This means that this manual is not a formula - the focus of CIS is more on process than programs. The process may be described as helping kids help themselves.
CIS now operates in communities of Canada, the United Kingdom and the United States. The three current models are the CIS Whole School (preventative) model; the CIS Case Management (remedial and reintegration) model, and the CIS Academy (alternative school site) model.
The CIS Newfoundland model began with an approach which brings all the resources of the community together to meet the needs of the entire student body. It is a preventative model. Its focus is to provide resources and programming for the whole school.
These principles are inherently similar.
1. Community Education Network
a. To establish innovative programs in the public schools.
b. To involve more parents in school activities.
c. To interconnect and use the physical, financial and human resources of the community.
d. To work with community leaders.
2. Communities in Schools
Every child needs and deserves:
a. A personal, one-on-one relationship with a caring adult.
b. A safe place to learn and grow.
c. A marketable skill to use upon graduation.
d. A chance to give back to peers and community.
The first Newfoundland Communities In Schools (CIS) program was initiated at St. Stephen's High School, Stephenville in October, 1996. (Please note that full reports and descriptions of CIS activities are found in the bibliography.)
In 1997 CIS and the CEN received funding from Human Resources Development Canada to extend the program by initiating a Youth Service Canada Youth Corps. Eight young people were hired to implement the CIS program in schools of the communities of Stephenville, Port aux Basques, Ramea and Burgeo. (Please see the map in the appendices.)
Also the Stephenville CIS team took on the responsibility of implementing the national CIS program, Fast Track to Entrepreneurship.
In 1998, CIS whole-school programs were implemented in Ramea, Burgeo, Stephenville, Port aux Basques and Isle aux Morts. In 1999, the CIS programs were extended to Lourdes, Stephenville Crossing, St. Georges and McKay's.
CIS Canada, through funds from the J. W. McConnell Foundation, has initiated the expansion of the program in Atlantic Canada. Beverley Kirby, CEN coordinator, is the Regional CIS Community Animator. Phase 1 of the expansion program is to document and evaluate the CIS experience in Newfoundland. Phases 2 and 3 have already been initiated with the design of this prototype replication kit and contact with interested groups in Nova Scotia, New Brunswick and PEI.
Another feature of CIS Newfoundland is the concurrent implementation of a grassroots, participatory evaluation process. The basic premise of participatory evaluation is not to look for program inadequacies and weaknesses but rather work together to discover lessons learned, strengths and barriers. The ultimate goal is to convert the evaluation data into tools which can be utilized to improve existing programs and assist people who want to initiate similar projects.
A fundamental principle of the evaluation is that the stakeholders in the CIS program should contribute to both the planning and implementation of the process. The CIS facilitators who work day-to-day are the people who understand best the realities of implementation. Therefore, they are essential in an evaluation which is documenting the impact of CIS. Also, they are more likely to adapt the "lessons learned" if they have been part of the process.
From November, 1997, to June, 1998, the CIS evaluation team interviewed 71 stakeholders in the CIS program - including the CIS Regional Community Animator; the CIS co-ordinator; CEN directors (including a school board representative); all members of the CIS teams; school principals and teachers; students and community representatives. These interviews, combined with earlier video material as secondary data, provides about 60 hours of information.
The next step was to thematically analyze the content. The extrapolation of themes then became the basis from which to construct tools to assist people implement current and similar CIS programs. The evaluation team as a group reviewed the videotapes and listed 128 "common threads" or similar comments on flip charts. These were analyzed and placed in 28 content categories. Further discussion of the concepts resulted in six themes which the evaluation team considers to be essential for an effective CIS whole school model.
We recognize the need for community communications to raise awareness of our principles (core values) and the CIS identity. The established Community Education Network is perceived as the foundation of the local CIS process. Emphasis is placed on informal, one-on-one relationships throughout the process whether in bringing the resources of the community to the schools through interagency co-operation or implementation of the CIS programs through mentoring.
3. Process: It would seem a common methodology is used to implement long term, community based processes. The four streams of methodology in the CIS Newfoundland process - Communities In Schools; community education; participatory communication, and participatory evaluation - all adhere to a similar way of doing things.
Identified similarities include incremental implementation; involving as many people as possible with mutual responsibilities; balancing program implementation or content with the process; flexibility; informality, and working for sustainability.
It recognizes change isn't easy and doesn't happen overnight but requires long term, sustained effort with incremental effects. Support involves recognition of difficulties and appreciation of small successes. Above all, it requires mutual respect in one-on
one relationships.
