Transcription complète de Delivering Summer Learning with Mayor Satya Rhodes-Conway & Dr. Joe Gothard

out-of-school time opportunities that I had as a young person in this community as to how I really began understanding the value of that type of relationship that you can have with service providers, uh, volunteers, sometimes young people that weren't much older than me, you know, that I looked up to for guidance and and direction. 00:05:54.319 --> 00:06:01.920 Um so that was truly my first kind of understanding of what it meant to be part of a community was through school and community partnerships. 00:06:02.399 --> 00:06:19.439 Um, you know, I had a somewhat tradition, well, not a traditional start, but a traditional career in terms of I was a teacher and a coach and assistant principal and principal and um had to leave the state for an opportunity to be a superintendent for 11 years and led two districts in Minnesota. 00:06:19.920 --> 00:06:30.560 And when the opportunity came for the Madison decision to be open, um I was at a time and stage in my career in life where it just made sense and the timing of it could not have been better. 00:06:30.959 --> 00:06:47.839 My wife and I have now been back for a little bit over two years, uh, and really fortunate to be living and leading and continuing to learn um in in my hometown city and you know, and partnered with so many that uh that truly are committed to the the future of our children. 00:06:47.920 --> 00:07:00.959 Uh so it's really an honor for me to be here back here in Madison and I love sharing opportunities for us uh as to how we partner and how we do this work, you know, as an entire community, not just a sector or division. 00:07:01.040 --> 00:07:03.439 Um, but we really do it as as one Madison. 00:07:04.480 --> 00:07:15.439 Well, that's you know, I often ask that question because you learn so much about a person uh because of their why and what keeps them motivated to do what they do. 00:07:15.680 --> 00:07:25.199 And mayor, you know, I kind of talked about earlier summer learning is often thought of as the superintendent's or the school board's job. 00:07:25.439 --> 00:07:32.000 Uh and mayors don't particularly, if they don't have that responsibility, think about it as a part of their role. 00:07:32.319 --> 00:07:43.600 I mean, why did you think uh having summer learning programs were important for both the young uh people in your community but also the families? 00:07:43.920 --> 00:07:50.319 And obviously because you do it, they see an important responsibility and role in what you do as well. 00:07:50.560 --> 00:07:53.519 Talk a little bit about how did you get started with this. 00:07:54.079 --> 00:08:34.399 Yeah, I mean, for me, I think I I just come to local government with a collaborative approach and um, you know, while recognizing the sort of different jurisdictions on different issues, whether that's, you know, obviously the school district runs the schools and you know, the county has jurisdiction over the lakes or human services, or you know, there are um, you know, our immediate neighbors, our our neighboring cities have their own jurisdictions, and yet we all share a home, we share a community, we share an economy, we you know, we share a transportation system. 00:08:34.480 --> 00:08:39.440 Um and so I I just start from a preference for collaboration. 00:08:39.519 --> 00:08:48.879 Um, but with respect to to summer learning in particular, um, and I I want to expand that a little bit to just out of school time, right? 00:08:49.120 --> 00:08:55.279 Because while, yes, the school district is responsible for kids when they are in the schools, right? 00:08:55.759 --> 00:08:59.360 These young people and their families are residents of our city. 00:08:59.600 --> 00:09:06.639 And so we have a responsibility to them, you know, all day long, and particularly when they're not in the schools. 00:09:06.879 --> 00:09:21.600 So um, you know, the city has for uh decades really funded out of school time work, whether that was after school programming um or summer programming for young people. 00:09:21.919 --> 00:09:36.559 Um and I I think it was really evolved over that time into a much stronger partnership with the school district, recognizing that we're dealing with the same kids and we should be working together on that. 00:09:36.799 --> 00:09:42.399 And um I think it's been um so this has been a work in progress for many years. 00:09:42.559 --> 00:09:44.799 I think it's it's only gotten stronger. 00:09:44.960 --> 00:09:53.519 Um, you know, we we have a shared staff person that focuses on um you know building that collaboration and and the out-of-school time work. 00:09:53.600 --> 00:10:06.879 And we have folks on on both sides that are you know committed to making it possible for kids to have a positive environment um when they're out of school. 