mission statement - norwalk housing authority | … of contents education strategy chapter vii a....

Mission Statement

The Washington Village/South Norwalk Trans-formation Plan provides the framework (or road-map) for the future of this important Norwalk neigh-borhood, with the goal of creating and sustaining access to opportunity for all households who reside there.

C

HAPTER

VII Education Strategy

Table of Contents

Education StrategyChapter VII

A. Overall Vision for Education.................................................................. 1

B. Existing Conditions of Educational Opportunities............................... 2

C. Goals, Outcomes, Metrics, Strategies and Partners........................... 8

Tables

Table VII-1. Enrollment in Early Learning Programs Among Washington Village Children Ages 0-5

Table VII-2. School Attendance among Washington Village ChildrenTable VII-3. Percent of Students Performing at or Above Proficiency in Reading and Math

in Elementary Schools Where WV Children Attend Compared to All Norwalk Schools, CT Schools, 2011-12

Table VII-4. Percent of Students Performing at or Above Proficiency in Reading and Math in Middle and High Schools Where WV Children Attend Compared to All Norwalk Schools, CT Schools, 2011-12

Table VII-5. Goals, Outcomes and Metrics

Appendices (under separate cover)Appendix VII-1. Norwalk ACTS 2012-13 DirectoryAppendix VII-2. Norwalk ACTS Member Experience Appendix VII-3. Scholarship Program: Valuation of Outcomes

A. Target Site and Neighborhood............................................................. 2

B. Highlights of Proposed Transformation Plan....................... 2

• Neighborhood Strategy• Housing Strategy• People Strategy• Education Strategy

C. Implementation ..................... 8

• Budget and Schedule • Public Approvals• Monitoring Change and Ensuring Success

Washington Village/South Norwalk Transformation Plan

• Goal1: South Norwalk shares a learning community in which all residents embrace the pursuit of high quality education and are engaged in educational learning opportunities

• Goal2:Children enter kindergarten ready to learn.• Goal3: Children are proficient in key academic subjects and

graduate from high school college and career ready.• Goal4:Youth have strong assets to be successful in school and life.

D. Education Implementation.................................................................. 21

Washington Village / South Norwalk Transformation Plan

1VII·1

Chapter VII

Education StrategyThe education strategy for the Washington Village/South Norwalk Transformation Plan, which will be spearheaded by Norwalk ACTS (Achievement, Community, Teams, Success), focuses on the coordinated implementation of a series of programs and reforms to improve the educational opportunities available to the residents of Washington Village (WV) and the South Norwalk neighborhood. This chapter presents the guiding vision for the education plan, which is an outgrowth of the work that Norwalk ACTS began in 2005 with key education stakeholders to collaboratively identify and address the educational issues that prevent young people throughout the city of Norwalk from being successful at home, at school, and in the community. Today Norwalk ACTS is a network of 45 members representing the entire education continuum that recently became a STRIVE network member. The organization plays a vital role in coordinating educational programs around a common purpose of improving the lives and futures of Norwalk children and youth. Norwalk ACTS will work with its growing membership base to continuously refine the South Norwalk education strategy as resources emerge and new issues are uncovered. While the education strategy principally focuses on education for children and youth, additional strategies related to family supports and self-sufficiency can be found in Chapter VI, People Strategy.

A. Overall Vision

The education strategy focuses on building and sustaining a comprehensive, evidence-based learning community where members of every household embrace the pursuit of high quality education as a positive, lifelong process. The strategy supports an integrated, multi-sector, place-based initiative that emphasizes closing achievement gaps. The strategy’s vision is that South Norwalk residents of every age are engaged in meaningful, inviting learning experiences appropriate for every developmental stage that provide opportunities leading to personal growth and enrichment, professional gain, and life success. To achieve this vision, Norwalk ACTS will seek sustained systems change by working with its members to align and coordinate Norwalk’s educational organizations, programs, and other assets to offer a diverse range of engaging learning opportunities for South Norwalk residents.

Chapter VII: Education Strategy

VII·2

The goals of the education plan include:

• South Norwalk shares a learning community in which all residents embrace the pursuit of high quality education and are engaged in educational learning opportunities.

• Children enter kindergarten ready to learn.

• Children are proficient in key academic subjects and graduate from high school college and career ready.

• Youth have strong assets to be successful in school and life.

The education plan seeks to accomplish these goals through a series of strategies and coordinated partnerships that align existing resources to better serve the needs of families

B. Existing Conditions of Educational Opportunities

The Norwalk Housing Authority (NHA) conducted an educational assessment documenting the current educational challenges and opportunities for residents of the South Norwalk neighborhood. The assessment relied on a variety of information sources including:

• Resident Survey – The October 2011 resident survey included questions regarding satisfaction with current educational opportunities as well as unmet educational needs for children and adults.

• Stakeholder Input – NHA facilitated a series of meetings and focus groups to engage residents and key stakeholders in the planning process and to collect information on existing needs and resources in order to develop components of the education strategy. Chapter III describes the overall community engagement process more fully, including a Resident Information Fair that solicited input from residents on their priorities for educational services for children and adults.

• School Performance Data – Data from Norwalk Public Schools allowed for a performance assessment of the schools Washington Village children attend and a comparison to the overall performance of schools in the Norwalk School District and the State of Connecticut.

• 25% of Washington Village residents have not completed high school, compared to 20% in South Norwalk and 11% in the City and County.

• Existing Educational Resources – Norwalk ACTS members that attended education subcommittee meetings provided information on the existing conditions of educational opportunities in Norwalk. In addition, several members shared materials that contributed to the educational assessment, such as the Norwalk ACTS 2012-13 Directory of Services and the Norwalk Early Childhood Council Action Plan.


3VII·3

Early LearningProgram Enrollment

Enrollment in early learning programs among Washington Village children ages 0 to 5 is low. According to the resident survey, only half of the 52 Washington Village children ages 0 to 5 are enrolled in Early Head Start, Head Start, or Kindergarten. Among those not enrolled in early childhood education, two thirds (17) are cared for by a family or a friend. Enrollment is slightly lower among 0 to 2 year olds, at 47%.

