Students across Washington are facing a reality no child should endure: unmet basic needs, limited mental health supports, and unstable housing or transportation. The Communities In Schools network across Washington works on the frontlines of this education crisis, ensuring that every student has the support they need to stay in school and thrive. Recent visits from leaders like Senator Patty Murray’s team highlight the real stakes of proposed federal funding cuts and the urgent need for solutions that keep students safe, healthy, and learning. 

ºÚÁϲ»´òìÈ staff, school leaders, and district representatives are witnessing these challenges every day. Peninsula School District staff and ºÚÁϲ»´òìÈ team members met with Senator Murray’s team, Megan, Juan, and Joe, to share how integrated student support is implemented in schools and across the district. 

Senator Murray’s team, Megan, Juan, and Joe, met with ºÚÁϲ»´òìÈ of Peninsula site coordinators, executive directors, and Discovery Elementary staff to understand how integrated student supports operate within schools and districts. They saw firsthand how programs like SNAP, Medicaid, and McKinney-Vento (supporting students experiencing homelessness) give students the food, health care, and housing stability they need to succeed academically and emotionally.Ìý

During the visit, ºÚÁϲ»´òìÈ Peninsula Site Coordinator Alex was asked what three priorities the Senator could champion. His answer resonated deeply:Ìý

Identifying the simple most impactful barrier that students is like trying to pick your favorite Lord of the Rings movie. You watch The Fellowship of the Ring and think, ‘Wow, this is it.’ That’s attendance, and how it’s tied to accessible transportation and affordable housing. But then you watch The Two Towers and, then you realize, “This is greater.’ That’s your basic needs support like food, clothing and hygiene products. Finally, you arrive at The Return of the King, and nothing feels like it can top that—there you have social/emotional learning and how that directly relates to academics.  

In reality, the three of these barriers add up to make the great trilogy of student needs and no single one exists without the other. That’s what makes case management so vital—we get to know the students and their families and learn which part of the trilogy they’re in.

Across the state, schools are being asked to do more with less. ºÚÁϲ»´òìÈ staff provide both preventative supports and crisis intervention, often stepping in where systems fall short. Every decision at the state and federal level directly impacts students’ safety, wellbeing, and opportunities for success. 

Why Advocacy MattersÌý

Visits like this one reinforce the need for policymakers to engage directly with schools and communities. Senator Murray and her team are listening, learning, and advocating for bipartisan solutions that prioritize students’ needs. These efforts are critical because the work of Communities In Schools is fundamentally human-centered—it’s about ensuring every student, in every community, has the chance to thrive. 

The education crisis in Washington is complex, but solutions are within reach when communities, schools, and policymakers collaborate. By lifting our collective voice, we can ensure that every child has the foundation to succeed—because when students thrive, communities thrive. 

Every student deserves the support they need to thrive. See how you can help advocate for students across Washington. Learn more about our 2025 legislative priorities here. 

To get involved or learn more, contact Associate Director Erica Limón-Trefielo at erica@ciswa.org or visit ciswa.org. 

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A Historic GatheringÌý

The energy in the room was noticeable as attendees, many of whom were meeting face-to-face for the first time, built meaningful connections within and across affiliates. With representation from Benton-Franklin, Spokane, Blue Mountain, South King County, Whatcom-Skagit, and beyond, the event celebrated the diversity and shared mission of the ºÚÁϲ»´òìÈ network. The feedback was overwhelmingly positive, with participants praising the sense of community fostered through connection activities and collaborative learning opportunities.Ìý

Insights and Lessons LearnedÌý

The conference featured dynamic mainstage sessions, breakout workshops, and peer-to-peer discussions that were tailored to various levels of experience.  

