Family Engagement and Community Partnerships Help to Build a More

Educator’s Voice NYSUT’s journal of best practices in education Volume XI, Spring 2018

Included in this issue: Welcome from Jolene T. DiBrango Family Engagement Moving Beyond Zero-Tolerance Policies in our Schools: Towards Restorative Practice and Community Family Engagement through Academic Parent-Teacher Teams

Building Home-School Connections through Parent-Student University Partnerships

Building Capacity for Family-School Engagement through Labor/ Management Collaboration In this issue … Every Voice Matters Family Engagement and Community Partnerships help to build a more

Glossary vibrant school environment. These valuable practices broaden the scope of support given to students by employing significant input and involve- Resources ment from families and other partners. Call for Proposals for Next Issue This volume features these important initiatives by individuals and teams engaged in cultivating more robust relationships across our school communities. Authors present innovative practices which include building relationships through family home visits; empowering families with academic parent-teacher teams; offering restorative circles and peer mediation in a trauma-informed school; setting the stage for student directed learning through musical entrepreneurship; improving early literacy achievement for at-risk elementary students; and helping parents from diverse backgrounds to overcome barriers and become more For additional information involved in their child’s education. on this and other topics, please visit www.nysut.org

800 Troy-Schenectady Road, Latham, NY 12110-2455 n 518-213-6000 n www.nysut.org

Andrew Pallotta President Jolene T. DiBrango Executive Vice President Paul Pecorale Second Vice President J. Philippe Abraham Secretary-Treasurer Dear Colleagues,

As we consider how to best serve the whole child, we know we can’t do it in isolation. When we open our doors to families and community organizations and regard them as valuable resources, we can build understanding and increase communication. This important collaboration can help to make our schools more successful in every way.

When families and community organizations are treated as partners they become significant contributors to a more vibrant school experience for our students. And as we understand and become more responsive to the families that we serve, by learning more about them, where they live, and what they need to help their children to be successful at school, new bonds are formed. When families become more engaged and more actively involved in their child’s daily education, we are better able to support the overall wellbeing of our students.

Schools are at the center of our communities. Strong schools can strengthen those communities and community partners can help us strengthen our schools. Engaged families and meaningful community partners help us to integrate academic, social and emotional learning, fostering a healthier school environment.

This volume highlights the various ways educators and communities have been partnering to help create the next generation of resilient citizens who will be equipped to fully participate in our society. The projects described here represent important work that opens the doors to bridge home-school and community connections in a meaningful way.

Sincerely,

Jolene T. DiBrango, Executive Vice President, NYSUT

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO EDITORIAL BOARD

Jolene T. DiBrango Executive Vice President, NYSUT Daniel Kinley Director of Policy and Program Development, NYSUT Ellen Sullivan Research and Educational Services, NYSUT Bernice Rivera Educational Services, Education and Learning Trust, NYSUT Clarisse Butler Banks Lead Editor/Copy Desk Chief, Communications, NYSUT

Publication Coordinator Leah Lembo Research and Educational Services, NYSUT

The Editorial Board wishes to thank the following individuals for their contributions to the development of this volume: Maureen Caccavale, Cynthia DeMichele, Susan LaFond, Terry McSweeney, John Strom and Carolyn Williams.

The materials contained in this publication are protected by copyright. Individuals may copy these materials for educational use only. No one may use these materials for any commercial purposes, including but not limited to distribution, modification, reproduction or sale for profit.

Representing more than 600,000 professionals in education, human services and health care

800 Troy-Schenectady Road, Latham, NY 12110-2455 518-213-6000 • 800-342-9810 www.nysut.org

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO Educator’s Voice NYSUT’s journal of best practices in education Volume XI, Spring 2018 Family Engagement and Community Partnerships

Table of Contents The materials contained in this publication are protected by copyright. Individuals may copy Moving Beyond Zero-Tolerance Policies in our Schools: these materials for educational Towards Restorative Practice ...... 2 purposes only. No one may use these materials for any Family Engagement through Academic Parent-Teacher Teams ...... 16 commercial purposes, including but not limited to distribution, Building Home-School Connections through Parent-Student University .... 26 modification, reproduction or sale for profit. Building Capacity for Family School Engagement through Labor/Management Collaboration ...... 36 Some of the photos in this journal, Every Voice Matters...... 48 of NYSUT members and their students, Glossary ...... 62 were taken by the Resources...... 63 following photographers: Seth Cohen Call for Proposals for Next Issue...... 69 Steve Jacobs Michael Okoniewski Timothy H. Raab Dennis Stierer

For additional information In this volume of Educator’s Voice, authors may have referenced particular programs, on this and other topics, curricula or websites in the discussion of their work. These references do not imply approval please visit www.nysut.org or endorsement by NYSUT of any particular product, service, or organization.

SUMMARY disproportionately impacted by all of All children have a these policies and practices. Punitive Restorative approaches human right to a and ineffective approaches to school are proven to have a safety and discipline have dramatically significant impact on quality education increased suspensions, expulsions and the school environment, in a safe and placing the emphasis police interventions. Subsequently, on the relationships supportive school these punitive interventions have not between students and environment. improved student behavior, but rather adults within the school. increased the likelihood that students A unique partnership Although this is a deeply embedded between the Schenectady will be disengaged from school and City School District and principle in the fabric of our nation’s then drop out (Dignity in Schools, an area dispute resolution educational system, we are facing an 2012). center is giving students exclusion crisis that is dismantling the and educators the tools very framework upon which education The alternative for Schenectady High to improve their school. was built. Unwelcoming school envi- School has been adopting a restorative ronments, outdated zero-tolerance dis- approach to discipline. In two years, we cipline policies, low expectations and have been able to reduce superinten- standardized testing are silencing the dent hearings by more than 25 percent. voices of our youth, parents and educa- In four years, we cut physical alterca- tors. Across the nation, children of tions in half. Furthermore, the number color, children with special needs, and of days that students are excluded from children living in poverty are school has been reduced by a sizeable

Philip Weinman, a member of the Schenectady Federation of Teachers, is a National Board Certified Teacher and currently serves as the engagement supervisor and night school principal at Schenectady High School. Weinman has led the building in developing respite programs and restorative practices that support students and help teachers to build positive relationships and close the proficiency gap. He is a leading member of the district’s Trauma Sensitive Schools core team. His vision is to develop a trauma-sensitive school that is invested in restorative practices as a necessary systematic change for all students. Weinman has been nominated for the Schenectady district teacher of the year, the YMCA outstanding educator award and received his school building leadership certification at Massachusetts College of Liberal Arts. Sarah Rudgers-Tysz is the executive director of Mediation Matters, a nonprofit community dispute resolution center serving Albany, Rensselaer, Saratoga, Schenectady, Warren and Washington counties. Rudgers-Tysz currently serves as the president of the board of directors for the New York State Dispute Resolution Association.

Educator’s Voice n Volume XI n Page 2 Philip Weinman, Schenectady Federation of Teachers Moving Beyond Zero-Tolerance Sarah Rudgers-Tysz, Mediation Matters The work around Policies: Restorative Practices restorative in School amount through the district’s diversion evaluation for the programs. District practices has process. We achieved these positive staff also provide information on how provided the outcomes through a collaborative part- the restorative programs intersect with nership with Mediation Matters, a local other initiatives within the schools. We framework for nonprofit community organization that each play a critical role that is support- students to build specializes in dispute resolution, medi- ive of one another and builds on the ation and restorative practices. others’ strengths. social capital with peers and staff by The Schenectady School District is a Growing a Community large urban district in the Capital Partnership allowing them Region. The district has always been The collaboration between the SCSD the opportunity welcoming to partners from the com- and Mediation Matters started as a peer munity, recognizing that others have mediation program and grew to to navigate expertise to share and that as members encompass restorative circles, alterna- through difficult of the same community we are all tive discipline approaches, diversion stronger when working together. practices for students facing long-term situations in a safe Mediation Matters and the suspensions, and a variety of alternative environment. Schenectady district have partnered for techniques used within the school. It well over 15 years, as the district was takes both partners in this collabora- open to exploring alternative conflict tion to fully embed these practices resolution services for the students, within the district. Working together, educators and administrators. The we demonstrate how building commu- partnership has been beneficial to both nity strengthens the whole. organizations since the district brings expertise on the students and staff “The work around restorative prac- while Mediation Matters brings exper- tices has provided the framework tise on mediation and restorative prac- for students to build social capital tices. Mediation Matters staff are with peers and staff by allowing present within the school working side them the opportunity to navigate by side with the teachers, administra- through difficult situations in a safe tors and paraprofessionals. District staff environment.” — Diane Wilkinson, members participate in trainings, con- Schenectady HS principal sult on program design and assist with continued on following page the background research and

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According to its mission statement, the sessions are entirely run by the student Schenectady City School District “will mediators who have instant credibility be a continually improving school dis- with their peers because they have trict dedicated to excellence in teaching shared experiences and understand the and learning, equity, engagement and environment in which they all exist. efficiency.” Superintendent Larry This isn’t more adults telling them Spring has been working to address what to do; it is trained mediators school culture and community issues helping fellow students to listen to one in an effort to increase students’ con- another and seek to understand how nections to school and improve atten- each side approaches a problem. dance and graduation rates. Restorative Mediators do not solve the problem services, including peer mediation and for the participants, nor do they have restorative circles, are at the core of judgment about those problems — those efforts. Working in partnership the mediators’ role is to facilitate the with Mediation Matters has helped the conversation and help the students to district set and achieve their goals. engage with one another in constructive ways.

Mediation Matters staff trains students Peer Mediation to serve as peer mediators (and eventu- Peer Mediation takes trained student ally co-facilitators for the restorative mediators who sit with fellow students programming). The peer mediation in conflict to help them have a produc- training is a two-day intensive session tive conversation about the challenges where the students learn skills to sit between them. Supervised by a with their peers in conflict without Mediation Matters coordinator, the judgment. They practice active listening and learn about conflict and how it District demographics can sometimes lead to better under- The Schenectady Selected statistics: standing between individuals. The City School District training involves practice role play and 78% of Schenectady CSD students are (SCSD), with a n many exercises that help the students eligible for free lunch or reduced lunch population close gain confidence working with others in to 10,000 students, n 84% of students are economically conflict. is one of the disadvantaged largest school n Schenectady is ranked 13th in the nation The student mediators come to the districts in the for highest childhood poverty rate Capital Region of among cities over 65,000 in population. program for many reasons — some of New York. our best mediators are former partici- — Source: www.schenectady.k12.ny.us pants who appreciated the respect they were afforded in the process so much that they want to give back to others. Educator’s Voice n Volume XI n Page 4 Student voices Mediation Matters Fiona: “I am a peer mediator to help Mediation Matters has been providing conflict dispute resolution solve conflicts and change the reputa- services for more than 35 years. The nonprofit organization supports tion of Schenectady High School.” communities in Albany, Rensselaer, Saratoga, Schenectady, Warren, Omar: “I am a peer mediator because I and Washington counties. Begun as a mediation center to support love working with people and showing the courts and administrative agencies, services have expanded into students in our school that there are unique areas including peer mediation programs with school districts. School programs include conflict coaching and restorative practices. people that care and you can talk to.” Don: “I am a peer mediator because I love helping people work through their The library space in our school problems, also I love bringing positive community has as many uses as energy into school and to students.” there are users. The right of access Marquis: “I’m a peer mediator because and quiet enjoyment is guaranteed. I’m great at solving problems but I also Recently, a group of students would like to change people’s views on engaged in behavior that infringed situations and help them solve it.” upon the rights of other users so they were escorted from the library. While the program is supervised by Following administrative interven- staff from Mediation Matters, the tion, peer mediation sessions were school support from teachers, adminis- set up with the students and me on trators, and the students is critical for an individual basis facilitated by its success. Mediation referrals come Ms. Collazo [Mediation Matters from all sources and as we see students coordinator]. referring themselves or their peers at increasingly higher rates we know that The experience for me was extreme- it has become a part of the fabric of the ly beneficial because a safe neutral school. The mediation service even space both physically and socially expanded to host mediations between was provided for productive conver- students and teachers. Those cases are sation. All parties had an opportu- handled by Mediation Matters staff nity to express their feelings, members, sometimes in partnership observations, and share their assess- with peer mediators. It opens up the ment of the situation. Conversation dialogue and helps the student see the — this is extremely important. I teacher as a human being and the cannot imagine this type of conver- teacher see the student as more than sation taking place otherwise. I just another person in the class. Here came away with new understand- is an account of one of these cases as ings of the student perspective shared by a school librarian: continued on following page

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Mediation and related to the situation and I believe them, rather than to them or for them restorative the converse to be true as well. (Costello, 2010). practices My relationship has changed with The New York Civil Liberties Union the students in the sense I feel we did a comparison study between six have been have gotten to know each other in a schools that implemented restorative a catalyst way that did not exist prior to this responses as compared to 89 similarly experience. Perhaps it could be con- placed schools that used metal detec- at Schenectady sidered mutual respect. Since this tors and more traditional punitive mea- High School, experience I have recommended sures and 12 impact schools that were helping other faculty members consider this targeted for increased policing. They as an option to attempt to resolve found that the six schools had signifi- to reduce teacher/student conflicts. cantly higher than average attendance, disciplinary student stability and graduation rates, Our case numbers from all referral as well as a lower than average inci- hearings and sources have never been higher and dence of crime and school suspensions improving the fact that this program can intersect (NYCLU, 2010). Another study with the restorative work so well has found that over the course of three our school’s enhanced all of these initiatives. years post-implementation, cumulative climate. graduation rates rose 60 percent in restorative justice (RJ) schools (Jain, Restorative Practices et. al., 2014).

Restorative practices are approaches Mediation and restorative practices to building a culture within the school have been a catalyst at Schenectady that focus on relationships among the High School, helping to reduce dis- entire school community. The theory ciplinary hearings (see Figure 1), and is that we want to enhance learning improving our school’s climate. by engaging students in a way that Since implementing restorative prac- values them, holds them accountable, tices in the school, Schenectady and sends them the message that they High School has already seen a 7 belong in the school. A fundamental percent increase in its graduation premise of restorative practices is that rate. However, the district’s over- human beings are happier, more suspension of students with disabili- cooperative and productive, and ties and students who are members more likely to make positive changes of minority groups is still an ongoing in their behavior when those in posi- problem worthy of serious consider- tions of authority do things with ation from a trauma-informed lens.

Educator’s Voice n Volume XI n Page 6 The harmfulness of racial microaggressions (i.e., use of racial Figure 1 slurs, demeaning a person’s racial heritage, or subtly excluding persons of color) in addition to “internalized racism, overt racist experience, discrimination, and oppression within the lives of people of color” is widely recognized in the literature, and is relevant for our district, as we have a highly diverse student population (DeAngelis, T. 2009, p. 40). It is likely that both problems add stress and additional trauma to the lives of many SCSD students. As a district we have been working with the Technical Assistance Center on Disproportionality (TAC-D) for a number of years. This work will continue so that we ensure poverty, race and disability are never predictors of success.

As members of the SCSD educational community, we each have the ability to mitigate the impact of these adverse circum- stances by examining our own values and assumptions and their impact on our understanding of students and our interactions with them. We can be resiliency-promoters by doing our part to establish school restorative environments that are safe Source: Schenectady High School and predictable with consistent routines, limits and expectations. We can also begin to help students gain a sense of control by creating opportunities for choice and establishing caring and trusting relationships with students in order to foster positive teaching and learning outcomes (SCSD, 2017).

Consider what happens in a home when a young person “breaks the rules.” They are often grounded — which draws them into the home further. Contrast that to a school where we suspend or expel them — which drives them out and severs the relationship. David Miller, an associate professor of school psychology at the University at Albany most recently articulated “rather than func- tioning as a punisher, suspensions often function as a reinforcer for some students. In such situations, it allows kids to escape what for them is an aversive environment and when that occurs can inadvertently result in an increase — rather than a decrease in problem behavior (Matson, 2017).” It is these limiting factors that led the Schenectady City School District to partner with Mediation Matters.

