Increasing Parent Involvement

Talking with a group of educators recently, the question of how to increase parent involvement came up. Our discussion hit on a number of issues that seemed to be relevant for teachers, administrators, and parents alike.   

Open and Inviting
Some school campuses are not friendly to outsiders, and even cause family members to feel like outsiders.  In these schools, staff and students can take action to increase the friendliness and accessibility of the campus to families and volunteers.  The Seeds of Optimism and Belonging can help with this.  Is the entrance to the school inviting?  Does someone meet and greet visitors in a welcoming way?  Do the different sub-populations of the student body see themselves in the halls and walls, with artwork, language, and images reflecting them?  Are there school activities, potlucks, celebrations, which include everyone?  Does every child receive recognition at least once a year?    

Frequent, Repeated Invitations
Schools that wish to increase their parent involvement must reach out to families frequently, in many ways, with multiple avenues for families to participate.  One flyer at the beginning of the year to invite participants to the school site council or parent-teacher organization is not enough. One invitation to volunteer or one reminder note about parent-teacher conferences is not enough.  

Administrators View Families Positively
Unfortunately, in this discussion, we heard about some administrators who actively inhibited  involvement from outsiders.  They only opened their campus and encouraged visitors for Back to School night, Open House, and parent-teacher conferences  While this was unfathomable to me, other educators who worked with many schools nodded their heads.  Knowing how crucial family involvement is to increasing student achievement, we brainstormed ways to push these administrators to change their ways.  All required groups with less power to challenge the status quo and make things uncomfortable, such as speaking to the School board, having a group of parents and teachers meet with the administrator, speaking with the superintendent, and meeting with the PTA or PTO.    

Include All, Not Just "Smart" Parents
Family members often do not feel they belong at school, for a number of reasons.  Their own experiences in schools may have been difficult. They may not have finished high school, and feel that their skills are inadequate and they would be more trouble that help.  Being on school campus serves to make them feel stupid all over again. For these families, schools must be creative about the types of things parents can do to support their school.  When teachers brainstorm strategies for including families, a wish list can be made of things that need doing, from painting the old peeling benches to putting new material in the playground, from cleaning the mildewed awnings to painting stripes on the flag pole, from cutting and stapling blank books for writing workshop to preparing math tool-kits for the math night.  

Wish List Board
If it needs to be done and teachers or staff do not have the time to do it, there is bound to be someone who would gladly do the task if they only knew.  Creating a “wish list” bulletin board in the front of the school where parents can read about needs and find contact info is a first step.    Having a school-wide expectation that every family will contribute to the school in some way, each year, can encourage such a bulletin board to continue growing.  Every classroom has students who need extra practice reading, and need someone to listen to them.  A workshop for volunteers that gives them basic tools for being a listener for readers can create an army of volunteers who can support kids.

Professional Development for Teachers: How to Utilize Adults in the Classroom
For some teachers, they are not sure of how to utilize family members who do volunteer. Especially family members who come from a different background, poverty, language, etc.  It may seem more of a bother than it is worth, to train parents to do what is needed.  However, having a diverse group of volunteers in our schools sends a very, very important message to our students:  everyone has value, and everyone has something to contribute.   If we only value those who are already part of the system, those who have already jumped through the hoops of education successfully, what does that imply?  How do children from different backgrounds internalize a sense of worth, a sense of optimism, a sense of belonging, if those who look, speak, and act like them do not belong?   Teachers and administrators have a special role in students lives: they can accept and value that which is different, and provide a venue for hope and purpose.  It is about opening doors, instead of keeping the same old doors firmly locked.     

As with other aspects of a Culture of Hope, if the school community decides it is important and acts on it, things will improve.  Like the school in Boise that has over 90% attendance for parent conferences, if you measure it, pay attention to it, talk about it, and plan to improve it, that which seems immoveable will move.      What does your school really want to change?  Go make it happen....

Never Stop Trying

Sitting in the theater, waiting for the show to start, I watched as a woman led a trio of young boys to a row of seats in front of us.  Two of the boys looked so familiar.  One locked eyes with me, gave a little wave, and turned back to his family.   Several more times he and I looked at each other, smiling with recognition.   For the first half of the show, I tried to figure out who he was. And then his name came to me, as did the name of his brother.   

My brain bubbled with curiosity, and my heart swelled with gratitude.  These boys made it out.  How, I do not know.   I figure the countless teachers, Healthy Start coordinators, and other school staff members who had confronted the family, filed Child Protective Services complaints, surrounded these boys with love, and tried to provide some of their basic needs all played a roll.    They never stopped trying, even when it seemed nothing was ever going to change for these kids.

