Board rules on disputed plan to replace program for ‘neediest’ Kennewick students
The Kennewick School Board backed off from a plan to eliminate a contract that supports the neediest Kennewick students families in favor of creating its own in-house model.
Currently, the $660,000 contract is with Communities in Schools of Benton-Franklin, a nonprofit organization that works inside 28 Tri-Cities schools providing evidence-based, individualized support in academics, social needs and attendance.
About 470 of the neediest Kennewick students living on the margins are served by Communities in Schools’ student support program.
Coordinators work in six elementary schools, two middle schools and three of Kennewick’s high schools.
In ending its relationship with Communities in Schools, Kennewick also would have shaken a decade-old community affiliation with other Tri-Cities districts that have invested millions into propping the program up.
Over the summer, some school board members asked Superintendent Traci Pierce and her staff to study costs and weigh the benefits of potentially establishing their own program similar to one in the Port Angeles School District.
The board wanted a program it could have more oversight of.
And at least one member publicly accused the group of having a “social agenda.”
Board president Gabe Galbraith said he believes questions about Communities in Schools’ role in schools and its effectiveness have lingered for years.
“Because of the lack of transparency and information provided the board, and the other districts successfully using in-house programs, the board decided to look at options,” he said in a provided statement.
“Unfortunately, it wasn’t until the board decided to explore other options that the information requested previously was provided in more detail by CIS and most questions/concerns were answered,” he said.
Lupe Mares-Rojas, executive director of CIS of Benton-Franklin, said in a statement provided after deadline that they’ve been “fully open” to sharing any information to support the success of students and families.
“We want to acknowledge that the data provided to the Kennewick School Board was an overview of our work, as requested, while the data provided to school principals has been more detailed. This more comprehensive information has always been available to the school board and district leadership upon request, reflecting our commitment to transparency and collaboration,” she wrote.
“We are truly grateful to the Kennewick School Board for listening to their constituents and maintaining this vital resource for KSD students and families,” Mares-Rojas continued. “We value the strong partnership we have built with district and school leadership, as well as KSD staff, and we remain dedicated to working together to ensure that every student has the opportunity to succeed, thrive and graduate prepared for the future.”
‘One of the most important resources’
The conservative school board also had flagged a job posting by CIS of Benton-Franklin last year that required “a commitment to social justice” and that lead to a public meeting with its executive director in November.
Vice President Micah Valentine said he’s convinced they’re pushing a “social agenda.” But the board wasn’t comfortable walking away from the relationship.
District studies ultimately showed costs for an in-house family navigator model would have been equal to or more than what it pays to the nonprofit.
Plus, Communities in Schools agreed to cut the cost of its contract by $100,000 a year for the next two years.
The cost to swap 11 CIS of Benton-Franklin workers with 11 district employees would not be cheap.
Non-certificated positions, with a salary of $23-27 per hour, would cost the district up to $688,000 annually. But certificated school social workers with master’s degrees, with a salary of $74,000-$110,000, would cost upwards of $1.6 million annually.
And that doesn’t include costs to build a program from the ground up. District staff also would need to work to develop program goals and outcomes, create job postings and recruit, hire and train staff.
“It’s not something that could be done overnight,” Pierce explained to the board.
Many of its most vocal advocates also argued it could be a big challenge for the Kennewick School District to replicate the work and relationships Communities in Schools has built.
A student at last week’s meeting called it “one of the most important resources and programs” in the entire district.
Earlier this month, Koren Burling, a 4th grade dual language teacher at Eastgate Elementary School, told the board, “CIS helps the neediest of our students — students who struggle to connect to school because of barriers due to divorce, poverty, attendance, mental illness and language.”
She detailed the efforts the CIS workers go through to help vulnerable students. Nearly 87% of Eastgate students come from low-income backgrounds.
Burling says CIS workers helped one of her former students organize transportation to get an eye exam for glasses after she discovered the girl’s parents didn’t have a working car.
After the student received the glasses, she also qualified for an individualized educational plan for a separate disability, which helped put her on track to succeed.
“CIS workers are very often the glue that connects our most vulnerable students back to school, back into the classroom, back in front of teachers,” she said.
Advocates also highlighted Community in Schools’ work fighting chronic absenteeism and annual Thanksgiving turkey donations to students in poverty.
Galbraith told those concerned about losing those services, “Contrary to statements made, I want to ensure the community that there was never any discussion about removing the resources from the schools, rather who was providing them. We truly value the community coming out and sharing their thoughts at the meeting.”
Kennewick family navigator concept
Each Communities in Schools coordinator serves about 47 Kennewick students and their families. There are 11 CIS student support coordinators in 11 Kennewick schools.
The district pays for the contract using Learning Assistance Program High Poverty and Title I dollars its schools are eligible for through Washington state and federal government. This work is not covered by the state’s basic education funding model.
Many families in Port Angeles struggle with food and economic insecurity, lack of transportation, domestic violence, substance abuse, homelessness and mental health. The school district there created navigator positions to help steer families through the countless mazes of paperwork and hurdles that prevented families from accessing local services, and provide them a hand up.
They also serve as case workers, working closely with students and families in need, to help get them individualized support to ultimately find success in schools and increased student well being.
There are pros and cons to hosting in-house services, said Superintendent Traci Pierce.
With an in-house model, districts can have greater oversight over day-to-day work, and there’s more opportunity for integration.
But contracted services can be more efficient and flexible for districts, which have had to tighten budgets in recent years because of inflation and loss of tax levy dollars.
Districts who contract for the services also don’t have to pay for the added cost of hiring and retaining highly educated employees.
This story was originally published September 30, 2024 at 5:00 AM.