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Restorative Implementing restorative practices has (2009, p. 62–85) states “Where posi- practices and started with implementing community- tive peer relationships were present, building circles. A Restorative Circle students felt safer to contribute, take trauma sensitive places all members of a community risks with their learning, and learn schoolwide initia- (classroom, club, group) in a circle and from each other … group dynamics of the “Circle Keeper” asks meaningful the classroom make a difference to stu- tives give teachers questions and then passes a talking dent motivation and attitudes toward and students the piece consecutively around the circle. learning.” The talking piece provides a forum to tools to build truly hear one another as no one speaks until the talking piece is passed to positive school Trauma-Informed Schools them. It allows the members of the cir- environments cle to sit with each question and answer The Government Law Center report- around healthy (if they choose) from their heart. ed that Schenectady County had the highest rate of index crimes in New relationships. To bridge the equity gap, circles are York State, 50 percent higher than the used to give all students an equal index crimes reported in New York opportunity to participate and an City (Liebman, 2016). In addition, a opportunity to voice their opinions. large percentage of our students have This, too, builds community as space experienced one or more adverse is given to all to share and students childhood experiences (SCSD, 2016). who have not previously spoken find In a trauma-informed school, the the courage to contribute in this envi- adults in the school community are ronment. Tom Cavanagh supports prepared to recognize and respond to these findings in his 2009 study where those who have been impacted by he found that relationships were the traumatic stress. In addition, students Students and educators participate in a primary reason students attended and are provided with clear expectations restorative circle. strived to do well in school. Cavanagh and communication strategies to guide them through stressful situations.

Restorative practices and trauma sensitive schoolwide initiatives give teachers and students the tools to build positive school environments around healthy relationships. The goal is to not only provide tools to cope with extreme situations but to create an underlying culture of respect and support.

Educator’s Voice n Volume XI n Page 8 Taliah’s story illustrates this point. Restorative practices allow students to take responsibility for their actions and Creating an Taliah is a student who had missed two can help them understand that when environment weeks of school because of a traumatic they act poorly they affect those family experience and was just return- around them. Moshe, a student who that is safe ing to her biology classroom. She was cursed at a teacher, was asked to have for students asked during a community circle of 18 a conference with the teacher to pro- students who inspired her? Taliah vide a forum for exploration of the to express responded: “Myself. I have to inspire impact of his actions. After the confer- themselves, and myself because I am the only one that is ence, Moshe stated, “I was happy to encouraging an going to get myself to class and be able actually talk to the teacher after I to take accountability for the work I flipped out on her. I was in a really opportunity to need to do. Sometimes I feel like I’m the bad spot and wanted to make it right. build appropriate only one that cares.” As the talking piece I never got to do that before. Normally was handed to Mrs. Larkins, she I just get sent to the office then go back relationships responded to Taliah that she cared and the next day.” is the pathway invited Taliah to stay after school to get caught up on her work. After the circle, to connecting Taliah attended class more than 90 Policies and Outcomes students to percent of the time and passed the New York State Biology Regents exam. Hers Last year, Mediation Matters held our school’s is one of countless stories of students more than 30 teacher-student confer- curriculum. who have had adverse childhood experiences and 251 circles. The teacher ences and avoided classes because they and student are asked to discuss the didn’t think anyone cared. disagreement and explain how the behavior impacted the relationship. Creating an environment that is safe Under our old policy, students would for students to express themselves, simply be given a detention or in- and encouraging an opportunity to school suspension and would’ve build appropriate relationships is the never been asked to face the person pathway to connecting students to that they had offended. The goal of our school’s curriculum. Teddy restorative justice is to mend the dam- Roosevelt said it best: “No one cares aged relationship and as an added how much you know, until they benefit keep students from missing know how much you care.” At class. If the negative behavior contin- Schenectady High School we are cre- ues, we still increase the severity of ating a culture of care. the consequence and hold the student responsible, but through restorative

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Figure 2: Punitive to Restorative Approach classroom. In addition, 96% of teachers also agreed that they would recom- Infraction Old Policy (Punitive) New Policy (Restorative) mend the process to peers. Leah Insubordination Detention or Reflective letteror mediation Akinleye, a biology teacher and now in-school suspension with the person harmed Schenectady High School’s engagement dean, reflected on how the circle Verbal conflict One-day out-of-school Individual conflict suspension coaching session or process expanded her thinking around impromptu circle restorative practices.

Minor physical 3- to 5-day Peer mediation or I learned about the use of restorative altercation suspension restorative circle with stakeholders practices to create a classroom community through an email and brief- Physical 5-day suspension Informal hearing ly from a previous professional altercation or Superintendent’s with parents or hearing formal conference development session. At first, I to repair harm thought “hey, why not, it’s one less day with a challenging class.” Little Source: Schenectady High School did I realize the transformation programming it does so while helping within the class through the use of students to understand the broader just one restorative circle. impact and still feel welcome within Relationships make a classroom a the school environment. To improve welcoming and productive place this process we have developed a com- indicating the bond between teacher prehensive strategy that holds students and student and between students. accountable to their peers, teachers One student specifically, Steve, and, most importantly, themselves. lacked these connections with myself and his classmates. He came late in Figure 2 illustrates a simple comparison the year, so we already had a com- of growth in our policies. Depending fortable classroom environment that on the infraction, some traditional dis- he did not feel a part of. This disal- cipline may accompany the restorative lowed Steve to be a productive mem- response, but even traditional disci- ber of the classroom community. pline can maintain relationships if Steve was a young, black male who offered with a restorative lens. experienced personal trauma, did not engage in school but still had a Data from staff surveys indicate that love of learning. He was challeng- 79% of the circles have improved ing; I welcomed him. I told him my teacher/student relationships and expectations; I set the tone. decreased student discipline in the

Educator’s Voice n Volume XI n Page 10 Upon starting the restorative circle, I Figure 3: Language Shifts didn’t know what to expect. First, we introduced ourselves and shared what Punitive Restorative animal represents us. Then, we spoke School and rules violated People and relationships violated about classroom expectations. The students expressed how although Ms. A is Justice focuses on establishing guilt Justices identifiesneeds and obligations strict she cares about us and expects us all to be successful. They all agreed on Accountability = punishment Accountability = understanding that. Then the questions got personal. impact, repairing harm Some kids passed but most students Justice directed at offender, Offender, victimand school all didn’t. “Who is your inspiration?” We victim is ignored have direct roles in justice process got to Steve and he said his mother. We Rules and intent outweigh whether Offender isresponsible for went around again and dug deeper. outcome is positive/negative harmful behavior, repairing harm Two young men I least anticipated to and working towards positive get emotional started to cry when shar- outcomes ing about their fathers and family mem- No opportunity for remorse Opportunity given for amends bers. The other students were shocked or amends and expression of remorse but gave support. This was an amazing Source: Schenectady High School experience for me to witness how in crisis the students all came together. completely different upbringing, but From that restorative circle the class- searching for the same acceptance, voice room dynamic improved. We did anoth- and purpose. Restorative practice is not er circle focused on community that a period off, it’s an experience creating involved games and team building. classroom communities, relationships Since that first restorative circle, Steve and lifelong connections that provide an and many other students left with a con- opportunity for change. nection to each other and to me. Steve only missed one of my classes, he checked in every morning and every period 6. Implementing Restorative Practices He wanted someone to listen. He wanted Restorative practices and mediation are not to feel valued. He wanted teachers to not another program — they are a new judge him for his loudness, dark skin, approach to doing school. Therefore, to best attire and lack of resources. He wanted establish the services at the very foundation teachers to accept him for who he was of the school, it is wise to implement in and what he is going to become. He felt tiers. Starting initially with basic language alone and needed that connection. Steve shifts (see Figure 3) where the philosophy is 14 and I am 33. We are from a is doing school “with the students” rather continued on following page

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Figure 4 During these early stages it is wise to partner with an outside organization to help with training and implementation. As training and implementation are ongoing, the outside partner can han- dle the most serious issues needing full facilitated conferences as they require extensive training to facilitate.

Using a community partner can help you gain the training and experience you will need to fully embed the program into the school. If a staff member is forced to do this in addition to their other duties, it often is left to the side and it does not remain a focus, which means it is just another initiative that Source: International Institute for Restorative Practices failed. Plus, having an outside center like Mediation Matters, allows districts than holding school “for the students.” to benefit from their experiences with (See Figure 4). other districts. Whether it be peer mediation or restorative practices, we Implementing community building cir- have seen schools succeed most often cles first among staff and then expand- when they seek outside assistance with ing into classrooms has the effect of more than just training. When districts building a community of practitioners bring in that support for the design of and supporters of the process. You the systems they wish to build, the ini- need champions for the processes you tiative is sustainable long-term and seek to build and those champions extends deeper into the school need to be people who are respected community. among their peers. These professionals make up your stakeholder group who Some schools have met with challenges will help you build internal partners when administrators impose the pro- and define success for evaluation of the gram on teachers without seeking their initiative. Later, once you have the buy- participation and input. Further, we in to move forward you can begin to have seen schools falter when they train address minor infractions through everyone without supporting the imple- restorative approaches. mentation after the training. But, if the school seeks input from key

Educator’s Voice n Volume XI n Page 12 stakeholders and implements in incremen- Conclusion tal ways, the teachers, administrators, and On Aug. 23, 2017, five Schenectady High paraprofessionals build a community School students, who are active peer medi- among themselves which makes the envi- ators, were invited to speak to the board of ronment a more productive place to work education as the board reviewed the new and the students can feel the shift even in 2017–18 code of conduct. These are stu- the first phase of service. dents who have received the training and have served as mediators for their fellow At Schenectady High School, the data students and the teachers within the high and student feedback from the communi- school. The five students stood energeti- ty circles have inspired us to develop a cally in front of the board members and 10-person restorative practice team made spoke about their experiences. It is impor- up of all stakeholders (including tant to note that the new code of conduct Mediation Matters) that now has the was met with some initial resistance but, capacity to have a wide array of circles eventually, it was unanimously approved. covering different topics operating in the building daily (see Figure 5, page 15). Jasmine, who had found it difficult to This grew out of the work done in the express herself earlier, clearly stated: initial phase and was successful once we “Circles in the classroom changed me. They had gained the support from the larger gave teachers an opportunity to finally see school community. It is through this me for who I am.” “The circles,” Zariah work that the high school has been able chimed in, “give everyone an opportunity to move into holding conferences for to be heard. Teachers don’t always know more severe actions and a process to what we go through and in a community respond to students reentering the school circle we can let them know.” Mark Snyder, after a longer suspension. Again, it is par- who has been a board member for two ticularly helpful to have a community years, then asked: “Do you think restor- partner like Mediation Matters to collabo- ative practices are changing the culture for rate on these more serious processes as our younger students?” The five girls the staff builds internal capacity and simultaneously answered YES. “We have receives the training to continue the ser- become their mentors.” vices long term. These young women, and so many students like them, are the leaders in the school community and are strengthening relationships, one mediation, one circle, and one conference at a time.

Educator’s Voice n Volume XI n Page 13 Moving Beyond Zero-Tolerance Policies: Restorative Practices in School

References New York Civil Liberties Union (July, 2009). Report: Safety with Dignity: Alternatives to Cavanagh, Tom (2009). Creating a New the Over-Policing of Schools. Retrieved Discourse of Peace in Schools. Journal for from www.nyclu.org/en/publications/ Peace and Justice Studies, vol. 18, no. 1, report-safety-dignity-alternatives-over- pp. 62–85 policing-schools-2009. https://www.nyclu. Costello, Bob, et al (2010). The restorative org/sites/default/files/publications/nyclu_ circles in schools: building community and pub_safety_with_dignity.pdf enhancing learning. International Institute Schenectady City School District (2016). for Restorative Practices, Bethlehem, PA Demographics. Retrieved from http://www. DeAngelis, T. (2009). Unmasking ‘racial schenectady.k12.ny.us/cms/one.aspx?portall micro aggressions’. American Pychological d=412336&pageld=539094 Association, Volume 40, No. 2. Retrieved Schenectady City School District (2017). from http://www.apa.org/monitor/2009/02/ Behavior Management Handbook: Creating microaggression.aspx Safe, Engaging and Responsive Classroom Dignity in Schools (August 2012). A Moral Communities Code on Education and Dignity: Presenting Wachtel, T. (1999). Restorative Justice in a Human Rights Framework for Schools. Everyday Life: Beyond the Formal Ritual. Retrieved from https://dignityinschools.org/ Paper presented at the “Reshaping take-action/model-school-code/. Australian Institutions Conference: Jain, S., Bassey H., Brown, M., & Kalra, P. Restorative Justice and Civil Society,” The (2014). Restorative Justice in Oakland Australian National University, Canberra, Schools; Implementation and Impacts. February 16-18, 1999. Retrieved Retrieved from http://www.datainaction. from: https://www.iirp.edu/eforum- org/uploads/2/7/8/2/27825255/ousd-rj_ archive/4221-restorative-justice-in-every- report_revised_dec414.pdf day-life-beyond-the-formal-ritual Liebman, B. (2016). New York State: Where the crimes are. Retrieved from https:// governmentreform.wordpress.com/ 2016/06/10/new-york-state-where-the- crimes-are/#ftn8 Matson, Zachary (July 30, 2017). Schenectady Officials Aim to Lessen ‘Over- Reliance’ on Suspensions. Retrieved from https://dailygazette.com/article/2017/07/30/ schenectady-officials-aim-to-lessen-over- reliance-on-suspensions

Educator’s Voice n Volume XI n Page 14 Figure 5: Mediation Matters

Educator’s Voice n Volume XI n Page 15 Family Engagement through Academic Parent-Teacher Teams SUMMARY School leaders, teachers, parents and Increasing student families can all benefit from taking a Academic Parent-Teacher achievement is the closer look at parent involvement ver- Teams are a vehicle for sus family engagement as they plan improving early literacy fundamental goal achievement in at-risk that grounds everything we do as interactions with families. A shift from elementary school educators. One tool for increasing parent involvement to family engage- students. Learn how student achievement is the school/ ment means that parents are equipped one Ossining educator with knowledge about specific skills used the approach to family partnership. The Every Student improve recognition of Succeeds Act (ESSA) is intended to that are necessary for their child to letter names and sounds reduce the academic achievement gap understand in order to successfully along with building a and acknowledges the importance master a grade level standard. It partnership between should also mean that any and all fami- home and school, of the school/family partnership by ly members or caregivers can partici- family and teacher. linking Title 1 funding directly to parent/family outreach and engage- pate in the critical role of helping ment (Henderson, 2015). According students to build these skills at home. to the Revised Template for the In recent years, family engagement has Consolidated State Plan, “The Family become a significant focus for many and Community Engagement Program urban and suburban school districts is an initiative focused on building (Henderson and Mapp, 2007; Mapp respectful and trusting relationships and Kuttner, 2013; Paredes, 2017). between home, community, and school.” Family engagement here is defined In order to support student success, broadly as a parent/teacher collabora- family engagement must take priority tion intended to drive student learning in school plans and become an integral and achievement (Paredes, 2017). part of the educational system.

Mary Catherine Hillman has been an educator for 16 years. She received her Master of Arts in Elementary Education and a special education certificate from Manhattanville College and has recently completed her Master of Arts in Educational Leadership from Bank Street College of Education. Hillman has taught a variety of grades at the early childhood level and is passionate about helping students learn to read, write and become lifelong, joyful learners. She currently teaches kindergarten in the Ossining UFSD where she is also the director of the Ossining Staff Development Center, a New York State grant-funded teacher center. She enjoys the opportunity to help all teachers grow and develop their practice.

