# data[].attributes.body
Connecting with principals

Asking how can I help?

"Keep building and they will come"

There is power in your presence

# data[].attributes.body
Iris Flores: do not use "buy-in" -- use "we want your commitment". Avoid transactional language and move towards collaboration and transformative leadership.

Nathalie Umana: how do I make people know what I do? Focus on talking to everyone. Do not come in and try to change everything. Key relationship is with the principal -- get this going positively right away (ask how I can help and what their communication style is).

My computer froze hard! But yes, attend everything. Even staff PDs. Be present outside with families during arrival and dismissal. If your site has a parent liaison role, build a relationship with them and get their help connecting with families

Jarvis Hamilton: it is difficult creating relationships in the middle of the year. The summer is better. Gotta educate them.

Shannon Heffernan: focus on targeted events. It's not PD, but "Community Building" -- "build your own soap". Includes food and builds rapport.

# data[].attributes.body
Q: are you seeking buy-in with families or buy-in with school staff? Do you notice you have buy-in more with one community in the school?

A: We want it first with school staff. Families see Juain when they enter because his office is at the entrance of the school.

Q: Are you a school site employee?

A: Yes.

Q: Is CS new to your district?

A: Not really, there were 4 others that started 4-5 years ago.

Q: Who do you report to?

A: Principal and CS manager.

Q: What kind of engagement have you done educational partners, students, staff to get CS word out?

A: We have done CS Cafes, get parents on board/partners,

# data[].attributes.body
2-year of being CS coordinator

There is a gap: "People don't know or respect what CS Coordinators are doing"

They are getting a new principal

Secretaries don't tell people they exist

People do not understand the impact/value of CS/Coordinator

Had a lot of turn over on upper admin: every year feels like we are starting over

This district has never done CS prior to 4 years ago

We are doing the work but we'd like to be a little less taxing

# data[].attributes.body
Presenter shares any reactions, insights, feelings about protocol or what was said: doesn’t need to respond to question that were raised in the group discussion.

# data[].attributes.body
Group reflects on the presenter’s question and prepares for discussion. Individuals can generate probing questions to raise during discussion.

# data[].attributes.body
Group asks presenters clarifying questions. Clarifying questions are yes/no or require very short answers – “who, what, when, where, and how” questions. The facilitator needs to interrupt if probing questions are asked.

# data[].attributes.body
Being more creative with teaching

Identifying root cause

Mon/Tue night messaging

Walking school buses, but better

Coffee for the parents during drop off

Connecting better with families and students

This is not a problem that can be fixed overnight

We hope to implement some of this tomorrow

# data[].attributes.body
Examples:

Juain Young: everyone in the school needs to be onboard with the CS model. We used sesame street because it was fun and educational. Arts integration is a tool -- you have to do it well.

Marina: real connections with families, systems, culture. Love is time. We need to dedicate time to connect with families and learn the root of the situation.

We were in a similar situation so first period is now 'foundations' where topics rotate (SEL lessons, iReady practice, restorative practices, etc.) Instruction starts in period 2.

Simultaneously, the attendance leadership team works on the root of the problem; weaving attendance into student/family agreements

Joyce Willey: meet with the students and ask "why are you tardy, what can we do, what needs to change".

Rashidah Fuller: this issue is so much bigger than one person and will take a group of people to problem solve.

Briana Chaidez: every monday, a message is sent to parents saying "please don't forget school starts at 8am". Tuesday -- reminders are sent via counselors.

Shannon Heffernan: at an elementary school, often parents schedules matter. Free hot chocolate when people drop off their student -- incentives for the parents.

Joyce Prieto: Maybe an idea would be to identify all the families that are struggling with tardiness. Have a meeting with them individually or in a group to explain how this can negatively affect their student. But, also ask is there some type of support needed. And, offer an incentive for both the student and the parent. Maybe a lunch on the principal type of thing

Deanna Hron: "success mentor" -- someone that checks-in with the student.

# data[].attributes.body
Was a needs assessment done or parent survey?

Yes

What is the main mode of transportation for students to get to school? (Driving, walking, school bus?)

All three ways. Their school is considered a neighborhood

Has the school tried to switch first period to homeroom or equivalent vs instruction during 1st period?

No. Nothing has changed.

Have you run a report of the student addresses to assess neighborhood specific challenges? (I.e. adjusting school bus routes)

We have not.

Example from Isabel Tabares

Have you done any specific incentives that target just early arrival? Do you provide hot breakfast in the morning?

