July 7, 2015 Jacqueline Pratt-Tuke , Director of Secondary Partnerships at Flamboyan Foundation

1. Data Sharing in Secondary SchoolsIncrease Students’ Ownership and Help Families Keep Students on Track July 7, 2015 Jacqueline Pratt-Tuke, Director of Secondary Partnerships at Flamboyan Foundation Seth Brecher, Special Education Teacher at Duke Ellington and College Summit Advisor Keesha Cox, Parent of Wheatley EC and Dunbar HS Students

2. Objectives and Agenda

3. The Flamboyan Foundation Mission: To ensure that children in Puerto Rico (founded 2005) and Washington, D.C. (established 2008) receive a world class education Approach: To bring strategic leadership and investment of time and money to solve some of the most deeply rooted educational challenges D.C. Focus Area : Family Engagement Family engagement strategies informed by: • Focus groups with 150+ D.C. parents • Landscape analysis • National research • Expert interviews • Teacher fellowships and school learning partnerships

4. Family Engagement Work in 2015-2016 Schools • 28 public and public charter elementary schools and education campuses • 4 public middle school schools • 11 public and public charter middle and high school learning partners Teachers • Teacher training for alternative certification programs: UTC, TNTP, TFA, CTR Principals • New Leaders D.C. • Mary Jane Patterson Fellowship (DCPS) Systems • Achievement Network

5. Family Roles Accelerate Learning

6. What We Learned Sanders, M., Epstein, J., & Connors-Tadros, L. (1999). Family Partnerships with High Schools: The Parents’ Perspective. Center for Research on the Education of Students Placed At Risk, 32.

7. Adolescent Development = Change in Parental Roles

8. Family Roles Accelerate Learning

9. Change in School Structure • Teachers and families infrequently connect. Parents no longer drop off and pick up their children. Many parents don’t physically enter the middle or high school. • Students take classes from multiple teachers. It is less clear who talks to who about what. • In turn, secondary schools must put structures in place to facilitate family engagement. • Advisory/homeroom • Grade level meetings

10. Middle School Family Engagement Approach

11. Objectives and Agenda

12. Sharing Data with Families

13. Sharing Data with Families • Discuss the four questions below with the colleagues at your table. • What is the impact of sharing data with families? • What kind of data should we share with families? • What best practices can you draw out from the article about sharing data with families? • What barriers do you foresee around sharing data with families? • Use the graphic organizer in your folder to record your group’s thinking.

14. Data Sharing Key Components • Involve the student • Share manageable amounts of data with families • Ask families to do something concrete • Follow up and update families on their child’s progress specific to the data or ask

15. Objectives and Agenda

16. Student-led Conferences (SLCs) What was your take away specific to the data sharing in the conference? What are you wondering about?

17. Goal Setting During SLCs

18. SLC Necessary Structures Advisory: • Students are part of an advisory, or cohort of students that is assigned to one teacher. • At the end of a quarter, the advisor guides students as they analyze their progress and construct the portfolio. • The advisor meets with the student and family during the student-led conference and represents all of the student’s teachers during the SLC. Grade Level Teams: • All teachers that instruct the student share information about the student’s progress and their academic classes before the conference. • After the conference, all teacher that instruct the student discuss the student’s goal and determine next steps.

19. Building Students Non-cognitive Skills • Students are explicitly taught how to analyze and reflect upon their academic performance. • This reflective thinking is aligned to the thinking that students do in preparation for their SLCs. • Additionally, through teacher modeling and student practice, students hone their public speaking and self-advocacy skills.

20. Online Gradebooks

21. Getting Families Logged On • There’s no easy answer. Be relentless! • Have parents sign on at Back to School Night and conferences • Send home a notice with login information • Mention the gradebook every time you talk to the family • Get students on and excited. It will be contagious. • Have students log on weekly and track their progress • Have students get their families logged on • Use incentive systems to generate excitement • Connect the gradebook to student goal setting and action plans. Use a protocol to get families and students checking progress weekly and discussing progress towards the goal

22. Sharing Valuable Information

23. Supporting Families to Act on the Information “A school in Los Angeles, in collaboration with Peter Bergman of Columbia University, sent personalized text messages to parents of middle and high school students. The texts told parents when their children did not hand in homework assignments, listing page numbers and specific problems for students to complete. The parents and students responded: Completed homework went up 25 percent and grades and test scores rose. Other forms of communication between the school and parents improved, too, with parents twice as likely to reach out to their children’s teachers.” • Tell families what is most important to monitor on the gradebook • Give families a concrete ask • Follow up and update families on their child’s progress

24. Objectives and Agenda

25. Data Sharing Key Components • Involve the student • Share manageable amounts of data with families • Ask families to do something concrete • Follow up and update families on their child’s progress specific to the data or ask

26. Apply!

27. Closing • Please complete the feedback form in your folder. • If you would like more information/resources about SLCs or online gradebooks, please contact me: Jacqueline Pratt-Tuke (202) 808-2761 jtuke@flamboyanfoundation.org