Annual nual Rep epor ort Monica Roberts, Assistant Superintendent - - PowerPoint PPT Presentation

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Monica Roberts, Assistant Superintendent Maria I. Estrada, BSAC Student Engagement Manager Keondre McClay, BSAC School Committee Representative Nickoliss Twohads, BSAC President

Presentation to Boston School Committee June 6, 2018

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Introduction to BPS

BSAC Miss ssion

BSAC advocates for and protects the voices

• f students in BPS by empowering

ering the stud udent ent body to express their opinions regarding education reform and ensuring that stud udents ents are re in include luded d in in decis ision ion and polic licy y making ing that impacts their lives and educational experiences.

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BPS-YOB YOB Partn tnersh ership ip

Office of Engagement

Student Engagement BSAC Maria Estrada, BSAC Manager Family Engagement School Capacity Building Partner and Community Engagement Youth on Board Abraham Osorio, BSAC Coordinator

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Introduction to BPS

Theory ry of f Action

Theor

• ry

y of Actio ion: If we build the capacity of students to understand BPS, its players, politics and policies; to be advocates, analytical thinkers and organizers then:

• Students will feel empowered to take on a leadership role in educational

settings;

• Students will express and demonstrate confidence in negotiating with

people in positional authority and power;

• Students will demonstrate proficient and exemplary leadership,

advocacy, organizing, facilitation and presentation skills ;

• District policies and decisions will be informed by and reflect student

voice; and

• All students including traditionally disenfranchised students will have a

space for expressing their concerns, ideas, frustrations and thoughts on the issues that affect them.

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Introduction to BPS

BSAC Membe bership rship

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BSAC Work rk on Task sk Force rces s and Emergi rging ng Is Issu sues

• Town Halls

○ BPS Budget Process ○ Build BPS

• Task Forces/Working Groups

○ School Start Time Working Group ○ School Quality Working Group (SQWG II) ○ Exam School/AWC Working Group ○ Code of Conduct Advisory Council (COCAC) ○ Opportunity and Achievement Gap Task Force (OAG) ○ Dismantling the School to Prison Pipeline (DSTPP) ○ BPS Wellness Council

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Credi dit and Badgin ging g Opport portun uniti ties es

• BSAC Elective
• Critical Thinking and Perseverance Badge
• BSAC Position Papers

○ School Start Time ○ Civics Legislation ○ Exam School Admission ○ Gun Reform Legislation ○ Build BPS ○ School Safety & Walkout

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BSAC SY 17-18 Subcom commit mittees ees Studen ent t Rights ○ Student Rights App ○ Counselors & SEL Services ○ Listening Project ○ Gun Violence Prevention

■

March for Our Lives

■

Meeting with MSD Students from Parkland, FL

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BSAC SY 17-18 Subcom commit mittees ees

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Student ent Empow powered red Learni ning ng ○ Student vote ○ Student Feedback in Teacher Evaluation ○ Funding for Civics ○ Increase student voice

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Introduction to BPS

BSAC SY 17-18 Subcom commit mittees ees Enviro ronmental mental Ju Just stice e & Sust stainabili nability ty ○ Climate Curriculum ○ Power Down Fridays ○ Zero Waste ○ Energy Audits

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Introduction to BPS

Look

• king

ng Ahead

• Student Government and BSAC Reps for all schools
• Incentives for student participation and retention
• Enhance BSAC member leadership and skill development

component and SEL support

• Increasing alignment with district priorities and emerging issues

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Introduction to BPS

Appendix endix

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Introduction to BPS

Massachusetts General Law: Chapter 71, Section 38M School committees of cities, towns and regional school districts shall meet at least once every other month, during the months school is in session, with a student advisory committee to consist of five members to be composed of students elected by the student body of the high school or high schools in each city, town or regional school district. The members of such student advisory committees shall, by majority vote prior to the first day of June in each year elect from their number a chairperson who shall serve for a term of one year. Said chairperson shall be an ex-officio, nonvoting member of the school committee, without the right to attend executive sessions unless such right is expressly granted by the individual school committee. Said chairperson shall be subject to all school committee rules and regulations and shall serve without compensation. BSAC Mission Statement: The Boston Student Advisory Council advocates for and protects the voices of students in the Boston Public School system, empowers the student body to express their

• pinions regarding educational policy changes, and ensures that students are included in decision

and policy making which impacts their lives and educational experiences. Superintendent Circular FAM-6 BSAC Bylaws states that the role of the individual BSAC Members is: 1. To represent his/her school at BSAC Meetings and report back to his/her respective school. 2. To keep his/her school informed about relevant citywide issues. 3. To work on policies/issues the BSAC develops during the school year. 4. To advise the Boston School Committee

BSAC Mandat dates es

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Introduction to BPS

BSAC Membe bership rship

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❑ BSAC Membership Demographics ■

20 FLEP (Formerly Limited English Proficient)

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4 ELL

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2 SWD

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26 English not First Language

❑ Membership Update ■

Total # of BSAC Reps = 54

■

23 BPS High Schools with BSAC representatives = 66%

❑ 12 Schools Without Reps ■

BATA (Alt Ed)

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Boston Arts Academy (Pilot)

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Boston Collaborative High School (Alt Ed)

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Boston Day and Evening (Horace Mann Charter)

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Boston Green Academy (Horace Mann Charter)

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Charlestown (Traditional)

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Dearborn STEM

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Dorchester Academy (Traditional)

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English High School (Traditional)

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Greater Egleston (Alt Ed)

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Henderson

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Horace Mann School for the Deaf and Hard of Hearing

