Community day school

Last updated

Community Day Schools in California are operated by school districts. Community day schools serve students referred by a School Attendance Review Board, and other high-risk youths. [1] Community day schools are a type of opportunity school. Community Day schools should not be confused with County Community Schools which are run by County Offices of Education, and serve students who have been expelled from a school district within the county.

California State of the United States of America

California is a state in the Pacific Region of the United States. With 39.6 million residents across a total area of about 163,696 square miles (423,970 km2), California is the most populous U.S. state and the third-largest by area. The state capital is Sacramento. The Greater Los Angeles Area and the San Francisco Bay Area are the nation's second- and fifth-most populous urban regions, with 18.7 million and 9.7 million residents respectively. Los Angeles is California's most populous city, and the country's second-most populous, after New York City. California also has the nation's most populous county, Los Angeles County, and its largest county by area, San Bernardino County. The City and County of San Francisco is both the country's second-most densely populated major city after New York City and the fifth-most densely populated county, behind only four of the five New York City boroughs.

A school district is a special-purpose district that operates local public primary and secondary schools in various nations.


Program information

The 360-minute minimum instructional day includes academic programs that provide challenging curriculum and individual attention to student learning modalities and abilities. Community day school programs also focus on the development of pro-social skills and student self-esteem and resiliency.

Curriculum Educational plan

In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study, Reys, Reys, Lapan, Holliday, and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curriculum is split into several categories: the explicit, the implicit, the excluded, and the extracurricular.

A social skill is any competence facilitating interaction and communication with others where social rules and relations are created, communicated, and changed in verbal and nonverbal ways. The process of learning these skills is called socialization. For socialization, interpersonal skills are essential to relate to one another. Interpersonal skills are the interpersonal acts a person uses to interact with others, which are related to dominance vs. submission, love vs. hate, affiliation vs. aggression, and control vs. autonomy categories. Positive interpersonal skills include persuasion, active listening, delegation, and stewardship, among others. A healthy social interest that involves more than being in a group is required for well-adjusted social skills. Social psychology is the academic discipline that does research related to social skills and studies how skills are learned by an individual through changes in attitude, thinking, and behavior.

Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself as well as emotional states, such as triumph, despair, pride, and shame. Smith and Mackie (2007) defined it by saying "The self-concept is what we think about the self; self-esteem, is the positive or negative evaluations of the self, as in how we feel about it."

Community day schools are intended to have low student-teacher ratios. Students benefit from learning support services that include school counselors and psychologists, academic and vocational counselors, and pupil discipline personnel. Students also receive collaborative services from county offices of education, law enforcement, probation, and human services agency personnel who work with at-risk youth.

The role of a school counselor is critical. A school counselor works in primary schools and/or secondary schools to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program. The roles of school counselors are expanding and changing with time As roles change, counselors are adjusting to figure out best ways to help students prosper in the academic field along with how to flourish in other aspects of life. School counselors help with academics but also are able to help reduce and bridge the inequalities that are standing between student and education.

Psychologist professional who evaluates, diagnoses, treats, and studies behavior and mental processes

A psychologist studies normal and abnormal mental states, perceptual, cognitive, emotional, and social processes and behavior by experimenting with, and observing, interpreting, and recording how individuals relate to one another and to their environments.

A law enforcement agency (LEA), in North American English, is a government agency responsible for the enforcement of the laws.

Community day schools are supported by supplemental apportionment for community day school attendance, in addition to base revenue funding.


Initially, the Alternative Schools Accountability Model (ASAM) provided accountability for educational options schools serving very high-risk, highly-mobile students. These schools include community day, continuation, opportunity, county community, juvenile court, Division of Juvenile Justice, and other alternative schools that meet stringent criteria set by the California State Board of Education (SBE). ASAM was discontinued due to changes in the accountability system, which were brought about by the Local Control Funding Formula (LCFF) in 2013. ASAM was replaced by the Dashboard Alternative School Status (DASS), which is currently under revision.

