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Reminder: Cincinnati’s Oyler Community Learning Center site visit
Cincinnati City Schools is one of a growing number of urban districts embracing the philosophy of caring for the needs of the whole student. This extends far beyond the classroom.

Lack of sleep, hunger, homelessness, physical and emotional trauma are daily realities for many of our students. According to research, students who deal with high poverty and mobility struggle with academic achievement. Districts that have integrated the community school philosophy into the educational setting have experienced higher achievement, higher graduation rates and decreased mobility.

Understand how the community learning center concept works by visiting one of the best examples. The Urban School District Advisory Network (USDAN) and the Community Learning Center Institute in Cincinnati will host a tour of the Oyler Community Learning Center, 2121 Hatmaker St., on Wednesday, Oct. 25, from 1 p.m. to 3:30 p.m., with a question-and-answer session.

If you would like to join us, click here and download the registration form. Email the registration form to Judy Morgan at by Oct. 20. USDAN and the Community Learning Center Institute hope you will be able to join us for this eye-opening and informative opportunity.

Learning Styles and Outcomes
Dr. Tesia Marshik, associate professor of psychology at the University of Wisconsin La Crosse, makes some very intriguing points about the way we learn. I recently watched a video of Marshik speaking to a group of educators. She challenged their notions about individual learning styles.

I have always subscribed to the idea that we all learn in different ways, but Marshik gives a very compelling argument that the learning styles educators are trying to identify in our students really don’t exist.
Click here to read the rest of the article.

Community engagement
Most community engagement processes will get the right basic answer. If you do enough surveys and focus groups, you will learn what kind of district or educational culture your community wants for its students. But the difference that makes the difference is a qualitative one: the creativity of the details, the unity of stakeholders and the depth of their commitment to making “the plan” a reality.
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Statehouse hot topics: Bullying and suspension
Legislators are turning their attention to other issues now that the state budget has passed and summer recess has ended. Bullying and suspension are among the topics receiving attention. Three new bills were introduced in late September, each seeking to address bullying in a different way. Following is a synopsis of each bill.
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Capital Conference Sessions
Urban Schools Learning Track

Monday, Nov. 13

  • Tiger Nation — partnerships for special needs — A 216, 11 a.m.
  • Closing the gap for African-American males — B 230–232, 1 p.m.
  • Supporting children of the rainbow — B 131, 2:30 p.m.
  • Transforming public education — B 233–235, 2:30 p.m.
  • Community Learning Center Impact Model — A 226, 4 p.m.

Tuesday, Nov. 14

  • Digital fabrication in public schools — B 130, 9 a.m.
  • Partnerships benefit everyone — A 114–115, 9 a.m.
  • Urban preschool expansion strategies that work — B 233–235, 1 p.m.

Coalition for Community Schools

Guiding Principles of Community Schools

  • Strive towards equity. Fairness and opportunity are fundamental moral underpinnings of American education and democracy. Community schools mobilize the human, institutional, and financial resources of the communities needed to close the opportunity gap and the achievement gap and ensure that all young people have a fair chance at success.
  • Foster strong partnerships. Partners share their resources and expertise and work together to design community schools and make them work.
  • Share accountability for results. Clear, mutually agreed-upon results drive the work of community schools. Data helps partners measure progress toward results, and agreements enable them to hold each other accountable and move beyond “turf battles.”
  • Set high expectations for all. Community schools are organized to support learning. Children, youth and adults are expected to learn at high standards and be contributing members of their community.
  • Build on the community’s strengths. Community schools marshal the assets of the entire community – including the people of diverse backgrounds and are committed to the welfare of the whole community.
  • Embrace diversity. Community schools know their communities. They work to develop respect and a strong positive identity for people of diverse backgrounds and are committed to the welfare of the whole community.
  • Advocate local decision-making. To unleash the power of local communities, local leaders make decisions about their community schools strategy, while individual schools respond to their unique circumstances. 


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