Atlantic equity cortium it is a federally funded center we're really really excited to talk to you today

about evidence based practices we have some exceptional

The answers in the Q&A box any conversation that you want to have in the chat again this session is
being recorded and also stream live on Facebook OK let's get started so if you're Newton asking even if
you're not nasty is an organization that is focused on advancing high impact policies and practices for
family school should be engagement to promote child development and improve student achievement

also we need individual world family engagement universally practiced as an essential strategy for
improving children's learning and advancing equity so we do like to share it with you we are a national
nonprofit focused on practitioners in this work and as all of you who work with families and
communities every single day exercise

Center cafe is our name we are the regional statewide family engagement Center for Maryland and
Pennsylvania are partners we couldn't do this work without our partners partners are nasty even
associes family school including engagement also parents as teachers listed academic parent-teacher
teams program which will learn more about today turning the page and the National Center for families
learning and the statewide family engagement center program is A5 year funding opportunity that
began last January so where we are we're almost a year into this and it's been wonderful even in this
work I started in building the center and you know traveling around both states to try and meet people
and figure out what are those need and and we're doing this work through evidence based practices
which is wack today's webinar is so crucial and critical for who work work moving ahead next slide

our goal with the family engagement center we had 2 goals one is to improve and sustained regional
implicated Y family engagement efforts which focus on increasing high impact culturally responsive
family engagement by addressing those systemic barriers and then to our second goal is to build the
capacity of educators and parents practice high impact culturally responsive family engagement through
increased awareness knowledge and skills and we are working on our goals working to reach our goals
through a number of activities um such as helping states finalize their family legal frameworks providing
states with obviously echo assistance and training opportunities for families and for districts direct
service button as well as doing things such as webinars like this one next slide

finally we believe that cultural responsiveness it is not our corporate functions and then confusing every
aspect of our work but we believe that cultural responsiveness give the core proach to advancing equity
which is one of our key Corp factors turn it back over to Johnny thank you Carmen
Parent teacher visits she took coming to pantages home visit she served as executive director directed
professional development and consulting in the field of community organizing she earned an MBA from
UCLA and a Masters in social and cultural studies and education from UC Berkeley we are extremely
excited to have you here Gina and we are looking so quality thank you Kelly and I'm extremely excited to
be here and extremely excited to be presenting alongside 2 incredible organization so thank you for the
opportunity I'm going to share today a little bit about parent teacher home visits are background or
model the research that supports the efficacy of the model and also just some thoughts about what kind
of foundation to lay for anyone that might be interested in starting a parent teacher next slide

so we began in 1996 in Sacramento CA really as a community organizing campaign that was led by
parents and teachers who were frustrated that there was a lack of communication lack of trust between
families and educators in their community and they wanted to change that and so they found some
teachers that were actually going out on their own to do home visits and having really positive results in
engaging their families in a meaningful way and they decided let's systematize this practice within our
school district and so they reached out and built this collaborative effort they reached out first to the
teachers union who became an instant supporter and then to the school district who who came on
board later as a supporter and provided the structure and the funding to get it started we believe that
this collaborative effort has been really central in sustaining the home visit practice over over these 22
years in Sacramento but also in other communities across the country and so even to this day we always
encouraged buddy who's interested in starting the practice to look around and develop those partners

We have trained in 26 states plus DC and our home visit educators across the country are doing on
average about 50,000 home visits every year for the past ç

There's a lot of different home visit models that are out there all of which have value and but in the big
inning our founding parents and teachers were very clear that they wanted this model to be about bill

