Community- & School-Based Family Support

Levy investments for Community- and School-Based Family Support focus on closing the achievement gap for immigrant, refugee, and Native American elementary students. We do this by enabling schools and community-based organizations to provide the necessary staff and materials to:

  • Provide case management support
  • Increase and improve connections between schools and families
  • Ease students' transitions into kindergarten, middle school, and high school
  • Make sure all students have access to mental and physical health services

Learn more about these Levy investments

Our Strategies for Helping Youth Overcome Barriers

Strategy #1:  Case Management Support

  • Intensive case management for students with multiple risk factors
  • Strengthened support through increased collaboration among school staff, health providers, and other community-based providers
  • Connections between students and families and social and health resources and supports in the community
  • Support to students and families encountering drug- and/or alcohol-related problems

Strategy #2: School and Family Connections

  • Ongoing support and sustained follow-up between teachers, students, and parents to ensure that students meet learning goals
  • Ensure families know how to access school attendance and academic information about their child (e.g., WaKIDS, The Source)
  • Facilitate Internet access for families without home computers
  • Provide parents with information and resources they can use at home to help their students develop healthy behaviors and build academic skills
  • Invite families to participate in professional development opportunities that are offered to community and staff

Strategy #3: Transition Support

  • Develop a system for preschool and elementary school staff to identify students who need additional support services during transition points (prekindergarten to kindergarten, and 5th to 6th grades)
  • Educate students and parents about what to expect when transitioning from preschool to kindergarten and from elementary to middle school
  • Develop an intake protocol for students who are new to the district, or who enter the school mid-year

Strategy #4: Mental and Physical Health Referrals and Services

  • Provide a system for screening high-needs students for physical or mental health needs and connecting students to health and/or mental health services

How We Select Service Providers

Potential service providers compete for funds by submitting a Request for Investment (RFI) application. (See our Funding Opportunities page for more information.) We rate the applications on the following factors:

  1. The experience of the key people who will be involved in the project
  2. The organizations' previous experience improving students' success in school
  3. Their ability to track data to determine the success of their efforts
  4. Their work plan for providing social, emotional, behavioral and family support
  5. How well their proposed budget aligns with the work plan 
  6. Their ability to use resources effectively

Funded Programs

Visit Our Partners - Community-Based Organizations page to view each organization's Request for Investment application.

Chinese Information and Services Center

Since 2012 we have contracted with Chinese Information and Services Center (CISC) to address the social, emotional, behavioral, and health needs of immigrant and refugee elementary students and their families in order to improve students' success in school. Through this contract, they case-manage a minimum of 40 focus students from immigrant or refugee families. CISC social workers meet with students' families and together they identify and address issues impeding their student's success in school. CISC also provides afterschool tutoring to students where staff will assess each student's level of reading, math, and writing skills to develop an individualized plan for improving and strengthening the student's success in school.

Refugee Women's Alliance

Since 2012 we have contracted with Refugee Women's Alliance (ReWA) to address the social, emotional, behavioral, and health needs of immigrant and refugee elementary students and their families in order to improve students' success in school. Through this contract, they case-manage a minimum of 40 focus students from immigrant or refugee families.  Each family will be served by a family advocate who speaks the family's primary language. ReWA family advocates work closely with parents so they are more comfortable with the school and school staff, and will be more involved in school activities. ReWA provides workshops to parents/guardians to teach them what to expect when their children progress from elementary school to middle school. Family advocates will also accompany parents to visit the new schools. 

Seattle Indian Health Board

In 2013 we contracted with Seattle Indian Health Board (SIHB) to address the social, emotional, behavioral, and health needs of Native American students and their families in order to improve students' success in school. Through this contract they case-manage 35 4th and 5th grade American Indian / Alaska Native (AI/AN) students. The goal for these students is that, by the end of the first year funding period, at least 20 of them will have improved their academic performance on state tests, and increased their school attendance rates compared to previous semesters.

Investments & Demographics

Community- and School-Based Family Support focuses on students who display one or more of the following risk factors:

  • Failure to meet grade-level standard on state assessments
  • Failure to make typical growth on Measures of Academic Progress (MAP)
  • Failure to make gains on the state English proficiency test (WELPA)
  • Scoring at a Level 1 or 2 on the annual Washington English Language Proficiency Assessment or Placement Exam (WELPA)
  • Poor attendance: five or more absences per semester or ten or more absences per year, excused or unexcused
  • School entry after the beginning of the year



Measures of Success

Measures of Success

Elementary School

Levy investments in community-based family support for immigrant and refugee elementary students and for American Indian/Alaska Native elementary students will contribute toward the following outcomes:

  • Case management support
  • School and family connections
  • Transition support
  • Mental and physical health referrals and services