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Resources for participating in the Edible Schoolyard project.

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Copyright 2019 The Edible Schoolyard Project. All rights reserved.

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Helpful Resources " Connecticut Parent Advocacy Center - CPAC

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Articles and publications with information about family engagement and building collaborative relationships between families and schools are shared.

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A brief explanation of how one high school helps their freshmen students adapt to high school.

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Freshman Orientation: A Year of Gentle Transition

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In an ungraded weekly seminar throughout their freshman year, incoming students at High Tech High School learn about each other, themselves, and their academic community. High Tech High School GRADES 9-12 | NORTH BERGEN, NJ Explore more resources from this school: https://www.edutopia.org/school/high-tech-high-school

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Strategy #10 -  Connecting Students to the Community

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Strategy #10 -  Connecting Students to the Community

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Making learning hands-on and relevant to students’ lives<br>while also showing that students and schools serve the community.

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How It's Done
How It's Done

Initial Inquiry + Site Visit

The community-based learning program is open to every student. Students who are interested in an internship experience speak with one of three coordinators. Together, they identify the student's interest and purpose, and discuss the possibilities in the Montpelier community. Sometimes the coordinator will suggest a community partner who has already worked with the school. At other times a new connection will be made with a new community partner.

This initial discussion with the coordinator is important in helping to identify student interest, craft the right experience for the right mentor, and assemble the pieces of the internship.

Students then write a letter of interest (a cover letter) to the prospective community partner. The school provides some templates for this, since most students are new to the world of work. In the cover letter, students will introduce themselves and express why they are interested in that particular site, what skills they bring, and want they'd like to learn. The student begins to develop his or her own relationship with the community partner, developing a set of goals and expectations for what the internship will look like. A coordinator is there to oversee the process.

If the organization in question is interested, a site visit is set up for the student. The coordinator will accompany the student on the initial visit, which explores what the site possibilities are, as well as determining if it is the right fit for the student and the mentor organization.

Timeframes

The amount of time that a student dedicates to an internship experience will vary. Some students want to just dip their toes into seeing whether a particular field is of interest to them, so they'll spend about an hour of their week at a site. Other students want a more immersive experience, and may dedicate two days a week for two or three hours a day to the experience. Students can ultimately design their schedules around what kind of experience they want.

Community Partners

Community partners can be developed with any organization, business, or individual (such as an artist, photographer, or journalist who works as a freelancer or owns a small business.) It's crucial for the coordinators to help the partner understand the expectations of what a student internship involves -- giving the student a defined experience that is meaningful and allows him or her to learn and contribute to that organization. Students should not just be used for menial tasks, but are there to learn and contribute in a meaningful way. The coordinator is there to help the student and organization define what can be possible at the site, and take into account everyone's time and expertise.

Some of the MHS community partners have included the State of Vermont Department of Financial Regulation, a local sawmill, the Vermont legislature, a local newspaper, an architecture firm, and a radio station. The possibilities are endless, but the relationship between the school and the community partner is essential.

Learning Expectations: Connecting Student Experiences to Their Learning

MHS has centered its teaching and learning around a set of learning expectations (LEs) that transcend every class and experience the students have at the school. These LEs fall within seven areas (all with sub-sections) that are the heart of the skills students develop in school:

For the CBL program, students will identify one or two LEs and develop a plan as to how their internship will connect to them. The coordinator also helps the students and the community partners identify those connections between the internship and the school community's values. For example, a student working at a local newspaper may be developing the LEs of writing and creativity. In that student's Statement of Purpose, which describes the internship and the work intended, he or she would also write how the LEs will be addressed. The LEs provide a clear connection between what the student is doing at the internship site and what the school does.

CBL Seminar

Each semester, about 50-65 students are engaged in internships throughout the Montpelier community. Students in the CBL program are required to take the CBL Seminar, which meets once a month. The seminar is designed to provide a support network for students and have them reflect on their experiences. It meets monthly, and consists of 8-12 students per class. During the seminar, students take part in activities that help them think about their work and reflect on the internship experience, its challenges, and its strengths. The second part of the seminar is more practical, as students work on their resume, write thank you letters, learn how to do an interview correctly, or even research college programs that might be of interest to them based on their internship experience.