Families so we want people to want to participate in these home visits and we don't want them to feel
like they are mandated to do so the second core practice is that educators are trained and compensated
so parent teacher hub is that we provide that training and from the very beginning our founding parents
actually really wanted to make sure that participating educators got compensated for their time for their
home visit time because these parents knew that educators so often did so many things on their own
without getting paid and they wanted to make sure that that didn't happen with this with this practice
and the 3rd core practices that we share hopes and dreams so in that initial home visit we always ask
the educators to ask the question what are your hopes and dreams for your child then we ask them to
be prepared to answer that question as well and you can imagine that that opens up a whole different
kind of conversation that really allows families and educators to realize they probably have very similar
hopes and dreams for that child and that they can probably work together as partners to realize those
hopes and dreams the 4th core practice is that we don't target students so this model is really designed
to benefit all children and to be practiced with all families um in the ideal world classroom open every
student in a school would receive a home visit but we know the realities of schools and schedules and all
of that and so if educators cannot visit all of their students then we encourage them to visit a
representative cross section of their student population so that these home visits don't end up carrying
any kind of stigma or privilege that are available only to you and not to all and then the last core practice
is that educators go in pairs and reflect going in Paris I think helps as with any of us it helps to have
someone else along when you're doing something that you're unfamiliar with so it helps in that regard
but we also found that it really helps to have a second pair of eyes and ears in that visit so that
afterwards those edgecator first can reflect together about what they heard about what they learned
that they can then take back into the classroom to help motivate that child or to help educate that child
and how they as educators can become better educators for that child so those are the 5 core practices
and we always say that if you're doing these 5 things you're basically using our model outside of that
outside of those 5 core practices there's a whole lot

The model works for 22 years because we've heard directly from families and educators that it does
work and those stories are very powerful and just around this time and last year we were just wrapping
up a national evaluation of our work that looked at the implementation of the model in 4 different
school districts across the country there were 3 studies that were part of that evaluation two of them
were done by RT international and one was done by Johns Hopkins University the first study basically
asked the question is the model with active an the researchers at RT international after doing interviews
and focus groups found that yes in fact it is effective and that practitioners both parents and educators
valued the model and were experiencing positive results from it the second study also done by RT
international looked at apparently and educators who are participating in home visit and how the hell
visits help them change their mindset about each other and what the research found was that the
experience of doing the home visit really helped parents and educators kind of surface their
assumptions and biases that they may have been holding about each other and that by surfacing them it
then allowed them to really see each other as whole people who each bring incredible stories and gifts
and skills and assets that they could use to help educate the child and it also the home visit experience
allowed them to interact differently and so the communication went up and they really began to see
themselves and see each other as true partners in educating the child the 3rd study looked at student
outcomes and in a nutshell

I also just want to say that I think one of the most important things to have before you want the parent
teacher home visit practice is to be clear about the purpose and we always always encourage people to
go into it with the purpose that you really are committed and you want to build relationships of trust
between your families and your educators enter really go into it with the deeply held belief that both
families and educators bring important expertise and skills and knowledge and asset to the table to help
Into the process as soon as possible because if it doesn't work for edukators then it's not going to work
and so bring them in create a space for them to have a voice in how to proceed or even whether to
proceed with parent teacher home visit 'cause it's really got to work for them and they have to want to
want to do these visits and then also partners again I mentioned early on the importance of
collaborative partnerships in local communities we have found that teachers unions can be your
strongest allies in in parent-teacher home visit practice and they can also help you reach those
educators and create that space to so that educators have a voice so talk to them and bring them in as
soon as possible also if you have a local community organization

Yeah mindset shift study that I mentioned earlier and it did so um what they found was that if the
experience of home visits between educators and families really help them ACH and also um disrupt
their implicit biases that they have held about each other and so a lot of times you know teachers have
assumptions about families and their capacity or what they bring or their experiences based on
behaviors that they see or based on you know whatever I mean we're all wired to make assumptions
about each other so so we all carry them around and then at the same time parents also often carry
around their own implicit biases about educators about educators motivations or experiences or their
lives or anything and but sitting down in that home visit it really allowed the parents in the educators to
see each other as human beings and to really learn their individual stories and experiences and come
away with a lot more empathy for each other to really begin to disrupt and challenge those implicit
biases

