PRI leverages an approach to managing these grants that is grounded in community and data. A foundational feature of the FSCS model used nationally is that each school has a school coordinator whose role is to work strategically to align community resources and partnerships with school and community needs in close collaboration with school principals. Doing so effectively, particularly in close-knit small communities such as the ones PRI serves, requires deep knowledge of the community and the ability to build and sustain trusting relationships with educators, families, and community organizations and businesses. 

In each of the 115 schools they serve, PRI has prioritized hiring school coordinators from within the communities the grants serve. Consequently, the school coordinators quickly become trusted partners to their schools and communities. PSA’s data show that principals and school staff have universally positive views of their school coordinators and deeply value their efforts on behalf of the school and community.

Another core feature of PRI’s approach has been the integrated data collection and analysis system PRI uses. The integrated system relieved the burden of monitoring from school coordinators while still providing data needed for program improvement and adjustments. 

Lastly, PRI provides robust initial and ongoing training and development to staff on topics including grant management requirements, mapping schools’ assets and needs assessments, and community engagement. School coordinators also participate in all required networking opportunities to learn from other full-service community school professionals. Finally, school coordinators also participate in a peer mentorship program and participate in on-going role-based training.

PSA evaluators noted that a common theme across grants is the desire to expand the horizons of students—and their guardians—to help them see an array of opportunities in life and career that can be available to them regardless of current circumstance. There is a hope and belief that FSCS can play an important role in career development by giving students and families experiences and opportunities beyond their home community.

The communities PRI serves face significant challenges for families, including the destabilizing effects of the opioid crisis on student home lives, and transportation challenges amplified by both poverty and the remoteness of student homes. These challenges contribute to the problem of chronic absenteeism, and some frustration around the difficulty of shifting mindsets about the importance of coming to school in this context. Nonetheless, the commitment and passion to helping students overcome these challenges is evident among both leaders and staff.  

While each grant has taken its own route to support student, family, and community success, they share common needs. Findings from needs assessments administered across all grants highlighted an interest in additional programs and resources for children and adults in the school and community. Some of the top resources identified as needs for children include academic support, enrichment programs, and career awareness and job training. The top resources identified as needs for adults in communities served by the FSCS grant include job training and workforce development, family and community events, and before and after school childcare.

The vignettes about each grant’s path to success below tell compelling stories. While each is unique, there are some recurring activities and themes across grants. Common activities include coordination with the state-run Family Resource and Youth Service Centers (FRYSC) in each school, providing vision and dental examinations for families, community events, and resources to support child and family literacy. 

While each grant’s story is unique and reflects the character and customs of their community, common themes observed across grants include:

• a focus on preparing students for future careers that grow their communities and state,
• strategies, programs, and activities that expand, enhance, and enrich each school’s curricula to improve student learning,
• supporting and respecting traditional and kinship families,
• easing access to otherwise difficult to obtain health care such as dental and vision exams.  

Each of the grants have opened new horizons for students by broadening their conceptions of possible careers and giving them real world work experience. School coordinators have created partnerships with local employers, supported work-based learning, aligned career exploration with regional workforce needs and opportunities, and exposed students to higher education opportunities. 

School coordinators secure external providers to deliver activities that enhance the school’s curricula, deepening student learning and often integrating with school-day instruction. School coordinators work with teachers and administrators to plan activities that align with the academic program and are engaging for students. These activities would not be available without the grant and may occur during class time, outside of the school day, or on field trips. 

All school coordinators engage in activities intended to create a welcoming school environment for students and for their families; these activities align with a shared priority across districts and schools to increase school attendance. Coordinators do this by creating an inviting physical school space and by implementing engaging, community-building activities.  Beyond this, coordinators play a variety of roles. For example, coordinators plan and deliver programs—in and out of school—designed to support student academics. At other times they take on strategic coordination and planning roles.  

PRI FSCS has done much to engage families that might otherwise feel removed from their children’s education, as well as provide services that benefit families and other community members. School coordinators work with school and district staff, including school-based Family Resource and Youth Services Centers (FRYSC) staff, to identify community needs, plan services, and coordinate efforts. They have hosted events that bring families into school, coordinated health and social services, and connected families to adult education. 

Families in these districts struggle to access basic health care. Easily remedied health conditions like needing eyeglasses and untreated dental cavities can severely affect student attendance, engagement, and academic performance. Each of the schools now have either on-site clinics or have partnered with local providers to host vision screenings, dental exams, and other basic health care to students, and their families. During school events, school coordinators meet with parents to discuss available health screenings and better understand what the communities’ health needs are. 

To learn more about each of these grants, click the links below:

• Breathitt – Knott S215J230043 
• Hazard – Perry S215J230037
• Jenkins – Letcher S215J220061
• Lee – Menifee – Powell – Wolfe S215J220055
• State Scale Up S215J220074
• Diboll, TX S215J230075
• Mexico, MO S215J230076