Beyond academics

Tennessee to become national pioneer in creating social and emotional standards

PHOTO: Wikimedia Commons

As the Tennessee Department of Education prepares to roll out new academic standards in math, English, social studies and science, it’s turning attention to creating the state’s first-ever set of standards in a completely new arena — social and emotional learning.

Tennessee will spend the next year on the task as one of eight states chosen to draft new standards focused on students’ emotional well-being and mental health in grades K-12.

That means setting benchmarks for what students should know or be able to do in each grade when it comes to skills such as decision-making, self-awareness, social awareness, self-control, and establishing and maintaining healthy relationships.

The idea is that setting grade-appropriate standards for social and emotional learning can help teachers help their students thrive both in and out of the classroom.

“These are the type of skills important for students to possess to be ready for college or career,” said Pat Conner, the department’s director of safe and supportive schools.

The standards will be developed in collaboration with the Collaborative for Academic, Social, and Emotional Learning, also known as CASEL, which announced this week that Tennessee will join the initiative along with California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania and Washington. The national organization previously has partnered with urban districts including Metropolitan Nashville Public Schools but is branching out into state policy to spread strategies around social and emotional learning.

Tennessee’s new standards will be drafted beginning Sept. 1 by a team that includes researchers, parents and educators. The final product will be reviewed next July by the State Board of Education.

“(The standards) will establish social and emotional learning as a priority in education,” said Conner, who has worked with at-risk youth in Tennessee for 30 years.

"Schools have to meet the needs of all students and the whole child, not part of the child."Pat Conner, Tennessee Department of Education

Strategies to bolster social and emotional skills include class meetings, breathing exercises, individual check-ins and safe spaces where students can go to calm down without feeling like they’re being punished.

“When a child goes off in class and a teacher understands what’s going on in that student’s life, she can help them manage that,” Conner said, adding that good teachers have been doing these things all along.

The initiative is the latest in the State Department’s efforts to support children beyond academics. In 2010, Tennessee was one of 11 states to win a grant for safe and supportive schools, and became the only state to develop a survey to evaluate “conditions for learning” in its schools including safety, supportive discipline practices and teacher-student relationships. Last year, the state released a toolkit for teachers seeking ways to incorporate social and emotional learning in their classrooms.

This year, the state also is rolling out a voluntary Response to Instruction and Intervention for Behavior framework that aims to quickly identify students’ behavioral problems so they can be matched with the proper supports.

“Tennessee has done a lot of great foundational work (around social and emotional learning),” Conner said. “I just think we’re at a very good spot right now to connect the dots with the work we’ve done in the past.”

transportation

Why more Denver students will now qualify for free public bus passes

PHOTO: Andy Cross/The Denver Post
A Denver East High School student board bus No. 2 on his journey home.

More Denver high school students will qualify next month for passes to ride public buses to school, thanks to a lower youth fare being rolled out by the Regional Transportation District.

The money Denver Public Schools will save on RTD passes will allow the district to relax its eligibility criteria. Currently, students must live more than 3.5 miles from their high school to get a pass. As of January, students who live more than 2.5 miles from school will qualify.

The district estimates 1,700 additional high school students will get a free RTD pass. That will bring the total number of students who qualify to more than 4,400.

Denver Public Schools does not provide yellow bus service to most high school students, and there are reasons other than proximity that students might not qualify for an RTD pass.

The district does not provide RTD passes to all students who attend a school that is not their boundary school — that is, the school in their neighborhood to which they are assigned. Critics see that as a problem given that Denver Public Schools has a robust school choice process that encourages families to choose the school that’s right for them.

Matt Samelson of the Denver-based Donnell-Kay Foundation is among the advocates who have been pushing the district to expand transportation options for high school students. (Donnell-Kay is a financial supporter of Chalkbeat.) Samelson called the new 2.5-mile rule “a great first step.” Whereas Denver’s previous walk distance of 3.5 miles had been the highest in the state, the new rule brings the district in line with other metro-area school districts.

But Samelson said it “doesn’t chip away at the equity issue of who actually needs transportation.” To solve for that, district officials have laid out several next steps, including moving from a system where all eligible students get a bus pass to a system where students must opt in. That would free up more passes for other students in need.

“If there are students and families who would be eligible and aren’t going to use it, let’s give that pass to somebody who would use it,” Samelson said.

