MAKING AN IMPACT - communitiesinschools.org · 1516 1238 982 975 1278 ... 2004 CIS End-of-Year Report. Each of the 188 operational affiliates at the close of the 2003-2004. COMMUNITIES

COMMUNITIES IN SCHOOLS | 2003-2004 NETWORK REPORT

MAKING AN IMPACTon kids and communities

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Worth magazine chose Communities In Schools as one of America’s 100 top nonprofits. Worth “set out to identify those

charities that are doing the best job, dollar for dollar,” interviewing hundreds

of philanthropy experts, examining detailed information on nonprofit

programs to determine which are making the biggest impact and which are

spending public donations wisely.

ACKNOWLEDGMENT

Communities In Schools National, the national organization providing support to the CIS Network,

would like to acknowledge the individual CIS affiliate executive directors and staff, and the 14

state directors and staff, for their diligence and commitment in completing and submitting their

End-of-Year Reports. We applaud them for the phenomenal work they are doing on behalf of the

nation’s youth, and for giving us the privilege of publishing the results of their efforts.

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TA B L E O F C O N T E N T S

C O M M U N I T I E S I N S C H O O L S ® 2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

INTRODUCTION 2

PART I: 7

Championing the Connection of Needed Community Resources with Schools . . .

MAKING AN IMPACT ON KIDS AND COMMUNITIES 16

PART II: 23

. . . To Help Young People Successfully Learn, Stay in School, and Prepare for Life

CONCLUSION 30

APPENDIX I: 31

List of Communities In Schools Affiliates

APPENDIX II: INSIDE

Examples and Definitions of CIS Service Categories BACK COVER

Researched and Written by David G. Handy, Ph.D., Organizational Development Specialist;

Dan Linton, Jr., Director of Research and Evaluation; and Susan Siegel, Vice President, Research,

Evaluation and Training. Editor: John Morris.

The contents of this report were developed under a grant from the Department of Education.

However, those contents do not necessarily represent the policy of the Department of Education,

and you should not assume endorsement by the Federal Government.

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M A K I N G A N I M PAC T O N K I D S A N D C O M M U N I T I E S

Communities In Schools is the nation’s leading community-based organization

helping kids stay in school and prepare for life. CIS believes that every child needs

and deserves these “Five Basics”:

A one-on-one relationship with a caring adult

A safe place to learn and grow

A healthy start and a healthy future

A marketable skill to use upon graduation

A chance to give back to peers and community

The mission of Communities In Schools is “to champion the connection of needed community resources with

schools to help young people successfully learn, stay in school, and prepare for life.” Often these needed

resources are already in place within the community—but they’re in the wrong place. Children and families

must first locate and then travel to agencies scattered all over town, usually during school hours and with

no way to coordinate the various services. CIS reverses this process, bringing resources to the place where

children already spend their days—the public school. These resources are delivered in a caring, coordinated

manner, often through direct case management.

This 2003-2004 Network Report demonstrates the continued success of the Communities In Schools Network in

changing children’s lives for the better. It documents the ability of CIS to “champion the connection of

community resources” in a manner that is cost-efficient, responsive and effective. It collects data that indicates

CIS’s strong positive impact on entire schools, not just the individual students and families served by CIS.

CIS affiliates make an impact in a number of different ways—ranging from highly individualized, case-

managed services to brokered resources made available to entire school sites or even the entire community,

so that all young people and their families have access to resources.

The result of this commitment to meet students’ needs is an across-the-board commitment to depth and

quality. CIS’s service delivery is a prime example. The table on the following page shows the remarkable

array of resources and services that CIS local affiliates make available to young people and their families.

With the Five Basics driving the service-delivery mission, CIS offers mentoring, tutoring, health care, family

strengthening, career development, summer and after-school programs, dropout prevention, service-

learning and much more. Further, the community partners involved are of the highest quality—carefully

chosen for their effectiveness in meeting specific school and student needs.

C O M M U N I T I E S I N S C H O O L S ®2

MAKING AN IMPACT ON KIDS AND COMMUNITIES

I N T R O D U C T I O N :


During the 2003-2004 school year, the Board of Directors of CIS National charged the organization with maintaining

and increasing this depth and quality of service that CIS affiliates provide to their communities. While CIS will continue

to expand strategically, the Board recognized that, after all, it is our success in producing positive outcomes for the

children and families we currently reach that earned us Worth magazine’s accolade as “one of the 100 nonprofits most

likely to save the world.”

C O M M U N I T I E S I N S C H O O L S ® 3

2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

PERCENTAGE NO. OF 1ST 2ND 3RD 4TH 5TH SERVICE OF AFFILIATES SITES BASIC BASIC BASIC BASIC BASIC

CATEGORY OFFERING OFFERING Caring Safe Healthy Marketable Chance toSERVICE SERVICE Adult Place Start Skill Give Back

Mentoring

Tutoring/academic support/homework assistance

Speakers/workshops/events/clubs

After-school/before- school programs

Home visits/parentcontact/conferences

Family strengthening/involvement/programs/events

Linkages to resources—food/shelterservices/clothing/utilities

Community service/service learning

Summer programs

Career development/employment training services

Anger management/conflict resolution

Case management

Dropout prevention

Personal/social life skills development

Substance abuseprevention/intervention

Recreational/sports activities

Delinquency/violence prevention

Physical healthscreening/education/care

Parent/adult educationworkshops/events

Leadership skills/training

Literacy training

Individual student assessment

Mental health services/counseling

College exploration, application,scholarship or other support

Creative/performing arts

School safety

Pregnancy prevention

Gang intervention/prevention

Child care/teen parenting/post-natal care

Court advocacy/probation transition

86

86

84

77

74

73

70

68

68

67

66

64

63

63

60

60

59

59

59

59

59

56

56

54

49

47

43

42

41

34

1527

1756

1567

1046

1369

1344

1511

1121

1028

1177

1218

1154

1224

1318

1088

898

1201

1516

1238

982

975

1278

1002

682

800

965

589

858

368

389

Shaded blocks in this chart indicate a correlation between a service category and one of the CIS Five Basics.


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R E P O RT H I G H L I G H T S

The report examines the process and outcome results from all of the 188 operational and 13 pre-

operational CIS affiliates* in the context of the Communities In Schools mission. These results show that

CIS affiliates across the country are delivering human, financial and community resources to help children

successfully learn, stay in school and prepare for life.

Evidence of the extent to which CIS is meeting the first part of the mission, “To champion the connection

of needed community resources with schools,” is found in this description of the CIS Network at the end

of the 2003-2004 school year:

• 188 operational affiliates are serving schools in 28 states.

• 109 of these affiliates are “chartered,” meaning that they have passed a rigorous peer review

and have attained the highest standards of nonprofit management.

• CIS serves more than 3,000 education sites, a slight increase from last year.

• Nearly two million students attend schools in which CIS has a presence, and have access to

CIS services.

• Approximately 915,000 students are directly served by CIS.

• Approximately 175,000 parents, families and guardians of CIS students are engaged by CIS,

many of whom take advantage of specific classes and programs.

• CIS paid staff comprise only 5 percent of the human resources dedicated to the CIS mission.

• School districts and community partners have reassigned and repositioned staff to account for

another 2 percent of the CIS workforce.