What type of interventions do you have in your school to help the students feel excited about reading?

Different literacy activities (Literacy Night)

Are phone calls or home visits made to learn more about the families?

# data[].attributes.body
Presenter shares any reactions, insights, feelings about protocol or what was said: doesn’t need to respond to question that were raised in the group discussion.

# data[].attributes.body
Group asks presenters clarifying questions. Clarifying questions are yes/no or require very short answers – “who, what, when, where, and how” questions. The facilitator needs to interrupt if probing questions are asked.

# data[].attributes.body
Group reflects on the presenter’s question and prepares for discussion. Individuals can generate probing questions to raise during discussion.

# data[].attributes.body
Shannon Heffernan 2:55 PM

We started that these past two months- hot chocolate and coffee for just parents and they get so excited during arrival and push the students into class so they can get their cup!

# data[].attributes.body
Rebranding "Parent Workshops" vs. "Parents Night Out"

Parent incentives (Points)

Early access to information (Report Card pick up)

Extra credit

Homework diners

# data[].attributes.body
In middle school, if you target a very specific group (language, incoming 9th grade math, etc.)

Students leading the event

If you have staff that have contacts or are parents

Having teachers who have suggestions ("we need more FAFSA, funding for this, etc.)

Asking these teachers for support

After school programming or assembly

Having student perform

Sponsors: credit union who supports teachers

Advising office staff on sharing events and news

Points parents can gain:

Participating on Zoom

Gain priority seating at events

# data[].attributes.body
Only middle school in the district

#1 thing is TEAM. Together Everyone Achieves More

#1 thing was BUILDING relationships with parents

"I don't speak spanish, but I try" -- this make people feel connected to me

People will remember how you make them feel

People want to know you CARE and want to support

Integrate ART and creatively

Ex: "The Power of Us" had 300 people, "Strategy Planning" had less than 100 people

Provide bus/transportation

Collaborate with community partners that give away resources, table, connect with others, hire people

+1 extra credit works!

PBIS

Get teachers involved so they can remind students to stay focused and get involved in events

Ex: we provide haircuts but we still need to remind them

When they come in the evening, you need to have more than hotdogs and chips. You need to feed their appetite -- and help others try different foods.

# data[].attributes.body
You gotta build relationships with those families

Arrival and dismissal - talking to 5-6 parents at the beginning turned into 100

Parents come to awards, performance, and report cards

Report card pick up

Report card workshops during pick ups

Parent Workshop --> Parent Night Out

# data[].attributes.body
Have seen high school parent engagement drops off

Chronic absenteeism is more of an issue at elementary school

Ex: "Awards Night". How can we create opportunities for students to get awards and parents to be involved in that? (tabling, etc.)

"Is there something parents already come to?"

Pick up and drop off

sharing flyers

introducing ourselves

Called every single family and asked 4-5 questions:

How are you? What keeps you from coming?

Extra credit: for a parent to join

Field trips:

"Parent needs to attend 5 meetings for the student to go on a field trip"

# data[].attributes.body
What is the demographic of students?

45% Caucasian. 35% Hispanic (not all speak spanish), remainder is other

Can students walk to school?

Student comes from base (30-40 min drive), commuter village (15-20 min drive), no public transportation

Have you had any events at community events or airbase?

Yes -- most families live off base. Many families drop their children off and go to work

Does school/admin understand what you're doing?

We have strong admin and teacher support. They used to not understand CS, but now they have become more understanding and collaborative

How many students?

We all 3 schools, 1130 students.

On average, how many parents attend?

Sports: depends on the sport

Senior night had 50-100 parents

Always offer Zoom but it is not highly attended

What is your goal in engaging parents?

Providing meaningful value to parents

Getting more parent voice and leadership

Do you have a FRC?

Yes--we have 3 staff, resource center, resource closet

Have you surveyed parents??

Yes--3

1 targeting students

1 targeting both students and parents

1 targeting community wide (included parents)

Most responses were in community engagement

# data[].attributes.body
Mostly rural

From last year, overall chronic absenteeism dropped 35% --> 19%

From last year, foster students chronic absenteeism dropped 40% --> 23%

Even offering food and gift cards, If the students aren't driving participation, families aren't going to engage

Struggling to get parents to get into the school; they attend sport games, but it is not enough

# data[].attributes.headline
Dilemma: How do you build trust with parents and families?

# data[].attributes.subject
Dilemma: How do you build trust with parents and families?

# data[].attributes.body
Presenter sits outside of circle while group discusses dilemma presented. This is an appropriate time to raise probing questions – although the presenter doesn’t respond, he/she can consider them. The group might use any of the following questions in discussion:

What did we hear? What didn’t we hear that might be relevant? What assumptions seem to be operating? What questions does the dilemma raise for us? What have we done in similar situations?