As I watched them interact with such love and connection with the woman they sat with, I thought about where I knew them from...  I remembered their sunken cheeks, sallow complexion, dry stiff hair.  I remember them wearing shoes too big and shirts too small, freezing in the cold rainy weather.  Shaved heads from lice, and rotten teeth from lack of dental care. How they would ask for food and look hungrily at anything you were eating.  How they struggled with learning, and were battling twin barriers of environmental deficits and learning difficulties. 

But mostly I remember the effects of their emotional neglect.  They were starved for attention of any kind, and were traveling down the path of accepting negative attention as the easiest and quickest attention to get. They were often confused about expectations.  They were distractable, could not sit still, and seemed to move like whirling dervishes through their day.  Some adults mentioned ADHD.  They both had behavior support plans. Both repeated Kindergarten.

These boys, and their two siblings, lived in deep poverty. Lives fraught with homelessness,  mental health issues, drug and alcohol abuse, violence, lack of food, fractured families, frequent moving, inconsistent or non-existent adults, and extreme lack of resources.   They lived with step uncles, ex-grandmas, fathers, mothers, grandmothers, sisters of step-fathers, etc.  They lived in a shack with no running water or kitchen or bathroom or even beds. They slept in heaps of clothes and bedding with dogs. They lived in a broken down trailer out behind another house. They lived behind the wall of a compound, with angry dogs and angrier men.  Occasionally an adult would get it together (threatened by CPS or the school), and these boys would come to school with clean clothes and scrubbed faces. For a week or so. But when the adult fell back into the chaos of addictions, the boys were dropped back into the desolation of neglect and abuse.

Their teachers and the staff members of their school cared and fought for them. They held student study meetings and IEP meetings. They filed CPS reports, had special conferences with whatever family members they could contact.  They fed them, clothed them, gave them books, kept them in at lunch and recess so they could be warm and get extra attention.   

I remember packing extra food for lunch, so I could give them a snack.   I remember they would come to my office at recess and hang out, wandering around looking for things I might give them (food, notebooks, pencils, toys). For Christmas, I bought them hats and gloves because they were so very cold waiting for the bus.  The hat and gloves disappeared into the rubbish of their house, never to be seen again. But oh they were so proud of those warm things for the day or so they had them at school.  I would go into their classrooms to give them extra help in class, and pull them to my room for extra help with homework and reading. The Americorp worker I supervised did the same. 

If a school could have adopted a group of kids, our school would have.  Often, the belonging, optimism, pride, purpose, and place provided by a school is enough to make the difference in a kid's life.  But sometimes it isn't enough. Sometimes the only way a kid is going to survive is to get out.  If they don't get out, their chance of carving out any bit of a good life is about zero.

Oh wonderful day!  These two boys, they made it out.  They made it out into a home filled with love and light.  They have a chance. They have hope.  To see them interacting so happily, with round cheeks, glowing eyes, shiny hair, and clean well fitting clothes just took my breath away.   I spoke with them and their new mom. She explained how much progress they had made in a short time. It was so obvious they were in a good place.  The one boy talked about remembering me, and about our interaction at school.  He remembered I was "Dr. Gibson" and seemed really happy to see me.  The other boy would not recognize me, or could not.   It doesn't surprise me. He had suffered so terribly, more than his brother had, because he was more sensitive to it all.  I don't doubt he's blocked the whole thing out, though I had actually spent the most time with him, and invested the most interventions with him, not his brother who remembered me.

Sometimes, all the things we do which don't seem to get anywhere... sometimes the effort pays off and life does get better for a kid.  It's that starfish parable.  For all the kids that don't make it, we feel sad. But we keep trying because for that one kid who makes it, it matters more than anything.

Never Stop Trying.

Kentucky Knows About Hope

"Wow!  The research shows that what feels like 'the right thing to do' actually IS the right thing to do!"

After spending the day in Corbin, Kentucky working with teachers, administrators, and counselors in the Southeast/South-Central Educational Cooperative, I know a little more about why Kentucky regularly makes the news for education improvements.  I walked away from this day with a deep respect and admiration for educators in general, and the members of this education cooperative most of all.   What especially impressed me about the educators we worked with is how they truly understand the importance of hope, and of the social and emotional aspects of learning.   In communities with high levels of poverty, schools provide one of the only pathways out of poverty. But those who work in schools must address the culture of poverty and help students feel they belong in school by providing optimism, hope, and a welcoming atmosphere.  Only then can we provide opportunities for students to develop personal pride and find purpose for their schooling and lives.    

"It's about relationships!"