• 2,386,999 hours of service are contributed by the Network’s more than 55,000 volunteers—a

dollar value of $42,369,232.

• More than 15,000 community partners are providing services throughout the Network. About

2,600 of these partners were new this year.

• More than one third of all affiliates operate on budgets of $200,000 or less and still manage

to provide a wide scope of services for kids.

• The average cost per student is $176.

• CIS affiliates continue to reach the most economically disadvantaged families, with more than

eight in 10 CIS students eligible for free or reduced-price lunch.

*A CIS affiliate may be considered “pre-operational” if it is serving children and families but has not yet submitted to the CIS

national office all the documents that are necessary for official “operational” status. The 13 pre-operational affiliates whose data

are counted in this report fall into this high-functioning category.


The report also illustrates how CIS affiliates are achieving the second part of their mission: “Helping young people

successfully learn, stay in school, and prepare for life.” While the outcomes themselves are impressive, they take on even

greater meaning in the context of the underserved student population on which the report is based. These are young

people who, without CIS’s intervention, would likely fall far below the national averages for student success.

The following results confirm that youth who are provided with the Five Basics can succeed and thrive.

Communities In Schools is helping young people learn:

• 79 percent of students tracked for poor attendance improved their attendance.

• 81 percent of students tracked for behavior problems had fewer behavior incidents.

• 98 percent of students tracked for suspensions had fewer suspensions.

• 88 percent of students tracked for academics showed improvement in academic achievement.

Communities In Schools is helping young people stay in school:

• 85 percent of all CIS-tracked students were promoted to the next grade.

• 86 percent of eligible seniors graduated.

• 98 percent of tracked CIS students remained in school, a 2 percent dropout rate.

Communities In Schools is preparing kids for life. Among those students who were followed for

post-graduation placement:

• 61 percent went on to post-secondary education.

• 35 percent entered the workforce.

• 4 percent entered the military.


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

“CIS is invaluable for our families and

children—and I never say things I don’t mean!”Dr. Penny Reddell

Executive Director for Accelerated Instructional ServicesLewisville Independent School District

Lewisville, Texas


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Finally, the report documents the continued impact of CIS’s presence on an entire school. About one

quarter of CIS affiliates provide site-level outcomes in categories similar to those used for individual

students. The results make a strong case for the “whole-school” benefit of CIS:

• Where schools were assigned a grade for annual overall school performance, CIS local

affiliates reported that 86 percent of school sites improved or maintained a satisfactory school

grade.

• Where schools were assessed for overall school safety, CIS local affiliates reported that 98

percent of programs improved or maintained their safety assessment.

• Where schools were assessed for overall student academic achievement, CIS local affiliates

reported that 90 percent of sites improved or maintained satisfactory academic achievement.

• Where schools were assessed for high school graduation rate, CIS local affiliates reported that

98 percent of high school sites improved or maintained a satisfactory graduation rate.



This report presents the findings from the 2003-

2004 CIS End-of-Year Report. Each of the 188

operational affiliates at the close of the 2003-2004

school year completed a questionnaire detailing

affiliate operations and results—a 100 percent

response rate. In addition, pre-operational affiliates

were given the option of submitting reports, and

13 of them chose to do so. Affiliates provided

general profile information as well as process and

outcome information about their services and

students served. Accountability is a core value of

CIS and is strongly reflected in the Network-wide

commitment to reporting affiliate data, which in

turn demonstrates integrity and responsibility in

our process and outcomes.

While recognizing the limitations of self-

reporting and varying definitions of outcomes

throughout the Network, CIS National is

confident that the material used to compile this

report provides results that are an accurate

portrayal of the direction, successes and scope

of the CIS Network.

METHOD AND SAMPLE


PA RT I : C H A M P I O N I N G T H E C O N N E C T I O N O F N E E D E D

C O M M U N I T Y R E S O U R C E S W I T H S C H O O L S …

The first part of the Communities In Schools mission describes the essence of the CIS model. Affiliates throughout

the Network are assessing the needs of young people in their schools, assessing the available community

resources, and strategically connecting them to give students access to the Five Basics. At every stage, the quality

of services provided is maximized for students through this individualized, grass-roots approach.

This component of the CIS mission reflects our process, whose impact can be demonstrated by the breadth and

depth of resources (financial and human) and the numbers of students and their families who benefit from these

resources. The second part of the mission (discussed later in this report) addresses actual outcomes for youth.

Evidence that the Network is “going deep” into communities can be seen in the progress since 2002-2003 in:

• the number of CIS affiliates and education sites;

• the number of students receiving services;

• the number of staff, volunteers, community partners and service providers collaborating to bring

services to youth;

• overall operating budgets and the diversity of funding sources; and

• the number of affiliates offering services in support of each of the Five Basics.

CIS CONTINUES TO REACH MORE SCHOOLS

• 188 operational local affiliates in 28 states

• More than 3,000 schools and other education sites

Despite significant challenges, financial and otherwise, which caused the loss or inactive status of 19 operational

affiliates, 13 new affiliates attained operational status in 2003-2004. Even with this net loss of six local affiliates,

the CIS Network still added school sites, served more families, and attracted more volunteers, volunteer hours,

and community partners than last year. One hundred eighty-eight operational affiliates serve schools, families and

youth in 28 states. The 201 affiliates represented in this report (188 operational, 13 pre-operational) work in 3,009

education sites—a slight increase over last year. The following chart shows the number of elementary, middle,

high school, combined school, academy and other alternative sites as compared to last year.

While the number of traditional elementary, high school and combined school sites increased slightly, the number

of other alternative sites grew by more than 25 percent. This mirrors a growing national recognition that smaller

schools aid student achievement. The Bill & Melinda Gates Foundation, one of the major philanthropic supporters

of public education (including alternative school models), points out, “Research has shown that smaller school size

. . . has positive effects on student outcomes as evidenced in higher achievement and self-esteem, higher

graduation and attendance rates, and lower dropout rates. A four-state study by the Rural School and


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T


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Community Trust shows that smaller schools reduced ‘the harmful effects of poverty on student

achievement by up to 50 percent,’ with the greatest effects in the least affluent communities. Smaller

schools are also safer schools where students are far less likely to experience physical danger, loss of

property and vandalism.”



0Elementary

SchoolMiddleSchool

HighSchool

CombinedSchool

Academy

2003-2004

OtherSites

200

400

600

800

1000

1200

1400

349

4362

549673

1333

2002-2003

Number of Sites Compared to Prior Year

High School

2003-2004 Site Totals

Middle School

Elementary School

Combined School

Academy

Other Alternative Sites

18%

22%

45%

2%1%12%


CIS WORKS IN ALL TYPES OF COMMUNITIES

CIS affiliates were asked to categorize their primary service area as urban, rural or suburban. The results show that the

CIS model is effective for all types of communities. This year we saw a rather significant shift from urban to suburban

areas: Urban CIS affiliates now reach fewer than half of all students served by CIS, whereas in 2002-2003 they comprised

65 percent. Suburban affiliates increased their numbers from 11 to 14 percent of all students served.

• 30 percent of CIS affiliates are in urban environments and account for nearly 45 percent of all students

served by CIS.

• 16 percent of the affiliates are in the suburbs and serve 14 percent of all CIS students.

