To provide a focus for citizens to identify needs and to mobilize resources to support a process for community development, the Toronto Board of Education initiated a number of policies and community-school programs during the 1970s. These policies and programs also provided an opportunity for the neighborhood school to actively participate in improving the quality of life in the community. Four categories of this participation were supplementary child care, educational-recreational enrichment, neighborhood planning, and alternatives in education. Another outcome of the community development process was the production of learning materials and support for innovative projects. This approach to the development of a community-focused curriculum was named community-resource learning. The Alternative and Community Programs Department assisted in curriculum development through its support in three general areas: Learning Exchange System, learning materials, and innovative projects. These policies and programs provided economic benefit through cost-sharing, community employment, volunteer commitment, and prevention of vandalism. (Lists of programs and various materials related to programs are appended.) (YLB)