Brooks PowerPoint Slides July 29, 2011
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Aspiring Superintendents Work Conference 2011 Keynote Slides

Aspiring Superintendents Work Conference 2011 Keynote Slides

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  • Our alliance with the Office of Accountability also provided an opportunity to strengthen the family engagement component of the Whole school Improvement Plan. For the first time, schools were required have a family engagement strategy that was linked directly to their instructional strategy. This was a stretch for most schools, but the high impact strategies tool kit provided schools with a road map to make the connection. The HIS was introduced in Sept and 20% of BPS schools are using at least one strategy in their school.
  • Our Alliance with the Office of Curriculum and Instruction provides an ongoing connection for linking engagement to learning. In addition to supporting class development at Parent University which I will talk about in a few minutes, we worked together to produce family learning guides, which help families understand what students should know and be able to do at each grade from K1 to 8. The guides are in production and will be published in the seven major languages. Over the summer we will be working with C& I on a classroom tool for promoting engagement in the classroom that is linked to learning.
  • RTI Response to Intervention – PBIS Positive Behavior Interventions and SupportMulti-tiered System of Support adapted for Engagement
  • Linked to the StandardsIn alliance with RAE aligned the standards to the District Climate survey
  • Our primary strategy for building the capacity of families to become more effective partners in support of student learning and school improvement. BPS Parent University was developed in response to the research findings of Shumov and Lomax, Henderson, Mapp and others, that demonstrate how increasing parent efficacy, the feeling that they can impact their child’s learning, produces the most profound effects on student outcomes. It is based on the successful models like Parent Academy established by Rudy Crew in Miami Dade County Public Schools; Parent Universities in Charlotte and Savannah and our own experiences in the mid-90’s with Parent Leadership Academy.The theory of change that will drive the BPS model is: If we provide all BPS parents with the knowledge and experiences that build their capacity to advocate and support not only their child’s learning but their own personal learning, then parents will become more engaged and intentional in demanding and supporting quality education for their children in ways that result in improved student outcomes and school improvement.
  • Collaborations with Countdown to Kindergarten – this year parents will receive PUPs for Play to Learn groups; Welcome Services – to provide information to parents about transitions; High School Supports- Success Ready,College BoundCollaborations with BPONThe class offerings are grouped into strands Parents are Teachers; focuses on child development, expanding parenting strategies and tools, and supporting learning at home; Parents are Advocates; focuses on learning standards; accessing resources and navigating the BPS; Parent are Leaders focuses on the development of leadership skills; building consensus, organizing parents, building partnerships; and Parents are learners focusing on the personal development of parents; financial literacy, health and nutrition, college counseling. To date 661 parents have participated in Parent University; 40% were Spanish speaking parents; 90% rate their experience with Parent University as good or excellent.Parent University allowed us to build an alliance with the Office of Curriculum and instruction to develop classes that were focused on helping parents understand the curriculum and how to help their children at home. As result, C & I has partnered with us to develop family learning guides.
  • Linking parent participation to student ID.

Brooks PowerPoint Slides July 29, 2011 Presentation Transcript

  • 1. Michele P. Brooks
    Assistant Superintendent
    Office of Family & Student Engagement
    Boston Public Schools
    Building Systemic Engagement
  • 2. Overview
    Reform or Transform?
    Why Engage Families and Communities?
    Transforming Engagement
    Leadership Matters
  • 3. Introductions
    Who is in the room?
  • 4. Reform or Transform
    What is the difference?
    Reform indicates a fix
    Transform indicates a shift
  • 5. Why Engage Families?
    What is the core enterprise of school districts and schools?
  • 6. Why Engage Families?
    Instructional Core – Dr. Richard Elmore, HGSE
    Student
    Influencing Factors:
    ~Family/Home Culture
    ~Community Culture
    ~School Culture
    Teacher
    Content
  • 7. Why Engage Families & Communities?
    5 Essential Supports
    Leadership
    Parent-Community Ties
    Professional Capacity
    Student-centered learning climate
    Instructional Guidance
  • 8. Why Engage Families?