Highlights included:Ìý

Mainstage Focus: A powerful presentation, thoughtfully led by Maria Garcia and Josh Lott, delved into vicarious trauma and self-care, highlighting the importance of mental health through their lived experiences. In addition, a separate site coordinator panel at the conference was tailored to the needs of ºÚÁϲ»´òìÈ staff by a dedicated committee of ºÚÁϲ»´òìÈ team members, ensuring the topics resonated deeply with attendees.Ìý

Breakout Sessions: Attendees explored critical topics such as:Ìý

• Behavior Management: Practical Tier II*** strategies to support students.Ìý
• Family Engagement: Innovative approaches to involving families in school communities.Ìý
• Data Rhythms: Techniques to streamline data usage for impactful storytelling and decision-making.Ìý
• Community Partnerships: Building relationships to strengthen student support systems.Ìý
• Diversity, Equity, Inclusion, and Belonging (DEIB): Creating inclusive environments that foster belonging.Ìý

Survey results revealed that 81% of attendees were school-based staff, with 52% attending their first ºÚÁϲ»´òìÈ event. Most participants agreed that the sessions were applicable to their work and provided actionable insights to take back to their schools. 

“The Better Together Conference provided our network with the space to connect with peers, share best practices, and reflect on the challenges faced every day,” said Grace Fritzke, Program Support Specialist. “The breakout sessions on data management best practices, DEIB for Site Coordinators, and restorative justice, in particular, provided actionable strategies that our staff can take back to their communities.”Ìý

Key Themes and ChallengesÌý

Throughout the event, the challenges facing Washington’s students and families took center stage. Notable findings from the 2023-2024 school year, shared during the conference, included:Ìý

Mental Health Interventions:Ìý

• 170 mental health referralsÌý
• 40 suicide interventions and supportsÌý
• 612 counseling and grief supportsÌý
• 51 child abuse/neglect supportsÌý
• 716 other mental health-related supportsÌý

Priorities for Site Coordinators:Ìý

• Addressing basic needs, particularly housing.Ìý
• Supporting mental and behavioral health as top-identified needs.Ìý
• Enhancing family engagement and improving school climates.

Attendees expressed a desire for future conferences to include more connection activities, live audience participation, and tiered breakout sessions to cater to both new and experienced staff.Ìý

“Housing insecurity, mental health, and family engagement are all interconnected issues that we see impacting students every day,” said Erica Limón-Trefielo, Interim State Director. “The discussions at the conference underscored the urgency of these challenges and helped us inform a new legislative strategy.” 

Looking AheadÌý

The 2024 Better Together Conference reaffirmed the ºÚÁϲ»´òìÈ network’s commitment to learning and growing together. As we look to 2025, the momentum will continue with plans to host another conference in the fall. Future topics, as suggested by participants, may include restorative justice, trauma-informed care, resource navigation, and strategies to support undocumented families. 

This year’s event showcased what is possible when we come together to share expertise, amplify impact, and build a stronger future for Washington’s students. With such an inspiring beginning, the ºÚÁϲ»´òìÈ network is poised to reach even greater heights in the years ahead. 

“This conference was just the beginning,” said Nikki Ziegler, Program & Impact Director. “The excitement and connection in the room was undeniable, and I can’t wait to see how we continue to build on this momentum next year. Topics like restorative justice and trauma-informed care will be critical as we push forward in our mission to support students across Washington.”Ìý

AcknowledgmentsÌý

The success of the 2024 Better Together Conference would not have been possible without the support of our donors, corporate partners, and the unwavering dedication of our ºÚÁϲ»´òìÈ staff across the network. Thank you for making this transformative gathering a reality.Ìý

ReferencesÌý

*A Site Coordinator is the heart of ºÚÁϲ»´òìÈWA’s mission to surround students with a community of support. They work directly within schools to connect students and families to resources that address barriers to academic and personal success. 

Key responsibilities include: 

• Building trusting relationships with students, families, and school staff.Ìý
• Conducting needs assessments to identify challenges students face.Ìý
• Coordinating and delivering services such as academic assistance, mental health support, basic needs (e.g., food and clothing), and family engagement.Ìý
• Developing and implementing individualized student support plans.Ìý
• Monitoring and evaluating student progress toward goals.Ìý

Site Coordinators act as a bridge between the school and community resources, ensuring that every student has access to the tools and support they need to stay in school and achieve in life. 

