The Red Clay Consolidated School District (RCCSD) grapples with sustainable transformation within historically low-performing schools, evident through recurrent identification by the Delaware Department of Education. This research utilized a quantitative research methodology, where descriptive statistics analyzed the research survey data collected to address the identified challenges. This study used the Collective Impact Readiness Survey to collect data from the purposeful sample of 14 community partnerships, targeted leaders, administrators, and partners in the Red Clay Community Schools initiative. This dissertation offers an in-depth examination of the Evan G. Shortlidge and Warner Elementary Community School initiative. In practical terms, it puts forth a set of recommendations for the Red Clay Consolidated School District (RCCSD), aiming to operationalize the five conditions outlined in the collective impact model (CIM). These conditions are intended to drive the progress and long-term viability of the Wilmington Learning Collaborative, building upon prior efforts to establish the community school initiative. These recommendations are derived from an analysis of the Delaware Children and Families First, Evan G. Shortlidge Academy, and Warner Elementary Community School initiative (RCCSD, 2015), Redding Consortium (Lockman & Denn, 2020), and Wilmington Learning Collaborative (WLC) initiated in 2020 (DE DOE, 2022a). These efforts involved cross-sector organizations working toward a common goal. At a time when district and school leaders are asked to address more than academics, they must shift their focus toward planning innovative solutions aimed at tackling the most pressing educational and social issues. School districts must align partners around a framework that promotes a common agenda, shared measurement systems, coordinated activities, and consistent communication. The collective impact model positively affects major social, organizational, and structural changes that demonstrate a need for strategies to improve outcomes and community development. A key recommendation is for Shortlidge Academy and Warner Elementary schools to engage in partnerships with clear goals, and aligning educational objectives with community goals. It is crucial to have effective communication of objectives, tailored partner expertise, and a focus on racial equity within the collective impact practice. An additional outcome was the development of a model rubric, effectively evaluating school partnerships under a collective impact framework. This research offers practical solutions for RCCSD, fostering positive change and strong community partnerships within the five conditions of collective impact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]