Enrollment in early childhood education at the city level is low as well. The Norwalk Early Childhood Council (NECC) reports that the city of Norwalk has an unmet preschool need of approximately 200 children, with a variety of driving factors, including: cost, preference for at home or friend and family child care, a lack of subsidized slots, immigration status, lack of understanding of the importance of preschool, and not being eligible for Care for Kids, a state program that subsidizes child care costs for low to moderate income families. Only 11% of children ages 0 to 3 in Norwalk are enrolled in licensed center-based care or family day care homes, despite vacancies in local infant/toddler centers and group homes.1 NECC attributes these vacancies to families’ preference to stay home and care for their children or to use friends or family for care.

Program Quality

NECC monitors the quality of licensed pre-school programs serving 3 to 5 year olds in Norwalk. In its 2011 directory of preschools, NECC highlights National Association for the Education of Young Children (NAEYC) accreditation and School Readiness Program participation as indicators of quality.2 Fewer than half (13 out of 29) of pre-school programs demonstrated at least one indicator of quality. NECC sites a number of barriers to accreditation for early childhood programs including: staff requirements, cost, burden of the work, perceived lack of benefit, and philosophical change.3 Norwalk Economic Opportunity Now (NEON) currently operates the only two Head Start programs in Norwalk (also NAEYC-accredited), comprising about 250 slots for low-income children.4

1 United Way 2-1-1 Child Care report, referenced in the NECC 2012-16 Norwalk Early Childhood Action Plan.

2 The NAEYC accreditation process exam-ines all aspects of a program – including health and safety, teacher qualifications, and administration – and especially the quality of interactions between teachers and children and the nature of the child’ experience. School Readiness is a state funded subsidy program that helps families afford a quality daycare program. School Readiness programs are closely monitored by the Norwalk Early Childhood Council for quality.

3 Accreditation data was not available for programs serving ages 0-2 specifically.

4 At the writing of this plan, federal funding for Head Start beyond 2013 is unknown.

Table VII-1. Enrollment in Early Learning Programs Among Washington Village Children Ages 0-5 (N=52)

Enrolled Not Enrolled Total # Children

All Children 0-5 26 (50%) 20 (50%) 52

Ages 0-2 9 (47%) 10 (53%) 19

Ages 3-5 17 (51%) 16 (49%) 33

Source: Washington Village Resident Survey, October 2011.


VII·4

Elementary, Middle, and High School

School Attendance

There are two schools located in the South Norwalk neighborhood: Side by Side Charter School and Columbus Magnet Elementary School. Both schools accept children from throughout the city through a lottery system, and very few children from the Washington Village housing development attend either school. Instead, school-aged children from South Norwalk are bused to schools throughout the city. As noted in Table VII-2, the 72 school-aged children from Washington Village attend 11 different schools around the city, with a majority attending Cranbury Elementary, West Rocks Middle, and Norwalk High School.

Source: October 1, 2012 Public School Information System; 2012 Side by Side Charter School data

Note: 6 other WV children attended other schools in Norwalk including: Briggs High School, High Road School (special education for ages 9-21), Jefferson Science Magnet Elementary School, Rowayton Elementary School, Silvermine Elementary School, and Tracy Elementary School.

School Characteristics

As shown in Table VII-2, most of the schools that Washington Village children attend have a rate of Free and Reduced Price Lunch (FRPL) receipt comparable to the 2010-11 state average of 34%. West Rocks Middle and Side by Side Charter have higher rates of FRPL receipt (50% and 46%, respectively).5 The three schools most Washington Village children attend have larger minority populations than the 2009-10 state average of 36%: 44% at Cranbury Elementary, 56% at Norwalk High, and 64% at West Rocks Middle School.6

Parent Satisfaction

In their responses to the resident survey, parents living in Washington Village expressed widespread satisfaction with the schools their children attend:

• Almost all Washington Village parents expressed satisfaction with the quality of their child’s school (75% very happy, 20% somewhat happy)

• Parents felt their children were safe (90%)

Table VII-2. School Attendance among Washington Village Children (N=72)

SchoolGrades

In Neighborhood?

#WV Children that Attend

% WV Age-Eligible Children

that Attend

School Enrollment

% Students receiving Free and Reduced Price Lunch

% Minority Students

Cranbury Elementary,

K-5

No 31 79% of ages 6-10 504 34% 44%

Columbus Magnet

Elementary, K-5

Yes 1 3% of ages 6-10 328 32% 54%

West Rocks Middle, 6-8 No 12 92% of ages 11-13 650 50% 64%

Side by Side Charter,

pre-K-8

Yes 4 8% of ages 6-10 233 46% 79%

Norwalk High School,

9-12

No 18 19% of ages 14-18 1,537 37% 56%

5 Connecticut State Department of Educa-tion Connecticut Education Data and Re-search, 2010-11. http://sdeportal.ct.gov/Cedar/WEB/ct_report/StudentNeedDT.aspx, accessed November 30, 2012.

6 Connecticut State Department of Education. The Condition of Education in Connecticut. October 2011. http://www.sde.ct.gov/sde/lib/sde/pdf/publications/COE_2011.pdf, accessed November 30, 2012.


5VII·5

• Parents almost unanimously thought schools welcomed their involvement (94%)

School Performance

The schools that Washington Village children attend have comparable or better student performance compared to the combined performance of all Norwalk schools, but have slightly lower performance than schools throughout the state of Connecticut. Cranbury Elementary is an exception, with slightly higher percentages of students demonstrating proficiency than in elementary schools in both the city and the state.7 Side by Side Charter School students had lower rates of proficiency than both the city of Norwalk and the state of Connecticut in elementary school grades, but had comparable rates of proficiency to the city of Norwalk in middle school grades. However, because the number of students in each grade at Side by Side is much smaller than in other Norwalk public schools, the comparison of its CMT proficiency data to other city public schools is not statistically significant. Alternative data that consider student demographics and individual achievement over time show that Side by Side students have outperformed State-established targets for the school, across various subpopulations and subject areas.8

Table VII-3. Percent of Students Performing at or Above Proficiency in Math and Reading in Elementary Schools Where WV Children Attend Compared to State of Connecticut and City of Norwalk Schools, 2012

School Cranbury Elementary

Columbus Magnet

Side by Side

City of Norwalk

State of CT

Subject

(M=Math; R=Reading)M R M R M R M R M R

All Students 89% 82% 85% 74% 32% 54% 82% 71% 86% 77%

Black 75% 58% 70% 51% NA NA 71% 58% 67% 57%

Hispanic/Latino 80% 73% 80% 70% NA NA 80% 64% 72% 57%

White 96% 90% 94% 86% NA NA 90% 84% 93% 87%

Economically

Disadvantaged75% 69% 70% 57% NA NA 74% 59% 71% 58%

Not Economically

Disadvantage 98% 90% 91% 81% NA NA 90% 83% 94% 88%


*Side by Side data for Grade 3 was not available so elementary school data reflects the average of grades 4 and 5 only.

