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UNIQUE NEEDS OF URBAN SCHOOLS

UNIQUE NEEDS OF URBAN SCHOOLS. Safe and Drug Free Schools and Communities Advisory Committee Meeting 16 January 2007 Washington, DC Lynne Krehbiel-Breneman, M.A., J.D. Project Director, Safe Schools/Healthy Students Minneapolis Public Schools, Minneapolis, Minnesota.

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UNIQUE NEEDS OF URBAN SCHOOLS

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  1. UNIQUE NEEDS OF URBAN SCHOOLS Safe and Drug Free Schools and Communities Advisory Committee Meeting 16 January 2007 Washington, DC Lynne Krehbiel-Breneman, M.A., J.D. Project Director, Safe Schools/Healthy Students Minneapolis Public Schools, Minneapolis, Minnesota

  2. Minneapolis Public Schools • 36,370 students: • African American 15,073 71.8% • White American 10,231 28.2% • Latino 5,954 16.4% • Asian-American 3,545 9.7% • American Indian 1,567 4.3% _________________ Special Education* 6,053 15.9% English Language Lrns* 9,000 23.7% Free/Reduced Lunch* 25,294 66.8% * Included in the total student enrollment

  3. Minneapolis Public Schools • Elementary schools (K-5) 23 • Elementary Schools (K-8) 22 • Middle Schools (6-8) 7 • Senior High Schools (9-12) 7 • Special Education Schools 8 • Alternative Schools 8 • Contract Alternatives 19 • Charter Schools 5 ______ Total: 99

  4. Unique Needs of Urban Schools and Communities: A Frame • Different in scope and scale • Different in rapidity of change • Different in the complexities of systems

  5. “Let us put our minds together to see what life we can make for our children.”Chief Sitting Bull

  6. Needs of Urban Schools 1. Strong, articulate, stable, focused leadership at all organizational levels (“. . . to see what life we can make for our children.”) 2. A broad definition of “learning” that derives from the needs of children and young people (“. . . for our children.”) 3. Cooperative, honest, data-based conversations; and shared planning & decision-making among school district, city and county entities, community organizations and families (“Let us put our minds together . . .”)

  7. 1. Strong, articulate, stable, focused leadership at all organizational levels: • Constant, shared vision • Consistency in focus and in approaches (curricula and learning supports) • Clear accountability and responsibility: who’s doing what for kids

  8. A broad definition of “learning” that derives from the needs of children and young people: • Services are oriented around: - Food - Shelter - Language and cultural needs - Early literacy - Inclusiveness - Physical, mental, and emotional health, safety, and well- being - Ways of learning - Academic performance - Problem-solving skills

  9. A broad definition of “learning” that derives from the needs of children (cont’d.) • Human resources are aligned to teach students effectively - The most effective teachers and staff work with the most struggling students - There is stability among faculty and staff at individual buildings - Teachers receive training and skill-building in effective teaching practices; cultural competence; anti-racism, and school-wide/district-wide behavior and learning supports

  10. Honest dialogue: Cooperative, data-based conversations and shared planning and decision-making among school district, city and county entities, community organizations, and families and communities about:- Economic realities- Racial and ethnic realities- Social realities- Crime in the community- Models for how to work together effectively as institutions and as individuals

  11. Struggles & Barriers • Changing focus and direction in leadership • Lack of focus within and outside the district on aligning resources to support the needs of children and young people • Defining “learning” too narrowly • Structural systems of power, insularity, status-quo, self-interest, seniority, and race and ethnicity • Huge racial, cultural, linguistic diversity • Slowness to adjust in the face of change

  12. How You Can Help • Support initiatives that require alignment of resources and services among school districts, government agencies, and community organizations to increase appropriate services for young people • Offer financial support for professional competency development and training in cultural competence; chemical and mental health awareness; and anti-racism • Support districts in implementing system-wide learning and behavior supports • Fund work to explore the most effective staffing systems for learners • Fund exploration of funding approaches and formulas that make mental and chemical wellness support to student economically viable

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