UNIQUE NEEDS OF UNIQUE NEEDS OF URBAN SCHOOLSURBAN SCHOOLS

Safe and Drug Free Schools and CommunitiesSafe and Drug Free Schools and Communities Advisory Committee MeetingAdvisory Committee Meeting

16 January 200716 January 2007 Washington, DCWashington, DC

Lynne Krehbiel-Breneman, M.A., J.D.Lynne Krehbiel-Breneman, M.A., J.D.Project Director, Safe Schools/Healthy StudentsProject Director, Safe Schools/Healthy Students

Minneapolis Public Schools, Minneapolis, MinnesotaMinneapolis Public Schools, Minneapolis, Minnesota

Minneapolis Public Minneapolis Public SchoolsSchools

36,370 students:36,370 students: African AmericanAfrican American 15,07315,073 71.8%71.8% White AmericanWhite American 10,23110,231 28.2%28.2% LatinoLatino 5,954 5,954 16.4%16.4% Asian-AmericanAsian-American 3,545 3,545 9.7%9.7% American IndianAmerican Indian 1,567 1,567 4.3%4.3%

__________________________________Special Education*Special Education* 6,053 6,053 15.9% 15.9%English Language Lrns* 9,000English Language Lrns* 9,000 23.7% 23.7%Free/Reduced Lunch* 25,294Free/Reduced Lunch* 25,294 66.8% 66.8%

* Included in the total student enrollment* Included in the total student enrollment

Minneapolis Public Minneapolis Public SchoolsSchools

Elementary schools (K-5)Elementary schools (K-5) 2323 Elementary Schools (K-8)Elementary Schools (K-8) 2222 Middle Schools (6-8)Middle Schools (6-8) 7 7 Senior High Schools (9-12)Senior High Schools (9-12) 7 7 Special Education SchoolsSpecial Education Schools 8 8 Alternative SchoolsAlternative Schools 8 8 Contract AlternativesContract Alternatives 1919 Charter SchoolsCharter Schools 5 5 ____________ Total:Total: 99 99

Unique Needs of Urban Unique Needs of Urban Schools and Communities: A Schools and Communities: A

FrameFrame

Different in scope and scaleDifferent in scope and scale Different in rapidity of changeDifferent in rapidity of change Different in the complexities of Different in the complexities of

systemssystems

““Let us put our minds Let us put our minds together to see what life together to see what life

we can make for our we can make for our children.”children.”

Chief Sitting BullChief Sitting Bull

Needs of Urban SchoolsNeeds of Urban Schools

1. Strong, articulate, stable, focused leadership at 1. Strong, articulate, stable, focused leadership at all organizational levelsall organizational levels

(“. . . to see what life (“. . . to see what life we can makewe can make for our children.”) for our children.”)

2. A broad definition of “learning” that derives 2. A broad definition of “learning” that derives from the needs of children and young peoplefrom the needs of children and young people

(“. . . for our children.”)(“. . . for our children.”)

3. Cooperative, honest, data-based conversations; 3. Cooperative, honest, data-based conversations; and shared planning & decision-making among and shared planning & decision-making among school district, city and county entities, school district, city and county entities, community organizations and familiescommunity organizations and families

(“Let us (“Let us put our minds togetherput our minds together . . .”) . . .”)

1. Strong, articulate, stable, 1. Strong, articulate, stable, focused leadership at all focused leadership at all

organizational levels:organizational levels:

Constant, shared visionConstant, shared vision Consistency in focus and in Consistency in focus and in

approaches (curricula and learning approaches (curricula and learning supports)supports)

Clear accountability and Clear accountability and responsibility: who’s doing what for responsibility: who’s doing what for kidskids

2.2. A broad definition of A broad definition of “learning” that derives from “learning” that derives from

the needs of children and the needs of children and young people:young people:

Services are oriented around:Services are oriented around:- Food- Food- Shelter- Shelter- Language and cultural needs- Language and cultural needs- Early literacy- Early literacy- Inclusiveness- Inclusiveness- Physical, mental, and emotional health, - Physical, mental, and emotional health,

safety, and well-safety, and well- beingbeing

- Ways of learning- Ways of learning- Academic performance- Academic performance- Problem-solving skills- Problem-solving skills

A broad definition of A broad definition of “learning” that derives from “learning” that derives from

the needs of children (cont’d.)the needs of children (cont’d.)

Human resources are aligned to teach students effectivelyHuman resources are aligned to teach students effectively

- The most effective teachers and staff work with the - The most effective teachers and staff work with the mostmost

struggling studentsstruggling students

- There is stability among faculty and staff at individual - There is stability among faculty and staff at individual buildingsbuildings

- Teachers receive training and skill-building in effective- Teachers receive training and skill-building in effective

teaching practices; cultural competence; anti-racism, teaching practices; cultural competence; anti-racism, andand

school-wide/district-wide behavior and learning school-wide/district-wide behavior and learning supportssupports

3.3. Honest dialogue: Cooperative, Honest dialogue: Cooperative, data-based conversations and data-based conversations and shared planning and decision-shared planning and decision-making among school district, making among school district, city and county entities, city and county entities, community organizations, and community organizations, and families and communities families and communities about:about:

- Economic realities- Economic realities- Racial and ethnic realities- Racial and ethnic realities- Social realities- Social realities- Crime in the community- Crime in the community- Models for how to work together - Models for how to work together effectively aseffectively as institutions and as individuals institutions and as individuals

Struggles & BarriersStruggles & Barriers

Changing focus and direction in leadershipChanging focus and direction in leadership Lack of focus within and outside the district Lack of focus within and outside the district

on aligning resources to support the needs of on aligning resources to support the needs of children and young peoplechildren and young people

Defining “learning” too narrowlyDefining “learning” too narrowly Structural systems of power, insularity, Structural systems of power, insularity,

status-quo, self-interest, seniority, and race status-quo, self-interest, seniority, and race and ethnicityand ethnicity

Huge racial, cultural, linguistic diversityHuge racial, cultural, linguistic diversity Slowness to adjust in the face of change Slowness to adjust in the face of change

How You Can HelpHow You Can Help Support initiatives that require alignment of Support initiatives that require alignment of

resources and services among school districts, resources and services among school districts, government agencies, and community organizations government agencies, and community organizations to increase appropriate services for young peopleto increase appropriate services for young people

Offer financial support for professional competency Offer financial support for professional competency development and training in cultural competence; development and training in cultural competence; chemical and mental health awareness; and anti-chemical and mental health awareness; and anti-racismracism

Support districts in implementing system-wide Support districts in implementing system-wide learning and behavior supports learning and behavior supports

Fund work to explore the most effective staffing Fund work to explore the most effective staffing systems for learnerssystems for learners

Fund exploration of funding approaches and Fund exploration of funding approaches and formulas that make mental and chemical wellness formulas that make mental and chemical wellness support to student economically viable support to student economically viable