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From YouTube: At Your Service, Community Schools, March 2022
Description
In this episode of At Your Service, hosts Susan Love and Ryan Voegtlin discuss Community Schools with Dr. Shannon M. Pugh (NBCT), Director of Community and School-Based Programming.
A
Welcome
to
how
your
service,
I'm
ryan,
voglin,
director
of
student
services
and
my
co-host
is
susan
love
coordinator
of
school
counseling
grades
9
through
12.
today,
we'll
be
talking
with
shannon
pugh
director
of
community
and
school-based
programming
about
community
schools
and
the
maryland's
blueprint
for
progress.
Welcome,
shannon
thanks
for
being
with
us.
B
So
community
schools
actually
have
a
very
long
history.
We
can
actually
look
at
programs
that
even
happened
100
years
ago,
with
the
thought
of
schools
being
the
hub
of
the
community
and
bringing
in
resources
and
needed
supports
for
students
that
might
not
be
directly
academically
related,
but
ultimately
benefit
students
and
their
families
through
that.
So
there
are
community
schools
all
over
the
united
states,
they're
in
australia,
they're
in
great
britain.
B
Some
of
them
have
different
flares
depending
on
where
they
are
and
their
foci,
but
in
maryland
our
community
schools
are
very
much.
The
focus
is
the
school's
the
hub
of
the
community
and
we're
very
deliberate
about
finding
strategic
partners
to
come
into
the
schools,
to
provide
services
and
supports
to
our
students
and
their
families.
Well,.
C
B
For
maryland's
future
is
the
new
way
that
we're
doing
school
in
maryland.
So
the
focus
is
both
on
how
we're
going
to
fund
schools,
but
also
how
we
structure
schools
in
the
future
and
in
our
different
approach.
One
of
the
pieces
of
the
blueprint
was
the
creation
of
community
schools
in
maryland
with
state
funding,
and
so
we
have
state
funding
that
supports
community
schools
and
districts.
B
Not
every
district
yet
has
a
community
school,
but
we
are
moving
in
that
direction
as
a
state
because
they
know
the
power
of
the
community
school
strategy
and
how
that
ultimately
supports
student
academic
success
and
then,
once
we
have
student
academic
success.
Moving
on
to
successful
lives
and
programming.
B
So
the
community
school
program
is
funded
by
a
grant
through
the
state
and
it's
based
upon
the
number
of
students
who
receive
free
and
reduced-priced
meals
at
the
school.
So
there
is
a
phased-in
process
and
right
now,
in
the
22-23
school
year,
all
schools
that
have
a
three-year
farms,
average
of
65
percent
or
above
qualify
to
be
a
community
school
and
to
receive
that
state
grant.
Funding.
B
So,
at
a
community
school
first
of
all,
all
of
our
schools
do
wonderful
supports
for
our
students.
So
we
have
to
be
very
correct,
aware
of
that
in
anne
arundel
county,
when
you
know
we
think
about
student
services
and
everything,
we
have
a
lot
of
supports
for
our
students,
but
if
you're
at
a
community
school
in
anne
arundel
county
you're
going
to
see
a
a
roll
out
of
several
years
of
a
new
strategy
of
how
do
we
really
think
about
the
the
supports
our
students
need
outside
the
classroom
as
much
as
inside
the
classroom?
B
A
And
you
talk
a
little
bit
about
how
a
school
becomes
a
community
school,
and
I
just
want
to
go
off
with
something
you
just
said.
You
talked
about.
Partnerships
can,
and
you
described
a
couple
of
them.
Can
you
tell
us
maybe
just
some
examples
of
some
partnerships
that
have
happened
with
some
of
the
schools
that
are
already
community
schools,
yeah.
B
Great
question:
so
in
annapolis
we
had
our
earliest
community
school,
so
they
did
really
pivoted
during
covid
and
to
they
really
worked
on
being
a
resource
fair
to
families,
because
it
was
really
hard.
Families
come
in
for
some
of
those
opportunities
and
so
working
in
always
with
the
partnership
for
children's
youth
and
families,
has
been
a
phenomenal
partner,
as
well
as
the
county
government,
but
working
with
anne
arundel
county
food
bank
feed
anne
arundel,
blessed
tech
technology
industries
trying
to
think
the
other
ones
in
in
annapolis
walk
the
walk.
B
So
they
worked
with
these
different
partners
to
bring
resources
that
our
families
probably
needed
during
coven
and
really
built
strong
resource
fares.
We
also
replicated
those
resource
fairs
in
north
county
with
a
couple
of
different
groups,
and
I
don't
want
to
leave
anybody
out.
