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.”

turnaround

Aurora recommends interventions in one elementary school, while another gets more time

Students during PE class at Lyn Knoll Elementary School in 2016 in Aurora, Colorado. (Photo by Helen H. Richardson/The Denver Post)

Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.

The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.

That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.

Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.

Annual ratings for Lyn Knoll Elementary

  • 2010: Improvement
  • 2011: Improvement
  • 2012: Performance
  • 2013: Improvement
  • 2014: Priority Improvement
  • 2016: Performance
  • 2017: Turnaround
Colorado Department of Education

The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.

In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.

But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.

The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.

The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.

Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.

In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.

Lyn Knoll and other schools labeled pilot schools in Aurora get some internal district autonomy under a program created more than 10 years ago by district and union officials.

Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.

In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.

Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.

The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.

Read the full committee report below.



Data dive

When Indiana kids leave a public school district, where do they go? New state data has the answer.

PHOTO: Alan Petersime

For the first time, Hoosier schools and community members have easier access to information showing where students go when they leave their public school district.

At a time when school choice has changed the political and education landscape in Indiana, knowing where and what kinds of schools students switch to  can be invaluable for educators looking to understand the competition they might face from charter schools, private schools, and even other district schools. Every single Indiana district’s enrollment is affected — either positively or negatively — by students leaving or coming into their boundaries.

Last week the Indiana Department of Education released a public school district transfer report for the first time. The report, which  includes information from this school year, is the latest data resource provided by the state to help school leaders navigate an ever more complex education landscape.

“Having a greater understanding of every aspect of our local districts will allow our educators to make important decisions and better plans,” said state Superintendent Jennifer McCormick.

The education department is set to release this data every spring and fall. It stems from a bill passed last year with strong bipartisan support that was offered after a lawmaker spoke with a local superintendent who wanted to learn more about why students were leaving her district.

Here are some highlights from the new data. The full document is available on the education department website here.

  1. 46,972 students live in Indianapolis Public School boundaries. 26,215 — about 55 percent — go to IPS, and 20,815 transfer to other districts, charter schools or private schools using a voucher. Of the students who transfer, 60 percent go to a charter school. That number includes 2,692 students who attend innovation schools.
  2. Indianapolis Public Schools also attracts 714 students from out of district. The largest number come from township districts. But there are also dozens of students from suburban districts such as Carmel, Brownsburg and Zionsville.
  3. In Marion County, Beech Grove Schools has gained the most students because of transfers, 823. It is also one of the districts most affected by transfers — 36 percent of Beech Grove students live outside the district. Beech Grove is the only Marion County district that had more students transferring in than out.
  4. Statewide, the small rural Union School Corporation (about an hour northeast of Indianapolis) stands out — more than 50 percent of the 367 students living in the district transferred to other schools outside the district. But the district also saw a huge influx of students — 631 — coming from other public districts.
  5. Nearly every district in the state — 284 out of 289 — has students who live in their boundaries attending online charter schools. (Read more about virtual schools here.)
  6. In Gary, a majority of students (61 percent) are not enrolled in their boundary district.
  7. Every district in the state loses at least some students to charter schools or other districts. But in 23 districts, not a single student receives vouchers to attend private school.