Educator’s Voice n Volume XI n Page 16 Family Engagement Mary Catherine Hillman, Ossining Teachers Association through Academic Parent-Teacher Teams

Halgunseth (2009) notes that family Traditionally, parents have Family and Community engagement should be continuous, been given the opportunity to Engagement reciprocal and strength based. Mapp be involved in their child’s and Kuttner (2014) add that family schooling when they meet The Template for the engagement must be relational and col- their child’s teacher at Back Consolidated State Plan laborative, developmental, and linked to School Night or an open states, “ The Board of Regents to learning. While families generally house. Typically this is recognizes that (1) improved want their children to do well in school where information is present- student achievement is linked to engaging parents and have a desire to help them suc- ed and rules and procedures and families in the education ceed, often the past academic experi- are explained. In many process, (2) parents and ences of parents can negatively impact school districts, parent/teach- families are the first educators their involvement in their child’s edu- er conferences are scheduled of children, and (3) education cation (Mapp, 2003; Jarrett and Coba- twice during the school year, is the shared responsibility of schools, parents and families Rodriguez, 2015). once in the late fall and then and the community. again in the early to mid- Some children from economically dis- spring. This time provides an advantaged families may enter high opportunity for teachers and school with literacy skills five years parents to discuss student progress behind those of higher-income stu- and achievement. Many times howev- dents (Reardon, Valentino, Kalogrides, er, this small chunk of time gets taken Shores, & Greenberg, 2013). up by questions about behavior, or Additionally, poverty and what explanations about classroom/school Shonkoff and Garner term “toxic policy or procedures. As such, these stressors” in early childhood can lead traditional opportunities for parent to lasting impacts on learning (2012). interaction are limited in ways, and do Examples of toxic stressors include not always facilitate an environment of homelessness and hunger, or having collaboration and support as called for parents who are absent or by proponents of family engagement. incarcerated. continued on following page

Educator’s Voice n Volume XI n Page 17 Family Engagement through Academic Parent-Teacher Teams

APTTs empower The often limited and precious time work of Maria Paredes. In her work, that parents and educators have to Paredes examines Academic Parent- families with spend together can be even better uti- Teacher Teams (APTT). In APTT the tools and lized when families are provided with classrooms, the teacher(s) and the opportunities to learn about what is entire class of parents or other caregiv- strategies to expected of their child and how they ers, come together three times a year to recognize can work with the teachers to help their meet as a team. At these meetings, that they are child outside of school. While it is classwide data is shared, individual stu- important for parents to meet with their dent progress is noted and goals for their child’s child’s teacher, when families are truly improvement are set. This model has first educator. engaged, this meeting can be a chance been shown to create strong partner- for the parents and teacher to work as a ships and collaboration between fami- team to create a plan of action with the lies and teachers for the benefit of needs of the child in mind. In the ideal student learning and achievement situation, the teacher is not the only (Paredes, 2017). one doing the talking and successes can be celebrated and challenges/struggles APTTs involve families as partners acknowledged and discussed. with the teacher/school in the education process. They empower parents/ families with the tools and strategies to Academic Parent-Teacher Teams recognize that they are their child’s first One model that rethinks the traditional educator. Teams also allow adult stake- time teachers and parents have to holders to build relationships around spend together can be found in the trust and shared responsibility.

Ossining UFSD Ethnicity by percentage Park School/Ossining district

Source: nysed.gov school report cards Source: nysed.gov school report cards

Educator’s Voice n Volume XI n Page 18 Action research study goal setting and collaboration Demographics In order to investigate the impact of in support of the school’s family engagement on academic learning goals specific to liter- The Ossining Union Free School achievement in early literacy, I con- acy. This practice would District is a diverse district of more than 4,600 students. While ethnic ducted a small-scale pilot study with include a data-driven conver- sational shift around goal set- demographics have seen a shift in six families as part of an action research the past 12 years, poverty has ting, as well as detailing and graduate course. Although the number more recently been brought to of participants is not statistically signifi- modeling of supports during the forefront, as the numbers of cant, this study might provide founda- the additional group meeting. economically disadvantaged A follow-up conversation dur- students have increased over the tional information that could inform a last three years districtwide. larger study. ing parent/teacher conferences would allow discussion of stu- Ossining has six school buildings The setting was a kindergarten class- dent progress and next steps/ and a somewhat unique grade additional goal setting. This level configuration in the room in Park Early Childhood Center elementary schools. Park School in Ossining, New York. This pilot action research utilized com- houses full day pre-k and kinder- study investigated the link between ponents of the APTT model, garten. Brookside School houses family engagement and student however I did not hold a grades 1 and 2; Claremont School houses grades 3 and 4; while achievement in order to explore wheth- meeting with the entire class, Roosevelt School is solely grade 5 er collaboration with families, modeled which is how a true APTT students. Anne M. Dormer and directed practice of a specific activ- meeting would be held. Middle School (grades 6–8) and ity, clear expectations and goal setting, Ossining High School (grades would lead to increased student Figure 1 shows how parent/ 9–12) are secondary schools. achievement. teacher conferences with goal setting and modeling of home The focus of the action research study supports will lead to a stronger under- was an examination of the letter name standing by families of how to support and letter sound fluency of a small their child at home by practicing a spe- group of students and their families in a cific strategy or activity that is linked to kindergarten classroom. The partici- learning. This support from families, pants received an invitation to an addi- paired with the learning in the class- tional group conference with the room, leads to increased student teacher. The targeted students were achievement in literacy. those who were receiving Academic Intervention Services (AIS) and were It is important to note that interactions at risk for chronic absenteeism. The between teachers and families as they purpose of the additional meeting was work together as a team provide multi- to engage families as a group in sup- ple opportunities to help increase stu- porting their child’s learning. dent achievement. Specifically, this plan would include continued on following page

Educator’s Voice n Volume XI n Page 19 Family Engagement through Academic Parent-Teacher Teams

Group Meeting benchmarking data (timed one-minute The group meeting with families probes) as compared to the average focused on three main areas: data shar- kindergarten student. This information ing, modeling and practice and goal was kept confidential by assigning each setting. student to a letter (A-F). The data was presented and explained and family n Data Sharing members were given the opportunity Families were welcomed and thanked to process the information and ask for taking the time to meet with the questions. teacher outside of the usual parent/ teacher conference days. I provided n Modeling and Practice each family member with a folder con- The next component of the meeting taining data specific to their child’s involved modeling and practice of a progress. In this case, each family specific activity that families could do received information about the upper- at home with their child to practice let- case and lowercase letters and sounds ter name and letter sound fluency. that their child could identify, untimed, Families watched as I modeled the at that point in the school year. They activity and then they were given a were also given a graph that included chance to act as if they were at home bars for letter naming fluency (LNF) with their child. This was beneficial and letter sound fluency (LSF) for all because at this point, participants six students who were targeted for the could ask questions and anticipate situ- extra meeting. This graph showed how ations or roadblocks that might occur these children scored on at home and we were able to

Figure 1: Logic model for action research study

Educator’s Voice n Volume XI n Page 20 brainstorm ideas and solutions to the sound chart that my child always comes challenges. Participants were shown home chanting,” says another parent. how to time the fluency measure and The families are given a chance to see also practiced how to give an answer the materials and interact with the let- to their child after three seconds of ter/sound chart in a way that they non-response so that the child could might typically not be able to do if it move on in a timely fashion to com- was just sent home in their child’s fold- plete the timed activity. Families were er. The families then make an agree- given links to online resources that fur- ment to practice the activity for a ther reinforced the skills being targeted specified amount of time over a specified at the meeting. number of days. “I can do this,” said the father who was originally so excited n Goal Setting about the chance to learn how to help Lastly, I worked with each participant his daughter. “We can do this,” he on creating a goal for improvement for rephrased his thought, “… my daugh- their child. Family members left the ter, me and you, of course! Thanks for meeting knowing exactly what and bringing us in here to see this so how to practice at home with their clearly.” child and what the expectations were for anticipated growth by the next meeting, nearly a month later. Findings In the following vignette a parent A brief post-meeting questionnaire was learns more about his child’s progress: completed by each participant. Parents in attendance identified many aspects Families are welcomed and thanked for of the meeting that they considered to attending. When data is shared one be helpful. These included: “Practicing parent stops the group and says: “Wow! the names of the letters while the timer Now I really know what I need to help was running.” And, “Her explaining my daughter do.” His daughter is a stu- the chart and monitoring our child.” dent falling below grade-level expecta- One parent also noted that it was par- tions. “I’m here to show you how we can ticularly important for him to feel that work together to help your daughter,” he now knew that no matter what he the teacher responds. The teacher mod- could talk to me about anything that els an explicit activity. “She’ll love has to do with his child. doing this with us,” the father says. Parents practice the activity with each All parents in attendance felt strongly other, some pretending to play the role that because of the meeting they would of a child. “So this is the letter and continued on following page

Educator’s Voice n Volume XI n Page 21 Family Engagement through Academic Parent-Teacher Teams

be better able to monitor their child’s families did not attend the group meet- progress. They also agreed that they ing (Student C and Student D) is left the meeting with a much better shown in the tables. These students understanding of what to do with did not show a substantial increase in information sent home from school. their rate of improvement as compared Additionally, because of the meeting, to their peers. parents identified that they felt they could have more meaningful conversa- Discussion tions with their child about how he/ she is doing in school. The data show that students A and B both improved significantly in LNF The following tables show the results a week after the additional group of progress monitoring for the four stu- meeting. Not only did they continue to dents who accepted invitations to the improve, but this improvement was meeting. The students whose families sustained throughout the remainder of attended the meeting (Student A and the school year with the continued Student B) made significant progress support of the AIS teacher and class- in letter naming fluency and were able room interventions which were put to sustain that progress throughout the into place in April. remainder of the school year. Progress from two of the four students whose It should be noted that students made the most progress in letter naming

Progress monitoring: Letter Naming Fluency (number correct in one minute)

Educator’s Voice n Volume XI n Page 22 fluency after families were trained in every night!” when she was praised for the activity to help at home. Letter improvement after a progress monitor- Family sound fluency progress was slower for ing day. engagement the two students whose families attended the meeting, however they This building of relationships and contributes to a did meet their Student Learning trust is consistent with the findings of range of positive Objective (SLO) by the end of May. Henderson and Mapp (2002) who identify that “students do better in student outcomes, My relationship with the families who school and in life when their parents including attended the additional meeting are engaged in their education. Family became a closer and more meaningful engagement contributes to a range of improved student one. We began to rely on each other positive student outcomes, including achievement, for support in the quest to ensure aca- improved student achievement, demic improvement for the child. decreased disciplinary issues, and decreased Notes went home on a weekly basis to improved parent/child and teacher/ disciplinary issues, encourage continuation of the activity child relationships.” The post-meeting at home. Student attitude and confi- surveys also indicate that parents and improved dence also increased as they saw them- appreciate the extra effort to provide parent/child and selves improving from week to week. them with guidance in supporting teacher/child One student was proud to admit, “I’m their child’s academic success. The practicing this at home with Daddy importance of engaging parents in this relationships.”

continued on following page Progress monitoring: Letter Sound Fluency (number correct in one minute)

Educator’s Voice n Volume XI n Page 23 Family Engagement through Academic Parent-Teacher Teams

way is supported by the work of Hill This action research project served as a and Tyson (2009), who say that, springboard for professional develop- “when it comes to how strongly parent ment opportunities for others. At the involvement predicts student achieve- end of the school year, I was formally ment, a parent’s participation in school trained in APTT and presented the itself is a blip on the radar screen com- findings of the action research pilot pared to a parent holding high expec- study at a building-level faculty meet- tations and setting goals for their ing, as well as a professional learning individual child, monitoring progress community on family engagement. I and holding them accountable, and also developed a three-hour workshop supporting learning at home, among entitled, “Making the most out of back other things.” to school night and parent teacher conferences,” which presented research in Although this was a small-scale pilot the family engagement field and study that used only parts of the focused on APPT and student-led con- APTT model, it is clear that there was ferences as a means to link family a measurable positive impact on both engagement to learning. Seventeen relationship building and student teachers throughout the district attend- achievement. These findings support ed this workshop in June 2017. the importance of family engagement for school success (Henderson and Mapp (2002), Bryk and Schneider References (2002). Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. This practice has the potential to New York: Russell Sage Foundation. involve all teachers and staff members Buckingham, J., Wheldall, K., & Beaman- across the school community. Wheldall, R. (2013). Why poor children Classroom teachers, special educators, are more likely to become poor readers: The school years. Australian Journal of social workers, psychologists, reading Education, 57(3), 190-213. specialists, special area teachers, etc., Halgunseth, L. (2009). Family engagement, can utilize this model to help link fami- diverse families, and early childhood edu- ly engagement to learning and provide cation programs: An integrated review of the literature. YC Young Children, 64(5), families with the skills and strategies 56. they need to help their child practice at Henderson, A. T. (2007). Beyond the bake home. sale: The essential guide to family-school partnerships. New York: The New Press.

Educator’s Voice n Volume XI n Page 24 Henderson, A. T., & Mapp, K. L. (2002). Reardon, S. F., Greenberg, E. H., A new wave of evidence: The impact of Kalogrides, D., Shores, K. A., & school, family, and community connections Valentino, R. A. (2013). Left behind? The on student achievement (Annual Synthesis effect of no child left behind on academic 2002). Austin, TX: National Center for achievement gaps. Unpublished manu- Family and Community Connections with script. Schools. Shonkoff, J. P., Garner, A. S., Siegel, B. S., Henderson, A. T. (2015). Quick brief on Dobbins, M. I., Earls, M. F., McGuinn, family engagement in Every Student L., ... & Succeeds Act (ESSA) of 2015. Retrieved Committee on Early Childhood, from: https://ra.nea.org/wp-content/ Adoption, and Dependent Care. (2012). uploads/2016/06/FCE-in-ESSA-in-Brief. The lifelong effects of early childhood pdf adversity and toxic stress. Pediatrics, 129(1), e232-e246. doi:10.1542/peds. Hill, N. E., & Tyson, D. F. (2009). Parental 2011-2663 involvement in middle school: a meta- analytic assessment of the strategies that promote achievement. Developmental psychology, 45(3), 740. Jarrett, R. L., & Coba-Rodriguez, S. (2015). My mother didn’t play about education: Low-income, African American mothers’ early school experiences and their impact on school involvement for preschoolers transitioning to kindergarten. The Journal of Negro Education, 84(3), 457-472. Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. School Community Journal, 13(1), 35. Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity- building framework for family-school partnerships. Austin, TX: Southwest Educational Development Laboratory. Mapp, K., & Kuttner, P. J. (2014). Partners in Education: A Dual Capacity-Building Framework for Family Engagement. Austin, TX: Southwest Educational Development Laboratory and the US Department of Education. Paredes, M. C. (2017). Academic Parent- Teacher Teams: Implementation workbook. San Francisco, CA: WestEd.

Educator’s Voice n Volume XI n Page 25 Building Home-School Connections through Parent-Student University

SUMMARY sometimes arise when trying to build Every parent wants these home-school connections, espe- How can teachers engage his or her child to cially with families from diverse cultur- families with diverse al and linguistic backgrounds. Lack of language backgrounds? succeed in school. time, language barriers and childcare One district used a This idea transcends demographics needs can sometimes interfere with a multi-faceted approach including race, religion, ethnicity, edu- to create a more inclusive family’s ability to get involved. atmosphere for parents, cation level, income level and family with an eye toward composition. Research shows that stu- Parent-Student University (PSU) at student academic success. dent educational success can be related Hicksville Public Schools was created The Parent-Student to family involvement in school. University helps families to help families to overcome these to overcome common According to Henderson & Mapp obstacles and strengthen communica- barriers and to become (2002), “When schools, families, and tion among students, teachers, admin- more informed and community groups work together to istrators and families of a historically actively engaged in their support learning, children tend to do child’s life at school. at-risk population. PSU is a biannual better in school, stay in school longer, evening event where families of and like school more.” With parental English language learners (ELLs) can involvement in learning, student gather, enjoy a meal and attend work- achievement increases regardless of shops related to education while learn- ethnic background, socioeconomic ing about other related services. The status or parental level of education supervisor of the English as a New (Antunez, 2000). But obstacles can Language program, Lisa Estrada, and

Justina Ketyer is an English as a New Language (ENL) teacher with 15 years of experience with English language learners in grades K–12. She has spent the last 12 years teaching in Hicksville Public Schools, seven of them at East Street School. An active member of the Hicksville Congress of Teachers, she has held leadership positions in the union for the last five years. Lisa Estrada is the supervisor of English as a New Language (ENL), bilingual, and world language programs at Hicksville Public Schools, in Hicksville, New York. Her educational experience and training includes more than 27 years of ESL and bilingual education in K–12 settings. She provides professional development and curriculum design on instructional strategies and technology integration for linguistically diverse students.

