A personal connection with the arts

My parents were musicians.

Mom was a concert pianist and organist. One of her gifts was that she could read any piece of music put in front of her. She loved playing Debussy, Schumann, Chopin, Mendelssohn, Bach, and Franck. She was frequently called upon to accompany vocalists and instrumentalists for upcoming recitals and auditions.

Dad was a sax, clarinet, and boom-chick piano-player who played in a dance band in high school, gigging on weekends with pals from his small town school. One of his gifts was that he could play anything by ear. He played at the piano during down time, weekends mostly, after he had finished chores with my younger brothers in tow. He enjoyed writing original vocal and instrumental compositions, including vocal arrangements for his barber shoppe quartet and for the religious in the convent on the far side of the fairgrounds in the small rural coal-mining town in Pennsylvania where we lived until I was ten.

I grew up in a time when arts education was the pride of every community, whether in public schools or in the public square, and I was encouraged to participate in all of it: music; drawing and painting; poetry and creative writing; dance; photography. I began with piano lessons in first grade. Over time, I added to my portfolio the needle arts; calligraphy & book arts; ceramics; cooking; costumery; collaborative arts. When I had worked for a while on a calligraphy project, a writing project beckoned; after working on that for a time, a knitting or sewing project next.

We moved from Pennsylvania to Ohio when I was ten, into a bigger pool of arts offerings, with more and different things to try. I was in my element. We moved again when I was fourteen, just before beginning high school, from Ohio to Massachusetts. The nascent arts and music programming in the school was lacking, left me wanting, and my heart sank as I came to realize that I wouldn't be expanding my arts education there. I felt defeated and frustrated and, initially, resentful, what with no big choruses to sing in or musicals to perform in.

But what ended up happening was that I became part of the group that built and led the music program there. Singing in newly established a capella and concert choral groups and learning to play a range of styles and instruments: piano in jazz band; oboe in concert band; trombone in the marching band. I took every music elective that was offered and invited others to join me. Ultimately, we took part in every musical we were finally able to produce in my last two years. I became student conductor for concert band and took to arranging and transcribing Bach two- and three-part keyboard Inventions for brass and woodwind ensembles. I sang in District and All-State Choruses and was a founding member of an elite ensemble of high school vocal and instrumental musicians that met every Sunday at Northeastern University for an afternoon of rehearsing original arrangements that were then performed in Symphony Hall and in other venues across the Commonwealth.

The affect the arts has had on me throughout my life has been boundless, but it was in those early, formative years that I developed an attachment to the arts and they became a lifeline to me as we relocated from the rural mountains of PA, to urban, central OH, and then to the quiet, reserved community in MA. Despite the paucity of music and arts programming offered in my high school (lo those many years ago), what was offered got me up and to school on the rainiest of days.

And, that still holds true today. Since the November 2016 election I have sat at my piano nearly every day, finding solace in patriotic and popular songs, and in the compositions of Debussy, Bartok, Haydn, and Bach. (I now have a little set that I would consider playing before a small group of friends).

A personal connection with arts, culture, or creativity has an immeasurable impact on one's life and well-being, place, and view of community. Among other things, my engagement has taught me patience, perspective, sequencing, problem-solving, persistence, and the joy of self-expression.

But, children in many public schools and communities are losing so much, whether due to shrinking budgets or the focus on standardized testing in schools or loss of national and state funding for community arts programming. The arts are designated a core academic subject, yet access to arts education in our schools is eroding. And this at a time when parents, employers, and civic leaders are demanding improvements to teaching and learning that will make our schools places where each learner will access a complete education and opportunities to succeed.

Our children will need to be creative thinkers and makers prepared to face and solve the challenges awaiting them in their future. To help them get there they will need many things, including an arts education. 

ESSA Community Forums: UPdate

If you've registered to attend the first ESSA Community Forum this Monday from 6:00-7:30 PM in Boston, you already know it won't follow a typical "public hearing" format.

