It Takes the Whole Village to Provide Strategies for Intervention

1. It Takes the Whole Village to Provide Strategies for Intervention Kevin P. McCarthy, Regional Superintendent NE Region Sharon McNary, Principal, Richland ES Angela Cramer, Principal, Kingsbury ES Lischa Brooks, GEAR UP Coordinator

2. The Context Northeast Region, Shelby County Schools • Under the leadership of Kevin McCarthy, Regional Superintendent, the Northeast Region serves approximately 30,000 students in 45 schools.  Its geographic boundaries include Raleigh, East Memphis, and Cordova areas of Memphis.                 • The primary objective of the region is to provide academic support to principals, teachers, parents, and students in 22 elementary schools, 8 middle schools, 8 high schools, 2 innovative schools, 4 charter schools, and 1 school designed to address the academic needs of students with disabilities. The work also includes: providing leadership to school administrators, presenting academic and operational feedback through team walk-throughs, ensuring continued academic and social support to students that helps to improve their overall success, advising, mentoring and coaching principals with decision making, addressing community, parent and student needs, and supporting/monitoring district initiatives to ensure full implementation.

3. Our Objectives • To define guiding principles for working with parents to assist in providing early comprehensive support to all students. • To establish a framework for working with external partners and community agencies within the school community. • To discuss a multi-tiered service delivery model for providing support for school leadership teams, teachers, and parents.

4. Getting to the CORE True collaboration occurs within the CORE Connection Optimism Respect Empowerment

5. Take 5! Take 5 minutes to read your assigned section of the article “Involvement or Engagement?” Share with your group and be prepared to answer your guiding question.

6. Objective #1 To define guiding principles for working with parents to assist in providing early comprehensive support to all students.

7. Research Shows • Parent involvement in children's learning is positively related to achievement. • The more intensively parents are involved in their children's learning, the more beneficial are the achievement effects. • The most effective forms of parent involvement are those which engage parents in working directly with their children on learning activities in the home.

8. Research Shows • Considerably greater achievement benefits are noted when parent involvement is active--when parents work with their children at home, certainly, but also when they attend and actively support school activities and when they help out in classrooms or on field trips, and so on. • The earlier in a child's education that parent involvement begins, the more powerful the effects will be.

9. Five guiding principles for involving parents in schools • Offer parents opportunities in the context of a well-organized and long lasting program • Allow parents to choose from a range of participation options to support students • Engage parents in decision making at all available levels • Intentionally design a parent friendly environment • Communicate regularly about students experiencing difficulty and acknowledge parent involvement when appropriate

10. Objective #2 To establish a framework for working with external partners and community agencies within the school community.

11. My entry planning…year one Data Showed • 19.9% P/A in RLA, 25.9% in Math, 28.8% in Science • Large gap between ESL and Non-ESL populations BIG GOALS • To exceed all Achievement Benchmarks and show Level 5 TVAAS growth • To have a home-like school where all stakeholders feel welcome and know that this is a safe place where we are always learning • To roll out a set of Core Values that will sit under all we do and will support the achievement, growth and behavior goals at KES

12. Guiding Principles (big messages) • All students will be safe • All students will be learning • FALCONS Core Values…Faithful, Aspire, Life-long Learner, Committed, Optimistic, Neighborly, Self-Control I am a Kingsbury Falcon. I am a faithfulfriend. I aspire to do great things. I am a life-long learner. I am committedto work hard. I am optimistic about my future. I am neighborly and I have self-control.

13. Purposeful Engagement • Summer meetings • Staff • Families • Community members • Brought big messages to every interaction • Asked all stakeholders what their hopes and dreams for KES were • Had a sort of Elevator Speech…Grounded in data…always welcoming (secretly recruiting) stakeholders to join in “the work”

14. Action Planning Action Plan Steps 1) Review latest data and academic goals 2) Set goals for Stakeholder engagement, keeping that data in mind 3) Determine: • Task(s); to meet goal • Point Person(s); to lead the task • Benchmarks/Timeline; to see goal to fruition • Measures of Success; how you will know it is working 4) Schedule quarterly check points, on track to goals • Site Based Decision Making Council Meetings

15. Building Buy-in As principal, I am: • First touch with all stakeholders • Keeper of long range goals…academics and culture • Communicator of vision...academics and culture • Connector for all point people (on action plan) and stakeholder group leaders • Responsible for keeping data in front of all stakeholders Where are we? Where do we need to be? How can you help us get there?

16. Growing the Team

17. The Impact

18. How to keep it all going… Keep your BIG GOALS in front of you. Keep your Action Plans close, follow them and check progress continually. Lead by example…be “all in”, everyday (even on days when you aren’t feeling it) Delegate responsibilities…increases buy-in and keeps you from keeling over. Communicate!!! All stakeholders, all the time  You drive the messages and people will follow…remember old adage., ”speed of the leader, speed of the team…” You set the pace!

19. Turn and Talk How could you communicate the academic and social needs of your school, to seek help in meeting your goals?

20. Objective #3 To discuss a multi-tiered service delivery model for providing support for school leadership teams, teachers, and parents.

21. School-Family-Community Partnerships Joyce Epstein’s Six Types of Involvement: • Parenting • Communicating • Volunteering • Learning at Home • Decision Making • Collaborating With Community

22. Four Tiers of Parent-Community Involvement Build the Culture Cultivate Relationships Create Involvement Opportunities for All Families Focus Resources Where the Data Dictates there is Need

23. Create a Culture Built on Customer Service, Cooperation, and Family • First Impression • Respect and Professionalism • Open Door Policy • Everyone is valued • Shared Accountability • Celebrate Citizenship • Celebrate Diversity • Celebrate Service • Laugh out loud at least three times each day

24. Richland Parents Cultivate Relationships Know and Value Individuals and Families on a Personal Basis Find Leadership That Understands Tier #1 Look for Talents/Abilities that can benefit the school or the individual

25. Create Involvement Opportunities for All Families Identify families who do not feel part of the school family and create ways for them to become involved Create opportunities for engaged individuals/families to interact or support the unengaged Create ways to extend the school day with academic and/or extracurricular activities

26. Focus Resources Where the Data Dictates there is Need Grade Equivalent Growth Due to REEF Intervention Program Analyze demographic, achievement, attendance, and behavior data to identify the highest need areas. Find and focus resources to combat the need.

27. Sub Group Proficiency Comparison: Math

28. Working Together for the Children

29. Turn and Talk How will you use this discussion to increase parent participation at your school or workplace?

30. Getting to the CORE True collaboration occurs within the CORE Connection Optimism Respect Empowerment

31. CORE • Connection: • Trust building • Shared goals • Common vision • Conflict resolution

32. CORE • Optimism: • Problems are system, not individual, problems. • No one person is to blame. (non-blaming, solution-oriented) • All concerned parties are doing the best they can. (non-judgmental, perspective taking)

33. CORE • Respect: • Each person brings different, but equally valid expertise to the problem-solving process. • Respect requires acceptance of differences, especially perceptions about a child’s performance.

34. CORE • Empowerment: • Both parties have strengths and competencies. • Both parties believe they can help. • Both parties have a role for which they feel comfortable. • Both parties see that their efforts make a difference in the success of students’ education.

35. Contact Information Kevin P. McCarthy (901) 416-1750 mccarthykp@scsk12.org Sharon McNary (901) 416-2148 mcnarysk@scsk12.org Angela Cramer (901) 416-6020 cramera@scsk12.org Lischa Brooks (901) 416-1750 brookslt@scsk12.org