The Power of the School Community University Partnership - - PowerPoint PPT Presentation

“The Power of the School – Community – University Partnership”

Binghamton City School District Binghamton University Binghamton University Citizen Action – Alliance for Quality Education

March 2015

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Hit the ground “learning” not “running” Begin developing relationships by making connections/relating Data Collection

Entry Plan – How to Begin a Leadership Position Successfully

• Dr. Barry Jentz

Data Collection Systematic Inquiry “Golden Hour” for taking action Avoid the “jump reflex”… Precludes personal and organizational learning which are the prerequisites of successful performance improvement

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∗ Step 1 : Design Entry Plan Step 2 : Generate Data Systematically

An Entry Plan Approach

“…a systematic, strategic method for beginning a leadership position in a way that positions new leaders to improve their own performance and the performance of their new organizations

• Dr. Barry Jentz, The Entry Plan Approach, 2008

∗ Step 2 : Generate Data Systematically ∗ Step 3 : Make Sense of the Data ∗ Step 4 : Form an Action Plan

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Step 1 - Design Entry Plan

Discuss Draft Test Test Revise Publish Confirm

• Dr. Barry Jentz, the Entry Plan Approach, 2008

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Develop interview questions Create a list of interviewees and questions

Step 2 - Generate Data Systematically

Create a list of interviewees and questions Share questions Conduct interviews on-site, if possible

• Dr. Barry Jentz, the Entry Plan Approach, 2008

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Analyze data, examine for patterns Look for beliefs, assumptions, values embedded in the

Step 3 - Make Sense of the Data

Look for beliefs, assumptions, values embedded in the culture Examine information that could be used to improve the system

• Dr. Barry Jentz, the Entry Plan Approach, 2008

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Test perceptions/assumptions with a group Revise action plan, as necessary

Step 4 - Form an Action Plan

Revise action plan, as necessary Share plan with constituents and public, at large Implement action plan, revise accordingly

• Dr. Barry Jentz, the Entry Plan Approach, 2008

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∗ January to June 2013 ∗ 100+ Community members interviewed Volunteers to support the work

Unanticipated Outcome - Coalition of Support

∗ Volunteers to support the work ∗ Creation of the “Community Partners” ∗ Ongoing communication via “Parent Coffee Hours” ∗ Building a foundation of support

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Binghamton University’s Center for Family, School, and Community Partnerships

∗ We’re all educators, and each group benefits when we work together ∗ Adds capacity for schools through university student, faculty, and staff contributions faculty, and staff contributions ∗ University students can participate in internships and service learning projects ∗ Faculty can ground research in real-world contexts, and bring innovations in thinking and new testable interventions to schools ∗ Community members create necessary bridges for

• ptimal communication and diverse representation

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Identified Common Concerns

Mental Health as a Public Health Responsibility

∗ In our community, over 40% of children live in poverty ∗ More than 75% are eligible for free / reduced lunch ∗ 20.5% of children from poverty and near poverty have behavioral or emotional problems, compared to 6.4% behavioral or emotional problems, compared to 6.4%

• f children who are not poor (Howell, 2004)

∗ 75 – 80% of children and youth in need of mental health services do not receive them (Kataoka, Zhang, Wells,

2002)

∗ Untreated mental health concerns inhibit brain development, learning, and social-emotional skills

(Shonkoff, 2012)

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∗ We understand that many of the children in our schools and communities are impacted by –

Culturally Responsive Trauma-informed Approaches for Schools

schools and communities are impacted by –

• Specific traumatic events
• Ongoing toxic stress
• Intergenerational trauma
• Repeated daily injuries / microaggressions

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∗ When a person’s behavior is disruptive,

• r they seem to not care,

Understanding stress informs our assumptions

• r they seem to not care,
• r they behave in a way that is not safe

∗ Wonder: “What has happened to them?” ∗ Instead of judging: “What’s wrong with them?”

