EARLY CHILDHOOD PTHVP: Unique Opportunities & Challenges Pam Bailey, MSW; Boston Public Schools Deborah Watson, MA; CT Office of Early Childhood Collin Radix-Carter, Teacher, Boston Public Schools

AGENDA Introduction of Presenters PTHVP in Action from Mezzo, Macro and Micro levels Challenges & Opportunities Conditions for Success Facilitator: Pam Each presenter give a description of yourself and role

OBJECTIVE Give participants opportunities to gain meaningful and engaging insights of PTHVP in Action from several lenses: School District Project Manager Multi-School/Program Sites Project Manager School-Based Coordinator & Teacher Provide an opportunity for a two-way dialogue with practicing PTHVP Practitioners.

PTHVP IN ACTION: District Project Manager Perspective Why BPS Chose PTHVP Asset-based approach creates a firm foundation for engagement Acknowledge and value parents’ expertise as their child’s first teacher Move engagement needle from low impact strategies to high impact engagement practices Develop cultural proficiency and awareness among staff to improve teaching and learning PAM BPS has 125 schools (Traditional, Exam, Pilot, Charter, Innovation and Alternative) Serve 56, 650 ELL students speak more than 75 different languages as their home language - come from 139 different countries Student demographics 41 % Hispanic/ 35% Black / 14% White / 9% Asian / 1% Other STAFF DEMO. 9125- H 10% / Black 21% / White 62% / Asian 6% / Other 1%

PTHVP IN ACTION: District Project Manager Perspective PTHVP History in BPS Launched three years ago in partnership with the Boston Teachers Union in six BPS schools. During the 2015-2016 school year implemented at one grade level in three Early Education Centers; Baldwin, Haynes and the Shaw. The model will be implemented school-wide at the Shaw ECC and executed at the first BPS high school, Boston Day and Evening Academic, during the 2016-2017 school year. To date we have conducted 250 visits, this school year 140 visits

PTHVP IN ACTION: District Project Manager Perspective Project Lead Role & Responsibilities Review the “Request for Proposals” from interested schools Assess Schools Readiness & Conditions for Success Review & monitor budgetary items (i.e. trainings, teachers payments, sub- coverage, paraprofessionals) Coaching Schools Teams ( 4 times a year) during the implementation process Collecting data (i.e. number trainings and visits) Active member of the PTHVP Mass Hub (working group) PAM

PTHVP IN ACTION: District Project Manager Perspective Challenges Limited access and fluid communications school staff and school leaders before the implementing the model Teachers conducting more “Community Visits” than “Home Visits” Teachers not completing the visits within the proposed time frame Opportunities for Staff & Families to: Increase trust and empathy for co-educator Build capacity to better engage student in academics Opportunities for Students to: Increased in attendance, academic success and decrease in suspension & expulsions rates Home visits build our cultural competence & our understanding of our students families and community PAM 3rd year of the project- 6 schools- Kindergarten/ K-8 schools 4th year----- 2 schools EEC , which wil be school-wide 50 visits ( 10 classes K0 thru 2nd grade) # of students ______ # of staff members 14

PTHVP IN ACTION: District Project Manager Perspective Conditions for Success: STRATEGIC Partnerships & resources needed Logistical information (school hours, location of teachers & students) Desired outcomes Strategies to building capacity PAM

PTHVP IN ACTION: Multi-School/Program Sites within the CT Office of Early Childhood’s Federal Preschool Development Grant Project Manager’s Role & Responsibilities support the 13 communities participating in PDG to deepen family engagement in their communities utilize a quarterly meeting process in which community teams reflect on their practices, review promising strategies, and develop family engagement plans organize the family engagement effort around five principles that are aligned with PTHVP. Our work: - is strengths-based - is family-centered - supports families and teachers to engage as co-educators of children - is linked to learning - is focused on relationships DEBORAH