00:10:07.039 --> 00:10:10.399 And and so that's critical for the kids. 00:10:10.480 --> 00:10:18.559 Um, I think I hope your listeners all know about um summer learning loss and what is effective in preventing it. 00:10:18.799 --> 00:10:29.600 But it's also critical for their families and their, you know, so many parents are working parents, and you know, you can't like we don't all get summers off. 00:10:30.240 --> 00:10:45.120 So I it's it does actually play a really important role in um supporting our workforce as well to have kids have opportunities to go somewhere and do something in the summertime while their parents are at work. 00:10:45.279 --> 00:10:59.440 And you know, that it if we can provide a lower cost option for families that you know means that they don't have to shell out a lot of money for summer camp or or you know, whatever it might be, I think that's a real benefit to our community. 00:10:59.919 --> 00:11:11.039 No, I I I agree with that because we know it's oftentimes the summer or right after between graduation and going to college, somehow things kind of happen. 00:11:11.279 --> 00:11:24.320 Uh, and we got to give those uh families and kids uh uh something

to do that uh can keep them, I don't want to use the word busy, but engaged and learning and viable citizens. 00:11:24.559 --> 00:11:28.000 So I appreciate uh you taking the role as mayor. 00:11:28.240 --> 00:11:48.960 I wanted to ask uh Superintendent uh Gothard a little bit to be a little bit spent specific about uh what the Met Madison Metropolitan School District, what type of programs does the district specifically offer that uh municipal leaders, mayors, staffs all of America could hear about and see as an example? 00:11:49.519 --> 00:11:51.600 Well, I think it's really evolved over time. 00:11:51.759 --> 00:12:11.440 And so part of my answer won't be a surprise because I think every district is likely doing some way, shape, or form around credit remediation, credit recovery, uh, you know, making sure that high school students are meeting their state defined and district-defined graduation requirements so that they can graduate, hopefully with their peers, with their cohort. 00:12:12.240 --> 00:12:29.840 But I think over time we've also heard that um, and this was kind of the outcrop of No Child Left Behind, where ensuring that students are proficient in literacy and math, uh, there were also requirements that we had to offer intervention to our youngest learners who were not meeting expectations on their state tests. 00:12:30.320 --> 00:12:34.639 So once again, it became, you know, almost uh for some a punishment. 00:12:34.720 --> 00:12:37.360 You know, you have to come to summer school to make this up. 00:12:38.080 --> 00:12:43.440 But I would often hear as a as a principal, even a teacher, you know, I want my students to be involved in summer learning as well. 00:12:43.519 --> 00:12:47.120 It could be enrichment, it could be something they're very much interested in. 00:12:47.279 --> 00:12:51.679 So we dabbled in that a little bit, you know, I'm talking 20, 25 years ago now. 00:12:52.480 --> 00:13:02.480 Um, and what I'm seeing today is that the expectation is very much that the community finds a way to partner to ensure the children are doing something positive. 00:13:02.960 --> 00:13:12.799 You know, that they're either making growth towards learning, you know, gaining credits, or they are uh in a career exploration opportunity, you know, that that's offered for our middle school students. 00:13:13.440 --> 00:13:18.399 And that isn't just the city and a school district, that's also our local two-year college, Madison College. 00:13:18.799 --> 00:13:32.240 Uh you know, our university, you know, having a major, you know, university in our city also is such a an added benefit that we have, you know, both the practitioners and many of the employees of those institutions are parents. 00:13:32.559 --> 00:13:33.679 Uh so they really get it. 00:13:33.759 --> 00:13:37.519 They understand why it's important that we prioritize uh this time. 00:13:38.000 --> 00:13:46.320 And one thing I did work on before leaving in 2013 is uh we also offer a first-time credit opportunity for students. 00:13:46.799 --> 00:13:53.039 And for some of our high school students, they get to a point in their learning where they've got to make choices and fit things in their schedule. 00:13:53.519 --> 00:14:03.200 And we thought many years ago, if we can provide you know physical education credit over the summer, perhaps students can take that that extra elective that they wish to. 00:14:03.279 --> 00:14:05.759 So it really opened up opportunities for them. 00:14:06.480 --> 00:14:19.200 And, you know, the one key thing about all the programs that I mentioned to you, uh, depending on age, um, we know that students uh you know aren't going to be successful in the summer if we have eight hours of learning. 