Presenter can take notes if desired.

# data[].attributes.body
Presenter shares any reactions, insights, feelings about protocol or what was said: doesn’t need to respond to question that were raised in the group discussion.

# data[].attributes.body
Group reflects on the presenter’s question and prepares for discussion. Individuals can generate probing questions to raise during discussion.

# data[].attributes.body
Group asks presenters clarifying questions. Clarifying questions are yes/no or require very short answers – “who, what, when, where, and how” questions. The facilitator needs to interrupt if probing questions are asked.

# data[].attributes.body
Charmaine Dixon: youth government council (fundraised their own shirts)

Denise Mosqueda: food drive

Nathalie Umana: LA county coordinators meeting -- "how to turn data into goals"

Luisa Santos: partners with Dicks, Macys, Target -- was able to gift shopping sprees for homeless and foster community. Launched food distribution -- served over 200 families. Launching a food distribution at two elementary schools.

Joyce Willey: Parent Project classes

# data[].attributes.body
Flow chart

Communication modified for each audience

Warm demeaner

# data[].attributes.headline
Schedule time in PTA and staff meetings to provide updates and report on "what we do"

# data[].attributes.subject
Schedule time in PTA and staff meetings to provide updates and report on "what we do"

# data[].attributes.body
C: Kuisa Santos

# data[].attributes.headline
Sharing those small wins/big wins which lets people see what you do. Maybe your principal sharing a success story about how you helped a family with teachers

# data[].attributes.subject
Sharing those small wins/big wins which lets people see what you do. Maybe your principal sharing a success story about how you helped a family with teachers

# data[].attributes.body
C: Nathalie Umana

# data[].attributes.headline
Work on inclusion. You don't need to do it alone

# data[].attributes.subject
Work on inclusion. You don't need to do it alone

# data[].attributes.body
Make sure your work included impacted families

Be reliable to your community partners builds trust

C: Leilani Luiz

# data[].attributes.headline
Communicating to the needs/wants of the audience

# data[].attributes.subject
Communicating to the needs/wants of the audience

# data[].attributes.body
Think about different audiences and how they would respond to [blank]:

Ex: Teachers will want to know how this will help students

Have a flyer with a list of services/resources that people can get help with

C: Nathalie Umana

# data[].attributes.body
CS is new to the district so explaining what CS is it common.

All met everyone and created "care team flow chart" with everyone.

Principals shares weekly update which CS updates can be added.

C: Marissa Ackerman

# data[].attributes.headline
Working on an elevator pitch that includes 4 pillars, stories (ensure confidentiality)

# data[].attributes.subject
Working on an elevator pitch that includes 4 pillars, stories (ensure confidentiality)

# data[].attributes.body
Building new relationship takes meetings, going out to the community, and etc. which people may not see.

While in the 2nd year of the grant, we had to learn what a CS was in the first year.

C: Joyce Willey, CA

# data[].attributes.body
are a strategy to

create a “greater

together” mindset. It

supports the vision

and mission of the

school while seeking

and promoting the

voices of our youth,

families, and

community to guide

resources to our

school and community

# data[].attributes.headline
Dilemma: how do we explain to other people the intangible aspects of a coordinator? Ex: relationship building, CS strategy, role, importance.

# data[].attributes.subject
Dilemma: how do we explain to other people the intangible aspects of a coordinator? Ex: relationship building, CS strategy, role, importance.

# data[].attributes.headline
Do you explain a CS or your role first? 

# data[].attributes.subject
Do you explain a CS or your role first? 

# data[].attributes.body
A: I usually start explaining my role and then what a CS is.

# data[].attributes.headline
Do people see the different between the school and strategy?

# data[].attributes.subject
Do people see the different between the school and strategy?

# data[].attributes.body
A: sometimes we get confused with CS day school

# data[].attributes.headline
How many years have you been in this role?

# data[].attributes.subject
How many years have you been in this role?

# data[].attributes.body
A: going onto two years.

# data[].attributes.body
Presenter shares any reactions, insights, feelings about protocol or what was said: doesn’t need to respond to question that were raised in the group discussion.

