COMING UP ON "NEED TO KNOW"...WHILE SCHOOL KIDS IN
ROCHESTER ARE GEARING UP FOR SUMMER BREAK,
THE LEADER OF THE ROCHESTER CITY SCHOOL DISTRICT IS KEEPING HER
SLEEVES ROLLED UP.
FOR SUPERINTENDENT BARBARA DEANE-WILLIAMS MUCH-NEEDED
CHANGE WITHIN THE CITY SCHOOL SYSTEM DOESN'T HAPPEN WITH
WORDS, BUT ACTIONS.
SO WHAT DOES SHE PLAN TO DO EXACTLY?
FIND OUT JUST AHEAD.
ALSO ON THE SHOW, IT'S RARE FOR VOTERS TO GET A GLIMPSE INSIDE
THE PERSONAL LIVES OF POLITICIANS.
BUT THAT'S ABOUT TO CHANGE.
A SPECIAL SEGMENT ON "NEED TO KNOW" GIVES VIEWERS A UNIQUE
LOOK AT THE PERSON BEHIND THE POLITICIAN.
STAY WITH US, "NEED TO KNOW" STARTS RIGHT NOW.
(MUSIC)
IT WAS THE FATHER OF MODERN PHYSICS, ALBERT EINSTEIN,
WHO SAID "IN THE MIDDLE OF ADVERSITY THERE IS
GREAT OPPORTUNITY."
BUT WHEN IT COMES TO URBAN EDUCATION IN AMERICA THERE'S
SOMETHING CALLED AN OPPORTUNITY GAP.
YOU'VE HEARD THAT PHRASE BEFORE HERE ON "NEED TO KNOW."
ACCORDING TO THE SCHOTT FOUNDATION - THAT GAP REFERS TO
A DISPARITY IN ACCESS TO QUALITY SCHOOLS AND RESOURCES SO ALL
KIDS CAN SUCCEED ACADEMICALLY.
AND THAT'S A GAP SUPERINTENDENT BARBARA DEANE-WILLIAMS IS TRYING
TO HELP CLOSE - THROUGH A NEW VISION, REFINED MEASURES,
AND THE EXPERIENCES AND STORIES OF....STUDENTS.
THE SUPERINTENDENT OF THE ROCHESTER CITY SCHOOL DISTRICT
JOINED ME IN THE STUDIO RECENTLY TO SHARE SEVERAL ASPECTS OF
HER PLAN. TAKE A LOOK....
HELENE: SO BARBARA YOU HAVE LIVED THE LIFE OF A
SUBURBAN SUPERINTENDENT.
YOU LED GREECE CENTRAL SCHOOLS FOR FOUR YEARS.
AND NOW YOU'RE LIVING THE LIFE OF A CITY SCHOOL SUPERINTENDENT.
I AM CURIOUS, WHAT HAS BEEN THE BIGGEST DIFFERENCE FOR YOU,
FROM LEADING GREECE CENTRAL SCHOOLS IN COMPARISON TO LEADING
ROCHESTER SCHOOLS, NOW THAT YOU'RE REALLY WRAPPING UP YEAR
ONE IN ROCHESTER?
BARBARA: THE SIZE IS CLEARLY THE MAJOR DIFFERENCE.
ALTHOUGH SERVING FAMILIES AND COMMUNITIES IS A SIMILAR KIND OF
ROLE, YOU NEED TO BE VERY MINDFUL OBVIOUSLY OF STUDENTS
AND THEIR NEEDS AND FAMILIES AND REALLY UNDERSTANDING THE
COMMUNITY, AND WHAT THE GOALS IN THE COMMUNITY ARE.
BUT THE SIZE OF THE DISTRICT IS CLEARLY A CHALLENGE.
HELENE: YOU ARE AS I MENTIONED, YOU'RE WRAPPING UP YEAR ONE.
SO AS YOU KIND OF CONCLUDE THIS YEAR AND LOOK AHEAD TO THE
2017-18 SCHOOL YEAR, WHAT DO YOU SEE,
MOST IMPORTANTLY FOR STUDENTS AND TEACHERS,
REALLY WHAT'S YOUR VISION MOVING FORWARD?
BARBARA: WELL THIS WAS THE YEAR TO BUILD A TEAM.
AND TO REALLY BEGIN TO DEEPLY UNDERSTAND THE DISTRICT,
THE CHALLENGES AS WELL AS THE BRIGHT SPOTS.
SO THAT WAS REALLY IMPORTANT TO ME,
TO LOOK AT THE DISTRICT AS A PORTFOLIO OF SCHOOLS.
SO WE HAVE A NUMBER OF SCHOOLS.
WE HAVE MANY DIFFERENT CLASSROOMS, TEACHERS, PROGRAMS,
AND MANY TYPES OF STUDENTS AND LEARNERS AND FAMILIES.
SO IT IS IMPORTANT FOR ME TO UNDERSTAND THE DIVERSITY OF THE
DISTRICT AND THE STRENGTHS OF THE DISTRICT SO THAT I COULD
WORK FROM THE STRENGTHS.
SO NEXT YEAR WHAT WE ARE HOPING TO DO IS TO USE INFORMATION
WE'VE GATHERED THIS YEAR AND WE'RE GOING TO CONTINUE TO LEARN
BECAUSE EVERY DAY, EVERY WEEK, WE LEARN SOMETHING NEW.