At one point, Bob asked the group, "Students are doing well in elementary and middle school, and then they reach the high school and start faltering, failing, and even dropping out. What is happening?    What happens to the progress?"    A gentleman called out, "Relationships.  There are too many kids in the big high schools, and they get lost. There isn't anyone they connect with.  It's about relationships."  

Bob gave this administrator the microphone, and we listened as he explained more about students' need for connection and belonging, talked about how his staff worked to provide that belonging and connection.  Counseling, time for teachers to meet with students, and freshmen support courses were among the many interventions his staff employed.   When I spoke with him later, he shared the long list of questions he had for his staff to consider. I asked what he'd taken away from today, since he obviously understood the importance of  the Culture of Hope.  "I take away more support for what I'm always preaching about at school.   I have new phrases, new language to explain how important relationships are for our kids."   He then told me his story of how he ended up in education.  Took my breath away....

"I was a good student.   But it changed in 4th grade, when I went for a drink of water. When I came back to class, my teacher asked where I had gone, and when I replied, 'I went for a drink,' she slapped me.  From that moment, my grades plummeted and I hated school.  I became that kid no teacher wants in their class. I figured, if teachers can disrespect students that way, why should I respect them?  I became that rebellious, belligerent student, I "passed" Geometry with a D-, because the teacher didn't want to see me again.  Eventually, I became a teacher because I wanted to make a difference, and help ensure what happened to me didn't happen to other kids.  As an administrator, I push my teachers to look beyond students' prickly presentation to see the pain, disconnection, and issues which may be behind the negative behavior. Those students who are pushing us away are the ones who need us the most."   

"The students who push us away the most are the ones we need to connect with the most..."

Every table shared stories of students, teachers, and situations that filled my heart to bursting.   At this table, educators struggled with how to challenge inequities that were perpetuated by administrators and school boards.  At another table, an administrator planned with his team of teachers and counselors how to build consensus with his school that All Students could learn and be held to high standards.   Over at that table, a lone principal sat, reflecting.   He said, "I can't begin to put plans on paper. I need to think about all we've been given today."   One superintendent pushed her team to consider scheduling and the benefits of semester vs. trimester schedules. She explained, "There are benefits to both, but we need buy-in of the whole team, and we're divided as a district."    Another team leader was trying to decide where to start, given the high turnover of staff in the last two years, and she talked through the issues, finally determining that optimism was the best place to start because everybody can contribute to optimism. It is a failure-free concept.

"Optimism is a failure-free concept. Everyone can contribute to optimism, regardless of their skill set or role in the school."

At one table, a principal worked with his team, looking like a general leading a war-room conference, except they were smiling and eagerly planning their next steps.  As I knelt down to listen in on their conversation, I learned this school had gone from bottom of their district (in the 300's for ranking in the state), to top 10 in the state in a period of 5 years.  How did they accomplish this amazing transformation?  Relationships, high expectations, optimism. And a lot of collaboration and community building. The Culture of Hope resonated with this group, and the principal indicated he'd read our book and found it to be one of the best books on educating students living in poverty.  (Wow!)   

To see what this school had done, the enthusiasm that poured off of each person at the table....   The vice-principal, when asked what they saw as next steps, said, "We're always looking for what's next.  We know we're never done, and there's always something we can do to increase the impact we have on every student."  One teacher at this table said that he benefited from the new language for things they were already doing. Another way to understand the why behind their actions.

"Our families are so poor, they can't even begin to think about education for their kids. They know it's important, but they just don't have the bandwidth to get involved.  We take care of the education piece, and help them access resources for the rest..."

When Bob presented information about the crushing nature of poverty, and the disconnect between poor families and the middle class institution of schooling, a principal stood up: "Our school serves a student population with over 85% poverty. Parents know how important education is, and they want education for their children. They just don't know how. It isn't that they don't care, it's that they can't muster the resources to do much. So we take responsibility for the education and we provide resources and support for the rest.  Our families are real pleased with what we are doing, and that keeps the kids in our school instead of moving every six months." 

One of my favorite comments came from a teacher who said, "I love getting the research that explains why what I've felt was 'the right thing to do' IS the right thing to do.   Nice to know my gut instincts have research to back them up."  This statement resonated with me, because my time with the Southeast/South-Central Educational Cooperative showed me that the Culture of Hope has solid, real-world, practical application.   Every time someone spoke, they brought to life an element of the Seeds of Hope or the Power of We.  While the Culture of Hope was borne of Bob's experiences working with schools for 15 years, my work with the Culture of Hope is from my own experiences as a teacher in high-poverty schools, as well as my research for the book. Witnessing the hope pulsing in the room, backed up by what these educators were doing every day with and for their students, humbled me deeply. 

