. INSR LTR
TYPE OF INSURANCE
ADDL SUBR INSR WVD
POLICY EFF POLICY EXP (MM/DD/YYYY) (MM/DD/YYYY)
POLICY NUMBER
GENERAL LIABILITY
A
X
A
EACH OCCURRENCE DAMAGE TO RENTED PREMISES (Ea occurrence)
COMMERCIAL GENERAL LIABILITY CLAIMS-MADE
LIMITS
OCCUR
$
PERSONAL & ADV INJURY
$
GENERAL AGGREGATE
$
PRODUCTS - COMP/OP AGG
AUTOMOBILE LIABILITY
COMBINED SINGLE LIMIT (Ea accident) BODILY INJURY (Per person)
ANY AUTO ALL OWNED AUTOS HIRED AUTOS
$
MED EXP (Any one person)
GEN'L AGGREGATE LIMIT APPLIES PER: PROPOLICY LOC JECT
X
$
$
1,000,000 100,000 5,000 1,000,000 2,000,000 2,000,000
$
SCHEDULED AUTOS NON-OWNED AUTOS
$ $
1,000,000
BODILY INJURY (Per accident) $ PROPERTY DAMAGE (Per accident)
$ $
UMBRELLA LIAB
A
A
EXCESS LIAB
X
OCCUR
EACH OCCURRENCE
CLAIMS-MADE
AGGREGATE
DED RETENTION $ WORKERS COMPENSATION AND EMPLOYERS' LIABILITY Y/N ANY PROPRIETOR/PARTNER/EXECUTIVE OFFICER/MEMBER EXCLUDED? (Mandatory in NH) If yes, describe under DESCRIPTION OF OPERATIONS below
$ $
1,000,000 1,000,000
$
X
WC STATUTORY LIMITS
OTHER
E.L. EACH ACCIDENT
N/A
$
E.L. DISEASE - EA EMPLOYEE $ E.L. DISEASE - POLICY LIMIT
$
100,000 100,000 500,000
DESCRIPTION OF OPERATIONS / LOCATIONS / VEHICLES (Attach ACORD 101, Additional Remarks Schedule, if more space is required)
The certificate holder is included as an additional insured as required by written contract or agreement.
CERTIFICATE HOLDER
Duluth Public Schools ISD #709 215 N 1st Ave. East Duluth, MN 55802
ACORD 25 (2010/05)
CANCELLATION SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE THE EXPIRATION DATE THEREOF, NOTICE WILL BE DELIVERED IN ACCORDANCE WITH THE POLICY PROVISIONS. AUTHORIZED REPRESENTATIVE
© 1988-2010 ACORD CORPORATION. All rights reserved. The ACORD name and logo are registered marks of ACORD
60