As per the email from DESE, those who have registered to attend a session will be seated at tables for facilitated brainstorming sessions, and it looks as though they'll home-in on a few areas, based on the first round of survey and private meetings last spring. An outline of activities was provided in the email:

• ~10-15 minutes: DESE staff will introduce ESSA and the opportunities for Massachusetts to consider

• ~30 minutes: Brainstorming - Session 1: DESE will conduct brainstorming activities at each table. In this session, they'll be focused on the opportunity to modify our school accountability system (the measures and leveling systems used by the Department)

• ~30 minutes: Brainstorming - Session 2: DESE will conduct a second set of activities at each table. For this session, participants will choose among several topics:
• ideas to improve students' health and safety;
• ideas to ensure students have a well-rounded education;
• ideas to ensure teachers have high quality supports

• ~15-20 minutes: Open Q&A/Wrap up (15-20 minutes)

The ESSA flier has a link to a survey at the bottom of the right-hand column; if you can't make one of the scheduled Forums, you may still provide feedback. As of this post, when I clicked on the link, a message appeared that the "survey is under construction" and to check back soon to provide your feedback.

ESSA Community Forums

Five ESSA Community Forums/Fora are being hosted by the Department of Elementary and Secondary Education. The first Forum is this Monday, November 14 from 6:00-7:30 PM (details for all Forums/Fora below).

Each Forum provides an opportunity for stakeholders to join in a regional discussion and share ideas on how to improve K-12 public school assistance, accountability, and engagement, so that schools receive the supports they need to benefit each and every student. A stakeholder is anyone with a stake in the success of all students in our K-12 public schools, including:

• Parents
• Students
• Teachers
• Principals
• Superintendents
• other education administrators and personnel
• community members
• business leaders and entrepreneurs
• community organizations
• faith-based communities
• Statewide organizations and associations
• post secondary public and private colleges and universities
• paid or elected public service individuals and committees

Monday, November 14 | 6:00-7:30 PM: Boston Public Schools, Bolling Building, 2nd floor, 2300 Washington Street, Roxbury

Monday, November 21 | 6:00-7:30 PM: Shrewsbury's Oak Middle School, 45 Oak Street, Shrewsbury

Tuesday, November 29 | 6:00-7:30 PM: Brockton High School, 470 Forest Avenue, Brockton

Thursday, December 1 | 6:00-7:30 PM: Holyoke High School, 500 Beech Street, Holyoke

Tuesday, December 6 | 6:00-7:30 PM: Salem's Collins Middle School, 29 Highland Avenue, Salem

Join an upcoming public forum by registering online HERE. More about the Forums/Fora HERE (including a link for giving online survey feedback) and HERE.

Supporting our schools is everyone's business - not just for those with kids in school

I'm an involved parent - some might say I'm too involved!

When I first began as a volunteer in my child's school, I was in a partnership mindset and the school was, too. The school principal set that tone and fostered the culture to support it, engaging families and community members in a process that was defined and well-communicated. This isn't the case for all schools.

High quality public education may be the focus of local, state, and national policy, but it's not yet a civil right. There are tremendous disparities in funding, facilities, and instructional resources across our nation's school districts, and this inequity underlies the poor outcomes that the No Child Left Behind law attempts to address.

But, learning happens everywhere: in before-school programs, after-school programs, in school, in pre-kindergarten programs, in community-based programs and faith-based programs. We can think of learning happening across a continuum.

As a result, our schools need everyone's help: parents, family members, community residents, local organizations, and anyone else whom we can engage in children's learning. From early childhood through high school, families make key contributions to student learning.

Family, school, and community partnership is not some "nice to have" - it's a necessity for school improvement and student success.

Collaborating with the community in support of your child's education*

There are many ways to engage in a child's education: at home, at school, and in the community. Here are some ideas for collaborating with community organizations in support of children's learning:

• Make local agencies and businesses aware of what's happening at your child's school.

• Help coordinate and participate in events that support community groups.

• Talk with employers about co-sponsoring parent meetings or parenting workshops on site.

• Encourage employers to adopt flexible work schedules and time off so that employees might attend school functions.

• Help organize and/or participate in community career, art, or health fairs.

• Recruit community members (seniors, business people) to volunteer at school.

• Serve on local community advisory councils and committees.

• Work with local authorities and public officials to sponsor community events.

• Encourage and help facilitate your child's participation in community service.

• Be a role model; be active in community service yourself or together with your child.

- - -

* This refers to any adult who serves a care-giving role in a child's life.

How do you know if your school is "family friendly" and why does it matter?

How family friendly is your school? How do you know?

Sometimes it's really easy to overlook things that may be unintended barriers to family engagement because seeing them day after day can make them invisible to you. One way to address this is to have a welcoming walk-through of the building. How will families and community members engage with school leaders and staff in the process?