00:14:19.519 --> 00:14:20.960 So we also divide that day up. 00:14:21.039 --> 00:14:27.759 It's usually a half of a day of academic literacy enrichment or uh remedial skill development. 00:14:28.080 --> 00:14:37.039 And then it's then paired with our um Madison School Community Rec and our city staff come together to to offer activities in the afternoons. 00:14:37.440 --> 00:14:41.679 Um that could be cooking at one of our beautiful, you know, city community centers. 00:14:41.840 --> 00:14:48.639 That could be um going on a field trip somewhere great, you know, in our um, you know, wonderful extended community, Dan County. 00:14:48.879 --> 00:14:59.200 Um so just a lot of different opportunities for our students to both learn, uh, to build pure skills and to also see, you know, the wonderful natural resources that surround us as well. 00:14:59.600 --> 00:15:03.360 You know, it it made me think back in in my young days. 00:15:03.519 --> 00:15:13.440 Uh uh there were different groups, Mayor, that would come together to collaborate, whether it was the Catholic Church or if it was whether Urban League. 00:15:13.679 --> 00:15:33.759 You talked a little bit about collaboration, but you also, you guys have also established uh a dashboard, um out-of-school uh time dashboard that shows exactly what kind of programs uh the residents are using, what are the gaps? 00:15:33.919 --> 00:15:38.639 Um first of all, talk again about you reaching mayor collaboratively. 00:15:38.720 --> 00:15:42.000 Are you using other nonprofits to help in this space? 00:15:42.240 --> 00:15:46.320 And then the other question would be what are you guys doing with this data? 00:15:46.720 --> 00:15:48.399 Yeah, uh that's a great question. 00:15:48.559 --> 00:15:53.519 And and so, yes, uh we do work with uh with nonprofits. 00:15:53.840 --> 00:15:58.000 Um the superintendent mentioned our community centers, our neighborhood centers. 00:15:58.240 --> 00:16:02.639 Many of them host out-of-school time programs. 00:16:03.279 --> 00:16:16.720 Um whether that's again after school or summer programming, you know, one of the things that that is exciting about the work we're doing now, I think, is hosting some of this programming in school buildings also.

00:16:16.799 --> 00:16:33.360 And the superintendent and I have talked um about how do we really, really actualize community schools where the community is using the school as a community center to the greatest extent possible. 00:16:33.440 --> 00:16:34.879 But sorry, that's a little sidetrack. 00:16:34.960 --> 00:16:36.320 I'm just really excited about it. 00:16:36.639 --> 00:16:45.919 Um but yes, uh we do we the the city funds a number of different nonprofits to provide um some of these activities for kids when they're not in school. 00:16:46.159 --> 00:17:09.920 And I think that's really relevant to your question about data because you know, one of the conversations that we had, and this was several years ago, Joe, I think it might be before you were superintendent, the United Way hosted a big room of folks who are working in this space in summer programming and out-of-school time programming. 00:17:10.160 --> 00:17:28.559 And one of the biggest things that came up was the question of data and the question of um how are we sharing data because like one family might touch multiple different organizations, might touch certainly the city and the school district, but also different nonprofit organizations. 00:17:29.039 --> 00:17:38.079 How do we best share data to support that family and to support the people that are working with them? 00:17:38.319 --> 00:17:49.920 Um and so this the question of just like how are we sharing data and and accessing data and using it to make good decisions has been something that we've talked about for years. 00:17:50.160 --> 00:18:07.200 This um, so you you referenced our new public-facing out-of-school time dashboard, um, which it it shows who, um, not on the individual level, but like it shows who's accessing out-of-school time programs across the city. 00:18:07.359 --> 00:18:24.400 Um there's a geographic component to that, there's uh which is sort of like um what school attendance area are folks in, and then looking at the the demographics as well of who's uh able to access these programs and and who is not currently utilizing them. 00:18:24.640 --> 00:18:30.240 Um, you know, we're talking about hundreds of sites, we're talking about 15,000 kids. 00:18:30.400 --> 00:18:35.680 There's a lot of different ways to parse that data and learn from it. 00:18:35.839 --> 00:18:39.759 Um I think, I mean, I just start with the excitement that it exists, right? 00:18:39.839 --> 00:18:44.000 That the data are there, that we are sharing the data and that we can learn from it, right? 00:18:44.400 --> 00:18:51.519 But I think, you know, going forward, there's really sort of two questions that are foundational to the dashboard. 00:18:51.599 --> 00:18:59.359 And and one of them, and it really isn't a dashboard question, but it's sort of the fundamental question of does the work we're doing on out of school time work? 00:18:59.599 --> 00:19:01.680 Um, and the answer is clearly yes. 00:19:01.839 --> 00:19:07.839 And we have um good