• More than half (54 percent) of all affiliates are in rural environments and serve 42 percent of all

CIS students.


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

0Rural

% Students Served

20%

40%

60%

42%

Urban

44%

30%

Suburban

14%

% Affiliates

Affiliates by Service Area

16%

54%


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CIS IS REACHING YOUNG PEOPLE

• Nearly two million students attend schools in which CIS has a presence, and have access to

CIS services.

• Nearly 915,000 are directly served through CIS.

Those students who do not receive direct services still benefit from an improved school environment and

greater access to teachers and instructional resources that might otherwise have been diverted to meet

more critical needs. Teachers can be far more effective when the school climate is conducive to learning—

when the school is a welcoming, safe place for students.

Communities In Schools identifies two levels of direct service to students:

• Level One—Widely accessible services

• Level Two—Targeted and sustained services

This year, affiliates were asked to record the number of students who received only Level One services

during the year as Level One students and record the number of students who received a combination of

Level One and Level Two services or only Level Two services as Level Two students.

The following numbers indicate that one fifth of all students served are receiving Level Two services.

• More than 742,000 students received Level One services.

• More than 172,000 students received Level Two services as the most intensive level.

• Overall, nearly 915,000 students (914,564) received services.

C O M M U N I T I E S I N S C H O O L S ®1 0


2,000,0001,500,0001,000,000500,0000

2001-2002

2002-2003

2003-20042,000,000

2,000,000

2,000,000

915,000

985,000

907,000

Total Enrollments Students Served

Students ReceivingServices


LEVEL ONE

These are resources and services that are widely accessible to any student at a CIS site. They are short-term interventions

with durations of a few hours or days. They are provided or brokered on an as-needed or as-available basis. Students

do not need to be enrolled in a specific CIS initiative to benefit from such resources and services but simply need to be a

member of the school population at large. Some examples of Level One resources or services include providing clothing

or school supplies, assemblies, events, career fairs, field trips, health screenings and grief counseling.

LEVEL TWO

Unlike Level One, which may benefit virtually any student in a school, Level Two resources and services are provided

through well-defined CIS initiatives targeted for students and/or families with long-term needs. These initiatives

typically include some type of enrollment or assignment procedures. They are sustained interventions with durations of

several weeks, months or an entire school year. Level Two services are usually designed to achieve one or more tracked

outcomes such as improved academic performance, attendance or behavior. These outcomes are chosen based on a

variety of assessments and teacher recommendations. Examples of such interventions include tutoring, mentoring,

literacy skills, case management, individual counseling, before- and after-school programs, community service, and

enrollment in an “academy” environment.

C O M M U N I T I E S I N S C H O O L S ® 1 1

2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

Level Two

Level of Service Level One

20%80%


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OUTREACH TO FAMILIES

About 175,000 parents, families and guardians of CIS students are actively involved in their

children’s education through CIS. Thousands of parents and family members take advantage of

specific classes and programs. CIS affiliates recognize that the engagement of families in their

children’s learning is key to successful outcomes for those children. Nearly three quarters of CIS

affiliates are providing some type of family strengthening and involvement programs, while six in

10 provide specific educational opportunities to families.

Current research confirms the critical nature of family in student learning and the importance of the work

of CIS affiliates in linking family, school and community. The Family Strengthening Policy Center’s brief,

Connecting Families, Schools and Community Resources (October 2004), summarizes the connection well:

“Partnerships between families, schools and communities facilitate multiple outcomes such as physically,

emotionally and socially healthy youth; healthier and stronger families; parents who are supportive and

engaged in their children’s learning; greater connections between schools and their communities; safer

neighborhoods; children prepared to learn and achieve at high standards; greater community pride; and

students poised to be productive adults and active citizens in their community.” CIS affiliates are building

on this knowledge in their outreach and engagement of families.

CIS SERVES A DIVERSE, ECONOMICALLY DISADVANTAGED POPULATION

CIS students have diverse backgrounds and ethnicities. Equally divided between males and females, CIS

students are about half African American, one quarter Hispanic/Latino, and one fifth white.



White

CIS Serves aDiverse Population

Native American

African American

Hispanic/Latino

Multi-Racial

Asian 22%

1%

46%

27%

2%2%


As the CIS Network has long known, a large majority of the young people we serve come from families in poverty.

Eighty-three percent of CIS students qualify for free or reduced-price lunch, which is based on (though not equivalent

to) federal poverty guidelines.

CIS LEVERAGES HUMAN CAPITAL TO HELP KIDS

Without the human resources in the Communities In Schools Network, it would be impossible to achieve the CIS

mission. Staff, volunteers and partners are the reason for the progress made over the organization’s 28-year history, and

the greatest hope that CIS will continue to benefit kids in the future.

CIS human resources come in many forms—paid CIS staff, volunteers (including board members), staff that have been

reassigned or repositioned from school systems or other agencies or organizations, and community partners and service

agencies. Overall, more than 61,000 individuals and 15,000 agencies contribute to the success of CIS. About 2,600 of

these agencies are new to CIS this year. The few paid staff members—only 5 percent of CIS’s human resources—leverage

21 times their number in volunteers, repositioned staff and community agencies/organizations.

The following chart shows the proportion each contributes in service to students.


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

Community Partners

CIS Human Resources

CIS Paid Staff

Repositioned Staff

Volunteers/Board Members

20%

5%

2%

73%


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VOLUNTEERS

Volunteers constitute the largest component of CIS human resources. The 2,386,999 hours of service

contributed by the Network’s 55,742 volunteers have a dollar value of $42,369,232.* The average CIS

affiliate would have to add about $200,000 to its budget in order to pay for these resources! Yet 34

percent of the Network’s affiliates have total operating budgets under $200,000.

• More than 55,000 volunteers, including board members, donated their time to CIS this year—

an increase of 3 percent over last year.

• The number of volunteers per affiliate ranged from one to 3,500.

2003-2004

50%40%30%20%10%0%

1 to 10

11 to 50

51 to 100

101 to 500

501 to 1000

Over 1000

2002-2003

Number of VolunteersPer Affiliate

10%

16%

9%

5%

39%

21%

2003-20042002-20032001-2002

60,000

55,000

50,000

45,000

40,000

55,742

53,934

48,751

Number of Volunteers

* The hourly value of volunteer time is updated yearly by Independent Sector and is based on the average hourly earnings of all

nonagricultural workers as determined by the Bureau of Labor Statistics, increased by 12 percent to estimate for fringe benefits.

For 2004, this figure is $17.75.


CIS PAID STAFF

• CIS paid staff constitute only 5 percent of all human resources.

• 45 percent of the affiliates, or about 85 local affiliates, have only one or two staff paid by CIS. The number

of affiliates in this group has increased by 20 percent since last year, indicating that more are functioning

with fewer paid staff.

• Nearly half of all paid staff are part-time.

The vast majority of human capital comes at no cost to CIS. This demonstrates that CIS can operate efficiently without

being heavily staffed, relying instead on collaboration and community resources. Leveraging volunteers and other

human resources gives staff the capacity to reach more students with an increased level of service, as will be shown later

in this report. This year, the ratio of directly-served CIS students to paid staff is 263 to 1.

