Education Week - May 8, 2013 - 6

6

EDUCATION WEEK

n

MAY 8, 2013

n

www.edweek.org

Students’ Well-Being
A Focus of Race to Top
By Nirvi Shah
Parents in the Seattle area are
being trained and paid to reach
out to other families and encourage
them to get involved in their children’s schooling.
Along the Texas-Mexico border,
a nonprofit group is working with
children touched by violence and
creating peer groups for students
with other sorts of struggles. And
in Indiana, community health
groups and counseling agencies
are helping a school district enact a
comprehensive strategy to improve
student behavior.
Those efforts—and 13 others nationwide—are getting a boost from
the federal Race to the Top district
competition, for which applicants
earned bonus points by pairing
with outside groups on initiatives
to improve students’ social and
emotional well-being and behavior.
The 16 winners had high-scoring
proposals to do just that, initiatives
that several grant recipients said
would be implemented far more
slowly or not at all without their
share of $383 million in rtt aid.
While the main thrust of the competition was for districts to personalize student learning, applicants
got an edge if they could show how
they would leverage partner agencies to address students’ social,
emotional, or behavioral needs,
ultimately improving academic
achievement.
The bonus section also factored
in whether districts could scale up
the ideas to high-needs students
beyond those the districts would
initially focus on, and set measurable goals for how work with partner organizations would improve
academic results for students.
“Our schools truly understand
the need to partner and be collaborative and to be open to new ways
of providing services to students
and families,” said Peter Daniels,
the spokesman for the Puget Sound
Educational Services District, in
Washington state, which won $40
million. Seven of the 39 districts
that constitute the agency applied
for and won the biggest award.

Puget Sound Program
Schools in the region already had
strong partnerships with community groups, said Jessica de Barros,
Puget Sound’s Race to the Top project director. In two communities the
service district has employed strategies such as expanding the school
day and dual-language instruction,
and it created a “family navigators”
program, in which families are
trained to help others engage more
deeply in their children’s education.
With the Race to the Top money,
the district will expand a partnership with an area public-housing
authority in which families are
counseled about the effect on children’s education if they relocate frequently and the merit of moving in
the summer. If families must move,
counselors help locate housing that
keeps children at the same schools.

The 2012 district Race to the Top
competition was the first time the
U.S. Department of Education used
the brand to push education redesign at the local level.
The 16 district winners, named
in December from nearly 400 applicants, include three charter school
districts, two educational cooperatives, one large urban district—
the 340,000-student Miami-Dade
County system in Florida—and 10
midsize districts.
The next Race to the Top district
competition, possibly later this
year, will be smaller: The administration plans to spend about $120
million. But the Education Department said in April that it wants the
option of adding another priority
so that it could require districts to
address the behavioral, social, and
emotional needs of students and
families as part of their core proposals—not just to get an upper
hand over competitors.
A $29.9 million grant has helped
the 24,000-student Harmony
Public Schools, a network of charters with campuses across Texas,
expand existing plans to better
address students’ social and emotional needs, said Burak Yilmaz,
the project director of the school
system’s Race to the Top grant.

DISTRICTS’ PLANS TO IMPROVE SOCIAL AND EMOTIONAL LEARNING
Race to the Top district applicants were able to earn up to 10 bonus points if they proposed ways
to integrate public or private resources to address students’ social, emotional, or behavioral needs. Districts had to
describe any current or planned partnerships with businesses, nonprofits, postsecondary institutions, or other agencies
and set educational goals those partnerships would help bring about. Most scored 10 out of the 10 available points—
putting districts that didn’t compete for bonus points at a disadvantage. Each winner had its own approach to addressing
this optional portion of the application. Here is a sampling.
>> Go to www.edweek.org/go/rtt-plans for information about all 16 winners’ plans.
DISTRICT

AWARD SCOPE

WINNERS’ PLANS

Carson
City, Nev.

$10
million

4 middle
and high
schools,
4,110
students

The district will hire a teacher to develop community partners in local
industries, including manufacturing, gaming, and agriculture. Students will
be encouraged to stick with one career cluster throughout high school.
Separately, the district will create an after-school program for homework help
and intervention in areas where students are struggling.

Galt Joint
Union,
Calif.

$10
million

6
elementary
schools,
3,800
students

The existing Bright Future for Galt Students partnerships include work with
community colleges, community-based organizations, businesses, and city
agencies. The partnerships emphasize support for high-needs students and their
families. Bright Future Centers at several schools will serve as hubs for afterschool and year-round supports and opportunities. Families will have year-round
access to libraries and technology at those centers, which will also provide
referrals to social services, parenting workshops, and family events and activities.

