This dissertation in practice (DiP) was conducted to address the absence of a district-coordinated effort aligning Sustainable Development Goals (SDGs) and real-world project-based learning (PBL) with intentional community partnerships in Anaya Independent School District (ISD). The study aimed to develop a community outreach framework that can be customized to enhance curriculum cooperation between campuses and community partnerships. Two focus groups, one with campus leadership staff and another with community members, were conducted to gather insights on school-community partnerships and their involvement in curriculum decisions. The findings revealed key themes, including the importance of meaningful connections between community engagement and student learning, the need for alignment with district initiatives, and the lack of reciprocity in partnerships. Based on the feedback from the focus groups, a School Community Conceptual Model was developed, emphasizing stakeholder engagement, dual modalities of engagement, curriculum alignment, reciprocal partnerships, career pathways, and continuous improvement. The model serves as a guide for establishing effective partnerships and integrating SDGs and PBL into the curriculum, leading to improved student learning outcomes and the development of globally competent, environmentally conscious citizens. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]