Annual nual Rep epor ort Monica Roberts, Chief Engagement Officer - - PowerPoint PPT Presentation

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Monica Roberts, Chief Engagement Officer Maria I. Estrada, BSAC Student Engagement Manager Evelyn Reyes, BSAC School Committee Representative Stanley Aneke, BSAC President Ahria Ilyas, BSAC Vice-President

Presentation to Boston School Committee June 12, 2019

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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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Introduction to BPS

BSAC Membe bership rship Strives ves to Refl flect t the Broad ader r Student nt Body

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• 36 reps across 18 schools

○ 51% of all BPS High schools represented ○ 33% of Alternative Education schools currently participate ○ 6% of BSAC Members enrolled in alternative education schools

• Demographics and programs

○ 28% Students with disabilities ○ 25% Formerly limited English proficient (FLEP) ○ 22% English learners ○ 67% students of color, 31% White and 3% unknown

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BSAC is a s a Student nt Leadersh dership ip and Learni ning ng Opportu portuni nity

• Badges that Support Leadership

○ Critical Thinking ○ Perseverance Badge ○ Communication ○ Teamwork

• BSAC Elective for Course Credit
• Student Advocacy

○ Position Papers: Build BPS Green Buildings and Promise Act ○ Legislative Lobbying

• College and Career Readiness Support
• Curriculum Development and PD facilitation

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

• Town Halls

○ Superintendent Search Listening Session ○ Promise Act ○ Code of Conduct

• Task Forces/Working Groups

○ Community Engagement Advisory Council (CEAC) ○ Superintendent Search Committee ○ School Quality Working Group (SQWG II) ○ Code of Conduct Advisory Council (COCAC) ○ BPS Wellness Council ○ Opportunity and Achievement Gap Task Force (OAG) ○ Dismantling the School to Prison Pipeline (DSTPP) ○ 5th Quarter Portfolio Review for BPS Partnerships ○ High School Working Groups ○ M7 Transportation Working Group

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BSAC SY 18-19 Subcom commit mittees ees

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Youth h Empow powered ered Learn rning ng ○ Superintendent Search ○ Student Vote ○ Student Feedback in Teacher Evaluation ○ Student Rights App ○ Listening Project

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BSAC SY 18-19 Subcom commit mittees ees Student ent Rights ○ Equity Video ○ Gun Violence Prevention

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Mural and Tree Planting

○ Promise Act

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Introduction to BPS

BSAC SY 18-19 Subcommi bcommittees tees Enviro ronmental mental Ju Just stice e & Sust stainabili nability ty ○ Community Choice Energy (CCE) ○ No Fossil Fuel Money Pledge ○ Green New Deal/Sunrise Partnership ○ Climate Curriculum

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Introduction to BPS

Focus us fo for r SY 2019-202 020

• Increase high school representation and rep

diversity

• Professional development and training for school-

based staff supporting student engagement and student leaders

• Pilot the CLSP curriculum with 5 schools
• Continue the badging and expand participation in

the elective course

• Advocacy for the Promise Act

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Introduction to BPS

APPEN ENDI DIX

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BPS-YOB YOB Partn tnersh ership ip

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Introduction to BPS

Theory ry of f Action

Theor

• ry

y of Action 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 assume leadership roles 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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Student ent Voice e and Engag agemen ment

Authoriz izin ing Polic licy/ y/Legislation egislation Studen ent Posit ition ion Superintendent Circular FAM-3 Student Government Officers/Members(SG) Superintendent Circular FAM-2 1-2 School Site Council (SSC)/Governing Board (GB) Representatives

• Mass. General Laws Chapter 71, Section 38M,

Superintendent Circular FAM-6 1-2 - Boston Student Advisory Council Representatives (BSAC)

• Mass. General Laws Chapter 71, Section 38M

2 - Greater Boston Regional Student Advisory Council Representatives (GBRSAC)

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Introduction to BPS

BSAC Membe bership rship

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❑ BSAC Membership Demographics ■

25% FLEP (Formerly Limited English Proficient)

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6% LEP (Limited English Proficiency)

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28% SWD

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22% English not First Language

❑ Membership Update ■

Total # of BSAC Reps = 36

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18 BPS High Schools with BSAC representatives = 50%

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Of the school not represented, 9 are Alternative Ed Schools = 25%

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Introduction to BPS

BSAC Membe bership rship

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Henderson K-12 Inclusion School Upper*

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Horace Mann School for the Deaf & Hard of Hearing

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Madison Park High School

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Margarita Muniz Academy

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McKinley Prep High School*

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TechBoston Academy 6-12

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Urban Science Academy

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West Roxbury Academy

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William E Carter School* *Alternative Ed Schools

❑ 18 Schools Without Reps ■

Boston Collaborative High School (includes 6 programs 3 of which are high school programs)*

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Boston International and Newcomers Academy

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Burke High School

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Charlestown High

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Community Academy*

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Community Academy of Science and Health

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Dearborn STEM Academy

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East Boston High School

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English High School

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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 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