“We represent over 40 different countries and over the past two years, I have run the annual multicultural event, which has been a cool thing at the end of the year to celebrate diversity in our school,” Shelby Riley explained in a recent interview.
“With all that’s going on in our world, our families are very much affected by it,” Riley adds. “We had a lot of kids in fear of being deported.”
After brainstorming with Edison’s principal, Samantha Varano, Riley worked with a team of teachers to organize a multicultural event. It was based on a similar event done by one of the Edison’s community partners, EF (Education First).
Rather than feeding into fear, “we wanted to do more of the positive, the celebrating, and letting kids be proud.” Continue reading →
“We wanted to keep the frameworks of City Connects, the core components,” Patrice DiNatale explains. She’s the director of new practice for City Connects. “How do we do that in a high school where they see six, seven teachers?”
City Connects’ core practice remained the same: assess the strengths and needs of every student at the high school and connect to them to services and enrichment opportunities. Site coordinators connect to students and talk to them — and they talk formally and informally with teachers. It’s a matter of getting a feel for a school, of knowing who might need a kind word and who needs a long talk or something to eat. Continue reading →
We’re excited about our new video. It’s an overview of how City Connects gets the right services to the right child at the right time.
In the video, Julia MacEwan, a City Connects site coordinator, says:
“In order for kids to be successful in school, they need lots of different things. A kid might need a backpack, a winter coat. She might need counseling, a family service center. And those are all the kinds of things that your City Connects coordinator can connect you to.”
Eric Dearing — a professor of Counseling, Developmental, and Educational Psychology in Boston College’s Lynch School of Education — explains:
“One advantage of City Connects is that it takes a multi-pronged approach to solving a multi-pronged problem. The disadvantage – and also the advantages – that we see among families in poverty are not the same from family to family and child to child.”
And Mary Walsh, City Connects’ executive director, adds:
“We did it by relying on developmental science, and we worked very closely with practitioners in the community. We were able, in a sense, to create a system that built the proverbial village around a child.”
New research is shedding light on this question by looking at the impact of three things: how elementary school academic skills, elementary school thriving skills, and the amount of time spent in City Connects affect academic achievement.
One of the research papers that will be presented asks whether an additional year of City Connects boosts students’ academic outcomes. This paper will be presented by Diego Luna Bazaldua, a post-doctoral researcher who is part of an independent evaluation team of faculty and researchers within the Center for Optimized Student Support at Boston College’s Lynch School of Education.
Children aren’t the only ones who have a lot to learn about school.
According to an analysis done by Education Week, elected officials and state education leaders also have lessons to learn.
“At a pivotal time for state education policy, half the nation’s state legislatures have at least one new education committee chairperson this year, and a quarter of state schools chiefs are less than a year into the job, according to an Education Week analysis,” the magazine explains in its article, “Steep Learning Curve on K-12 as State Leaders Take New Seats.”
The article adds:
“This year’s large freshman class of key education policymakers has advocates and district leaders on edge as state leaders scramble to finalize the accountability plans due by next fall under the Every Student Succeeds Act (ESSA).”
City Connects builds on the developmental sciences, and it has been shaped through a two-year planning process that included educators, community agencies, and families.
That’s why our supports for students are:
To fit the unique strengths, needs, and interests of each student.
“The most important benefit of City Connects is how patiently they listen to student’s concerns, and bring back very good workable solutions/resources to help the student.”
– A teacher in a City Connects School
Meeting academic, social/emotional, health, and family needs.
“Mark Griffin starts every weekday standing at the door of the Thomas Edison K8 School in Brighton: “Great hat!” “Don’t you look good today!” “How’re you making out?”
“His pleasantries are a nice way to start the day, but they also have a point. As Griffin greets more than 400 students each morning, he’s looking to see who is shivering in a too-thin coat, whose eyes look rimmed with tears, which parents are walking their kids to school and staying for the free breakfast themselves.
“‘It’s hard to concentrate on schoolwork when there are other things much more important to them that need to be addressed,’” Griffin said.”
For years, economists have used the term “return on investment,” or ROI, to describe business profits. Invest, for example, $100, then earn $200, and that’s a return of $2 for every dollar invested.
Now, increasingly, economists are applying ROI to public investments. Take Henry Levin, a professor of Economics and Education at Columbia University’s Teachers College.
Levin has done a benefit-cost analysis of City Connects, and found strikingly positive results. Levin’s approach is called “the ingredients method,” and it “calculates how much money any intervention saves society by generating more taxable income, reducing the burden on the health care and public assistance and criminal justice systems, and creating more engaged citizens.”