You
know
I'm
going
to,
but
I'm
thinking
about
a
north
county
leading
by
feeding
and
food
for
thought.
So
those
those
partnerships
really
rose
up
to
meet
those
immediate
needs
of
families
with
resources,
whether
that's
food
or
clothing,
or
whatever
they
needed
for
those
pieces.
B
So
that
was,
we
think
about
definitely
foundational
stage.
One
work,
but
now
we're
moving
on
to
find
other
partners
to
deliver
certain
bring
in
some
of
their
services.
I
mentioned
workforce
development,
we're
working
with
them.
Anne
arundel
community
college
we're
going
to
start
a
series
of
adult
education
classes
in
the
next
few
weeks,
so
we're
very
excited
about
those
pieces.
Yep.
C
So
you
know
just
can
I
ask
a
clarifying
question
just
because
I
know
our
viewing
audience
is
typically
parents
right,
and
so
when
we
talk
about
all
our
partners
and
all
our
agencies
that
you
just
mentioned,
so
it's
really
a
shift
for
them.
So
really
that
whole
community
partnership
is
for
that,
so
that
parents,
not
just
students,
can
tap
into
the
services
because
we
have
you
know.
We
have
backpack
programs
where
students
take
home
food
and
things
like
that.
But
this
is
really
so
the
parents
are
coming
to
the
school.
Is
that
correct.
B
Absolutely
we
know
that
when
we
get
parents
into
our
schools
and
really
invested
and
find
schools
to
be
a
safe
and
a
place
that
they
want
to
be,
their
students
are
more
likely
to
also
want
to
be
there.
So
we
each
school
has
to
develop
a
needs.
Assessment
go
through
the
first
two
years
of
being
a
community
school
is
about
figuring
out
the
needs
of
our
students
and
their
families
at
each
of
the
schools
and
then
focus
on
what
those.
C
B
A
couple
weeks
ago
we
had
two
schools,
take
families
to
the
african
american
history
museum
in
in
washington
dc,
and
then
they
had
lunch
by
the
lincoln
memorial,
but
that
was
a
family
field
trip
a
family
outing
we've
had
all
types
of
other
opportunities,
paint
nights,
we've
had
ice
skating,
so
really
trying
to
get
family
members
and
parents
really
wanting
to
be
in
the
school
and
having
taking
them
on
field
trips
and
having
them
have
some
great
experiences.
That's.
C
Awesome
to
have
that
kind
of
like
cohesion
between
that
school
and
community
partnerships,
and
then
you
know
many
times
what
I
find
out
and
what
we
find
in
student
services,
that
parents
aren't
always
familiar
with
all
the
resources
and
all
the
agencies
that
they
could
actually
tap
into.
So
this
is
a
nice
bridge
because
their
kids
go
to
school
every
day
and
that
really
provides
that
a
stronger
relationship
between
community
home
and
school.
That's
what
we're
here
for
right.
B
B
C
I
like
that,
and
so
you
did
mention
the
community
school
manager
and
so
with
the
community
school
roll
out
in
this
past
year
and
in
the
future.
What
does
every
school
community
school
has
a
community
school
manager?
Can
you
explain
that
role
in
that
position?
So
if
parents
are
listening,
they
know
how
to
tap
into
this
particular
person.
Perfect.
B
So
part
of
the
grant,
the
first
two
years
of
the
grant
requires
that
we
spend
the
funding
first
and
foremost
on
a
community
school
program
manager.
So
someone
who's
going
to
really
develop
the
community
school
programming
there,
so
that
individual's
job
is
to
do
very
much
what
I
just
said
of
being
that
connector,
but
also
to
lead
the
needs
assessment
over
the
net
over
the
first
year
that
really
in
depth
doing
the
focus
groups
with
parents,
doing
surveys
really
understanding
the
student
population
and
what
their
needs
and
excitement
and
passions
are.
B
They
have
to
lead
advisory
committees
that
include
parents
and
health
care
professionals
and
counselors
on
that
and
what's
great,
is
a
lot
of
them.
Also
have
a
student
or
two
on
those
committees
which
is
great,
and
so
the
program
manager
does
that
the
first
year
and
then
works
on
an
implementation
plan.
A
And
it's
based
on
that
needs
assessment,
which
is
really
important,
and
I
think
it
was
important
that
you
talked
about
how
the
parents
and
the
community
are
part
of
that
needs
assessment.
It's
not
just
the
school
determining
what's
best
for
the
community
for
this
for
the
community
school,
it's
it's
the
all
the
stakeholders
involved
in
that.
So
great!
