breaking the mold

Goodbye parent-teacher conferences, hello poetry workshops: How New York City is redefining parent engagement

PHOTO: Alex Zimmerman
West Prep Academy teacher Annery Quezada (left) plays a math-themed game with parent Yenny Carrasco (right) at a recent APTT meeting.

On a recent Tuesday evening, two sixth-grade teachers at Manhattan’s West Prep Academy offered up a poem by Langston Hughes and described how to begin unpacking its meaning.

The teachers glanced around the purple-tiled classroom to make sure everyone had their pens and pencils out to mark up copies of “Dreams” with notes.

It was exactly the kind of lesson the teachers might have offered on an average school day. But this time, instead of a room full of middle-schoolers, they had a different audience: their students’ parents.

“We do these in class all the time,” Annery Quezada, a sixth-grade special education teacher told roughly a dozen parents, referring to the process of analyzing a poem. “You want them to explain how they know what the main idea is.”

What was happening in that classroom is an experiment in supplanting the traditional parent-teacher conference with a model that is just beginning to take hold in New York City. Known as Academic Parent Teacher Teams, an idea developed by a company called WestEd, the approach focuses on teaching groups of parents to engage their children academically, and encourages them to talk about how their students are performing as a group — not just individually.

In traditional parent-teacher conferences, “I could see a parent for about a minute and a half, and it really focused on the negative and became a finger-pointing kind of thing,” explains Daniel Wolf, a former teacher who works under the city’s Middle School Quality Initiative, which has helped implement APTT. The model “is not about what a child got wrong on a unit test, but what can we do as a community to move students forward.”

Roughly 500 schools in 22 states have used a version of the model, according to WestEd. Eighteen New York City schools are currently piloting it.

The investment in parent-teacher conferences jibes with school Chancellor Carmen Fariña’s push to set aside more time for after-school engagement, with a focus on parent-teacher meetings.

“Often what we hear from families is, ‘I want to help my child at home but I really don’t know how to do that,’” said Megan Hester, an organizer at the Annenberg Institute for School Reform who works closely with schools and is familiar with the APTT model. “It incorporates a lot of the stuff that’s talked about with parent engagement, but actually puts intention and structure around it.”

At West Prep Academy — a middle school that serves an outsized share of low-income students compared with its Upper West Side district — the experiment with APTT began this school year.

Parents were invited to three separate 75-minute sessions evenly spaced throughout the school year, typically led by one or more of their student’s teachers. They are given a chance to get to know each other, learn specific methods for talking with their children about schoolwork, and review their children’s progress on math and reading tests together.

Between sessions, parents are expected to bring the strategies developed at the APTT meetings home: Something as simple as asking probing questions about what a child is reading, or playing a game that requires using math concepts like factors and products.

West Prep Principal Carland Washington said his hopes for APTT don’t center entirely around student achievement. He’s also banking on more parents connecting with the school.

“In a school with low-performing students, and students who come in from low-income situations, we don’t get a lot of parent participation,” Washington said, pointing out that many students have parents who work multiple jobs or have been incarcerated.

At one of his school’s most recent APTT meetings, the desire to build community was on full display. Over sandwiches and chips served up on paper plates, parents settled into the desks typically occupied by their children and were prompted to swap stories about how their kids spend their downtime and their academic strengths and weaknesses.

Hannah Yeats, a teacher at West Prep who co-facilitated the APTT session, shuttled around the room, occasionally encouraging some of the more timid parents to speak up or exchange phone numbers.

In the past, “parents had each other’s numbers — and that’s kind of faded,” Yeats said. “We need to create community. There aren’t structures in place to encourage that support system to be built.”

These forums don’t entirely replace more traditional one-on-one parent-teacher meetings, which still occur at West Prep and other schools participating in the program. At APTT events, parents do get a chance to review their own child’s progress, only it’s in the company of a dozen or so peers. On a bar graph projected at the front of the room, parents at West Prep were shown math and reading scores for the entire class, with each child identifiable only to his or her own parents with ID numbers distributed at the beginning of the evening.

The graphs showed how much progress the class had made since the previous APTT meeting, and how much growth was expected by the end of the school year. Showing student scores together is designed to emphasize the collective role parents can play in boosting an entire class’s skills.

Parent Lawrence Kenniebrew said he appreciated the chance to check in on his daughter’s progress, which showed strength in reading but room for improvement in math.

“After seeing what her scores are, I know I absolutely have to look at how to improve [math] because that’s going to become much more critical down the line.”

Kenniebrew, who works in counterterrorism for the MTA, said he likes the new format. One tip he picked up at the last meeting was to push his daughter a little bit more when he asked her about what she’s reading.

“I would say, ‘Alissa, what do you mean by that?’” he said, referring to one of the strategies presented earlier in the year. “It helped me to help her.”

For teachers, the APTT model can be hard to pull off. At West Prep, some staffers spent hours discussing which skills they wanted to teach parents, conversations that were ultimately boiled down to 15-minute PowerPoint presentations. It can also be difficult to find enough time to allow parents to socialize, explain the key math and reading concepts, and help parents practice strategies for engaging their kids, all in one session.

“In an hour and fifteen minutes, I don’t know if it’s possible to do everything we’re trying to do,” said Yeats, the teacher who led the math game, and who is generally supportive of the approach.

The city is still figuring out how to successfully implement the program, according to the education department’s Wolf, part of the reason the program has started small. He anticipates six more city schools will take on APTT next fall. “We do know that it’s a heavy lift,” he said.

Washington, the school’s principal, said he’s happy with the way the program is playing out. It can be difficult, he said, to get parents to show up, and the school has leaned heavily on the marching band to draw them in. “When the students are on stage, they will come,” he said.