AND WHAT WE'RE TRYING TO DO IS REALLY INCORPORATE THAT LEARNING
WITH COLLECTING THE VOICE OF STUDENTS.
SO THE BIG GOAL FOR NEXT YEAR WILL BE TO SORT OF ALIGN THE
INSTRUCTIONAL VISION AND PLAN FOR THE DISTRICT LONG TERM WITH
THE FACILITIES AND THE SCHOOLS THEMSELVES,
BUT ALSO START TO EXPLORE THE CONCEPT THAT THE COMMUNITY IS
THE CLASSROOM, AND HOW CAN WE HAVE OUR SECONDARY STUDENTS IN
PARTICULAR MORE ACTIVELY ENGAGED IN SERVICE LEARNING AND SORT OF
HANDS ON LEARNING IN THE COMMUNITY.
HELENE: SO YOU REALLY HAVE TAKEN THIS TIME TO ASSEMBLE THIS TEAM,
GET TO KNOW THE NEEDS, AND THEN MOVING FORWARD, LET'S SEE,
TAKE WHAT WE'VE LEARNED AND ALIGN THAT VISION WITH WHERE THE
SCHOOLS ARE, THE FACILITIES ARE IN THE DISTRICT PLAN LONG TERM.
SO IN DOING THAT WHO DO YOU NEED OR WHAT GROUPS ARE YOU DEPENDING
ON TO MAKE THIS GAME PLAN A REALITY?
BARBARA: THIS IS GOING TO TAKE THE ENTIRE COMMUNITY,
BECAUSE WE KNOW THAT WE HAVE LONG TERM FUNDING CHALLENGES.
WE HAVE CHALLENGES WITH NEEDING TO INTEGRATE THE SYSTEM,
REALLY SO THAT WE ARE SERVING STUDENTS AS ONE COMMUNITY,
FROM BIRTH THROUGH GRADUATION AND INTO ADULTHOOD.
SO OUR GOAL IS TO REALLY CONNECT WITH CITY AND COUNTY SERVICE
PROVIDERS AND INSURING THAT WE'RE A GOOD PARTNER,
AND THAT THE SCHOOL DISTRICT IS A PART OF THE LARGER VISION FOR
THE COMMUNITY AND ITS YOUTH.
HELENE: I KNOW THAT FOR DISTRICT FAMILIES,
ONE THING THAT THEY HAVE HEARD BEFORE IS THAT PHRASE,
"IT TAKES EVERYBODY."
IT TAKES EVERYBODY TO HELP BRING ABOUT CHANGE.
I THINK THAT THEME IS UNDERSTANDABLE.
IT TAKES A VILLAGE, BUT WHAT DO YOU THINK THE DISTRICT HAS TO
OWN IN ORDER TO DO THIS WORK AND REALLY BE TRANSPARENT ABOUT IT?
BARBARA: THAT'S A REALLY GOOD QUESTION,
BECAUSE THE PART THAT WE OWN IS REALLY WHAT I CALL THE CENTRAL
CORE OF THE WORK.
AND THAT'S REALLY TEACHING AND LEARNING THE QUALITY OF OUR
CURRICULUM AND MAKING SURE THAT IT'S RELEVANT,
THAT IT'S RIGOROUS, THAT WE'RE VERY MINDFUL OF STUDENT VOICE,
STUDENT CHOICE, PROVIDING OPPORTUNITIES TO LEARN,
WHICH IS PROVIDING ADEQUATE SUPPORTS FOR ALL STUDENTS,
BUT MAKING SURE EVERY CHILD HAS THE OPPORTUNITY TO BE IN A
CLASSROOM AND IN A SCHOOL THAT'S VERY HIGH QUALITY,
AND CAN ENGAGE THEM IN GREAT LEARNING.
HELENE: ON TERMS OF CURRICULUM, AND I KNOW SOMETHING YOU'VE
DONE, YOU SAID YOU'VE REALLY TAKEN THIS PAST YEAR TO GET A
SCOPE ON WHERE THINGS STAND WITH THE DISTRICT,
AND ONE OF THOSE THINGS THAT YOU'VE DONE INCLUDES A RECENT
REPORT RELEASED THIS SPRING.
THE DEMOCRAT AND CHRONICLE COVERED IT RECENTLY AS WELL.
AND THIS WAS REALLY, YOU WANTED TO FIND OUT,
YOU REQUESTED THIS REVIEW OF HOW IS SPECIAL EDUCATION CURRENTLY
WORKING IN THE DISTRICT.
THE SCHOOL SYSTEM HAS NOT RECEIVED GLOWING REVIEWS IN THE
PAST WITH SPECIAL ED.
IT'S SOMETHING THAT WE'VE COVERED ON THIS PROGRAM BEFORE.
THERE WERE 14 REVIEWS RELEASED, AND I WILL SUMMARIZE HERE FOR
THE SAKE OF THE TIME, BUT THERE WERE THREE POINTS I WANTED
TO MAKE.
ONE, THE REFERRAL RATE FOR SPECIAL EDUCATION HAS INCREASED
93 PERCENT OVER THE PAST THREE YEARS.
TWO, THE DISTRICT LACKS CULTURALLY INFORMED PRACTICES TO
PROMOTE EQUITY AND ACCESS FOR STUDENTS OF ALL RACES
AND ETHNICITIES.
