Article #4
Outreach to Families Struggling with Issues of
Poverty and Functionality
Former Executive Director for
External Partnerships Courtney Cushing Kiernat departed MPS in spring 2016,
whereupon leadership of this office fell to Family Partnerships Director Lynnea
Atlas-Ingebretson. For many months, this
office consisted of just eleven members, given as follows:
Lynnea Atlas-Ingebretson, Director of Family Partnerships
Patti Peterson, Account Specialist
Ahmed Keynan, Family and Community Inclusion Specialist
Briana MacPhee, Cultural Liaison-Latino Community and Families
Damon Gunn, Community Partnerships Executive Office Coordinator
Desean Smedley, Parent Academic Facilitator
Deqa Sayid, MPS Family and School Advocate
Elisa Iha, Community Partnerships Manager
Jason Bucklin, Out4Good Coordinator
Kaylie Burns Gahagan, Volunteer MPS Coordinator
Mitchell Roldan, Parent Academic Facilitator
Lynnea Atlas-Ingebretson, Director of Family Partnerships
Patti Peterson, Account Specialist
Ahmed Keynan, Family and Community Inclusion Specialist
Briana MacPhee, Cultural Liaison-Latino Community and Families
Damon Gunn, Community Partnerships Executive Office Coordinator
Desean Smedley, Parent Academic Facilitator
Deqa Sayid, MPS Family and School Advocate
Elisa Iha, Community Partnerships Manager
Jason Bucklin, Out4Good Coordinator
Kaylie Burns Gahagan, Volunteer MPS Coordinator
Mitchell Roldan, Parent Academic Facilitator
At present (August 2018), the
Department of Student, Family, and Community Outreach is comprised of the
following staff members:
Office of Student,
Family, and Community Engagement
(Office of Communications, Engagement, and External Relations)
Charisma Smith,Family and School Advocate, Engagement, Education & Outreach
Specialist
Ahmed Keynan, Engagement, Education & Outreach Specialist
Ahmed Keynan, Engagement, Education & Outreach Specialist
Antonio Carmona-Elias, Parent Academy Facilitator
Celina Martina, Executive Director, Engagement and External Relations
Jenny Yang, Engagement, Education & Outreach Specialist
Mitchell Roldan, Engagement, Education & Outreach Specialist
Yee Yang, Engagement, Education & Outreach Specialist
Mitchell Roldan, Engagement, Education & Outreach Specialist
Yee Yang, Engagement, Education & Outreach Specialist
Ed Graff has thus cut staff at
the Office of Student, Family, and Community Engagement to just seven members. This action is consistent with the
bureaucratic paring for which I have advocated as the fifth part of my
five-point plan for overhaul of the Minneapolis Public Schools.
With the paring of the Office of
Student, Family, and Community Engagement, along with his disbanding of the
Department of Communications and Department of Teaching and Learning, Ed Graff
is now in a position to construct a department that actually serves students
from challenging familial circumstances in ways most needed to give such
students a chance to be ready to receive the benefits of a new,
knowledge-intensive, skill-replete curriculum.
Staff members in what should be
called the Department of Family Services must be comfortable on the streets and
in the neighborhoods and homes of students and their families. In order to reach students from economically
impoverished or dysfunctional families, we must shift staffing priorities at
the Minneapolis Public Schools toward those people of multiple ethnicities who
are comfortable in environments characterized by the challenges of people
living at the urban core and who can connect with students and their families
right where they live.
Comprehending the Problem in Historical Context
Comprehending the Problem in Historical Context
The life of people who live in
poverty is fundamentally different from people who live in circumstances of the
middle and upper economic classes.
History created the
circumstances of poverty in the United States as a result of differential
treatment of people according to race, nation of origin, and natal family
economies:
During the 16th to 18th
centuries, approximately 12,500,000 people of African descent were hauled
across the Middle Passage to insular Caribbean or mainland American locales and
forced into slave labor; about 500,000 of these slaves were sold in what became
the United States. Liberation from involuntary servitude came when the 13th
Amendment to the United States Constitution was ratified in 1866. But
Reconstruction (1865-1877) failed and African Americans, who formally gained
full citizenship and voting rights via the 14th and 15th Amendments, fell
victim to Supreme Court justices who disregarded the Constitution; and to a
racist white society in the American South that imposed conditions of sharecropping,
Jim Crow segregation, and vigilante brutality. Between the years 1877 and 1965,
4,600,000 people were lynched in the United States; a third of these were white
victims in the Wild West; the remainder, over 3,000,000 people, were African
Americans lynched mainly in the South.