Educator’s Voice n Volume XI n Page 26 Justina Ketyer, Hicksville Congress of Teachers Lisa Estrada, Hicksville Public Schools

the guidance chairperson, Effie starting point to help families Hicksville Demographics Rafaelides, recognized the need for to become more involved in increasing parent involvement of ELLs their child’s learning. The Hicksville Public School in our community and were instrumen- District in Nassau County, Long tal to its creation. We relied heavily on Island, is in a suburban area Hicksville High School staff to about 30 miles from New York reach out to Spanish-speaking City. It includes seven elementary students and families. A bilin- buildings, one middle school and one high school. Nuts and Bolts gual teaching assistant phoned One of the original goals of PSU was to all Hicksville middle and high The district serves 5,940 students, help immigrant parents become more school Spanish-speaking fami- more than 600 of whom are ELLs with 31 language backgrounds. aware of the “nuts and bolts” of second- lies. Students were personally Of those students, 72.5% ary schools in the United States. As a invited to this event through qualified for free or reduced-price district, our objective was to provide presentations in all ENL class- lunch. Student enrollment data training to parents in understanding rooms conducted by teachers shows this population is growing. In the previous school year school culture and to help them learn and the bilingual guidance (2015–16), Hicksville counted more about what is expected of them as counselor, Patricia Aliperti. only 471 ELLs. The three most members of our school community. Ms. Aliperti maintains an common languages spoken after Some were not exactly sure about how open-door policy with English are Spanish, Urdu and Punjabi. to support their children’s education at Spanish-speaking parents, home (Lopez, 2001). We wanted them answering questions and pro- to have a “blueprint” of the structure of viding support whenever nec- their child’s education in Hicksville. We essary. She connects families with also wanted to help them to think about community counseling services and post-secondary plans for their children. identifies the neediest of families for free resources. Students and their families In order to help parents understand the have received bicycles, coats, and holi- basic framework of school and how their day meals from local organizations. In child is assessed, Mrs. Estrada and Mrs. addition to Spanish, letters went home Rafaelides chose topics for the first event in English and Hindi, encouraging fami- including information about the second- lies to attend. We even scheduled auto- ary curricula, report cards, and require- mated calls to serve as reminders as the ments for graduation. We hoped date drew near. addressing these topics would serve as a continued on following page

Educator’s Voice n Volume XI n Page 27 Building Home-School Connections through Parent-Student University

Under the CR National Honor Society members Part 154 regula- entertained young children with mov- tions, each school ies and games while their parents is required to attended workshops. A workshop hold two parent entitled “Planning for the Future” out- meetings per lined the requirements for graduation year. PSU is an including courses of study, number of additional event credit hours, and standardized tests. It parents may offered strategies for parents to talk to attend if they their teenagers about their aspirations wish to. Many and to set short- and long-term goals. parents work Another workshop, “Tips for Parents long hours with of Secondary Students” offered ideas demanding and for parents to support their children at often inflexible home. Parents were advised to limit schedules. For students’ screen time, facilitate regular, them, visiting on-time school attendance, and schools during encourage students to participate in the day could school activities. Both workshops mean lost wages emphasized the important role the Hicksville teachers work with or the possibility of losing a job. In family plays in a student’s academic students participating in Parent-Student University. light of these and other constraints, we success. welcomed all family members, thereby removing the barrier of childcare for One workshop entitled “Tips for many. Seventy-five adults and children Parents of Elementary Students” attended the first PSU event from 6–8 included practical information about p.m. at Hicksville High School. By proper nutrition, medical checkups holding the event in the evening, our and sleep. We demonstrated how to district addressed one of the most help with homework and ways to sup- common hurdles to parental involve- port literacy development at home. We ment. Although the event was held at discussed ways to reduce the stress of the high school, ELL parents from all learning a new language and adjusting buildings were invited, so the connec- to a new school and culture. We high- tions formed are districtwide. lighted challenges their children may face such as difficult reading material ENL teachers provided homework and understanding and participating in help, read books with children or just class discussions. A father remarked, talked with them about their day. “I never knew how hard it is for my

Educator’s Voice n Volume XI n Page 28 son in school. I never knew what they Teachers mem- had to do.” These types of skills-based bers to get workshops address the needs and involved with interests of parents as determined by union activities. prior relationships with them (Harry Teachers who and Waterman, 2008). have attended PSU said it gave Another well-attended presentation them a chance to entitled “Legal Services” was provided talk to parents by the Central American Refugee and to find out Center (CARECEN). This organiza- what they need to tion provided legal consultation and help their stu- assistance regarding citizenship appli- dents to become cations. Attorneys discussed the free successful. They legal services and community work- felt they became shops available to all families. Families advocates for were encouraged to call the attorneys their students for private pro bono appointments. and families. One Many of the families in attendance took teacher said, “It advantage of the opportunity to ask was different than questions and have continued to use speaking to them at a parent-teacher Dinner is served at one the services of this organization. In fact, conference. We were more clearly on of the PSU events. CARECEN has temporarily suspend- the same team, with the same goal. I ed accepting new pro bono cases after learned a lot from them.” the last PSU as it has reached its maxi- mum caseload. The center also offers Finally, to show our appreciation, we free English classes and community provided a full dinner of pizza, pasta, workshops on various topics for adults. salad, refreshments and dessert. Sharing a meal brings everyone togeth- Student volunteers were available to er and is also an incentive for families translate material and presentations to attend future events. We used round into many of the languages represent- tables in the cafeteria decorated with ed, including: Hindi, Urdu, Nepali, tablecloths and flowers to create a Albanian, Bengali, Farsi, Vietnamese, warm, inviting atmosphere. We wanted Pashto, Creole, Tamil, Chinese, families to feel welcomed and respect- Punjabi and Spanish. ed. One parent remarked, “This is the first time I have come to something like PSU also provided additional opportu- this. I never went to anything at any of nities for Hicksville Congress of continued on following page

Educator’s Voice n Volume XI n Page 29 Building Home-School Connections through Parent-Student University

my son’s schools. I feel so happy to be English, followed by parenting tips, here tonight.” At the end of the night, help with homework and legal services. a drawing was held and two families As a follow-up, information about received turkeys for Thanksgiving adult ENL classes in the area was sent donated by administrators. to those parents who inquired.

Parent Survey Other workshop requests included: After the event, families were asked to n Financial counseling complete a survey, both to assess their College and career planning feelings about the event and to help n identify topics for future workshops. n Power School (an online academic The survey (see appendix) helped scheduling program) ensure that our PSU events and work- n Health-related topics shops met the needs of the families we n Social services serve. Included were questions about the cultural backgrounds of the attend- n Email and Internet access ees, whether or not an interpreter was n American culture and traditions used, and which time of day is best for Sports future events. We confirmed through n the survey that evenings work best, and n Scholarships that the availability of interpreters and babysitting were a tremendous help to Making it Happen the parents who attended. Some par- One source of funding for Parent ents commented on how they enjoyed Student University comes through the sharing dinner with their families in the Hicksville Congress of Teachers’ Local nicely decorated high school cafe. Action Project (LAP) team. LAP is an Others were surprised to learn about intensive community outreach/coali- services the Hicksville district offers, tion building intiative offered through such as a bilingual classroom for ele- NYSUT. mentary students. Several families of low-incidence languages, like Polish Members from the Hicksville CT, and Greek, were happy to connect including Justina Ketyer, attended a with other families, students and staff week-long workshop during three con- members who also speak those secutive summers (2014–16) to languages. improve internal and external communications, strengthen member partici- Survey results also showed the parents’ pation and improve community most popular interests were learning outreach.

Educator’s Voice n Volume XI n Page 30 The HCT used some funds from its challenges. According to Eric Jensen participation in LAP to cover the cost (2009), “Children raised in poverty of dinner and refreshments, decora- rarely choose to behave differently, but tions and paper goods. By helping to they are faced daily with overwhelming fund PSU, the Hicksville local union challenges that affluent children never strengthened relationships with com- have to confront, and their brains have munity members and improved paren- adapted to suboptimal conditions in tal communication. ways that undermine good school performance (p. 14).” In talking to and working with our ELL families, we learned that necessary social services More resources were often out of reach due to lack of Our ELL students and their families funds and language barriers. have many economic and educational

Hicksville LAP Team

The Hicksville Congress of Teachers the union. Since 2014, individual partici- community engagement. Other LAP team focused on four pillars: pation at all HCT events has increased events included welcoming families to increasing member involvement, by about 26 percent, according to Hicksville’s open house, collecting food improving political action, strength- union attendance records. and money for a local food pantry, ening community engagement and sponsoring and attending local youth expanding communications. Improving Political Action: The sports events, collecting supplies for HCT appointed a Political Action local veterans and more. Increasing member involvement: Committee (PAC) chair to address the The HCT established the Member second pillar of LAP. The PAC chair Expanding Communications: Finally, Engagement (ME) Committee in helps organize the annual VOTE-COPE HCT worked toward improving both fall 2014. Using the slogan, “Turning initiative, a non-partisan fund to which its internal and external communica- ME into WE,” the HCT emphasized members voluntarily contribute to tions. By using the software program the importance of supporting the support education- and labor-related Zoho, union leaders can easily group union and its mission through the issues. The HCT also participates in members by building, department or individual work of its members. The phone banking (both in person and interest and contact them by email. ME Committee comprised about 40 virtual) to help pass the annual district It helps keep members apprised members who met with Peter Lanzo, budget. In spring 2017, the HCT of upcoming dates or events and one of NYSUT’s Labor Relations executive board met with candidates maintains public information such Specialists, during the year to develop running for membership on the as department affiliation and years their understanding of unionism and to district’s school board. of service. HCT established and participate in charitable work. Through maintains active social media accounts the ME Committee, the HCT created Strengthening Community to keep the community aware of its opportunities for member involvement Engagement: Parent-Student activities. Articles about community- for teachers who don’t have the time University is one activity that addresses related events are published in local or inclination for leadership roles within the third LAP pillar, strengthening newspapers and on the HCT website.

Educator’s Voice n Volume XI n Page 31 Building Home-School Connections through Parent-Student University

Hicksville High School for these families.

Hicksville social workers connected us with the Hispanic Counseling Center (HCC), a multi-service agency with a culturally competent, bilingual staff. The center offers programs for the pre- vention and treatment of chemical dependency, mental illness, and youth and family services free of charge. One of HCC’s stated goals is to “enhance the strengths of Long Island’s families and children through counseling, pre- vention, vocational and educational ser- Through a partnership with a To better serve the needs of our fami- vices to enrich their lives.” We community literacy organization, lies, we contacted the Health & Welfare PSU was able to provide free books distributed pamphlets for HCC and to families. Council of Long Island (HWCLI). described its available services. These Through this organization, we were organizations have been invited to par- able to increase the awareness of public ticipate in this year’s PSU. policies and programs. The president and CEO, Gwen O’Shea, coordinated We also informed parents about some with local agencies to present a work- of the resources available to them right shop at PSU called “Health Services.” in Hicksville. One resource unknown HWCLI arranged for presenters from to many is the bilingual program at Old its Nutrition Outreach & Education Country Road School — which houses Program (NOEP). They explained the bilingual program and the district’s enrollment in programs such as greatest number of Spanish-speaking Supplemental Nutrition Assistance families — and the bilingual classes Program (SNAP) and the New York available at Hicksville Middle School State Health Insurance Marketplace. and Hicksville High School. Another is The coordinator of NOEP assisted our The Book Fairies, a not-for-profit group families in completing SNAP and that collects and distributes gently used health insurance applications for their books throughout Metropolitan New children. Contact information for a York and its surrounding areas. Spanish-speaking enrollment adminis- Through The Book Fairies, hundreds trator was also provided for families to of books spanning all reading levels are assist them with their health insurance available for students to take home. needs. Appointments were held at Students were surprised the books

Educator’s Voice n Volume XI n Page 32 were free and did not have to be access to their children’s progress returned. One very enthusiastic girl reports and report cards, we will offer Since the launch shouted, “I can keep them? This is a new workshop about Hicksville’s of the PSU ... awesome!” online educational feedback system called Power School. Using teachers have Since the launch of the PSU, atten- Chromebook computers we will help reported fewer dance at PTA meetings has increased register parents for Power School and by about 10 percent at Old Country establish parent accounts so they can parents missing Road School. Teachers have also view their children’s grades and prog- appointments for reported fewer parents missing ress reports online. We will also dem- appointments for parent-teacher confer- onstrate and explain its features. parent-teacher ences held in the fall. Through Power School, parents can conferences. monitor their child’s schedule and Planning ahead attendance, and access school notices. Equipped with experience and parent They can view grades for each student, survey results, we planned for the next even if they attend different schools in PSU event. As indicated by the list of the district. If they download the appli- workshop requests above, parents’ cation, they can use a smartphone to interests were wider than originally access this information as well. expected. We decided to broaden both Although many of our families lack our audience and the scope of our Internet access at home, almost all par- workshops. Families of ELLs from all ents have a smartphone to stay abreast nine (elementary and secondary) of their children’s progress. They may school buildings were invited. use the Parent Center or the Hicksville Therefore, we expanded our focus to Public Library for this purpose as well. what parents could do at home to pro- Administrators for the Parent Center mote success with younger learners. will be scheduling open hours so parents may use computers and language Planning is underway for the 2018 learning software to improve their Parent-Student University. Hicksville English skills. has recently established a Parent Center in the administration building The district has also purchased a sub- in which meetings can be scheduled scription to Propio Language Services, and materials distributed. This will be an over-the-phone interpreting system a valuable resource for parents, espe- with more than 200 available languag- cially since the staff is bilingual and es. It is quick and easy to use. culturally aware. We will highlight the Teachers, school nurses and adminis- Parent Center at PSU, along with a few trative staff can communicate with fam- new initiatives. To ensure parents have ilies in the language with which they

Educator’s Voice n Volume XI n Page 33 Building Home-School Connections through Parent-Student University

If we continue are most comfortable. Teachers can Many elementary students who attend- also use the service for both phone and ed Parent-Student University said they our efforts to in-person parent conferences to dis- enjoyed seeing their teachers and get- make parents cuss student progress. We have found ting free books. But a more important this service invaluable for connecting measure of the program’s success is feel welcome and with families who speak another lan- parents’ attitudes toward school and make it easier for guage at home. It has changed the cul- their increased participation in their ture surrounding communication and children’s education. One parent com- them to outreach by removing language barri- mented, “I feel like because I don’t participate, we ers. Propio helps teachers and staff feel speak English, I can’t help. Now I can ensure more confident in creating successful think I can help him [her son] in dif- dialogs about students. Thus, they ferent ways.” It is with this confidence success for us may be inclined to communicate more that we hope parents will become and, more often. more involved, ask more questions and support their children at home. importantly, for Although Parent-Student University is only two years old, Hicksville has made In the future, our focus will be creating our students. good progress in strengthening the opportunities for our ELL parents to home-school connection for English contribute to the schools in a significant language learners. By acknowledging way. Researchers have found that the language and culture of our stu- parental attendance at as little as one to dents and providing information and two additional events per year was asso- services tailored to their needs, we ciated with meaningful gains in literacy were able to establish very real relation- among low-income students (Dearing, ships among teachers, administrators Krieder, Simpkins & Weiss, 2006). To and families. We hope to expand our that end, bilingual staff could promote program to reinforce these relation- PTA meetings and be available to inter- ships throughout the district. Our stu- pret. Providing transportation to school dents’ success depends on it. “When events like open house or parent-teach- schools support parent involvement at er conferences might remove an obsta- home and school, students make great- cle for some families. Establishing a er gains. When schools build partner- group of parents who could attend ships with families by responding to events together and support each other their concerns and honoring their con- may help increase attendance as well. If tributions, they succeed in sustaining we continue our efforts to make parents connections that are aimed at improv- feel welcome and make it easier for ing student achievement (Henderson them to participate, we can ensure suc- and Mapp, 2002, p. 8).” cess for us and, more importantly, for our students.

Educator’s Voice n Volume XI n Page 34 References Appendix 1: Survey Antunez, B. (2000). When everyone is involved: Parents and communities in HICKSVILLE PUBLIC SCHOOLS school reform. NCBE Framing PARENT AND STUDENT UNIVERSITY Effective Practice: Topics and Issues November 24, 2015 in Education English Language SURVEY Learners. Retrieved from: http://www. ncela.us/files/rcd/BE022841/Framing_ Thank you for attending this evening! We are so happy that you were able to join us. Effective_Practice_Everyone.pdf Dearing, E., Kreider, H., Simpkins, S., Student Name: ______Grade:______& Weiss, H. B. (2006). Family involvement in school and low-income Home Language: ______children’s literacy performance: 1. Who attended the workshop? # of Parents in attendance ______Longitudinal associations between and within families. Family Involvement # of Guardians in attendance ______# of Children in attendance ______Network of Educators (FINE) Newsletter/Journal of Educational 2. Did you have a translator assist you? Yes _____ No _____ Psychology, 98, 653–664. Retrieved 3. Was it helpful having a translator? Yes _____ No _____ from: http://llss590fall2011.pbworks. com/w/file/fetch/45022608/Family%20 4. What did you find most helpful this evening? ______involvement.pdf 5. Was it helpful having childcare? Yes _____ No ______Harry, B. & Waterman, R. (2008). Building collaboration between 6. What did you like most about this evening’s workshop? ______schools and parents of English lan- ______guage learners: Transcending barriers, creating opportunities. National 7. We would like to provide future workshops. What time works best for you? ______Institute for Culturally Responsive ______Educational Systems. Retrieved from: http://www.niusileadscape.org/docs/ 8. Would you prefer morning or evening workshops? ______FINAL_PRODUCTS/ LearningCarousel/Building_ Please check topics you would like to see covered in future workshops. Collaboration_Between_Schools_and______Learning to Speak English Parents_of_ELLs.pdf ______Health Related Topics Henderson, A. & Mapp. K. (2002). A new wave of evidence: The impact of ______Social Services school, family, and community connec- ______Legal Advice tions on student achievement. Retrieved from Southwest ______Financial Counseling Educational Development Laboratory ______College and Career Planning https://www.sedl.org/connections/ ______Power School Access and Academics resources/evidence.pdf ______Email and Internet Access Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids’ ______Parenting Tips brains and what schools can do about ______American Culture and Traditions it. Alexandria, VA: ASCD.