PTHVP IN ACTION: Multi-School/Program Sites within The CT Office of Early Childhood’s Preschool Development Grant Connecticut’s reasons for choosing PTHVP the potential of the relational home visit alignment with PDG’s organizing principles alignment with the Dual Capacity Building Framework for Family-School Partnerships which serves as PDG’s compass in deepening family engagement in 13 communities DEBORAH

PTHVP IN ACTION: Multi-School/Program Sites within The CT Office of Early Childhood’s Preschool Development Grant What key outcomes are you trying to improve or reduce? develop mutually respectful trusting relationships between families and teachers, home and school build the capacity of teachers and families to engage with each other as co-educators of children Evaluation tools third-party evaluation conducted by the University of Connecticut Family & Provider Teacher Relationship Quality Measures (FPTRQ)

PTHVP IN ACTION: Multi-School/Program Sites within The CT Office of Early Childhood’s Preschool Development Grant Opportunities & Challenges Opportunities to: - utilize the PTHVP model to engage with families as co-educators of children and to deepen family engagement in the 13 PDG communities - expand utilization of PTHVP across CT as a proven strategy for family engagement

PTHVP IN ACTION: Multi-School/Program Sites within The CT Office of Early Childhood’s Preschool Development Grant Opportunities & Challenges Challenges to: Inspire school/program staff to do home visits in the context of a grant that requires significant commitment from them. Communicate the potential of PTHVP in the context of a robust system of home visiting programs in Connecticut like the Nurturing Families Network, Child FIRST, PAT, MIECHV, family resource centers, and Head Start. Sustain utilization of PTHVP.

PTHVP IN ACTION: Multi-School/Program Sites within The CT Office of Early Childhood’s Preschool Development Grant Conditions for Success Promote the success of PDG’s PTHVP effort. Provide training. Strengthen connections with others utilizing PTHVP in Connecticut. Recruit new partners. Desired outcomes - more school/program staff who embrace serving as co-educators of children - more families who feel empowered to engage with teachers and schools as they transition Into kindergarten and support their children from elementary through high school

PTHVP IN ACTION: School-Based Coordinator & Teacher Role & Responsibilities Support newly trained school staff to implement the home visit model and follow up with them as needed Maintaining communication with the Office of Engagement the status of the project at the P.A. Shaw; relaying any problems or concerns Coordinate a parent focus group at the end of the school year to determine if home visits were beneficial to the family Key Outcomes We Are Trying to Improve or Reduce Increased school attendance Students more motivated to learn at school Increased or improved communication between home and school Reduce student behavioral or emotional issues Families are more involved or more connected with the school/homeroom teacher COLLIN

PTHVP IN ACTION: School-Based Coordinator & Teacher Challenges & Opportunities Limited financial resources - teachers are given a flat stipend to conduct 5 home visits each round - desire is for teachers to do home visits for every child Having families willing to want a home visit, especially for students who need extra support Not being able to start home visits until later in the fall due to the release of class lists in late summer School making “first contact” to engage families in a more relational way within a marginalized community Ability to create a positive school culture where home visits are integrated into the DNA of the school Show how home visits can positively influence the trajectory of a child’s success in life when families, teachers and administrators partner together COLLIN

PTHVP IN ACTION: School-Based Coordinator & Teacher Conditions for Success Majority or all teachers believe in the benefits of home visits Increased professionalism and connections among our teaching teams Encouragement and commitment from school administration Support from families Support from the school district (Office of Engagement, Boston Teachers Union) COLLIN

EARLY CHILDHOOD PTHVP Questions Answers Comments

THANKS FOR COMING Boston Public Schools Pam Bailey, MSW; Office of Engagement Liaison PTHVP Project Lead Collin Radix-Carter, P.A. Shaw K1 Teacher & PTHVP School-Based Coordinator Connecticut Office of Early Childhood Deborah Watson, Project Manager for Family & Community Engagement, Preschool Development Grant