An alternative school is an educational establishment with a curriculum and methods that are nontraditional. Such schools offer a wide range of philosophies and teaching methods; some have strong political, scholarly, or philosophical orientations, while others are more ad hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education.

The California State Board of Education is the governing and policy-making body of the California Department of Education. The State Board of Education sets K-12 education policy in the areas of standards, instructional materials, assessment, and accountability. The State Board of Education adopts textbooks for grades K-8, adopts regulations to implement legislation, and has authority to grant waivers of the Education Code. Content standards are designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. The State Board of Education has eleven members, including one student member, all appointed by the Governor of California. The student member is selected from a group of three students nominated by the board. Those are picked from the delegation of the Student Advisory Board on Education, a conference run by the California Association of Student Councils.

Law for Community Day Schools

Selected California Education Code sections

California school directory

California School Directory

Related Research Articles

Elementary and Secondary Education Act United States Law, part of Johnsons War on Poverty

The Elementary and Secondary Education Act (ESEA) was passed by the 89th United States Congress and signed into law by President Lyndon B. Johnson on April 11, 1965. Part of Johnson's "War on Poverty," the act has been the most far-reaching federal legislation affecting education ever passed by the United States Congress.

A school social worker provides counseling and psycho-social services to children and adolescents in schools at both micro and macro levels. Social workers work as mental health experts, leaders of social and emotional development within the school community, family-school liaisons, and program development experts. They aim to address student issues by working with an ecological, systems approach with parents, the school, and the community. They also work with crisis intervention, group treatment, child neglect and abuse identification and reporting, integrating services to culturally and economically diverse populations, and working on education policy issues. Most school social workers in the United States hold a Master of Social Work degree and have specialized training in helping students within the context of local schools.

Boyle Street Education Centre (BSEC) is a public charter high school in Edmonton, Alberta, Canada. The Boyle Street Education Centre opened as a charter school in September 1996. The Education Centre grew out of six years of Boyle Street Co-op experience providing an alternative education program. The students range in age from fourteen to nineteen years, and have a history of not succeeding in mainstream education programs. Many of the students at the school have experienced trauma through their early years and this has affected their success in school. The purpose of the Boyle Street Education Centre is to offer programs that engage high risk and out-of-school youth in the learning process and provide each student an opportunity for successful attainment of the learning expectations as established by Alberta Learning.

Canyon Independent School District is a school district that serves the Canyon and Amarillo area in Randall County of the Texas Panhandle. The district covers a large area, which encompasses 732 square miles. The north end of the district has nine campuses in south Amarillo that offer immediate access to city amenities. The city of Canyon offers a small-town atmosphere and has five campuses, and one campus located between the two cities.

The San Diego Community College District (SDCCD) is a public community college district in San Diego, California. The district is one of the five community college districts in San Diego County; part of the greater California Community College system. Under the California Master Plan for Higher Education, the California Community College system is a part of the state's three-tier public higher education system, which also includes the University of California system and California State University system.

The Perkiomen Valley Academy (PVA) day-treatment program is one of several individual treatment and alternative educational centers for adolescents in Montgomery County, Pennsylvania. The program serves twelve- to eighteen-year-old students from the eight school districts located in western Montgomery County.

The Title III Program is a United States federal grant program to improve education. It began as part of the Higher Education Act of 1965, which sought to provide support to strengthen various aspects of schools through a formula grant program to accredited, legally authorized Historically Black Colleges and Universities (HBCUs).

A continuation high school is an alternative to a comprehensive high school. In some countries it is primarily for students who are considered at risk of not graduating at the normal pace. The requirements to graduate are the same, but the scheduling is more flexible to allow students to earn their credits at a slower pace.

An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment.

After-school programs started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. After-school programs started in the early 1900s mainly just as supervision of students after the final school bell. An after-school activity is any organized program that youth can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.