THREE, THE DISTRICT DOESN'T USE ITS DATA TO ACT UPON OR CHANGE
THE CURRENT INEFFECTIVE PRACTICES IN BOTH ACADEMIC AND
BEHAVIOR, THAT'S IN THE GENERAL POPULATION AND SPECIAL
EDUCATION STUDENTS.
YOU WERE A FORMER SPECIAL EDUCATION COUNSELOR.
BASED ON THAT, WHAT WERE YOUR INITIAL THOUGHTS WHEN YOU SAW
THIS REPORT?
BARBARA: SO I THINK THE REPORT REFLECTS REALITY FOR US.
THOSE POINTS ARE ABSOLUTELY ACCURATE.
THE REASONS FOR THEM ARE VARIED.
BUT WHAT'S IMPORTANT IS THAT THE SPECIAL EDUCATION SERVICES AND
SUPPORTS ARE REALLY DESIGNED TO ENSURE EACH CHILD HAS ACCESS TO
HIGH QUALITY CURRICULUM INSTRUCTION AND ACHIEVES AT THE
LEVEL THEY ARE BEST ABLE TO ACHIEVE AT.
SO WE KNOW THAT WE HAVE STUDENTS THAT ARE VERY FRAGILE,
STUDENTS THAT ARE VERY VULNERABLE,
STUDENTS THAT ARE GOING TO LIVE IN GROUP SETTINGS,
AND THOSE STUDENTS NEED TO BE GIVEN HIGH QUALITY SERVICES AND
SUPPORTS BY HIGHLY SPECIALIZED CLASSROOMS.
WE ALSO KNOW THAT WE HAVE STUDENTS WHO HAVE THE CAPACITY
TO BE COLLEGE AND CAREER READY.
AND THE PURPOSE OF SPECIAL EDUCATION IS REALLY TO ALLOW
THEM TO HAVE FULL ACCESS TO THE GENERAL EDUCATION COURSES
AND CURRICULUM.
SO THE QUALITY OF SPECIAL EDUCATION IS VERY DEPENDENT ON
THE QUALITY OF THE PRESCHOOL EXPERIENCES IN EARLY EDUCATION.
THE ABILITY OF A DISTRICT TO IDENTIFY QUICKLY IF A STUDENT IS
NOT ACHIEVING IN LITERACY OR MATHEMATICS OR IN ANOTHER AREA,
OR IF THEY HAVE A SPEECH AND LANGUAGE ISSUE.
IT'S REALLY IMPORTANT AND CRITICAL THAT A SCHOOL DISTRICT
FUND EARLY INTERVENTION AND PRE-REFERRAL SERVICES.
THOSE ARE THINGS THAT WERE REDUCED IN PRIOR BUDGETS
IN ROCHESTER.
AND I THINK PEOPLE SAW ME THIS YEAR REALLY WORKING THE BUDGET
TO TRY AND MAKE SURE THAT WE WERE MINDFUL OF NEEDING LITERACY
TEACHERS AND COUNSELORS AND SOCIAL WORKERS TO REALLY FOCUS
EARLY ON INTERVENING BEFORE THE GAP IN LEARNING BECOMES SUCH
THAT IT REQUIRES EXTRA SUPPORT AND SERVICES.
SPECIAL EDUCATION IS REALLY ABOUT CURRICULUM AND
INSTRUCTION, AND ENSURING THAT THE CHILD HAS ACCESS TO THE
KINDS OF CLASSROOMS THAT ALL OF US WOULD WANT FOR OUR
OWN CHILDREN.
UNFORTUNATELY, IT'S ALSO A BUREAUCRATIC PAPERWORK ISSUE IN
A DISTRICT THIS LARGE.
SOMETIMES THOSE KINDS OF SYSTEMS,
IF THEY'RE NOT WELL DESIGNED AND THEY'RE NOT DIGITIZED,
CAN BECOME A BARRIER TO FOCUSING ON THE RIGHT WORK,
WHICH IS TEACHING AND LEARNING.
HELENE: YOU TALKED ABOUT EARLY INTERVENTION.
LET'S LOOK AT THOSE STUDENTS WHO ARE IN SECONDARY SCHOOL,
WE'RE TALKING MIDDLE AND HIGH SCHOOL STUDENTS THAT ARE WITHIN
THE SPECIAL ED PROGRAM OR HAVE BEEN CLASSIFIED.
BASED ON THE INFORMATION YOU SEE IN THIS REPORT,
HOW THEN CAN YOU INSURE WHAT ARE YOU LOOKING AT,
WHO ARE YOU REACHING OUT TO, WHAT'S HAPPENING MOVING FORWARD
TO MAKE SURE THAT HIGH QUALITY LEARNING IS IN FACT BEING
DELIVERED AND THE BUREAUCRATIC PAPERWORK AS YOU MENTIONED IS
BEING DEALT WITH TOO?
BARBARA: SO THAT IS ACTUALLY A FOCUS FOR US,
SECONDARY EDUCATION.
SO YOU KNOW APPLYING EARLY INTERVENTION STRATEGIES IS A
LONG TERM APPROACH, BUT I'M NOT THAT PATIENT.
SO WE'VE ALSO REALLY FOCUSED ON ADDING WHAT WE'RE CALLING
TWILIGHT ACADEMIES TO ALL OF OUR SECONDARY SCHOOLS.