Lopez, G. (2001). The value of hard Other Topics: ______work: Lessons on parent involvement from an (Im) migrant household. Harvard Educational Review: 71, (3), 416-438. Educator’s Voice n Volume XI n Page 35 Building Capacity for Family- School Engagement through Labor/Management Collaboration

SUMMARY placed in the state’s receivership pro- At the start of every gram. Under receivership, the school In one low-income school year do you and the superintendent developed a neighborhood in the city plan to improve academic perfor- of Troy, NY, a unique say to yourself, mance. Fortunately, School 2 had project by the teacher’s how can I get the parents and fami- union and the district is already implemented many of the lies more involved with my class? working to strengthen changes suggested by the state, includ- Let’s increase the number of people family-school engagement ing an increase in professional devel- using home visits, that show up at open house and par- opment and training for school staff, increased communication ent conferences. If more parents are and Academic operating as a community school and involved, then good things will come Parent-Teacher Teams. finding new ways to work with families and our students will do better, right? and the community to support learn- School 2 is a neighborhood K-5 ele- ing and academic achievement. mentary school located in the North At the same time the Troy Teachers Central section of Troy. The school Association was looking for new ways serves approximately 300 students, to work with families, New York State with a majority of students receiving United Teachers (NYSUT) was look- free and reduced lunch. Despite making for locals to take part in a project ing progress on improving test scores on family engagement. Funded by the and other metrics, the school was

Seth Cohen, a 31-year veteran of the Troy City School District, teaches earth science and agricultural sustainability at Troy High School. A graduate of SUNY Geneseo (Bachelor of Science in Geological Sciences) and SUNY Albany (Master of Science in Secondary Education), Cohen is a proud public school advocate. He is the K-12 curriculum leader for science as well as the president of the Troy Teachers Association. He is especially proud of fostering a climate of collaboration between labor and management in all aspects of the educational community in Troy. Natélege Turner-Hassell began her career as a teacher. For eight years, she taught at Giffen Memorial Elementary School in the Albany City School District. She holds both an SDL (School District Leader) and SBL (School Building Leader) certificate from the College of Saint Rose. Prior to becoming principal of School 2, Turner-Hassell served as the Troy City School District Response to Intervention coordinator for five years.

Educator’s Voice n Volume XI n Page 36 Seth Cohen, Troy Teachers Association Nat lege Turner-Hasse , Troy City School District é ll

National Education Association (NEA), Building-level prin- Academic Parent-Teacher Teams the goal of the Parent School cipals have a major Engagement and Empowerment role in carrying out Developed by Dr. Maria C. Paredes Project (PSEEP) was to work with those policies and in the mid-2000’s, the APTT model locals to advocate for students and the procedures. is a way to repurpose the traditional community using home visits and Conflicts often arise parent-teacher conference by having teachers “coach parents to become Academic Parent-Teacher Teams between labor and engaged, knowledgeable members of the (APTT). Home visits consisted of management when academic team (O’Brien, 2012).” classroom teachers, teaching assistants there are ideological APTT has two components. First, large and other School-Related Professionals differences on the group meetings are held by the teacher making visits to a child’s home before policies and proce- and all the parents of the classroom to the academic school year started. dures. However, if review and explain academic data. At These visits typically took place during labor and manage- the initial meeting, parents and teachers will set SMART academic goals (Specific, the last two weeks of August, with each ment can build rela- Measureable, Actionable, Realistic and visit lasting 20–30 minutes. The APTT tionships that foster Time-bound). Teachers can also model is a method to enhance the focus of a collaboration for parents activities they can do at traditional parent-teacher conference among educators home with their children. Second, in-depth individual conferences are held into a more academic strategy rather (teachers and prin- among teacher, student and parents to than simply a conversation. cipals), and focus review performance data, discuss how on teaching and the at-home support is progressing and problem-solving, continue to build strong relationships. Labor/Management Collaboration then students will An important aspect of public school obtain greater aca- reform is the relationship between the demic achievement. educators and the administration, labor One criterion for taking part in the and management. The teachers, repre- NYSUT Parent School Engagement sented by their union, must have a and Empowerment Project was strong voice in policies and procedures.

continued on following page

Educator’s Voice n Volume XI n Page 37 Building Capacity for Family-School Engagement through Labor/Management Collaboration

A school striving for labor/management collaboration and to improve their outreach to parents willingness of the staff to try a new and families. According to the parent engagement approach. Findings in a series of stud- Flamboyan Foundation (2014), “the ... tends to lead with ies conducted by the American Rights largest predictor of whether families at Work Education Fund (2011) con- are engaged at school and at home are its ears — listening tinue to support the benefits of labor the specific family and school engage- to what parents and management collaboration and ment practices that encourage and the importance of finding ways to guide families (p.3).” think, dream, and work together, including transforming worry about. public schools, engaging with families The focus of the PSEEP for the Troy in more meaningful ways and connect- Teachers Association was on family- ing with families in purposeful ways. school engagement, building trusting These findings are supported by simi- relationships and using the Academic lar studies by Rutgers University Parent-Teacher Team approach in (Rubinstein & McCarthy, 2014) that place of a “traditional” open house in show schools with higher levels of September. The goal of family engage- labor/management collaboration work ment is not to serve clients but to gain together to find solutions and try new partners (ASCD, May 2011). Studies approaches for school improvement. also show that “family engagement matters to the success of the school as Attempts had already been made to an enterprise (p.10).” Bryk et al.’s involve families in the school, with (2010) study of school reform efforts limited success. In an attempt to try a across 400 Chicago schools revealed new approach, the teachers, staff and that schools with high trust levels administrators at School 2 wanted to among parents, teachers, and school understand the difference between leadership are more likely to experi- “involving” versus “engaging” and ence improvement in math and read- determine whether engagement would ing achievement than schools where make a difference in their efforts to get trust levels among these groups are families more connected to the school. lower. Historically, about 30 to 50 families attended open house (about 10% of The first question to be addressed was the enrollment) and families of stu- on terminology: involvement versus dents who were struggling academical- engagement. The dictionary defines ly did not attend school events or involve as “to enfold or envelope,” programs. Participating in the PSEEP whereas to engage is “to come togeth- might help the school gain more er and interlock.” Thus, involvement insight into the benefits of home visits implies doing to; in contrast, engage- while at the same time teach them how ment implies doing with. A school

Educator’s Voice n Volume XI n Page 38 striving for family involvement often leads Figure 1 with its mouth — identifying projects, needs, and goals and then telling parents Six “Must Haves” for Capacity-Building how they can contribute. A school striv- Family-School Engagement (FSE) Visits ing for parent engagement, on the other hand, tends to lead with its ears — listen- 1. Labor and Management Collaboration ing to what parents think, dream, and 2. Voluntary participation worry about. 3. Understand purpose of visit: Home visiting is about relationships The Troy TA had been discussing a 4. Advance planning partnership with families, but how to go 5. Training about that was the real question. The teachers, staff and administrators needed 6. Reflection to understand what family engagement was all about and then they needed to be trained in some new processes and The training targeted six areas: approaches. In August of 2016, 56 class- 1. Assumptions and Beliefs: Step back room teachers and staff were trained by and examine cultural assumptions and NYSUT on “must haves” for building personal biases if any, toward families, capacity for family-school engagement children and communities due to dif- (see box 1), conducting family (home) vis- ferences, disparities, and experiences. its (see box 2) and implementing the 2. Conversations and Communications: Academic Parent-Teacher Teams. Practice strategies and tips for engag- Given the “must haves,” the teachers and ing in “authentic” conversations that staff at School 2 needed targeted training aim to build trust and leverage family to make the family-school engagement vis- and community assets for student its productive, purposeful and successful. learning and success. It is well-documented that an important 3. Family School Visit Approach: factor affecting student learning is the Review and understand the six ele- teacher. Families, however, are the first ments of NYSUT’s evidence-based teachers of their children. Therefore, approach to conducting family visits teachers and staff needed to understand and tips for building a trusting rela- how to go about building a relationship so tionships with families and school. both teacher and family could positively 4. Practice: Use the “I Do, We Do, You affect the academic environment for their Do” modeling strategy to apply FSE children. The family visit approach is techniques to build capacity and con- based on the tenets of trust, active listen- fidence for family visits. ing, collaboration, and honor and respect for ALL families. continued on following page Educator’s Voice n Volume XI n Page 39 Building Capacity for Family-School Engagement through Labor/Management Collaboration

The constant 5. Reflection: Engage in guided community as unsafe for them. Parents reflection to capture important may not know how to navigate the sys- dialogue between takeaways and insights. Use your tem to help their child and the educa- labor (teachers) insights to support instruction, tors may not know which community learning, and student success. or family member to talk to about the and management students. Parents and teachers alike 6. Strategy: Use the power of reflec- have misgivings on how they will be (principals) helped tion to guide your actions. Use perceived. Both are in unfamiliar terri- team discussions to identify, plan, to create a positive tory. Family (home) visits can be used and implement capacity-building to break down barriers and build climate for teacher strategies for family-school engage- relationships. collaboration, ment at the individual, grade, and which led to school levels. The Troy Teachers Association encouraged individual teachers to take The intent of NYSUT’s intensive increased leadership roles in setting up home training program is to strengthen visits and to use their expertise in mak- problem-solving school staff’s ability to work together ing academic decisions. The building for their (family and school) mutual efforts. principal had frequent and informal benefit. According to Dr. Karen communication with her faculty, Mapp, “Despite the desire to work which encouraged the quality of col- with families from diverse back- laboration. The focus of this dialogue grounds, cultures, languages, and was always student-centered and socio-economic levels, many schools problem-solving. and educators struggle with how to cultivate and sustain positive relation- As a result, the teachers did not feel as ships and build strong partnerships though the home visit project and with families (p.7).” APTT were directives, but rather a joint effort to find solutions for student Both educators and families face mul- success. The constant dialogue tiple barriers when building relation- between labor (teachers) and manage- ships and partnerships for the benefit ment (principals) helped to create a of their children. Both have a lack of positive climate for teacher collabora- trust in each other (“Will they follow tion, which led to increased problem- through on what they say they will do solving efforts. for the child”?). Both may view the other’s environment as unwelcoming; Union leaders, school administrators parents may have past negative experi- and central office personnel worked to ences when dealing with school offi- create an atmosphere of cooperation. cials and educators may see the Although voluntary, nearly 95% of the

Educator’s Voice n Volume XI n Page 40 teachers participated in some aspects Figure 1: Key tips for having successful home visits of the FSE process. Breaking down the barriers between the “professionals” n Call a few weeks in advance to set specific time and place and the family was key to building for the visit trust. Visits are arranged in advance, and conducted in pairs with a goal of n Invite family members to share knowledge about their visiting a cross section of families in the student’s lives, interests, hopes and dreams school community. School staff partici- n Recognize and respect differences in family structures and roles pated in training by NYSUT to devel- n Don’t bring anything to write on (no notebook, folder, etc.) — op an understanding about effective this is a relationship building visit, not an evaluation family-school partnerships linked to learning. Individual and group reflec- n Make no judgments about the home environment tion on the visits helped foster a climate of success and action.

minutes in living rooms, at kitchen tables and on front steps, and at the Family Home Visits public library. The basic premise was A year before NYSUT came to do the to assume good intentions and training, the principal encouraged a approach all families as partners who handful of teachers to do home visits. only want the best for their children. At that time, there was some apprehen- sion about what was expected of each The training gave the teachers some party. While the teachers benefited background in teacher-family dynam- from the experience, they realized that ics as well as relationship-building training would provide them with techniques. Before the visits, educators needed supports. Participating in the role played making “the call,” intro- NYSUT training provided a structure ducing themselves, stating the reason and set of protocols to ensure the visits for the visit, confirming the time and would be more productive. The visits place, and setting the tone. Educators were planned in advance and families made sure families understood that the knew that the visits were voluntary and visit was to get to know each other bet- were about building trusting relation- ter and work together to make sure the ships. Most importantly, they knew the child is successful in school. teachers were there to listen. School During the visits the teachers made staff (the classroom teacher and a sure to keep the conversation light and teaching assistant, or other School Related-Professional) visited for 20–30 continued on following page

Educator’s Voice n Volume XI n Page 41 Building Capacity for Family-School Engagement through Labor/Management Collaboration

open. Many teachers started by shar- community?” “What did I learn or ing something about themselves, experience that I can use to improve maybe how long they’ve worked at as a teacher?” “How can that knowl- School 2 or how many children they edge be used to support student learn- have, what they like about the school, ing and success in the classroom?” etc. This was followed up by asking the parent(s) about themselves and Group reflections on the same ques- then really listening. A key question tions occurred by grade level and were on all visits was, “What are your hopes then shared out at a full faculty meet- and dreams for your child?” Again, it ing. The overall response from the was crucial for the educators to active- educators indicated that the process ly listen to the response and think or was positive and productive, especial- comment on how they could assist the ly in the area of breaking down barri- parents with those aspirations. ers of communication. Each party now had a face to put to the voice over the The home visits concluded with phone. Teachers said it was now easi- “what do you expect from me” and “I er to make phone calls home to dis- hope to see you at parent-teacher con- cuss issues concerning the students. ferences, back to school night, etc.” In Parents interviewed after the home vis- addition, educators extend a genuine its also indicated that they were now thank you for taking the time to meet. more open to hearing from teachers and not to jump to the conclusion that After the summer of training, the something was wrong but that they home visits were vastly improved from now had a partner in helping their those held previously, with the addi- child succeed. tion of conversation points, and an explanation of the process. Teachers Feedback from teachers supports the reported they had more confidence in many benefits this project has in pre- why home visits are important and paring staff for relationship building how they could lead to academic and conducting home visits. The improvements. NYSUT model for family-engagement visits highlighted that the visits were Once back at school, all teams report- less about what the home or physical ed individual reflections on how well space looked like, and more about the visits went, and answered the fol- building relationships and making lowing questions: “What did I learn connections with the family members. from the families about the school

Educator’s Voice n Volume XI n Page 42 Mapp (2013) describes four dual criti- Two questions were asked of 26 par- cal capacity areas that are necessary for ticipants regarding the 4 C’s as both staff and families to partner described by Mapp. How would you together for student success. rate your capacity in each of the areas before and after the training? The chart 1. Capability — the specific types of below shows a shift of understanding human capital, skills and knowledge from Poor or Fair to Good and and know-how Excellent.

2. Cognition — beliefs and assump- How would you rate your capacity in tions and world views each of the 4-C areas before this training? 3. Connections — social capital, internal and external relationships

4. Confidence — self-efficacy and a person’s ability to engage in this type of work. continued on following page

Critical capacity areas

Educator’s Voice n Volume XI n Page 43 Building Capacity for Family-School Engagement through Labor/Management Collaboration

Testimonials students. When a student knows you Emily Taylor, a fifth grade teacher at have made contact with their family School 2, described the training as one members, when they know you are of the most critical and beneficial com- interested in the hopes and dreams ponents of the project. According to their family has for them, it creates Ms. Taylor, a special bond between you and the student that I found lasted through- “Just as it can be intimidating for out the school year. The families of parents to enter into a school, it can the students who received home visits be just as intimidating for parents were more likely to come to school and families to invite us into their and participate in activities that homes. Being able to practice the spe- benefitted their child, such as the cific language and conversation Academic Parent-Teacher Team starters beforehand ensured we were meetings.” comfortable in our own words, thus encouraging comfort for the family Teachers reported that modeling the members. specific skills and elements of home visits greatly enhanced their teaching The home visits that were conducted practice. Erika Koutelis, a first grade Families get a chance to interact in the summer before the 2015-2016 teacher at School 2, has been able to with their children’s education at school year ended up being one of the events such as the Harvest Dinner, make emotional connections with her below, and the “Dads take your biggest influences on our practice of students that started from her home vis- child to school” day, opposite page. building relationships with the its. When students began to shut down during a lesson, she was able to remind them of the home visits and the bond they made over a child’s possession. This helped to calm the student and re-focus on schoolwork.