7 School performance is based on scores on the Connecticut Mastery Test (CMT, grades 3-8) and Connecticut Academic Performance Test (CAPT, Grade 10).

8 Based on District Performance Indicator (DPI) data provided by Side by Side Char-ter School for the 2011-12 school year, as compared to 2012-13 school year DPI targets. DPI data is not comparable to Norwalk Public Schools data because they are not in the same District Reference Group (DRG).


VII·6

Achievement Gap

There is a large gap in the proficiency rates between economically disadvantaged and minority children on the one hand and non-economically disadvantaged and White students on the other in the schools where Washington Village children attend. For example:

• In all Norwalk elementary schools (including the schools where WV children attend), the percent of Black students demonstrating proficiency was 21% lower than White students in math and 31% lower in reading.

• At Norwalk High School (grade 10), the percent of Black students demonstrating proficiency was 44% lower than White students in math and 39% lower in reading.

• At West Rocks Middle School the percent of economically disadvantaged students demonstrating proficiency was 25% lower than not economically disadvantaged students in math and 28% lower in reading.

As shown in the tables above, the achievement gap in Norwalk public schools mirrors data trends seen across the state of Connecticut, which has the widest achievement gap in the nation.9 The achievement gap is partially driven by the disparities in income within Fairfield County and across the State of Connecticut, which houses some of the wealthiest and poorest towns and cities in the country. The Connecticut Commission on Education Achievement cites other factors contributing to the gap, including a lack of accountability throughout the school system, not setting high expectations for all students, the need for more effective teachers and school leaders, inefficient and non-transparent funding, and complacency toward consistently low-achieving schools. Without mastering basic high school level math and reading skills, there is little hope that these youth will succeed in college or excel in Norwalk’s highly competitive job market.

Source: NHA Statistical Report dated 9/27/2012 and 2010 Census

9 Connecticut Commission on Educational Achievement. March 2010. http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/ct_commission_on_ed_achievement_re-port.pdf, accessed October 29, 2012.

Table VII-4. Percent of Students Performing at or Above Proficiency in Math and Reading in Middle and High Schools Where WV Children Attend Compared to State of Connecticut and City of Norwalk Schools, 2012

Middle/High SchoolWest Rocks

Middle (Gr 6-8)

Side by Side (Gr 6-8)

City of Norwalk (Gr 6-8)

State of CT (Gr 6-8)

Norwalk High

(Gr 10)

City of Norwalk (Gr 10)

State of CT (Gr 10)

Subject ) M R M R M R M R M R M R M R

All Students 81% 80% 83% 78% 80% 79% 87% 86% 71% 76% 70% 74% 79% 81%

Black 61% 66% NA NA 63% 65% 70% 72% 48% 54% 48% 54% 50% 60%

Hispanic/Latino 79% 75% NA NA 78% 75% 71% 69% 60% 69% 63% 70% 56% 63%

White 91% 91% NA NA 91% 90% 94% 93% 86% 89% 86% 89% 89% 89%

Economically Disadvantaged 69% 67% NA NA 71% 69% 72% 71% 50% 62% 53% 61% 55% 61%

Not Economically Disadvantage 91% 91% NA NA 87% 87% 95% 94% 82% 83% 80% 83% 89% 89%



7VII·7

Supplemental Education ProgramsThe City of Norwalk has many local partners offering an array of supplemental education and family/community supportive services for children, youth, and adults. In 2012, the America’s Promise Alliance named Norwalk one of the 100 Best Communities for Young People for its variety of collaborative efforts serving the needs of young people.10

But despite the number and breadth of programs, resident survey data show limited enrollment in supplemental learning activities among Washington Village residents. For example, although 12 providers are identified as offering youth programs, and more offering adult education and training programs, engagement in these programs is low among Washington Village families:

• 66% of survey respondents believe there is inadequate programming for youth; 65% would most like to see youth programs for young people in the community.

• No more than 10% of adults are enrolled in a job readiness, training, or education program.

• With the exception of after school programs, in which 41% of households have children enrolled, no more than 6% of households indicated their children participate in a youth program.

To the extent that low participation may be due to existing organizations not offering the diversity of programs residents want for their children, new programming should focus on the service areas residents expressed the most need for and interest in:

• Survey respondents indicated the greatest need for youth activities in the following categories: drug prevention (79%), job training/employment (78%), tutoring (73%), performing arts (72%), and summer programs (72%), among others.

• Participants at the Washington Village Resident Information Fair expressed the most interest in after school and summer programs for K-12 students and school readiness and parental involvement programs. For adults, residents expressed the most interest in job readiness and employment counseling, vocational/skills training, and college preparation and guidance.

Limited enrollment in the extensive existing service network may imply a need for better referral and follow up through case management for residents, which is addressed in Chapter VI, People Strategy and referenced further in the strategies below.

10 America’s Promise Announcement of Awards: http://www.americaspromise.org/Our-Work/100-Best-Communities-forYoung-People/2012-Winners/Norwalk-CT.aspx, accessed November 21, 2012.


VII·8

C. Goals, Outcomes, Metrics, Strategies and Partners

NHA and its partners have developed a series of outcomes and metrics to address the four primary education goals and assist in measuring success and tracking progress toward goal achievement over time. The following table lays out these outcomes and metrics. It is important to note that these outcomes and metrics may change over time as the needs of families evolve, additional information is gathered, programs are refined, funding is secured, and lessons are learned.