Funding question yes so title 1 by far is the most common funding source for this model of home visit
but there have been school districts that have used title $2 I believe for professional development
there's been school districts that have used title $3 for English learner communities in particular and
then we also encourage to look around in your local community for local foundations that might fund
the work again your partnerships can be really critical here as well sometimes teachers unions have had
some funding to help support the practice local businesses and organizations have also been known to
support it as well so really the local community is a great place to look as well as those federal title
dollars and foundation um yeah and in terms of the other question whether it's for certain populations
really it's designed for any population it can be applied and when we have people who are using this
model kind of in general across the board we have people who are using it in for example English learner
communities we have people who are using it in special Ed in high school pre K so it works pretty much
everywhere it's applied gene that will get you some more questions for summer little native news
stations are a lot and so Gina has some some moment she will answer some of the questions in the I
don't know where it will get to them then you so
Dr Maria Paredes

I want to give you a little bit of background as to why ABC was developing what prompted to develop
before before becoming the director of family and community engagement for Creighton school district
I was a classroom teacher I taught parent classes for about 4 years again our community education
Department I also served as an administrator prior to that so there was a lot that was happening
professionally and my understanding of family communication but becoming the director of family
community engagement at this time there was no help late this was or something and and there was
really no place to learn how to do this job so one of the things that we did was we installed a lot of
opportunities for parents part of my job was to oversee family engagement at our schools and also to
support all of their parents and supervise them and guide their work so that it is it was as impactful as
possible part of what we did to learn more about what was happening in the schools we 1st carried out
a survey we survey we inventoried all of the schools to see what kind of events and activities were
happening at the school level and we found many opportunities for parents to be involved at the school
level there were I don't want meetings there will be the teacher open house festival's there were about
appearing opportunities there was pretty all in our schools parents did fundraising and a couple of
parents even helped Co developed in the school improvement plans at each campus so there was a lot
there was a lot of activity with good parents we also learned that there were a handful parents less
parents but there were some parents that were engaged at the community level so beyond the school
but within our community and some of that engagement included being partners with community
organizations helping the whole district with food banks and in social services activities participating in
board meetings at one point we also had a second language parent who was part of the board so there
was a lot of activity with parents in our in our schools involvement was not clearly an issue what we
learned though was through survey the survey over 1500 parents over the course of two years and what
we learn from these surveys is that parents felt that there were a lot of opportunities to be part of
school events schoolwide events activities even in the community there were a lot of opportunities but
they didn't know exactly what to do to support their child's learning they didn't have specific
information about priorities in the grade level that will help them with learning at home and supporting
and being engaged in academics for supporting the learning of their children so this was the big
challenge is that we had a lot going on however we didn't have a mechanism in place for families to
access the information that they desperately wanted and needed in order to really support learning this
prompted the challenge of what would that look like and what the only thing we had there was a formal
mechanism for parents and teachers to speak to each other in a in a formal in there was part of the
school system was parent teacher conferences in our district we had we have conferences in the fall
around authority and we had conferences in the spring so What I learned from this conference is is that
an from myself as a teacher doing conferences for many years is that they look different in every single
classroom every teacher does it a little bit different

Is composed of
Uh this data that these are data graphs this data comes specifically from assessments that were done on
that particular foundational grade level skill that feature is presenting and sharing with parents the
teacher takes their time to help the parents understand how to read and interpret data graph in
education we deal with data and graphs all the time but some parents don't have the this individual life
so it's really important with the features take the time to discuss it with their parents just be immersed
in it and ask questions and share ideas with each other to make sure that they are actually sure as to
what they think that means then moves on to modeling 2 activities that reinforce the foundational
grade level skill and the and then the parents get a chance to get these activities and practice up with
other parents in the classroom and then the last part is the teacher models of setting goals again based
on the data and based on where they want their child to be the next time they have another team
meeting so team meetings are again

