1. The Brotherhood: Eradicating the Prison Pipeline through Lifelong Learning Strategies Shelby T. Wyatt, Ed. D. Kenwood Academy H. S. Chicago, IL 2013 – National Mentoring Summit

2. Agenda Introduction Issues affecting African American males Three “E’s” of Success Definition of Life Long Learning Kenwood Academy Brotherhood – How to create a program – Program Resources – Data of Success Questions

3. Introduction Proud Product – Chicago Public Schools – State of Illinois Public Postsecondary Institutions Counselor at Kenwood Academy Adjunct Professor at Argosy University National presenter on importance of school based male mentoring Author of male mentoring literature

4. Life Long Learning…..?

5. Issues Affecting African American Males African American males challenge schools in many ways Increasing disparity in the educational achievement of African American males relative to their peers The negative consequences of the achievement gap are more acute for African American males who are victimized by chronic, systemic levels of poor performance and behavior problems in school. The loss of resources—intellectual, cultural, and economic—resulting from lower achievement reduces the capacity of African American males to be productive, integral, and contributing members of their communities Davis, J. E. “Early Schooling and Academic Achievement of African American Males” Urban Education September 2003 vol. 38 no. 5 515-537

6. Issues Affecting African American Males The graduation rate for Black Male students for the nation as a whole in 2009/10 was 52% Latino males 60%. White, non-Latino males was 78%. This is the first year that more than half of the nation’s Black males in grade 9 graduated with regular diplomas four years later. Schott 2012 Report – The Urgency of NOW http://blackboysreport.org/national-table-data

7. Issues Affecting African American Males National Information: Receiving Special Education Services 2010-2011 – Males: 123, 956 Black males: 33, 411 – (0.8%) White males: 56, 251 – (0.4%) U.S. Department of Education, National Center for Education Statistics Chicago Public Schools Total Student Population: 404,151 – Black students: 168, 020 (41.6%) – Free Lunch: 347,229 students (85.92%) – 5 year cohort Drop Out Rates – 51.3% (44.9% - White males) – 5-year Cohort Graduation Rates – 44.2% (51%-White males) – Students w/disabilities or 504 plans – 45.2% Chicago Urban League Educational Report 85% of Black Males Special Education placement 46% of Black Males Expelled

8. Issues Affecting African American Males There is a strong link between failure in school and a life of crime and imprisonment. – “…young people across the country have been let down by the education system and by the adults responsible for their care and development. Now is the time to increase the investments we make in young people, enhance the content, opportunities and supports we provide, and empower them to make better choices about both their individual future and the future of our nation.” Marc Morial, President National Urban League PR Newswire (http://s.tt/1bI8U)PR Newswirehttp://s.tt/1bI8U ______________________________________________________________________________________________________ – “Male dropouts in Illinois and the U.S. are much more likely to be incarcerated than their female peers “ – “Black male dropouts in Illinois had by far the highest incarceration rate among the three major race-ethnic groups. Nearly 29% of 18 to 34 year old, Black male dropouts in Illinois were incarcerated in 2010 “ – “Incarceration rates of Black males fell sharply with their educational attainment, declining to under 8% for high school graduates and only 2% for Associate degree holders “ Sum, A., I. Khatiwada, J. McLaughlin, S. Palma. (2011). “High School Dropouts in Chicago and Illinois: The Growing Labor Market, Income, Civic, Social and Fiscal Costs of Dropping Out of High School”. Center for Labor Market Studies, Northeastern University.

9.  Highlighting Opportunities and Addressing Challenges to Improve Education for African American Students THREE “E’s” of Success

10.  Kids don’t know that they don’t know  Kids aren’t always able to communicate their thoughts and feelings to satisfy their primary needs  Adults are expected to read their mind using your childhood memories as a guide EVALUATION

11. A Attitude S Skill K Knowledge To promote Life Long Learning it is important to assess the A-S-K deficiencies that the students may have in order to eliminate the connection to the PRISON PIPELINE!

