Annual Report 2013
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ANNUAL REPORT 2013 1 2 3 LOCATIONS City Year locations 25 U.S. Locations Baton Rouge New Hampshire Boston New Orleans 25Chicago U.S. LocationsNew York City Cleveland Orlando Columbia Greater Philadelphia BatonColumbus Rouge Rhode Island New Hampshire BostonDenver Sacramento New Orleans Detroit San Antonio Chicago New York City Jacksonville San José/Silicon Valley International Affi liates ClevelandLittle Rock/N. Little Rock Seattle/King CountyOrlando Los Angeles Tulsa Johannesburg, South Africa ColumbiaMiami Washington, DC Greater PhiladelphiaLondon and Birmingham, England ColumbusMilwaukee Providence Denver Sacramento Detroit San Antonio Jacksonville San José/Silicon Valley International Affiliates Little Rock/N. Little Rock Seattle/King County Los Angeles Tulsa Johannesburg, South Africa Miami Washington, DC Birmingham and London, United Kingdom Milwaukee 4 DEAR FRIENDS, very day, City Year AmeriCorps members and high schools where often a majority of are demonstrating that national service students need extra support. The City Year is a powerful way to support students, corps – 2,500 strong in the 2012-2013 school Eteachers and schools. City Year is fully focused year – provides one-on-one support for students, on dramatically improving America’s high supports teachers in their classrooms, and leads school graduation pipeline by bringing much- before and after-school programs and school- needed people power – idealistic, highly wide initiatives to improve student academic motivated young adults in national service – to achievement and school culture. our nation’s highest-need urban schools. We are pleased, in our 2013 annual report, to Our City Year AmeriCorps members are highlight the exciting role that national service providing solutions that work for our country’s can play to help keep students in school and on urban schools, including championing track to graduation, to profile some of the people early warning indicator and intervention and champions at the heart of City Year, and systems, investing in student social-emotional to recognize and thank the generous donors, development, helping to differentiate instruction dedicated sponsors, and committed public for each student in a classroom, and expanding education and AmeriCorps partners who make the learning day. our work possible. Through our Whole School, Whole Child We are deeply grateful to everyone who enables service model, trained, committed City Year City Year to harness the idealism and energy AmeriCorps members serve as full-time of dedicated young adults to help students and tutors, mentors and role models throughout schools succeed. the school year, in urban elementary, middle Sincerely, Michael Brown, CEO & Co-Founder Jim Balfanz, President Jonathan Lavine, Chair, Board of Trustees 1 TABLE OF CONTENTS 7 Powering Proven 28 school district Education Strategies partners Early Warning Indicator and Intervention Systems 6 30 Q+A Expanded Learning Time 8 AnnMaura Differentiated Instruction 10 Connolly Social-Emotional Development 12 32 National Service 14 Diplomas Now Partners and state service Commission Partners 16 PROFILE Rashid Perkins 34 International Work 20 PROFILE David Jones 36 Q+A 22 Impact highlights Einhorn family charitable trust 26 Q+A Alberto Carvalho 2 38 profile 54 donors michael and kim TEam sponsors ward 56 donors 40 Q+A COrporations ben walton and and corporate michael johnston foundations 42 profile 58 donors david and marion In-kind supporters mussafer 60 media highlights 44 donors I ndividuals and family foundations 62 board of trustees 46 donors 64 site boards Foundations and non-profits 68 Senior Leadership & Executive 48 profile Directors microsoft 70 financials 50 Donors NAtional leadership sponsors 3 Education researchers have identified a number of evidence-based strategies that are getting positive results for students attending high-poverty schools. In schools across the country, City Year is providing the critically needed, additional people power to effectively implement these practices. In the following pages, we describe several of the proven practices that City Year AmeriCorps members deliver during their year of full-time service in nearly 250 of America’s highest-need schools. Through City Year’s school-based service model, Whole School Whole Child, committed City Year AmeriCorps members serve as tutors, mentors, and role models throughout the school year, in urban elementary, middle and high schools where often a majority of students need extra support. Every corps member receives more than 300 hours of professional training on topics including, data-informed instructional planning, intervention strategies for math and literacy, and effective coaching and mentoring. As near-peers, younger than teachers but older than students, corps members are uniquely positioned to form a strong bond with students to help them succeed. Across the country, City Year’s young people— through their year-long commitment to full-time national service—are helping to transform some of our most troubled schools, at a fraction of the cost of other solutions. 