Forty-five percent of CIS affiliates operate with just one or two full-time staff members paid by CIS; nearly two thirds of

the affiliates have between one and five staff members. The largest affiliate has about 170 full-time paid staff members.


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

Average Number of Students Served forEach CIS Paid Staff

Full Time

50%40%30%20%10%0%

1 to 2

Part Time

CIS Paid Staff45%

48%

3 to 515%

19%

6 to 1013%

19%

11 to 2013%

7%

21 to 306%

31 to 504%

2%

2%

51 to 2004%

3%

1 Paid Staff 263 Students


MAKING AN IMPACT on kids and communitiesTo champion the connection of neededcommunity resources with schools . . .

• There are 188 operational CIS affiliates in 28states, serving more than 3,000 education sites.

• Nearly two million students have access toservices through CIS.

• Approximately 915,000 students receive directservices through CIS.

• Approximately 175,000 parents, families andguardians of students are actively involved intheir children’s education through CIS.

• More than 61,000 individuals contribute to thesuccess of CIS, with paid staff comprising only 5 percent of CIS’s human resources.

• CIS benefits from more than 15,000 agencies,community partners, organizations andbusinesses . . .

• . . . and nearly 56,000 volunteers (includingboard members), who contribute nearly 2.4million hours of their time.

• The average cost per student is $176.

. . . to help young people successfully learn . . .• 79 percent of CIS-tracked students improved their

attendance.

• 81 percent of the students had fewer behaviorincidents.

• 98 percent of the students had fewer suspensions.

• 88 percent of the students improved their academicperformance.

CA

AZ

6

5

NV 1

2

WAAK4

CIS Helps the Entire School . . .CIS affiliates reported school-wide results formany of the same outcomes captured at thestudent level. Between 15 and 27 percent ofall CIS affiliates were able to report these data.

• 86 percent of schools that were assigneda grade for annual overall schoolperformance improved or maintained asatisfactory school grade.

• 98 percent of schools assessed foroverall school safety improved ormaintained their safety assessment.

• Over 91 percent of high school sitesimproved or maintained a satisfactorydropout rate.

• Over 90 percent of schools improved ormaintained a satisfactory overall studentattendance rate.

• Over 88 percent improved or maintainedsatisfactory overall student behavior.

• 83 percent improved or maintainedsatisfactory overall student suspensionrates.

• Over 90 percent improved or maintainedsatisfactory overall student academicachievement.

• 90 percent improved or maintained asatisfactory overall student promotionrate.

• Over 98 percent of high school sitesimproved or maintained a satisfactoryhigh school graduation rate.


on kids and communities

TX

KS

OK

AZ 2

4

26

Number of Local CIS Affiliates

PA

VAWV

NC

NY

CT

DE

MD

NJIA

IL

SC

GA

FL

MI

IN

TN

MS

LA

OH

1

1

3 6

5

1

1

2 41

11

17

33

32

5

1

1

3

1

1

1

. . . and prepare for life.• CIS affiliates that track students after high school

graduation reported that 61 percent of theirstudents went on to some form of post-secondary education.

• 35 percent entered the workforce.

• 4 percent entered the military.

. . . stay in school . . .• 85 percent of CIS-tracked students were promoted to the

next grade level.

• 86 percent of eligible CIS seniors graduated from highschool.

• The overall dropout rate for CIS-tracked students was 2 percent—lower than the national average of 4 percentand lower than the estimated 6-10 percent dropout ratefor student populations similar to those served by CIS.


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REASSIGNED AND REPOSITIONED STAFF

A crucial part of the CIS workforce comes from reassigned school staff (paid for by the school district) and

repositioned agency staff. CIS affiliates enlist the support of reassigned and repositioned staff so that

more of the actual dollars in CIS affiliate budgets can be directed to students. This in turn builds the

capacity of schools and agencies to think collaboratively and maximize the efficiency with which they

accomplish their own missions. Reassigned and repositioned staff comprise 2 percent of CIS’s human

resources. Network-wide, the nearly 2,000 reassigned and repositioned staff, 79 percent of them part-

time, significantly increase the capacity of CIS paid staff to assess need, reach service providers and

connect resources to students.

COMMUNITY PARTNERS

CIS coordinates the vast resources in the community—service providers, agencies, businesses and other

organizations. This is fundamental to the way CIS does its work, and fundamental to the depth and

quality of services available to students and families as a result. Next to volunteers, this group represents

the largest resource (20 percent).

• More than 15,000 agencies and other partners provide services throughout the Network.

• About 2,600, or one quarter, of these agencies are new partners this year.

• These agencies and partners offer a wide array of services, including tutoring, mentoring,

career development, physical and mental health services, violence/delinquency prevention,

family support, college support and much more.

Partnerships play a critical role in the CIS mission to champion the connection of needed resources with

schools. The growing number of community partners shows the increasing engagement of the

community with its young people. Bonds that form as a result of these collaborations are long-lasting and

sustained, benefiting both the community and the students well beyond the school years.



Repositioned and Reassigned Staff

ServicesPositive

Outcomesfor KidsResources


According to the National Research Council Panel on High-Risk Youth, “The primary institutions that serve youth—

health, schools, employment training—are crucial, and we must begin with helping them respond more effectively to

contemporary adolescent needs. Effective responses will involve pushing the boundaries of these systems, encouraging

collaborations between them and reducing the number of adolescents whose specialized problems cannot be met

through primary institutions.”

For more information about the partners of Communities In Schools, visit the CIS website at www.cisnet.org.

CIS CONTINUES TO BE COST EFFICIENT

A look at the sources of funding for CIS local affiliates reveals that one fifth of total operating budgets come directly

from school systems, down from 30 percent last year. This decline is a direct result of the reported loss of about $15

million in in-kind contributions among four local affiliates. In one case, a change in accounting practice reduced the in-

kind contribution reported from $7.5 million to $25,000. In another case, the school system significantly reduced the

number of repositioned teachers originally assigned to CIS. However, school systems’ investment in CIS remains strong,

and provides compelling evidence of ongoing commitment and, therefore, increased sustainability.


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

“Your programs have made the difference in our remedial

efforts. CIS has funded two complete remedial units this year,

one in math and one in reading. The performance of the

students involved in these programs was truly remarkable. With

the assistance of CIS, Bradford High School’s FCAT scores have

made dramatic improvement.” William McRae

Principal Bradford High School, Starke, Fla.


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• The total of all operating budgets throughout the Network was $161,308,175.

• 77 percent of all operating budgets come from grants and contracts. This is an increase since

last year and reflects the overall reduction in in-kind contributions from school systems.

• Individual affiliate budget sizes ranged from about $14,000 to $14 million.

• 35 percent of all affiliates have operating budgets of $200,000 or less; 17 percent have

budgets of $100,000 or less; and 21 percent have budgets greater than $1 million.

• 11 percent of total operating budgets come from in-kind contributions.

• The average cost per student decreased slightly from $178 to $176 per student.



