Fall 2013 180the News from Turnaround for Children

The Case for Fortified Teaching and Learning Environments Raising Awareness From New York, to Chicago, to Aspen By Pamela Cantor, M.D., President and CEO, Turnaround for Children and beyond, Turnaround for Children staff, teachers, and students have earned exciting opportunities to lead and participate in high level conversa- tions about innovative approaches to solving the problem of chronically underperforming public schools serving children growing up in poverty.

Education Nation: What It Takes NBC News invited Dr. Pamela Cantor to be a featured speaker at Education Nation, the summit of top thought leaders and influ- encers in education, government, business, philanthropy, and media, broadcast from The New York Public Library. In a discussion entitled, “What it Takes: Safe Schools,” moderated by Hoda Kotb, Cantor painted a vivid picture of the climate and culture Today, one in four children in the United Our nation’s underperforming schools share schools need to create for students to thrive. States is growing up in poverty. Many are common challenges: children unready to exposed to violence, chronic insecurity, loss, learn, teachers unprepared to teach students and disruption. Poverty inflicts a traumatic with intense needs, and principals ill equipped form of stress on their developing brains. It to act against such adversity. Collectively, interferes with learning. It impacts behavior. these challenges pose a pattern of risk: It undermines belief. risk to student development, classroom instruction, and schoolwide culture, each Children don’t shed what they have exper- capable of derailing academic achievement. ienced at the schoolhouse door. It all shows up in the classroom. It causes them to be dis- Today in New York City, 65% of public tracted, to tune out, to be nervous, impulsive, schools are significantly underperforming and distrustful. It interferes with their ability because of this pattern of risk. Imagine the to focus, interact with others, tackle rigorous urgency to find a cure if this were a disease academic material, and progress in school affecting 65% of our students? Without a Dr. Pamela Cantor at Education Nation with Dr. Meria successfully. It makes it harder to prepare remedy for these schools, students will not Carstarphen, Superintendent, Austin (TX) Independent them for college and career. have the knowledge and skills for employ- School District

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The Case for Fortified Teaching and Learning Environments ment, will not be able to lift themselves out of poverty, and could well become a burden to society if they have children in their teens or end up in prison.

Across the country, states, districts, and schools are carrying out strategies to revamp curricula and strengthen the capacity of teachers to bring students from differing backgrounds, levels of knowledge, and skills to higher standards. Students have to engage deeply with more demanding content and persist in doing so. At a fundamental level, many children must for the first time develop Kindergartners at PS 357 engaged in learning academically oriented identities. Meeting this challenge successfully will be possible others have joined us in this effort and are to develop the capacities of children to only when educators recognize that students defining the attributes, competencies, and engage, take risks, and build resilience on acquire knowledge and skills best when their measures that best depict a fortified teaching behalf of learning. developmental needs are understood and and learning environment. addressed by the adults they interact with The Case we are making is that when key every day at school. We are doing this to dispel notions of silver environmental attributes are sequenced bullets and to speak clearly and honestly properly, in the right dosage, and for To date, the education reform movement has about the level of risk in high-poverty sufficient duration, schools reach a tipping under-recognized the specific impacts of pov- schools. We are doing this together because point where the risks to academic growth are erty on child development and the associated each of us knows that no matter how strong driven down, readiness increases dramatically, challenges for schools. It has been a mistake any one component of the reform effort is, and student growth and performance for to assume that principals and teachers would no matter how great our accomplishments many more students becomes a reality. figure out how to overcome the obstacles as individual organizations may be, none The Case we are making is that a fortified facing high-poverty schools without specific is strong enough to meet the variability teaching and learning environment should be training and support. Children need more of stress, development, and performance a pillar of education reform, one that will lay than reading, writing, and arithmetic to we see in our underperforming schools—and a critical foundation for the success of the harness their potential to learn and succeed. to do so at scale. They need a fortified teaching and learning reform effort overall. environment that reduces stress; fosters The Case we are making is for a student positive connections with adults, peers, fami- development centered perspective on school lies, and communities; delivers rigorous and improvement. It is grounded in emerging engaging content; and promotes attributes threads of knowledge and practices drawn common among all successful students, from neuroscience, child development, and including motivation, self-regulation, tenacity, the practices of schools that have “beaten and resilience. This environment is a the odds.” prerequisite for healthy growth and academic The Case we are making is that as districts, performance in all children, in all schools. schools, and teachers seek to move all This fall, with the encouragement of students to the deeper, more complex learn- Acting Deputy Secretary Jim Shelton at the ing tasks that prepare them for college and U.S. Department of Education, Turnaround career, they need environments designed Dr. Pamela Cantor, President and CEO has advanced a unified theory of action to mitigate the risks associated with poverty, and promote development and achievement “Children need more than reading, writing, and arithmetic for all students. Organizations including to harness their potential to learn and succeed. They need CASEL, City Year, Communities in Schools, New Profit Inc., New Teacher Center, and a fortified teaching and learning environment...”

