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NVUSD outlines expansion of community schools model, credits attendance gains and family resource centers
Summary
District staff told the board that NVUSD’s community schools model, aligned to Vision 2040 and the California framework, has reduced chronic absenteeism at participating sites and strengthened family partnerships through coordinated services and outside funding.
NVUSD trustees heard a detailed progress report on the district’s Community Schools implementation, which staff said ties district strategy to the state’s California Community Schools Framework and seeks to coordinate academic, wellness and family supports at selected campuses.
"Community schools help operationalize this vision by creating the systems and conditions students need to thrive," said Dr. Monica Reddy, assistant superintendent for instructional support services, during the presentation. Staff identified six community school sites across two cohorts and said the model brings together wellness services, family engagement, expanded learning and academic supports.
Presenters highlighted attendance improvements at pilot sites after schools adopted relationship-centered attendance strategies. "McPherson’s attendance is down 8.7% compared with this time last year," said Drew Herron, coordinator of student welfare and attendance, describing home visits, morning childcare, expanded after‑school options and monthly classroom incentives as examples of interventions that helped reduce chronic absenteeism.
Roxanna Plancarte, coordinator of student wellness and support, said staff are building a district model for 2026–27 that focuses on coherence between the California framework, NVUSD’s Vision 2040 and MTSS structures, and on site consistency while allowing local flexibility.
The presentation emphasized braided funding and partnerships. Public commenter Melissa Abdo of On the Move told trustees that the organization’s family resource centers have long been an operational partner and said those partnerships have brought sustained external investment into schools.
Board members asked about scalability and sustainability. Trustees and staff agreed that funding cycles vary by source but noted that some grants (community schools and LCSSP) are multi‑year awards and other services are supported via partnerships with nonprofits and county agencies.
The board did not take a formal vote on the presentation but expressed broad support for continuing the model’s expansion and for tracking outcomes as sites scale the work.