Assessment, Evaluation, and End Products

The CBL course is pass/fail. Each student and his or her community partner develop a set of goals for the internship, which sometimes includes an end product that the student is responsible for on-site. For example, an architecture firm may want a student to complete a design for a particular space, or a newspaper may want a student to write a feature-length article. However, not all internships come with concrete end products. Often, a student's end product is awareness and knowledge about that particular field or organization, and that information can be used in future decisions about college or career plans.

Students are also expected to write a reflective paper at the end of the semester, which consists of what they observed and what they took part in. This paper also includes how the student thought that he or she connected to the learning his or her expectations at the beginning, and in what ways those were fulfilled.

Each site mentor also fills out an evaluation form for the student, which lists a number of skills -- persistence, responsibility, attention to detail -- and asks the mentor to rate the student in these areas. These evaluations align nicely with the LEs, and students begin to understand what skills and responsibilities are valued in the workplace. Mentors also write a narrative summary of the student's work and experience at the site.

Resources

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Connecting Coursework to the World Outside School | Edutopia

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How It's Done The community-based learning program is open to every student. Students who are interested in an internship experience speak with one of three coordinators. Together, they identify the student's interest and purpose, and discuss the possibilities in the Montpelier community. Sometimes the coordinator will suggest a community partner who has already worked with the school.

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Strategy #8 -  Setting, Communicating and Supporting high and rigorous expecations 

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Strategy #8 -  Setting, Communicating and Supporting high and rigorous expecations 

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Effective programs make it clear that success is the norm by creating pathways to college, especially for students at risk and at the margins, and they provide students with support and services to succeed.

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Communicating with Parents About Instruction

Anne Meek

As a rule, school leaders have a great deal of experience in communicating with parents. You have probably held many parent-teacher conferences, made many phone calls, sent many notes home, and attended many open houses. Now you can build on these experiences to strengthen outreach to parents and families in your leadership role in your school or district.

A Few Basics for Successful Communications

First and foremost, let's acknowledge that face-to-face communication is typically the most effective form. Face-to-face contact enables all parties to see the nonverbal communications that enrich understanding. All other forms of communication are substitutes for face-to-face communication, even if other forms-video, audio, e-mail-are useful for many purposes. Face-to-face communication is the real thing! And we have the opportunity for such communication every day as people enter our buildings. To enhance face-to-face communication at programs, conferences, open houses, and other school-sponsored events, remember to make translators and interpreters available for parents who speak different languages or are hearing-impaired. You'll also want to consider these needs when planning school signage, newsletters (print and online), schedules, and all other vehicles that do not involve face-to-face interactions. Successful school marketing efforts proactively plan and provide contacts and connections through varied media, while acknowledging the primacy of face-to-face communication.

Symbolic Leadership: Focusing on Student Learning

In all our efforts to communicate with parents-in fact, in all our efforts-the number-one priority is to focus on student learning. Very simply, the mission of schooling is to educate the younger generation. The purpose of whatever takes place in schools is to ensure that students are learning what they need to know.

Keeping the school's priorities in order is a major function of school leaders. When school leaders focus on student learning, they are exercising symbolic leadership of schools, part of the "corporate commitment" that is evident in the military-base schools referred to earlier.

Another aspect of the symbolic leadership of schools is to understand that student learning is not the same as student test scores. Much learning takes place through extracurricular activities, fine arts, sports, social interactions within classrooms, or media center activities; yet we don't rely on test scores to measure what students have learned by these means. This suggests that we must never lose sight of our top priority-student learning-even while we organize the school and support the faculty in every honest effort to improve test scores. After all, test scores are important, but they aren't the only indicators of student learning. That's why we insist on a broad spectrum of assessments of student learning, such as portfolios, performance assessments, classroom assessments, exhibitions, classroom observation, and homework.