5. Shared responsibility: Bringing the resources of the community to the school requires sharing responsibility and interagency co-operation. There needs to be a school and community-wide awareness of the identity, principles and responsibilities of the CIS process.
Within the schools, the CIS programs should be implemented by people working together. The formation of one-on-one relationships are essential as is an attitude of sharing - of helping and being helped.
6. Local Ownership - In order to be effective, the CIS Newfoundland process must be owned by the community. People should perceive the process as being "from here."
The aim should be to build community capacity by responding to local needs and fostering local decision making and relationships with local leaders. There needs to be an effort to involve as many people as possible from the community and facilitate an awareness of mutual responsibilities. Mentorship, in theory and practice, is important as is the developing of one-on-one relationships.
From the beginning, an effort must be placed on the sustainability of the process within the community.
DESCRIPTION OF THEMES
1. Principles: Long term community-based processes should be based on commonly understood principles. The Communities In Schools Newfoundland process is based on the similar principles of Communities In Schools and the Community Education Network. Both organizations seek to establish innovative programs in the schools and interconnect with the financial and human resources of the community. Both are people-centred and work from the needs of the students and community.
2. People: People who catalyze the CIS Newfoundland process have identifiable characteristics. We are talking about resource people in the communities; administrators; teachers, and the CIS people who implement the programs. Some identified characteristics include trust; patience; flexibility; caring; informality; a positive open-minded attitude; respect for others, and creativity.
The process is centred on the needs of the students and it's important that people be ready to be outgoing and interact in one-on-one relationships with the kids.
4. Support: Mutual support in a caring environment is essential for the CIS Newfoundland process. Support is multi-layered within the school and community. It centres on support for the kids but also includes support both for and by CIS workers; parents, and the administration.
2. Atlantic community groups or individuals may contact the CIS NFLD steering coordinator (Tracy Snow) or the regional animator (Beverley Kirby).
3. CIS Newfoundland will:
a. Provide an information and assessment package.
b. A site visit by CIS personnel should be preceded by the formation of a local committee with history of partnership, and the implementation of assessments from the learning guides.
4. CIS Newfoundland will do a site visit with interested community groups (if resources are available). The site visit will include:
a. Orientation (See Orientation Guide.)
b. Community mapping.
5. Local decision to implement.
2. Establish a site steering committee (which is responsible for advocacy and fund raising).
3. Site needs assessment.
4. Discuss thoroughly the implication of facilitation versus doing.
5. Put someone in place to co-ordinate.
2. Liaise with CIS NFLD.
a. Communicate by phone, e-mail and website discussion board?
b. Utilize learning guides.
c. Site visit by CIS Newfoundland and package workshop (if resources permit).
3. Implementation of participatory evaluation.
4. Orientation to needs of site and administrator - history of what's been tried.
5. Training for CIS facilitators, if more are hired.
6. Foster awareness of CIS concepts.
7. Establish a local responsibility for orientation of facilitators.
8. Implement a close relationship with the local steering committee.
9. The school must meet needs of CIS coordinator (especially an identifiable space).
10. Prepare a Collaborative Agreement with the school administrator.
2. Public presentations - service clubs.
3. Media strategy.
4. Liaise with other CIS coordinators.
5. In co-ordination with administrator and steering committee, look at needs and come up with a strategy to meet needs.
6. Identify resources of community.
7. Fund raising.
8. Establish a participatory evaluation team.
9. Identify a quick, successful project/stepping stone/catalyst - such as a parent resource centre.
10. Change persona of the school to be more open, more welcome, personable, human...
11. Begin planning for next year's funding.
12. One program underway by mid-October.
2. Report on the initial program - stats - quantitative evaluation.
3. Program implementation in full swing.
4. Further community outreach.
5. Continue to network -
a. Community
b. Internal within CIS
6. Plan a training event as related to focus (build on needs).
7. Ongoing update of community resources.
8. Ongoing meetings with steering committee.
9. Liaise with administrator - weekly scheduled meetings.
10. Continuous reporting within the local CIS process.
11. Midyear training and refocus event by late November.
2. Continue planning (funding proposals) for second year.
3. Participatory evaluation analysis and reports.
4. Year end reporting.
5. Celebration of year one - strategize for public awareness and support for CIS.
2. Possibility of summer programs co-ordinated by CIS coordinator.
3. Complete funding proposal for growth of program.
4. Plan orientation and implementation for second year.