HENDERSON-HOPKINS: WHOLE FAMILY STABILITY AS AGENCY FOR URBAN REVIVAL • Annette C. Anderson, Ph.D.
“CITIES AND METROPOLITAN AREAS ARE THE ENGINES OF ECONOMIC PROSPERITY AND SOCIAL TRANSFORMATION IN THE UNITED STATES.” BRUCE KATZ & JENNIFER BRADLEY, THE METROPOLITAN REVOLUTION (2013) SI NC E T HE PUBLI C AT I O N O F T HE C O LEMAN REPO RT IN 1966, JO HNS HO PKINS UNIVERSIT Y HAS HI ST O RI C ALLY REC O G NI ZED T HAT A C O NT I NUED LAC K O F Q UALI T Y EDUC AT I O NAL O PPO RT UNIT Y IN URBAN C O MMUNIT IES LI KE BALT I MO RE RO UT I NELY SI G NALS • STUBBORNLY HIGH LEVELS OF VIOLENT CRIME; • LOW LEVELS OF MEANINGFUL EMPLOYMENT; • POOR HEALTH OUTCOMES FOR CITY CITIZENS; AND • RAPID ADVANCES IN URBAN HOUSING DECAY (PROVOST’S SYMPOSIUM ON THE SOCIAL DE TE RMINANTS OF HE AL TH, 5/ 2012) 2
TIMORE AST BAL WAL IN E 3 NE TOWARDS URBAN RE
W DAY W VISION, A NE 4 A NE
E LME R A. HE NDE RSON: A JOHNS HOPKINS PARTNE RSHIP SCHOOL The Elmer A. Henderson: A Johns Hopkins Partnership School (K- 8) and The Harry and Jeanette Weinberg Early Childhood Center comprise the first new Baltimore public school building in East Baltimore in nearly 30 years. This unique university-community partnership has the extraordinary opportunity to create a high-performing school that serves a diverse, mixed-income community of students, families and teachers. Students will receive personalized learning in a $42 million, 90,000- square-foot facility on a 7-acre campus, which will be shared with the $10 million, 28,000- square-foot Harry and Jeanette Weinberg Early Childhood Center. 5
POVE RTY STATISTICS FOR ZIPCODE S 21205 & 21213: AROUND THE HH CAMPUS Above Poverty Level Above Poverty Level Percentage of Families and People whose Income in th Percentage of Families and People whose Income in the Past 12 Months is Below Poverty Level e Past 12 Months is Below Poverty Level 55% 57% 66% 68% 74% 78% 45% 45% 43% 43% 34% 34% 32% 32% 26% 26% 22% 22% All families with related children Families with female with related children All people Related children under under 5 years householder, no under 5 years 5 years husband present 6
HE HE NDE NDE RSON-HOPKINS NE RSON-HOPKINS NE IGHBORHOOD DE IGHBORHOOD DE MOGRAPHICS, MOGRAPHICS, ZIPCODE ZIPCODE S S 21205 & 21213 21205 & 21213 2% 2% 2% 1% 2% 1% 11% 11% Black or Af Black or African American rican American W White ite As Asia ian 84% 84% Some oth Some other ra r race ce Two or more races Two or more races Note that Hispanics or Latinos (of any race) are 4% of the total. 7
PE RCE NT UNE MPLOYE D IN CIVILIAN WORKFORCE , ZIPCODE S 21205 & 21213* 21% 21% Unemployed E mployed 79% 79% *Baltimore City unemployment rate is 7% 8
WHOLE F AMIL Y STABILITY: PRE DICTIVE MODE L FOR COMMUNITY LIFE COURSE SUCCE SS • THE DIFFICUL TY OF WHOLE SCALE E DUCATION RE FORM E FFORTS IN URBAN COMMUNITIE S SUGGE STS A NE W OPPORTUNITY -- THAT E DUCATION MIGHT BE TIE D TO THE BROADE R THE ME OF COMMUNITY E CONOMIC OPPORTUNITY THROUGH URBAN RE DE VE LOPME NT AND RE NE WE D HOUSING CHOICE S. • TO MAXIMIZE COMMUNITY STABILITY , F AMILIE S WITH GRE ATE R SOCIAL CAPITAL TO SUPPORT LIFE COURSE SUCCE SS AREINDUCE D TO PARTICIPATEIN HOUSING TRANSFORMATION INITIATIVE S THROUGH ATTRACTIVE SOCIALINCE NTIVE S WITH A HIGH-PE RFORMINGSCHOOLAS ANCHOR INSTITUTION, WHILEF AMILIE S WITH AN INHIBITE D CAPACITYTOE NGAGESTRONGSOCIALCAPITALSUPPORTS ARESIMUL TANE OUSL YSCAFFOLDE D TO RE ACH PARITYWITH WIDE RE XPE CTATIONS OFLIFECOURSESUCCE SS THROUGH SUBSIDIE S AND SUPPORTS. • THENE T RE SUL T IS A SCALABLE , COLLABORATIVESOCIALRE NE WALMODE LFOR THESUCCE SSFULRE BUILDING OFME TROPOLITAN CE NTE RS AS THRIVINGURBAN E NTE RPRISE S. 9
