The document describes NYCpublic.org's Parent Engagement Lab, which aims to empower public school parents through education, collaboration, and advocacy. The Lab provides a structured process for parents to (1) learn about education issues from experts, (2) identify challenges with the current parent engagement model, and (3) brainstorm solutions and present them to mayoral candidates. The goal is to reenvision parent engagement and give parents a stronger voice in decision-making.
This slideshow presentation describes the rationale and process behind NYCpublic.org's first Parent Engagement Lab. It also includes a compendium of the ideas that parents generated at the Lab in response to the organizing question "What might 'real' parent engagement look like in NYC’s public schools?"
We created the slideshow in November 2013 for presentation at Talking Transition, the ambitious attempt to bring ordinary citizens into NYC's mayoral transition process.
This convening invited leaders to mobilize collaboration and fuel progress on the mutually reinforcing and emerging work in service of young people’s social, emotional, and academic development. Organizations and of communities across the country come together to commemorate the one-year anniversary of A Nation at Hope, the National Commission on Social, Emotional, and Academic Development’s report.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
This slideshow presentation describes the rationale and process behind NYCpublic.org's first Parent Engagement Lab. It also includes a compendium of the ideas that parents generated at the Lab in response to the organizing question "What might 'real' parent engagement look like in NYC’s public schools?"
We created the slideshow in November 2013 for presentation at Talking Transition, the ambitious attempt to bring ordinary citizens into NYC's mayoral transition process.
This convening invited leaders to mobilize collaboration and fuel progress on the mutually reinforcing and emerging work in service of young people’s social, emotional, and academic development. Organizations and of communities across the country come together to commemorate the one-year anniversary of A Nation at Hope, the National Commission on Social, Emotional, and Academic Development’s report.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
Collaborative relationships between schools and their communitiesnoblex1
At the core of American society is the notion that the problems of communities cannot be left to policymakers and other leaders alone. Source: https://ebookschoice.com/collaborative-relationships-between-schools-and-their-communities/
Collaborative relationships between schools and their communitiesnoblex1
At the core of American society is the notion that the problems of communities cannot be left to policymakers and other leaders alone. Source: https://ebookschoice.com/collaborative-relationships-between-schools-and-their-communities/
Building information base to support youth tutor/mentor programs throughout a...Daniel Bassill
The Tutor/Mentor Connection (T/MC) was created in Chicago in 1993 to collect and share information that others could use to help make volunteer-based k-12 tutor, mentor and learning programs available in all high poverty areas of Chicago during the non-school hours.
The Tutor/Mentor Institute, LLC was created in 2011 to continue the T/MC's work.
This presentation focuses on the information collection and sharing part of the strategy and how others need to be involved.
As you view this ask "is something like this available in my city?" If the answer is "no", consider duplicating it.
This session will explain how YOU as an undergraduate college student can teach a Social Action course, how students can lead the way for social change on their college campuses and empower each other to make a difference.
Building Strong Neighborhoods for Families With ChildrenEveryday Democracy
A four-session discussion guide to help people make their neighborhoods better places for families with children by identifying challenges and opportunities, and working toward solutions.
Evaluation of web based professional development using parDoctoralNet Limited
This was the work that made up my dissertation - it focused on action research as professional development through which teachers and principals studied how to improve education for students who were homeless. For more information see: www.ar4everything.com and www.ealanajames,com
Celebrate Afterschool Partnerships with the 18th Annual “Lights On Afterschool!”NCIL - STAR_Net
Libraries and afterschool programs make great partners. Every October, the afterschool field celebrates the important role these programs have in the lives of children, families, and communities. This year, on October 26, we want to make the celebration bigger and better than ever. Library-afterschool partnerships are an official theme of this year’s event—and we want to highlight the many ways libraries and afterschool programs are pairing up to provide engaging learning opportunities and critical supports to children and families across the country. Join us for this webinar to learn more about Lights On Afterschool, and how your library can participate.
Dr. Mazza's presentation includes:
Overview of family & community engagement priorities
Educators as relationship builders
High & low tech ways of "meeting families where they are"
Social media strategies for beginners
Concrete ideas on how schools, leaders, parents and bf/after acre providers can leverage these tools to build string partnerships between home & school.
Bloom Works’ Social Impact Designer, Alyson Fraser Diaz, recently sat down with Community Up Founder, Jermeen Sherman, to discuss the emerging field of social impact design and share how their work aims to keep community members at the center of the design process. Watch a recording of their conversation to better understand the principles of social impact design, learn about several tools Alyson and Jermeen use in their work, and hear examples of how they’ve used these tools to create better outcomes.