VII·9

1

4

2

GOAL

GOAL

GOAL

OuTCOMES

OuTCOMES

OuTCOMES

METRICS

METRICS

METRICS

South Norwalk shares

a learning community

in which all residents

embrace the pursuit of high

quality education and are

engaged in educational

learning opportunities

Youth have strong assets

to be successful in school

and life

Children are proficient in

key academic subjects and

graduate from high school

college and career ready

Children enter kindergarten

ready to learn

Washington Village families with school-age

children have easy access to information

about the quality of educational opportunities

available in their community and participate

in educational programs

Youth and young adults living in Washington

Village participate in supplemental and con-

tinuous education opportunities that prepare

them for college and career success

Parents and caregivers living in Washington

Village have access to high quality educa-

tional resources that help them facilitate their

children’s learning

• #/% of residents receiving case management services

• #/% of parents with school-aged children participate in a parent network

• # Norwalk Resource Directories distributed to families per year

• #/% of youth who participate in out of school time pro-grams (e.g., after school, summer camp)

• #/% of youth who participate in mentoring programs

• #/% of high school seniors who apply to 2- or 4-year colleges

• #/% of young adults who enroll in and graduate from vocational training or industry-recognized certification programs

• For children in K through 8th grade, #/% of parents or family members who report encouraging their child to read books outside of school.

• For children in 9th-12th grades, #/% or parents of family members who report talking with their child about the importance of college and career.

At least 65% of Washington Village chil-

dren ages 0-5 are enrolled in a high quality

early learning programs that lead to success-

ful health, social-emotional, and education

outcomes

At least 65% of Washington Village school-

aged children are enrolled in high quality

education from kindergarten through high

school

• # accredited early learning/child care slots in neighbor-hood

• #/% of children, from birth to K entry, participating in ac-credited center-based or formal home-based early learn-ing settings or programs (e.g., Early Head Start, Head Start, child care, or preschool)

• #/% of children in kindergarten who demonstrate at the beginning of the program or school year age-appropriate functioning across multiple domains of early learning as determined using developmentally appropriate early learn-ing measures (as measured by CT State Department of Education Kindergarten Inventory)

• #/% of households participating in family literacy activities

• For children 0-7, #/% of parents or family members who report reading to their child 3 or more times a week

• #/% of 3rd graders that read at or above grade level

• #/% of students who graduate from high school

• #/% of Washington Village students that score at or above grade level according to State math and reading or language arts assessments in 3rd-8th grade and in high school (if data sharing agreement implemented, otherwise use school data for comparable population as a proxy - i.e., economically disadvantaged/Black)

Goals, Outcomes, and Metrics

3

GOALOuTCOMES METRICS

Table VII-5


VII·10

The strategies outlined below are intended to address the goals and outcomes identified in Table VII-5 while creating an intentional, coordinated, and integrated place-based educational framework that improves child and family outcomes, especially for the most vulnerable. As these strategies are being implemented, Norwalk ACTS will be joining the national STRIVE Cradle-to-Career Network. During the transition, Norwalk ACTS will receive technical assistance in developing an organizational structure that is evidence-based, sustainable, and supports collaborative action. Because the South Norwalk neighborhood planning process coincides with the STRIVE transition, the strategies presented in this document may evolve as Norwalk ACTS develops and finalizes its plan with STRIVE assistance.

As described in Chapter VI, People Strategy, Housing Opportunities Unlimited (HOU) will provide family-supported case management and service coordination for Washington Village residents. As part of the family assessment process, case managers will determine the educational needs and interests of families and help to connect them to local service providers – described in the following strategies – that offer educational resources and programming for children and parents. Case managers will also track outcomes related to these interventions.

South Norwalk shares a learning community in which all residents embrace the pursuit of high quality education and are engaged in educational learning opportunities.1

EDuCATION

Conduct outreach to engage residents through the case management team, Norwalk ACTS member programs, and a parent network.The people implementation and case management team (led by HOU) will use various outreach methods to continuously engage with residents in the South Norwalk community. Norwalk ACTS members will coordinate with case managers to ensure that families receive relevant and timely information about community events and educational opportunities and how they might participate. Norwalk ACTS will also establish a parent network aimed at helping parents and other caretakers to make informed decisions about the educational options available to their children. The intent is to empower and support the parent network to develop its own parent-led outreach efforts.

Maintain a directory of educational services.As part of the planning process, Norwalk ACTS developed and will maintain a directory of education programs and services in the Norwalk community. Norwalk ACTS will work with case managers to incorporate this directory into the full inventory of services and resources available to South Norwalk residents that the case management team will develop and share with its clients. The directory will be available in electronic form as well as hard copy.

Key Partners:

Case managers, outreach worker,

Parent Network, Norwalk ACTS

member agencies


11VII·11

The early learning component of the Washington Village/South Norwalk education strategy will adopt the framework of the Norwalk Early Childhood Council (NECC), a key workgroup within Norwalk ACTS. Since 2006, NECC has worked with partner organizations Norwalk Kids Start Smart and the Norwalk Healthy Families Collaborative to design and implement an Early Childhood Action Plan designed to help mobilize key stakeholders in the community to prepare young children for education success. As stated in the 2012-2016 Norwalk Early Childhood Action Plan, NECC focuses on early childhood care and education, early childhood health, and an information-rich community for families.

Improve the quality and capacity of early learning programs.Because promoting school readiness among economically disadvantaged children is documented to play a key role in child development and educational outcomes, the education strategy will seek to increase the number of children ages 0 to 5 that attend and complete quality preschool programs to ensure that they are socially, cognitively and emotionally prepared for kindergarten and elementary school. The early learning strategy will first focus on building quality and capacity among the existing child care providers operating in Norwalk.

Children enter kindergarten ready to learn.2 ED

uCATION

Key Partners:

Child Guidance Center of Mid-

Fairfield County, Day Street

Community Health Center, Family

& Children’s Agency, LiteracyHow,

Inc., Norwalk Community College,

Norwalk Community Health Center,

Norwalk Early Childhood Council

workgroup, Norwalk Economic

Opportunity Now (NEON), Norwalk

Healthy Families Collaborative,

Norwalk Housing Authority, Norwalk

Public Schools, Stepping Stones

Museum for Children

• NECC will promote National Association for the Education of Young Children (NAEYC) accreditation and assist local preschools to complete the accreditation and re-accreditation process.

• NECC will work with local providers to promote the use of an early childhood environmental rating scale to evaluate classrooms, provide tailored technical assistance, and encourage NAEYC accreditation.

• NECC will create and implement a voluntary quality rating system for local early childhood education programs, promote participation among programs in the South Norwalk community, and educate families about the rating system.

• Norwalk Community College (NCC) Early Childhood Education Program staff will provide professional development to early learning programs in Norwalk.

• The Child Guidance Center of Mid-Fairfield County’s Early Childhood Consultation Partnership (ECCP) will provide early childhood mental health consultation services to build capacity among early childhood providers to more effectively address the social and emotional needs of young children.