    The impact of school, family and community connections on student achievement
    www.sedl.org/connections
  • 9. Why Engage Families?
    When parents and school staff work together to support learning, students:
    Earn higher grades and test scores
    Enroll in higher level programs
    Are promoted more and earn more credits
  • 10. Why Engage Families?
    When parents and school staff work together to support learning, students:
    Adapt better to school and attend more regularly
    Have better social skills and behavior
    Graduate and go on to higher education
    A New Wave of Evidence – Key Findings
  • 11. Why Engage Families & Communities?
    What does effective engagement look like?
  • 12. Why Engage Families & Communities?
    Family engagement in student learning…
    Is a shared responsibility.
    Is continuous across a child’s life.
    Occurs in multiple settings in which children learn.
    National Working Group for Family and Community Engagement
  • 13. Family Engagement: Reframing the Work
  • 14. Transforming Engagement
    Requires a paradigm shift
    From seeing families/communities as a part of the problem to seeing them as a part of the solution.
    From seeing families/communities as by-standers to seeing them as c0-producers.
    From seeing families/communities as passive participants or adversaries to seeing them as partners.
  • 15. Transforming Engagement
    District-Level Context
    Leadership Matters – A commitment to family/community engagement that is clearly articulated and supported at the highest levels
    Shared Vision – A collective vision for what success looks like
    Structures and Resources – Alignment of structures, staffing and resources to support the work
  • 16. Transforming Engagement
    Defining the Work
    Vision, Core Values/Beliefs & Goals
    Organizing the Work
    Standards, Expectations & Outcomes
    Facilitating the Work
    Tools, Strategies & Evaluating for Continuous Improvement
  • 17. BPS Context: Defining the Work
    BPS Vision for Family & Student Engagement
    “Every school will welcome every family and every student, actively engaging them as partners in student learning and school improvement”
  • 18. BPS Context: Defining the Work
    CORE BELIEFS
    The Boston Public Schools is committed to the authentic engagement of families/parents and students that reflects the following core values;
    • Every parent* has dreams for their children and want the best for them
    • 19. Every parent* has the capacity to support their children’s learning
    • 20. Parents and school staff should be equal partners in the education of children
    • 21. The primary responsibility for building partnerships between home and school rests primarily with school leaders and staff
    *regardless to race, class, culture, socioeconomic status, language limitations, sexual orientation or disability Adapted from “Beyond the Bake Sale”, Henderson, Mapp, Johnson and Davies, 2006.
  • 22. BPS Context: Defining the Work
    CORE BELIEFS
    • Every student* wants to excel and achieve – it is the role of the adults to listen, engage, support and encourage them in ways that impact their achievement
    • 23. When students are at the center of the decision-making process they are more engaged and take “ownership” of their education; enhancing school climate, improving student/adult relationships and increasing overall student achievement
    *regardless to race, class, culture, socioeconomic status, language limitations, sexual orientation or disability
  • 24. BPS Context: Defining the Work
    Defining the Work:
    CAPACITY BUILDING
    of Schools
    of Families
    of Students
    of Communities
    of The District
  • 25. Boston Context: Organizing the Work
    Establishing Standards
    • Provide a guide for establishing authentic family and student engagement in schools
    • 26. Provide a guide for the district for aligning professional development and support
    • 27. Provide measures for accountability
    • 28. Provides clear engagement opportunities for families, students and the community
  • Boston Context: Organizing the Work
  • 29. Boston Context: Organizing the Work
    Policy Implications
    BPS Acceleration Agenda
    Strategy #3 – Deepening partnerships with families, students and community.
    Title 1: Section 118 Parental Involvement
    Seven Essentials of Whole School Improvement
    Essential 6: Partner with families and community to support student learning and engagement.
    Dimensions of Effective Teaching and Principalship
    Both include: Partnerships with Families and Community
    BPS Achievement Gap Policy
    Partnerships in Family and Community Engagement
  • 30.
