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THE CASE FOUNDATION -- EDUCATIONAL OUTCOMES
http://miyo.casefoundation.org/
Build Parent Involvement
I alumni and over 20 community partners began the work this year.
http://miyo.casefoundation.org/build-parent-involvement
By Eva Weller , Stamford, CT
Our goal is to engage parents, citizens, leaders and partner organizations to build a community network, reflecting Stamford's diversity, to improve educational outcomes for all Stamford children. Project summary PLTI Alumni and over 20 partners will build on our "community conversations" to engage parents as true partners with the schools. We will expand our network, creating opportunities to share resources and reach out across the community to develop better educational outcomes for all children.
What 'it' is: Stamford Parent Leadership Training Institute (PLTI)
A few Stamford Parent Leadership Training Institute (PLTI) alumni met to talk about what we could do to get parents from different neighborhoods participating in our schools. We were concerned that the same, small group was always involved, but others, whose children could benefit most, did not participate. I wanted to get parents from our many, diverse ethnic communities directly involved in education issues. Another alumna and I took the lead to start the process to bring together a representative group reflecting our city. In June 2006, the diverse Alumni Assn. and more than 20 community groups met to start building community involvement for better educational outcomes.
The partners formed a planning committee and through consensus selected the topic of Parental Involvement in Education. Partners invited their constituencies to attend through personal and multi-lingual invitations, so those whose voices had not been heard would attend. The initial conversation held in October 2006 gathered 87 participants from many ethnic communities. Translators were available. Discussion groups led by moderators were randomly placed to openly explore issues and concerns about how best to involve parents. One group was held in Spanish. Based on data, discussion and consensus at a public meeting, four committees - Communication, Language Barriers, Achievement Gap and Special Needs were formed to explore how parents could become more involved and play a greater and direct role.
Our community is Stamford, CT., a multi-cultural and ethnic city of 127,000. We plan to build on the strong partnerships we established this year. Our online email network works well and we share information about education programs or events and work together to get parents to attend. Community partners are a resource for each other and support each other by attending study groups, forums, and programs. Key partners include the Board of Education and its public schools, organizations representing African--American, Hispanic, Indian, Polish and Haitian and other ethnic groups, numerous community centers, neighborhood associations, and service organizations. We plan to reach out to additional groups to include more local city officials, seniors, clergy, and businesses. Partner meetings will be held to discuss ways to work together.
As a start, informal neighborhood chats were arranged this past year by the Communication Committee with school staff. Held in people's homes in an informal setting in various locations throughout the city, parents could meet and speak informally with the Superintendent of Schools and key administrators. The Language Barriers Committee through a grassroots effort petitioned (with 400 signatures) and reached agreement from the public schools to install a dedicated foreign language telephone information line. Communication is a key area to explore since many parents are still not "in the loop" and would need to be reached in creative ways.
What's your plan?
I want to expand the partnership network, especially to the business community, youth and seniors. To sustain the project, we need wide visibility and media exposure across the community, building on the successes we have achieved to date. Partners have told me their desire to network and be a real resource for each other and will work to avoid duplication of efforts. This requires constant and thorough communication. Beyond our initial steps, we will expand opportunities and venues for exchanging ideas and direct involvement of parents. This will mean building connections among various constituents.
For our first conversation, we asked parents what their concerns were and formed committees to pursue issues and solutions with good follow-up success. Now we would like to try a new model that fosters discussion and an exchange of ideas between parents, caregivers and interested citizens and school administrators, staff, and others they might not ordinarily be able to access. The Superintendent and school staff support the idea and as a partner will be involved in the planning process. Parents will sit across the table in a comfortable "cafe" setting. Each table would reflect Stamford's diverse population and participants will rotate to other tables. Recorders at each table will capture issues and needs for subsequent follow-up. Parents have the opportunity to ask questions and be heard by those who make decisions that affect their children's lives.
Me and My Team
I came to the United States in 1951 as a refugee. My family spoke little English during our first years here. I was the only immigrant in my classes throughout school in New Jersey. We became proud citizens together. My father worked two jobs to buy a home and save for his five children's college. All are college graduates. A good education was the way for immigrants to succeed, but children from all backgrounds should have this opportunity. Through my jobs in federal, state or local governments, I worked with people from all backgrounds. I also contributed hundreds of community service hours each year. Recently, I established a scholarship at UCONN for a Stamford student and established an initiative, "Dare to Dream" for the Parent Teacher Organization at my children's high school where I served on the board. I was named volunteer of the year by the Stamford Museum and recognized by the Volunteer Center. I developed educational programs for schools and served as director for a non-profit organization that promotes understanding about cultural diversity and contributions of America's ethnic minorities. I now serve as the Stamford coordinator of PLTI, a civic initiative of CT Commission on Children. As a volunteer for 28 years in Stamford schools and ethnically diverse community groups, I have good relationships with many who support this effort to engage new parents and create a resource network. PLT I alumni and over 20 community partners began the work this year.
http://miyo.casefoundation.org/
Build Parent Involvement
I alumni and over 20 community partners began the work this year.
http://miyo.casefoundation.org/build-parent-involvement
By Eva Weller , Stamford, CT
Our Goal:
Our goal is to engage parents, citizens, leaders and partner organizations to build a community network, reflecting Stamford's diversity, to improve educational outcomes for all Stamford children. Project summary PLTI Alumni and over 20 partners will build on our "community conversations" to engage parents as true partners with the schools. We will expand our network, creating opportunities to share resources and reach out across the community to develop better educational outcomes for all children.