evaluation to show that, um, which is actually linked on the dashboard. 00:19:08.079 --> 00:19:10.079 But that's your foundational question, right? 00:19:10.160 --> 00:19:12.160 Like, I is it working? 00:19:12.480 --> 00:19:14.160 You know, do we need to do something different? 00:19:14.319 --> 00:19:15.359 Yes, it's working. 00:19:15.519 --> 00:19:18.880 And then the next question is can everybody access it? 00:19:18.960 --> 00:19:26.400 If it's working, which we know it is, does everybody have equal access that needs it to these this programming? 00:19:26.559 --> 00:19:32.240 And that's where the dashboard gets interesting because it the answer is no, not everybody is accessing it. 00:19:32.319 --> 00:19:37.279 And so it invites the questions about is that about capacity? 00:19:37.599 --> 00:19:39.200 Is that about knowledge? 00:19:39.440 --> 00:19:45.039 Is that about something in the programming is not working for some segment of our population? 00:19:45.440 --> 00:19:55.440 Um, it invites questions about how we can do a better job to reach people and create programs that appeal to them and that are going to work for them. 00:19:55.599 --> 00:20:01.680 And so it it is already um informing some of our programming. 00:20:01.759 --> 00:20:06.000 Um, it is helping us advocate for more funds. 00:20:06.240 --> 00:20:11.039 Um one of the things that is um, what's the right word? 00:20:11.279 --> 00:20:19.359 Interesting about Wisconsin is that the state actually doesn't commit funding towards after school and summer learning programs. 00:20:19.519 --> 00:20:21.680 That's all happening at the local level. 00:20:21.839 --> 00:20:28.640 And, you know, our neighboring states contribute hundreds of millions of dollars to that kind of programming. 00:20:28.799 --> 00:20:51.839 And so having the information about the access gaps actually informs our ability to go to the state and say, this is a problem and we need your help in in solving it and getting more access to this resource, this programming that we know is working and helping make kids' lives better. 00:20:52.319 --> 00:20:53.359 No, that that is true. 00:20:53.519 --> 00:21:04.559 But you know, it gets back to the basic principles of you know, local leaders lead, and you know what you need in your community, you know the programs that you need in your community. 00:21:04.799 --> 00:21:10.079 Um and sometimes uh you have to figure out a way to get it done. 00:21:10.319 --> 00:21:12.240 And you guys are getting it done. 00:21:12.559 --> 00:21:13.680 Clarence, you know my opinion. 00:21:13.759 --> 00:21:16.319 Uh the states should just listen to us all the time. 00:21:17.920 --> 00:21:22.640 Yeah, you shared that with me uh one-on-one on phone calls a number of times. 00:21:22.880 --> 00:21:26.240 So, yes, get out of our way and we will be fine. 00:21:26.559 --> 00:21:33.200 I want uh again, I'm trying to pull out as much as I can for our uh local government listeners. 00:21:33.440 --> 00:21:39.039 It's interesting uh Madison's approach that you brought city funding together, right? 00:21:39.279 --> 00:21:45.200 Uh school uh resources together, community based providers for both of you. 00:21:45.440 --> 00:21:48.000 How how did you bring that together? 00:21:48.240 --> 00:21:54.240 And um, Superintendent Gothert, I'm gonna come to you and you can add on after the mayor. 00:21:54.400 --> 00:22:01.519 Um, how does the partnership funding model work um in terms of uh Getting getting the work done. 00:22:01.759 --> 00:22:04.720 Mayor, how did how did you work to bring this together? 00:22:05.279 --> 00:22:19.920 I mean, I here I'm going to just give a tremendous amount of credit to uh to our staff and who you know, because any good leader knows that you can have a good idea, but it's not going to happen if the staff don't want to implement it. 00:22:20.640 --> 00:22:30.240 Um so I think I mentioned previously that historically we have done a lot of work to fund um individual programs around the community. 00:22:30.480 --> 00:22:39.839 Um and I think when we started into this deeper collaboration, I mean, first of all, it became clear that you somebody's got to staff that, right? 00:22:39.920 --> 00:22:43.039 Somebody's got to be tracking all of this and and doing the work. 00:22:43.200 --> 00:22:54.000 And so that's the the shared position to help like really cement the collaboration and make sure that it it sustains. 