Communities In Schools of Benton-Franklin
#Allinforkids
Programs and results
What we aim to solve
Across the country, approximately 1 in 5 children under 18 live in poverty. These are disproportionately children of color who already struggle with issues of access and equity. Without community support, they are more at risk for missing school, dropping out and failing to earn a high school diploma. By helping our students stay in school and succeed in life, we are building stronger, healthier and more economically stable communities where every person is capable of reaching his, her or their greatest potential.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Integrated Student Supports
Working in public schools to surround students with a community of support, empowering them to stay in school and achieve in life.
Where we work
Awards
Outstanding Non-Profit of the Year 2019
Tri-Cities Hispanic Chamber of Commerce
External reviews
Videos
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Working directly in 25 schools in 4 school districts, Communities In Schools of Benton-Franklin builds relationships that empower students to stay in school and succeed in life.
Our school-based staff partner with teachers and other school staff to identify challenges students face in school or at home and coordinate with community partners to bring outside resources inside schools. From immediate needs like food or clothing to more complex ones like counseling or emotional support, we do whatever it takes to help students succeed.
What are the organization's key strategies for making this happen?
Struggling students and their families have a hard time accessing and navigating the maze of public and private services. There may be ample resources in a community, but rarely is there someone on the ground who is able to connect these resources with the schools and students that need them most. Through a school-based site coordinator, we bring community resources into schools to empower success for all students by removing barriers for students at risk of dropping out, keeping kids in schools and on the path to graduation and leveraging evidence, relationships and local resources to drive results. The site coordinator fills a pivotal role as the single point of contact working inside the school coordinating and providing integrated student supports. They work with school leadership and staff to connect students and families with community resources that help to address both academic and nonacademic needs, allowing students to show up healthy, safe, and prepared to learn.
What are the organization's capabilities for doing this?
What sets CIS apart is our holistic approach to addressing both the academic and nonacademic needs of students. Working with school leadership and staff, CIS site coordinators prioritize the needs of the school, determine which supports need to be increased or improved and identify supports that the schools need but don’t currently have. In addition to the school needs assessment, site coordinators also identify students at risk of dropping out, assess what they need and then find the right supports to ensure they stay on track to graduate. We provide supports in 25 schools across 4 districts: Pasco, Kennewick, Richland and Prosser. We are fortunate to have support from our Washington State network of 11 Communities In Schools affiliates and also part of the Communities In Schools national network. Although we are affiliated with the Communities In Schools national organization, we are an independent 501(c)(3) which means we don't pay membership dues and every dollar donated to our affiliate, stays local to benefit the students of Benton & Franklin counties.
What have they accomplished so far and what's next?
Last school 2017-18 year, Communities In Schools of Benton-Franklin's outcomes were,
Students Served:
13,037 students received school wide services
670 students received case managed support
8,355 parents were engaged
For Students Receiving Individual Services:
88% Improved Academic Performance
84% Improved Attendance
80% Improved Behavior
For Students Served in High Schools:
96% Stayed in School
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Communities In Schools of Benton-Franklin
Board of directorsas of 09/26/2022
Elizabeth Burtner
STCU
Term: 2020 -
Christine Brown
Community Member
Jay Flynn
Flynn, Merriman, McKennon
Jennie Stults
Amentum
Buck Taft
Port of Pasco
Carolyn Cramer
PNNL
Kim Burks
Community Member
Erich Bolz
Center for Educational Effectiveness
Jerry Martinez
Group Health Foundation
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
Disability
No data
Equity strategies
Last updated: 02/08/2022GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We review compensation data across the organization (and by staff levels) to identify disparities by race.
- We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We disaggregate data by demographics, including race, in every policy and program measured.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We use a vetting process to identify vendors and partners that share our commitment to race equity.
- We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.