"Kids don't have real futures in their communities.  If they want something more than minimum wage jobs, if they want a career, they need to leave home.  But they won't learn about the options unless we teach them."

Yes, Kentucky knows about Hope. Kentucky knows about the promise of a better life that is every child's birthright. Thank you, Southeast/South-Central Educational Cooperative. As educators, we have the ability to make a difference every day.  And that is why, when it gets hard and overwhelming and there are too many things that we need to do, we dig in, work with our students and colleagues, and never give up hope.

-Emily Gibson, 2014, Corbin, KY

 (Note:  All quotes are paraphrased from memory, and some stories are condensed from several stories for ease of reading. Thank you to all for sharing your realities and the realities of your students.)

Power of We: The Belize Education Project

In the middle of October, 33 educators (with a few support professionals), traveled to the Cayo district of Belize for a week to work with teachers, administrators, and children in four elementary schools.  This is the Belize Education Project.   I was fortunate to be able to participate in this experience, and see first hand the Power of We, reaching across the miles to educators in Belize...

Belize is a small country (less than 9,000 square miles, or a bit smaller than the state of Massachusetts), located below the Yucatan Peninsula, on the Caribbean Sea.    We were working in schools around San Ignacio, just east of the Guatemala border. 

  

One of the schools, morning assembly...

In The Culture of Hope,  Bob and I talk about the Power of We as the support that educators give each other.  The effects of working in high-poverty, high-need schools are real, and it is difficult to surmount the effects without support from colleagues. Especially in a country with very little infrastructure, knowledge, and resources for improving education. The Belize Education Project (BEP) provides that support, in a beautiful way.  For eight years, teachers from Colorado have flown to Belize for a week in October to work with schools, and flown teachers from Belize to Colorado in April.  During those eight years, the classrooms have gone from barren dark rooms to bright, lively, active places.  The teachers who travel to Colorado for professional development return, infused with knowledge and hope, which they share with their peers.

While I have many memories from this week, I want to share stories about two teachers I had the pleasure to meet: Miss A and Mr. W.    

"Miss A" is a young, bright teacher of early primary children. Her students delight in being with her, and clearly respect her.  Miss A reminded me of a sponge.... everything I said or did, she soaked up, thought about, and asked me numerous questions.  I read a story to the class, and after I sat down in a chair and noticed a few students surreptitiously scooting forward to be closer, I said, "Anyone who wants to move closer, please come!"  They clustered around in a cozy pack, and I read on. Miss A, when she saw this, said, "I never would have thought of that.  I often felt they were too far away, and losing focus, when I read to them.  But we didn't have a rug or place to gather together, so I didn't do anything.  But this. We can do this!"

Reading the class book, "The Agouti and the Coyote," for the 4th time....

Working with Miss A reinforced for me the notion that collaboration can have a significant impact when professionals are allowed to discuss real kids, without an agenda.   When I discovered that many students confused the names of English vowels with the names of Spanish vowels (The official language in Belize is English, but about 50% of the students are ESL students who have immigrated from Guatemala), I worked with the class to build a chart with the vowel names in English and Spanish. Then  I made up a quick game with groups of 5 students assigned to the vowels. When I said a word with one vowel, the students assigned to that vowel stood up.  They quickly got the game and enjoyed popping up. When students stood up for the wrong vowel, we could talk about why (Oh!  You were thinking the Spanish letter! What is the English letter?) and they could self-correct.  Miss A thought the game was wonderful, and other BEP folks reported seeing the game in action when they visited her room. Reflecting later, Miss A talked about ways she could use the game for other content.

Miss A and Class

 I felt highly honored by Miss A's trust and desire to collaborate as colleagues.  At the end of the day on Thursday, she said, "I could not sleep last night, I was thinking so much.   I was thinking about what you have been doing and saying, and I realize that we do not expect enough from our children.  We Belize teachers are products of this education system, and we do the same thing we were taught.. It is not enough. They will not do more than we expect, and we expect too little!  I want to expect more, so they will do more."  I wish Miss A all my best as she charges forward into the future.  Her students will shine.

The other Story I wish to share is about Mr. W, a young teacher of early primary students.  He has gone to Colorado to work with BEP teachers for a week, and he is clearly highly motivated and enthusiastic about teaching well. Though I did not get to work in Mr. W's classroom, he was in the group I supported for after school professional development during the week. On the last day, Mr. W pulled me aside with a list of questions he had for me about different resources. Specifically, he wanted help in determining what to teach after doing detailed literacy assessments.  Once he had the information, he wasn't sure what lessons to do or how to create center activities.  We went through a variety of resources, including the Florida Center for Reading Research curriculum, which is designed for centers.  He took my email address, and I hope he will contact me to talk more.  Again, I was impressed with this teacher's eagerness to collaborate and confer. It is a thirstiness, shared by Miss A, Miss E (another teacher I was able to work with, pictured at the end of this post) and the other teachers I met in Belize.  A thirstiness evident in the children, too, so hungry to learn, to belong, to have purpose.