00:22:54.480 --> 00:23:00.319 Um and I like honestly, I mean this is gonna sound funny, but it didn't, it wasn't hard. 00:23:00.559 --> 00:23:05.519 Um, you know, it wasn't hard to say like yes, we both need to put funding into this. 00:23:05.759 --> 00:23:08.799 And then I think once it's going, like, then the proof is in the pudding, right? 00:23:08.880 --> 00:23:10.400 Because you see it working. 00:23:10.640 --> 00:23:25.039 Um and I, you know, I think it just sort of flows from there that if you can see the results and the the positive impact that it's having on the community, that it it's you're able to sustain the funding. 00:23:25.200 --> 00:23:38.799 Um, and you know, despite I'm gonna say it again, the severe restrictions placed on us by the state of Wisconsin um and particularly the legislature, like even in a constrained funding environment, it's clear that this is a good investment. 00:23:39.119 --> 00:23:39.440 Dr. 00:23:39.519 --> 00:23:40.160 Gothert? 00:23:40.720 --> 00:23:44.160 For me, it starts with uh proximity is so important. 00:23:44.319 --> 00:23:47.759 I mean, our our schools are geographically placed around the city. 00:23:47.839 --> 00:23:55.279 Um, and the way that our city currently is growing, you know, we're adding the mayor and others are adding housing all over the place. 00:23:55.440 --> 00:24:03.119 Uh sometimes right nearby a school, possibly a school that offers summer programming, but very possibly no away from that facility. 00:24:03.279 --> 00:24:09.039 It's interesting to point out that

only about less than a third of our schools currently have air conditioning. 00:24:09.200 --> 00:24:20.240 So summer programming becomes challenging in that way as well, where there are some buildings where it's just inhospitable to have you know any kind of programming in the in the you know the bulk of the summer. 00:24:20.559 --> 00:24:33.359 So knowing uh that we've got so many wonderful community centers um, you know, that are placed throughout the community, and many of them are right in the center of of high density housing, it becomes just an optimal site for us. 00:24:33.519 --> 00:24:41.119 Um and I have to share personally that uh part of my career I spent as a summer camp counselor at one of our neighborhood centers in the city. 00:24:41.200 --> 00:24:49.200 So I see this unique blend of the need for the school structure, but also see the needs of families coming together. 00:24:49.519 --> 00:25:00.880 Um and I think it's actually one of the more uh probably uh developmental um assets that that I bring in as an educator is those three years I spent at East Madison Community Center. 00:25:01.039 --> 00:25:04.400 I really saw the entire family throughout the whole cycle every year. 00:25:04.720 --> 00:25:07.039 Um it's something that's not lost on me today. 00:25:07.519 --> 00:25:12.160 We receive funding per student for summer school uh for programming. 00:25:12.240 --> 00:25:16.240 You know, it's very defined, very defined by our Department of Public Instruction. 00:25:16.480 --> 00:25:22.319 And we made the determination that we need to split some of these costs with our city partners at those centers. 00:25:22.400 --> 00:25:33.279 So we have an amount uh per student that is then reimbursed to the neighborhood center that's hosting this these relevant and uh extremely well-run programs. 00:25:33.519 --> 00:25:37.039 Many of them are housed or are staffed by our own teachers. 00:25:37.119 --> 00:25:43.680 Um but again, using these incredible facilities that the mayor and her team have been able to upgrade and even build some new ones. 00:25:43.759 --> 00:25:53.839 Um it just provides such a great place that has proximal value and that it's right in the neighborhood, um, that there can be volunteers and families can be involved in this kind of programming. 00:25:54.000 --> 00:26:01.599 I think our students see that's far more than summer school and part of just what we do in the summer, uh, which I think just benefits everyone. 00:26:03.519 --> 00:26:19.680 So I guess I'm gonna get back to the data again, um, uh Superintendent Garth, because the mayor's talk about um, you know, determining where the programs are, how many programs are being used. 00:26:20.000 --> 00:26:26.640 But for you, there's a different measurement, and that's the outcomes, the positive academic outcomes. 00:26:26.880 --> 00:26:31.599 Can you talk a little bit about that uh through uh the data that you're collecting? 00:26:32.000 --> 00:26:39.359 Well, I I certainly can, and it's no mistake that we just launched uh our new strategic plan, LSD Excellence Together. 00:26:39.519 --> 00:26:48.079 Uh that's a very intentional title, um, and it should not surprise any of the listeners at all in what they're hearing, Mayor and I share today. 