Increase enrollment in high quality early learning programs.The goal of the early learning strategy is for all children ages 0 to 5 living in the South Norwalk neighborhood to be enrolled in high quality early learning


VII·12

programs, defined as those with NAEYC accreditation. To achieve this, the strategy will focus on encouraging enrollment in existing high quality programs, and to the degree existing programs are already fully enrolled, helping these programs to expand and/or establishing new programs.

Based on resident survey data, there are currently 26 children ages 0 to 5 not currently enrolled in an Early Head Start or Head Start program. Case managers will work with those families to enroll children in the existing NEON Head Start program at the Ben Franklin Center location (pending renewal of funding)— located less than a mile from Washington Village—as well as other high quality programs outside of the neighborhood that may be convenient to where parents work or go to school. Case managers will help parents navigate program selection by sharing local resources documenting the licensed early learning programs in Norwalk, such as the NECC annual Guide to Preschools (printed

“Every dollar we invest in high-quality early education can save more than sev-en dollars later on—by boosting gradu-ation rates, reducing teen pregnancy, even reducing violent crime.” President Obama in 2013 State of the Union address.

in English and Spanish), 2-1-1 Child Care, and the online Norwalk Resource Directory.11 At the same time, NECC will replicate its previous success in expanding the number of child care slots subsidized by the Connecticut School Readiness program.12

In addition, a partnership between NCC, Stepping Stones Museum for Children, NHA, and LiteracyHow, Inc. will roll out the first Early Language and Literacy Initiative (ELLI) Lab Schools. The ELLI Lab Schools will provide high quality language and literacy development for children ages 3 to 5, while providing early childhood educators the opportunity to apply and observe research-based teaching

approaches to building language and pre-literacy skills. A pilot version of the ELLI Lab School opened in late 2012, serving 16 children at the Stepping Stones Museum, located 1.5 miles north of Washington Village. The partnership intends to replicate the model at other sites in Norwalk and will work with the case management team to recruit families with 3 to 5 year olds living in Washington Village and the South Norwalk neighborhood.

To address the need for early learning slots for children under 3, Norwalk ACTS members will work with the Early Childhood Analyst and Planner within the Norwalk Department of Youth Services to analyze the supply and demand for preschool slots. The long term goal is to expand the number of available Early Head Start and Head Start slots in South Norwalk. New slots could become available either through the expansion of the existing Early Head Start or the development of a new Early Head Start program in NHA’s Education, Art & Career Center and/or in the Resource Center to be built on the redeveloped site.

To help fill the gap between the supply of and demand for affordable, quality preschool slots, the early learning strategy will also promote enrollment in school readiness efforts such as:

11 2-1-1 Child Care is a confidential and free child care referral telephone service in Connecticut to help parents and child care providers in locating appropriate resources and referrals.

12 NECC helped to add 161 new School Readiness slots between 2007 and 2009. Snapshots of Success: How Norwalk is Building a Better Community for its Young Children. January 2009.


13VII·13

• NHA’s Early Childhood Program – offers activities for young children designed to build verbal intelligence and pre-reading skills and develop motor and listening skills.

• The Brighter Futures summer transition program – initiated in 2005 under the School Readiness Council,13 and operated by Norwalk Public Schools, the program assists children without a formal pre-K experience as well as those learning English with the transition to kindergarten. The program focuses on literacy, language, numeracy, and socialization and provides meals and bus transportation for all participants.

Improve early childhood health to increase school readiness.The early learning strategy leverages the work of the Norwalk Healthy Families Collaborative to increase family access to quality home and health care services in order to prevent children from entering school with undiagnosed developmental delays or untreated health conditions. As discussed in Chapter VI, People Strategy, children living in Washington Village have high rates of access to pediatric care, HUSKY enrollment, and immunization, but still face health challenges, especially rising rates of obesity. The People chapter proposes strategies to improve access to quality health care for children and to improve the overall health and wellness for residents of the South Norwalk community.

The education strategy focuses on the improvement of the health of children ages 0 to 5 as a means of promoting school readiness. It will do so by tapping into a rich array of existing health programs targeted at early childhood development. Case managers will help to connect families to the following programs:

• The Day Street Community Health Center, where 21% of Washington Village households receive health services, operates school readiness and early childhood programs and provides medical, dental, and behavioral services to promote children’s ability to read.

• The Family & Children’s Agency (FCA), located near Washington Village, offers home visiting for 0 to 5 year olds to conduct developmental assessments, encourage family engagement, and promote early literacy.

• The NEON Child Development Program, also located near Washington Village, includes a preschool literacy program run by volunteers who read to preschool children to help them develop language skills.

Connect families to supports that promote literacy-rich, safe and supportive environments. Research shows that the single most important indicator of a child’s success in school is proficiency in reading by the end of third grade. To better prepare families to meet this milestone, the early learning strategy will promote school readiness by helping parents create home environments that encourage

13 The Norwalk School Readiness Council was created in 1997 by state legislation that mandated the establishment of local School Readiness Councils to ensure compliance with the School Readiness Grant by ensuring young children enter kindergarten ready to learn and succeed in school and in life.


VII·14

attachment, language, and literacy development for their children. Because Norwalk already has a rich array of service providers offering family support and literacy programs, this strategy focuses on promoting existing programs to Washington Village and South Norwalk families in order to maximize the number of families that benefit from their services. Targeted family literacy programs include:

• The Norwalk Community Health Center, which serves 50% of Washington Village households, operates a Reach Out and Read program that promotes early literacy and school readiness in pediatric exam rooms by giving new books to children and advice to parents about the importance of reading aloud.

• The NHA Early Childhood Development Program provides parent support and parenting skills workshops and operates fitness, art, and literacy activities for children.

• The Parents as Teachers home visitation program for families of young children, administered through Norwalk’s Family Resource Centers, offers educational group meetings and play groups, parenting education workshops, developmental screenings, and referral and informational resources.14

• The Child Guidance Center of Mid-Fairfield County, in partnership with the Family & Children’s Agency, operates the Norwalk Child FIRST (Family Interagency Resource, Support, and Training) program out of the Norwalk Community Health Center. The home-based intervention program targets young, vulnerable children and their families to prevent serious emotional disturbance, developmental and learning problems, and abuse and neglect. The program has been shown to demonstrate positive benefits in children’s language and social-emotional/behavioral problems as well as improvements in parenting stress, mental health symptoms, and suspected child abuse and neglect.15

• The Norwalk Library South Norwalk Branch operates a number of community literacy programs targeted to 0 to 5 year olds, including Bouncy Bouncy Babies story time for 5 to 23 month-olds, Mostly Mother Goose Story Time for 2 year olds, Timeless Tales Story Time for 3 to 5 year olds, and movie, craft, and music programs for 3 to 5 year olds. The branch is easily accessible to the targeted site, located on the northern boundary of the South Norwalk neighborhood, just four blocks from the current Washington Village site.