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∗ Multiple research projects that are grounded in service to the schools

Participatory Research for Change

∗ Faculty collaborate on related projects ∗ Work closely with community partners and school personnel ∗ Seek solutions for local school concerns, and generate innovation that can inform other schools nationally

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∗ Social Work, Education, and School Counseling: Culturally responsive and trauma informed strategies for classroom management,

Interdisciplinary Faculty Projects

strategies for classroom management, pedagogy, and school climate ∗ Social Work, Education, and Nursing: Needs and strengths of custodial grandparents ∗ Human Development and Social Work: Parent leadership training to bring parents into classrooms as volunteers

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Collaborators vs. Partners Collaborators vs. Partners

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From Permission to Partnership

∗ Strong relationships and high levels of trust among all parties – these are personal, not institutional ∗ Agreement on common goal: Student Achievement ∗ Agreement on common goal: Student Achievement ∗ Research embedded in service; schools must benefit directly ∗ School/district personnel are essential contributors and collaborators, not subjects of research ∗ Research builds upon existing school culture and norms, even if the goal is change

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Board of Education Goals

∗ Focus 1: Teaching and Learning – To ensure all students have equal access to rigorous, high quality curriculum that is aligned to the Common Core Standards and delivered through challenging instruction. ∗ Focus 2 : Alternative Education Programs -To ensure students placed in alternative programs make adequate yearly progress (Including BOCES programs, Twilight program, etc.) ∗ Focus 3: Highly Effective Teachers and Leaders – To ensure continuous improvement

• f administrators and teachers through performance evaluation.

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∗ Focus 4: Parent/Community Engagement & Ownership - To create and implement communication methods that ensure families and the community are genuine partners. ∗ Focus 5: School Climate and Safety – To ensure all students experience a safe and positive school climate that welcomes and actively engages all families. ∗ Focus 6: Facility Maintenance - To upgrade and maintain attractive, safe and accessible facilities that promote sustainability. ∗ Focus 7: Fiscal – To align district resources in the attainment of high levels of student achievement and instructional excellence.

∗ Transparency and over-communication ∗ Non-negotiables (Goals and Strategies) Stakeholder involvement and ownership

Process and Assumptions

∗ Stakeholder involvement and ownership ∗ Balance district-wide initiatives with autonomy ∗ Monitoring - Use of Data to Identify Success

∗ What, who, when and how

∗ Parent involvement/engagement does not need to be an event

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Improvement

Leadership Focused & Coordinated Instruction Student- centered Learning Climate

Improvement in Student Outcomes Faculty’s Professional Capabilities Close relationships with parents and community

Source: Bryk, Sebring, Allensroth, Luppescu & Easton (2010 ) Organizing Schools for Improvement: Lessons From Chicago

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• ∗ Our local mission was to develop AQE/CANY Parent

Education Committees, which will develop and empower parents and community leaders from empower parents and community leaders from Economically Disadvantaged neighborhoods and Communities of Color. Through leadership, personal and professional development grow legislative champions, who will work to create local community based partnership; working and advocating for the increase of parental participation and involvement in all aspects of local public education

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• ∗ Everyone who wants to be involved must be

given a role. Parents hold primary committee given a role. Parents hold primary committee roles i.e. Chair, Secretary, etc… ∗ Community partners, teachers and advocates are committee supporters and liaisons who offer professional and personal growth, support and/or assistance to Education Committee Members.

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• ∗ AQE/CANY established a partnership with

Binghamton University through shared

• bjectives of community empowerment.
• bjectives of community empowerment.

∗ Utilizing the “parent cafe” model, BU and AQE worked together to identify parents interested in getting involved with educational issues. ∗ AQE Parent Education Committee strategized

• pportunities for outreach.

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Now The Work Begins!!!!

• A. (1st Test) Education Rallies and Legislative Visits:

Worked with Superintendent and BOE to ensure students are given opportunities to engage and lobby legislators in Albany Developed a system of out-reach that ensures our Developed a system of out-reach that ensures our target communities are aware of educational field trips, events and programs.

• B. Creating a partnership with BCSD:

Developed rapport and working relationship with Superintendent based on honesty, trust, shared goals and objectives.

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The Work!