THAT'S AN ADDITIONAL OPPORTUNITY FOR STUDENTS TO ACCELERATE THEIR
LEARNING AND BE ABLE TO CATCH UP ON CREDITS AND LEARNING THAT
THEY HAVE MISSED OR WHERE THERE ARE GAPS.
WE'RE ALSO GOING TO FOCUS VERY HEAVILY ON CAREER AND
TECHNICAL EDUCATION.
WE BELIEVE THAT STUDENTS NEED AN OPPORTUNITY TO APPLY LEARNING,
TO PROVIDE HANDS ON LEARNING, AND I THINK THE REPORT ALSO
IDENTIFIES THAT AS AN OPPORTUNITY.
PROVIDING THE PROPER OPPORTUNITY AND SUPPORT FOR SECONDARY
STUDENTS TO CATCH UP IS CRITICAL.
THE CHANCES OF A CHILD DROPPING OUT ARE VERY HIGH IF THEY DON'T
ATTAIN FIVE OR SIX CREDITS BY THE END OF FRESHMAN YEAR.
SO WE HAVE BEEN FOCUSING THIS YEAR ON CREDIT ACCRUAL AND
ENSURING THAT STUDENTS THAT HAVE A FAILURE IN MARKING PERIOD ONE
ARE GIVEN IMMEDIATE SUPPORT SO THAT WE CAN PREVENT THOSE GAPS
MOVING FORWARD.
HELENE: WELL ONE OF THE THINGS THAT WAS ADDRESSED IN THIS
REPORT THAT I MENTIONED WITH THE CONCLUSIONS WAS EQUITY,
ISSUES WITH EQUITY.
THIS WAS SOMETHING I RECENTLY DISCUSSED WITH SOCIOLOGIST AND
DISTINGUISHED PROFESSOR OF EDUCATION PEDRO NOGUERA AT UCLA.
HE JOINED EAST HIGH SUPERINTENDENT SHAWN NELMS HERE
ON THE PROGRAM.
AND WE LOOKED AT EQUITY AND ALSO THE OPPORTUNITY GAP
IN EDUCATION.
AND I WANT TO TAKE A LOOK AT A CLIP FOR YOU TO SEE.
IT'S WHAT PEDRO IN PARTICULAR HAD TO SAY.
(PEDRO NOGUERA) WE'VE BEEN FOCUSED AS A NATION ON THE
ACHIEVEMENT GAP FOR MANY YEARS NOW.
AND THOSE ARE THE PRONOUNCED AND PREDICTABLE DISPARITIES IN
ACHIEVEMENT THAT TEND TO CORRESPOND TO RACE AND CLASS.
WHAT WE HAVEN'T FOCUSED ON ARE THE OPPORTUNITY GAPS THAT ALSO
CORRESPOND TO THE ACHIEVEMENT GAPS.
AND WHEN YOU THINK ABOUT IT, IT'S ALMOST OBVIOUS THAT THE
SAME KIDS THAT ARE UNDER PERFORMING ACADEMICALLY HAVE
BASIC NEEDS THAT AREN'T BEING MET.
THEY DON'T HAVE ADEQUATE HEALTH CARE,
DON'T HAVE ADEQUATE NUTRITION, BUT ON TOP OF THAT THEY ALSO GO
TO SCHOOLS THAT ARE UNDER RESOURCED.
THEY DON'T HAVE ACCESS TO LAB EQUIPMENT,
THEY DON'T HAVE ACCESS TO THE COURSES THEY NEED OR SOMETIMES
EVEN TEACHERS THAT ARE QUALIFIED TO TEACH THOSE COURSES.
IF YOU DON'T CLOSE THOSE OPPORTUNITY GAPS,
THERE'S NO WAY YOU'RE GOING TO SEE A REDUCTION IN THE
DISPARITIES AND OUTCOMES.
AND SO WHAT WE'VE BEEN TRYING TO DRAW ATTENTION TO IS THAT DOING
MORE WORK ON THE OPPORTUNITY DISPARITIES WILL HELP US IN THE
LONG RUN TO CREATE SCHOOLS THAT ARE MORE EQUITABLE AND THAT
PRODUCE BETTER OUTCOMES FOR ALL KINDS OF KIDS.
(HELENE) SO BARBARA, THE FIRST THING HE MENTIONED IS AS A
NATION, WE'VE BEEN SO FOCUSED ON THIS ACADEMIC ACHIEVEMENT GAP
AND NOT SO MUCH ASKING ABOUT THE OPPORTUNITY GAP,
AND I WANT TO ASK YOU FIRST, WHEN YOU HEAR WHAT HE HAD TO SAY
IN TERMS OF EQUITY AND THOSE GAPS, WHAT IS YOUR RESPONSE?
(DEANE-WILLIAMS) ONE HUNDRED PER CENT IN ALIGNMENT AND AGREEMENT.
PEDRO I HAVE ACTUALLY WORKED WITH IN THE PAST.
WHEN HE WAS AT STEINHART, WE WORKED WITH HIM.
STEINHART IS CURRENTLY WORKING WITH ROCHESTER CITY SCHOOLS.
SO HE'S ABSOLUTELY CORRECT AND THE COMMUNITY SCHOOLS MODEL THAT
ROCHESTER IS EMPLOYING RIGHT NOW TO INTEGRATE THOSE SOCIAL
SERVICES, MEDICAL SERVICES, AND NUTRITIONAL SERVICES IS ONE WAY
TO ENSURE THE OPPORTUNITY.
