1. 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

2. 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

3. 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.

4. 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 H 10% / Black 21% / White 62% / Asian 6% / Other 1%

5. 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 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 school year.
To date we have conducted 250 visits, this school year 140 visits

6. 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

7. 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 schools EEC , which wil be school-wide 50 visits ( 10 classes K0 thru 2nd grade) # of students ______ # of staff members 14

8. 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

9. 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

10. 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

11. 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)

12. 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

13. 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.

14. 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

15. 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

16. 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

17. 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

18. EARLY CHILDHOOD PTHVP
Questions
Answers
Comments

19. 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