The accompanying Community Engaged Design Guide is a free resource that your organization can use to begin incorporating insights from Alyson and Jermeen into your projects.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. NYCpublic.org’s
projects
enable
public
school
parents
to:
! learn
about
educa@on
policy
issues
! connect
and
collaborate
with
other
parents
across
geographical,
economic,
social,
and
ethnic
divides
! maximize
the
reach
of
parent-‐led
campaigns
through
a
variety
of
online
and
offline
tools
! build
solu@ons
and
take
ac@on!
11/21/13
NYCpublic.org
2
4. Three
Goals
of
the
Day
! Re-‐envision
parent
engagement
in
NYC
public
schools
11/21/13
! Model
a
new
process
for
parent
engagement
NYCpublic.org
! Present
parents’
solu@ons
to
mayoral
candidates
4
5. Daiyu
and
Pat
make
a
case
for
parents
collabora@ng.
11/21/13
NYCpublic.org
5
6. We
promised
that
we
would
share
the
day’s
outcomes
with
the
next
mayor.
11/21/13
NYCpublic.org
6
7. Why
a
Parent
Engagement
Lab?
! The
Parent
Engagement
Lab
is
NYCpublic’s
version
of
the
charreWe.
! The
charreWe,
a
structured
brainstorming
protocol
with
roots
in
architecture,
invites
full
par@cipa@on
and
collabora@on
between
diverse
stakeholders.
! Parent
Engagement
Labs
support
parents
as
they
move
from
iden@fying
challenges
to
building
solu@ons
(together).
11/21/13
NYCpublic.org
7
8. Step
1:
Hear
from
a
variety
of
experts
about
the
current
state
of
parent
engagement
in
NYC
and
beyond.
Lisa
Donlan,
CEC
1
President
Fran
Huckaby,
Professor
of
Educa@on
at
TCU
How
has
mayoral
control
impacted
parents’
access
to
power
and
input
into
decision
making?
How
are
parents
organizing
&
engaging
across
the
country
to
improve
schools?
Kim
Sweet,
Execu@ve
Director
of
Advocates
for
Children
What
powers
do
parents
have
legally
under
mayoral
control?
11/21/13
NYCpublic.org
8
9. Step
2:
Iden@fy
the
impacts
of
the
current
parent
engagement
model.
200
post-‐its
captured
over
200
“impacts.”
11/21/13
NYCpublic.org
9
10. Par@cipants
noted
impacts
anywhere
that
parents
interact
with
the
school
system.
! school
level
(ex:
language
barriers
make
it
hard
to
have
in-‐
depth
conversa@ons
about
their
child’s
progress,
or
to
par@cipate
in
the
PTA)
! district
level
(ex:
parents
are
not
consulted
for
key
district
decisions
like
what
kinds
of
new
schools
are
needed
or
where
to
site
them)
! system
level
(ex:
parents
are
seen
as
a
group
to
managed
and
policies
are
rolled
out
without
parents’
input)
11/21/13
NYCpublic.org
10
11. Step
3:
Brainstorm
solu@ons
that
address
current
challenges
and
suggest
a
way
forward
for
the
next
mayor.
11/21/13
NYCpublic.org
11
12. Some
of
the
ideas
that
emerged
The
mayor
could
adopt
the
following
approach
to
his
new
job:
! not
as
simself
as
working
in
csontrol
tohem
schools
and
See
h omeone
who
must
ervice
f
the
! Create
policies
that
come
from
a
variety
of
stakeholders,
educators,
parents,
administrators,
community
members,
and
experts
in
the
field
! Appoint
an
educator
to
the
posi@on
of
Chancellor
11/21/13
NYCpublic.org
12
13. Step
4:
Breakout
groups
each
select
one
idea
to
flesh
out.
11/21/13
NYCpublic.org
13
14. Step
5:
Breakout
groups
present
“big
ideas”
to
mayoral
candidates
or
their
representa@ves.
11/21/13
NYCpublic.org
14
15. Even
the
former
DoE
Accountability
Chief
now
realizes
that
parents
want
to
be
seen
as
partners.
“The
idea
was
that
if
you
give
parents
beWer
results,
beWer
service
—
311
sorts
of
things
—
and
more
choice,
then
you
don’t
need
poli@cs,
they
don’t
need
par@cipa@on,
they
don’t
need
to
be
involved
because
they’ll
get
what
they
want
as
a
consumer,”
Jim
Liebman
said.
“And
I
think
that’s
true
for
some
things,
but
it
turns
out
that
public
educa@on
is
something
that
parents
really,
deeply
want
to
be
involved
in.”