12. Assess the African American male experience that may prevent life long learning EVALUATION FamilySchoolCommunity Dysfunction Parenting Styles Economic Strain Extended Family Divorce Alcohol & Drug Abuse Physical Abuse Low Expectation High Expectation Labeling Developmentally Inappropriate Low Academic progress Low Scores Unprepared Accountability Bullying Gang Activity Economic Strain Affluent comparison Lack of resources Child predators

13.  Having decision-making power.  Having a range of options from which to make choices (not just yes/no, either/or.)  Assertiveness.  A feeling that the individual can make a difference (being hopeful).  Learning to think critically; learning the conditioning; seeing things differently; e.g., ◦ a. Learning to redefine who we are (speaking in our own voice). ◦ b. Learning to redefine what we can do. ◦ c. Learning to redefine our relationships to institutionalized power.  Not feeling alone; feeling part of a group.  Effecting change in one's life and one's community.  Learning skills (e.g., communication) that the individual defines as important  Growth and change that is never ending and self-initiated.  Increasing one's positive self-image and overcoming stigma. EMPOWERMENT Chamberlin, Judi (2011). National Empowerment Center

14. ENLIGHTENMENT RELATIONSHIP – Once a relationship has been established with students based upon the principles of PERSONALIZATION then the questions will start to flow. As the move toward personalization unfolds, those in the forefront say it can raise students’ interest in learning, help them follow their passions, and ultimately boost achievement. Davis, Michelle (2011). “Schools use digital tools to customize education” Edweek.org.

15.  Continuous building of skills and knowledge  It occurs through experiences encountered in the course of a lifetime.  Training, counseling, tutoring, mentorship, apprenticeship, higher education  Pursuit of knowledge for either personal or professional reasons  Learning does not end with a diploma or degree Wikipedia Definition Life long Learning

16. What is YOUR definition of Life Long Learning?

17. EMPOWERMENT Created to address: 1.Low graduation rate of African American males in the Chicago Public School System 2. Low participation of males in non-athletic leadership roles at Kenwood Academy 3. Lack of knowledge of positive opportunities outside of the classroom

18.  The Brotherhood ◦ Weekly afterschool meeting ◦ Continuous evaluation of issues/trends/challenges ◦ Leadership skill development  Self  School  Community  Family ◦ Peer to peer mentoring ◦ Exposure to enrichment opportunities ◦ Demonstrate Conflict Resolution techniques ◦ Adult Ally EMPOWERMENT: The Brotherhood

19. The Brotherhood Structured School Based Male Mentoring Organization (30 week Curriculum) – American School Counseling Association Academic Achievement Personal/Social Development Career Exploration – NGUZO SABA 7 Tenets of Kwanzaa – Empowerment Theory – Freaire – Cultural Comprehension

20.  The First Step is to see if there is a need for a program  The Second Step is to find highly motivated adults that are willing to give their time to work with students after school.  The Third Step is to create a Mission/Purpose that provides structure for the organization.  The Fourth Step is to create a Creed or a Code of Honor that represents your organization.  The Fifth Step is to recruit members  The Sixth Step is to create a program that fosters STUDENT ENGAGEMENT 7 Steps to Create a Program

21. The 7 th Step is to collect DATA – Process Data How many participants Contact information – Perception Data What are the participants perception of the success of the program – Results Data Did your program work? – Improved grades – Postsecondary Plans – Reduced discipline problems

22. Brotherhood Resources – Counseling Interns Individual Weekly Counseling Sessions Contemporary Activities Career Exploration – Collaborations for Special Education Students – Fall and Spring College Tours – Northern Illinois University – DePaul University- Male Initiative Project Conference – Harris Fellows Student Leadership Organization – YMCA- Neighborhood Facility – Kenwood Brotherhood, Inc. (Alumni Foundation) – Iota Phi Theta Fraternity, Inc.

23. Brotherhood Data of Success Nationally Recognized Organization 100% of active participants graduate ON TIME 79% attend college/16% - CPS Black males 54% attend a 4 year institution/12% CPS Black males Discipline Referrals declining Postsecondary plans are increasing

24. Life Long Learning Quote

25. Questions

26. Contact Information Kenwood Academy Brotherhood Dr. Shelby T. Wyatt, Coordinator 5015 South Blackstone Ave Chicago, IL 60615 773-535-1372 stwyatt@cps.edu www.kenwoodbrotherhood.com The Kenwood Brotherhood, Inc. is a 501 (c) 3 not for profit organization that welcomes your donations (finance, wisdom, adult support)