1. UNIQUE NEEDS OF URBAN SCHOOLS Safe and Drug Free Schools and Communities Advisory Committee Meeting Advisory Committee Meeting 16 January 2007 Washington, DC 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: 36,370 students: African American15,07371.8% African American15,07371.8% White American10,23128.2% White American10,23128.2% Latino 5,95416.4% Latino 5,95416.4% Asian-American 3,545 9.7% Asian-American 3,545 9.7% American Indian 1,567 4.3% 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-5)23 Elementary Schools (K-8)22 Elementary Schools (K-8)22 Middle Schools (6-8) 7 Middle Schools (6-8) 7 Senior High Schools (9-12) 7 Senior High Schools (9-12) 7 Special Education Schools 8 Special Education Schools 8 Alternative Schools 8 Alternative Schools 8 Contract Alternatives19 Contract Alternatives19 Charter Schools 5 Charter Schools 5 ______ ______ Total:99 Total:99

4. Unique Needs of Urban Schools and Communities: A Frame Different in scope and scale Different in scope and scale Different in rapidity of change Different in rapidity of change Different in the complexities of systems 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.”) (“... 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.”) (“... 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...”) (“Let us put our minds together...”)

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

8. 2.A broad definition of “learning” that derives from the needs of children and young people: Services are oriented around: Services are oriented around: - Food - Shelter - Language and cultural needs - Early literacy - Inclusiveness - Physical, mental, and emotional health, safety, and well- being 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 Human resources are aligned to teach students effectively - The most effective teachers and staff work with the most struggling students 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 teaching practices; cultural competence; anti-racism, and school-wide/district-wide behavior and learning supports school-wide/district-wide behavior and learning supports

10. 3.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 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 Lack of focus within and outside the district on aligning resources to support the needs of children and young people Defining “learning” too narrowly Defining “learning” too narrowly Structural systems of power, insularity, status-quo, self- interest, seniority, and race and ethnicity Structural systems of power, insularity, status-quo, self- interest, seniority, and race and ethnicity Huge racial, cultural, linguistic diversity Huge racial, cultural, linguistic diversity Slowness to adjust in the face of change 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 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 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 Support districts in implementing system-wide learning and behavior supports Fund work to explore the most effective staffing systems for learners 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 Fund exploration of funding approaches and formulas that make mental and chemical wellness support to student economically viable