The Widener Partnership Charter School is a public charter school located at 1450 Edgmont Avenue, Chester, Delaware County, Pennsylvania. Originally a K-3 school it had grown by Fall 2013 to educate K-7 elementary students. The school mandates students wear a standardized uniform. Widener Partnership enrollment was 250 pupils in 2010 and grew to 300 in 2011. Fourth grade was added to the school in 2009-10. Fifth grade was added in 2010-11. In November 2011, the school received approval to add sixth through eighth grades from the Chester Upland School Board.

Children at Risk organization

CHILDREN AT RISK is a 501(c)(3) non-profit organization that drives change for children through research, education, and influencing public policy. Founded in 1989 in Houston, Texas and with an office opened in North Texas in 2011, the organization focuses on the well-being of children and educates legislators on the importance of key children's issues. While focusing on a variety of issues, the primary issues are human trafficking, food insecurity, education, and parenting. CHILDREN AT RISK also has a North Texas office in Dallas. Some of CHILDREN AT RISK's previous primary issues were juvenile justice, mental health, and Latino children.

There are numerous elementary, secondary, and higher institutions of learning in the U.S. state of Pennsylvania, which is home to 500 public school districts, thousands of private schools, many publicly funded colleges and universities, and over 100 private institutions of higher education.

The Rhode Island Department of Elementary and Secondary Education (RIDE) is a state agency in Rhode Island that oversees the elementary and secondary education system from pre-Kindergarten through high school. It is headquartered in Providence. RIDE works closely with the Rhode Island Office of the Postsecondary Commissioner (RIOPC), the agency charged with overseeing higher education. Together, RIDE and RIOPC aim to provide an aligned, cohesive, and comprehensive education for all students.

The San Bernardino County Probation Department serves San Bernardino County, California, which is geographically the largest county in the lower 48 states. The Probation Department supervises juvenile and adult probationers. The department operates two juvenile hall facilities, provides recommendations to the court, and has numerous specialized units to serve the citizens and courts of San Bernardino County.

Chester Community Charter School [CCCS], also known as Chester Community Charter, is a not-for-profit public charter school in Chester, Pennsylvania, serving the Chester-Upland School District. The school provides full-day kindergarten through 8th grade. Students apply to attend and the school is open to students from the Delaware County and Philadelphia region. It describes itself as "dedicated to empowering students as learners through the development of a learning community". The school is governed by a six-member board of directors. The administration consists of a CEO, a deputy superintendent, a chief financial officer and a principal at each school building. CCCS operates two campuses; one located in Chester City, known as the East Campus and one located in Chester Township, known as the West Campus. Each campus contains multiple newly constructed school buildings. The school is a federally designated Title I school.

University of Montana Phyllis J. Washington College of Education and Human Sciences

The Phyllis J. Washington College of Education and Human Sciences is home to five University of Montana departments: Communicative Sciences and Disorders, Counselor Education, Curriculum and Instruction, Educational Leadership, Health and Human Performance, as well as the Intercultural Youth and Family Development Program and the Institute of Educational Research and Service.

A full-service community school (FSCS) or a community school in the United States focuses on partnerships between a school and its community. It integrates academics, youth development, family support, health and social services, and community development. Community schools are organized around the goals to help students learn and succeed and to strengthen families and communities. Full-service community schools extend the goals of traditional public schools further. They are centers of their communities that provide services to address the needs of student learners and build bridges between schools, families, and communities. They are schools that not only promote academic excellence, but they also provide health, mental health, and social services on the school campus. The "school emerges as a community hub, a one-stop center to meet diverse needs and to achieve the best possible outcomes for each child."

The Texas Juvenile Justice Department (TJJD) is a state agency in Texas, headquartered in the Braker H Complex in Austin.

The Thomas E. Mathews Community School is a Waldorf-inspired public school serving at-risk students in grades 7 through 12 with the goal of their returning to district public schools. T.E. Mathews Community School is located in Marysville, California and is overseen by the Yuba County Office of Education. The school's mission is "To provide an educational program which reinforces the physical, emotional and intellectual growth of all students, as well as nurturing love of learning that produces positive and productive members of society."


  1. "Community Day Schools" from Accessed December 21, 2010