To fulfill the symbolic leadership function, school leaders should refer to student learning frequently in all their public remarks. This means explaining the relationship of all school concerns and activities to the larger purposes of teaching and learning. It's not hard to do; it just involves making a conscious effort to emphasize the mission of schools. It's a major element in keeping the entire school community focused on evidence of student learning beyond test scores.

Developing Empathy for Parents

Parents represent a broad, diverse audience. To facilitate effective communication with parents, you should analyze this audience to determine their varying levels of involvement in the school. The purpose of this analysis is to strengthen your empathy for all the parents you serve. Considering where they're "coming from" will help you to communicate effectively and thus to meet their particular needs.

To begin, consider how deeply involved in their children's education any parent or group of parents and caregivers may be. You may find that the categories break down like this:

Those who are school volunteers or "PTA stalwarts" are familiar with the school's ways of doing business, the curriculum, the testing schedule, extracurricular activities, and so on.

Those who respond favorably to parenting education workshops and parent resource rooms usually welcome all such opportunities that support their active role in assisting their children.

Those who are working two jobs or commuting long distances to work may be familiar with the school's ways of doing things but unable to participate as often as they would like in school activities.

A few parents have had such painful or discouraging experiences with schools that they do not want to enter the school.

A few parents may be preoccupied with life demands or serious difficulties, with little time for involvement in their children's education.

Some parents may be newcomers to the country or perhaps don't speak the language, but want to support their children's education.

Reviewing these categories in advance is simply a strategy to help you put yourself in another's shoes-in fact, to understand the range of lifestyles that are part of your school and the variety of responses you may get from parents. Seeing your school from other perspectives-developing empathy for those you serve-helps you to communicate effectively. For example, a highly educated parent may possess an advanced degree in chemistry or anthropology but have little understanding of curriculum, instruction, assessment, child and adolescent development, and the school's ways of doing business. Such a parent may be more assertive in initiating communication with the school but is just as likely as anyone to be working long hours, with little opportunity to participate in school affairs.

Parents who are not so assertive are equally important to your school mission-their children need their support, and so do you. So plan to reach out to those who may be less confident about visiting the school or stressed by the effects of long working hours, and those who feel negative toward schools in general for whatever reason.

Familiarity with and respect for the world's many cultures are basic to fostering positive relationships with parents and students. School staffs and faculties often require professional development in order to understand the varying communication styles and preferences of our "salad bowl" world. To gain success for students and support from their parents, we must broaden our knowledge and practice of cultural competence. Listening carefully to members of the various cultural groups during school events and parent conferences will help to keep you informed about practices and preferences that may be important for you to acknowledge in the school setting.

Parents and caregivers who belong to special-interest groups (whether official members of organized groups or not) usually reflect the activist positions and agendas of those groups. Such parents have their own sources of information that inform their opinions and influence the concerns they bring to school. Occasionally, they have already made up their minds about issues before you see them or hear from them. To deal intelligently with their concerns, you will find it helpful to stay well informed about the positions and agendas of the special-interest and advocacy groups in your community. This means consistently staying in touch and keeping a finger on the pulse of these groups.

In this age of standards-based education and accountability, it's very important to communicate to parents not only the standards but also the classroom instruction and assessments planned to ensure that students are meeting the standards. In addition, ongoing communication should inform parents about how they can support classroom learning through homework and other activities.

The Homework Connection

Homework provides one of the strongest connections between school and home. In addition to extending students' learning through practice exercises and other assignments, homework offers an opportunity for parents to see what the child is studying in school. As students progress through the grades, they are able to assume more responsibility for managing homework assignments. Still, throughout schooling, homework is a major communications link between the classroom and the home. Take advantage of this link!

Primary School. In the primary grades, homework is typically confined to activities for parents and children to do together, and measuring homework against standards can inform parents and teachers of where students are making progress and where they may need help. Activities calendars for kindergartners and 1st graders can help parents and children accomplish learning activities together. These monthly calendars list a daily activity that can be done at home with family support. The tasks should relate to state standards in the primary school curriculum.