So
can
you
can
you
tell
us
which
which
schools
right
now
are
community
schools
and
and
how
long
have
they
been
community
schools?
And
what
does
that
look
like
for
the
future
sure.
B
So
we
started
off
with
two
community
schools
when
we
first
rolled
out
the
program,
the
opportunity
which
was
tyler
heights
and
mills
parole,
and
then
we
have
expanded
that
greatly.
So
this
year
we
have
12
community
schools
and
in
the
22-23
school
year
we're
going
to
have
15
and
that
will
continue
to
expand
and
so
within
the
annapolis
area.
B
I
already
mentioned
mills
and
tyler,
but
we
also
have
eastport
georgetown
east
annapolis,
germantown
moss
at
j
albert
adams
academy
and
our
new
annapolis
school
will
be
phoenix
academy
for
next
year
and
then
in
the
north
county
feeder.
It
is
belle
grove,
hilltop
and
park
elementary
schools
with
our
new
school
being
north
glen
and
the
mead
feeder.
We
have
maryland
city
and
van
bucklan
and
we
are
bringing
on
our
first
school
in
the
glenn
bernie
theater,
which
is
woodside
elementary
excellent.
A
We
go
to
the
break.
Can
you
briefly
tell
us
about
what
you
see
as
the
differences
in
these
schools
as
they
become
community
schools?
You
talked
about
each
one.
Has
a
you
know
the
needs
assessment
determines.
What
have
you
seen
is
some
of
the
differences
that
that
kind
of
stand
out
for
different
communities.
C
B
What's
happened
over
the
next
over
the
last
year,
our
schools
have
gotten
really
creative,
but
those
opportunities
to
bring
in
families
and
very
different
ways
that
might
not
been
have
been
available
in
other
in
other
places.
So
what
we
see
right
now
is
really
trying
to
focus
on
the
the
family
and
the
student
programming.
We
have
over
60
clubs
running
at
community
schools
this
year
and
that's
really.
A
D
B
So
around
the
country,
different
community
schools,
some
have
five.
Some
have
six
all
types
right.
We
do
four,
so
the
first
pillar
is
really
about
what
we
call
two
plus
generational
supports,
and
so
how?
What
type
of
wraparound
services
can
we
provide,
or
or
get
partners
to
come
in
and
provide
related
to
two
plus
generations
so
think
about
the
parents,
but
also
think
about
our
children,
who
are
not
yet
in
school?
B
So
we
we
have
very
intentional
programming
at
some
of
our
schools
for
our
toddlers
whose
families
aren't
ours
yet,
but
we
want
to
get
them
into
our
school,
loving
our
school.
We
have
play
times
at
some
of
our
schools
for
those
interactive
story.
Time
bilingual
story
time
at
some
of
our
schools,
just
bringing
in
parents
with
their
with
their
toddlers
to
to
get
kind
of
get
used
to
used
to
that,
and
then
the
children
leave
with.
You
know,
manipulatives
and
toys
and
literacy
pieces,
and
things
like
that.
So
we
that's
one
of
the
first
pillars.
B
B
No
better
time
probably
to
talk
about
the
needs
of
social,
emotional
behavioral
health
than
right
now,
but
we
know
that
if
our
students
are
not
available
for
learning
because
of
trauma
or
something
else,
that's
happening
in
their
lives
or
their
parents
are
going
through
something
very
traumatic.
That
they're
really
not
ready
to
sit
in
a
classroom
and
be
part
of
a
gauging
opportunity.
So
really
trying
to
think
about.
How
can
we
support
our
students
through
through
social,
emotional
and
behavioral
health?
I
mentioned
earlier
about
physical
needs,
so
thinking
about
resource
fair.
B
And
as
we
talk
about
needs
at
schools,
the
term
academic
enrichment,
we
always
stop
to
talk
about
that,
because
in
schools
we
don't
always
talk
about
enrichment.
We
talk
about
intervention.
We
talk
about
how
to
help
a
child
who's
struggling
in
math
in
the
community
school
strategy
as
they
think
about
their
programming.
We
think
about
what
happens
outside
the
classroom,
so
as
educators
when
a
student
is
struggling
in
math,
we
normally
try
to
think
about
what
can
we
do
in
math
class?
How
can
we
do
math
class
differently,
but
through
the
community
school
strategy?
B
The
focus
is:
what
can
we
do
outside
of
school?
That's
enriching!
That
then
helps
a
student
really
really
grasp
math
or
whatever
the
content
area
is
so
that's
where
all
of
our
clubs
come
into
play.