Both of these lynching figures exceed the number of people who lost
their lives in the bombing of the Twin Towers in New York City on September 9,
2001 (9/ 11). Until the early 20th
century, public school education ended for most students with the completion of
grammar school in 6th grade; a very few students went to high schools, the
rigor of which matched the name. As more people sought schooling beyond grammar
school, an intermediate institution known as junior high, also rigorous in
academic content, came into being for grades 7 through 9. For students in
grades 10 and 11 (the last grade in most high schools well into the 20th
century), great status accrued to those who graduated from these institutions
during a time when college or university matriculation was not common.
At the same time that African
Americans escaped from the violence and discrimination of the South from 1915
forward on a Northern Migration, great waves of immigrants came ashore,
especially from eastern and southern Europe. As these immigrants and others
increasingly sought education at
the levels of junior and senior
high school, new demands were placed on systems of public education in the
United States. Eastern and southern Europeans frequently were more impoverished
than were their counterparts from Scandinavia, Germany, and other nations of
northern and western Europe. They presented greater challenges to public
education systems and were stereotyped as less academically capable. In the
schools of the United States there developed a bifurcated approach to education
whereby impoverished and stereotyped populations were tracked into vocational
education that ended before high school graduation, while wealthier and
systemically preferred students proceeded through college preparatory study
toward high school graduation.
African American students were
generally tracked along the lines of those immigrant populations that bore
heavy discrimination, and they bore the additional burden of attending mostly
segregated schools. Here and there in the American South, African American
teachers actually disseminated considerable knowledge and skill sets to
students under difficult circumstances, but on the whole African American
students into the 1950s received low quality and truncated education.
Desegregation as a result of the Brown v. Board of Education (1954)
Supreme Court decision advanced the ideal of equality but had little favorable
academic impact. African Americans were still stuck in lousy southern schools
or tracked in the manner of 20th century immigrant populations.
Congressional passage of the
1964 Civil
Rights Act, the 1965 Voting Rights Act, and equal employment and fair
housing legislation during the late 1960s opened a pathway for African Americans
who had the wherewithal to pursue middle class educational and professional
aspirations. But African American middle class flight coalesced with white
flight from the urban core, leaving behind the poorest of the poor.
Riots along Plymouth Avenue in
the summers of 1966 and1967 accelerated the movement of Jewish and other people
of European origins out of North Minneapolis, coinciding with in-migration of
additional African American populations from challenged urban areas in
Southside Chicago, Detroit, St. Louis, Kansas City, and Gary, Indiana. In the
Minneapolis Public Schools, within which there were less than 20 African
American teachers and other personnel throughout the 1970s, teachers confronted
unprecedented classroom challenges that they were ill-equipped to face.
Crack cocaine came to North
Minneapolis and other inner city areas by the early 1980s and gang activity
increased apace. Drugs and gangs placed severe additional burdens on inner city
communities and the schools that served them. Many historical forces have
operated centrifugally to propel males away from their nuclear familial units;
by the 1980s, this very much included the well-intended but operationally
deleterious Aid
to Families with Dependent Children (AFDC).
From the time of those turbulent
1980s, so full of challenges for people living at the urban core, nine
superintendents (Richard Green, Robert Ferrera, Peter Hutchinson, Carol
Johnson, Thandiwe Peebles, Bill Green, Bernadeia Johnson, [Interim
Superintendent] Michael Gore, and now Ed Graff) have headed the Minneapolis
Public Schools. Not one of those prior to Bernadeia Johnson effectively
addressed the needs of the most challenged urban populations. Bernadeia Johnson
launched promising programs with Shift, High Priority Schools, and Focused
Instruction but departed before rooting these deeply into the
program of the Minneapolis Public Schools. Gore made little headway with any of
these programs.