THE OTHER WAY IS TO ENSURE WE ARE VERY MINDFUL OF MAKING
CERTAIN WE HAVE HIGH QUALITY COURSES.
WE HAVE ALMOST TRIPLED THE NUMBER OF ADVANCED PLACEMENT
COURSES NEXT YEAR, AND JUST WANNA MAKE SURE THAT OUR
STUDENTS ARE GAINING ACCESS TO THOSE HIGH QUALITY CLASSROOMS,
PROGRAMS, LABS, CAREER AND TECHNICAL EDUCATION PROGRAMS.
ALL OF THAT REQUIRES SOME FUNDING AND SOME CAPACITY TO
SUSTAIN THOSE OPPORTUNITIES IN AN URBAN SETTING.
I WOULD SAY THAT HE IS ACCURATE IN THAT WE HAVE TO BE MINDFUL OF
THAT AS WELL.
BUT IT'S MULTI-FACETED, SO WHILE WE CAN HAVE THOSE ADDITIONAL
RESOURCES, AND WE CAN HAVE THOSE ADDITIONAL OPPORTUNITIES,
YOU STILL HAVE TO HAVE A SYSTEM WITH STAFF AND LEADERS AND
COMMUNITY ADVOCATES WHO ARE REALLY FOCUSED ON ENSURING THAT
THOSE OPPORTUNITIES ARE AVAILABLE TO EACH AND EVERY
CHILD, REGARDLESS OF RACE, GENDER, OR LANGUAGE STATUS.
(HELENE) AND SPEAKING OF ONE OF THE GREATEST DISPARITIES IN OUR
CITY SCHOOL DISTRICT, IT IS SOMETHING WE FOCUS ON AGAIN ON
NEED TO KNOW, IS THE STATE OF BLACK AND LATINO MALE STUDENTS
IN THE CITY SCHOOL SYSTEM.
WHAT ARE YOUR PRIORITIES IN REGARDS TO THE OPPORTUNITY GAP,
IN PARTICULAR FOR MINORITY MALE STUDENTS IN THE CITY
SCHOOL SYSTEM?
(DEANE-WILLIAMS) WELL, OF COURSE WE'RE VERY ACTIVELY ENGAGED IN
THE MY BROTHER'S KEEPER INITIATIVE,
IN ALIGNMENT WITH BOTH THE FEDERAL AND THE STATE WORK IN
THE AREA.
THERE ARE SPECIFIC STANDARDS THAT APPLY TO SCHOOLS AND
CLASSROOMS AROUND SERVING MALES OF COLOR, BLACK MALES.
THOSE STANDARDS ARE UTILIZED AS WE ARE PLANNING SERVICES
AND SUPPORTS.
WE HAVE A NUMBER OF GRANTS, WE HAVE A NUMBER OF STAFF MEMBERS
IN SCHOOLS THAT ARE DIRECTLY INVOLVED IN ENSURING THAT WE
IMPROVE OPPORTUNITIES AND THAT WE IMPROVE OUTCOMES FOR
ALL STUDENTS.
(HELENE) ONE THING THAT I KNOW THAT YOU'VE DONE IS,
A FOCUS FOR YOU HAS BEEN IMPROVING RELATIONSHIPS,
MINDSETS, AND BUILDING TRUST.
AND THIS IS REALLY WITH EVERY LEVEL WITHIN THE DISTRICT,
WE'RE TALKING TEACHERS, ADMINISTRATORS, STUDENTS,
AND ALSO THE COMMUNITY AT LARGE.
AND I WANTED TO ASK YOU, WHAT DOES BUILDING TRUST AND
IMPROVING THESE RELATIONSHIPS, WHAT DOES THAT LOOK LIKE
FOR YOU?
AND I ASK YOU THIS BECAUSE THESE FOCUS AREAS,
THEY MAKE A LOT OF SENSE.
BUT I WANT TO KNOW HOW DO YOU ACTUALLY MAKE IT HAPPEN WHEN
HISTORY MAY HAVE CREATED A BIT OF SKEPTICISM WITH SOME OF THE
PARTIES INVOLVED?
(DEANE-WILLIAMS) SO ONE OF THE THINGS THAT I KNOW,
THERE'S A BOOK CALLED THE SPEED OF TRUST.
YOU HAVE TO GET TO WORK.
YOU ACTUALLY HAVE TO WALK INTO A SYSTEM AND BEGIN TO DO THE WORK:
TO BUILD COHERENCE, TO BUILD RELATIONSHIPS,
BUT TO GET FOCUSED ON MAKING THINGS HAPPEN.
ONCE YOU DEMONSTRATE THAT YOU HAVE A CAPACITY AND A
WILLINGNESS TO DIG IN, MAKE A DIFFERENCE, TRY SOMETHING.
WE'RE NOT GOING TO BE ABLE TO UNDO YEARS AND DECADES IN A
YEAR OR TWO.
BUT WHAT I HOPE TO BUILD TO CAPACITY WITHIN THE SYSTEM TO BE
A GOOD PARTNER TO THE CITY, AND ALL OF OUR COMMUNITY PARTNERS,
OUR COUNTY PARTNERS, THERE'S A LOT OF SUPPORT HERE IN ROCHESTER
FOR STUDENTS AND FAMILIES.
