Learning Series 4 Session 2 Padlet by TN

2024-06-11 17:48:46 UTC

CT - attendance messaging and campaigns. Common language and having districts brand the messaging the same. Also working on home visits.

kburrello — 2024-06-11 17:49:18 UTC

OR - We have affinity plans for our underserved populations and target attendance and academic behavior specific to each affinity group.

2024-06-11 17:49:42 UTC

Oregon -- identified different funding streams and have used common needs assessment and application process to standardize materials

southwestcc — 2024-06-11 17:50:26 UTC

CT home visitor training to avoid punitive language

2024-06-11 17:50:27 UTC

My LEA is in the beginning stages of understanding how to best meet the needs of the families we serve. I appreciate the great resources to assist my district with developing a guide.

2024-06-11 17:50:43 UTC

VT: Primarily relate to generational community poverty (less race/ethnicity), rural communities and equity of resources

2024-06-11 17:50:47 UTC

CT - listening tours and use of family voice for all of the tiers is critical and a powerful equity-based strategy for understanding needs for all families.

2024-06-11 17:51:01 UTC

OH- Local level, check and connect. (Tier 1 & almost Tier 2 strategy). Reach out to families to ask how transition has been in first 30 days, check in on technology strategy. Helped identify strategies that may impact attendance. Helped us to customize an approach.

2024-06-11 17:51:04 UTC

At the state level, there isn't a strong focus at looking at underserved populations b/c there are a lot of challenges around attendance. Mentoring has been powerful to build trusted relationships with families.

2024-06-11 17:51:06 UTC

Question: How are we more intentional about involving families in the decision making process? From Kayla: make the content accessible and give the caregivers confidence so they feel like they can step up

2024-06-11 17:51:22 UTC

Working to push funding into pre-k deserts

southwestcc — 2024-06-11 17:51:23 UTC

Homeless students, network of young scholars. Valuing input and ideas from scholars. Encouraging local and states to engage with youth as well

2024-06-11 17:51:31 UTC

VT: have family engagement network community that is facilitated by school district staff with colleagues from different community organizations that partner with families on a monthly basis (with sharing out)

2024-06-11 17:51:41 UTC

Success starts with trust between practitioners and families.

kburrello — 2024-06-11 17:51:50 UTC

IL- We live in an autonomous state. Its valued and advocated for. We must trust the schools and districts to trust their constituents. We encourage districts to look at the data that comes from families to inform what they need. "Constituents and Clients" is the ways we address our families. Its not a cookie cutter or one stop shop.

2024-06-11 17:51:58 UTC

VT - Trust and relationship building has been a heightened conversation this year and looking for concrete resources on how to build trust.

2024-06-11 17:51:59 UTC

ME - Trust has to be with multiple members of the community.

southwestcc — 2024-06-11 17:52:00 UTC

Listening, hearing

2024-06-11 17:52:05 UTC

In a rural community, it's frustrating that the experts are getting paid to understand the needs, rather than actually representing it.

2024-06-11 17:52:07 UTC

CT -- look at home visits as way to build trust -- LEAP

2024-06-11 17:52:12 UTC

MA - Fundamentals program focused on dual capacity building. Trainings and PD for teachers; building partnership for family engagement.

Multilingual training for families; focus groups. Family engagement summit: 350 families / 700 participants last year!

2024-06-11 17:52:48 UTC

NY- State Ed. department works with schools to create plan. Requirement that at least two parents involved at every step. This can be challenging to get schools to embrace.

2024-06-11 17:52:48 UTC

TN: transitioning/collaborating between departments to reach a more holistic approach

2024-06-11 17:53:14 UTC

VA - Empowering role of parent engagement staffs within schools - finding ways to fund is a starting point. Heard "it can't be one person" so need to empower that one person to build a community of leaders to support them.

2024-06-11 17:53:21 UTC

Create criteria for grant-making to support historically underserved populations.

kburrello — 2024-06-11 17:53:34 UTC

NJ- We have a coordinated effort to combat school absence. We want to make sure our families and schools understand the importance of school attendance. Doing PD with teachers/educators on school attendance.

southwestcc — 2024-06-11 17:53:36 UTC

Student success plans in Oregon. Codified into legislation. Utilizing listening, root cause analysis. What is effective community engagement. Ensuring things are being done with the community instead of to the community

2024-06-11 17:53:53 UTC

VA - Attendance is also critical - empowering that stuff to build trust and relationships. How do we take it from that level to recognition at the school division level how key that is?