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Continued from page 1 FAST FACTS

Raising Awareness

“Today the wave crossing the country is whether our kids will Turnaround reach competitive standards. Isn’t it good news that what it takes for Children to lay the foundation for a safe, supportive school is exactly what it Snapshot takes to lay the foundation for a high-performing school? ” (2013–2014) — Dr. Pamela Cantor at Education Nation

Founded 2002

Programs in Place New York City Washington, DC Newark, New Jersey 2

Reach 84 partner schools total 18 current partner schools Over 7,000 students Over 700 school staff 7 community-based mental health partners

Budget 3 $12 million

Average Intervention Length 3-5 years

1 Staff 59 4

1. C ollaborative Arts Middle School students leap Board of Directors at the chance to attend Education Nation 22 members 2. Teachers from The Fresh Creek School earned coveted spots at Education Nation’s Teacher Town Hall with help from Turnaround supporter and summit sponsor, W.K. Kellogg Foundation Average Annual Intervention Cost 3. Chief Program Officer Melanie Mullan at Chicago Ideas Week $320,000/school 4. Dr. Pamela Cantor at Reach Out & Read’s Growing Healthy Readers Conference, NYC 5. Dr. Pamela Cantor at Aspen Ideas Festival Intervention Cost per Child 5 with Jim Shelton, US Department of Education, $781/year and Ross Wiener, Aspen Institute