BUT WE HAVE TO BUILD RELATIONSHIPS AND COHERENCE SO
THAT WE'RE WORKING TOGETHER.
YESTERDAY I WAS WITH A BUNCH OF COUNTY AND CITY PARTNERS AND
EVERYBODY IS WORKING ON VERY HIGH QUALITY INITIATIVES,
BUT THEY ARE NOT ALWAYS ALIGNED IN A WAY TO GET THE KIND OF
COLLECTIVE IMPACT THAT WE NEED TO SEE AND THAT OUR
YOUTH DESERVE.
SO VERY FOCUSED NOT ONLY ON THE GROUND LEVEL IN TERMS OF
DEVELOPING THOSE RELATIONSHIPS AND SORT OF DIGGING IN,
BUT ALSO ON A SYSTEMS LEVEL, OF TRYING TO FIND THE PATH FORWARD.
I THINK THAT'S THE BEST THING WE CAN DO RIGHT NOW IS JUST GET TO
WORK AND MAKE A DIFFERENCE.
(HELENE) WHEN YOU SAY SYSTEMS LEVEL BY THAT YOU MEAN...?
(DEANE-WILLIAMS) INTEGRATING SYSTEMS.
MAKING SURE THAT WE UNDERSTAND WHEN WE TALK ABOUT ATTENDANCE,
WE HAVE FOCUSED A LOT ON EARLY EDUCATION,
MAKING SURE STUDENTS DEVELOP GOOD ATTENDANCE PATTERNS.
BUT WE ALSO IN OUR DISTRICT HAVE SECONDARY STUDENTS THAT DON'T
ATTEND SCHOOL.
AND WE HAVE SECONDARY STUDENTS WHO DON'T ATTEND CLASSES BECAUSE
THEY'RE IN THE DISCIPLINE SYSTEM.
AND WE HAVE KIDS THAT DON'T COME TO SCHOOL BUT WE'RE NOT DOING
THE LEVEL OF HOME VISIT OR INTEGRATION.
WE SHOULD NOT BE RELYING ON THE COURT SYSTEM.
WE SHOULD NOT BE RELYING ON THE SYSTEMS WE HAVE TO PUT IN PLACE
ONCE WE HAVEN'T DONE THE RIGHT WORK OF PREVENTION.
WHEN A STUDENT IS MISSING FROM SCHOOL ON THE SECOND AND THIRD
DAY, WE NEED TO BE PICKING UP THE PHONE, MAKING A CALL,
OR GOING AND GETTING IN THE CAR AND GOING AND FINDING OUT WHAT
WE NEED TO DO SPECIFICALLY FOR THAT CHILD.
THIS IS VERY PERSONAL WORK, AND IT HAS TO OCCUR ONE STUDENT AT A
TIME, ONE FAMILY AT A TIME, ONE SCHOOL AT A TIME.
BUT IF EVERYBODY COLLECTIVELY FOCUSES ON DOING THE RIGHT WORK
FOR KIDS, THEN I BELIEVE THAT AS A COMMUNITY WE CAN PULL TOGETHER
AND REALLY SEE SOMETHING SIGNIFICANT.
I THINK WE HAVE SOME PARTNERS THAT HAVE BEEN UNDERUTILIZED.
WE'RE LOOKING TO INCLUDE FAITH BASED PARTNERS.
WE HAVE A NUMBER OF PEOPLE IN THE DISTRICT,
ESPECIALLY THOSE WHO HAVE LEAD THE ATTENDANCE DISTRICT IN THE
LAST SEVERAL YEARS.
VERY, VERY DEDICATED AND COMMITTED PARTNERS THROUGHOUT
THE SYSTEM, THROUGHOUT THE SCHOOL DISTRICT,
AND THROUGHOUT THE CITY.
I CAN'T SAY ENOUGH ABOUT WHAT THEY'VE DONE,
BUT I ALSO CAN SAY I'M EXCITED ABOUT THE KINDS OF THINGS
THEY'RE TALKING ABOUT TO PUT IN PLACE NEXT YEAR THAT WE'LL
STRENGTHEN AND EXPAND UPON THAT WORK AND DRAW MORE PEOPLE
INTO THE TABLE.
(HELENE) I WANT TO TELL YOU, BARBARA,
ONE THING THAT WE DO ON THIS PROGRAM IS WE HAVE A SERIES
THAT'S CALLED TOP OF THE CLASS.
SO WHAT THIS IS REALLY IS, IS AN OPPORTUNITY TO INTRODUCE OUR
COMMUNITY TO YOUNG PEOPLE NOT ONLY MAKING A DIFFERENCE IN
THEIR SCHOOL SETTING, BUT ALSO MAKING A DIFFERENCE IN MONROE
COUNTY AS A WHOLE.
BUT REALLY THESE ARE THE TYPES OF STORIES SOMETIMES WE DON'T
HEAR ABOUT ENOUGH IN NEWS, SHOWING PROGRESS THAT'S
BEEN MADE.
AND THAT BEING SAID, I IMAGINE THERE ARE ALSO HIGHLIGHTS WITHIN
THE DISTRICT THAT WE DON'T HEAR ABOUT AS OFTEN ABOUT ON THE NEWS
BECAUSE WE'RE COVERING OTHER DISTRICT MATTERS.