Henderson, Mapp, Johnson, & Davies suggest that even before families enter the school building, they're looking for signs that they will be welcomed:

• friendly signs (in all major languages spoken by families at the school) point out the entrance and say that families and visitors are welcome;

• parking spots for parents and visitors are clearly marked and are near (or at least not very far from) the entrance;

• school staff and parents greet visitors in a friendly way and ask if they can help;

• teachers, administrators, and other school staff go outside the building to greet and talk with parents.

Once inside the building, how welcoming is it? What do you see? What impressions do you come away with? And, once you have identified barriers, what's the process for removing them?

Some reflections on the Board's vote for a new statewide test

I don’t know about you, but I’m a little burned out on arguments about statewide assessments. I accept that we need them, but we’re spending way too much time on them just because students from other countries are "out-performing" students in the US on standardized tests.

It bothers me that we've been angsting over these assessments for so long when there are many other areas in need of our attention and dollars. Plus, I’m more interested in the larger educational context that is our vision and our plan for learners. (I'm not going to call it "21st c learning" because, 2015...!)

Across the discussion of “how to do tests in Massachusetts", I’ve observed a tension between what, on the one hand, is essential for child/student well-being and learning and what, on the other hand, strikes us as essential for the future economy. I will argue that until and unless we are dedicated and accountable to child/student well-being, teaching and learning may have little relevance for many children, thus we contribute to a problem we're trying to solve while putting students at risk of being unprepared - not only for their role in the future economy, but for their lives. Education is more than a talent pipeline for employers, after all, it's an end in itself.*

Beleaguered by the political morass, teachers and learners are losing ground. The teacher/learner relationship is the most essential and everything Principals, District Leaders, School Committees - and State Boards of Education - do must be to support that primal relationship in the learning environment, and build capacity for that relationship to thrive for effective teaching and learning. 

We're seeing how education must be personalized for each student no matter who they are, where they live, what language they speak, or how they present. The skills and dispositions they must possess require a multi-dimensional approach of the kind not undertaken before in K-12 education. A lift of this magnitude requires resources in the form of educational and economic investment from federal, state, and local partners in government, as well as deep and sustained alignment with all components of our educational eco-system, including true partnership with families and communities.

To be truly effective (and more than a blunt instrument of accountability), assessment might be part of a wholly supported, integrated system that's realigned with structures not only for technology and education, but also organizational development and capacity, school climate and culture, budgets, and School Committee policies. Why place the standardized assessment ahead of our needs for high quality professional development, student-family-community engagement, social-emotional learning, and teaching and learning? How can we move forward with an assessment system that's not critically aligned with these in partnership with local districts?

We’re already working from a technology deficit because we lack effective technology in every classroom, in every school, in every district across the Commonwealth. Where that technology isn't present or aligned as part of a strategic framework for educational transformation, it hasn't been identified as a priority and/or committing scarce dollars is a reality. Some business and education leaders suggest that getting online assessments in place first will, therefore, leverage meeting our compelling technological needs.

This thinking isn't correct.

Technology is a part of realizing our vision for learning and student success, not apart from it. Partnering with districts to move toward digital learning environments is more than having the requisite test-taking technology. We're absent a grounding vision that not only supports the learning eco-system, but sustains it with time for learning, teaching, collaboration, and reflection.

Fewer than 25% of people living in communities are families with children in schools. Education, progressive in that it's always moving into the future, should be a source of pride in all communities. These are our schools, our children, our future and we all need a voice in shaping them.

The mission of the Massachusetts Board of Elementary and Secondary Education is to strengthen the Commonwealth's public education system so that every student is prepared to succeed in post-secondary education, compete in the global economy, and understand the rights and responsibilities of American citizens, and in so doing, to close all proficiency gaps.

How will the Board achieve its stated mission? How do we set up the right conditions for all learners and educators? It's not with a standardized test. Standardized tests have not driven us to higher achievement. They've driven us to higher test scores, but not to higher achievement.

And therein lies the rub.

Many children do very well by these tests, and will continue to do well with the new test, especially if they're white and from affluent families, but not all children and schools are well served by them. Poor children do much less well.

The decision the Board has made is tiny compared to its mission and to the other important things I've mentioned.