Gotham
Schools,
11/20/13
11/21/13
NYCpublic.org
15
16. Step
6:
Collect
every
post-‐it
and
document
parents’
collabora@on.
11/21/13
NYCpublic.org
16
17. Step
7:
Build
in
new
solu@ons
as
more
and
more
parents
respond
to
the
original
ideas.
11/21/13
NYCpublic.org
17
18. Talking
Transi@on
Ac@vity
1
Circulate
around
the
tables
and
read
parents’
ideas
about
how
the
next
mayor
can
beWer
engage
and
empower
parents.
11/21/13
2
Once
you
have
read
several
ideas,
please
select
a
table
with
the
topic
that
most
interests
you.
NYCpublic.org
18
19. 1
What
ques@ons
do
you
have
about
these
ideas?
Please
limit
ques,ons
to
one
per
post-‐it.
Lay
finished
ques,ons
out
on
your
table.
2
Select
1-‐2
of
the
ideas
that
appeal
most
to
you.
Each
par,cipant
can
use
2
dots
to
“vote”.
If
there
is
a
,e,
resolve
through
discussion.
11/21/13
3
What
do
you
want
to
tell
the
new
mayor
about
why
you
would
like
to
see
this
or
these
policies/solu@ons
implemented?
As
a
group,
come
up
with
a
1-‐2
min.
“pitch.”
In
crea,ng
your
pitch,
include
how
the
policy
would
posi,vely
affect
your
child,
school,
the
district,
or
the
system.
NYCpublic.org
19
21. “…what
is
needed
to
improve
schools
is
an
ac,ve
ci,zenry,
invested
in
solving
educa,onal
problems
through
public
delibera,on.”
-‐
Kenneth
Howe
and
David
Meens,
Democracy
LeI
Behind,
2012
11/21/13
NYCpublic.org
21
25. NYCpublic
is
proud
to
have
received
grants
and
dona@ons
from:
Gale
Brewer,
ManhaWan
Borough
President
Elect
Elance
Estelle
Harris
Four
&
Twenty
Blackbirds
Renee
Rosenberg
Maizie
and
Sue
Schaffner
We
are
especially
thankful
to
Jack
and
Helen
Gorelick
for
their
recent
gir.
And
to
our
fiscal
sponsor,
Fund
for
the
City
of
New
York.
We
invite
you
to
add
your
name
to
this
list.
11/21/13
NYCpublic.org
25
29. ! Strengthen
the
current
structure
to
meaningfully
include
parents
or
work
to
change
the
structure.
! “Accountability”
should
include
how
well
a
school
or
the
system
invites
and
listens
to
parents’
voices.
! Publish
a
“report
card”
for
parent
engagement
at
each
school
determined
by
authen@c
parent
surveys
and
input.
! Create
a
citywide
leadership
team
where
all
cons@tuents
(parents,
students,
teachers,
principals,
advocates)
weigh
in
on
policy
issues.
! Establish
regular
“town
mee@ngs”
where
the
mayor
just
listens
to
issues.
He
or
she
can
start
the
next
mee@ng
by
recoun@ng
what
he
or
she
heard
and
what
his
or
her
progress
is
on
each
issue.
! Establish
office
hours
where
reps
or
the
mayor
hears
from
parents.
11/21/13
NYCpublic.org
29
30. ! Create
a
truly
inclusive
system
that
mandates
real
parent
and
community
input
in
decisions
at
the
school,
district,
or
city
level.
! Provide
for
(parent
involvement)
as
a
line
in
each
school’s
budget
to
pay
for
trainers
and
technical
assistance
(same
as
DYCD
and
other
agencies
that
provide
services
through
CBOs).
! Create
a
parent
feedback
system
that
is
not
aWached
to
the
Progress
Report.
! Each
school
could
create
a
shared
project
with
teachers
and
parents
(this
could
be
about
any
issue
in
the
school,
like
how
to
create
less
waste
at
lunch)
with
the
goal
of
fostering
communica@on
and
collabora@on.
! Each
cabinet
member
is
given
the
task
to
meet
with
100
parents,
each
year,
to
discuss
and
debate
policies.
! Create
real/meaningful
volunteer
roles
for
parents
and
provide
training
support.
! Train
school
personnel
on
the
rights
of
children
and
parents,
respect
and
friendliness.
11/21/13
NYCpublic.org
30
31. Take
steps
to
guarantee
that
parents
on
School
Leadership
Teams
(SLTs)
have
a
real
voice
in
school
level
decisions.