And thus does Superintendent Ed
Graff and staff now face the challenge of imparting an excellence of education
historically denied to most students in the United States and never offered to
the overwhelming majority of the African American population--- nor to those Native American, Hispanic,
Hmong, and African immigrant populations that have now also arrived at the
challenged urban core.
We need staff members at the
Minneapolis Public Schools who comprehend the historical dimensions of the
problems of inner city youth and their families--- and who are at least as
comfortable in the communities and homes of these students as they are roaming
the sterile hallways of the Davis Center at 1250 West Broadway.
Staffing the Minneapolis Public Schools with People Comfortable at the Urban Core
Staffing the Minneapolis Public Schools with People Comfortable at the Urban Core
People abused by history,
overwhelmed by poverty, and situated in communities wherein violence and
illicit drug sales are realities of existence are constantly on edge:
Most impoverished African
American extended families have to contend with the reality that some member or
members, especially males, have been, are, or will be caught up in the
maelstrom of the criminal justice system. Many must depend on federal
government food stamps, WIC (Women, Infants, and Children supplementary
nutrition program), Medicaid, low-income Section 8 housing assistance, and
welfare (with AFDC as of 1996 replaced by TANF [Temporary Aid to Needy
Families]). The latter program requires adult heads of household to secure
employment and sets a five-year limit with the worthy goal of curtailing
welfare dependency but creating practical problems pertinent to child care.
Many families living at the
urban core feature numerous adults who are not high school graduates and
contain very few members who have successfully matriculated at a college or
university. Low levels of education and high levels of poverty typically result
in households with few books or electronic sources of the written word.
Impoverished and ill-educated adults are not well-placed to manifest the habits
of reading, well-informed discussion, or sophisticated vocabulary usage. Many
have had aversive experiences in school and regard teachers and school
administrators as intimidating figures. They may of necessity involve
themselves when their children are involved in conflictual situations, but they
are not well-prepared to advocate for their children’s academic interests.
We need community and family
outreach personnel at the Minneapolis Public Schools who by experience and
training understand these historical and contemporary forces that exert
pressure and circumscribe the lives of families dwelling in challenged inner
city communities. We must have a large contingent of employees at MPS who are
comfortable walking the streets and visiting the homes of children living in
families facing the challenges of poverty, dysfunction, or both.
We need outreach workers who
comprehend the insecurity that attends gunshots in the middle of the night,
yards cordoned off for police investigation, high-speed chases involving
multiple law enforcement vehicles, and the possibility that a cracked taillight
or lapsed license plate sticker might result in a driver being thrown up
against the hood of a car amidst unsavory name-calling.
These community outreach staff
members also need to confer with social workers as necessary to provide
resource referral when families are thrust into any of the many possible
dilemmas of life at the urban core: spousal abuse, child abuse, electrical power
or running water curtailment, landlord issues, roof leaks, pest infestation,
low food supplies, inadequate winter clothing, chronic unemployment--- for
starters. Well-trained community outreach workers need to assist families with
any problems getting children to school, whether these are rooted in
transportation issues, skewed familial schedules, sleep habits, or medical
issues.
The overpowering message that we
need to send to all of our families is that their children attend schools in
which all people of all ethnicities and economic circumstances are valued
equally; that the education of every child is considered vital; and that staff
members of the Minneapolis Public Schools are dedicated to the school
attendance, familial connection, academic success, and the present and future
of every single child.
We need to create a group
psychology of love, hope, and trust in which all students and families
anticipate joyful experiences every day, knowing that there are staff members
in place who will remove any impediment to the expected joy.
We must in the Minneapolis
Public Schools establish a model of the locally centralized school system for
the delivery of an education of excellence to every child, thus leading the
nation toward the democracy that we imagine ourselves to be.
For that to happen, we must
prioritize outreach to families for the resolution of any difficulty preventing
the delivery of an excellent education.
In establishing priorities, we
must construct budgets and create staff positions accordingly. To his great credit, Ed Graff has made a
promising beginning in reducing the overladen bureaucracy of the Minneapolis
Public Schools central offices at 1250 West Broadway.
Now Graff must act as decisively
and wisely in assembling staff capable of implementing the five-point plan
overhauling the Minneapolis Public Schools as he has acted with his
reorganization and bureaucratic paring this far.
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