I agreed with 6 of my Board colleagues who voted (7-4) to support a two year "hold harmless" provision for districts while a new test is developed, but I prefer that we go further.**

Whether we're in a knowledge economy, an innovation economy, or a purpose-driven economy, learning is life-long. There's a lot to be done to prepare our students for life and the future, including knowing exactly what part assessments are to play to inform instruction and improve learning with their timely data and feedback to skilled, knowledgeable professionals with the people, financial, and technological resources to identify learning gaps, modify curriculum, and adjust instruction for whole child and student success.

- - -
Notes, Quotes, Posts, tweets
* A reference to John Dewey's 1893 essay, "Self-Realization as the Moral Ideal". (The Philosophical Review, Vol. 2, No.6 (Nov., 1893), pp.652-664; Published by: Duke University Press on behalf of Philosophical Review; DOI: 102307/2176020; Stable URL: http://www.jstor.org/stable/2176020). The embedded link in the above post should lead directly to page 660 of the journal - which provides the context for the oft quoted, "Education is not preparation for life but life itself."

** I support bill H.340 of Rep. Marjorie Decker's calling for a 3-year moratorium on the high-stakes punitive nature of testing in Massachusetts.

If you pass a test, didn't you learn something?

Sustaining Improvements in Urban Schools

You wanna fly, you got to give up the shit that weighs you down.
~ Toni Morrison, from Song of Solomon

So much of our work depends on taking time away from students to be the best teachers possible.
~ The JLV

Is Education broken? - @stevewheeler interviews @AudreyWatters http://t.co/y5xHc2NyZv

— Edumorfosis (@edumorfosis) October 15, 2015

NASBE Breakfast Keynote :: Disruptive Demographics :: Thursday, October 22, 2015

Keynote Speaker: Dr. James H. Johnson Jr., University of North Carolina at Chapel Hill

Asks: How do we properly educate needs of diverse students?

Unprecedented, disruptive demographics around us present incredible challenges and opportunities

Finds 6 disruptive themes from 2010 census:

1. The South Rises...Again
2. The Browning of America
3. Marrying Out is "In"
4. The Silver Tsunami is About to Hit
5. The End of Men
6. Cooling Water from Grandma's Well...and Grandpa's too!

The South Continues to Rise...Again...

• we are a mobile society
• our migration trends are immigration driven
• movement is happening in 4 states in the South: 71% of 14M people going to Texas, Florida, Georgia, North Carolina

The Browning of America

• immigration driven
• 1921-1961 most people migrating came from Europe
• 1961-1988 most people migrating came from Asia
• 1987-1998 migration from Europe fundamentally disappears
• migration and immigration are age-selected
• more young people are coming to US - having children at higher rates and "completed fertility" of white women is between 40-44 year-olds means school systems are impacted by this fundamental biology

The Graying of America

• at the same time the Browning of America is going on, the graying of native born is on the rise - the silver Tsunami is about to hit...
• also, changes in longevity - HUGE
• AND declining fertility
• longevity due to  better lifestyles (healthy eating, more active lives)
• multi-generational workforce
• succession planning and accommodations for elder care - organizational game changers!

Marrying Out is "In"

• profound shift in marriage patterns
• intermarriage trends on the rise
• no one-size fits all - kids coming in will not fit (and will not let you make them fit...!)
• children living in grandparent and non-grandparent households on the rise
• family arrangements have changed
• much more diversity
• women are about to surpass men as majority in workforce

All of this has a huge impact on the history we will tell and how we will tell it. Education is necessary but insufficient.

Q&A
Q: Very compelling presentation; great portrait of demographic shifts in US - to what extent do these impact globally?
A: Only region of the world not experiencing these trends is sub-Saharan Africa; a global phenom

Q: School to prison pipeline: what can we do to reduce it?
A: Rebuild a better, robust system of public schools that offer protection, affection, correction, connection. Engage our boys in a different way. Better preparation for new generation of teachers. More training in youth development.

There's more in the Storify
- - -
Notes:
More about Dr. James H. Johnson, Jr

The End of Men

2010 US Census Data

Back to School

#My3Words

I'll admit to being more than a little misty-eyed when I saw our youngest head off for the first day of school for this year. She works hard and has faced many academic challenges in her K-12 experience thus far, showing resilience and strength of character in facing them. She follows two older brothers, now college grads, and though she is still on the journey, in many ways just beginning, I couldn't be more proud.