“The trust is just there and it feels like a positive relationship no matter what things we encounter throughout the year, we are a team (meaning family and school),” Koutelis said.

When schools decide to go the route of making home visits and bringing the community into their schools, not just for events and fundraisers but to actually help transform the academic

Educator’s Voice n Volume XI n Page 44 experience, it requires solid leadership. math. As a result Natelege Turner-Hasselin is a principal he began to excel who leads by example — it’s not, “you in math and it go, but we’re going.” Teachers would say became a real “she has a clear direction” as to where she challenge to find wants to take the school. Her message to math work that faculty, staff and community is one of he couldn’t con- empowerment. Her mantra to the faculty quer. They may is always “Are we enhancing the quality of not have known our teaching to improve student success about his great and empower families to help in that aptitude in math improvement?” The community must be had it not been a part of the solution in each child’s edu- for his mother cation. This philosophy helped with sharing that with teacher buy-in on conducting the home us during our visits. home visit. Making these A few of the teachers gave feedback on kinds of home- thinking differently, “If we do this togeth- family connec- er, it can and will work,” “ ... no more tions can translate assumptions,” “I can be more of a listener to more engaged and be a partner.” Parental feedback was families and similar, “The home visit made my rela- students. tionship with the school flourish,” “My child is more secure in knowing that her Teachers report- teachers understand where she lives,” and ed that the home “The trust and understanding is visits made them wonderful.” feel more connected to the fam- During one specific home visit with a families and the ily last summer, the student’s mom community they explained that one of her hopes and serve. Actually dreams for her son was to achieve his goal become part of of joining the military. She said she hoped the “village” that he could use his strengths in math in it takes to raise a some capacity while also serving his coun- child. try. The teacher then took this information and pulled specific texts for this While family student that were about the military and involvement is

Educator’s Voice n Volume XI n Page 45 Building Capacity for Family School Engagement through Labor/Management Collaboration

An involved parent improving — more than 50 percent of Conclusion: parents attended the fall open house, may come to an Would you say that the parents of your many of them for the first time — more students are involved or engaged in open house ... but importantly, family engagement is their child’s education? An involved improving. One parent who had previ- an engaged one is parent may come to an open house or ously sent her children to another dis- participate in a fundraiser, but an a partner in their trict elementary school said, “School 2 engaged one is a partner with the child’s education. is THE PLACE for my kids” because teacher/school in their child’s educa- the school makes them feel valued and tion. Relationship building through less intimidated by the “professionals.” home visits and structured academic parent/teacher meetings lead to Stephanie Stinney, the family advocate improved partnerships. for the district put it this way, “home visits have always been a part of my job A positive climate between labor and and I believe in the power of such visits management is critical to fostering the and the positive impact they can have partnerships between families and on families. Teachers now see that as schools. When teachers and adminis- well and the shift in attitudes makes trators have free and open student-cen- having tough conversations easier.” tered dialogue, relationships and greater academic success are possible.

Acknowledgements To the entire staff and faculty at School 2, thank you for engaging in this project and making a difference in the lives of your students and their families. I wish to express my thanks and appreciation for the input from the following educators and staff at School 2:

Patricia Cohen Lakiem Meadows Queen Daniels George Smith Sharon Felock Stephanie Stinney Erika Koutelis Emily Taylor

Thank you also to Bettie Gourrier (parent), John Carmello (superintendent), Donna Watson (assistant superintendent for curriculum and instruction) and Carolyn Williams (NYSUT).

Educator’s Voice n Volume XI n Page 46 References Resources Bryk, A.S.,et al, (2010). Organizing schools Ferlazzo, L. (2009). Parent involve- for improvement: Lessons from Chicago. IL: ment or parent engagement? Retrieved University of Chicago Press. from http://www.learningfirst.org/ LarryFerlazzoParentEngagement Henderson, A. & Mapp. K. (2002). A new wave of evidence: The impact of school, fam- Kronholz, J. (2016). Teacher home visits. ily, and community connections on student Retrieved from http://educationnext.org/ achievement. Retrieved from Southwest teacher-homevisits-school-family- Educational Development Laboratory partnerships/ https://www.sedl.org/connections/resources/ New York State United Teachers, Participant evidence.pdf Booklet for: Building Capacity in NYS Mapp, K.L and Kutner, P.L., (2013). Partners for Family-School Engagement Linked in education: A dual capacity-building to Learning, Research and Educational framework for family-school partner- Services. NY: New York State United ships. Austin, TX: Southwest Educational Teachers. Development Laboratory. Paredes, M.C. Academic Parent-Teacher O’Brien, A. (Nov. 26, 2012). The power of Teams. Retrieved from http://www. academic parent-teacher teams. Retrieved learningfirst.org/family-engagement-student- from http://www.edutopia.org/blog/ learning-conversation-dr-maria-c-paredes academic-parent-teacher-teams-anne-obrien Paris, Abigail. (May, 2011). Partnerships in education: How labor-management collaboration is transforming public schools. America Rights at Work Education Fund. Retrieved from http://www.jwj.org/wp- content/uploads/2013/12/110531partnershi psineducation_final.pdf Phelan, L, W. (2014). Flamboyan Foundation announces delegates to parent-teacher home visit project. Flamboyan Foundation. Retrieved from http://flamboyanfoundation. org/2014/10/22/flamboyan-foundation- announces-delegates-to-parent-teacher-home- visit-project-national-conference/ Rubinstein, S.A. & McCarthy, J.E. (2014). Teachers unions and management partnerships. Center for American Progress. Retrieved from http://centerforamerican progress.org

Educator’s Voice n Volume XI n Page 47 Every Voice Matters

SUMMARY Ei operates as a multimedia company “What would you do equipped with an educational record- One district is using a if you knew that the ing studio. It prepares students to con- unique approach to have tribute to their local, global and school students take ownership world could be dif- of their own learning communities. This class has three while also creating ferent because of us? objectives: a connection with a What would you say if you saw a group community partner. The standing up for the ones who can’t? 1. Students will learn the career skills Entertainment industries necessary to succeed in a workplace elective at Vernon- Would you be surprised and would you environment. These skills include: Verona-Sherrill High want to rise up and would you be School puts students in excited?” n Attendance and punctuality charge of their learning and empowers them with “We Stand” lyrics written by n Daily work attitude deciding the legacy that D. Roberts; Ei Original Student Hits they will leave behind. n Work quantity and quality 2016-17 n Ability to follow instructions and In 2006, Entertainment industries (Ei) procedures was approved by the board of educa- n Human relation skills tion as an elective class at Vernon- Verona-Sherrill (VVS) High School. 2. Students will identify, experience, The class was offered to students in and/or create resources, venues, grades 11 or 12. and opportunities to contribute to their local, global, and school communities allowing real-world

Eileen Hubbard is a secondary music teacher at her alma mater, Vernon-Verona-Sherrill Central Schools. She also works as an adjunct at Mohawk Valley Community College. In 2008, Hubbard received the Syracuse Symphony 13th Annual Musicians Award for Outstanding Music Educator for Music Technology. In 2014, she was awarded the Mohawk Valley Education Distinguished Service Award from the Genesis Group of the Mohawk Valley Region.

Educator’s Voice n Volume XI n Page 48 Eileen Hubbard Demographics Vernon-Verona-Sherrill Teachers Association The Vernon-Verona-Sherrill District enrolls approximately 2,130 students in pre-kinder- connections to take place. The Not every student who joins garten through grade 12, with entire class researches and chooses this class is a musician, so the the high school registering just under 700 students in grades a charity or cause to support and Ei curriculum is spiraled to 9-12. The 130 square mile district publicize. When possible, commu- provide students many includes the town of Vernon, nication is established between Ei opportunities to write lyrics the village of Verona, the small students and key members of their and record music using pro- city of Sherrill, and portions of the cities of Oneida and Rome. chosen charity. In 2017, students fessional music software. VVS is well-known for having an were able to meet Kennedy Working to create, solve award-winning Future Farmers Hubbard of “Kennedy’s Cause.” problems, collaborate, and of America (FFA) program, in The students raised and donated make decisions actually addition to a strong athletic and Arts program. more than $1,000 to support makes us more of a flipped Kennedy and her quest to fund classroom. research for a cure for lymphatic malformation. Students complete The Ei class was the first elective the program realizing that they offered at VVS High School that was made a genuine impact on the required to be interdisciplinary and world. project based while also obtaining a community partner. The Buck 3. Students will learn the various steps Institute for Education (BIE) states to safely create, produce, promote, that “project-based learning (PBL) is a and market a project in their local, teaching method in which students global, and school communities. gain knowledge and skills by working This project is an entirely student- for an extended period of time to created performance that varies investigate and respond to an authen- every year depending on the tal- tic, engaging and complex question, ents and passions of the Ei stu- problem, or challenge (2017, pg 1).” dents. The entire performance is Students understand at the beginning designed by students, including of the class that they are required to the staging, music, marketing, pro- work and manage the coffee cart (Ei motion, libretto, lighting and Cafe Cart) and the recording studio sound. Their original music, all while also promoting the class and giv- written with the intent to help sup- ing back to their community through a port or help heal other teens, is public performance. With facilitator sold on a student-recorded and continued on following page produced CD. Educator’s Voice n Volume XI n Page 49 Learning to Collaborate, Collaborating to Learn

guidance, the students use their indi- songwriting, performing, and music vidual and group strengths to create recording and producing in a fully ways to make a positive impact on equipped recording studio located at their community. VVS High School. There is also an additional focus on the business skills Ei is co-taught by an English teacher needed to promote, market, and suc- and a music teacher using strategies cessfully run the student-managed from PBL. Those strategies are evident recording studio and the Ei Cafe Cart. in the students’ focus on lyric writing, Students who successfully complete oral and written communication skills, the class receive three college credits in

Project-Based Learning

In addition to a focus on student learning goals, educators are instructed to design PBL with the following essential project design elements:

n Key Knowledge, Understanding and Success Skills — The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management. n Challenging Problem or Question — The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. n Sustained Inquiry — Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. n Authenticity — The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives. n Student Voice & Choice — Students make some decisions about the project, including how they work and what they create. n Reflection — Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles and how to overcome them. n Critique & Revision — Students give, receive, and use feedback to improve their process and products. n Public Product — Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.

Source: Buck Institute for Education, 2017

Educator’s Voice n Volume XI n Page 50 written and oral communication for understanding (Hammond & et al, through Mohawk Valley Community 2008), we are reminded that the Projects that College (MVCC). research regarding PBL agrees projects require students that require students to remain engaged “Have you ever met someone who made and to collaborate with others results in to remain you feel inside deeper learning. Immediately, collabor- engaged and to That you’re a waste of space and should ative activities requiring students to be collaborate with be pushed aside? paired in random groups are created Don’t ever listen to them because they’re with teachers working as facilitators. others result in full of lies. Working to provide solutions to real- deeper learning. world problems, creating educational Just believe in yourself and you’ll be videos for younger students, sharing able to fly.” their life experiences through different “Believe in Yourself” lyrics written by writing activities, and working at the A. Kotwica; Ei Original Student Hits cafe cart are just a few ways in which Ei 2014-16 encourages teamwork and collaboration involving their community. How do educators turn the theory that “learning is social before it is “What does it mean? To truly find your cognitive” into practice? “We prac- own voice, tice teamwork everyday” is a phrase And help others find it if you have the spoken by English co-teacher Donna choice. What does it mean? Schonewetter. She believes that one of So stand up and stand out, every voice the toughest aspects surrounding matters. instruction in a PBL environment is teaching students how to collaborate And it means, what we’re told, with peers that they may not have everyone matters. known prior to this class. The Ei class People can learn to respect another, attracts students from all facets of the people deserve a chance. high school along with students who may not be connected to or invested in People can change how the world acts, their school community. In order to if they see a small glance.” build a sense of community and rela- “What Does It Mean?” lyrics written by tionships within Ei, the first 10 weeks B. Witter; Ei Original Student Hits are critical for success in such a project- 2016-17 based class. In the book Powerful learning: What we know about teaching

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Educator’s Voice n Volume XI n Page 51 Learning to Collaborate, Collaborating to Learn

What will your legacy be? In Ei, this “I ain’t no boxer but I put up a fight, Every Voice Matters becomes the challenging question for been chasin’ my dreams and now they every group of students who enroll. in my sights. Students are given both a voice and a Appreciate what I’m talkin’ the money and the fame too, choice regarding how they want to be you have and but through all the struggles I’m still the remembered after they leave high same dude. don’t take things school. For juniors and seniors, this is They say what don’t break you, well, it for granted. a very significant topic. Each class wants to create a unique project that makes you reflects their time in high school. So to everyone who’s hatin’, I’d like to When Ei’s original community part- say thank you.” You have a voice nership of six years ended, the stu- “Thank You” lyrics written by dents were asked to create the next and the power Z. Millson (ZMill$); T.R.A.P. within yourself community-based component of the class. The Every Voice Matters Can student freedom create to use that Campaign was born with a focus on authentic learning moments? In voice to make three beliefs: addition to the presence of a final 1. Teens should appreciate what product, research tells us that PBL a change in the they have and not take things for should be both student driven and world. granted. Students recognized that authentic (Thomas, 2000). The VVS there are others that can and will Entertainment industries class meets be less fortunate than themselves. for an 80-minute block every day. Everyone belongs 2. Teens have a voice and the The basic structure of the class is as somewhere. power within themselves to use follows: that voice to make a change in 1. 5-10 minute introductory activity the world. Students noted that everyone needs to have the confi- 2. 50-60 minutes of breakout groups dence to stand up for themselves and others; to not be a bystander 3. 5-10 minutes of self-reflection and but to be a leader. goal setting 3. Everyone belongs somewhere. Students wanted all teens to know that there is a place in this world for everyone no matter their race, belief, gender, etc.