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Board Spotlight: Lise Evans joined Turnaround for Children’s Board of Directors in 2013. A Norwegian Lise native, she earned a master’s degree from Teachers College, Evans Columbia University, and taught at P911, a school for pregnant TFC: Tell us about your first and parenting teens, and at The Children’s Storefront experience in a New York City in Harlem where she serves public school. as Board Vice Chair. LE: I came here to study jour- nalism at NYU on a scholarship from the Norwegian government. going to make a huge difference they are but because they when they saw that a child was Coming from Scandinavia, where with its reach, going into the haven’t been given the tools to distracted or didn’t get a con- you don’t have the über-rich, poorest performing schools to actually explore how far they cept, in a nice way they made nor the very, very poor, the most turn them around. I had worked can go, who they are, and what sure to include him and teach shocking thing for me was what with smaller organizations for so they can dream of. to him. huge differences there were long. The frustrating thing is here. So I had this urge to do that you feel you are helping a TFC: What did you see when TFC: Why have you what I could do. small group of kids but you are you visited Turnaround partner contributed so generously I started to volunteer at not really part of a revolution. school PS 85 last spring? to Turnaround's efforts? Martin Luther King, Jr. High And I think we need a revolution. LE: I saw an enthusiasm, willing- LE: With Turnaround, it’s School and I had no idea that ness, and openness for learning certainly the scale. You get I would have to go through a TFC: What is that revolution? that you rarely see. Walking into good value for your money, metal detector; it was mind- LE: Getting everyone to under- the classrooms felt very familiar very good value. I have to say boggling. Working with the kids stand that unless we start to because some of what I saw I was really impressed when I was so interesting because the make the investment in our kids resembled the Scandinavian way saw the budget that Turnaround hunger to learn was there but so and give them a good, basic of learning, namely that as you has for each school. were many gaps in their educa- education, this country can’t learn, you make sure that the tion. I couldn’t believe how move forward. It can’t be as whole group is learning with TFC: Do you have an idea of many basic things they did not strong. That’s our next genera- you. What I loved was that the what you would like to see know. That was my first encoun- tion. That’s our workforce. kids make sure they are helping Turnaround do going forward? ter with how uneven educational each other out. Obviously, we all LE: I would like to see it opportunity is here. If you do TFC: Is this about fairness? have our strengths and weak- not get a good education early country-wide. Ideally it should LE: We talk about the U.S. being nesses. Often it will be the kid be in every struggling school. on, those gaps are so hard to who helps you in math who fill later. the land of opportunity. Well, it Sadly, when you talk about high- doesn’t feel like that because then needs your help in English. poverty public schools, more there are so many who do not I think it also gives kids the are struggling than are not. TFC: Are you still confidence and security to say, seeing a gap today? get that opportunity. People will But I am an optimist. I think we always come up with examples “I don’t understand.” It’s a safe can definitely turn around the LE: I think the gap, if anything, of, “so-and-so went from food learning environment. whole education system. But is wider. There are many, stamps to being this success.” people have to be more alarmed many wonderful initiatives: That’s great. But the average TFC: What impressed you most? and really want to do that. When charter schools, The Children’s child does not have what it LE: Turnaround looks at how you see what has happened with Storefront, where I’ve been on takes to become what they may teachers relate to kids, how they charter schools, how that has the Board for eight years. But want to become. To have dreams teach kids, and how they can been a great movement, if those those only reach a small number and all that, it takes confidence. create an environment that’s who believe in charter schools of lucky kids. They really have And if you don’t have a basic safe, open, and warm, yet hard- would learn about Turnaround, won the lottery! education, where is your confi- working. So there is no slacking. they would also feel, “wow, my dence going to come from? The The teachers blew me away dollars would go that much TFC: What inspired you to join saddest thing when you go into because they were extremely further with Turnaround, in the Board at Turnaround? schools is seeing that kids feel well prepared for the kids they terms of reach and scale.” LE: I believe Turnaround is that they’re stupid. Not because were encountering. For example,

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NoVo Foundation success within supportive, participatory Turnaround’s pioneering approach to learning environments.” Brought to scale, solving the problem of persistently Grants Turnaround NoVo believes SEL “holds the potential to underperforming schools serving $1.35 Million play a significant role in shifting our society children living in poverty. Through away from systemic inequality and violence collaboration with journalists, active NoVo Foundation, led by Jennifer and toward greater collaboration and partner- participation in social and digital media, Peter Buffet, granted Turnaround $1.35 ship.” Turnaround’s school improvement op-ed pieces, conferences, engagement million to build capacity in the areas model includes an emphasis on building with policymakers, and high-quality of communications and policy. This is a safe, supportive climate with practices communications materials, Turnaround NoVo’s second multi-year pledge in two in every classroom to foster student is advancing understanding of the need years to support Turnaround’s vital work. communication, collaboration, participa- for fortified learning environments. NoVo and Turnaround share a tion, self-regulation, and resilience on These environments reduce the risks commitment to advancing social and behalf of learning. associated with poverty, increase emotional learning (SEL), which the With this grant, Turnaround’s communi- readiness, and support positive social, Foundation describes as “the process cations team is growing from one to three, emotional, and academic development of developing fundamental skills for life all charged with raising awareness about in all children.