Cash

Cash/Grants/In-Kind as a Percentage of Total Budget

In-Kind Contributions

Grants and Contracts

12%

11%77%

2003-20042002-20032001-2002

$200,000,000

$175,000,000

$150,000,000

$125,000,000

$157,674,568

$175,678,184

$161,308,175

Total Operating Budget



2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

2003-2004

0% 5% 10% 15% 20% 25% 30% 35%

$14,000 - $100,000

$101,000 - $200,000

$201,000 - $500,000

$501,000 - $1 million

$1 million - $3 million

Over $3 million

2002-2003

Affiliates byBudget Size 17%

27%

16%

5%

17%

18%

Funding Sources

Private

Other

Public

25%

3%

72%

2003-20042002-20032001-2002

$200

$150

$175

$174

$178$176

Average Cost per Student

$174

$178$176


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CIS PROVIDES MORE OPPORTUNITIES FOR YOUNG PEOPLE

As the chart below demonstrates, more CIS affiliates than ever before are offering students services

correlated to each of the Five Basics. The fact that 99 percent of all CIS affiliates offer students an

opportunity to have a one-on-one relationship with a caring adult—tutors, mentors, coaches and role

models—reflects the longstanding conviction of CIS founder Bill Milliken: “Programs don’t change kids—

relationships do.”

These high numbers are the result of the efforts of CIS affiliates across the country to provide students

with access to services around the Five Basics, with the ultimate goal of providing all students with all

the Basics.

CIS connects students with services by brokering resources, providing direct services or a combination

of both. Through this process, students are given access to a broad array of services and opportunities.

The table on page 3 shows the diversity and depth of these offerings and the percentage of affiliates

that connect resources in each area. It also shows how activities within the various service categories

provide children with the Five Basics. The scope of services offered by each CIS affiliate is evidence of

the strategic link between the identification of student needs and the community resources best

suited to meeting those needs.

0CaringAdult

SafePlace

HealthyStart

MarketableSkill

2003-2004

Chance toGive Back

25%

50%

75%

100%99% 96%

88% 87%

77%

2002-2003

The Five Basics



2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

PA RT I I : … TO H E L P YO U N G P E O P L E S U C C E S S F U L LY L E A R N ,

S TAY I N S C H O O L , A N D P R E PA R E F O R L I F E

CIS is a national network of 188 operational affiliates and 14 state offices. Their independence is one of the strengths of

the CIS approach. It allows each affiliate to respond to the unique needs of its students by marshalling the available

resources in the community and strategically allocating them to create intended outcomes for students.

At the same time, common goals for student outcomes keep the entire Network focused on (at a minimum) strategies

for dropout prevention, improved attendance, improved behavior and suspension rates, improved academic

performance, promotion and graduation. Every community served by CIS wants these outcomes for its young people,

regardless of what other, additional goals (school safety, drug education or service-learning, for instance) may be

targeted. Striving to meet these overarching outcomes binds the Network to a common mission.

Dropout prevention can be singled out as the outcome to which all other outcomes lead. It is arguably the most critical

to students and to evaluating CIS’s success. Goals involving academic and social success are important to build the

necessary assets in young people to give them the resiliency to persevere until graduation. The student population that

CIS serves is highly vulnerable to leaving school without a diploma. Moreover, based on its 28 years of experience, CIS

knows that “the dropout problem” begins long before a young person is old enough to officially leave school. CIS

affiliates that work in elementary and middle schools are achieving results—academic improvement, enhanced

behavioral and social skills, opportunities to give back to the community—that unquestionably affect these children’s

commitment to staying in school and getting their high school diplomas. The decision to drop out is the result of years

of disengagement from school. Often it is no “decision” at all, but the inevitable result of the community’s persistent

failure to meet the basic needs of its children. When CIS is able to provide the Five Basics to young children, their

chances of successfully completing high school are greatly improved.

“Gangs are out there looking for kids all the time... Chicago CIS

makes it easier for us to access schools, where we can have an

impact...You could send a kid to Harvard for the cost of

incarceration. CIS not only makes us more productive, but also

provides us with feedback to improve our existing models and

the services we’re delivering.”John Sabora

Supervisor Clinical Interventions Division

Cook County Juvenile Probation


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Because each affiliate has its own outcome measures, CIS affiliates were asked for data on the numbers of

CIS students showing improvement in each outcome area, rather than for specific results. This allowed the

information to be aggregated across the Network, without having to adjust for different scoring systems.

For example, improving academic achievement at one CIS site might focus on addressing reading skills,

while another site might measure results of an alternative “academy” on student learning. A total picture

of the Network emerges by reporting the number of students who improved in each of these cases.

CIS affiliates limited their outcome reporting to those students for whom specific records were kept and

who were tracked for progress toward specific goals. These numbers reflect primarily students who

receive Level Two (sustained) services, representing one fifth of the total number of students who receive

services through CIS. Within this cohort of students, the number on whom outcomes are reported

continues to rise. The remaining students—those who receive Level One services through a “whole-

school” strategy—are as a rule not individually tracked, so outcomes are not reported for these students.

However, site-level outcomes (data on whole-school improvement) are gathered from a number of CIS

affiliates and presented on page 28.

These results report the percentage of students tracked for specific interventions who improved in that

area. Overall, approximately:

• 57,250 students were tracked for dropout prevention.

• 38,000 students were tracked for attendance problems.

• 75,000 students were tracked for behavior problems.

• 70,000 students were tracked for suspension risk.

• 140,000 students were tracked for academic performance.

• 119,416 students were tracked for promotion risk.

• 7,250 students were tracked for graduation risk.

The outcomes for these young people bear witness to the high quality of CIS’s work, and to the soundness

of the CIS strategies and techniques as they make a nationwide impact.


CIS HELPS YOUNG PEOPLE SUCCESSFULLY LEARN

Four of the outcomes are related to helping young people successfully learn: attendance, reductions in incidents of

discipline and suspension, and academic achievement. Attendance and appropriate behavior are necessary for school

success. As noted earlier, many researchers have concluded that poor academic performance and disengagement from

school, particularly poor attendance and frequent behavior issues, in elementary and middle school are likely predictors

of dropping out of high school. Frequent absences are the most common indicator of student disengagement, and are

negatively related to academic achievement.

More than three quarters of CIS-tracked students improved their attendance, giving them more time in the classroom.

Eight in 10 students tracked for behavior problems had fewer behavior incidents and 98 percent had fewer suspensions.

Together, these efforts contributed to increased academic performance in nearly 90 percent of tracked students.

ATTENDANCE

• 79 percent of the students tracked for poor attendance improved their attendance through participation in

CIS affiliates.

• 90 percent of elementary school students improved their attendance.

BEHAVIOR

• Overall, 81 percent of the students tracked for behavior problems had fewer incidents of discipline as a

result of their participation in CIS.

SUSPENSIONS

• 98 percent of the students tracked for suspension risk had fewer suspensions.

ACHIEVEMENT

• 88 percent of CIS-tracked students showed improvement in academic achievement. This percentage was

highest among alternative school students (99 percent).


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

0Improved

AttendanceImprovedBehavior

FewerSuspensions

ImprovedAchievement

20%

40%

60%

80%

100%

79%81%

98%88%

Helping YoungPeople Learn


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CIS HELPS YOUNG PEOPLE STAY IN SCHOOL

Between October 2001 and October 2002, about 400,000 persons dropped out of high school. The

unemployment rate for this group was 29.8 percent—almost 13 percentage points higher than the

unemployment rate for recent high school graduates who were not enrolled in college. In the past, high

school dropouts could find well-paying jobs or a place in the military, but no longer. In today’s Army, less

than 10 percent of new recruits have something other than a high school diploma. In the Navy and Air

Force, the percentage drops to 6 percent and 1 percent, respectively.* Clearly, a high school diploma

remains an essential milestone for launching successful lives and careers.