  • 31.
  • 32. Boston Context: Facilitating the Work
    High Impact Strategies that link Engagement to Student Learning
    The strategy focuses on a specific group of students (such as all 1stgrade students or students struggling with a specific math concept)
    It is organized around a specific learning task (such as learning 100 high frequency words)
    It has a home learning activity that engages parents to help students with the learning task (such as flash cards or a game)
    There is two-way communication between parent and teacher regarding student progress with the learning task and celebrating success
  • 33. Facilitating the Work: Tools of Engagement
    • Tool kit includes:
    • 34. Description of the strategy
    • 35. Connection to the research
    • 36. Alignment to Academic targets
    • 37. Implementation plan (structured for WSIP)
    • 38. Electronic copies of all materials needed
    • 39. List of resources for implementation
    High Impact Strategies
    for linking Family Engagement to Learning
  • 40. Facilitating the Work: Tools of Engagement
    Family Learning Guides
    Learning Goals for each grade based on the BPS standards; Math, ELA, Science & Social Studies
    Tips for talking with your child
    Tips about talking with teachers
  • 41. Facilitating the Work: Tools of Engagement
    Multi-Tiered System of Supports
    Focused differentiated instructional strategies and support
    Based on BPS Academic Achievement Framework
    OFSE adapted the model to create a framework for supporting the engagement work in schools
  • 42. Family Friendly Schools
    Certification and Engagement Award
    Schools with engagement practice that meets the designations of “progressing” or “excelling” based on the Standards Assessment Tool
    Grounded in the BPS Family & Student Engagement Standards and existing BPS best practice
  • 43. Parents Are Powerful!
    Preparing Parents to become Powerful Partners for Student Learning and School Improvement
  • 44. PARENT UNIVERSITY
    Parents Are Teachers
    Child Development
    Parenting Strategies
    Supporting Learning from Birth to Five
    Parents Are Advocates
    Navigating the BPS
    Learning Standards
    Advocating for Children with Disabilities and English Language Learners
    Parents Are Leaders
    Leadership Skills
    School Parent Council/ School Site Council
    Organizing Skills
    Parents Are Learners
    Areas requested by parents
    Nutrition
    Money Management
  • 45. PARENT UNIVERSITY
    Format
    3 full day Saturday Learning Sessions (October, January & May)
    Intersession offerings at schools and community based organizations
    Year-long ESL classes
    Strand of classes in Spanish, Haitian Creole and Chinese
  • 46. PARENT UNIVERSITY
    Indicators of Success
    Qualitative
    Parents report positive behavioral changes
    Parents report increased engagement their child’s learning at home
    Parents report increased engagement with school and teachers
    Parents report more confidence in advocating for their child
    Schools report increased engagement
    Quantitative
    # parents attending
    # parents attending more than once
    # parents completing 5+ PUPs
    # parents completing 10 + PUPs
    # non-English speaking parents
    # schools represented
    Indicators of Success
  • 47. PARENT UNIVERSITY
    1500 Parent University Participants 2010-11
    153 parents completing 10 + PUPs
    60% non-English speaking parents
    94 schools represented
  • 48. PARENT UNIVERSITY : THE DATA
    95.6% of participants ranked their experience as Good or Excellent
    89% say that they are better able to help their children with homework
    94% say they have a better understanding of what their child should be learning
    72% say they communicate more with their child’s school or teacher as a result of Parent University
    98% say they have been able to use what they learned in Parent University
  • 49.
  • 50. Conclusion
    Student Achievement is the goal of any engagement effort and it must be a district wide endeavor
    Structures must promote collaboration and connections in ways that impact the work from the executive level down into the classroom
    There must be an awareness and an intentionality to reduce the impact the role that privilege, race and class have in the level of engagement of families and the practice of educators
    Families and community must be viewed as an asset; respected and valued as partners in student success
  • 51. Conclusion
    Our practice must reflect our beliefs and the leader is the role model.
    Engagement of families must become more than what we do … It must be part of who we are