That's
where
we're
very
deliberate
about
some
of
our
field,
trips
and
experiences,
because
if
kids
are
out
and
they're
doing
things
that
have
to
do
with
even
board
games
or
they're,
visiting
museums
or
they're
doing
something
robotics
or
that
then
helps
them.
B
A
A
I
had
a
follow-up
to
that
with
the
you
know,
with
all
those
four
areas
that
they
consider.
Obviously,
that's
that's
a
lot
of
information
for
teaching
staff
so
and-
and
you
know,
I'm
not
sure
if
teachers
get
all
that
kind
of
training
when
they
go
through
their
their
teaching
program.
So
what
kind
of
training
opportunities
do
teachers
get
who
work
in
community
schools
to
support
students?
B
So
one
of
the
requirements
in
the
blueprint
which
I'm
sure
you'll
appreciate
is
our
our
teachers
in
our
community
schools
actually
receive
more
training
and
more
professional
development
about
trauma.
Trauma-Informed
teaching
and
the
social,
emotional
and
behavioral
needs
that
students
have
so
they
understand
how
to
intervene.
How
to
support?
How
do
we
structure
learning
a
little
differently
for
some
students
who
might
be
going
through
some
very
traumatic
things
that
are
impacting
their
ability
to
be
good
learners,
excellent.
A
B
So
our
students
are
absolutely
ready
to
be
back.
To
have
great
opportunities
is
what
we
have
seen
I
mentioned
before.
We
have
over
60
clubs
running
in
one
of
our
schools
all,
but
I
I'm
going
to
get
the
number
exactly
wrong,
but
they
have
almost
200
students
and
only
20
students
have
not
participated
in
some
type
of
club
or
activity,
and
those
seem
to
be
pre-k
students
who
are
probably
ready
to
go
home
at
the
end
of
the
day
right.
But
what
we
have
noticed
in
our
schools
are
really
looking
at.
B
This
is
our
club
days
seem
to
be
normally
at
most
schools
like
two
days
a
week
so
monday,
wednesday
or
tuesday
and
thursday
right
and
we're
noticing
that
attendance
is
up
for
the
students
who
have
a
club
on
monday
and
wednesday.
They
come
to
school
and
they
might
not
be
coming
on
tuesday
and
thursday
or
the
opposite.
B
So
so,
hopefully
we're
going
to
work
on
our
our
transportation
challenges
and
those
types
of
things
to
really
offer
four
days
worth
of
great
and
academic
enrichment
opportunities
for
students
moving
forward
because
they
want
to
be
at
school
for
those
those
pieces.
So
we're
so
delighted
and
excited
right
about
that.
A
C
That's
that's
awesome
to
hear,
especially
because
we
talk
about
engagement,
all
the
time
and
it's
critical
for
a
student
to
feel
like
they
belong
right
within
a
classroom
or
a
group.
So
this
is
just
fantastic.
I'm
very
excited
about
that.
So
talk
to
me
and
ryan
mentioned
about
teacher
training
but
staffing
right.
So
how?
How
is
community
schools,
maybe
not
staff,
but
what
is
the
difference
with
staffing
than
a
non-community?
B
Question
so,
in
addition
to
the
program
manager,
the
community
school
grant,
funds,
pay
pays
for
a
full-time
nurse,
and
so,
instead
of
the
half-time
nurse
at
most
of
our
elementary
schools,
especially
they
have
a
full-time
nurse
which
has
been
great,
especially
during
covid
for
those
opportunities.
But
in
year
three
and
four
of
a
community
school
program,
they
start
receiving
a
little
bit
more
money
based
upon
the
number
of
students
in
their
school.
B
So
we're
really
leveraging
that
for
supports
we're
going
to
hire
a
full-time
social
worker
at
most
of
our
year,
three
or
four
year,
schools
we're
hiring
a
couple
of
counselors
being
able
to
turn
some
of
our
psychology
positions
into
full-time
psychology
positions.
Also,
some
of
the
behavioral
supports
that
we've
talked
about.
The
grant
allows
us
to
hire
people
who
are
trained
in
restorative
practices,
so
we
are
working
with
some
behavioral
tas
and
training
them
in
restorative
practices.
B
So
we
have
some,
you
know,
calmed
down
people
in
the
building
who
can
help
our
students
who
might
be
struggling
and
we're
also
working
with
adding
more
positions
that
would
support
our
bilingual
or
non-english
speaking
family.
So
we're
looking
at
that
we're
still
fleshing
that
piece
out
so
very
exciting
in
our
community
school
world
next
year
of
adding
some
really
great
student
services
to
the
team
that
already
exists
at
the
schools
to
really
really
support
our
students.