We know families play essential roles in student success, beginning with their critical role in children's school readiness. Children depend on all of us to support their development everywhere they learn: at home, in PreK programs, in school, afterschool programs, in faith-based institutions, in community-based programs and activities. Engagement is continuous across a child’s life and entails enduring commitment -- but changing parent roles -- as children mature into young adulthood.

Researchers describe effective family involvement as a shared responsibility, meaning that schools and other community agencies and organizations are committed to reaching out to engage families in meaningful ways in which families are committed to actively supporting their child's learning and development. The strongest research evidence indicates that parental beliefs, attitudes, values, and child-rearing practices, as well as home–school communication, are linked to student success.

The Parent and Community Education and Involvement Advisory Council (PCEI) to the Commissioner and Board of Elementary and Secondary Education has created a set of Family, School, and Community Partnership Fundamentals in Massachusetts. The Fundamentals describe six guidelines schools can use to plan, benchmark, and calculate effective school, family, and community involvement policies and practices. They support high expectations for such partnerships with the goal that coordinated, comprehensive, and systematic supports will create opportunities for all students to achieve academic proficiency and beyond.

The Department's 2015 Strategic Plan includes a goal for supporting students' social-emotional health through the use of the Fundamentals incorporating "engagement strategies into ESE grants, policies, services, and resources from across state agencies and stakeholders, and to strengthen and expand the Department's capacity of educators to support family and community engagement."

Engagement is intentional and integral when it acknowledges the child at the center of schools, families, and communities, and is focused on student learning and development that impact student skills, grades, achievement, health, safety, discipline, and other attitudes and behaviors, as well as to develop students' talent in art, music, technology, and other areas. 

Families not only play a critical role in a child's school readiness but in their decision to pursue higher education. Effective partnership is essential regardless of parents' level of education, country of origin, or socioeconomic status. It's a complementary role through collaboration with schools, educators, and community organizations that establish meaningful relationships for student success.

Wrap Up: Bridge, Bowman, and Estabrook Elementary Schools

In 2010, the Town of Lexington Public Facilities took advantage of an indoor air quality test offered by the federal Environmental Protection Agency (EPA). Results revealed that in two schools (Jonas Clarke Middle School and Estabrook Elementary School), concentrations of polychlorinated biphenyls (known as PCBs) were higher than normal.

Locating the source of PCBs then took considerable sleuthing and further testing. At Clarke, PCBs were found only in window caulking; mitigation was relatively simple to do: remove the caulk, encapsulate the surrounding building masonry, and recaulk windows with non-PCB material.

At Estabrook though, it was an entirely different matter.

Eventually, PCBs were found in all of the floor and ceiling mastic, as well as the window caulk, and in the mastic used to affix both interior and exterior decorative wall panels.

In January of 2012, Lexington voters approved a debt exclusion override to appropriate funds for extraordinary repairs to the Bridge and Bowman Elementary Schools and for replacement of the Estabrook School. Later that spring, at Special Town Meeting on April 2, 2012, Town Meeting voted to appropriate money for those repairs. In August, the School Committee was invited to see the new boiler room - an extended space at one far corner of each school. (Bridge and Bowman are identical buildings.)

I snapped the exciting images of the new boiler room (below), complete with shiny new pipes. The new boilers are much more efficient and slightly larger than a standard kitchen refrigerator. Compare that to the previous boilers, which when removed, provided space for two classrooms! 

               

The truly exciting moment came when the Estabrook elementary School opened its new doors to students in February 2014. This past October 2014 there was an official ribbon cutting and celebration for the new Estabrook Elementary School. (All photos by yours truly. Read more about the Estabrook Elementary School Project, including beautiful images of the new school on the DiNisco Design Partnership website).

The new Estabrook Elementary School

Estabrook student assembly ...

...a full house!

L-R: Parent Leader Karen Griffiths, Estabrook PTA co-president;
DiNisco Design Partnership Principal Architect Ken DiNisco;
DiNisco Design Partnership Project Lead Donna DiNisco

Estabrook Principal Sandra Trach welcomes
state and local dignitaries
to Ribbon Cutting & Assembly
(L to R: State Treasurer Steve Grossman;
MSBA Executive Director Jack McCarthy;
Lexington School Committee Chair Margaret Coppe;
Selectman Chair Joe Pato;
LPS Superintendent Dr.Paul Ash)

Dr. Paul Ash

Principal Trach with guests

Community Matters

The link between breakfast and school performance is well documented. Even before the economic downturn of 2008, the face of poverty had changed, though most of America hadn't recognized it (The Rich and the Rest of Us | Tavis Smiley & Cornel West). The income inequality gap (already huge) is growing - homelessness and hunger are symptoms of poverty caused by many factors.