Promotion rates, graduation rates and dropout rates provide evidence that young people are staying in

school. Eighty-five percent of all CIS-tracked students were promoted to the next grade. The graduation

rate among eligible seniors was 86 percent. The overall CIS Network dropout rate was 2 percent—lower

than the 4.8 percent national dropout rate for high school students in 2001-2002.**

This is even more remarkable in the context of the level of risk facing CIS’s tracked student population.

• Two thirds of CIS students are African American and Hispanic/Latino; the dropout rate for

these populations is 6.1 percent and 7.4 percent, respectively.

• Furthermore, the national dropout rate is 10 percent for young people whose families are in

the bottom 20 percent of income level. Data on student income level is not available but most

schools with a CIS presence are located in low-income districts. Additionally, as reported on

page 13, 83 percent of CIS students for whom the relevant records are available qualify for free

and reduced-price lunch—another strong indicator of low economic status.

PROMOTION

• 85 percent of all CIS-tracked students were promoted to the next grade.

GRADUATION

• The graduation rate among eligible seniors was 86 percent. This rate reflects those CIS-tracked

students who successfully completed their senior year in a traditional high school, academy or

other alternative setting, and received a high school diploma.

DROPOUTS

• 2 percent of CIS students tracked as potential dropouts were no longer in school at the end of

the 2003-2004 school year and were counted as dropouts.

• The national dropout rate is 4.8 percent. The dropout rate for student populations similar to

those served by CIS (in terms of ethnicity and income level) is 6–10 percent.

* Alliance for Education. The Crisis in America’s High Schools, 2002.

** The National Center for Education Statistics calculates several different types of dropout rates. The one used as a basis for

comparison with the CIS Network is the event rate, which describes the proportion of students who leave school each year without

completing a high school diploma.


CIS HELPS YOUNG PEOPLE PREPARE FOR LIFE

A key element in the mission of CIS is to help young people prepare for life. Graduating from high school, pursuing

higher education and entering the military or the workforce are indicators that young people are on paths to

productive, fulfilling lives. Nationwide, local CIS affiliates are providing young people with the resources and support

they need to be academically successful and graduate from high school.

One fifth of CIS affiliates track students once they graduate from high school. These affiliates report that:

• 61 percent of CIS graduates go on to some form of post-secondary education.

• 35 percent enter the workforce.

• 4 percent enter the military.

Graduation from high school is a well-documented indicator of likely success in life. In Losing Our Future: How minority

youth are being left behind by the graduation rate crisis (2004)*, the authors note:

• Nationally, only about 68 percent of all students who enter 9th grade will graduate “on time” with regular

diplomas in 12th grade.

• While the graduation rate for white students is 75 percent, only about half of African American, Hispanic

and Native American students earn regular diplomas alongside their classmates.

• Graduation rates are even lower for minority males.

• Districts that are characterized by high poverty, are located in central cities and have high percentages of

minority students are far more likely to have low graduation rates, as are students with disabilities or

English language learners.

The study recommends rewarding schools for keeping students in school, rather than offering incentives for pushing

them out. In addition, the Communities In Schools approach is strongly endorsed by the further recommendation that:

Private and public funders should provide the resources needed at the community level to develop and

support community-wide programming that is orderly, coordinated and evaluated in reasonable ways.

This is also likely to involve support for intermediary organizations and collaborative teams that include

researchers, practitioners, funders and policy makers.*


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

*Orfield, G., Losen, D., Wald, J., & Swanson, C.B. (2004). Losing Our Future: How minority youth are being left behind by the graduation rate crisis,

Executive Summary. Cambridge, MA: The Civil Rights Project at Harvard University. Contributors: Advocates for Children of New York, The Civil

Society Institute.


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CIS HELPS ENTIRE SCHOOLS DO WELL

For the second year, Communities In Schools National has examined the impact of the many levels of CIS

presence on the entire school. CIS local affiliates were asked to report school-wide results for many of the

same outcomes captured at the student level. About one quarter of the responding affiliates provided site-

level outcomes. The following outcomes are based on between 15 percent and 27 percent of all CIS affiliates.

• SCHOOL GRADE. Where schools were assigned a grade for annual overall school performance, CIS local

affiliates reported that 86 percent of school sites improved or maintained a satisfactory school grade.

“Adequate Yearly Progress,” as defined by the U.S. Department of Education through the No Child Left

Behind Act, is “the minimum level of improvement that states, school districts and schools must achieve

each year.” When community programs like CIS work effectively with schools to ensure that the Five

Basics are available to every child, students are more likely to improve their academic performance,

teachers can more efficiently focus their energies on teaching, and schools are more likely to achieve

Adequate Yearly Progress.

• SCHOOL SAFETY. Where schools are assessed for overall school safety, CIS local affiliates reported that 98

percent improved or maintained their safety assessment.



“Communities In Schools has proven to be a valuable partner to

the Nassau (Fla.) School District in providing resources that

enable our children to succeed. Our hope is to continue

strengthening this relationship in order to expand the

development of supplemental programs and human capital in

meeting the needs of our students and families.”Dr. John Ruis

SuperintendentNassau County Schools


CIS local affiliates also reported that a majority of sites witnessed improvement or satisfactory performance in overall

student achievements. (Individual states set their own measures for what constitutes “satisfactory” performance

in these areas.)

• HIGH SCHOOL DROPOUT RATES. CIS local affiliates reported that 91 percent of high school sites improved or

maintained a satisfactory dropout rate.

• ATTENDANCE. 90 percent of sites improved or maintained a satisfactory overall student attendance rate.

• BEHAVIOR. 88 percent of sites improved or maintained satisfactory overall student behavior.

• SUSPENSIONS. 83 percent of sites improved or maintained satisfactory overall student suspension rates.

• ACADEMIC ACHIEVEMENT. 90 percent of sites improved or maintained satisfactory overall student academic

achievement.

• PROMOTION. 90 percent of sites improved or maintained a satisfactory overall student promotion rate.

• HIGH SCHOOL GRADUATION. 98 percent of high school sites improved or maintained a satisfactory high school

graduation rate.

When the percentages are reduced to show only improvement, the results remain striking:

• SCHOOL GRADE: 47 percent improved.

• SCHOOL SAFETY: 47 percent improved.

• HIGH SCHOOL DROPOUT RATES: 52 percent improved.

• ATTENDANCE: 57 percent improved.

• BEHAVIOR: 68 percent improved.

• SUSPENSIONS: 49 percent improved.

• ACADEMIC ACHIEVEMENT: 59 percent improved.

• PROMOTION: 63 percent improved.

• HIGH SCHOOL GRADUATION: 66 percent improved.


2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T


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CONCLUSION

The 2003-2004 Network Report documents a number of potentially significant changes for the future of

the CIS Network. How many of these will continue to develop over the next few years remains to be

seen, of course. But based on the most recent data, we can note that:

• A population shift from urban to suburban (and in some cases rural) sites has occurred.