Guilford
County,
N.C.

$30
million

24 middle
schools,
17,000
students

Three years ago, the district launched a character-development and servicelearning initiative, and introduced a service-learning diploma during the 2011-12
school year. It has a partnership with the National Conference for Community
and Justice to provide training to middle school students to build their skills in
addressing bullying, bias, and discrimination. The district will continue with those
existing initiatives.

IredellStatesville,
N.C.

$20
million

15 middle
and high
schools,
9,320
students

The district has established community-based partnerships with a number of
organizations, and via Race to the Top, it will enhance partnerships to provide
support for students with mental-health disorders and maladaptive behaviors
and support the learning needs of English-language learners and students with
disabilities.

KIPP D.C.

$10
million

All 10
schools,
3,040
students

Partnerships with the consulting firm Accenture, global bank Citi, and Venture
Philanthropy Partners are a part of the KIPP Through College program, which
provides personalized attention to students as they journey to a college degree.
The program helps students choose the high school most suited to them,
develop college wish lists, secure internships, and choose courses. The program
works with about 800 students to build character traits, self-advocacy skills, and
decision making skills.

Middletown $20
City School million
District,
N.Y.

All 7
schools,
7,000
students

In one partnership, the district works with the city parks and recreation
department on a summer leadership academy for 7th and 8th grade Englishlanguage learners. The summer program includes financial-literacy training,
computer-skills enhancement, canoe trips, and use of the facilities for basketball
and swimming, at the school students will eventually attend.

Meeting Needs
Before winning the competition,
Mr. Yilmaz said, the charter network had conducted a needs analysis of students and educators that
found students needed support the
schools weren’t always providing.
The schools are working with five
organizations to provide character
education, counseling and crisis
services, support for students with
disabilities, lessons on preventing
cyberbullying and other bullying,
and leadership training.
“To make sure that our students
graduate college-ready and lifeready, we were hoping to implement these partnerships at some
capacity,” Mr. Yilmaz said. “This
gave us the nudge.”
For example, Harmony is partnering with the nonprofit Inroads,
a St. Louis-based organization that
provides mentoring and internships for high school students. A
few Harmony high schools planned
to work with Inroads but now all
will, Mr. Yilmaz said.
In their applications, many districts say joining forces with community organizations is a necessity
because their students have innumerable needs that affect their
schooling: Many students in the
winning systems come from lowincome families or are from immigrant families where English is not
the first language.
In Lindsay Unified district in
California, Superintendent Thomas
L. Rooney said, many students’ parents work in agriculture-related
jobs. The 4,000-student district has
a history of pairing with businesses,
nonprofits, and others to provide
support services for its students.
With $10 million in Race to the

SOURCE: U.S. Department of Education

Top money, the district will expand
one such partnership in particular.
Three years ago, Lindsay Unified collaborated with the Tulare
County, Calif.-based Rural Education for Americans Project, or
reap, on a program to reward students with scholarships when they
achieve academic milestones.
Students in the district—which
doesn’t issue grades but instead
gives scores showing mastery of individual subjects and skills within
those subjects—earn money from
reap toward college scholarships as
they demonstrate that mastery.
One goal for pairing with reap
is to create a college-going culture
among students who are often the
first in their families contemplating higher education, and to provide financial and mental support
as students work toward college.
This year’s graduating class, the
first to benefit from the program,
will collect about $190,000 in
scholarships.
Scholarship winners will mentor
other Lindsay students while in college, Mr. Rooney said.
“How is Race to the Top going
to impact that? As more and more
learners attain high levels of proficiency, ... more and more funds are
going to be needed for the scholar-

ship program,” Mr. Rooney said.
Many of the schools in the idea
network of charters in Texas are
along the border with Mexico, said
Sam Goessling, the managing vice
president of development for idea—
Individuals Dedicated to Excellence
and Achievement. Across 25 schools
in the 13,000-student network, 84
percent of students qualify for free
or reduced-price meals. Some live
in homes without clean water and
consistent electricity.
The idea system is surveying
parents, students, and community
members to try to understand what
factors lead its students to leave
the system—one in which if students make it to graduation, they
will almost certainly go to college,
Mr. Goessling said. Only 57 percent
of students who start at an idea
high school graduate from one.
The survey results will shape the
partnerships idea can create with
its $29.2 million in Race to the Top
aid, Mr. Goessling said.
One example: If parents say their
children need dental care, a local
dentist could be brought to schools,
or parents could be given vouchers
to get their children dental care, so
students “are getting health care
that they need, and they’re not
worried about their molar but the