# data[].attributes.body
Presenter sits outside of circle while group discusses dilemma presented. This is an appropriate time to raise probing questions – although the presenter doesn’t respond, he/she can consider them. The group might use any of the following questions in discussion:

What did we hear? What didn’t we hear that might be relevant? What assumptions seem to be operating? What questions does the dilemma raise for us? What have we done in similar situations?

Presenter can take notes if desired.

# data[].attributes.body
Group reflects on the presenter’s question and prepares for discussion. Individuals can generate probing questions to raise during discussion.

# data[].attributes.body
Group asks presenters clarifying questions. Clarifying questions are yes/no or require very short answers – “who, what, when, where, and how” questions. The facilitator needs to interrupt if probing questions are asked.

# data[].attributes.headline
The framework doesn't exist without intentionality? 

# data[].attributes.subject
The framework doesn't exist without intentionality? 

# data[].attributes.body
How are the things you arguing for critical? Will things fall apart if it doesn't exist?

# data[].attributes.headline
Does Craig have the support to make the impact/messaging digestible? 

# data[].attributes.subject
Does Craig have the support to make the impact/messaging digestible? 

# data[].attributes.body
Ethos, pathos, logos

# data[].attributes.body
Focusing on what essential has made the most impact

# data[].attributes.body
You do not need to show EVERYTHING

Focus on one area. What area has the most features you can share? (e.g. collaborative leadership)

# data[].attributes.body
It is important to be specific with who your audience is and your messaging.

Do not recommend highlighting all essentials. Focus on the audience and one essential that they connect with the most.

# data[].attributes.body
If you were to remove all services, what makes your school a community school? This will allow you to focus on collaboration, how you got there, and the impact it has on services provided.

Wrap around supports are an after thought that will come.

# data[].attributes.headline
Question: how familiar is your staff/communication team/community with the essentials? 

# data[].attributes.subject
Question: how familiar is your staff/communication team/community with the essentials? 

# data[].attributes.headline
What are the data pieces do you currently have that you can leverage?

# data[].attributes.subject
What are the data pieces do you currently have that you can leverage?

# data[].attributes.body
A: Besides, test scores. Attendance at events, attendance, coordinator time spent in groups, ...

# data[].attributes.headline
Do you want to communicate it specifically to policy makers?

# data[].attributes.subject
Do you want to communicate it specifically to policy makers?

# data[].attributes.body
A: no, all champions.

# data[].attributes.headline
Is there one essential that you want to highlight more?

# data[].attributes.subject
Is there one essential that you want to highlight more?

# data[].attributes.body
A: no, whichever is more visible.

# data[].attributes.headline
Are you and your schools practicing all 6 essentials? And do you have good data?

# data[].attributes.subject
Are you and your schools practicing all 6 essentials? And do you have good data?

# data[].attributes.body
A: Yes and no. We do some stronger than others. We are utilizing them as much as possible.

Site-advisory councils used to exist, but disbanded because have found ineffective and not as collaborative.

# data[].attributes.headline
Framework: Essentials for CS Transformation

# data[].attributes.subject
Framework: Essentials for CS Transformation

# data[].attributes.headline
Dilemma: How can we better message and share our work, while connecting them to these "essentials"?

# data[].attributes.subject
Dilemma: How can we better message and share our work, while connecting them to these "essentials"?

# data[].attributes.body
Craig Sweet | (he/him)

Achievement Plus Partner and Community Liaison

St. Paul Music Academy

craig.sweet@spps.org

# data[].attributes.body
Presenter shares any reactions, insights, feelings about protocol or what was said: doesn’t need to respond to question that were raised in the group discussion.

# data[].attributes.body
Group asks presenters clarifying questions. Clarifying questions are yes/no or require very short answers – “who, what, when, where, and how” questions. The facilitator needs to interrupt if probing questions are asked.

# data[].attributes.body
Group reflects on the presenter’s question and prepares for discussion. Individuals can generate probing questions to raise during discussion.

# data[].attributes.body
Presenter sits outside of circle while group discusses dilemma presented. This is an appropriate time to raise probing questions – although the presenter doesn’t respond, he/she can consider them. The group might use any of the following questions in discussion:

What did we hear? What didn’t we hear that might be relevant? What assumptions seem to be operating? What questions does the dilemma raise for us? What have we done in similar situations?

Presenter can take notes if desired.