All of Who I am: Youth perspectives on social emotional learning

All of Who I Am is the foundational report of the America’s Promise Alliance How Learning Happens research series.

The report, based on a qualitative study of interviews with more than 100 young people from across the country, directly shares youth perspectives on the integration of social, emotional, and cognitive development in their own exemplar learning settings.

The report’s title, drawn from a young person’s own words, encapsulates the biggest insight from the report and from the research series as a whole: that supportive learning environments are nurturing young people’s sense of themselves as valued, multi-dimensional community members. Additionally, six interconnected themes emerged from listening to the young people across the research sites. All six—relationships, belonging, meaningful learning, intentionality, agency, and identity development—are important aspects of young people’s learning experiences, both individually and working in concert with one another.

See the How Learning Happens series here.

A Census 2020 undercount could put Connecticut children at risk

A Census may seem insignificant when compared to the other events of the year, but the results of the Census are critically important and will affect our daily lives for the next 10 years. Everything from funding for schools to the state health insurance program to food assistance programs relies on the results of the Census for funding designation. The results of the 2020 Census will impact today’s children for the majority of their childhood.

During the 2010 Census, nearly a million children were not counted. That meant that for an entire decade, schools and programs that serve child health and well-being were underfunded. Data from the U.S. Census Bureau  shows that young children (between the ages of birth to 4 years) were most likely to be missed. Children living with caregivers other than biological parents, children in the foster care system and children living with multiple caregivers were also missed in high numbers. Children living in lower-income households, the same households that would benefit from program funding, were far more likely to be uncounted.

In a year where many things are beyond our control, completing the 2020 Census is one thing we can do to make our communities stronger for the future. 

Key findings from a national student survey on how youth experienced remote learning

As schools plan for potential hybrid approaches to reopening in the Fall, it's crucial to glean lessons from the students themselves. Here is newly released data from Youth Truth based on 20,000+ student respondents in grades 5-12 on how they experienced remote learning.

The data was gathered in May and June 2020 through a 12-minute online survey, administered in English and Spanish, in partnership with 166 public schools across nine states.

While school logistics worked relatively well from students’ perspective, remote learning still didn’t result in a lot of learning during COVID-19 related school closures in spring 2020. It was especially challenging for Black and Latinx students – who faced more obstacles to learning than other students – and for female students and students who identify in another way – who struggled more with mental health and well-being than males. 

There were a number of other trends based on student demographic characteristics in how students experienced learning and well-being. Students who felt more personally affected by COVID-19 had less positive experiences across most themes and questions. The same is true of 11th graders, while 5th and 6th graders reported more positive experiences. Asian students also tended to report more positive experiences across most themes.

Additionally, the analysis of the student responses sheds light on the complexity of both the challenges faced and opportunities seized in this moment of profound disruption to the institution of schooling. 

Students shared in their own words that they enjoyed having more agency over their schedule and learning pace, that they appreciated opportunities to connect with their family, and that virtual learning often afforded flexibility to learn new skills and deepen knowledge. And still, distractions at home, stress and anxiety, and deep longing for social connection underscore the importance of listening to these voices and exploring this data with empathy and responsiveness to the student experience.

Health Requirements For Students Entering Pre-K And K-8

Students entering NPS Pre-K and registering for the first time in grades K-8 must have specific medical forms completed and turned in to the school prior to enrollment. To help clarify the process and let parents know exactly what is needed, the NPS nursing team has put together two videos regarding materials needed. All health forms can be found on the NPS website under School Health Services.

Please note, due to the current health crisis, NPS is unable to accommodate in-person delivery of documents. Therefore, materials should be turned in electronically at this time. This can be accomplished by scanning documents and emailing them to school secretaries. Documents can also be sent via email via a high quality photo. Please contact your school secretary after emailing documents to ensure that the documents were received and can be read.

To access the online registration portal, click on the online registration section of the Norwalk Public Schools website.

The ELL Welcome Center is also available to assist with the online registration process for those who need language assistance. The Welcome Center can also help if a family does not have access to a computer. Please leave a message with the ELL Welcome Center by calling 203-854-4093. Someone will return your call as soon as possible.

The Step Into Kindergarten page has everything parents need to know about kindergarten including information on immunizations needed, NPS school assignments, school lunches, registration process details, kindergarten expectations, social emotional development and more!

For further registration questions, please contact your specific school. Please note, if you are a current NPS student, you do not need to re-register each year.

Infographic: The state of young people during COVID-19

Carver summer camps open today!

Summer Camp

Though the public health crisis significantly reduced the number of children we are able to serve this summer at our day camps at the Carver Community Center and Columbus Magnet School, Carver summer students ages 5 through 13 years old will begin summer camp 2020 today!

The program offerings include project-based and hands-on personalized learning to catch-up on learning loss over these past months and to prepare students for the coming school year.

The summer literacy program, facilitated by certified teachers, uses the myON and Lexia Reading Core 5 software to provide personalized learning. NPS certified teachers also teach math sessions, the two primary programs are TimezAttack and ThinkCentral. TimezAttack is a computer-based math fact game that strongly supports fact fluency. ThinkCentral is the online component of the GO Math Common Core math program used in NPS K-5 classes. A Computer Adaptive (CAT) intervention targets individual strengths and weaknesses.