2024-06-11 17:53:53 UTC

Surveys through listservs

2024-06-11 17:54:01 UTC

MA - position at the state level for family engagement specialist. Trying to do it all by herself, but we'd like a center. Every LEA should have at least on family engagement specialist. Putting guidance together based on the Dual-Capacity Framework

There's 5 of us on this call - that's a record and it's because of the family engagement aspect and link to attendance

2024-06-11 17:54:11 UTC

TN: Host MTSS summit each quarter 5-tiers (EL, middle, high) to discuss needs/activities, what needs to be addressed, working on supportive letters (effect how parents communicate with each other - more partner vs punitive); frig magnets to track attendance also helped

2024-06-11 17:54:32 UTC

DC: It is baked into the grant application

2024-06-11 17:54:36 UTC

District attendance intervention plan. Coach teams at schools to review attendance data and how well interventions are working. Use SMS database which has ethnicity codes and add to the attendance trackers. Discuss how to build trust with families.

2024-06-11 17:54:38 UTC

MI- echo what NY is saying. Special populations unit, assist with migrant populations and ELL. Office has been on campaign to get districts to understand that parent involvement/engagement and student voice is important. The more you can get that student voice, you can dive down into barriers to attendance.

2024-06-11 17:54:43 UTC

Oregon does a great job creating resources, but as we are a "local control" state, we have a really difficult time gaining any momentum on initiatives. Here is the community engagement toolkit as a sample.

2024-06-11 17:54:46 UTC

Home visits and listening to what parent needs are.

2024-06-11 17:54:48 UTC

MN - Starting to focus on chronic absenteeism. Full service community schools; family engagement specialist at the agency. Funding for attendance pilot in 9 districts starting this year.

kburrello — 2024-06-11 17:54:49 UTC

IL - We reach out to community based organizations who are grounded throughout the districts. We want those voices at the table to share information about the community that may not be trickling into the school.

2024-06-11 17:55:02 UTC

NJ - work with DOE and understanding what their needs are. We're here to gather information and have this content drive our journey

southwestcc — 2024-06-11 17:55:29 UTC

Here is the link to Oregon Tribal Attendance Promising Practices website, including registration links to our Summer Learning Series -- https://www.oregon.gov/ode/students-and-family/equity/nativeamericaneducation/pages/tribal-attendance-pilot-projects.aspx

2024-06-11 17:55:38 UTC

NY- at district level, used parent and student voice. Included communication in native languages.

2024-06-11 17:55:41 UTC

SD - Does Family Engagement Champions to have common language w/families and what family engagement means to them. Also two staff members and one family member go through a six month training around family engagement champions.

2024-06-11 17:55:47 UTC

MA: Home visits to families is essential to building trust. Trying to use the language that families understand use in the home.

2024-06-11 17:55:53 UTC

I know this isn't available/acceptable everywhere but when I worked at a high school in MA (Boston) the counselors texted families/guardians/students and had success with that.

2024-06-11 17:56:23 UTC

Tribal attendance promising practices are working well.

2024-06-11 17:56:39 UTC

CT - Family engagement is everything. How do we engage district leadership to infuse it into everything? With Covid relief funds going away, the family engagement folks are being let go so trying to be more systemic about family engagement

2024-06-11 17:56:40 UTC

MN: instead of assuming, checking with families re: barriers to consistent attendance, especially in rural / mid- little-sized towns areas (often missed). some schools have 50% of students who don't attend school consistently. re: parent engagement, context makes a difference (lots of variation).

2024-06-11 17:56:48 UTC

NY- learned kindship caregivers and grandfamiles today. We know we need to strengthen school, family engagement. Doesn't happen overnight, but needs strategy over time.

2024-06-11 17:57:19 UTC

Full services for parents: health screenings, nutrition classes, etc. Making sure they can achieve their goals, too.

2024-06-11 17:57:23 UTC

It is critical to be embedded in the community, not trying to do work to the community

2024-06-11 17:57:37 UTC

MA - goal for this year is to co-create student plans.