In Lexington, a working group of school and municipal staff (primarily) along with several community leaders, has been convening since late last fall to share information about the growing homelessness issue in our own community. 

• Working Group conversations led to a convening of the Lexington Interfaith Clergy Association (LICA) who hosted a meeting with the community to discuss the issue and consider concrete next steps. More than 50 people came out from at least 10 Lexington faith-based congregations. Breakout sessions focused on addressing steps necessary to aid individuals and families across Town in realistic, concrete ways. Teams focused on:
• food connection
• community meals
• social outings

• Addressing the lack of public transportation, especially for families housed longer than expected in emergency hotel/motel shelters: the use of church vans and deeply discounted rentals with a private bus company, as well as means available through the Town's Human Services Department, are narrowing that gap.

• The school department hired a social worker to assist school-age children of families in transition; initially hired half-time, it is now a full-time position. More thinking has gone into the possibility of piloting a summer program so students in transition won't experience academic regression over the summer. 

Working together, staff and faith- and community-based leaders have increased understanding and knowledge of hunger and homelessness on the ground right where we live. With the child at the center, schools, in partnership with families and the community-at-large, are making a substantial difference.

Family-School Partnership Models

In thinking about the type of partnership your school culture embraces, consider how well it engages families and the greater community in:

• Building Relationships
• Linking to Learning
• Addressing Differences
• Supporting Advocacy and
• Sharing Power

Bake Sale authors point the way with these four partnership models:

The Partnership School

This school's culture holds that all families and communities have something great to offer and the school will do whatever it takes to work closely with all stakeholders to make sure every single student succeeds. Home visits are common with new families. The building is open to community use and social services are available to families at all times. All family activities connect to student learning and parents and teachers look at student work and test results together. The parent group includes all families and there's a clear, open process for resolving problems. Student-led Parent-Teacher conferences are held three times a year for 30-minutes. In a Partnership School, the PTA is focused on improving student achievement and families are involved in all major decisions.

The Open Door School

Partnership is improving here: families can be involved in many ways and they're working hard to get an even bigger turnout for activities. Teachers explain test scores, if asked, and folders of student work go home occasionally. The school holds curriculum nights three or four times a year and families are knowledgeable of out-of-school classes in the community. Minority families have their own group and multicultural nights are held once a year. Regular progress reports go to parents, but test data can be hard to understand. Parent-Teacher conferences are held twice a year. Parents can raise issues at PTA meetings, as well as set its own agenda and raise money for the school. And, a Community Representative sits on the school-based site council.

The Come-if-We-Call School

The phone is used as a hotline by staff to invite parents in - but only when there are problems, because the school thinks there's only so much families can really offer. The school is the expert here and families are told what students will be learning at the Fall Open House. The school can't address differences when it's overwhelmed with more than twenty different languages, because they think immigrant families don't have time to come in or care to contribute. The principal sets the agenda for parent meetings - and the PTA gets the school's message out! If community groups have concerns, they are more than welcome to take them up ... with the School Committee.

The Fortress School 
By its very nature, a fortress is most difficult to access. There's a whole community up there behind those walls, but unless you work here, or go to school here, you are not welcome - and you will be seldom invited in. The school thinks that if students don't do well here, it's because their families aren't giving them enough support - because the school is already doing all it can. The principal will select a few "cooperative parents" to help out at times. And families are afraid to complain fearing reprisals on their child.

 A key to understanding partnership, is to see it along a continuum. Some schools may be Open Door Schools, yet still have some Fortress classrooms. How will you ensure your school's culture is open to embracing true partnership with families and the community?

As a first step, take a welcoming walk-through of your building with an eye for any unintentional barriers; consider how you will engage your families in that process. And then, once you identify barriers, what's your process for removing them?

In education, what will be effective depends on your goal and how it's measured. Schools cannot do this work alone - it's a shared responsibility of schools, families, and communities to ensure all students succeed. This means looking beyond parent volunteer and fundraising stereotypes to build inclusive and effective partnerships for student success.