Middle and High School Transition Programs

The virtual (with some in-person experiences) summer transition programs are designed to help incoming 6th and 9th grade student’s transition into Norwalk’s four middle and two high schools.

Programming includes individualized instruction, parental involvement, diverse enrichment activities, and full-day activities. Students learn the basics of navigating their respective new schools. The incoming 9th graders school students learn how to read a transcript, understand graduation requirements, earn credits in courses, and look ahead to potential career options. Students use Naviance/Family Connection to develop an individualized Student Success Plan to identify needs and interests and to set future goals.

Carver summer 2020 programming is subject to public health instructions regarding the COVID-19 pandemic. Carver regularly updates its website with the latest news. Everyone, please stay healthy and safe!

It is now CT law: AN ACT CONCERNING THE INCLUSION OF BLACK AND LATINO STUDIES IN THE PUBLIC SCHOOL CURRICULUM

The Act to include African-American studies in the social studies component of the public school curriculum was signed into law on June 21, 2020.

Scot Esdaile, President of the Connecticut NAACP State Conference and a member of the NAACP National Board of Directors, testimony was among more than 200 heard or filed on March 6, 2019, at the Connecticut General Assembly’s Education Committee, urging passage of House Bill 7082, An Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum.

Before the legislative session concluded last spring, the law was approved unanimously by the Senate and 122-24 in the House, and was subsequently signed into law by Governor Ned Lamont on June 21, 2019.  The curriculum is now being developed, in accordance with the law’s requirements.

It requires the State Board of Education to review and approve, by January 1, 2021, a Black and Latino studies year-long high school course that the State Education Resource Center (SERC) has been designated to develop. Local Boards of Education must offer the course in the 2022-23 school year, but they may do so in the 2021-22 school year. The law requires the high school course to be offered, but does not require that every student take the course. 

During the school years 2022-23 to 2024-25, the State Department of Education must conduct an annual audit to ensure that the Black and Latino studies course is being offered by each Board of Education in the state.

Among those testifying at the Capitol last year were students, including those attending colleges and high schools throughout Connecticut.

The process of developing the curriculum and course syllabus is now well underway.  Even with obstacles presented by COVID-19 restrictions, SERC has moved forward, with appointment of a nearly 150-member Advisory Group, and additional input from focus groups and surveys of state residents. 

‘She is visionary’: Estrella brings new perspective to Norwalk schools

Photo: Erik Trautmann / Hearst Connecticut Media

Alexandra Estrella began as Norwalk’s new superintendent of schools this week.

Read the entire article here.

…“Part of my work right now is listening and learning,” Estrella said. “As I learn more about the thinking, I can better respond. ... As I continue with listening and learning, part of what I'm doing is building relationships and establishing an understanding in who the people are and what are their interests? What are their priorities? To me, it's about building relationships, having open communication and hoping we can have more dialogue moving forward.”

Estrella has spoken with Brenda Penn-Williams, president of the Norwalk branch of the NAACP, about how to move forward and develop a more open relationship.

“I’m very encouraged,” Penn-Williams said. “We have a new superintendent I think I can work with and we can have a great relationship. I’m hoping to see more minority teachers. I’m also looking for ... some kind of alternative program to expulsion. I’m looking to see the gap is really closed. They’re saying the gap is closed. I’d like to see real data.”

Summer opportunities for youth

Caver is operating two in-person day camps this summer, one at the Carver Community Center and the other at Columbus Magnet School. We are also conducting our four middle and two hjgh school summer transition programs virtually with elements of in-person experiences.

Meanwhile, there are many other great opportunities for Norwalk youth to learn and have fun this summer.

Norwalk ACTS maintains the TEAM Summer portal that keeps up-to-date information on many resources that will assist in keeping Norwalk kids learning, safe, and healthy this summer. 

Specifically, among the many opportunities described at TEAM Summer, here are summer programs being planned at the Maritime Aquarium, Norwalk Parks & Recreation, Norwalk Public Library, and Stepping Stones Museum for Children.

Announcing the launch of ConnectiCorps

The Connecticut Community Nonprofit Alliance (the Alliance), of which Carver is a member, is announcing the launch of ConnectiCorps, a new program that will provide community service opportunities for residents while helping community nonprofits that have faced a shortage of volunteers and increased demands due to the COVID-19 crisis.

Similar in concept to the Peace Corps, ConnectiCorps grew from an idea of Governor Lamont’s and is financially supported by AmeriCorps and the Hartford Foundation for Public Giving. It was announced last week by the Governor at Foodshare. The press release can be found here.

This exciting program meets three immediate needs in the age of COVID-19, it:         

• helps community nonprofits meet their missions;

• supports the people who depend on nonprofits for essential services; and

• provides paid service opportunities for young people at a time of high unemployment.

It also gives The Alliance and Connecticut a chance to be a model for the rest of the country, a program that can be replicated across America. 

While Carver has been providing many programs since the onset of the pandemic, we have not had a need for in-person volunteers. However, we urge everyone to consider supporting this important new initiative. Managing the program for the Alliance means recruiting members and finding placements for them. If you'd like to be considered as a ConnectiCorps site, or if you'd like to share this service opportunity with potential members, please share your interest by using this form. 

The Program Director is Alison Newman Fisher at afisher@ctnonprofitalliance.org.