UNIQUE NEEDS OF

URBAN SCHOOLS
Safe and Drug Free Schools and Communities
Advisory Committee Meeting
16 January 2007
Washington, DC

Lynne Krehbiel-Breneman, M.A., J.D.

Project Director, Safe Schools/Healthy Students
Minneapolis Public Schools, Minneapolis, Minnesota
 Minneapolis Public
Schools
 36,370 students:
 African American 15,073 71.8%
 White American 10,231 28.2%
 Latino 5,954 16.4%
 Asian-American 3,545 9.7%
 American Indian 1,567 4.3%
_________________
Special Education* 6,053 15.9%
English Language Lrns* 9,000 23.7%
Free/Reduced Lunch* 25,294 66.8%

* Included in the total student enrollment

 Minneapolis Public
Schools
 Elementary schools (K-5) 23
 Elementary Schools (K-8) 22
 Middle Schools (6-8) 7
 Senior High Schools (9-12) 7
 Special Education Schools 8
 Alternative Schools 8
 Contract Alternatives 19
 Charter Schools 5
______
Total: 99
 Unique Needs of Urban
Schools and Communities: A
Frame

 Different in scope and scale

 Different in rapidity of change
 Different in the complexities of
systems
 “Let us put our minds
together to see what life
we can make for our
children.”

Chief Sitting Bull

 Needs of Urban Schools
1. Strong, articulate, stable, focused leadership at
all organizational levels
(“. . . to see what life we can make for our children.”)

2. A broad definition of “learning” that derives from

the needs of children and young people
(“. . . for our children.”)

3. Cooperative, honest, data-based conversations;

and shared planning & decision-making among
school district, city and county entities,
community organizations and families
(“Let us put our minds together . . .”)
1. Strong, articulate, stable,
focused leadership at all
organizational levels:

 Constant, shared vision

 Consistency in focus and in
approaches (curricula and learning
supports)
 Clear accountability and
responsibility: who’s doing what for
kids
 1. A broad definition of
“learning” that derives
from the needs of children
and young people:
 Services are oriented around:
- Food
- Shelter
- Language and cultural needs
- Early literacy
- Inclusiveness
- Physical, mental, and emotional health,
safety, and well-
being
- Ways of learning
- Academic performance
- Problem-solving skills
 A broad definition of
“learning” that derives from
the needs of children (cont’d.)

 Human resources are aligned to teach students

effectively
- The most effective teachers and staff work with
the most
struggling students
- There is stability among faculty and staff at
individual buildings
- Teachers receive training and skill-building in
effective
teaching practices; cultural competence; anti-
racism, and
• Honest dialogue: Cooperative,
data-based conversations and
shared planning and decision-
making among school district,
city and county entities,
community organizations, and
families and communities
about:

- Economic realities
- Racial and ethnic realities
- Social realities
- Crime in the community
- Models for how to work together
effectively as
institutions and as individuals
 Struggles & Barriers
 Changing focus and direction in leadership
 Lack of focus within and outside the
district on aligning resources to support
the needs of children and young people
 Defining “learning” too narrowly
 Structural systems of power, insularity,
status-quo, self-interest, seniority, and
race and ethnicity
 Huge racial, cultural, linguistic diversity
 Slowness to adjust in the face of change
 How You Can Help
 Support initiatives that require alignment of
resources and services among school districts,
government agencies, and community
organizations to increase appropriate services for
young people
 Offer financial support for professional
competency development and training in cultural
competence; chemical and mental health
awareness; and anti-racism
 Support districts in implementing system-wide
learning and behavior supports
 Fund work to explore the most effective staffing
systems for learners
 Fund exploration of funding approaches and
formulas that make mental and chemical
wellness support to student economically viable