• A FOCUS TOWARDS SUCCESS UNDER A FAMILY HE NDE RSON-HOPKINS: LIFE COURSE STABILITY MODEL RESISTS A SINGULAR FOCUS ON TRADITIONAL SCHOOL TOWARDS ACHIEVEMENT. A FAMILY STRENGTHS • INSTEAD, ACADEMIC SUCCESS IS AN INTEGRATED FUNCTION OF THE WIDER MEASURE ALONG A PARADIGM CONTINUUM OF THREE KEY DIMENSIONS ALREADY ADDRESSED IN THE CANON: IN THE • WHOLE CHILD EDUCATION CONTEXT • FAMILY SUPPORT & STABILITY • COMMUNITY LIFE COURSE ORIENTATION SUCCESS OF HOUSING • THIS PARADIGM SHIFT REINFORCES FAMILY AND COMMUNITY ACCESS TO THE HENDERSON- & HOPKINS FACILITY AS KEY TO ENSURING FAMILY STABILITY WITHIN THE EDUCATIONAL CONTEXT AS WELL AS ENGAGING LIFE COURSE ORIENTATION COMMUNITY RENEWAL SUCCESS FOR THE WIDER COMMUNITY. 10
HE NDE RSON-HOPKINS: HOW THE F ACILITY INFORMS WHOLE CHILD E DUCATION Gradual student ownership of learning using House Concept an increasingly comprised of personalized small, flexible learning learning platform communities increases opportunity to Longitudinal engage lifelong Student education Knowledge Response 11
12
WHOLE CHILD EDUC WHOLE C ILD EDUCATIO ION: N: DATA-INF -INFORMED DECISIONS ORMED DECISIONS st Century E ffective 21 Grade Level Reading & Personalized Learning Instruction Beyond • E very student in the Henderson-Hopkins facility • Academic Performance • Using Data in E arly Childhood (E CC & K/ 8) will have a across the E CC and K/ 8 and Key Primary Grade Student Growth Trajectory by campus as continuously Benchmarks to Predict & Fall 2014 measured by a series of Scaffold Student Literacy Formative, E mbedded, and Success at BOY Kindergarten OY 3 rd Grade Summative Assessments and by E 13
F.A.C.C.T C.C.T. F FAMIL MILY SUPPOR SUPPORT - - ENG ENGAGEMENT & GEMENT & INTER INTERVENTION VENTION • With the support of a dynamic family support team, each family is measurably engaged in the life of the Henderson-Hopkins campus. Diagnostic data is reviewed on every child to determine additional needed Tier 1: academic, social/ emotional, and family supports from a strengths-based paradigm E ngagement • E nrichment activities for all families from providers such as the Y of Central Maryland and the Weinberg Library offers families across the campus afterschool and extended day student programs, as well as Tier 2: evening & weekend activities E nrichment • Families in need of additional stabilizing supports, from food pantry access to housing stability to financial literacy, have access to extended family resources within the Henderson-Hopkins facility Tier 3: Support & Intervention 14
COMMUNIT MMUNITY LIFE C Y LIFE COURSE ORIENT URSE ORIENTATION ION Using the CDC’s coordinated school health platform, families Health & are engaged in an ongoing Well-Being effort to promote strong health outcomes for everyone in the household. Henderson-Hopkins as a center of measurable community activity, Community including afterschool and Activity weekend programming through partners such as the Y and Peabody Institute. Afterschool and other out-of- school time engagement promotes the stability of the E ngagement family in the context of the broader success of the community. 15
HE NDE RSON-HOPKINS SUCCE SS PRE DICTOR CHE CKLIST Has the student benefitted from strong instruction for three consistent years or more at Henderson-Hopkins (E CC/ K-8)? Has the student met milestones for School Readiness and/ or Grade Level Reading? Does the student have an accurate Student Learner Profile and Growth Trajectory? Has the student mastered the E xecutive Function Inquiry Model? Has the student required remediative family support? (E xamples include Food Bank, Truancy Court, BGE energy assistance.) Does the student participate in out of school time enrichments? Has the school met guidelines for strong student health & well-being? Does the student participate in school-community engagement activities? 16
Recommend
More recommend