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5 4 3 2 1 Present, taking initiative by offering to lead discussions or activities Present, frequently contributing to conversations and activities Present, rarely contributing to conversations or task at hand Present, but

• ccasionally on their

phone, having unrelated side conversation, or not in the room Present, but usually

• n their phone,

having unrelated side conversations, or not in the room, or more than 15 minutes late Absent without an excuse or more than an hour late

Rubric A: Attendance and Participation (40%)

BSAC Elective ive Course rse Rubri ric

Rubric B: Binder (20%)

Score 5 4 3 2 1 Agendas (10%) Agendas from every meeting are present Agendas from at least 80%

• f meetings are present

Agendas from at least 60%

• f meetings are present

Agendas from at least 40%

• f meetings are present

Agendas from fewer than 40% of meeting are present Reflections (30%) 12 or more reflections are present and the majority demonstrate a thoughtful analysis and synthesis of ideas and themes 10-12 reflections are present and the majority demonstrate a thoughtful analysis and synthesis of ideas and themes 7-10 reflections are present and some of them show a thoughtful analysis and synthesis of ideas and themes At least 5 reflections are present but they lack a thoughtful analysis and synthesis of ideas and themes Fewer than 5 reflections are present Power map (30%) The completed power map is present and the student created a second power map to reflect changes and campaign progress The completed power map is present and the student has added additional people to the map The completed power map from the activity is present An incomplete power map is present Student was present for power mapping activity but a copy is not present Testimony (30%) 2 or more nuanced, convincing testimonies are present and the student delivered at least one at a meeting or event 2 or more public testimonies are present and reflect a nuanced understanding of the topic 1 or 2 public testimonies are present and one reflects a nuanced understanding of the topic 1 or 2 public testimonies are present but they lack nuanced understanding or connection to broader BSAC work 1 public testimony is present but it lacks a nuanced understanding or connection to broader BSAC work

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BSAC Elective ive Course rse Rubri ric

Rubric C: Final Presentation (40%)

Category/Criteria for Success/Grades Score: 4

Score: 3

Score: 2 Score: 1 Preparation/Organizatio n

Everyone on the team worked

• together. All the ideas flow

together in a coherent, smooth, and efficient manner. All members were ready to present. Most members worked

• together. Most of the ideas

flowed together. Most members were ready to present. Some members worked

• together. Some of the ideas

flowed together. Some members were ready to present. One member worked on the entire project. None of the ideas flowed together. Only one person was ready to present.

Content

The Subcommittee identified an excellent problem, goal, plan, and action steps. They conducted research and collected data. They demonstrated an excellent understanding of project goals. The subcommittee identified a good problem, goal, plan, and action steps. They conducted some research and collected

• data. They demonstrated a

good understanding of project goals. The subcommittee identified a weak problem, goal, plan, and action steps. They conducted very little research and collected very little data. They demonstrated a weak understanding of project goals. The subcommittee identified an inadequate problem, goal, plan, and action steps. No research was conducted or collected. They demonstrated an inadequate understanding of project goals.

Presentation

The presentators answered all questions thoroughly. There was a recurring theme. Presentation was interactive and colorful. All participants were engaged. The presentators answered most questions. The theme was

• evident. The presentation was

interactive and colorful. Most participants were engaged. The presentators answered some questions. The theme was not clear. The presentation was interactive and colorful. Some participants were engaged. The presentator answered one

• question. There was no theme.

The presentation was interactive and colorful. One participant was engaged.

Voice Projection, Body Language, Eye Contact

The presenters did not rely on their notes. The presenters were confident and well-

• poised. They consistently

maintained eye-contact with the audience. Voice projection was clear. The presenters somewhat relied on their notes. The presenters were mostly confident and well-poised. Eye contact was maintained with the audience most of the time. Voice projection was mostly clear. The presenters often relied on their notes. The presenters were confident and well-poised some

• f the time. Eye contact was

maintained with the audience some time. The presenters relied completely

• n their notes. The presenters

were not confident and well-

• poised. Eye contact was rarely

maintained with the audience. Voice project was not clear.

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BSAC Elective ive Course rse Rubri ric

Rubric C: Final Presentation (40%)

Category/Criteria for Success/Grades Score: 4

Score: 3

Score: 2 Score: 1 Comprehension/Understan ding

The presenters completely understood their presentation in

• depth. They answered all

questions. The presenters understood most of their presentation. They answered most questions. The presenters somewhat understood their presentation. They answered some questions. The presenters did not understand their presentation. They answered zero questions.

Time Management

All the time given was adequately used. There was time between the project to answer questions. Most of the time given was adequately used. There was some time between the project to answer questions. Half of the time given was adequately used. There was very little time between the project to answer questions. None of the time given was adequately used. There was no time between the project to answer questions.

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List stening ng Proj

• ject

ct Surve vey

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List stening ng Proj

• ject

ct Data

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List stening ng Proj

• ject

ct Data Did yo you kn know that yo your r sc school

• l is

s requ equired ired to try y alter ernat natives ves to su susp spensi sion

• n befo

fore re su susp spendi ding ng yo you in most st case ses? s?

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List stening ng Proj

• ject

ct Data

Do you think k that out-of

• f-schoo

school l suspensio sions s are effect fective ive as a a discip ipli linary ary tacti tic? If not, t, do you think k out t of school

• ol

suspension sions s should ld end comp

• mple

lete tely ly no matte ter r the offen fense?

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List stening ng Proj

• ject

ct Data

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List stening ng Proj

• ject

ct Data

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List stening ng Proj

• ject

ct Data