00:26:48.319 --> 00:27:01.839 Um, upon how school and student achievement in a in a public school district requires us to all work together and all strive for each individual reaching what excellence is for them. 00:27:02.640 --> 00:27:14.079 And in order to do this in uh in a coordinated way, we know that community partnerships and opportunities outside of the school day and even the schoolhouse are going to be really important. 00:27:14.319 --> 00:27:24.319 So we have very well, very much been able to provide um the data that shows that these programs are successful and especially literacy. 00:27:24.480 --> 00:27:33.440 You know, I haven't mentioned yet, but we you know, one of the programs I'm so proud about, we're the only school district in the state that offers a children defense fund freedom school. 00:27:33.759 --> 00:27:39.680 And um, you know, we just finished our second year of that, our second summer of that, and it grew it doubled. 00:27:40.160 --> 00:27:46.000 And uh it's a program that has um shown the investment as well worth it. 00:27:46.079 --> 00:27:47.119 And for for two reasons. 00:27:47.279 --> 00:28:08.799 One, we're seeing literacy growth from students who participate, but we're also seeing a very committed family aspect of it as well, uh, attending community dinners and learning about the program and learning about African-centered pedagogy and um you know some of the historical context that the Children's Defense Fund is so um great in supporting us in this way. 00:28:08.960 --> 00:28:19.359 Uh so these have been ways that we've been able to break kind of the traditional norms of what summer school is and truly define what our students need and meet our students and families where they're at. 00:28:19.519 --> 00:28:20.960 If that's in our school, great. 00:28:21.119 --> 00:28:23.279 If it's in a community center, great. 00:28:23.519 --> 00:28:28.960 Um you know, I I don't think we look, or I don't look so much at it's one or the other. 00:28:29.119 --> 00:28:32.319 It's where does it make sense and where is it going to have the greatest impact. 00:28:32.640 --> 00:28:35.119 I mean, Clarence, you should see some of these programs. 00:28:35.279 --> 00:28:43.680 Like I we both of us have visited over a couple years now some of these summer sites, and it's just amazing what's going on. 00:28:43.839 --> 00:29:05.440 I mean, from the smallest little Teresa Terrace neighborhood center, which literally they are all in one room, which is not very large, and they just have these stations set up that the kids are rotating between, and it's like some of them are really focused on learning, like you know, whether it's reading or mathematics, and some of

them they get to play a game, and you know, if the weather's good, they get to go outside. 00:29:05.519 --> 00:29:21.039 And but it they just like the kids are engaged, the students are amazing, the the um staff are some of them are MMSD staff that that work for the neighborhood center in the summer, so they know the kids already, which is uh just fantastic. 00:29:21.200 --> 00:29:23.519 Anyway, then you go to the freedom schools. 00:29:23.680 --> 00:29:27.279 I've had the opportunity to read a book to the freedom schools twice now. 00:29:27.359 --> 00:29:29.680 It is the best experience. 00:29:29.839 --> 00:29:32.079 It is just so much fun. 00:29:32.240 --> 00:29:34.559 The kids are engaged, the staff are great. 00:29:34.799 --> 00:29:38.640 Like, how why wouldn't we partner on this? 00:29:38.880 --> 00:29:44.880 Like, it's such a good experience, and it's so clearly positive for the kids and their families. 00:29:45.279 --> 00:29:52.240 As the mayor is sharing, you know, we're not trying to one-up each other, but she brings up so many fresh ideas that you know, another another program. 00:29:52.559 --> 00:30:00.559 You know, I'm a former science teacher, and uh, you know, when I when I visit programs and see what's taking place, I'm just blown away by the opportunities. 00:30:00.880 --> 00:30:08.799 There's a program that was new to me two years ago called Petals and Pixels, um, also hosted at MyArts and other spaces throughout Madison. 00:30:08.880 --> 00:30:14.559 And it's a partnership with a nonprofit that provides bikes free of charge to students and to families. 00:30:14.799 --> 00:30:21.039 And uh also with um, you know, an artist um who is teaching students photography. 00:30:21.200 --> 00:30:31.200 But the best part about it is students are able to get on a bike, they're able to see this beautiful city and area that we live in, they're able to take pictures of that, but then they're able to write about it. 00:30:31.279 --> 00:30:37.599 So their writing projects are all um, you know, based on you know what they're observing as photographers as well. 00:30:37.920 --> 00:30:52.400 But the best part about it is at the culminating activity, uh, families are sometimes going for a bike ride for the first time in a wonderfully accessible city for bikes, and just their conversations that they're sharing about that experience. 