32. ! I mplement
the
enforcement
of
legislated
avenues
for
parent
input.
! Ensure
real
well-‐func@oning
SLTs.
! Give
SLTs
members
comprehensive
training
so
they
understand
the
poten@al
of
their
role
and
can
make
meaningful
contribu@ons.
! Principals
should
not
chair
SLTs.
! Add
evalua@on
of
power
sharing
on
SLT
to
the
Quality
Review.
! Comprehensive
Educa@on
Plans
(CEPs)
should
be
streamlined
and
re-‐evaluated,
and
should
play
a
role
in
school/principal
evalua@ons.
11/21/13
NYCpublic.org
32
33. Take
a
close
look
at
PTAs
across
the
city
and
find
ways
to
strengthen
them
all.
34. ! Help
PTAs
get
a
sense
of
how
well
they
are
func@oning
in
rela@on
to
other
PTAs.
! Offer
those
that
are
struggling
or
whoever
wants
it
opportuni@es
for
support.
! Ins@tute
Peer-‐to-‐Peer
exchange
between
PTAs
where
they
share:
!
Agendas
!
Outreach
!
Fundraisers
!
NewsleWers
!
How
to
run
mee@ngs
! New
PTA
presidents
are
mentored
by
seasoned
PTA
presidents:
! Check
to
see
that
PTA
Presidents
Councils
are
func@oning.
! Presidents
Councils
should
let
parents
know
their
rights.
! Empower
PTAs
to
func@on
as
key
partners
in
school
community.
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36. ! Parent
coordinators
should
not
report
to
the
principal
(conflict
of
interest).
! The
parent
coordinator’s
focus
should
be
on
uni@ng
and
suppor@ng
parents.
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37. Restructure
so
that
elected
bodies
(Community
Educa@on
Councils
and
the
Panel
on
Educa@onal
Policy)
act
as
checks
and
balances
for
the
Mayor/
Chancellor.
38. ! Give
Community
Educa@on
Councils
(CECs)
authen@c
authority
to
!
!
!
!
!
!
!
!
!
impact
decision
making.
Give
CECs
approval
over
co-‐loca@ons
and
opening/closing/
trunca@ng
schools.
Elect
CEC
reps
directly
by
all
parents
using
cumula@ve
vo@ng.
Empower
CECs
to
roll
call
vote
on
Panel
for
Educa@onal
Policy
(PEP)
policies.
Allow
CECs
to
create
job
descrip@ons
and
supervise,
inform,
train
and
evaluate
parent
coordinators
with
input
from
PTAs.
Re-‐make
the
PEP
so
that
parent
representa@ves
are
the
majority
and
all
members
serve
fixed
terms.
Put
parents
on
the
PEP
-‐-‐
should
be
like
the
School
Leadership
Team
(SLT),
where
#Educators=
#Parents
Change
supervision
of
Presidents
Council
to
include
PTA
execu@ve
board.
Give
PEP
appointees
independence
to
not
rubber
stamp.
Give
up
mayoral
majority
on
the
PEP.
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40. ! Let
superintendents
back
in
schools,
supervising
principals.
! Superintendent
reports
to
the
Community
Educa@on
Council
(CEC).
! Make
the
community
superintendents
the
place
where
the
buck
stops
for
policy,
budget,
and
complaints.
! Air
complaints
in
public
monthly
mee@ngs.
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42. ! Allow
parents
to
create
a
survey
to
assess
mayoral
control
! Give
power
back
to
stakeholders
and
support
the
sunset
of
mayoral
control
! Run
schools
with
an
elected
school
board
just
as
the
districts
in
NY
state
do
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43. Define
a
new
role
for
City
Council
and
other
elected
officials.
44. ! Give
more
elected
power
for
checks
and
balances
(City
Council)
! Use
local
elected
officials
community-‐based
exper@se
and
invite
them
to
influence
policies
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46. ! Create
ombudspeople
who
can
listen
to
complaints
and
direct
parents
to
actual
solu@ons.
They
should
follow
up
(carry
a
caseload)
too.
! Make
ads
and
post
them
everywhere
in
various
languages
to
no@fy
parents
of
a
hotline
site
where
parents
can
go
with
their
problems.
! Contact
info
should
be
posted
clearly
in
each
school
office.
! Set
up
an
anonymous
hotline
where
parents
can
ask
or
tell
their
problems
without
fear
of
retribu@on.
! Require
schools
to
post:
name,
address,
phone
#
of
troubleshoo@ng
offices
in
mul@ple
languages.
! Create
a
“road
map”
for
where
parents
can
go
with
their
concerns.