Since the school launched APTT this year, however, Washington has seen an uptick in parent volunteers to chaperone events, involvement in the school’s parent association, and even some signs of academic growth.

“Just because parents don’t come to school [to talk about academics] doesn’t mean they don’t want to support their children,” he said. “This gives them a way to check in.”

New role

Principal Donna Taylor retiring from Brooklyn School of Inquiry, moving to DOE

PHOTO: Christina Veiga
Kindergarten students at Brooklyn School of Inquiry

Brooklyn School of Inquiry Principal Donna Taylor announced this week she is stepping down from her position next month.

Taylor, who has been with the Bensonhurst school since it opened in 2009, will take a position with the Department of Education, where she will support principals implementing progressive education and gifted and talented programs — two focuses of BSI. The school, which runs from kindergarten to eighth grade, is one of five gifted and talented schools open to children citywide.

“BSI was created by a team who believes that students need an inquiry-based, arts-infused curriculum, steeped in technology, where everyone is encouraged to think critically,” Taylor said in a statement. “We came together down here in Bensonhurst to grow our practice and build capacity. I am proud of the work I’ve done together with the school’s community to build and grow BSI.”

Her announcement comes the same week that BSI graduated its first cohort of eighth-graders. Moving forward, Taylor is working with other school staff and her superintendent, Karina Constantino, to ensure a smooth transition. A new principal has not yet been named.

BSI is the only citywide gifted school that participates in the city’s Diversity in Admissions program. The admissions pilot allows principals to set aside a percentage of seats for students who are low-income, English learners or meet other criteria. In the case of BSI, the school set aside 40 percent of its available kindergarten seats for low-income students.

While it met that target in its admissions offers this year, it had few open seats because siblings of current BSI students get priority. That meant that only 20 slots were reserved for low-income students.

It will be up to Taylor’s successor, alongside city officials, to decide where to take the pilot program next.

“We have no way of knowing what the new leadership will do or who they will be or what their position will be on the program,” said Sara Mogulescu, the parent of two children currently studying at BSI. “But I know there is a very strong core of commitment to that pilot and to continue to strengthen our community in all kinds of ways, regardless of whether Donna is the principal.”

Despite her many accomplishments, Taylor’s eight years at the helm of BSI were not without controversy. In 2014, Taylor made headlines for a comment she made at an open-house meeting at BSI. She remarked to prospective parents, “If you don’t speak Spanish, you’re going to clean your own house.” Taylor subsequently apologized.

Mogulescu said Taylor had built a solid foundation at BSI, and she and other parents were confident about the school’s future — and Taylor’s.

“As much as we are all sad to see her go,” she said, “I think the parents take solace in the fact that she is going to be spreading her wisdom and experience to other schools.”

planning ahead

Big assignment for group of Colorado education leaders: rethink the state’s education priorities

File photo of student at Marrama Elementary School in northeast Denver. (The Denver Post)

A newly constituted group of educators, lawmakers and state officials led by Lt. Gov. Donna Lynne will be charged with creating a sweeping new strategic plan for education in Colorado.

Democratic Gov. John Hickenlooper signed an executive order this week giving that task to a reconstituted Education Leadership Council, which formed in 2011 but has become inactive.

The new-look council will identify statewide priorities for how to better educate the state’s children so they can contribute to Colorado’s workforce, according to the order.

In an interview Thursday with Chalkbeat, Lynne said she expects the plan to include recommendations for how the governor’s office, relevant state departments, the legislature or others can work toward the state’s goals.

The group will begin meeting in August and will spend its first year setting priorities. It is supposed to give recommendations for possible legislation by 2018 or 2019.

Lynne said various state departments and groups already work on initiatives tied to education, but “we don’t have a place where we weave it all together.”

For example, Lynne said, the group could examine whether certain districts still need help getting access to the internet, whether students are being introduced to STEM careers early enough and whether graduates are prepared for the workforce.

Having a strategic plan and clear goals for what schools should be accomplishing could also give officials a better chance of changing school finance, Lynne said, if the group determines that is needed. Reports routinely rank Colorado near the bottom in per pupil funding among states.

“I think it’s hard when people want to talk about changing school finance or they want to address things like compensation for teachers, if you don’t have the core foundation of what do we want to achieve and how do we get there,” Lynne said.

Bipartisan legislation introduced this spring would have created a group with similar goals, but Republicans killed the so-called “vision” bill. Critics said the bill would have created more state bureaucracy and potentially conflicted with school districts’ strategic plans, and called it a ploy to ultimately ask taxpayers for more money.

Lynne said the group commissioned by the governor — which will have as many as 25 members — will include a diverse group of people representing different interests across the state to ensure local districts have a say in the statewide work. It will include directors from five state departments, a superintendent, a school board member, a teacher and a principal.

The original Education Leadership Council was commissioned in 2011 by a Hickenlooper executive order. Recently the group stopped meeting. Members’ terms had expired, and excitement had decreased after the 2013 defeat of Amendment 66, which would have raised taxes for schools. The council helped push for the measure.

When Lynne succeeded Joe Garcia as lieutenant governor, she said she knew she wanted to revive the group.

Her office started planning to regroup the Education Leadership Council in late 2016 before the legislature considered the same work, but she said she paused while legislators considered their bill. When that effort failed, Lynne said her office got back to organizing the council.

The group, Lynne said, will work under a shorter timeline than the one outlined in the failed bill.

Rep. Bob Rankin, a Carbondale Republican who sponsored the “vision” bill, said the council is the right avenue for this kind of work.

“The legislature is not suited for long-term strategic thinking,” Rankin said. “It’s more about shorter-term action. This is a better way to do it — with our involvement.”

Sponsors of the vision bill, including Rankin, will be part of the leadership council.

Here is a copy of the executive order:



EO Education (Text)