The Impact of Poverty- Related Stress

Global investment and technology firm D.E. Shaw invited Dr. Pamela Cantor and Eric Yu, Director of Strategy and Analysis, to speak at their Social Impact Forum, hosted by Turnaround Board Chairman and D.E. Shaw Managing Director, Trey Beck. The Forum exposes interested staff to issues of social significance. Previous speakers have included Teach for America founder Eric Yu fields a question about the economics of Turnaround’s model for school transformation Wendy Kopp and world-renowned physi- cian and anthropologist Paul Farmer. Turnaround’s discussion with D.E. Cantor and Yu spoke to a standing- “I’m fortunate to work with Shaw represents growing interest in the room only audience about poverty- a lot of very curious, very organization from many corners beyond related stress, its impact on students bighearted colleagues, who the education sector, driven in part by and schools, and how Turnaround’s increased awareness and recognition intervention confronts the resulting really were looking forward to of principles related to Turnaround’s challenges, establishing a fortified hearing from Pam. She really work—student development, the traumatic environment of improved culture and blew their minds, and in fact a stress of poverty, school environment— effective classrooms as a foundation few of them recently reconvened and their relevance to the success of for learning in high-poverty schools. with Eric Yu and me to do a nationwide education reform. The talk generated great interest and deeper dive on Turnaround’s Turnaround’s team has participated was followed by detailed discussion on in similar discussions at other institu- topics ranging from the content of the program after finding Pam’s tions in recent months, particularly in teacher training curriculum to the inter- talk so provocative.” New York City’s finance sector which has est Turnaround’s work is attracting from — Trey Beck, Managing Director, D.E. Shaw the potential to become an increasingly district leaders and federal policymakers. important source of support.

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one child whose meltdowns used to go on for Partners from the Start: Turnaround most of the school day has a safe place to calm down and adults to talk to, which helps him for Children & Young Voices Academy return to class.

In a library brimming with new books, Kimpton instructs every teacher for one period per week in strategies to handle challenging behaviors and cooperative learning structures. In each classroom, children work together in small groups, every child communicating.

“Meghan provides our teachers not only with instructional support to organize a classroom that’s more conducive for learning, but she also gives them a lot of support emotionally.” Cruz-Perez said. “That’s important for staff because if their emotional needs are not met, they can’t give the children 110 percent.”

Cruz-Perez’s compassion hasn’t gone unno- ticed by Gambardella: “There’s a real push from the top to fortify the teachers so that they can fortify the kids.” Added Greenbaum- Principal Nadia Cruz-Perez helps students tackle a challenging assignment Strauss: “There’s no way any parent or child in this building could not feel cared for.” When Nadia Cruz-Perez and Youche Chia in a school setting before. There are students opened the shiny new doors to Young Voices who speak Spanish, Arabic or Albanian and Academy of the Bronx this fall, there was little else; children on the autistic spectrum; “You can’t teach a child one partner they had to have with them: and kids with a history of aggressive behaviors. how to read and write if he or she Turnaround for Children. “I couldn’t see my “Some of our students have a lot of school starting without it,” said first time is thinking about, ‘my mom just aggression and anger,” said Cruz-Perez. Principal Cruz-Perez. “It was non-negotiable,” “Each day you neglect that, the anger grows, got beat up last night’ or ‘I didn’t added Chia, the school’s guidance counselor. and it affects them more academically and have any­thing to eat.’” They had seen Turnaround help students socially. But if we can reach them at ages —Youche Chia, Guidance Counselor, and teachers at their previous school, Archer four and five, you’ll see less of that.” Young Voices Academy Elementary, and wanted the same support For some teachers, it’s their first time in for Young Voices Academy. With Turnaround’s partnership, Young Voices the classroom. For others, it’s their first Academy is a school designed from the start to “My biggest goal for opening the school,” time teaching these grades. As Cruz-Perez meet the challenges teachers and students face noted Cruz-Perez, “was for children to have acknowledged, “it’s scary being new.” every day. It’s a place where children are devel- the experience I want for my own child. I Scary, but at least they are not alone. Cruz- oping their own voice, befitting the school’s didn’t want a school just centered around Perez describes Turnaround Program Director name and Cruz-Perez’s vision for its future. academics. I really wanted a school centered Ronni Gambardella as her “biggest supporter,” on the social and emotional aspects of a child.” “I always tell the parents, ‘This is our and credits her for helping her overcome the graduating class.’ I don’t see them as just “You can’t teach a child how to read and write nervousness of being a first time principal. my kindergartners,” said Cruz-Perez. “I want if he or she is thinking about, ‘my mom just Turnaround Instructional Coach Meghan them to leave here knowing that no matter got beat up last night’ or ‘I didn’t have any- Kimpton and Social Work Consultant Amy what happens in their home, no matter what thing to eat,’” emphasized Chia. “We have to Greenbaum-Strauss are also key partners. obstacles they face, it doesn’t matter where adjust socially and emotionally first for them Greenbaum-Strauss and Chia established a they start the race, it’s how they finish it. to succeed academically.” student intervention team. When a child has And it matters who they are as individuals. As they registered students for pre-k and intense needs, the team discusses ways to I want them to leave here having a voice kindergarten, they could see there would be help in school, at home, or with the aid of a in the world, knowing that they matter and challenges. Roughly 60% have never been community mental health provider. Already, can really make an impact.”