2024-06-11 17:57:47 UTC

CA (virtual school): Individualization of work/assignments. Try to get to know the family and meet them where they are. There's a process for students who are engage (a 3-step process). Try to use the relationship to help with engagement and learn what helps them stay engaged.

2024-06-11 17:57:53 UTC

Around serving native students: level-setting. Explaining to providers why building trust is difficult with native peoples. Get everyone on the same page.

2024-06-11 17:57:54 UTC

VA - hard to start from the state level down. State level communicating directly with parents. How does the state level do this work?

stacyparrish — 2024-06-11 17:58:01 UTC

In consultation with the nine federally recognized tribes of Oregon, our SEA has made funds available to school districts who serve the highest number of Tribally Affiliated and American Indian/Alaska Native students to address the root causes of Chronic Absenteeism.

2024-06-11 17:58:03 UTC

OH- appreciated hearing about engaging "ancestorial communities"

2024-06-11 17:58:12 UTC

CT - high needs: multi-lingual, special needs, free & reduced lunch

2024-06-11 17:58:37 UTC

MA - trust building strategies -- listening to families needs and responding; having clothing closets for youth schools; laundry rooms in some schools; work with school teams to identify specific needs/barriers

kburrello — 2024-06-11 17:58:40 UTC

IL - The tiered systems of supports is key to helping us as we look at that data to identify our bright spots - Holistically. So we know what we're dealing with and best way to address it. It allows us on a need to know basis (From the Office staff to the school counselor, etc).

southwestcc — 2024-06-11 17:58:45 UTC

awareness that school districts have changed and considering the dynamics of asking parents to do things that they may not be able to do.

2024-06-11 17:58:59 UTC

OSSE/DC: data driven process to see where programming is needed and then bake this information into grant-making (with questions about approaches for addressing specific needs).

2024-06-11 17:58:59 UTC

VT - work with other organizations/partners to do that direct family work. Brings them together to have those discussions with each other which is helpful, as they can feel isolated.

2024-06-11 17:59:29 UTC

MA: Attendance messaging (e.g., a nudge letter). The nudge letter includes the concern about the child's absence and show how the child compares to other students in the class.

2024-06-11 17:59:39 UTC

CT - New comprehensive plan for the state has two priorities focused on attendance and engagement.

Parents' bill of rights for multilingual learners (in multiple languages)
Home visits to at-risk families; engagement with community organizations with a focus on equitable access

2024-06-11 17:59:43 UTC

NY- The most helpful thing might be getting district buy-in

2024-06-11 17:59:45 UTC

MA - disparities in dropout rates. EL population, mostly our Spanish speaking students. They are overrepresented in the dropout rates. Attendance and family engagement - that's where we have to focus

2024-06-11 18:00:13 UTC

The grandparent/kinship work is prevalent. Would be helpful to dig into the reasons behind why this is on the rise.

2024-06-11 18:00:16 UTC

Be embedded in the community. Don't call special meeting just for the community to train you living elsewhere.

2024-06-11 18:00:24 UTC

This section of Oregon's Integrated Guidance outlines targeted universalism and names our focal student groups: https://www.oregon.gov/ode/StudentSuccess/Documents/AppendixB_TargetedUniversalism.pdf

2024-06-11 18:01:38 UTC

OSSE/DC: Through grantees, can learn/prioritize/integrate strategies into other programs (i.e., 21 CCLC) before selecting final recipients. Re: family engagement, we request a certain number of activities/per year.

2024-06-11 18:02:44 UTC

Live it rather than have to "listen" to it. Consider the inherent inequity of how all the time being "listen to" is really expensive for communities. The individual and professional time of underserved populations has costs just like those in "centers." It costs the time of individuals and local organizations that they don't get to invest into their own community. And it is repeated across every sector to where a local community-based organization with local expertise is regularly tapped and spends most of its own funded FTE time repeatedly describing, explaining, and justifying the rural community to train and educate those meant to be serving them. We frequently are subject to urban "centers" or "hubs" receiving funding to support our rural and frontier communities, using funding to "serve" us, requiring community time, and not recognizing the disservice to the community in requiring community time and energy.

2024-06-11 18:03:40 UTC

Oregon - This section of our Integrated Guidance outlines targeted universalism and names our focal student groups: https://www.oregon.gov/ode/StudentSuccess/Documents/AppendixB_TargetedUniversalism.pdf