Springfield Public Schools

City Connects: A decade of growth in Springfield

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In 2010, City Connects launched in Springfield, Mass., and since then we’ve seen a decade of strong growth in the city. 

We recently shared this progress at a meeting of the Springfield Public Schools’ School Committee. 

“City Connects and Springfield have a strong partnership,” Anastasia Raczek says. She is the Associate Director of Research & Evaluation at the Center for Optimized Student Support, where City Connects is based. The center is part of Boston College’s Lynch School of Education and Human Development. 

“City Connects’ growth in Springfield from implementation at a small scale into a districtwide solution offers a model for other districts considering how to address the non-academic and out-of-school needs of their students.”  Continue reading →

Family engagement at City Connects

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Family Literacy Night


Because parents are so vital to their children’s education, City Connects Coordinators work hard to engage them – work that helps build a stronger sense of community and that can help parents who are coping with a crisis. 

“Just about every month of the school year, there is something we do here at the early childhood center for family engagement,” Stephanie Sanabria, the City Connects Coordinator at Springfield’s Early Childhood Education Center says. 

“Because the children are so young, they are closely tied to their parents, so we need parents’ participation and support. You can’t separate that out. That’s why the positive relationship that we form is so important.” 

And since Sanabria is in a preschool setting, her family engagement efforts are fun and varied. 

There’s Pumpkin Night in October and an evening of building gingerbread houses in December. In August, Sanabria will sometimes accompany teachers on home visits to provide Spanish language support. Continue reading →

Harvard’s Education Redesign Lab cites City Connects’ for developing plans that promote students’ personal success

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For decades, schools have relied on a “one-size fits all paradigm” that fails to meet “the particular, complex, and varied needs of children and youth living in poverty.”

That’s an observation from a new report from the Education Redesign Lab at Harvard’s Graduate School of Education. The report says schools should abandon this approach to poverty and instead devise personalized “success plans” that meet individual students’ needs.

One example of how to do this, the report notes, is City Connects.

The report,“Success Plans: Promising Tools for Customizing Student Supports and Opportunities”, says that these plans will “capture in- and out-of-school strengths and needs of children and youth; connect to the infrastructure that can match them with tailored services and opportunities; and seamlessly coordinate education and community resources to increase access to equitable opportunities.” Continue reading →

Dental care and fire trucks: Making preschools service-rich

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Think of Stephanie Sanabria as a one-woman fiber optic network. As a City Connects Coordinator, she connects 11 classrooms in Springfield’s Early Childhood Education Center with resources across the city and brings those resources right into the building where it’s easy for young children and their parents to access them.

This building-based approach is an essential part of how City Connects works in Springfield’s early education settings to meet children’s needs and build on their strengths.

“We adapted City Connects for the early childhood years because that’s such an important stage developmentally,” Anastasia Raczek explains. Raczek is the Associate Director of Research & Evaluation at the Center for Optimized Student Support, which is based at Boston College’s Lynch School of Education and Human Development.

We used funding from the Better Way Foundation to launch this effort in Catholic Schools. The first program launched in 2012 in Boston. Today, City Connects serves more than 2,000 pre-K children in programs across the country. Continue reading →

City Connects fills the mental health service gap

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Kirsten Rene, Despina Petsagourakis, and Anna Hamilton


“We wanted to look at the students that are often missed, students who are in what is known as the mental health service gap. They aren’t being identified and they aren’t receiving services,” Despina Petsagourakis explains.

To do this, Petsagourakis, a graduate student at Boston College’s Lynch School of Education, and her fellow graduate students Kirsten Rene and Anna Hamilton, were part of a team that conducted research on 6,000 students in 15 high-poverty elementary schools in Springfield, Mass.

“The goal is to see if the prevention and intervention system and the community collaboration and coordination that City Connects involves would address students’ needs and deliver support.”

The unmet need is considerable. The poster explains that, “Seventy-five percent of children in need of mental health services do not receive them, with disparities in service provision existing particularly for marginalized populations.” Continue reading →

A national conversation on integrated student support

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Representative Sharon Tomiko Santos (D-Seattle) and Representative Robert Behning (R-Indianapolis)

In schools across the country, students face barriers that make it tough for them to thrive in school, to do well academically, socially, and emotionally. One student could be hungry. Another might need a winter coat. A third may have witnessed violence on the street or at home. A fourth might need a tutor. A fifth might be struggling to learn English.

The list goes on, and no one school can meet all these needs on its own.

Mary Walsh

“We need a comprehensive approach,” Mary Walsh said at this month’s conference “Building Systems for Student Success: When Academics are Not Enough,” the first national conversation about the cutting edge science, practice, and policy of providing integrated student support.

Walsh is the Director of the Center for Optimized Student Support, (COSS) part of Boston College’s Lynch School of Education, which co-hosted the conference with the Rennie Center for Education Research & Policy. The COSS also houses City Connects.

That comprehensive approach, Walsh explained, means meeting the needs of the whole child by providing integrated student support, which COSS defines as “a comprehensive, coordinated and school-based effort to connect students to specific district supports, enrichments and services.” Continue reading →

Health fair fun inspires families in Springfield

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When Stephanie Sanabria, the City Connects coordinator at Springfield’s Early Childhood Education Center, looked at the needs of her students and their families, one topic that jumped out was health care.

“We have many students who have various diagnosis, and their families are also facing a number of health-related issues,” Sanabria said.

Sanabria’s response: Set up a health fair.

Amy Heberle, a Post-Doctoral fellow who works with City Connects’ evaluation team at the Boston College Lynch School of Education, explains: Continue reading →

The MassMutual Foundation helps City Connects expand into more Springfield schools

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City Connects is expanding in Springfield. We’re growing from the five schools we worked at in 2011 to 15 schools at the beginning of this year to a current total of 23 schools. 

We had been connecting 5,000 students to 35,000 services, and now we are reaching nearly 8,000 students with even more support.

It’s an important step forward given that 77 percent of Springfield’s students are economically disadvantaged and face non-academic barriers that run from unmet health care needs to homelessness.

As Mary Walsh, the Executive Director of City Connects, and Daniel Warwick, Springfield’s schools Superintendent, wrote last year in CommonWealth magazine:

“Researchers repeatedly tell us that children’s brains are harmed by growing up in disadvantaged circumstances and by toxic stress – which includes abuse, neglect, violence, caregiver substance abuse, or mental illness, and the hardships of severe poverty. City Connects helps us by addressing each child’s unique combination of stressors.” Continue reading →