00:30:52.559 --> 00:31:01.200 Uh you just can't ask for any better connection of so many different aspects of what good communities are to their families. 00:31:01.359 --> 00:31:04.400 Uh, I just can't say enough about that opportunity. 00:31:05.359 --> 00:31:26.160 You know, it uh actually reminds me of uh when I was a mayor in Florida, and I would find myself like um just frustrated by so many things, but then I'd have my staff to uh plan for me to visit an elementary school the next day so that I can get on the floor and read books. 00:31:26.400 --> 00:31:31.200 And then I'd leave there saying, okay, this is why I do the work I do. 00:31:31.440 --> 00:31:35.200 Um so I I uh that resonates with me. 00:31:35.440 --> 00:31:48.960 Let me ask uh, Mayor, let me ask you um for some advice to other public officials that may not control the schools, but they have a desire uh to do this model. 00:31:49.839 --> 00:31:51.599 What advice would you give them? 00:31:52.079 --> 00:31:59.039 The number one thing is that you have to get to know um leaders across the community. 00:31:59.599 --> 00:32:19.039 And uh because all of this is dependent on the on collaboration and the willingness to work together and um the willingness to sort of stick with it even when something might get complicated or you know, seem like we just can't make the two bureaucracies work together or you know, whatever. 00:32:19.279 --> 00:32:22.559 Um so I that's that's number one. 00:32:22.799 --> 00:32:24.640 It's relationships. 00:32:24.880 --> 00:32:34.480 Number two, of course, it it always helps if you can come to the table with a little bit of funding or at least show that like you are invested in some way. 00:32:34.799 --> 00:32:43.920 Um not in the sense of like you're trying to muscle in on somebody's territory, but in the sense of like, I really want to partner with you and I'm willing to invest in that. 00:32:44.319 --> 00:32:46.880 Um and and I think that's true. 00:32:46.960 --> 00:32:59.920 Like, you know, like the a mayor should should approach the school district, but they should also, uh, you know, as you referenced earlier, they should be bringing in their nonprofit community and who is doing this work already with kids around the community. 00:33:00.000 --> 00:33:03.920 And like, you know, everybody's got the same goal. 00:33:04.079 --> 00:33:13.599 And so can we just get at a table and and find the ways to collaborate that make it easier for all of us and better outcomes for the community? 00:33:13.839 --> 00:33:21.440 Um and mayors also can, you know, we we have that sort of famous soapbox power, right? 00:33:21.599 --> 00:33:26.079 Like we we can be the champion publicly to say this is important. 00:33:26.720 --> 00:33:43.680 Um, you know, and that I think is helpful to to leverage private dollars in, like mayor can champion this to their philanthropic community and say, like, you know, this is a thing we need you invest, we need you to invest in these nonprofits, we need you to invest in the space or we know whatever the needs are. 00:33:44.000 --> 00:34:00.799 American be a champion um in a way that, I mean, certainly a superintendent can as well, but um, I think it's more powerful if the community sees leaders standing together, um, saying, we want to work on this together and we need your help in it. 00:34:01.119 --> 00:34:11.199 And then, you know, to sort of move with humility and understand that there are things that a school district is is gonna do and can do, and things that they can't do. 00:34:11.360 --> 00:34:16.159 And similarly, there are things that a city can do,

and there's things that a city can't do. 00:34:16.320 --> 00:34:24.000 And the the magic comes in finding out where you can make those things complement each other rather than clash. 00:34:24.320 --> 00:34:52.159 Um I I I just I mean, I know I said this before, but um I really think that the fact that we have jointly invested in staffing is really important because it it is critical to have folks that are paying attention to the collaboration and the partnership and the data and like in the weeds on it um to make sure that it keeps going. 00:34:52.320 --> 00:35:00.239 Um and it this this work um has now crossed um multiple mayors and multiple superintendents. 00:35:00.559 --> 00:35:10.320 So I think it really is important to invest in a staffing structure that you know will sustain the work for the long term. 00:35:10.880 --> 00:35:11.840 I agree. 00:35:12.159 --> 00:35:20.320 Uh advice for superintendents when the mayors go to the superintendents, how should they promote this, uh, Superintendent Garth? 