“The banks owe us a rebate of hundreds of millions of dollars, which we should invest in 50 sustainable community schools with robust wraparound services, restorative justice programs, low class sizes and sufficient staffing levels,” complained Jesse Sharkey, acting president of the Chicago Teachers Union.
And wondered, how much MORE would this cost taxpayers.
Sustainable Community Schools:
GREEN Community Schools is the MGR Foundation’s approach to implementing and integrating green education to underserved students. GCS creates long-term holistic partnerships between schools; parents; community residents; local institutions; local, regional and national educational; and environmental resources in order to promote environmental awareness and fully integrate sustainable practices in local communities. To accomplish these outcomes, the MGR Foundation partners with selected urban high schools in high-need areas to become the hub of environmental activity and social justice in the lives of their community members.
I thought these items would be taught in …. ya’ know….. classes. Biology? Physical Sciences? Maybe not. The teachers may be too involved in providing
Robust Wraparound Services:
Schools cannot do it alone. To succeed, schools need community partners and re$ource$. Together the school and its partners develop a unified plan focusing on academics, services, supports and opprotunities that lead to improved student learning, stronger families and healthier communities.Schools become hubs of the community, accessible to children and families including evenings and weekends.
[All for the State, Always the State, Forever The State.]
(Okay, get your Bureaucrat-to-English translation out.)
Wraparound was initially developed in the 1980s as a means for maintaining youth with the most serious emotional and behavioral problems in their home and community. In recent years, however, it has been applied within many child-serving settings as a way to improve outcomes for children and adolescents with serious emotional disturbance, autism spectrum disorders and behavioral disorders. For example, it has been used as a means to facilitate permanency outcomes for youth involved in the child welfare system, to reduce recidivism for youths involved in the juvenile justice system, and to improve academic success for youths in the special educational system.
During the wraparound process, a team of individuals who are relevant to the well-being of the child or youth (e.g., family members and other natural supports, service providers, and agency representatives) collaboratively develop an individualized plan of care, implement this plan, and evaluate success over time. The wraparound plan typically includes formal services and interventions, together with community services and interpersonal support and assistance provided by friends, kin, and other people drawn from the family’s social networks. The team convenes frequently[yeah, right] to measure the plan’s components against relevant indicators of success. Plan components and strategies are revised when outcomes are not being achieved. [The plan never, ever stops.]
Restorative Justice Programs:
Balanced and Restorative Justice (BARJ) is an approach to juvenile justice and school discipline reform rooted in the belief that justice is best served when those who have experienced harm – including the individual who committed a violation and those impacted by the violation – all receive equal attention.
Hmmm…. “experienced” – the process of doing and seeing things and of having things happen to you
and “harm” – physical or mental damage or injury : something that causes someone or something to be hurt, broken, made less valuable or successful, etc.
and “committed” – to do (something that is illegal or harmful)
then “violation” – the act of doing something that is not allowed by a law or rule
Okay, trying out my Common Core Math on these ‘variables’ …. circle both ending “d”s …… carry the “e”s …. add the three “i”s ….. and ….. yes!
(committed violation) ≠ (experienced harm)
Restorative approaches to school discipline, such as peer conferences, restorative conversations, and circles, create non-judgmental spaces for a student who broke a school rule, those affected, and members of the school community to discuss what happened, build accountability, and collaborate to find solutions that will repair the harm caused. This approach empowers students to be leaders in violence prevention, conflict resolution, and school safety.
The ATF wants 50 of these individualized service centers for Chicago. Perhaps if they would just try to teach STEM with classic liberal arts they might create citizens that no longer need their cradle-to-grave services.