Book bags are another example of primary-level homework supporting state standards and the local curriculum. These canvas tote bags go home with primary students weekly, perhaps every Friday afternoon, to be returned on Monday morning, or on another schedule determined by the school. Each book bag contains a book for the child to read to the parents, or a book or story for the parents to read to the child. Teachers also insert school newsletters and other important information whenever they are available to be sent home. The book bag strategy fosters parental involvement in education, provides opportunities for the child to practice important skills, and creates a positive experience for the child. With this in mind, it is important to emphasize to parents that the experience should be one of sharing joy in learning.

Most parents of young children have had the major teaching role in their child's life up until the child enrolls in school. Many of them still relish this role, and your task is to support that role as the child matures. With younger students, the idea is to create bonds between parents and children and to inspire joy in learning and doing.

Intermediate Grades. In the intermediate grades, the responsibility for homework gradually begins to shift to the student. This is a transition period in the roles of parents, teachers, and children. At this level, teachers usually advise parents to provide a consistent place and time for study, free from the distractions of TV and video games. Coordinating homework assignments becomes necessary, especially in departmentalized schools in which three or four teachers may be assigning homework simultaneously. If they don't coordinate assignments, teachers may be overburdening students periodically. Assignment notebooks may be useful in helping students keep up with their homework, both in self-contained and departmentalized programs. Such notebooks can include references to the standards under study, in brief notations. Your school or district may have guidelines for homework that take effect in the intermediate years. Such guidelines are likely to emphasize collaboration among teachers at the same grade levels and time estimates for the actual work to be done at home. Parents may request help in developing the necessary shift to independence; this may be a topic for parent group meetings or conferences.

Middle Schools. In middle schools, the responsibility continues to shift more toward the student, and the use of assignment notebooks is widespread in an effort to support the student's independence. At this stage, homework hot lines, e-mail, and school Web sites become very useful to parents, serving as a special communications link to keep them informed about the child's assignments and due dates. Parents are still advised to maintain a designated spot for study, without distractions, and consistent times for completing homework. Again, school guidelines for homework and coordination of assignments can be helpful as teachers contemplate both short- and long-term assignments.

High Schools. By the time a student enters high school, the responsibility for homework has become almost entirely the student's, although parents may still be involved in transporting students to locations outside the home for research assignments and monitoring their children's use of the Internet. The communications components that we see in middle school remain important. School assignment logs connected to standards are still useful; collaboration among teachers is essential; homework hot lines, e-mail, and Web sites provide ways to convey reliable information to parents and students about assignments. It's helpful to remember that even at the high school level, leaders can minimize conflicts over homework by developing and implementing school guidelines for maximizing learning through meaningful homework.

Although homework offers a strong avenue of communication, it's not often seen that way. School leaders can overcome this shortsightedness and benefit from this overlooked resource by ensuring that homework is structured to promote the most positive attitudes possible. Paying attention to the nature of homework requirements throughout the K-12 program can yield great benefits to everyone concerned:
For parents

Knowing what their children are studying in school

Strengthening their parental role as experienced adults who can assist their children

Focusing conversations with teachers on the work at hand

Learning more about their children from their responses to assignments

Knowing how to support teachers' efforts

For students

Learning school subjects; practicing skills; strengthening abilities; preparing for tests

Connecting positively with their parents' abilities and strengths

Feeling that their parents are there to assist them when they need help

Learning to use community and technology resources

Gaining independence in managing their own work

For teachers and principals

Keeping parents informed about what is going on in classrooms and the school

Focusing on student learning in every grade and subject, not just on test scores

Strengthening the academic emphasis of the school

Supporting the role of parents in the education of their children

Offering vehicles for sending other information needed to support student learning

Putting Standards Front and Center

The current emphasis on standards makes this an important topic for communication. Teachers can post, in a prominent place, the state standards and local curriculum goals students are currently learning and the instructional plan for learning. This technique informs the students themselves (as well as all visitors to the classroom) about what they are learning. The students are then prepared to explain what's going on in the classroom to their parents. They are empowered with the vocabulary of the standards and can explain how their learning activities relate to the standards.