6 Turnaround for Children Newsletter | Fall 2013

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BRONX, NY QUEENS, NY The next change Archer Elementary Collaborative Arts Middle School - X531 School - Q355 is the one you Principal: Zakariah Haviland Principal: Tammy Holloway Grades: PK-4 Grades: 6-8 will make Students: 431 Students: 473 Clara Barton Elementary Community Voices Middle School - PS 050 School - Q356 Turnaround for Children Principal: Kimberly Nohavicka Principal: Tamra Collins Grades: 3-5 knows what it takes to Grades: 6-8 Students: 190 Students: 473 create school environments where all children can succeed. Fannie Lou Hamer Middle School - X286 WASHINGTON, DC Principal: Lorraine Chanon Help us do this for every student. Grades: 6-8 Hendley Elementary School To learn more, visit www.turnaroundusa.org Students: 251 Principal: Sean Davis Grades: PS-5 or call 646.786.6200. Great Expectations - PS 85 Students: 339 Principal: Ted Husted Give to create change for a student. Grades: K-5 Orr Elementary School Students: 1007 Principal: Niyeka Wilson Grades: PS-5 Urban Assembly School for Students: 346 Wildlife Conservation - X372 Turnaround for Children Principal: Mark Ossenheimer Patterson Elementary School Grades: 6-12 Principal: Victorie Thomas SAVE Students: 566 Grades: PS-5 THE Students: 330 Fifth Annual Young Voices Academy of DATE! the Bronx - X357 Walker-Jones Education Impact Awards Principal: Nadia Cruz-Perez Campus Grades: PK-K Principal: Michael Moss Dinner Students: 92 Grades: PS-8 Students: 426

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Turnaround for Children is pleased to introduce you to our new newsletter, the 180. We hope you will like New name, the new name, inspired by the work of turning around schools in a positive direction, as well as the new new look! 180the look, designed to make it easier for you to read, reflect, and enjoy.

180the News from Turnaround for Children Fall 2013

The Case for Fortified Teaching p. 1 Board Spotlight: p. 4 Partners from the Start p. 6 and Learning Environments Lise Evans Support Us p. 7 Raising Awareness p. 1 NoVo Foundation Grant p. 5 Gala Save the Date! p. 7 Turnaround for Children p. 3 The Impact of Poverty- p. 5 Partner Schools 2013–14 p. 7 Snapshot 2013–2014 Related Stress