00:35:20.880 --> 00:35:29.440 No, I think a lot of unfortunately education is based on a saying that I share once in a while, and it goes something like this. 00:35:29.840 --> 00:35:32.960 People don't like change and they don't like the way things are. 00:35:33.119 --> 00:35:34.880 Um, both of those sometimes exist. 00:35:35.039 --> 00:35:41.199 So we get stuck sometimes in these traditional ways that we deliver summer school or any number of programs. 00:35:41.599 --> 00:35:48.880 But the great thing about the world we live in today is that there are ideas that are shared all over the world about how we can do this in different ways. 00:35:48.960 --> 00:35:56.079 And we should absolutely um take no issue with copying or replicating what's happening in other places, other cities. 00:35:56.239 --> 00:36:01.840 Um, and there's some ways that you can easily gauge this without a 500-page study on it. 00:36:02.000 --> 00:36:12.400 You can look at the looks on kids' faces, um, you can look at how people come together, you can look at the diversity sometimes of what different offerings are providing a city. 00:36:12.639 --> 00:36:30.320 And um, I I think for us to continually look at ways of understanding um the assets that we have within our community, I think the best ideas lie um, you know, with those individuals, uh, whether it be at a neighborhood center or a school or a school staff member, but also talk with our families as well. 00:36:30.480 --> 00:36:40.960 Um, we're in this page of we know that our workforce is going through rapid change, uh, whether it's the age of the workforce or the changing uh skills that the workforce is going to need. 00:36:41.039 --> 00:36:51.440 This is an opportune time for us to look at ways that we can perhaps blend um continued learning with some wage development as well. 00:36:51.599 --> 00:36:58.960 Um, you know, getting our students exposed to the world of work um in different ways that perhaps 10 years ago wouldn't have been relevant. 00:36:59.199 --> 00:37:07.519 So I think there's just so many ways for us to continue to obviously offer opportunities for students to get caught up, you know, kind of some of the traditional remediation. 00:37:07.840 --> 00:37:21.199 But I think the sky's the limit in terms of how we want to look to partner together to ensure that it's all about making our community whole and also giving our students some agency in their community, their school district, their city as well. 00:37:21.599 --> 00:37:47.519 I gotta tell you, I am so inspired uh by uh this conversation today because it's a real conversation that helps kids to be able to see opportunities beyond where they are, to be able to learn why they have fun and be able to see how their community can do a couple of things. 00:37:47.679 --> 00:37:52.480 I wrote down, you know, collaborate, because the mayor said that so many times. 00:37:52.639 --> 00:38:03.360 Um show commitment, uh, but gosh, there's a level of trust that you're building across your community uh with the collaboration and the commitment. 00:38:03.519 --> 00:38:23.679 And I want to thank both of you for sharing the Madison experience uh because I know that it's a great example of how cities and school districts can bring data, their resources, their community partnerships for opportunities for young people in their community. 00:38:23.920 --> 00:38:33.679 And I hope today's conversation is going to help others to be able to see how they can start a conversation about breaking down those barriers. 00:38:34.000 --> 00:38:48.880 Uh and finally, mayors, council members, when you run for re-election, you can actually say when someone asks you, we need to do something about our schools, you got an answer through this uh podcast. 00:38:49.119 --> 00:38:51.679 But don't tell them that you don't control schools. 00:38:51.840 --> 00:38:56.400 Just tell them you got an answer uh to how uh it can be done. 00:38:56.639 --> 00:39:04.400 Thank you all very much again for being here, uh Mayor Satya and uh uh Superintendent Garth. 00:39:04.719 --> 00:39:08.960 You guys have really uh motivated us to think a little bit more strategic. 00:39:09.360 --> 00:39:13.599 And so I appreciate you joining uh CitySpeak, and thank you all again. 00:39:13.920 --> 00:39:14.719 Thank you, Clarence. 00:39:15.119 --> 00:39:15.920 Thank you. 00:39:22.800 --> 00:39:25.679 Thanks for listening to City Speak with Clarence Anthony. 00:39:25.840 --> 00:39:27.679 If you like the show, let us know. 00:39:27.840 --> 00:39:30.880 Share this episode with your friends, and make sure to subscribe. 00:39:31.119 --> 00:39:35.119 We're curious to hear what you think, what you want more of, and how we can improve. 00:39:35.360 --> 00:39:43.199 If you have feedback or an idea for a guest you'd like Clarence to sit down with, send us your thoughts at CityspeakPodcast at nlc.org. 00:39:43.599 --> 00:39:45.440 Join us next month for a new 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