4 NATIONAL SERVICE POWERING PROVEN EDUCATION STRATEGIES HIGHLIGHTS FROM THE FIEld 5 EARLY WARNING INDICATOR AND INTERVENTION SYSTEMS Research indicates that three early warning indicators—poor Attendance, poor Behavior, and Course failure in English or math – the ABCs – are valid predictors of whether or not a student will drop out of school. If a sixth grader in a high-poverty school has even one of these indicators, he or she has less than a 20 percent chance of graduating from high school on time. Early Warning Indicator and Intervention Systems (EWS) centralize data in a single location so that educators can frequently review this data, determine what interventions are needed to meet each student’s unique needs, and monitor the interventions’ effectiveness. Absence of enough people power in schools can often stand in the way of effective use of EWS, but City Year AmeriCorps members help make EWS possible. Corps members partner with teachers and administrators to identify students with an early- warning indicator pointing to a need for extra attention, then work together to ensure that the right students receive the right supports at the right time. For chronically absent students, for example, corps members aim to uncover issues at the root of a student’s absences and help to put the proper supports in place to improve his or her attendance, whether it’s providing a wake-up call or helping to coordinate a ride to school. City Year corps members implement the research-based Response to Intervention framework (RTI) to provide student supports. The RTI framework includes three tiers of support: Tier 1 – school-wide supports, Tier 2 – targeted extra help for struggling students and Tier 3 – intensive interventions for the most at-risk students. Using the RTI framework, City Year teams provide school-wide (Tier 1) supports as well as collaborate with educators at the beginning of the school year to analyze early warning indicator data to determine a “focus list” of up to 20 students per City Year AmeriCorps member who require evidence-based, individualized interventions to achieve their full potential (Tier 2 supports). 6 THE RESEARCH: Why National Service is EWS in Action at City Year Needed to Implement EWS and RTI systems: At Clinton Middle School in the Los Angeles Unified According to a 2010 survey by the American School District, a Diplomas Now partnership school, Association of School Administrators, 81% an EWS team of teachers, counselors, and City Year of school leaders report lacking the trained, and Communities in Schools personnel monitor dedicated individuals needed to consistently and students’ progress at least every two weeks. Together effectively implement RTI systems. they have generated impressive outcomes: the school improved substantially on California’s Academic Performance Indicator Scale and significantly decreased the number of students exhibiting an early warning indicator. 7 EXPANDED LEARNING TIME Research has shown that consistent participation in high-quality expanded learning programs can help close the achievement gap that divides low-income students from their more affluent peers. Ideal extended learning time activities build upon, clarify, and explore topics covered in class, giving students the opportunity to go deeper with materials and unearth any problem areas that prevent them from moving forward. The challenge is that many schools and school districts lack the financial and staffing resources to run robust expanded learning programs. City Year provides schools with additional capacity to run expanded learning activities, at a low cost. As a consistent presence in the classroom, City Year AmeriCorps members are familiar with the curriculum and are already helping teachers provide extra support to students who need it. In addition, corps members commit hours before and after school providing one-on-one tutoring, ensuring that students are grasping key concepts. They also plan and lead enrichment activities, such as science club, improvisation groups and sports activities, that can reinforce daily lessons and help students connect to school in rich, meaningful ways. 8 THE RESEARCH: Why Expanded Learning Expanded Learning Time in Action at City Year Time Matters In 2013 City Year San José corps members serving “Both research and practice indicate that in the Alum Rock School district worked to expand adding time to the school schedule can have the learning