Seeing this information posted in their classrooms enables the students to see the larger purposes of daily instructional activities. Used in this way, the statements of the standards serve as advance organizers and tools of metacognition, both of which are valuable as students learn self-management and assume responsibility for their learning. Teachers using this communications technique can quickly point to the standard and explain how daily activities relate to the attainment of the standard.

Teachers should emphasize to their students the benefits of having the standards posted; they should encourage students to talk about class work and homework with their parents as part of the effort to attain state standards. Teachers have also used such posting of standards as communication vehicles for visitors to their classrooms. Making the standards and the instructional plan for reaching them public in such a prominent way connects visitors' perceptions of their teaching to the effort to achieve school and district targets in student achievement.

Teacher-Parent-Student Conferences: A Face-to-Face Opportunity

A teacher-parent-student conference is another vital connection between home and school. Such conferences offer the important benefits of face-to-face communication, giving parents, teachers, and students a chance to talk over the student's progress, interests, study habits, learning styles, and ambitions. Conferences are prime times for exchanging specific perspectives about student progress in learning academic content and developing social responsibility. Yet conferences often cause discomfort for educators and parents alike. Sometimes such discomfort is normal, especially if the student's performance or behavior is not what is expected. In addition, differences in language and culture can sometimes be obstacles we must make into opportunities to ensure effective communication. Differences in family configurations can be another factor that may hinder communication during a conference. As educators, we bear the responsibility for adjusting to all such differences and creating a climate of warmth and understanding for students and families alike.

Including the student in a parent-teacher conference is especially desirable from 4th or 5th grade on. The purpose of including the student is not to inflict punishment or shame. Rather, the purpose is to ensure that all the parties will hear the same information and the same recommendations for improvement or continuation of hard work. Further, when students participate in goal setting, share what they have learned, or consider strategies for improvement, they are more likely to feel ownership of the goals and the learning, and may be more likely to follow through on any commitments. It is also beneficial for students to realize that parents and teachers have their best interests at heart and are collaborating to ensure the student's success.

Source: Excerpted from Guide for Instructional Leaders, Guide 3: An ASCD Action Tool (pp. 9-15), by A. Meek, R. Champion, and K. Dyer, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2004 by ASCD.

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Communicating with Parents About Instruction Anne Meek As a rule, school leaders have a great deal of experience in communicating with parents. You have probably held many parent-teacher conferences, made many phone calls, sent many notes home, and attended many open houses.

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I'm a firm believer in the concept that "architecture connects us all" - and it does in a variety of ways. Architectural design is an expression of our culture and it is closely tied to people and their influences and ideas.

When it comes down to it, it is interpersonal interaction that ultimately forms the basis of design.

Architects connect with clients and community

Some of my fondest memories are of rolling up my sleeves with clients, one-on-one or in a group, and watching ideas evolve. As I guide them through the design (and then construction process), it is rewarding to see clients swell up inside and "take ownership" of a space.

When the building is complete, it is equally fulfilling to see them show the same sense of pride as me, knowing that they were an integral part of the design process. They stand proudly watching as the architecture they helped create is used and appreciated.

This collaborative design process often leads to long term friendships with clients and the end-users. Happily, it's these strong connections that have often linked me to other future clients.

Architects are (or should be) part of a diverse design web spread across disciplines and industries

Much of my practice is in the design of educational facilities and educational design is not static. To make the most appropriate design decisions, I interact with other disciplines to understand how social values and technology impact architecture. Design is often the vehicle for developing respected, long term, interdisciplinary professional affiliations.

These connections have certainly expanded my knowledge base of green and sustainable design, which is a passion of mine; my goal in educational design is to create healthy spaces for living and learning, as well as developing a better understanding in the efficient use of natural resources and environmental stewardship. I can't do it without connections to a vast network of professionals.

The ties and connections that architecture spurs are more complicated than that between an architect and their client or professional contacts.

Outside of my practice, I can personally attest to the relationship between architecture and the sense of place.

Design certainly has connected me with places, and vice versa. In college, I studied in Versailles, France and was able to see some of history's most storied architecture. Surrounded by the past, I was transfixed with how the buildings themselves had a personality and how they were woven into the culture. During this time, I was able to travel to Greece, where I stood at the base of the Parthenon, in the same place where (aspiring) architects have stood for thousands of years. The architecture, itself, had a profound effect upon my professional career.