Excellent.
B
For
the
question,
so
we
are
currently
working
out
the
final
pieces
of
mou
with
the
health
department
to
add
to
our
nursing
mou
and
next
year
at
our
elementary
schools.
If
everything
goes
as
planned,
all
of
our
grade,
three
students
are
going
to
receive
a
a
dental
screening,
a
dental
cleaning,
the
application
of
fluoride
and
the
application
of
sealants
in
their
teeth.
D
B
A
And
I
had
a
a
question
too
about,
if
I'm,
if
I
work
at
a
community
agency
in
anne
arundel
county
and
I'm
not
connected
at
this
point
through
community
schools,
but
I
feel
like
you
know,
we
have
a
great
service
to
offer
a
specific
school
in
a
specific
community.
How?
How
could
they
get
involved
with
that
community
school
and
and
what
might
that
look
like
so.
B
There
are
a
couple
of
things:
I'm
keeping
a
kind
of
a
master
list
that
I
update
our
community
school
program
managers
on
of
here's.
Your
great
connection,
in
many
cases
we're
having
meetings
with
those
people
to
understand
what
the
offerings
that,
whether
it's
a
government
agency
or
an
organization
to
really
understand
what
they
have
to
offer
and
then
letting
our
program
managers
know.
So
you
can
go
directly
to
the
school
to
ask
for
that
connection,
but
we'd
really
like
to
to
first.
Have
it
appear.
C
You
mentioned
our
medical
partnerships
with
the
nurses
and
then
with
the
dental.
What
are
some
other?
You
know,
initiatives
that,
when
you
think
about
you
know,
dental
care
is
one
having
the
nurse
for
you
know
whether
it's
a
vaccine
clinic
what
are
some
other
things
that
you
think
are
going
to
be
held
this
current
year
or
even
next
year.
What
do
you
envision
so.
B
We
were
able-
or
we
conducted
a
survey
of
families
last
spring,
and
we
will
continue
it
this
year.
It's
kind
of
a
district
wide
for
community
schools
and
we
asked
families
what
were
their
needs
in
different
areas,
with
health
being
one
of
them
and
really
interesting.
A
lot
of
parents
and
families
were
interested
in
physical
activity,
so
some
of
the
you
know
the
zumba
classes
or
whatever
that
has
to
be,
has
to
do
for
themselves
right
and
we
have
one
school.
B
That's
actually
about
to
start
a
zumba
class
with
parents
and
teachers
they're
taking
the
class
together,
which
I
think
is
just
an
interesting
awesome
opportunity,
but
other
things
that
that
parents,
let
us
know
about,
were
needs
such
as.
How
do
I
some
information
on
living
with
diabetes
and
some
very
you,
stop
smoking
and
weight
loss
pieces,
so
they
actually
listed
out
some
of
the
the
needs
that
they
that
they
have
and
we
are
working
with,
like.
B
I
said
community
partners,
whether
it
be
parks
and
rec,
but
also
reaching
out
and
trying
to
form
some
partnerships
with
some
medical
organizations
or
entities
in
the
community
because
they
already
have
those
programs.
So
this
is
not
for
us
to
create
the
the
program
about
living
with
diabetes.
We
need
to
find
the
partners
that
have
them
the
bridge
and
to
bring
them
in
so
we're
very
excited
about
those
pieces.
We
also
have
the
opportunity
to
help
students
if
they
need
glasses
and
things
like
that.
So.
D
B
B
A
Great
before
we
close
up,
I
just
had
a
question
just
to
connect
it
back
to
the
parents
and
guardians
who
are
watching
who,
who
you
know,
may
have
children
who
attend
community
schools.
How
could
they
get
themselves
involved
in
community
schools?
I
know
we're
coming
back
out
of
covid
and
and
we
and
we
want,
you-
know
people
to
come
back
in
and
volunteer
how?
What
would
that
look
like
and
how
can
they
can
they
provide
that
support
because
you
know,
as
you've
said
it's
it's
all
about
all
stakeholders.
B
So
as
we're
coming
out
of
covid,
different
schools
have
different
pieces
of
getting
individuals
back
into
their
school,
so
it
really
is
reaching
out
to
the
school
and
asking
about
the
communication.
So
all
the
schools
have
some
type
of
newsletter
or
some
type
of
blast
they're
sending
out
of
upcoming
events.
This
also
might
be
a
great
opportunity
for
you
to
ask
to
be
on
that
steering
committee
at
the
school.
That
really
is
about
looking
at
the
data
and
coming
up
with
the
programming
and
thinking
about
those
partnerships
and
bridges
to
various
agencies.