• Stepping Stones Museum for Children operates Parent Zone Workshops that offer a series of discussions and presentations on parenting issues designed to increase parents’ awareness of the importance of reading to their children and other ways to promote learning. The workshops, which are conducted in both English and Spanish, include topics such as child development, kindergarten readiness, health, media literacy, the environment and more.

14 One of Norwalk’s three Family Resource Centers is located within the South Norwalk neighborhood, at the Side by Side Charter School. While many of its Family Resource Center programs are restricted to families whose children attend Side by Side, the Par-ents as Teacher program is open to all families in the community.

15 Lowell DI, Carter AS, Godoy L, Paulicin B, Brigs-Gowan MJ, “A randomized controlled trial of Child FIRST: a comprehensive home-based intervention translating research into early child-hood practice, “ Child Development, January/February 2011, vol. 82, no. 1, pp. 193-208, referenced in the 2012-16 Norwalk Early Child-hood Action Plan.


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The Washington Village/South Norwalk education strategy will expand and improve partnerships between city schools, students, parents, caregivers, educators, and businesses to ensure that neighborhood children have access to high quality schools and educational programs. The strategy was developed within Norwalk’s unique educational context in which:

• Low-income and minority children are underperforming relative to their higher income and White peers;

• Few children from the neighborhood attend the two schools located within South Norwalk; and

• Children living in Washington Village are bused from their homes to 11 schools across the city.

Use neighborhood schools as community resources.Because of the current school assignment procedures designed to desegregate Norwalk public schools, currently, only 7% of Washington Village children attend the two schools located in the South Norwalk neighborhood. The lack of a “neighborhood school” presents a variety of challenges to the South Norwalk community. It limits the potential for schools to offer resources to the community such as space for recreation, meetings, events, or programming close to home targeted to the school’s students and their families; it presents a transportation burden on families, with children traveling long distances to get to and from school and to attend before and after school programs and activities; and it creates barriers to parent engagement for the 50% of Washington Village families without a car.16

To address these challenges, Norwalk ACTS members will facilitate discussion with leaders of the two neighborhood schools to explore ways that they might better serve as a resource for the community. For example, the Columbus Magnet School has a gymnasium on its campus that local partners could use during after-school hours to operate recreational programming for children living in the surrounding South Norwalk neighborhood who do not attend the school. Side by Side Charter School has a Family Resource Center that offers a number of programs available to Norwalk families who may not have children attending the school, including free bilingual weekly playgroups for toddlers and their parents and free personal home visits conducted by certified parent educators (including Spanish speaking) for parents of newborns to five years old.

In December 2012, the Connecticut State Department of Education announced that charter schools would be allowed to apply for a waiver to the current admission by lottery requirement. Under this ruling, a waiver, if granted, would allow Side by Side to implement an enrollment preference for children living in the

Children are proficient in key academic subjects and gradu-ate from high school college and career ready.3

EDuCATION

Key Partners:

Columbus Magnet School, Cranbury

Elementary School, Norwalk High

School, Norwalk YMCA, Norwalk

Public Schools, Side by Side Charter

School, West Rocks Middle School

16 Based on data from 2012 WV Resident Survey.


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South Norwalk neighborhood. Side by Side currently has access to capital funds to build a new school and would like to double its current capacity to be able to serve almost 500 students ages 3 through 8th grade. Side by Side leadership will work with Norwalk ACTS, the city of Norwalk and other key partners to explore available land in the South Norwalk community that would allow for this expansion. The school’s transition to a neighborhood charter school serving South Norwalk families has the potential to provide much-needed community amenities and recreational and meeting space, build community by allowing neighborhood children to attend the same school, and better engage parents in their child’s learning.

Expand school assets to support the needs of the school community.Norwalk schools will be modeled after the nationally-recognized Schools of the 21st Century (21C) approach that applies research on best practices for

child development to create an array of programming, transforming the traditional school into a year-round, multi-service community center that provides high-quality, accessible, full-day services. Using the 21st Century School located on the Yale University campus in nearby New Haven, CT as a model, Norwalk ACTS members will work with staff from the three schools most Washington Village children attend (Cranbury Elementary, West Rocks Middle, and Norwalk High School) to support the expansion of supplemental program offerings while promoting existing school assets which include:

• The Dr. Robert E. Appleby School Based Health Center at Norwalk High School that provides no-cost health services, nutrition counseling, health education, and mental health services;

• The West Rocks Middle School library; and

• The After the Bell program operated in partnership with the Norwalk YMCA at West Rocks Middle and Cranbury Elementary schools. The program offers child care and youth enrichment activities such as tutoring, art, dancing, writing, athletics, and reading for fun.

Support implementation of reforms designed to improve school quality and eliminate the Achievement Gap. Given the persistent gap in achievement among low-income and minority children in the Norwalk Public Schools (NPS), Norwalk ACTS members will work collaboratively with NPS and the principals of the three public schools where majority of neighborhood children attend, to develop and implement strategies to improve educational opportunities for underperforming youth, so that all children receive consistently high-quality instruction. While the former superintendent of NPS was actively engaged in Norwalk ACTS and the development of the education strategies prior to her departure, at the writing of this plan her permanent replacement has not yet been named, thus contributing to a lull in advancing this important discussion. As a first and immediate step, the education strategy will support the Norwalk Public School District in designing and transitioning to the Common Core Standards (CCS) curriculum that the State Department of Education adopted in July 2010.17


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The education strategy also includes working with NPS to support the adoption of recent reforms implemented by the State of Connecticut. In 2012, the Connecticut General Assembly passed an education reform act that highlighted a renewed focus on education and a return to the basics, including evidence-based reading instruction, K-3, and early childhood education. The education strategy will align with these and other relevant proposed reforms aimed at:

• Addressing the state’s academic achievement gap;

• Identifying and intervening in school districts and schools with low academic performance;

• Providing more financial support for school choice programs; and

• Improving teacher training, qualifications, practice, and evaluation systems.