It reminded me that architecture is the stage on which the events of history are played out... and I was on that stage.

I knew that in some way I, too, would be a part of history... connected to it - making an impact on the lives of thousands of people when I became a practicing architect.

How do your connections inform you professionally?

How are you connected?

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Making the Connections: More than Just a Pile of Bricks - DLA Architects

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I'm a firm believer in the concept that "architecture connects us all" - and it does in a variety of ways. Architectural design is an expression of our culture and it is closely tied to people and their influences and ideas. When it comes down to it, it is interpersonal interaction that ultimately forms the basis of design.

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-monthly workshops of topics suggested by parents (Subject help, computers, CCSS, anti-bullying, gangs, internet safety

-CAAP, ELAC,

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-effective teacher strategies for ELLs

-work with local colleges/universities to provide discounted prices for classes

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-Infinite Campus Portal

-knowing who your collaborators are (Boy Scouts)

-newsletter with variety of businesses include events, resources, etc.

-local banks & businesses

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Improving Outreach and Collaboration with Families and Community

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U.S. Department of Health and Human Services

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Kevin describes the ways in which his school welcomes families into the school community. See more of the interview: http://www.colorincolorado.org/multimedia/experts/video/eberle/ See more on this topic: http://www.colorincolorado.org/principals/family/

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The Capsule Family Gets Involved - Capsule 5: Home and School Collaboration

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TOOF is struggling with an arithmetic problem. KNACK wants to help but is also overwhelmed by the difficulty of a problem. With help from the teacher whom KNACK decides to consult, KNACK is now able to help TOOF, to everyone's satisfaction.

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Strategy #10 - Connecting students to the community:

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Strategy #10 - Connecting students to the community:

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Making learning hands-on and relevant to students’ lives while also showing that students and schools serve the community.

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Strategy #9 - Addressing cultural differences: 

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Strategy #9 - Addressing cultural differences: 

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Providing support for teachers and education support professionals to bridge barriers of culture, class, and language.

Trainings:

-Cultural Bias

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Strategy #8 - Setting, communicating, and supporting
high and rigorous expectations: 

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Strategy #8 - Setting, communicating, and supporting
high and rigorous expectations: 

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Making it clear that success is the norm by creating pathways to college, especially for students at risk and those at the margins, and providing students with support to succeed.

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Strategy #7 - Building one-to-one relationships between
families and educators that are linked to learning:

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Strategy #7 - Building one-to-one relationships between
families and educators that are linked to learning:

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Taking time to have conversations and reach agreement on how best to collaborate in order to improve student achievement.

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Strategy #6 - Using targeted outreach to focus on high needs
communities, schools, and students: 

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Strategy #6 - Using targeted outreach to focus on high needs
communities, schools, and students: 

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Identifying groups that need special attention, learning about their concerns and needs, and responding in culturally appropriate ways.

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Strategy #5 - Building collaborations with community
partners: 

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Strategy #5 - Building collaborations with community
partners: 

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Pulling in strategic partners and developing community buy-in—with colleges, social service agencies, community groups, faith-based organizations, local leaders, public officials, and businesses—to improve student learning and other outcomes.

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Strategy #4 - Providing relevant, on-site professional
development:

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Strategy #4 - Providing relevant, on-site professional
development:

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Basing professional development on data and conversations among stakeholders, in a way that builds both educator-educator and educator-parent collaborations.

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Strategy #2 - Listening to the community: 

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Strategy #2 - Listening to the community: 

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Identifying priorities and developing an action plan in a collaborative way that creates community consensus around what needs to happen and in what sequence.

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Taking time at the beginning to think deeply and reflect about what participants believe, and why they think the efforts will work.

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Strategy #3 - Using data to set priorities and focus
strategies:

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Strategy #3 - Using data to set priorities and focus
strategies:

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Looking closely at current achievement trends and addressing areas of weakness in students’ knowledge and skills.