Urban Post-Disaster Interim Housing

www.whatifnyc.gov

I was in Brooklyn a few weeks back, which also happened to coincide with the one-year anniversary of Superstorm Sandy. As I walked from my hotel to DUMBO, I engaged with a construction site infographic located at the corner of Red Cross Place and Cadman Plaza East, just North of Whitman Park.

What's going on here?

The site is a parking lot that measures about 40' x 100'. The construction fence was "wrapped" in that heavy-duty fence wrap that had large-scale texts and graphics printed on it.

What's going on here?

Content of the texts and graphics described the reason and process for building emergency Post-Disaster Interim Housing, a prototype of which was being built behind the fence.

"Fantastic!" I thought. The genius being not only the project itself but the communications around it.

Through the Prototype Program, the City is creating a multi-story, multi-family interim housing solution that will work in urban areas all across the country. Interim housing is post-disaster housing. It's used after emergency sheltering, and before those affected by a disaster can move into housing they can sustain without post-disaster aid.

What will it look like from the street?

Because of the City's high population density, lack of open space, and a mission to resettle as many residents as possible in their former neighborhoods (common issues for many cities), the Urban Post-Disaster Housing Prototype Program outlines a new plan for interim housing that will provide more suitable living spaces for people displaced by disaster than conventional interim housing solutions.

The information/communication had come out of the NYC Office of Emergency Management (OEM). I've since learned that this particular site in Brooklyn was chosen because it presents many of the challenges for post-disaster housing deployment in urban areas and because it has many of the assets those displaced by disaster would need to re-establish a sense of community.

What will it look like?

I learned that this project was begun a good five years before Superstorm Sandy, the storm that ravaged New York and New Jersey coasts only a year ago on October 25, 2012.

This prototype program grew from a design competition in NYC announced in September 2007.

Back then, Mayor Bloomberg and OEM Commissioner Bruno, in partnership with the Department of Design and Construction (DDC), Rockefeller Foundation, and Architecture for Humanity announced a competition to design urban housing for use after a disaster.

The competition was called, "What if New York City...Design Competition for Post-Disaster Provisional Housing". The competition challenged participants to propose innovative designs for temporary urban housing for use after a disaster, asking competitors to temporarily house a displaced population in a hypothetical disaster scenario in a realistic but fictitious neighborhood.

How long can people live here?

Can it fit different family sizes?

What really drew me in were the super-scale renderings/graphics which not only communicated the pleasing, modern design of the prototype dwelling but important information about the thinking driving the process as well, accomplished in a thoughtful, visual way. Text content was clear and concise and addressed many questions and concerns that naturally arise as to systems, aesthetics, and functionality, and included a link to a city government website where one could go to learn more about the prototype.

What type of temporary housing
will work in the city?

I cannot overstate just how struck I was by the clarity and simplicity of this project's display. It's an amazing example of thoughtful communications to busy city-dwellers, the information which was evidently written with them in mind, and artfully displayed with them in mind, too.

Busy passers-by could get a quick take of the project or take in key questions and essential principles driving the project's process, if they chose to linger.

Why can't we use trailers in cities?

Keeping in mind lessons learned from past disasters, the project incorporates guiding principles the City intends to follow for the planning of interim housing, such as respect for the community, keeping people close to home, coordinating with a Citywide recovery strategy, and respecting the City's unique character.

What makes
a good location?

I was happy to have chanced upon this important project because it has immediate and transferable implications for cities, and is an excellent example of intelligent, urban, and visual, civic communications.

Questions posed on fence wrap:

What's going on here?
What will it look like?
What type of temporary housing will work in the city?
How long does it take?
What makes a good location?
How many people can it house?
How does it make a neighborhood?
Is it comfortable?
Can it fit different family sizes?
How long can people live here?
Will it help foster a community?
What will it look like from the street?
Why can't we use trailers in cities?

AfterNotes: 

In 2012, the NYC OEM and the NYC Department of City Planning developed a case study guide, or “playbook,” for post-disaster site selection with design principles for keeping residents in the community and allowing them to live and work in their neighborhood (it's a PDF and downloadable). 

OEM and DDC, with support from the U.S. Army Corps of Engineers, Federal Emergency Management Agency (FEMA), and the Regional Catastrophic Preparedness Grant Program, are creating and testing the interim housing prototype based on a shipping container-style modular system.