Urban CIS affiliates now reach fewer than half of all students served by CIS, whereas in 2002-

2003 they comprised 65 percent.

• The overall number of students served by CIS has decreased slightly. The decrease occurred

entirely among Level Two students—those who received targeted or sustained services from

CIS. This argues that, as economic realities continue to affect nonprofit organizations, local

CIS affiliates are less able to invest in these more costly approaches.

• There was a decrease in number of paid CIS staff, and a proportional increase in part-time

staff, volunteers and partners. Again, this may be related to decreased budgets, but it is

equally a sign that the core CIS strategy—to maximize the use of local resources and

volunteers—continues to take hold in communities.

• Similarly, the report shows a reduction in the proportion of school system funding for CIS as

a percentage of total budget, and an overall shift from public to private dollars.

• The number of traditional school sites with a CIS presence is stable or slightly higher, while

the number of alternative school sites grew by more than 25 percent. This likely reflects the

increasing popularity, and success, of small-school approaches to so-called “at-risk” students.

These trends bear watching in the coming years. What is equally important, however, is that the CIS

Network added school sites, served more families, and attracted more volunteers, volunteer hours, and

community partners than last year.

Moreover, the “web of services” available across the Network demonstrates CIS’s commitment to depth

and quality at the most bedrock—and critical—levels. Thanks to the 188 local CIS affiliates and 14 state

offices, hundreds of thousands of children are receiving the Five Basics. And, as this Network Report

documents, the results continue to have a remarkable impact on them, on their families, and on their

schools and communities.





2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

* ALASKA (5)CIS of AnchorageCIS of BethelCIS of KotzebueCIS of Mat-SuPRE-OPERATIONALCIS of Juneau

* ARIZONA (2)† CIS of Arizona

CIS of Tempe, Inc.

CALIFORNIA (5)CIS of Greater Los Angeles

† CIS of Sacramento, Inc.CIS of San FranciscoCIS/San Francisco 49er Academy

† CIS of South Bay, Inc.

CONNECTICUT (1)CIS of Norwalk, Inc.

* DELAWARE (1)CIS of New Castle Co.

* FLORIDA (12)CIS of Bradford Co.

† CIS of Broward Co., Inc.† CIS of Hillsborough Co., Inc.† CIS of Jacksonville, Inc.† CIS of Leon Co., Inc.† CIS of Miami, Inc.† CIS of Nassau Co., Inc.† CIS of Okeechobee Co. Inc.† CIS of Palm Beach Co., Inc.† CIS of Putnam Co., Inc.† CIS of St. Johns Co., Inc.

PRE-OPERATIONALCIS of Jefferson Co.

*† GEORGIA (45)† CIS of Albany/Dougherty Co., Inc.

CIS of Appling Co.† CIS of Atlanta, Inc.† CIS of Augusta/Richmond Co., Inc.

CIS of Baldwin Co.† CIS of Berrien Co.

CIS of Bullock Co.† CIS of Burke Co. Inc.† CIS of Candler Co., Inc.† CIS of Catoosa Co.

CIS of Cochran/Bleckley Co.† CIS of Colquitt Co.

CIS of Cook Co.† CIS of Coweta Co., Inc.

CIS of Crisp/Dooly Cos.CIS of Decatur Co.CIS of Dodge Co.

† CIS of Douglas Co.† CIS of Elbert Co.† CIS of Emanuel Co.† CIS of Fitzgerald/Ben Hill Co., Inc.

CIS of Glascock Co.CIS of Hart Co.CIS of Houston Co.

† CIS of Jenkins Co.CIS of Laurens Co.CIS of Macon/Bibbs Co.CIS of Marietta City/Cobb Co.

† McDuffie County Partners for Success

CIS of Miller Co.† CIS of Rome/Floyd Co., Inc.

CIS of Savannah/Chatham Co.CIS of Screven Co.CIS of Stephens Co.CIS of Sumter Co.CIS of Thomas Area, Inc.

† CIS of Troup Co., Inc.CIS of Turner Co.CIS of Twiggs Co.CIS of ValdostaCIS of Walker Co.PRE-OPERATIONALCIS of Athens/Clark Co.CIS of Columbus/Muscogee Co.CIS of Jefferson Co.CIS of Tri-County

ILLINOIS (3)† CIS of Aurora, Inc.

Chicago-CIS, Inc.CIS of Sangamon Co.

INDIANA (7)CIS of Clark Co.CIS of East ChicagoCIS of Elkhart/LaGrange Co.The Gary Accord/Communities

In Schools† CIS of La Porte

CIS of Wayne Co.PRE-OPERATIONALCIS of Starke Co.

IOWA (1)CIS of Cedar Valley, Inc.

*† KANSAS (4)† CIS of Grant Co., Inc.

CIS of Harvey Co. Partnership CIS of Marion Co.

† CIS of Wichita/Sedgwick Co., Inc.

LOUISIANA (1)CIS of New Orleans, Inc.

MARYLAND (1)CIS of Prince George’s Co.

* MICHIGAN (6)† CIS of Detroit, Inc.

CIS of Kalamazoo † CIS of Lenawee, Inc.

CIS of Ottawa† CIS of Tecumseh Area

PRE-OPERATIONALCIS of Mancelona

MISSISSIPPI (2)† CIS of Greenwood Leflore, Inc.

CIS of Jackson

NEVADA (1)CIS of Southern Nevada

* NEW JERSEY (4)† CIS of Newark, Inc.† CIS of Passaic

CIS of Union Co.PRE-OPERATIONALCIS of CumberlandCo./

Cumberland Empowerment Zone

NEW YORK (1)CIS of New York, Inc.

*† NORTH CAROLINA (33)† CIS of Asheville, Inc.† CIS of Brunswick Co., Inc.† CIS of Cabarrus Co., Inc.† CIS of Caldwell Co., Inc.† CIS of Cape Fear Region† CIS of Charlotte-Mecklenburg, Inc.† CIS of Clay Co., Inc.† CIS of Cleveland Co., Inc.† CIS of Durham Co., Inc.

CIS of Gaston Co.† CIS of Greater Greensboro, Inc.† CIS of High Point, Inc.

CIS of Lee Co., Inc.† CIS of Lexington, Inc.

A P P E N D I X I :

LIST OF CIS AFFILIATES

continued

* State CIS office also located here.

† Chartered CIS affiliate. Chartered affiliates havedemonstrated the highest standards of programmanagement and accomplishment.


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† CIS of Lincoln Co., Inc.† CIS of Madison Co., Inc.† CIS of McDowell Co., Inc.

CIS of Moore Co., Inc.† CIS of Orange Co., Inc.

CIS Perquimans Co.† CIS of Pitt Co., Inc.

CIS of Randolph Co.† CIS of Robeson Co., Inc,

CIS of Rockingham Co.† CIS of Rocky Mount Region† CIS of Rowan Co.

CIS of Swain Co.† CIS of Thomasville, Inc.† CIS of Transylvania Co., Inc.† CIS of Wake Co., Inc.† CIS of Wayne Co., Inc.† CIS of Whitesville† CIS of Wilkes Co.

OHIO (1)CIS of Columbus, Inc.

OKLAHOMA (1)CIS of Ardmore, Inc.