Youth have strong assets to be successful in school and life.

The South Norwalk education strategy supports high-quality out-of-school education programs that increase learning time, emphasize social-emotional learning, promote healthy behaviors, and prepare youth and young adults for college and career success.

Enroll students in out-of-school time programs that offer academic enrichment and hands-on learning.The education strategy will align with the work of the Norwalk Collaborative for Youth Success (NCYS), a network of organizations that provide out-of-school time programs aimed at supporting and inspiring life-long learning and achievement among Norwalk youth and young adults. After school, summer, and weekend programming will take advantage of proposed open space improvements on the new redeveloped site as well as Ryan Park.

NHA, a NCYS member, will continue to operate a Learning Center for Washington Village youth and will work with the case management team to further add to the more than 50 Washington Village youth that currently participate. The Learning Centers are located throughout NHA housing developments and offer an award-winning literacy program that pairs school-age children with certified teachers to boost reading comprehension, vocabulary, writing, speaking, and listening skills.18 The Centers also offer homework assistance, tutoring, and artistic and cultural enrichment activities designed to support academic achievement, build social and personal skills, and increase creativity and self-esteem.

Key Partners:

Career Resources, Inc., Carver

Center, Child Guidance Center of

MidFairfield County, City of Norwalk,

Co-opportunity, CTWorks, Fairfield

County Community Foundation,

GE Capital Americas-Bank Loan

Group, Goodwill Career Center,

Character Under Construction, HOU,

Human Services Council, Maritime

Aquarium at Norwalk, NAACP,

NEON, Norwalk ACTS member

agencies, Norwalk Collaborative for

Youth Success, Norwalk Community

College, Norwalk Housing Authority,

Norwalk Public Schools, Norwalk

Works, Stepping Stones Museum for

Children, local universities (University

of Connecticut – Fairfield, Fairfield

University, Sacred Heart University,

Yale University)

17 The Common Core Standards are a set of consistent, high quality academic benchmarks (K-12) that clearly define the knowledge and skills all students should master by the end of each school year. The standards were created through a state-led initiative and have been adopted by more than 45 states.

18 NHA’s after school literacy program received a National Award of Excellence from the National Association of Housing and Redevelopment Officials.

4 ED

uCATION


VII·18

The Maritime Aquarium at Norwalk, located a half mile from Washington Village, offers a variety of education programs aimed at inspiring interest in science and learning by engaging in hands-on science activities. The aquarium has committed to developing a new cohort of its TeMPEST (Teen Maritime Programs Emphasizing Science & Technology) program that targets recruitment to Washington Village youth. The program is comprised of a pipeline of year round, out-of-school-time programs that provide a tiered approach to building STEM/ICT (Science, Technology, Engineering, and Math/Information & Communication Technologies) literacy, preparing students for college matriculation, and developing transferable skills to facilitate student success in school, work and life. Specifically, the pipeline includes after school programs for students in grades 9-10, a science and engineering career orientation and readiness program for students in grades 10-12, and an internship academy for students in grades 11-12.

The Norwalk Public Library South Norwalk Branch operates a variety of literacy-focused extracurricular programs for school aged children that it is seeking to expand. The library hosts book clubs targeting different age groups between kindergarten and 8th grade, arts and crafts activities, a teen summer reading program, and hopes to develop a library volunteer program for local teens.

In addition, the case management team will boost participation in out-of-school time programs by working with other NCYS members to coordinate referrals to existing programs, including the following:

• The Child Guidance Center of Mid-Fairfield County Choices for Success after school youth development program at the Norwalk YMCA, located within walking distance of Washington Village, that includes academic, enrichment, and behavioral components with an emphasis on social-emotional learning designed to promote responsibility, respect, and self-governance.

• The Youth Enrichment at Stepping Stones (YES2) program, located just north of the South Norwalk neighborhood, offers opportunities for students in grades 7 through 12 to serve as volunteers in the museum while gaining valuable life skills such as leadership, technology, and critical thinking, as well as experience in global learning, performance, and community service.

• The Carver Center operates free programs at West Rocks Middle School and Norwalk High School, including after school programs, summer camp, a drop-in teen center, basketball and soccer leagues, cultural enrichment programs, and youth leadership programs. The Norwalk High School program includes paid internship and work opportunities.

• The local GE Capital Americas-Bank Loan Group works with the Fairfield hub of the GE Hispanic Forum to bring GE Healthcare’s national health awareness program to Norwalk. The BEE (Balance, Exercise and Eating well) Healthy program was incorporated into the Carver Center’s summer day camp to raise awareness about childhood obesity among minority youth.


19VII·19

Connect youth to mentoring to help address the achievement gap.Data demonstrating the achievement gap at Norwalk Public Schools show that Washington Village children, almost all of whom are minority and/or economically disadvantaged, face barriers to academic success. The education strategy will rely on case managers to help connect youth with mentorship opportunities to address academic and social barriers to achievement and to teach life skills, including the following programs:

• The Human Services Council and Norwalk Public Schools partner to implement the Norwalk Mentor Program in Norwalk schools. Adult volunteers meet with students regularly on school grounds with the goal of creating an environment that helps boost self-esteem, improve school achievement, and develop better peer relationships and life skills.

• The NAACP Back to School/Stay in School (BTS/SIS) program is a nationwide initiative started in 1984 to reduce absenteeism and dropout rates and to equalize educational achievement among African American youth. BTS/SIS provides academic and social supports to help students complete high school through annual back to school rallies, weekly academic support, and parent and family workshops and conferences.

Encourage and prepare young adults with the transition to college. The education strategy relies on Norwalk ACTS members and the case management team to boost educational attainment by improving awareness among young adults about their college options and supporting programs that encourage young adults to apply to college and understand their financing options. Case managers will help residents seeking post-secondary education to complete college applications and fill out FAFSA forms and scholarship applications. Because Norwalk is surrounded by high quality universities, the strategy will leverage the resources of local schools, such as the University of Connecticut-Stamford, Sacred Heart University, Fairfield University, or Yale University, to provide guidance and mentoring to make the transition to college seem more attainable for resident youth.

Economically disadvantaged students from the South Norwalk neighborhood will be encouraged to take advantage of local programs supporting the path to college including:

• The Carver Center’s spring and fall national college tours to help students experience and explore their college options.