Student with page from "Anansi and the Stone" book.

Student with page from "Anansi and the Stone" book.

 







The Power of We is brought to Belize by this group of concerned and dedicated educators from Colorado. My experience in Belize has opened my eyes to the possibilities of the Power of We, far greater than my original perception of teachers within a school or district supporting each other.  As educators, we have the opportunity to reach across districts, states, and nations to connect with each other.   No act, however small, occurs in isolation, and you can never know who will be impacted down the road.    How can you reach out to help another teacher?  Maybe be an email buddy, or have your class be penpals with a class from a Title I school. Maybe your school wants to adopt a "sister school" in another place (reservation school? inner city school? poor rural school? school in Central America?).  The possibilities are endless, and its a guarantee that you'll get as much if not more from the experience.  

Hope is Contagious. Go infect someone!

Miss E and Students

Growing Hope in Denton, TX, Part II: Leadership

Here is Part II of Bob Barr's reflections on the work being done in Title I schools in Denton, Tx.  Bob worked with the schools during the 2010-2011 school year.  The schools of Denton ISD factored into the development of the Culture of Hope, and many vignettes and author's journal entries in the book featured Denton schools.   Enjoy....

Visionary Leadership:Anyone who works in high-poverty schools knows the importance of leadership in turning schools around and keeping schools turned around.  It takes visionary leadership, and a strong commitment to working with staffs.  

 As a group, the principals in the Denton ISD are among the most impressive that I have ever worked with.  In each of the schools, the principals had mobilized their school staffs around a bold vision of “all students learning and achieving high standards of excellence.”  Where I was able to observe, I found that the principals had also instituted strong accountability measures regarding this vision.  A number of principals shared stories regarding the difficult task of teacher evaluation and systems of support to improve instructional response.  Principals also shared stories of counseling teachers who were not performing effectively with low-income/Latino students to consider other professional opportunities.

Most impressive regarding the Title I principals were their ability to encourage and support creativity among their school staff.  In this post, I have identified a number of innovative efforts at making schools more interesting, more exciting, and more effective.  I have rarely seen effective leadership in such evidence.

·       High Expectations for All Learners: One principal described her classroom evaluation of one of her most effective teachers, working with one of the schools most demanding groups of students.  “How can I describe this teacher?” the principal asked.  “It was like watching a 16-wheel Mac truck grinding up a long hill. And when some students continued to struggle, the teacher did not slow down or stop; it was like she just kept downshifting and pushing forward and upward with more and more energy.  You just knew that all of the students were going to make it to the ‘top’ academically.”

 

·       Belonging and Place: Ryan Elementary, a poster in the staff restroom was titled: “What We Love About Ryan,” and teachers and staff members had handwritten their thoughts all around the poster.  Sharing their feelings about the topic, the theme of the notes all focused on “when we need help, it is always available” with specific examples of the nature of particular efforts of assistance.  When ready assistance is part of the culture of a school, teachers are free to focus on more important matters, like the students working in their classes. 

·       One Caring Adult: At Hodge Elementary, I observed the principal meeting with a student who had been reprimanded earlier in the day for being a “bully.”  In the midst of the discussion with the student, the principal was interrupted by an important phone call.  While the principal talked on the phone, the student opened one of the books that was stacked in front of him on the table.  It happened to be one of my books, Saving Our Students, Saving Our Schools. He noticed that one of the chapters dealt with “bullying," and he quickly became engrossed in the section. When the principal completed her call, she smiled and asked, "Would you like to have that book to read?"   The student looked up, and replied, "Oh, yes, please."   When the principal dismissed him back to class, he tucked the book in his backpack and left.     

     

     The next day, while we toured the school, the principal and I walked down to the student’s classroom. In the hallway, the principal introduced me as the author of Saving Our Students..., and asked if he had read any more of the book.  He retrieved his backpack and pulled out his copy of my book, handing it to me.  I was amazed to see that the chapter on bullying had been underlined and highlighted, with notes in the margins.   We talked a bit about what he had learned, and we shook hands before he went back to class.  

In the ensuing months, the student continued to meet with the principal to work on his difficulties.  The principal provides consistent one-on-one time with the student, even serving as a go-between so the student and I could confer as reader to author via email.  

--Bob Barr