What 'it' is: Stamford Parent Leadership Training Institute (PLTI)
A few Stamford Parent Leadership Training Institute (PLTI) alumni met to talk about what we could do to get parents from different neighborhoods participating in our schools. We were concerned that the same, small group was always involved, but others, whose children could benefit most, did not participate. I wanted to get parents from our many, diverse ethnic communities directly involved in education issues. Another alumna and I took the lead to start the process to bring together a representative group reflecting our city. In June 2006, the diverse Alumni Assn. and more than 20 community groups met to start building community involvement for better educational outcomes.
The partners formed a planning committee and through consensus selected the topic of Parental Involvement in Education. Partners invited their constituencies to attend through personal and multi-lingual invitations, so those whose voices had not been heard would attend. The initial conversation held in October 2006 gathered 87 participants from many ethnic communities. Translators were available. Discussion groups led by moderators were randomly placed to openly explore issues and concerns about how best to involve parents. One group was held in Spanish. Based on data, discussion and consensus at a public meeting, four committees - Communication, Language Barriers, Achievement Gap and Special Needs were formed to explore how parents could become more involved and play a greater and direct role.
Describe your community 2)
Our community is Stamford, CT., a multi-cultural and ethnic city of 127,000. We plan to build on the strong partnerships we established this year. Our online email network works well and we share information about education programs or events and work together to get parents to attend. Community partners are a resource for each other and support each other by attending study groups, forums, and programs. Key partners include the Board of Education and its public schools, organizations representing African--American, Hispanic, Indian, Polish and Haitian and other ethnic groups, numerous community centers, neighborhood associations, and service organizations. We plan to reach out to additional groups to include more local city officials, seniors, clergy, and businesses. Partner meetings will be held to discuss ways to work together.
As a start, informal neighborhood chats were arranged this past year by the Communication Committee with school staff. Held in people's homes in an informal setting in various locations throughout the city, parents could meet and speak informally with the Superintendent of Schools and key administrators. The Language Barriers Committee through a grassroots effort petitioned (with 400 signatures) and reached agreement from the public schools to install a dedicated foreign language telephone information line. Communication is a key area to explore since many parents are still not "in the loop" and would need to be reached in creative ways.
What's your plan?
Moving forward,
I want to expand the partnership network, especially to the business community, youth and seniors. To sustain the project, we need wide visibility and media exposure across the community, building on the successes we have achieved to date. Partners have told me their desire to network and be a real resource for each other and will work to avoid duplication of efforts. This requires constant and thorough communication. Beyond our initial steps, we will expand opportunities and venues for exchanging ideas and direct involvement of parents. This will mean building connections among various constituents.
For our first conversation, we asked parents what their concerns were and formed committees to pursue issues and solutions with good follow-up success. Now we would like to try a new model that fosters discussion and an exchange of ideas between parents, caregivers and interested citizens and school administrators, staff, and others they might not ordinarily be able to access. The Superintendent and school staff support the idea and as a partner will be involved in the planning process. Parents will sit across the table in a comfortable "cafe" setting. Each table would reflect Stamford's diverse population and participants will rotate to other tables. Recorders at each table will capture issues and needs for subsequent follow-up. Parents have the opportunity to ask questions and be heard by those who make decisions that affect their children's lives.
Me and My Team
I came to the United States in 1951 as a refugee. My family spoke little English during our first years here. I was the only immigrant in my classes throughout school in New Jersey. We became proud citizens together. My father worked two jobs to buy a home and save for his five children's college. All are college graduates. A good education was the way for immigrants to succeed, but children from all backgrounds should have this opportunity. Through my jobs in federal, state or local governments, I worked with people from all backgrounds. I also contributed hundreds of community service hours each year. Recently, I established a scholarship at UCONN for a Stamford student and established an initiative, "Dare to Dream" for the Parent Teacher Organization at my children's high school where I served on the board. I was named volunteer of the year by the Stamford Museum and recognized by the Volunteer Center. I developed educational programs for schools and served as director for a non-profit organization that promotes understanding about cultural diversity and contributions of America's ethnic minorities. I now serve as the Stamford coordinator of PLTI, a civic initiative of CT Commission on Children. As a volunteer for 28 years in Stamford schools and ethnically diverse community groups, I have good relationships with many who support this effort to engage new parents and create a resource network. PLT I alumni and over 20 community partners began the work this year.
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Latest page update: made by jimmiller5420
, Jul 13 2008, 1:04 PM EDT
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