SO THAT BEING SAID, WHAT IS AN AREA OF PROGRESS AND MAYBE IT'S
ABOUT EXPANDING UPON SOME OF THE THINGS YOU JUST MENTIONED,
SOME OF THE THINGS THESE PARTNERS ARE LOOKING FORWARD TO
DOING NEXT YEAR, BUT SOMETHING THAT HAS GONE UNDER THE RADAR
WHEN IT COMES TO LOCAL NEWS THAT YOU WOULD LIKE TO DISCUSS.
(DEANE-WILLIAMS) I THINK THAT THE WORK THAT'S BEING DONE WITH
THE RELATIONSHIP BUILDING MODEL, SOME OF THE WORK ON CULTURALLY
RELEVANT AND SIGNIFICANT CURRICULUM,
AND THE USE OF STUDENT VOICE.
I HAVE MET SOME INCREDIBLE STUDENTS AND SOME INCREDIBLE
PARENTS WHO ARE VERY ACTIVELY ENGAGED IN MAKING A DIFFERENCE.
AND THEY COME FROM SITUATIONS WHERE QUITE FRANKLY,
THEY FACED A LOT OF ADVERSITY.
AND THEY HAD TO OVERCOME THAT ADVERSITY.
AND WHAT'S REALLY AMAZING TO ME, IS THEIR WILLINGNESS TO TALK
ABOUT THEIR EXPERIENCE AND TO SHARE THE EXPERIENCE WITH OTHERS
TO HELP US LEARN FROM IT.
BECAUSE IT'S THROUGH THAT STORY OF INDIVIDUAL CHILDREN,
INDIVIDUAL FAMILIES THAT WE COLLECTIVELY BEGIN TO UNDERSTAND
THE POWERFUL IMPACT THAT PUBLIC SCHOOLS HAVE: CLASSROOMS,
TEACHERS, ADMINISTRATORS, ASK ANYONE A STORY ABOUT THEIR
SCHOOL DAYS AND IT COMES BACK WITH POWER,
AND THEY'RE NOT ALWAYS POSITIVE.
MY GOAL WOULD BE TO MAKE SURE THAT EVERY CHILD'S STORY IN
ROCHESTER IS A POSITIVE STORY.
(HELENE) WITH MANY OF SOME OF THESE STORIES THAT YOU HEAR,
WITH ANY OF THESE STORIES THAT YOU HEAR ALSO HELP TO GUIDE YOU
WITH THE PLANNING THAT'S BEEN TAKING PLACE AT THE CURRICULUM
LEVEL, SCHOOL LEVEL, DISTRICT LEVEL.
(DEANE-WILLIAMS) ABSOLUTELY.
SO ONE OF THE THINGS THAT'S IMPORTANT TO ME WITH I MEET WITH
STUDENTS, WE HAVE REALLY TRIED TO FOCUS ON GETTING INTO SCHOOLS
ON A REGULAR BASIS, 2-3 DAYS A WEEK, TALKING TO TEACHERS,
TALKING TO LEADERS, BUT ALSO TALKING TO STUDENTS,
FROM THE VERY YOUNGEST STUDENTS TO THOSE THAT ARE IN
HIGH SCHOOL.
WE ALSO HAVE ENGAGED STUDENTS IN STAFF TRAINING AND
STAFF DEVELOPMENT.
WE HAVE LEADERSHIP TRAINING AND TEACHER TRAINING COMING UP
IN THE SUMMER.
THERE WILL BE STUDENTS AND PARENTS AND COMMUNITY RESIDENTS
AT THOSE TRAININGS BECAUSE IT'S IMPORTANT FOR ME THAT WE ALL
COMMUNICATE AND DIALOGUE AND LEARN TOGETHER,
SO THAT WE'RE CREATING ONE COHESIVE SYSTEM.
(HELENE) WELL SUPERINTENDENT OF THE ROCHESTER CITY SCHOOL
DISTRICT BARBARA DEANE-WILLIAMS, IT WAS GREAT TO HAVE YOU
ON THE SHOW-
(DEANE-WILLIAMS) THANK YOU.
(HELENE) -AND WE LOOK FORWARD TO HAVING YOU BACK SOON.
(DEANE-WILLIAMS) THANK YOU. APPRECIATE IT.
FOR CONTINUING COVERAGE OF THE ROCHESTER CITY SCHOOL DISTRICT
AND SOME OF THE WORK BEING DONE IN DISTRICTS THROUGHOUT MONROE
COUNTY - BE SURE TO STAY TUNED TO W-X-X-I NEWS ON-AIR
AND ONLINE.
THAT'S WHERE YOU CAN ALSO FIND STATE AND NATIONAL REPORTS
ON EDUCATION.
BE SURE TO CHECK OUT OUR WEBSITE: WXXINEWS.ORG.
-- FOR BARACK OBAMA - IT'S PLAYING BASKETBALL AND POOL.
FOR CONGRESSWOMAN FREDERICA WILSON - IT'S COLLECTING HATS.
FOR GEORGE W. BUSH - IT'S PAINTING.
THESE ARE SOME OF THE HOBBIES OF POLITICAL LEADERS IN OUR NATION
THAT GIVE US JUST A LITTLE INSIGHT INTO THE PERSON BEHIND
THE POLITICIAN.
BUT WHAT ABOUT OUR LOCAL POLITICAL FIGURES?
IT CAN BE RARE TO GET A BEHIND THE SCENES LOOK OF THEIR THEIR
LIVES....UNTIL NOW.