District officials said they hope to start the opt-in system next school year. If it succeeds, they envision piloting a further step: providing bus passes to students from low-income families who are using choice to go to a school outside their neighborhood.

cracking the code

Newark schools partner with Girls Who Code to expand access to coding clubs

PHOTO: Kei-Sygh Thomas/Chalkbeat
Students at announcement of Girls Who Code partnership with Newark Public Schools at Rafael Hernandez School

Starting in the spring, more Newark middle schoolers will be learning how to code, owing to a new partnership between Newark Public Schools and Girls Who Code. Schools Superintendent Roger León announced the initiative at Rafael Hernandez Elementary School on Thursday. The partnership will establish Girls Who Code clubs in 24 of the district’s middle schools, providing an introduction to coding skills to more than 3,000 girls.

“If we are serious about equity and opportunity, especially when it comes to communities of color, we have to teach them how to code,” said Reshma Saujani, the CEO of Girls Who Code. “I think it’s an opportunity to reach the hardest-to-reach communities.”

The initiative complements a push to increase computer science education statewide. In January, New Jersey passed a law requiring every public high school, starting this fall, to offer a computer science class. And in October, Governor Murphy committed $2 million to increasing the number of public high schools making advanced computer science classes available to students. Priority consideration will be given to schools that receive Title I funds.

Girls Who Code already offers clubs in six Newark schools, according to its website: Newark Tech High School, East Side High School, Barringer High Schools, TEAM Academy, Hawkins Street School, and First Avenue. The new partnership will increase that number and target middle schools exclusively.

By age 15, girls have often lost interest in math, science or technological subjects, according to one report. The program wants girls “to act or think like a computer scientist,” said Chrissy Ziccarelli, the director of education at Girls Who Code.

It also hopes to inspire girls to enter technology-related fields. The U.S. Bureau of Labor projects that there will be approximately 4.6 million computing jobs nationwide by the year 2020 but not enough people with the skills to fill those jobs.

“A majority of our girls want to take another computer science class after they participate in a club,” Ziccarelli said. Alumni of the program are also more likely to major in computer science, she said.

The challenge for districts, however, isn’t just exposing students to computers, says Darrin Sharif, Executive Director of Newark Kids Code, another organization that provides extra-curricular enrichment programs for Newark students, but also showing them how to use them. The Thirteenth Avenue School has two computer labs, for example. Rather, schools struggle to find teachers who are trained in how to teach computer science.  

“It’s not a digital divide, it is a digital use divide,” Sharif said.

According to a report by Code.org, universities in New Jersey only graduated three new teachers prepared to teach computer science in 2016. Because of the shortage in computer-science instructors, Girls Who Code will use volunteer facilitators, who are not required to have a technical background (and often do not). Their training consists of two, 15-minute videos to introduce the structure of the program.

The facilitators are then encouraged to learn alongside their female students by completing tutorials with them. The clubs in the new Newark Public Schools partnership will also have access to one club specialist, who has a technical background, whom facilitators can reach out to online or by phone for support.

Newark Kids Code is approaching the teacher shortage by working to tap more homegrown talent. “There is a lot of tech activity that is happening downtown, but there’s no connection to our schools at all. It may be a while before [NPS] can fill that gap,” Darrin Sharif said.  

To compensate, Newark Kids Code recruits computer science students from New Jersey Institute of Technology. These NJIT student facilitators then use curriculum from Code.org to teach six-hour workshops to elementary school students every Saturday at the Urban League’s headquarters for ten weeks. Students learn to develop websites, animations, and games with HTML and Scratch.

Stephanie Burdel has been teaching coding at Hawkins Street Elementary School for almost two years and attends “training” at Newark Kids Code on Saturdays, where she assists students, some of whom attend Hawkins and can observe the NJIT student facilitators. Burdel uses the time to learn best practices for teaching coding to her own students.

“I get extra engagement with students and see what problems they come across in the Scratch program,” Burdel said. “I learn what to do when students have problems when they’re coding and speak with the facilitators if I have questions.”

Last week, Burdel’s kindergarten and first-grade students participated in an Hour of Code, a national event designed to encourage interest in coding. She was amazed by how engaged students were. Burdel believes that learning to code in school can help students build character and improve in other subjects.

“I especially love seeing the little ones sitting and talking through the problems together,” she said. “You don’t think they have the capability especially with shorter attention spans. But they sat engaged the whole time and they loved it.”

Ana Quezada is one of Burdel’s students. She is 10 years old and sees herself becoming a programmer so she can understand computers to make them better.

“When I’m not able to figure something out on my own after ten minutes, I look around to see who can help me,” Ana said. “I ask them to explain it so I know how everything works.”

Kei-Sygh Thomas is a Newark-based journalist, who grew up and went to schools in the city.