**A Program Manager oversees the implementation and quality of ºÚÁϲ»´òìÈWA programs across multiple school sites or districts. They ensure that Site Coordinators and other team members have the guidance, tools, and resources to maximize their impact. 

Key responsibilities include: 

• Supervising and mentoring Site Coordinators.Ìý
• Developing strategies and frameworks to meet program goals.Ìý
• Managing program budgets and ensuring compliance with funding requirements.Ìý
• Collaborating with school leadership and community partners to align programs with school and district priorities.Ìý
• Collecting and analyzing data to evaluate program outcomes and identify areas for improvement.Ìý
• Supporting professional development and training for staff.Ìý

Program Managers focus on scaling and sustaining the ºÚÁϲ»´òìÈWA model, ensuring consistency and effectiveness across all sites they oversee. 

***Tier Support Model 

Tier I supports are designed for schoolwide impact—not just impact on our case-managed students. They’re designed to affect the school climate and have an impact on the whole school population. Research Suggest that Tier I supports should:  

• Reach a minimum of 75% of the students at the school.ÌýÌý
• Be offered at least 4 times a year to achieve the schoolwide goal.Ìý

Tier II supports are aimed at groups of students with a common need–these groups are made up of case-managed students, and designed to help those students meet the individual goals in their school support plans, aligned with the schoolwide goal. Students usually participate in Tier II supports on a regular basis for a sustained period of time.  

Tier III supports are also for our case managed students. We set individual goals with these students aligned with individual student needs and the schoolwide goal. Tier III supports are intensive, designed for the one-on-one setting, and targeted at highly specific needs. 

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*A Site Coordinator is responsible for the overall planning and management of the Communities In Schools’ operations at the school site and the implementation of the . This includes:Ìý

• Identifying and addressing the needs of students at the site, including but not limited to, providing case management, academic support, and social-emotional learning opportunities. 
• Building and maintaining relationships with school administrators, teachers, parents, and community partners. 
• Evaluating the effectiveness of Communities In Schools programs and services at the site and making recommendations for improvement. 

West Side Convening: A Day of Connection and Learning

The West Side convening was a one-day event that drew over 100 Site Coordinators. The attendees participated in various workshops and activities designed to help them connect with their peers, learn new skills, and gain a deeper understanding of ºÚÁϲ»´òìÈWA’s work.  

One of the event’s highlights was the opportunity for Site Coordinators to lead small group discussions. This allowed them to share their experiences and best practices and learn from their colleagues’ challenges and successes.  

The atmosphere at the West Side convening was positive and engaging. Attendees expressed their appreciation for the opportunity to come together and feel a sense of belonging within the ºÚÁϲ»´òìÈWA network, capturing the statements from Site Coordinators such as:

“I feel better equipped to execute whole school supports* within my first year.”

“I got so much out of our time together. I’m already implementing what I learned from other Site Coordinators, making my job easier.”

*Whole School Supports (WSS) is based on the belief that all students deserve a safe, supportive, and engaging learning environment to reach their full potential. WSS is a collaborative effort that involves school staff, ºÚÁϲ»´òìÈ Site Coordinators, community partners, and families, focusing on attendance, behavior, and curriculum. Examples include family engagement nights, resource fairs, and basic needs closets.   

East Side Convening: Two Days of Inspiration and Collaboration

The East Side convening was a two-day event that welcomed over 70 Site Coordinators. The event featured various themed breakout sessions, an alum speaker, and a partnership moment with the Community Health Plan of Washington.  

Genesis Calderon, a ºÚÁϲ»´òìÈWA program alum, delivered an inspiring message during the East Side convening, during a fireside chat, moderated by his ºÚÁϲ»´òìÈ site coordinator, Tyler Ramos. The speakers shared their experiences in the ºÚÁϲ»´òìÈ program and discussed Genesis’ post-graduation plans. Genesis works as a caregiver and finds great satisfaction in caring for others. Their message resonated with the Site Coordinators, having received the highest rating in the post-event survey.   

The East Side convening featured a partnership with . This collaboration highlighted the importance of teamwork in ºÚÁϲ»´òìÈWA’s work and demonstrated the power of working together to support young people.  