We have so far worked in 27 states in the United States and we have worked with over 1500 schools in
the last 9 years and we have learned we keep refining our approach too to training and coaching and
working with with educators so the first thing that we do is we really spend time building awareness and
planting this and because we feel that it's critical that everyone knows what they are committing to
doing a PT how does X one outcomes but it takes time and it takes effort and it's really important that
everybody involved understands how this all needs to be and so we provide webinars we make
presentations we do orientations we make sure that everybody in the school in the district understand
what's necessary to make this successful professional development we start our work with schools with
initial professional development where we give teachers information on family engagement research we
give them information on how to facilitate meetings we model the meetings and we go deeply into how
to reach out to families how to build relationships with families so that attendance is very high during
the day between meetings we do the best we can and and this continues this conversation continues
throughout the years to understand

parking at West Ed does cycles of coaching and technical assistance so we start with a professional
development and before during and after start by before 1850 meetings we plan we sit and plan with
each Gray level team of features to make sure that we call development called structured eating using
the data making decisions based on assessment an and the needs of the students the everything that we
plan is it could set an for for the classroom for that grade level school and community we actually
participate in the aptt meetings with the principles instructional coaches an often people from the
district office so that everyone is having the same experience and able to increase after the meeting so
we all sit as a leadership the district is school instructional coaches and western coaches and we debrief
and set goals for the next cycle of coaching and technical assistance in preparing the features for the
next 80 cleaning so the cycles occur 3 times or the or something here I believe what is most impactful
about our project is that we work side by side with the teachers with the indicators with instructional
coaches and everyone at the school and district side by side over the course of the school year very
often for 2 for 2 years or more we also as part of activity we have data collection tools that we share
with the school and collaboratively we collect all the data

Basically about the video and this is how you do it you access you it's creating access your recruiting
their interests and that's how you do it as you ask them questions that pertains to their personal history
an you for example the video applies through the engagement and then the next one is about building
through sustaining effort and persistence so you build upon what they know already this is the second
part of engagement here you we create smart goals create tasks for challenges an learning and create a
learning community and provide feedback to them so any lessons that doctor of annetta did in his on
line cause he required his students to do replies provide feedback Yeah and that's how you do that is
you are creating so you're trying to figure out how to say that but you are having little activities you're
having activities in lessons that you're creating for your class and then you're giving your class the
opportunity to have peer support by giving each other feedback and this is how he did it was on his class
the discussions on line OK I have a question here are they using a kind of rubrics or a template or
something because they feel that could be so general right So what I'm going to do is I'm going to go
back into his class and pick on those assignments and I'm going to put those in here

So that they can see examples of it OK yeah I see nothing going to be useful for the audience as well
because they got half a general idea so for this sorry for this first one I'm going to bring the rubric and
the listen uh examples of the video OK i'm not going to bring any videos because I can't get permission
from the students I'm just going to give the lesson requirements that the teacher gave for that class for
that assignment and then for this second assignment I'm going to show examples of how the other
students provided feedback on the on the discussion boards OK so I'm going to show pictures of that I'm
going to copy and paste those pictures in and show pictures of that OK yes because they're going to help
the audience to understand better how all of you are doing this yeah right and I'm going to show
examples for each one each of these slides they're going to have examples the only one that is not going
to have an example is the initial like stage one like that one that's just the general like intro so we don't
really need it but for each of these like the access how he gave access to the students how he recruited
the interests then was the building how did he build on it right under learnings and then this one is self
regulation so internal it's internalization through self regulation so this part of the engagement
expectations believe should be optimized personal coping and strategies should be observed and
encouraged and an opportunity for self reflection assessments are taking place so for doctor van at his
class he has 2 assignments which I'm going to create a slide for and put it in here it's called the tap um
where you are doing your lesson like and you are grading your own lesson number one so it's a self
reflection and then other classmates grade your lessons as well clean so and then right now he's doing
something called a reflective paper so that will also be something that is an opportunity for students to
reflect on their learnings you know so that's that OK the next stage is representation

