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Grounded in research and practitioner experience, it describes the strain caused by COVID-19, links student learning to academic, social, emotional, and mental well-being, and highlights multisector coherence. 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Any shortcomings remain our own.  \nIntroduction  \nWith students, families, and the education systems that serve them still reeling from the effects of the COVID-19 pandemic, community schools offer a promising approach to address urgent and persistent whole-child needs and their impact on teaching and learning. A $3 billion state investment in the California Community Schools Partnership Program (CCSPP) provides resources that can promote the transformation of education and child-serving systems. The potential for progress is enormous, but so are the prospects for unintended consequences of well-meaning—yet superficial and fragmented—school improvement efforts.  \nLast month, the California State Board of Education approved 265 grant recipients to design and implement community schools strategies. Meanwhile, the governor’s proposed budget includes an additional $1.5 billion to support community schools moving forward. As these newly identified districts and their communities prepare to move forward—and as other districts consider applying for future funding—key insights from years of research and practical experience with improvement efforts in California can inform their efforts. In particular, California’s pursuit of community schools strategies must go beyond removing obstacles to student success through“nonacademic” service delivery by embracing the opportunity for systems transformation. Local educators and their partners should view the CCSPP as an opportunity to strengthen a coherent, multisector approach across child-serving systems to collectively create equitable learning conditions and opportunities so that children can thrive. This brief outlines considerations for ensuring that the CCSPP achieves its potential.  \nThe insights in this brief reflect discussions at a November 2021 virtual meeting of the California Collaborative on District Reform, which used the context of Garden Grove Unified School District (USD) to explore approaches to ensuring whole-child well-being during the transition to pandemic recovery. Quotes in this brief come from a collection of Garden Grove USD students who joined the meeting to share their experiences during the COVID-19 pandemic and ideas for supporting social, emotional, and mental well-being and fostering academic progress. The brief also draws on the work of the Community Schools Learning Exchange and ongoing attention within the California Collaborative to connections between state policy and local improvement efforts. For additional resources from the November meeting, including a summary of the group’s discussions, see [https://cacollaborative.org/meetings/meeting45](https://cacollaborative.org/meetings/meeting45. For more)[. For more](https://cacollaborative.org/meetings/meeting45. For more) information about the Community Schools  \nLearning Exchange, please visit [https://cslx.org](https://cslx.org).  \nStudents and School Districts Have Been Strained to a Near Breaking Point  \nAs the 2021–22 school year draws to a close, California educators, students, families, and communities continue to navigate a state of prolonged and volatile health emergency. Just as widespread access to vaccines for childr","cbCaigvPyFD4rW2m","https://ap.wps.com/l/cbCaigvPyFD4rW2m","pdf",313701,12,"English","# Introduction\n# Students and School Districts Have Been Strained to a Near Breaking Point\n# Student Healing and Progress Require Attention to Academic, Social, Emotional, and Mental Well-Being","[{\"question\":\"What problem does the brief focus on regarding community schools in California?\",\"answer\":\"It addresses urgent whole-child needs intensified by the COVID-19 pandemic and argues for a coherent, multisector approach rather than fragmented, superficial improvements.\"},{\"question\":\"How does the brief connect student progress to social, emotional, and mental well-being?\",\"answer\":\"It explains that frayed social, emotional, and mental well-being—such as increased anxiety and stress—affects students’ ability to thrive alongside academic learning.\"},{\"question\":\"What is the CCSPP and what considerations does the brief emphasize for its implementation?\",\"answer\":\"The CCSPP is a state investment supporting community schools strategies. The brief emphasizes using it to strengthen a coherent multisector approach across child-serving systems to create equitable learning conditions and opportunities.\"}]","Policy and Practice Brief - A Case for Coherence - Fulfilling California’s Community Schools Promise - June 2022 | PDF",1792044417]