* PENNSYLVANIA (5)† CIS of Laurel Highlands † CIS of Lehigh Valley, Inc.† CIS of Philadelphia, Inc.† CIS of Pittsburgh-Allegheny Co., Inc.† CIS of Southwest Pennsylvania, Inc.

*† SOUTH CAROLINA (17)† CIS of Anderson Co.

CIS of Barnwell Co.CIS of Berkley Co. CIS of the Charleston Area, Inc.

† CIS of Cherokee Co. † CIS of Chester, Inc.

CIS of Clarendon Co.CIS of Colleton Co.

† CIS of Dillon Co.CIS of Dorchester Co.

† CIS of Greenville, Inc.† CIS of Kershaw Co. † CIS of Lancaster Co.† CIS of Lee Co. † CIS of The Midlands† CIS of Oconee Co.

CIS of Saluda Co.

TENNESSEE (1)CIS of Johnson City, Inc.

* TEXAS (27)† CIS - Bay Area, Inc.† CIS Baytown, Inc.† CIS, Bell-Coryell Cos., Inc.

CIS of the Big Country, Inc.† CIS of Brazoria Co., Inc.† CIS Cameron Co., Inc.† CIS - Central Texas, Inc.† CIS Corpus Christi, Inc.† CIS Dallas, Inc.† CIS of East Texas, Inc.† CIS El Paso, Inc.† CIS City of Galveston, Inc.† CIS of Golden Crescent, Inc.† CIS of Greater Tarrant Co., Inc.† CIS of Hidalgo Co., Inc.† CIS Houston, Inc.† CIS of Laredo, Inc.† CIS - McLennan County Youth

Collaboration, Inc.† CIS of North Texas, Inc. † CIS of Northeast Texas, Inc.† CIS of the Permian Basin, Inc.† CIS of San Antonio, Inc.

CIS of South Central Texas, Inc.† CIS on the South Plains, Inc.† CIS Southeast Harris Co., Inc.† CIS Southeast Texas, Inc.

PRE-OPERATIONALCIS of Deep East Texas

* VIRGINIA (3)† CIS, City of Chesterfield, Inc.

CIS of Northern Virginia† CIS of Richmond, a Division

of Family Lifeline

*† WASHINGTON (9)CIS of AuburnCIS of Kent

† CIS of Lakewood, Inc.CIS of Peninsula

† CIS of RentonCIS of TacomaPRE-OPERATIONALCIS of IssaquahCIS of North Pierce Co.CIS of Puyallup

WEST VIRGINIA (2)CIS of Cabell Co.CIS of Greenbrier Co.

A P P E N D I X I :

LIST OF CIS AFFILIATES continued

* State CIS office also located here.

† Chartered CIS affiliate. Chartered affiliates havedemonstrated the highest standards of programmanagement and accomplishment.



2 0 0 3 - 2 0 0 4 N E T W O R K R E P O R T

A P P E N D I X I I :Examples and Definitions of CIS Service Categories

Case management: managed service plan for individual students; records are kept

Mentoring: staff/teacher training; school transition; school visits

Tutoring: academic support

Delinquency prevention: services targeting students who are chronically absent from school

Dropout prevention: initiatives geared specifically to dropout prevention

Family support/education: family mentoring; adult education or other services; home visits;counseling/referral

Gang intervention/prevention: activities targeting current gang members or whole-school awarenessand prevention programs

Anger management/conflict resolution: peer mentoring/counseling; anger management programs;conflict resolution initiatives

Violence: court advocacy; gang intervention/prevention; violence prevention

School safety: conflict resolution; safety hotlines

After-school programs: CIS initiatives or services in an after-school environment

Summer programs: CIS activities offered during the summer

Activities involving the community: evening or weekend programs/events in which various sectors ofthe community participate

Community service/service-learning: mentoring younger students; peer help; integrating studentservice with academic study

Child care: day care; parenting skills; family planning

Teen parenting: initiatives in support of teen parents

Mental health services: crisis prevention; psychological evaluation/counseling; referral

Physical health services/prevention: substance abuse counseling/prevention; hearing/vision screening;STD/HIV information; prenatal care

Substance abuse prevention/intervention: whole-school prevention initiatives; treatment/interventionfor individual students or families

Sports/art/other activities: creative arts; cultural awareness; life skills

Career planning development: employment skills training; referral/placement; internships

Employment training/referral/placement

Job shadowing: business partnerships that encourage shadowing; other shadowing opportunities

Leadership skills/training: JROTC/ROPES/other leadership programs; Teen Health Corps; Future Force

Life skills: financial skills training; workforce training

Literacy training: Verizon READS; other literacy programs and initiatives

Vocational training: marketable skills training opportunities inside the school or the community


277 South Washington StreetSuite 210 Alexandria, Virginia 22314

Tel. 703.519.8999800.CIS.4KIDS

Fax. 703.519.7537

www.cisnet.org

COMMUNITIES IN SCHOOLS NATIONAL BOARD OF DIRECTORS

CHAIRMANJames M. AllwinPresidentAetos Capital, LLC

FOUNDING CHAIRMANRobert H. B. Baldwin

FOUNDER AND VICECHAIRMANWilliam E. MillikenCommunities In SchoolsNational

Wally AmosLiteracy Advocate

Kenneth J. BaconSenior Vice PresidentFannie Mae

Hon. Gonzalo BarrientosTexas State Senator

Brian E. BeckerChairman and CEOClear ChannelEntertainment

Geoffrey T. BoisiVice Chairman (Retired)J.P. Morgan Chase and Co.

Gerald BreslauerBreslauer and Rutman,LLC

Anne Cox ChambersChairmanAtlanta Journal-Constitution

Raymond G. ChambersChairmanAmelior Foundation

Millard S. DrexlerChairman and CEOJ.Crew

Virgil E. EctonVice President ofAdvancementHoward University

John R. EttingerManaging PartnerDavis Polk & Wardwell

Hon. Dan GlickmanPresident and CEOMotion Picture Associationof America

Paul HoustonExecutive DirectorAmerican Association ofSchool Administrators

George H. JohnsonJohnson Properties

Alan K. JonesManaging DirectorMorgan Stanley

Linda LeSourd LaderPresidentRenaissance Institute

Robert LightManaging Partner Creative Artists Agency

John H. Mobley, IISenior PartnerSutherland Asbill &Brennan, LLP

Nicole MooreCommunity Development

John NixonExecutive DirectorIntercapital, Inc.

Dean L. OvermanSenior PartnerWinston & Strawn

Jonathan G. PowersFormer Executive DirectorCommunities In SchoolsNational

Joe PorteraExecutive Vice PresidentCostco Companies Inc.

Leonard SternCEOShepardson SternKaminsky

William H. Walton, IIIManaging PartnerRockpoint Group, LLC

Donna WeissManaging PartnerMidstream Partners, LLC

Sherrie Rollins WestinExecutive Vice PresidentSesame Workshop

Linda Gale WhiteFormer First Lady of Texas

Elaine WynnWynn Resorts___________

Daniel J. CardinaliPresident


Documents

MAKING AN IMPACT - communitiesinschools.org · 1516 1238 982 975 1278 ... 2004 CIS End-of-Year Report. Each of the 188 operational affiliates at the close of the 2003-2004. COMMUNITIES