• C. Becoming a Functional Committee and Producing Results:

With the assistance of BU and cooperation of BCSD and the BOE, we planned purposeful field trips. Parent activists and students made legislative visits, pressuring the governor and advocating for an increase in funding for rural and small city schools. Parents and students are learning self-advocacy and how to speak to decision-makers in a deliberate and unified way. 1. Our Education Committee Chair, spoke to Gov. Cuomo’s staff and Budget

• Dir. on the effects state cuts in education funding has had on school

libraries; leading to a decrease in size of book selection and services. Results: A significant number of books permanently loaned to an elementary school, increasing the size of its library and giving their students the opportunity to start their own personal libraries at home. 2. Launched letters to the newspaper editor and legislative writing campaigns during budget season 3. Teach-ins, AQE/CANY Workshops on NYS budget process 4. Supported 2 candidates for local school board - 1 Victory

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The Work

Making the Partnership Real

∗ The Binghamton School District

∗ Met with community members to establish community advisory teams, i.e. Community Partners meetings, Community Advisors on trainings/workshops trainings/workshops ∗ Validation of community partners advice and consultation

∗ Our recommendation for becoming a Culturally Responsive, Trauma Sensitive, Restorative Practicing school district was given serious consideration and all are either being implemented or evaluated for use

∗ Invited to be a member of BCSD’s District Equity Task Force on Disproportionality ∗ Superintendent’s direct out-reach to disenfranchised communities

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The Work Making the Partnership Work

∗ Binghamton University

∗ Has a community initiative and mission ∗ The Parent Cafés –created excellent opportunities for ∗ The Parent Cafés –created excellent opportunities for parental engagement and gave us the opportunity to hear from the voiceless ∗ Foresight to pursue community schools funding and create the Broome County Promise Zone ∗ Partnering with the Broome County Promise Zone, BCSD, and AQE/CANY-Parent Mentoring Program

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∗ Introduced the Restorative Justice Model as an alternative current disciplinary system ∗ Superintendent formed an exploratory team of community members, teachers and administrators to

The Work

The Restorative Justice/Practice Model

community members, teachers and administrators to research ∗ Superintendent approved initial expense for training ∗ Team attends conferences RTI/IIPR, visits RP sites, talks to staff and students ∗ Team made recommendations to Superintendent for implementation of formal and informal RP techniques

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The BCSD Parent Mentoring Program

The Collaboration-Binghamton University Prof. Denise Yull, Binghamton City School District Promise Zone Carla Murray MSW, Citizen Action/Alliance for Quality Education

∗ Single parents with children in the school district on some form of public assistance ∗ Teachers volunteered to have parents in classroom ∗ Interviewed, vetted and selected preferred candidates ∗ 20 Hours of pre-classroom training/professional development ∗ 2 classes back to back a week for 14 weeks, 2 hrs. processing each ∗ Direct classroom work, processing and conversations with teacher/program coordinator are ongoing ∗ Team and community building with the other parent mentors is encouraged throughout the program

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!" !" !" !"

∗ Collaboration that leads to partnership works! ∗ Parent empowerment and mobilization works! ∗ Parents are natural allies to schools and they should be validated ∗ Low income parents love their children just like higher income parents ∗ When made to feel wanted and needed, low-income parents will become involved in school activities ∗ Every child deserves a “sound basic education” regardless.. The Power of the School – Community – University Partnership

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∗ School District – Community – University Partnerships:

• Provide a framework for a cohesive plan for

teaching, scholarship and service (Anderson-Butcher,

Lawson, Iachini, Bean, Flaspohler & Zullig, 2010)

Conclusions

Lawson, Iachini, Bean, Flaspohler & Zullig, 2010)

• Benefits all factions of the larger community
• Community members create necessary bridges for
• ptimal communication and diverse representation
• Superintendent’s Entry Plan sparked the

collaboration, but the community created the genuine partnership

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∗ Binghamton City Schools

• Dr. Marion H. Martinez Dr. Tonia Thompson

Binghamton University

Contacts

Binghamton University

• Dr. Lisa Blitz

Citizen Action – Alliance for Quality Education

• Mr. Larry Parham

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