Coordinators helped close the schools. They put together resource lists for families, helped teachers set up websites, and distributed laptops to students. Then the coordinators leapt with Boston’s schools into the world of online education and on-going student support.
“Everybody is learning as we go,” City Connects Program Manager Sara Davey says of the coordinators who continue to keep students connected to supports and services. “The thing I’m most proud of is how quickly everybody jumped into action.”
Losing daily, in-person contact with students is challenging, but the coordinators are building on the hard work they’ve been doing throughout the school year.
“I think the heart of everything our coordinators do is building relationships,” Davey says, explaining that coordinators’ ongoing connections to students, families, and administrators have helped them thrive in the virtual landscape.
“Our coordinators have gotten very creative in the ways that they are doing outreach to students and families.” This includes jumping into a web-based Google Classroom site to communicate with families as well as providing a wide range of other kinds of assistance: Continue reading →
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These are some of the things we’ve been reading about:
As many of the articles listed below explain, the coronavirus is having a devastating impact on education, threatening students’ access to school meals, their ability to learn, and their connection to their school communities.
Massachusetts requires Boston Public Schools to make significant improvements.
City Connects Coordinators don’t just match students up with community partners – our coordinators also invest in making these relationships flourish.
That’s the work that City Connects Coordinator Madeline Gillespie does at Mendell Elementary School in Boston’s Roxbury neighborhood. Gillespie has worked with the nonprofit mentoring organization Strong Women Strong Girls (SWSG) to ensure that the program has a positive impact on students.
“We have a robust program with about 25 girls in grades three, four and five who meet with six mentors who are students from Simmons College,” Gillespie says.
Through the SWSG curriculum, the girls and their mentors learn and talk about strong women and girls. At the Mendell school, this conversation has included both famous girls such as Marsai Martin, the 15-year-old, African American actor who appears on the television show black-ish – as well as less-well-known women such as Jasmine Cho, an Asian-American baker who is committed to social justice. Continue reading →
“We love mentoring,” City Connects Coordinator Will Osier of Boston’s Josiah Quincy School says.
That’s why every week on Wednesdays, 20 girls from the Quincy School in grades eight through 11 go into the heart of downtown Boston and meet with mentors at the online furniture and home goods company Wayfair.
City Connects works in the Quincy Upper school serving students in grades 6-12. In the upper grades, the City Connects model helps older children dream big. And just as they do in elementary schools, Osier and other coordinators working with older students provide individualized services and opportunities that meet students’ strengths and address their needs. Coordinators engage students in designing personalized plans and connect them to resources, relationships, and opportunities that can boost their college and career aspirations.
It’s typical for City Connects Coordinators in colder cities likeSpringfield andMinneapolis to hold coat drives, often working with community partners, to collect coats as well as hats, scarves, gloves, and boots for students.
“We do a lot of clothing drives,” Sarah White, the coordinator at Boston’s Winship School, says. “In the fall, we do a uniform swap; at the end of the year, we’ll do another one. And the program Caps for Kids sends over 300 hats a year.”
But White noticed that while coat drives are great for gathering coats for younger children in kindergarten or first grade, the drives are less likely to pull in coats that fit fifth graders.Continue reading →
For Jada and Britney – both high school students and both the children of immigrants living in Boston – a key difference was where they went to high school. Jada attended Newton South, located in one of Boston’s wealthier suburbs. Britney went to Brighton High, “a floundering city school,” the Globe says, “where fewer than 30 percent of graduates earn a college degree or other credential within six years of graduating.”
In 2016, state education officials labeled Brighton an “underperforming school,” which meant that the district had to come up with a turnaround plan. In addition, many of the school’s students have “significant unmet needs beyond campus, ranging from mental health concerns to immigration anxieties. Most are poor, and many arrive at Brighton after struggling at other schools.”Continue reading →
City Connects Coordinator Ashlei Alvarez does not enjoy running. When she was in school, she was the cross-country runner who hid in the bathroom.
But every Friday morning, Alvarez goes running around the Boston Common with 30 fourth- and fifth-graders, two parents, and a number of staff members from the Josiah Quincy School where Alvarez works.
“My first year here I noticed that we didn’t have a lot of extracurricular, sports-based programs,” Alvarez says. So when a teacher at her school told her aboutSole Train: Boston Runs Together, a running program “that’s about deconstructing the impossible,” Alvarez and Kelly Garcelon, a kindergarten teacher who does like running, brought the program into their school.
Alvarez expected five students to sign up. Instead, 30 did. “We were shocked,” Alvarez says.Continue reading →