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48. ! Have
Title
I
parent
involvement
money
go
to
organiza@ons
controlled
by
parents,
not
the
Department
of
Educa@on.
! Contract
with
mul@ple
outside
organiza@ons
with
parent-‐advocacy
exper@se.
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50. ! Mandate
cross-‐district
communica@ons
and
mee@ngs,
for
Community
!
!
Educa@on
Councils,
School
Leadership
Teams,
PTA.
Solicit
input
from
parents
in
a
real
way
and
use
this
to
make
policy.
Create
a
system
of
roundtables
to
invite
input
and
allow
that
input
to
influence
policy.
! Use
networks
to
connect
parents
–
create
facilitated
discussions.
! Ins@tute
Chancellor
mee@ngs
with
parents
in
every
district,
with
!
!
!
translators,
and
report
back
to
parents
on
result
of
concerns
–
may
break
into
small
groups
with
deputy
chancellors
and
report
back
to
group.
Invest
resources
in
winning
the
par@cipa@on
of
many,
many
stakeholders.
Have
frequent
events,
maybe
monthly
even,
that
involve
parents
within
a
district,
within
a
community,
to
have
their
voices
heard
on
the
issues
that
concern
them.
Use
highly
inclusive,
par@cipatory
models
like
the
charreWe
to
rethink
school
placements,
closures,
and
new
school
development.
! Treat
new
school
placement
and
development
as
something
whose
success
depends
on
early/deep
Community
Educa@on
Council/community
input
in
the
design
phase.
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52. ! I nspire/make
principals
truly
open
their
doors
to
all
parents.
! Give
parents
greater
access
to
their
children’s
classrooms
so
that
they
are
able
to
observe
how
their
children’s
school
is
run.
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53. Make
it
possible
for
parents
who
do
not
speak
English
as
a
first
language
to
truly
engage
with
their
schools
and
the
system.
54. ! Have
translators/dual
language
support
so
everyone
is
heard
!
!
!
!
!
!
equally.
(Just
try
and
incorporate
us!)
Conduct
mee@ngs
in
the
first
language
of
parents
and
translate
for
English
speakers.
Create
“transla@on
squads.”
Students
get
credit
and
are
trained
to
be
interpreters
at
all
events
and
mee@ngs
(similar
to
“mouse
squads”).
Give
grants
to
Community-‐Based
Organiza@ons
(CBOs)
for
them
to
offer
transla@on/interpreta@on
services
in
schools.
Work
with
parents
who
are
bilingual
and
offer
workshops.
Hire
staff
(teachers,
admin,
etc.)
who
speak
the
languages
of
the
community.
The
Department
of
Educa@on
(DOE)
needs
to
make
training
school
leaders
truly
inclusive
(in
terms
of
language
and
culture).
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56. ! Put
integra@on
back
on
the
table
as
a
priority.
! Create
schools
in
all
neighborhoods
that
parents
would
feel
proud
!
!
!
!
!
!
!
!
to
send
their
kids
to.
Ask
communi@es
about
what
school
they
might
want
to
see
in
their
neighborhood
and
then
request
proposals
that
can
meet
this
need.
Look
at
special
needs
as
a
diversity
and
treat
it
as
a
civil
rights
issue.
Provide
adequate
resources
to
children
with
disabili@es,
making
parents
sign
off
as
a
legi@mate
part
of
the
process.
Parents
evaluate
Individualized
Educa@on
Plan
(IEP)
process/
service.s
Parents
of
children
with
special
needs
receive
training
that
explains
their
rights.
Leadership/parent
development
should
include
working
across
cultural
differences.
Make
provisions
for
“Parent
duty”
(like
the
Family
Leave
Act).
Require
all
employers
in
NYC
to
provide
@me
for
parents
to
par@cipate
in
children’s
schools.
(Can
be
a
voucher
system.)
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58. ! Create/sponsor
web-‐based
tools
for
parent
educa@on
and
involvement
for
each
school.
! Create
local
wikis/blogs.
! Create
websites
that
allow
parents
to
have
a
voice.
Department
of
Educa@on
staff
should
monitor
these
and
respond
to
ques@ons
and
concerns.
! Fund
tools
that
allow
parents
to
connect
remotely
via
blogs,
community
forums;
share
best
prac@ces
from
all
schools.
! Provide
innova@ve
and
concrete
ways
for
parents
to
connect
(for
example,
a
group
for
kindergarten
parents
across
the
city).
! No@fy
and
encourage
all
parents
of
their
op@ons
for
engagement
in
decision-‐making.
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