Educator’s Voice n Volume XI n Page 52 Introductory activity The “Daily Skeleton” was developed as a 5-10 minute introduction activity that encourages teamwork while also providing a focus for the day. Teachers set up the initial activities, which are gradually released to the students. Each student becomes responsible for the guiding question of the day. Some questions tend to focus on how to improve sales at the Ei Cafe Cart where the resulting action would be the creation of an advertisement or new jingle to be played on the morning announcements. Students would then plan how and when to complete the task while also tracking the impact on sales. Other questions revolve around current projects, such as “What makes a good CD?” or “Should we have a theme to our CD?” The action that follows that discussion might alter how the project is promoted and adver- tised, and also the actual music and lyrics. Other questions relate to the previous day’s activities and projects, or provide real-world questions about the entertainment industry. One particular day, students stood Teachers are able to assess student around a poster board that con- learning through observation of these tained a ukulele outline drawn in student-created discussions and also the center. Without talking, 10 the teamwork and collaboration that is students shared two markers and developing or continuing to grow with collaboratively answered the ques- the students. Other times, guiding tion, “What makes a performance questions become a theory to prove. great?” They wrote their answers For example, students can be asked a outside of the outline of the ukulele question that they must work together without talking. They silently to answer on chart paper: continued on following page Educator’s Voice n Volume XI n Page 53 Learning to Collaborate, Collaborating to Learn

The criteria may answered the question based upon those teachable moments as students their own views and passed the apply what they “think” to what they change from year marker to their classmates. After “do.” Through this process, students to year based on two minutes, one student read the become involved in creating their own question and answers. Students learning. the students who then discussed their answers and take the class and what they might want to add. The process was repeated for a second Breakout groups it may not contain time using the inside of the ukulele every factor needed, outline, only this time students The main portion of time spent in Ei is through independent and collaborative but the outcome answered the question, “How will we know when our projects are per- breakout groups. Students are aware remains the same: formance ready?” of their concert date when they begin their journey in September and are student ownership Through a teacher-led discussion, then challenged to plan accordingly. and pride. students again expressed their views After receiving training in semester and explained their answers while one, students are then given the free- drawing correlations between the dom to choose how their class time is two questions. There was no right spent during semester two. To-do lists or wrong in this activity. The poster are created and updated daily in a became their very own criteria for Google document projected for all to judging when any original student see. The recording schedule is work created in class was finished planned and created through the use and ready to share. of backward design. Students estimate how much time they will need for a The criteria may change from year to dress rehearsal, how much time is year based on the students who take needed for mixing and mastering the class and it may not contain every songs for the CD, and then identify factor needed, but the outcome how much time is left. Musicians and remains the same: student ownership recording technicians are assigned a and pride. The teacher needs to step recording station and a specific time back and allow students to take control allotted for recording per song. of their learning. Failure is a possibili- Simultaneously, time is spent writing ty. Instead of saying, “Why don’t you articles, creating press kits, creating the try X?” or “Don’t forget to add Y,” the concert program, marketing and pro- teacher’s role becomes more like a moting the concert, contacting local facilitator asking for clarifications and media, and updating social media making sure all student voices are sites. heard, then stepping back to watch for

Educator’s Voice n Volume XI n Page 54 A normal day in Ei when the class is through teacher observations of stu- nearing concert time may look like dents at work and through students’ utter chaos from the outside; students exhibitions and portfolios. Ei is a class talking, laughing, performing, and where students search for understand- working on a variety of activities in a ing on how to genuinely make a posi- shared space. From a constructivist tive difference in their very own perspective, learning is messy. Brooks community. & Brooks (2011) describe constructivist classrooms as a place where students primarily work in groups and Self-reflection and goal setting are viewed as thinkers with emerging The teacher’s main role throughout theories about the world. One where the process is as a facilitator who pro- teachers generally behave in an inter- vides feedback when needed. In Ei active manner, mediating the environ- this is done through content-specific ment for students and seeking rubrics for both English and music students’ points of view in order to projects (See Figure 1 and Figure 2). understand students’ present concep- These rubrics are designed to allow tions for use in subsequent lessons. for both student- and teacher-generat- The authors go on to describe the ed feedback. Goals are discussed daily constructivist classroom as a place between students and facilitators. The where assessment of student learning daily performance review, which is is interwoven with teaching and occurs used for self-reflection during the last Figure 1: Daily Performance Evaluation

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Educator’s Voice n Volume XI n Page 55 Learning to Collaborate, Collaborating to Learn

A mutual goal is 5-10 minutes of class, is used to help Nobody’s monochrome, black and white students identify “what makes a great is never shown, monochrome. to provide the employee?” Facilitators are given the Monochrome, your color dreams are freedom to observe the learning while students with the now well known, monochrome. giving students the freedom to create skills they need to the final product and own the process. Monochrome, you ‘gotta know you’re not alone, monochrome.” be more successful “But we are more than this. accessing the “Monochrome” lyrics written by S. We were born for this. Tanner; Ei Original Student Hits curriculum in her We feel it in our hearts. 2016-17 classroom. We are more than the sum of our parts.

Figure 2: Daily Performance Rubric

Educator’s Voice n Volume XI n Page 56 Does it really take a village to raise a child? Ei connects to the community in a very authentic manner through hands-on training at SubCat Studios. Owned by VVS alumni Ron Keck, this professional recording studio in Syracuse, NY, prides itself on quality studio recording, remote recording, audio mixing, mastering, graphic design, and CD duplication. Every year, the Ei class selects one of the original songs composed for the Every Voice Matters campaign to record at SubCat. Students are treated to stories To watch or listen to student interviews, visit: of famous musicians, TV stars, and other people who have recorded at the n “Every Voice Matters at VVS” https://www.youtube.com/watch?v=O5LdlyIzwjs studio. The professional audio and recording engineers explain how the n “5 2 16 SEG 10 VVS HIGH SCHOOL EVERY VOICE MATTERS PROGRAM” studio was founded and how difficult, https://www.youtube.com/watch?v=jHZS8RuYR2I yet rewarding, it is to have a dream and then persevere in order to turn that vision into a reality. Every student gets At an interview on local radio sta- Students advertising the opportunity to perform and be tion Big Frog 104, Zack, the stu- their upcoming Every Voice Matters concert recorded by the professionals at dent spokesperson, shared, “Ei is all on a local radio station. SubCat while the recording engineers about promoting music ... we learn explain the process in real-time to how to use different production those watching. The class has also materials, like Pro Tools and how developed a professional relationship to set up a microphone ... but we with local radio stations. As a part of also have writing portions … we marketing the Every Voice Matters learn how to write business letters, concert, an original song is performed song lyrics, and other types of live on-air. One student spokesperson songs.” is interviewed about the song, class, and concert. The radio host found it very inter- esting that this class “allows all the Here is an excerpt from one of the students to have a voice and speak videos: out.” “Definitely!” replied Zack, who went on to promote the Every continued on following page

Educator’s Voice n Volume XI n Page 57 Learning to Collaborate, Collaborating to Learn

Voice Matters concert. “It’s a con- The visit served two purposes for the cert that we do every year, actually students: juniors and seniors were this is our second one, and we hope given advice from a former student to keep it going. It helps to promote who followed her dream until it different ideas and like the title says, became a reality and they were “hired” every voice matters and we want to create an original jingle for the everyone to feel like they actually do Cremaria gelato stand. Students were matter.” immediately challenged to use their imaginations for the first time as a team Ei students also interview a variety of to generate original jingles for a local VVS Ei alumni who return to visit the business while also working to make class and teachers. They share their meaningful connections to their experiences in the entertainment community. industry or how the class helped prepare them for their current career. In During the Every Voice Matters con- the fall of 2017 alumni Maria Macrina cert, students involve the community brought her gelato stand, the in two very original ways. The Cremaria, to VVS High School. Norman J. Reed Legacy Award is pre- Students were treated to gelato and sented annually to a member of the then Ms. Macrina answered questions community who has established a lega- Ei students worked to that students had sent to her about her cy of making a positive difference in create jingle for a local stand and her journey after high school. the lives of others. Ei students receive business. the name of the individual selected by an administrator and work to create a video presentation through interviews of family and community members who speak of the recipient’s legacy. The Every Voice Matters Award (EVMA) was created by students to recognize and celebrate one of their own. Ei students receive nominations of fellow students who are well-known for using their voices in a positive way and refusing to be a bystander. They make the selection, create the award, and present the award during the concert.

Educator’s Voice n Volume XI n Page 58 “I got a passion for the music, plus it volunteered to sing the chorus, and a comes as therapeutic. drummer grabbed our cajon drum and joined the group. ZMill$ had never I just love to do it and that’s a love that I worked with a band before and they ain’t losin’. had never worked with a rapper, but in Everyone was always pick and choosin’, those moments of making music and quick to put me last. sharing ideas, a team was created. The I stood out from the rest, I was known as entire class eventually became a part of the outcast. the song, even if it was speaking an intro or finger snapping through the Sat in the back of class, I was always chorus. writing rhymes. Don’t ever judge by a cover you ‘gotta When asked at the end of the year what read between the lines. they were most surprised by, the Ei students all respond similarly; they were Cuz you ain’t got a clue ‘bout what a surprised that they became family. The person’s been through, group song initiative was student creat- And you ain’t never knew what it’s like ed, the melody, vocals, background to walk in their shoes” music, and harmonies were all student “My Way” lyrics written by Z. Millson generated, and the genuine feeling of (ZMill$); Ei Original Student Hits pride could be felt at every perfor- 2016–17 mance. All proceeds from marketing, ticket and CD sales from the concert What does student ownership look are then donated to a charity. like? When asked to reflect on the process used in this class, students have all Visualize a stage filled with students had different responses. One student, proudly holding puzzle pieces, with ZMill$, who had been an independent one side representing a negative self- rapper for years before taking Ei, wrote image of the teen holding it. One by powerful lyrics that he shared with the one, the pieces are flipped to expose a group. His lyrics reflected his struggle positive self-image of that same teen. battling stereotypes and the strength it The process is meant to show an audi- takes to have confidence in yourself. He ence that regardless of the negativity shared his song, titled “The Moment’s and stereotypes that surround them, Mine,” and asked his peers if they these teens will battle and belong some- would want to help him, explaining, “I where. They will be the leaders who really want a song where everyone in show the way. The performance was a the class gets a part.” One student vision created entirely by teenagers. grabbed a guitar, another few girls continued on following page

Educator’s Voice n Volume XI n Page 59 Learning to Collaborate, Collaborating to Learn

When students are Envision a collaborative environment References where students work side-by-side to Brooks, J.G., & Brooks, M.G. (2011). In given the freedom raise money and awareness for a chari- search of understanding: The case for constructivist classrooms. VA: ASCD. to choose goals, ty that they have chosen to invest in. This is student ownership in action. A Buck Institute for Education. (2017). What is the responsibility in Project-Based Learning (PBL)? Retrieved curriculum where music becomes the from https://www.bie.org/about/what_pbl. how to complete vehicle of change and words are a call Darling-Hammond, L., et al. (2008). for action. A class whose purpose Powerful learning: What we know about the journey, and extends beyond the four walls of the teaching for understanding. San Francisco: Jossey-Bass. the opportunity high school. This is what student ownership looks like when a class family is Kotwica, A. (2016). Believe In Yourself. to celebrate all the On Every Voice Matters Original Student created and students choose to posi- Hits 2016-17 [CD]. Vernon Verona moments experi- tively affect their community through Sherrill High School, Verona, NY: VVS Entertainment industries. enced of a job well their actions. A legacy that students not only share, but create themselves is Millson, Z. (2017). My Way. On Ei Original Student Hits 2016-17 [CD]. Vernon done, they own not the product of student ownership. Verona Sherrill High School, Verona, NY: VVS Entertainment industries. only the product When students are given the freedom Millson, Z. (2017). Thank You. On T.R.A.P. but also the feeling. to choose goals, the responsibility in [CD]. Vernon Verona Sherrill High how to complete the journey, and the School, Verona, NY:VVS Entertainment opportunity to celebrate all the industries. moments experienced of a job well Roberts, D. (2017). We Stand. On Ei Original Student Hits 2016-17 [CD]. done, they own not only the product Vernon Verona Sherrill High School, but also the feeling. A feeling that will Verona, NY: VVS Entertainment indus- last a lifetime. tries. Tanner, S. (2017). Monochrome. On Ei Original Student Hits 2016-17 [CD]. Vernon Verona Sherrill, High School, Verona, NY: VVS Entertainment industries. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. San Rafael, California: The Auto-Desk Foundation. Retrieved from http://www.dl.icdst.org/ pdfs/files1/aac48826d9652cb154e2d- bf0033376fa.pdf. Witter, B. (2017). We Stand. On Ei Original Student Hits 2016-17 [CD]. Syracuse, NY: SubCat Studios

Educator’s Voice n Volume XI n Page 60 Educator’s Voice is dedicated to showcasing best practices by our members across the state.

Find all of our past editions online. There, you can download an entire volume or a PDF of your favorite article; start a conversation and leave a comment for the author; or watch our featured author videos to learn more about their projects.

Find all of our past editions online: https://www.nysut.org/resources/ special-resources-sites/educators-voice Volume I Early Literacy: The Foundation of All Learning

Volume II Literacy in the Middle Grades: Building on the Foundation

Volume III Expanding Literacy for Adolescents: All Content Areas, Grades 7–12

Volume IV Education in the 21st Century: Technology Integration

Volume V Assessment: Using Formative Assessment Data to Improve Instruction

Volume VI Common Core Learning Standards: Instructional Shifts in English Language Arts and Literacy

Volume VII Promoting Social-Emotional Development and Physical Well-Being

Volume VIII Critical Thinking and Problem-Solving for the 21st Century Learner

Volume IX English Language Learners: A Mosaic of Languages and Cultures

Volume X Engaging All Learners through Content Area Instruction

Educator’s Voice n Volume XI n Page 61 Glossary Definitions

Conflict coaching Mediation A one-on-one process that helps students A process whereby a neutral party hosts a prepare for difficult conversations by under- private conversation among two or more standing their role and identity within an people in conflict. The mediator does not interpersonal conflict. pass judgment, give advice, or suggest options. Mediators facilitate the conversa- Exclusion tion and encourage clear and open com- Any suspension, expulsion or involuntary munication so that all parties understand transfer that removes a student from his or one another’s perspectives and find ways to her regular classroom. resolve the challenges by meeting the most important needs held by all. Zero tolerance Any school discipline policy or practice that Restorative Justice results in an automatic disciplinary conse- A theory of justice that emphasizes repairing quence such as a suspension or expulsion the harm caused or revealed by misconduct for any student who commits one or more rather than punishment by: listed offenses. a. Identifying the misconduct and attempt- ing to repair the damage Stakeholder b. Including all people impacted by a con- Any person/group with a vested interest in flict in the process of responding to conflict; the educational outcomes at public schools, and with such interests including but not limited c. Creating a process that promotes hear- to: the life success and potential of students ing, reconciliation and the rebuilding of and their families; the quality of working relationships to build mutual responsibility conditions for those who are employed at or and constructive responses to wrongdoing rendering services to public schools; and the within our schools. credibility and reputation of those who are charged with the responsibility of producing Restorative Practices educational outcomes. A framework for a broad range of restorative justice approaches that proactively build a School Community school community based on cooperation, Includes students, teachers, administrators, mutual understanding, trust and respect and counselors, social workers and other school respond to conflict by including all people staff, partners, and families in the neighbor- impacted by conflict in finding solutions ing community. that restore relationships and repair the harm done to the school community.

Educator’s Voice n Volume XI n Page 62 Resources

UNION RESOURCES

New York State United Teachers (NYSUT) Family, School & Community Engagement Initiative This initiative supports school district and union efforts in developing capacity to implement effective strategies for engaging families and school staff in meaningful and purposeful ways to improve student success. NYSUT has developed a series of trainings related to family-school engagement linked to learning, conducting home (family) visits, implementing Academic Parent-Teacher Teams and student-led conferences, engaging ELL populations and family school engagement at the secondary level. NYSUT also offers technical assistance by “taking stock” of current efforts and developing a schoolwide plan to engage families for student success. For more information, contact Carolyn Williams at [email protected]. www.nysut.org

National Education Association (NEA) The NEA website includes articles on family, school and community engagement, reviews of research and best practices on parental involvement in education, and tools and resources on how educators and parents are working together for student success. The NEA has developed a training resource manual, The Power of Family School and Community Partnerships (2011), to assist association leaders, staff and members with facilitating family-school-community partnership training sessions designed to help participants create and build partnerships in their own local communities. The training places special emphasis on assisting priority schools in raising academic achievement of their students. www.nea.org and www.neatoday.org

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NYSUT would like to thank The New York State Family Engagement Coalition for creating this resource guide. The coalition consists of organizations and agencies that share the same interests and work to: n Advocate in a unified voice for family engagement policies and practices in New York State to all levels of state government (executive, legislative and agency); n Disseminate and communicate the latest research and best practices on family engagement; n Advise New York State Education Department regarding family engagement as it relates to policy and practice; and n Develop and maintain a statewide family engagement network of families, practitioners, researchers and policy makers.

Educator’s Voice n Volume XI n Page 63 Additional Resources

RESOURCES FOR FAMILIES

New York State Early Childhood Advisory Council The Building a Strong Foundation for the New York State Learning Standards resource provides strategies and tips for engaging with families in prekindergarten through third grade. Guidance was developed by the New York State Head Start Collaboration Office and the New York State Association for the Education of Young Children. www.nysecac.org/

New York State Council on Children and Families The Council produces The New Parent Guide: Starting Life Together, a guide to aid parents through the first five years of parenting. Whether you are the mother or father (through birth, adoption, or foster care), a grandparent, partner, family friend, aunt or uncle with parenting responsibilities, what you say and do in your role as a parent matters. www.nysparentguide.org/

Parent-Child Home Program (PCHP) Since 1963, the PCHP has been providing under-resourced families the necessary skills and tools to help their children thrive in school and life. The program uses an evidence-based early literacy, parenting and school readiness model with a proven track record of closing the achievement gap. The site includes information about the program model, news, events and videos, and testimonials as well as data to support the proven outcomes. www.parent-child.org

RESOURCES FOR EDUCATORS

The Annie E. Casey Foundation The Annie E. Casey Foundation is devoted to developing a brighter future for millions of children at risk of poor educational, economic, social and health outcomes. The work focuses on strengthening families, building stronger communities and ensuring access to opportunity. The foundation advances research and solutions to overcome the barriers to success, help communities demonstrate what works and influence deci- sion makers to invest in strategies based on solid evidence. http://www.aecf.org/resources/engaging-parents-developing-leaders/

Educator’s Voice n Volume XI n Page 64 Attendance Works Attendance Works, a national initiative aimed at advancing student success by reduc- ing chronic absence, created the Bringing Attendance Home toolkit with the help of practitioners who have worked successfully with families to improve attendance. The toolkit is filled with ideas, activities and materials that you can use to spark conversations with parents about how good attendance can help them fulfill their dreams and aspirations for their children’s futures. www.attendanceworks.org/tools/for-parents/bringing-attendance-home-toolkit/ Bringing Attendance Home: Engaging Parents in Preventing Chronic Absence

Campaign for Grade-Level Reading Parent Resource Guides The Campaign is a collaborative effort by foundations, nonprofit partners, business leaders, government agencies, states and communities across the nation to ensure that more children in low-income families succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on an important predictor of school success and high school graduation — grade-level reading by the end of third grade. In New York State, four large cities and seven counties are part of the Grade-Level Reading Communities Network.

