Executive Summary-Teachers College, Columbia University REACH Promise Ne...

Executive Summary: Teachers College, Columbia University’s Raising Educational Achievement Coalition of Harlem – Promise Neighborhood Grant Proposal Teachers College, Columbia University (TC), located in the Harlem region of New York City at 120th Street and Broadway, is proposing a Promise Neighborhood initiative (Raising Educational Achievement Coalition of Harlem/REACH) that will target the 33 block vicinity that lies between 114th and 140th streets; and between Broadway and Adam Clayton Powell Boulevard. The proposed zone encompasses a geographic corridor that spans two contiguous New York City community boards (CB): Manhattanville (CB9) and Central Harlem (CB10). The targeted school partners for this initiative include: Margaret Douglas Elementary School (PS36); Harriet Tubman Elementary School (PS154); Fredrick Douglas Academy II; Wadleigh Secondary School for the Performing and Visual Arts; and Academy for Social Action (ASA). TC has been working with these school to implement its university-assisted community school model, which forms the basis of the continuum of solutions that are part of its Promise Neighborhood proposal. TC has invited the following organizations to serve as partners and members of the advisory committee: Harlem Dowling Westside Center; ExpandEd Schools; Young Audiences New York; Manhattan Educational Opportunity Center; Goddard Riverside Options Center; NY Foundling; Institute for Family Health; New Visions for Public Schools; Columbia University School of Social Work; Columbia University Mailman School of Public Health; Columbia University School of Nursing; Columbia University School of Engineering & Applied Sciences; Columbia University Zuckerman Institute; Community Board 9; Community Board 10; City Councilmember Levine; City Councilmember Perkins; Manhattan Borough President Brewer. As an institutional anchor in the community that comprises the proposed zone, TC, in cooperation with the whole of Columbia University (CU), is uniquely positioned to implement a model for urban universities in highpoverty neighborhoods to partner with schools and community organizations to develop, implement, and assess a continuum of solutions that meet the range of poverty-related needs challenging youth and families in ways that are both cost-effective and sustainable as well as demonstrate a clear social return on every dollar invested. A social return on investment study of Children’s Aid Society Community Schools found that every dollar spent returns between $10.30 and $14.80 of social value.i Outlined below is the framework of the continuum of solutions that REACH seeks to bring to the community through the Promise Neighborhood initiative:  Leadership Development: Support school leaders with development, implementation and monitoring of effective and coherent set of actions for change and continuous improvement that addresses school’s use of structures, resources, and practices to achieve greater learning outcomes for all students and adults.  Teacher Professional Development: Provide monthly research-based professional development sessions and on-site, job-embedded coaching for teacher leaders to retool the instructional leadership and practices within schools to build the sustainable instructional capacity of teachers and teacher teams.  Early Childhood Education: Design and deliver PD for early childhood educators (Pre-K through 2nd grade) and families so that they are better equipped to ensure that children are effectively prepared to transition into the 3rd grade ready to learn on grade level.  Expanded Learning Opportunities (ELO): Deliver a program of highquality expanded learning opportunities that are responsive to students’ interest and needs across the thematic areas of Literacy, STEM, Academic Remediation & Enrichment, Creative Arts, School Transitions, and Health & Nutrition; expose them to new & diverse experiences that support their college and career readiness; and support their academic, social and physical development.  Physical & Mental Health (PMH): Leverage, coordinate, and design opportunities to facilitate students and families’ access to and utilization of high-quality mental and physical health services as well as build their health literacy so that they are better empowered to manage their health practices and outcomes in support of their goals and well-being. i Martinez, L. and Hayes, C. (2013). Measuring Social Return on Investing for Community Schools: A Case Study. Downloaded August 2017, from http://www.childrensaidsociety.org/files/CASE%20STUDY%20final.pdf