A SPECIAL SEGMENT ON "NEED TO KNOW" THIS SUMMER WILL TAKE US
INSIDE THE LIVES OF CANDIDATES IN THE RACE FOR ROCHESTER MAYOR.
THE FOCUS: GETTING TO KNOW THEM THROUGH ONE OF THEIR
FAVORITE PASTIMES.
FIRST UP, DEMOCRAT RACHEL BARNHART.
FROM TELEVISION REPORTS....TO TOWN HALL FORUMS - DEMOCRAT
RACHEL BARNHART HAS FULLY TRANSITIONED FROM INVESTIGATING
AND INTERVIEWING POLITICAL CANDIDATES TO BECOMING ONE.
BUT SAYING GOODBYE TO A CAREER IN JOURNALISM IN 2016 AND
RUNNING FOR PUBLIC OFFICE DOESN'T MEAN EVERYTHING IN HER
LIFE HAS CHANGED. "I READ THE NEWS A LOT. GO FIGURE.
WALL STREET JOURNAL, NY TIMES, WASHINGTON POST.
I CATCH UP ON WHAT'S GOING ON I STILL REALLY WANT TO
BE INFORMED."
THE MAYORAL CANDIDATE ALSO MAINTAINS A REGULAR PRESENCE ON
SOCIAL MEDIA....AND SHE'S STILL OFTEN SPOTTED IN HER BEECHWOOD
NEIGHBORHOOD WALKING THIS SHOW-STOPPER...HER 136-POUND
NEAPOLITAN MASTIFF NAMED PIXIE.
AND WHEN IT COMES TO BARNHART'S FAVORITE PAST-TIMES....THAT
HASN'T CHANGED EITHER.
"IT'S MY TIME, IT'S ALONE TIME.
NO ONE CAN CALL ME.
I CAN'T CALL ANYONE ELSE."
THE MAYORAL CANDIDATE IS AN AVID SWIMMER.
THREE TO FOUR DAYS A WEEK SHE SWIMS 25-HUNDRED YARDS AT THE
DOWNTOWN Y-M-C-A ON EAST MAIN STREET.
"I WILL SAY WHEN I SWIM I OFTEN SOLVE PROBLEMS,
I'VE WRITTEN SPEECHES IN MY HEAD,
I'VE WRITTEN STORIES IN MY HEAD, BUT IT'S MY TIME,
IT CAN BE VERY MEDITATIVE.
SO MUCH IS GOING ON IN THE WORLD THAT IT'S HARD TO TURN IT OFF
ESPECIALLY WHEN WE HAVE OUR SMARTPHONES AND I'M DEFINITELY
GLUED TO MY SMARTPHONE, BUT YOU CAN'T BRING YOUR PHONE WITH YOU
IN THE WATER."
AS A CHILD, BARNHART LEARNED HOW TO SWIM AT HER NEIGHBORHOOD Y
IN MAPLEWOOD.
AT THE AGE OF SEVEN SHE JOINED THE MAPLEWOOD Y SWIM TEAM AND
BEGAN TO SWIM COMPETITIVELY...BUT TODAY...SHE
SAYS SWIMMING IS ABOUT COMPETING AGAINST HERSELF AND STAYING
HEALTHY....AND SPEAKING OF SELF-COMPETITION,
IN JUST A FEW WEEKS THE MAYORAL CANDIDATE WILL SET OUT FOR A
SUMMER RITUAL.
"I SWIM ACROSS IRONDEQUOIT BAY AT LEAST ONCE.
I HAVE A FRIEND WITH A BOAT AND HER FATHER HE FOLLOWS US WHILE
WE SWIM ACROSS THE BAY AND BACK AND IT'S ABOUT A MILE TOTAL.
AND IT'S HARD BECAUSE YOU'VE GOT THE WIND AND THE WAVES,
OPEN WATER SWIMMING IS NOT NECESSARILY WHAT I'M GOOD AT BUT
IT'S A GREAT EXPERIENCE."
WHETHER AT THE Y OR CROSSING THE IRONDEQUOIT BAY,
BARNHART SAYS SWIMMING ALLOWS TO HER
TO RELAX, FOCUS AND AT TIMES PUT LIFE INTO PERSPECTIVE....
ONE LAP AT A TIME.
ALL OF THE CANDIDATES IN THE RACE FOR ROCHESTER MAYOR HAVE
BEEN INVITED TO PARTICIPATE IN THIS SPECIAL SEGMENT.
THOSE TAKING US UP ON THE OFFER TO REMOVE THEIR "POLITICAL HAT"
AND SHARE A MORE PERSONAL SIDE OF THEIR LIVES ARE DOING SO
THIS SUMMER.
YOU CAN SEE THESE SPECIAL SEGMENTS ONLY HERE ON "NEED TO
KNOW" LEADING UP TO THE PRIMARY ELECTION IN SEPTEMBER.
AND THAT WRAPS UP THIS EDITION OF "NEED TO KNOW" - ROCHESTER'S
NEWS MAGAZINE.
I'M YOUR HOST HELENE BIANDUDI HOFER.
THANK YOU FOR JOINING ME ON W-X-X-I TV AND ONLINE AT
W-X-X-I-NEWS-DOT-ORG.
AND A SPECIAL THANK YOU TO THOSE WATCHING WHO CONTINUE TO SUPPORT
PUBLIC BROADCASTING. HAVE A GREAT NIGHT.
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