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Aldo Leopold Elementary School’s transition to a community school has led to new programming designed to address systemic issues – and the community is excited, even if change is slow.
Samantha Clausen-Ruppert is the Community School Resource Coordinator at Leopold Elementary School and directs the new program’s services.
Since the transition into a community school, Clausen-Ruppert has created a committee of 30 parents, staff and community organizations. The committee began meeting in July; and has met every other week since then.
At the end of September, the committee took data about the school and neighborhood and organized it into 12 community needs. The committee voted on three main priorities that will serve as the primary focus for the school year.
The three main priorities are out of school activities for students, opportunities for people of color to be in positions of power and academic support for African American, Latino and low-income students.
“It has been a really slow and thoughtful process just to make sure that we’re not adding things just because we think people need them or we want people to use them we’re actually listening to our families and our students and our community members to decide what we focus on and what we do,” Clausen-Rupert said.
[1]Events like the “Open School House Night” at Aldo Leopold Elementary were popular last school year. This year the school hopes to help the community more as it transitions to a community school this year. (Jacy Zollar/Madison Commons)
Parent empowerment groups give more opportunities for people of color to be in positions of power.
The committee will meet again in November to survey parents and seek out partners for their programs and services.
Lee Hayes, parent of a Leopold student, is optimistic about her child’s education within a community school.
“Knowing that my child is enrolled in a community school definitely gives me more confidence in the direction her education is headed. I also believe that my child will have more access to academic and non-academic resources,” Hayes said.
Hayes also reflected on a time earlier in the school year when she received an e-mail from a teacher expressing concern about a former Leopold student who was shot. The teacher asked for help from the community with meals and carpooling rides.
“I was able to provide two meals for the family over the course of several weeks, and all I needed to do was buy the food and bring it to the Community Resource Room. A coordinated system like this that can make a big difference in families lives, and I think the community school model will work to that end,” Hayes said.
The transition to a community school has also sparked attention from outside resource groups who have asked how they can be a part of the change.
“These are systemic community issues that aren’t going to be fixed over night…we have to take our time but also look for the long term benefits,” Clausen-Ruppert said.