The Campaign offers parent resource guides to help communities equip parents with the information, tools, and supports that will help them succeed as their children’s first teacher, brain builder, tech navigator, advocate and coach. These guides build on the Supporting Parent Success framework that identifies nine essential compe- tencies that communities can help parents strengthen in order to support their children’s school readiness, school attendance and summer learning.

Readiness — http://gradelevelreading.net/wp-content/uploads/2016/02/School_ Readiness_r34.pdf Attendance — http://gradelevelreading.net/wp-content/uploads/2016/02/Attendance_ r14.pdf Summer — http://gradelevelreading.net/wp-content/uploads/2016/02/Summer_r14.pdf

The Early Childhood Advisory Council (ECAC) The ECAC developed research-based practical guidance support for effective early childhood practice. While the engagement and involvement of families was embedded throughout the documents, “Family Engagement: Engaging Families in Prekindergarten

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Educator’s Voice n Volume XI n Page 65 Additional Resources

Through 3rd Grade: Building a Strong Foundation for the New York State Learning Standards” was specifically addressing the topic. The Office of Early Learning, the NYS Association for the Education of Young Children and the NYS Head Start Collaboration Office teamed up to develop the documents and the Office of Early Learning played a significant role in the production of the Family Engagement Brief. www.nysecac.org/files/7714/5994/9952/6._FamilyEngagementTwelvePageWeb.pdf

Edutopia Parent Partnership in Education: Resource Roundup Experts agree that parent involvement in education is one of the biggest predictors of student success. So where can parents begin? Edutopia’s parent partnerhip in education resource roundup is a compilation of articles, videos, and other resources to help parents engage productively with their children’s teachers and school. www.edutopia.org/parent-leadership-education-resources

The Global Family Research Project The Global Family Research Project is an independent, entrepreneurial nonprofit organization that supports all families and communities in helping children find success in and out of school. A worldwide exchange of ideas is created to further the understanding and implementation of anywhere, anytime learning for all. They also connect research, policy, and practice to support a community of people dedicated to advancing children’s learning and development. www.globalfrp.org

Institute for Educational Leadership (IEL) Patterns of Practice: Case Studies of Early Childhood Education and Family Engagement in Community Schools IEL’s work focuses on three pillars required for young people and their communities to succeed. IEL strives to involve the broader community with public education to support the learning and development of young people. This means helping bring families, schools, and community resources together as partners for the common good. http://iel.org/resources

Johns Hopkins University Study Report This report summarizes results from a follow-up evaluation focusing on the association between home visits and student achievement. www.pthvp.org/wp-content/uploads/2016/09/JHU-STUDY_FINAL-REPORT.pdf

Educator’s Voice n Volume XI n Page 66 National Association for the Education of Young Children (NAEYC) The NAEYC is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy and research. https://www.naeyc.org/resources/topics/family-engagement

National PTA PTA’s process for building successful partnerships starts with the National Standards for Family-School Partnerships and consists of three steps: Raising awareness about the power of family and community involvement, taking action to cultivate involvement through specific programs and practices, and celebrating success as your school sees increased involvement and its impact. The benefits of family-school-community partnerships are many: higher teacher morale, more parent involvement, and greater student success are only a few. To that end, the PTA developed the National Standards for Family- School Partnerships Implementation Guide, a tool for empowering people to work together for the educational success of all children and youth. www.pta.org www.pta.org/docs/default-source/files/runyourpta/national-standards/national_ standards_implementation_guide.pdf

New York State Education Department Office of Early Learning NYSED’s Office of Early Learning provides a host of resources for families and educators, including guidance to program administrators about family engagement practices through the NYSED Tool to Assess the Effectiveness of Transitions from Prekindergarten to Kindergarten. School and program administrators can use the Transitions Toolkit to assess the comprehensiveness of their transition plans designed to welcome incoming students and their families as they transition into a K-12 system. The website includes links to online parent resources, professional development and an online newsletter. www.p12.nysed.gov/earlylearning

New York State PTA Family engagement is a school-family partnership that raises student achievement, improves school and community, and increases public support. www.nyspta.org https://nyspta.org/home/advocacy/family-engagement/

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Educator’s Voice n Volume XI n Page 67 Additional Resources

School Community Journal The School Community Journal is a free, open access, online, refereed journal that includes research and field reports related to the school as a community of teachers, students, parents, and staff. www.schoolcommunitynetwork.org/SCJ.aspx

Search Institute Search Institute bridges research and practice to help young people be and become their best selves. The institute’s American Family Assets Study presents a compelling national portrait of families, and introduc- es the Family Assets — relationships, interactions, opportunities and values — that help families thrive. www.search-institute.org/wp-content/uploads/2018/02/Family_Assets_Framework.pdf

Southern Poverty Law Center Teaching Tolerance Teaching Tolerance provides free resources to educators — teachers, administrators, counselors and other practitioners — who work with children from kindergarten through high school. Educators use these materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcomed participants. The curriculum emphasizes social justice and anti-bias. The anti-bias approach encourages children and young people to challenge prejudice and learn how to be agents of change in their own lives. The Social Justice Standards show how anti-bias education works through the four domains of identity, diversity, justice and action. www.tolerance.org/supplement/family-engagement

Teachers College Record The Teachers College Record is a journal of research, analysis, and commentary in the field of education. In 2016, the TCR published a study by Hua-Yu Cherng that suggests race and immigrant status are determining factors in whether or not an educator will reach out to a student’s family. Read about the study in The Atlantic article linked below. www.theatlantic.com/education/archive/2016/11/which-parents-are-teachers-most-likely-to-contact/507755/

U.S. Department of Education When families, communities and schools work together, students are more successful and the entire community benefits. For schools and districts across the U.S., family engagement is becoming an integral part of education reform efforts. Some resources are also available in Spanish. www.ed.gov/family-and-community-engagement?src=rn

Educator’s Voice n Volume XI n Page 68 Call for Article Proposals for Educator’s Voice, Vol. XII Culturally Responsive Teaching: Celebrating Diversity in Our Schools

New York State’s classrooms are among the most diverse in the country. As our school communities welcome a growing population of culturally, ethnically and linguistically diverse students, we are challenged to help them assimilate and to build a school community that is responsive to their diverse needs. Culturally responsive teaching embraces diversity by encouraging all students to share their own perspectives, experiences and differences in order to foster a community of learning that nurtures these unique characteristics and incorporates them into the fabric of the school. We call for articles that document culturally responsive teaching practices across K-12 or in partnership with higher education.

Examples of submission areas include (but are not limited to): n Multicultural awareness n Culturally responsive teaching and the brain n Student-centered learning n Student-directed learning n Culturally mediated instruction n Social justice education n Family and community engagement n P-20 partnerships n Higher education research and practice

Educator’s Voice n Volume XI n Page 69 Call for Article Proposals for Educator’s Voice, Vol. XII Culturally Responsive Teaching: Celebrating Diversity in Our Schools

Proposal Guidelines

Please tell us about your proposal by referencing each of the following nine elements (approximately 2–5 pages) and submit to NYSUT by June 15, 2018. Please include the element titles. Be sure to complete the author submission sheet and send it in with your proposal.

1) Title: What is the working title for your article?

2) Topic: What do you plan to write about? What practice or program will your article focus on? (Please provide specifics about school(s), grade levels, etc.)

3) Relevance: Why is this practice relevant to the theme of this year’s volume on Culturally Responsive Teaching? Why is this topic important to you?

4) Setting: Describe your setting and the student population(s) involved in the practice or programs.

5) Practice: Describe the practice or program and your method or approach.

6) Outcomes: What are the intended outcomes or indicators of success and how do you plan to measure or observe them?

7) Research Base: Describe the academic research base that supports your practice. (Please provide specific examples/citations.)

8) Diversity: How does your practice address the needs of diverse populations? Deadlines for Volume XII: June 15, 2018 Proposal submission 9) Collaboration: Explain how your practice involves collaboration deadline with parents or other members of the school community. July 6, 2018 NYSUT responds to proposal Sept. 7, 2018 Completed article submission Spring 2019 Publication

Educator’s Voice n Volume XI n Page 70 Call for Article Proposals for Educator’s Voice, Vol. XII You can download this document from our website: http://www.nysut.org/ Culturally Responsive Teaching: resources/special- resources-sites/ Celebrating Diversity in Our Schools educators-voice Author Submission Form

Name of Author(s) (If multiple authors, select one author as the primary contact person). At least one author must be a NYSUT (or affiliate) member. Please spell out all information, do not use acronyms. Primary author’s name:______Name of school: ______School location: ______Current position (title and grade level/s): ______Union affiliation:______

Next author’s name:______Current position (title and grade level/s): ______Union affiliation:______

Next author’s name: ______Current position (title and grade level/s): ______Union affiliation:______

Do all of the authors work in the same building? If not, tell us where they work: ______

Primary Author CONTACT INFO (all fields are required) Email address: ______Telephone number: ______Alternate telephone number: ______Home address: ______

Information can Or by mail to: be submitted NYSUT Research & Educational Services electronically to: Attn: Educator’s Voice 800 Troy-Schenectady Road [email protected] Latham, NY 12110

Educator’s Voice n Volume XI n Page 71 Call for Article Proposals for Educator’s Voice, Vol. XII Culturally Responsive Teaching: Celebrating Diversity in Our Schools Editorial Guidelines

Grade and Author(s) can describe practices or programs in any grades (P-20) on the topic of Audience: culturally responsive teaching. This is a practitioner journal. Our readers include teachers, school-related professionals, pupil personnel services providers, union leaders, parents, administrators, higher education faculty, researchers, legislators, and policymakers. For examples, please browse previous volumes of Educator’s Voice. Please write your article to the practitioner. Authors are encouraged to write in a direct style designed to be helpful to both practitioners and to others committed to strengthening education. All education terms (i.e., jargon, all acronyms) should be defined for a broad audience. For articles with multiple authors, use one voice consistently. Please limit the use of writing in the first person.

Article Length: The required article length is flexible. Please submit approximately 2,000 – 3,000 words (or 7–9 double-spaced pages plus references). This is just a range as every article is unique.

Rights: Acceptance of a proposal is not a guarantee of publication. Publication decisions are made by the Editorial Board. NYSUT retains the right to edit articles. The author will have the right to review changes and if not acceptable to both parties, the article will not be included in Educator’s Voice. NYSUT may also retain the article for use on the NYSUT website (www.nysut.org) or for future publication in NYSUT United.

Manuscript Basics: n Use American Psychological Association n Submit your manuscript as a Word (APA) 6th edition style for in-text citations document. and references. n We cannot accept Google documents. n Do not use footnotes or MLA publishing n Do not submit copyrighted material unless guidelines. you have permission from the publisher. n Double-space your manuscript.

Graphics Guidelines: n Although your images may be embedded in n Add a parenthetical place marker to your the manuscript for review, submit all graph- manuscript for images that will be included ics as separate files. in the appendix or elsewhere (for example, “see image 3 on p. 16”). n Save all images in high-resolution (300 dpi). Anything downloaded from a website will be n Image file names should correspond to low-resolution (72 dpi) and will not be image place markers in the manuscript (for acceptable. If using a cellphone, choose high example, “image 3 student work sample”). quality settings. n We need permission to reprint artwork; you n Any graphics (photographs, charts, tables, or need release forms to use images that include samples of student work) must be submitted people. Photos should illustrate the context, in separate attached PDF, TIFF, or JPEG rather than the subject(s) looking posed. files. Do not embed images into an email.

Educator’s Voice n Volume XI n Page 72 NYSUT Education & Learning Trust The Education & Learning Trust is NYSUT’s primary way of delivering professional development to its members. ELT offers courses for undergraduate, graduate and in-service credit, partnership programs that lead to master’s degrees and teaching certificates, and seminars as well as professional development programs for teachers and school-related professionals. NYSUT Education & Learning Trust offers the following training sessions on Family-School Engagement: n Labor/Management Collaboration This introductory session (2 hrs.) is intended to build capacity and understanding of labor/management collaboration as a vehicle for innovation, collaboration and sustainability of new initiatives and school improvement linked to family and community engagement. n Family –School Capacity Building and Planning This session (4-6 hrs.) will engage union locals in a process to examine the challenges and lack of opportunities to build school and family partnerships for success; the process conditions linked to learning and the presence of organizational conditions needed for effective family and community engagement; the policy and program goals to build and enhance capacity for effective family school engagement linked to student outcomes; and assess family and staff capacity outcomes to sustain the work, improve outcomes for students, and foster school improvement at the school and/or district level. n Family/School Engagement Visits This session (4 hrs.) will introduce an evidence-based Family School Engagement Visit approach based on tenets of trust, active listening, collaboration and cultural responsiveness where educators are asked to develop new understandings related to the diversity of the families and communities they serve. During this session, educators will be immersed in a series of capacity building activities including practicing, modeling and role-playing scenarios and use of a coaching map to ensure the Home Visit conversation is authentic and genuine.

Following the initial round of Home Visits, a 60 minute post-visit debrief session designed to capture important takeaways and facilitate reflection will be conducted. Toward the end of the school, to reflect on how family visits and other FSE strategies impacted changing beliefs and assumptions, strengthened relationship with families and students, instruction, and student behavior and attendance. Educators will discuss recommendations for improvement, and plans for the next round of FSE visits.

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Visit our site at www.nysut.org/elt to learn about what else we can offer.

Educator’s Voice n Volume XI n Page 73 n Family Engagement Linked to Learning This 2-3 hr. session explores new evidence on family-school engagement practices that accelerate student learning. While some parents may support fundraising events, attend back to school nights and celebrations and participate in parent organizations, these involvement activities have a lower impact on student learning. During this session educators will examine the “touch points” that the school has with families and examine higher impact strategies and family-engagement practices that work in concert with classroom instruction and student learning. Some of the strategies include academic/parent teacher teams, data sharing, student led conferences and parent support networks.

n Positive Parent-Teacher Communication This 2 hour seminar engages educators in discussing the benefits of having consistent and positive parent communication for student achievement, learning and development. The seminar addresses the following topics: Why is consistent and meaningful communication important, what are the qual- ities of meaningful conversations, tips for Developing Positive Relationships with parents, the importance of effective and timely communication, breaking down biases with students and parents, communicating with ELL parents, tips for working with challenging parents and more!

n Academic Parent-Teacher Team Academic Parent-Teacher Teams (APTT), an innovative approach to conducting parent-teacher conferences, is a way to build the dual capacity of family and schools to improving academic outcomes for students. APTT engages family members in meetings led by grade level teachers where family members learn foundational skills and strategies to do at home. During this six hour session, participants examine the essential elements of the APTT model, which includes facilitating three meetings a year, plus a 30 minute individual conference with families. The essential elements of APTT are an icebreaker, data sharing on literacy and mathematics, modeling, and SMART goal setting. Teachers will learn how to facilitate the process, hear about lessons learned related to implementation as well work in groups to begin planning to implement an APTT program in their school.

n Family-School Engagement for English Language Learners This 2-3 hr. session will examine family engagement practices focused on English language learners and their families. As the largest growing segment of the student population, the ELL student population has increased in schools over the last twenty years. While ELL families face the same barriers and challenges as other demographics, ELLs face a number of unique barriers to school engagement, communications, and involvement.

Visit our site at www.nysut.org/elt to learn about what else we can offer.

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Educator’s Voice n Volume XI n Page 79 Representing more than 600,000 professionals in education, human services and health care

800 Troy-Schenectady Road, Latham, NY 12110-2455 518-213-6000 • 800-342-9810 www.nysut.org

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO

Union Bug Here ED_011_18