Site Coordinators provided positive feedback, saying:

“Thank you for this opportunity; it was nice to hear how different affiliates are working with different barriers or similar ones but tackling them in all these creative ways.”

“I love networking with the other affiliates. It was fun learning about what they are doing in their schools and being able to implement some of their ideas into my school.”  

Areas of Focus for Next Year

ºÚÁϲ»´òìÈWA is committed to continuous improvement and is always looking for ways to enhance its programs and services. Based on feedback from convenings, ºÚÁϲ»´òìÈWA will be looking into opportunities to partner with local organizations to discuss the following areas in the coming year:  

• Restorative justice: ºÚÁϲ»´òìÈWA will provide training and resources to help Site Coordinators implement restorative justice practices in their schools.  
• Building community partners: ºÚÁϲ»´òìÈWA will be developing strategies to help Site Coordinators build relationships with community partners, such as businesses, faith-based organizations, and non-profits.  

Thank you to all those who made the Site Coordinator Convenings a success. ºÚÁϲ»´òìÈWA is thankful to our partners , , , , and for tabling and connecting our Site Coordinators with community resources. Every contribution makes a difference.  

Ways to Learn More and Get Involved

Learn more about ºÚÁϲ»´òìÈWA’s network across the state.

If you are interested in supporting ºÚÁϲ»´òìÈWA or getting more involved with Site Coordinator Convenings, contact Carina Raddatz at Carina@ºÚÁϲ»´òìÈWA.org.

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You just read “Unsung Heroes” Featured in Videos on ºÚÁϲ»´òìÈ.

Dalisha Phillips of Communities In Schools of Seattle and Leah Livingston of Communities In Schools of Lakewood are two of the five nationwide who received Unsung Heroes awards for demonstrating excellence in helping students overcome obstacles to succeed in school. Watch videos about their work here.

Aki Kurose Middle School Academy in Seattle is one of five sites honored with a School of Excellence award, which highlights successful implementation of the proven site coordinator model in a partner school.

Learn more here about award winners , and .

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The mission of Communities In Schools is to surround students with a community of support, empowering them to stay in school and achieve in life.Ìý Through school-based coordination, Communities In Schools connects students and their families to critical community resources, tailored to local needs.Ìý What sets Communities In Schools apart is the coordinated, comprehensive range of services to achieve whole-child support. This is accomplished by placing site coordinators–many of them AmeriCorps members–inside schools to implement the Communities In Schools model of integrating student services by working with community partners and volunteers to marshal resources necessary to address the social and emotional needs of students who are at risk of dropping out of school.

Across Washington, communities benefit from a multitude of organizations working to help young people succeed. AmeriCorps members maximize the effectiveness of these groups by bringing community resources into the schools to address children’s unmet needs and providing the link between educators and the community. Communities In Schools helps kids overcome challenges both inside and outside the classroom so they can do their best in school.

By pairing critical, targeted assistance with relationship-based support, Communities In Schools accomplishes true whole-child support. Students perform significantly better in school and develop the confidence and self esteem they need to make a better future for themselves. Communities In Schools doesn’t just help young people; it helps young people transform.

AmeriCorps Plays a Key Role in Student Success

Equal parts compassion and expertise, AmeriCorps members serving as site coordinators work one-to-one with struggling students to get them what they need, when they need it.Ìý Last year, Communities In Schools helped more than 46,000 Washington students achieve their goals.

Of the students who were referred for specific concerns:

• 98% of secondary students stayed in school
• 92% of seniors graduated
• 81% improved academic performance
• 71% improved attendance

Of all organizations working toward student achievement, only Communities In Schools is proven to decrease dropout rates, boost on-time graduation rates, and increase proficiencies in math and reading.
A version of this article originally appeared in the newsletter.

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Meet the six Communities In Schools site coordinators from around the U.S. who were recognized for their outstanding contributions with the 2011 Communities in SchoolsÌý award–including Communities In Schools of Seattle’s own Xaila Lewis from Rainier Beach High School!

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