• Norwalk Community College’s (NCC) ConnCAP (Connecticut Collegiate Awareness) program offers low-income high schoolers year-round academic support services and the opportunity to enroll in college courses while still in high school.

• NCC’s CT Scholars Program aims to strengthen the first-year college experience of students from underserved populations by offering enrichment


VII·20

activities such as summer skill-building, fall learning communities, preparation for declaring a major, career exploration, and field trips to tour four-year colleges.

• The case management team will implement a College Support Group for young adults, similar to the one it successfully created at Washington Beech in Boston. The group will regularly convene college students from the South Norwalk neighborhood to provide each other with academic, social and

emotional support in order to foster a “college culture” among fellow residents who may perceive going to college as beyond their reach. College students will each also provide mentoring to at least one Washington Village youth.

In addition, graduating youth and young adults will have access to funding through various dedicated scholarship funding programs to help finance their education, such as the Norwalk Housing Foundation College Scholarship Program. Since 1998, this program has awarded 236 scholarships to 132 NHA residents, primarily recent high school graduates, for a total of $498,375 in awards. NHF scholarship recipients have demonstrated significantly higher graduation rates than the state averages for both 2- and 4- year colleges.19 NHA promotes interest in the scholarship program through its College 101 Program which hosts dinner discussions between scholarship recipients and high school students and their families to advise youth,

many of whom are the first in their families to pursue higher education, on the transition to college. Similarly, the Fairfield County Community Foundation also awards scholarships each spring to graduates of Norwalk high schools, including Norwalk High School where most Washington Village high schoolers attend. And finally, as part of the overall sustainability strategy described more fully in Chapter VI, People Strategy, partners will work to expand the funding pool, and better align existing scholarship funding available for neighborhood residents.

Young adults (ages 19-25) who have dropped out of high school and are disconnected from the workforce or are working in low-wage, low-skill jobs, will work with their family’s assigned case manager to develop a pathway to college, if interested in obtaining a degree, or to identify vocational training opportunities that suit their interests and skills.

Support vocational training and career preparation.Because research has shown that adult education and literacy training is more effective when contextualized in industry-specific skills training, the strategy for adult education and training is discussed in the workforce strategy described in Chapter VI, People Strategy. Case managers and workforce partners will ensure that relevant connections are made between workforce training, job readiness, and employment counseling programs and projected local employment opportunities; that interested adults and young adults receive college preparation and guidance; and that income supplements are accessible and aimed at

19 Harvard Business School Club of CT Community Partners. NHF Planting Seeds for Success Scholarship Pro-gram: Valuation of Outcomes. Septem-ber 27, 2012. (See Appendix VII-3.)


21VII·21

supporting South Norwalk families. In particular, case managers will direct these residents to the 40 different Associate Degree and 27 certificate and vocational programs at NCC and other workforce training partners.

To address workforce needs, job placement strategies, and career mentorship opportunities for Norwalk residents, the case management team will work with the City of Norwalk, a Norwalk ACTS member, to connect South Norwalk youth to the Mayor’s Summer Youth Employment program, a six-week program that offers 14 to 18-year olds opportunities to develop professional and life skills, explore career options, and earn money.

Provide supports to promote lifelong learning and educational achievement.Every family currently living in Washington Village will be assigned a case manager to help connect them with wraparound supports to improve child health, safety, community stability, family and community engagement, and access to learning technology. Norwalk ACTS members will coordinate with case managers to make sure families also access the resources needed to establish home environments that promote learning and educational achievement for their children.

D. Education Implementation

Education Implementation LeadNorwalk ACTS is a collaborative comprised of concerned city leaders working collectively to directly improve the lives and futures of Norwalk youth. Norwalk ACTS includes 45 members, all influential leaders of the organizations they represent, resulting in quick and effective mobilization to carry out the collaborative’s strategies. The group first came together in March 2005 at the invitation of Dr. David Levinson, President of Norwalk Community College (NCC), as a follow-up to a January 2005 conference on “No Child Left Behind” sponsored by NCC Lifetime Learners and the Norwalk NAACP. After that initial meeting, participants agreed that collaboration was necessary to address the challenges faced by children in Norwalk and decided to begin meeting as a collaborative on a regular basis. To guide their work, Rev. James Carter (Executive Director of Norwalk Children’s Foundation) developed a document titled “A Conceptual Framework for Student Success” that describes the major problems faced by children in Norwalk in the overlapping spheres of family, school, and the community, and establishes a common plan for action. That document was adopted as the common framework for Norwalk ACTS. The goal of Norwalk ACTS is to foster collaboration to address the issues that prevent or deter young people in Norwalk from reaching their capacity to be successful.

Norwalk ACTS is guided by a core planning committee and its work is conducted through the following workgroups and major projects.


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Role of Norwalk ACTSNorwalk ACTS will serve as the primary coordinator of the Washington Village/South Norwalk education strategy. It will work collaboratively with the lead entity for the people strategy to ensure an integrated approach to achieving desired outcomes for education, workforce, health, and relocation strategies.

Norwalk ACTS is a partner with the Community Outcomes Project through the Connecticut Community Planning Partnership Initiative and the national STRIVE Cradle to Career Network. These organizations will help provide ongoing, best practice case studies and professional development opportunities that inform the advancement of the education strategy.20

Norwalk ACTS Workgroups

• Norwalk Corporate Citizenship Alliance

• Early Childhood Council

• Child and Family Health

• Diversity Leadership

• Mentoring

• Norwalk Collaborative for Youth Success

• Reading Literacy

• Strategic Planning

Norwalk ACTS Projects

• Choice Neighborhoods Initiative (CNI)

• Early Language and Literacy Initiative (ELLI)

• Norwalk Public Schools: Com-mon Core Standards Project

• ACHIEVE Health

Measuring Progress of the Education StrategyNorwalk ACTS members will build a focus on results and outcomes into the education strategy, working to integrate data entry and tracking procedures into the data system described in Chapter VI, People Strategy. Norwalk ACTS members will also help the case management team gather data from Norwalk schools to track educational outcomes for South Norwalk and Washington Village children. These data will inform progress in meeting the goals and outcomes discussed earlier in this chapter based on the metrics established as benchmarks for success, and will allow Norwalk ACTS to assess when strategies and partnerships need to be adjusted to be more effective.

20 Norwalk ACTS is currently in the process of revamping its implementation structure which could result in a reconfiguration of these working groups.

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