,fractions that they’re learning in
3rd grade,” he said.
The charter system has a partnership with Communities In
Schools, an Arlington, Va., nonprofit
that provides counselors who can
help students through traumatic
situations, such as witnessing a
shooting, and create peer-support
groups for students with similar
struggles, such as parents’ divorce.
The district also hopes counselors can develop extracurricular activities in which students can form
friendships.
“A lot of our students come from
two or three towns and come together at school. These kids are not
getting together to hang out on Friday night—sometimes you see your
friends at school and that’s it,” Mr.
Goessling said.
But friends, he said, can help
drive the persistence idea schools
are striving for. “You want to stay
at a school where you have friends.”
Coverage of school climate and student
behavior and engagement is supported
in part by grants from the Atlantic
Philanthropies, the NoVo Foundation,
the Raikes Foundation, and the
California Endowment. Education
Week retains sole editorial control
over the content of this coverage.


http://www.edweek.org http://www.edweek.org/go/rtt-plans

Education Week - May 8, 2013

Table of Contents for the Digital Edition of Education Week - May 8, 2013

Education Week - May 8, 2013
Rifts Deepen Over Direction of Education Policy in U.S.
DIGITAL DIRECTIONS: Online Testing Suffers Setbacks in Multiple States
Common Criteria Set For Federal Research
Diversity at Issue in Teacher Selection
Table of Contents
News in Brief
Report Roundup
Students’ Well-Being A Focus of Race to Top
Ed-Tech’s Proper Role Poses Puzzles for Pre-K
FOCUS ON: OUT-OF-SCHOOL LEARNING: Students Conduct Fieldwork for Scientists’ Research
Studies Find Funders Giving More To Fewer Groups
Blogs of the Week
States Faulted on Preschool Spending Levels
La. Ends Data-Storage Arrangement With Nonprofit
Policy Brief
NCLB Waivers: Rewarding Improvement
Group Proposes Alternative to IEP Due Process System
ROSS WIENER & KASIA LUNDY: Want to Build a Better Teacher Evaluation? Ask a Teacher
WILLIAM T. GORMLEY JR.: Charting Pre-K’s Value for All
JOHN H. JACKSON: Pivoting From Standards-To Supports-Based Reform
Letters
TopSchoolJobs Recruitment Marketplace
ARTHUR LEVINE: The Plight Of Teachers’ Unions
Education Week - May 8, 2013 - Diversity at Issue in Teacher Selection
Education Week - May 8, 2013 - 2
Education Week - May 8, 2013 - Table of Contents
Education Week - May 8, 2013 - News in Brief
Education Week - May 8, 2013 - Report Roundup
Education Week - May 8, 2013 - Students’ Well-Being A Focus of Race to Top
Education Week - May 8, 2013 - Ed-Tech’s Proper Role Poses Puzzles for Pre-K
Education Week - May 8, 2013 - FOCUS ON: OUT-OF-SCHOOL LEARNING: Students Conduct Fieldwork for Scientists’ Research
Education Week - May 8, 2013 - 9
Education Week - May 8, 2013 - Studies Find Funders Giving More To Fewer Groups
Education Week - May 8, 2013 - Blogs of the Week
Education Week - May 8, 2013 - 12
Education Week - May 8, 2013 - 13
Education Week - May 8, 2013 - 14
Education Week - May 8, 2013 - 15
Education Week - May 8, 2013 - 16
Education Week - May 8, 2013 - 17
Education Week - May 8, 2013 - 18
Education Week - May 8, 2013 - 19
Education Week - May 8, 2013 - 20
Education Week - May 8, 2013 - Policy Brief
Education Week - May 8, 2013 - NCLB Waivers: Rewarding Improvement
Education Week - May 8, 2013 - 23
Education Week - May 8, 2013 - Group Proposes Alternative to IEP Due Process System
Education Week - May 8, 2013 - 25
Education Week - May 8, 2013 - WILLIAM T. GORMLEY JR.: Charting Pre-K’s Value for All
Education Week - May 8, 2013 - JOHN H. JACKSON: Pivoting From Standards-To Supports-Based Reform
Education Week - May 8, 2013 - Letters
Education Week - May 8, 2013 - 29
Education Week - May 8, 2013 - 30
Education Week - May 8, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - May 8, 2013 - 32
Education Week - May 8, 2013 - 33
Education Week - May 8, 2013 - 34
Education Week - May 8, 2013 - 35
Education Week - May 8, 2013 - ARTHUR LEVINE: The Plight Of Teachers’ Unions
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