the what of learning so the second goal of the universal design of learning is representation through
access build an internalization internalize processes the goal of this step of the step is to I need to
rewrite that the goal of this step is to equip students with resources and knowledge so the first part of
this is um making sure that you have differentiated a learning according to the students interest goals
and strengths and weaknesses so that's why in the beginning it's important for you to understand your
students so that you can provide this differentiated instruction for them and this is through displays so
the first part is through visual auditory and visuals and what I can bring in here is doctor in his class he's
got a lot of visuals he's got a lot of videos these lessons as well so it's not only write in written format
and then the next one is building through language and symbols

so this part the second part of the representation here this is the second part of the representation here
we clarify vocabulary symbols syntax and structure we support decoding of texts and mathematical
notations promote understanding across languages and include technology this aspect is about content
teaching but utilizing smart goals to create differentiated instruction through the teaching strategies
listed above so here i'm not sure what I'm going to pull from his class I need to go look at his class and
find out what parts of it fit here but I think like he does ask his students to differentiate learning in their
own classrooms so I don't know if I can talk about that and the different ways that he's encouraged his
students to do that but this is about his class not really about what he's teaching his students in a way
right yeah so then I think I need to show how he's modeling it correct yes yeah because because this is
about about teaching an what is strategy is yes what is strategies he's using yeah so that's something I'm
going to have to ask him because I need to go back into the class and see find examples of what he did
to implement that I think I think the examples in this kind of things they're going to help the audience to
understand better yeah so the other ones I know what examples to pull on this one I have to go look for
so I'll look for this one here OK the next one is internalising through comprehension this is this is the 3rd
step for representation stage here the knowledge learned in past as being applied through creating
opportunities for identifying patterns critical thinking big ideas and other forms of information
processing this information then can be transferred and generalize for next learning activities so in his
class he provides a lot of opportunities for students to internalize what they've just learned you know
and what comprehension they're getting out of it so for example if they've taught something in a certain
lesson or if they've uh if they did a certain task here requires them to come back and provide theory and
their feedback on what they think that they learn from it and always theory to support it so not only
does he expect like them to think about how was this teacher proficient not proficient or excellent in so
it gives the students feedback you know like they're giving their own personal feedback so they have to
think about it In addition they are required to provide theory behind this the feedback that they're
giving you know yeah so I think that's the way to internalize it and I'll look for more examples of that one
to the next one and then once i put the examples up once i put the examples up I think that it will be a
better picture of everything you know OK the 3rd stage is action and expression so the 3rd goal of the
universal design is to is action and expression through access build an internalized process this stage
gives students opportunities on how to apply what they're learning in a strategic and goal directed way
so this one is hard for me I don't know how he's doing this I need to talk to him and figure that part out
but when it comes to the example portion of it I started talking about it a little bit over here so the first
part is accessed it so it's access build an internalize so for access it's through physical action according to
the udl this first part of stage 3 of the action expression here the goal is to offer varied methods for
response and navigation to optimize access to tools and assist technology assistive technologies so for
his class there every assignment is required to have a discussion after the fact so their technology is
being used and you're having a method for responses the other thing that he does also encourages he's
encouraging a lot of his classes are through video feedback is through the actual teaching a class so it's
actually it's it is physical action because of the lessons requiring that through either creating a lesson or
through doing a lesson in front of a classroom and then presenting it uh uploading it and I think like the
videos that he has requires students to upload so he gives many opportunities through action and then
you just upload it so you can view what the action was And I guess I could talk about the different
examples of that as well And I can show some of them I don't think I can show the ones that shows the
videos but I can show the rubric in the lesson format and stuff that's amazing good I'm sorry that's
amazing that I've been up with the rubrics and everything there the audience that participants are going
to understand better what they key point to do this kind of observation and analysis 4 to provide a
feedback I would print them out and then set pass them out but then I was like why do that just put it I'll
just add the slides in here you know

and this one right here is building through expression and communication this is the second part of
action and expression here we create ways for students to show expression and communication the use
of multimedia tools for communication construction and composition are used for strategic

Full of discussions and feedback amongst his peers and then the professor as well then the video
uploads and the blogging and the video the video uploads that he requires is also the use of multimedia
annetts feedback as well so they are getting a lot of opportunities to have expression and
communication for themselves and for other students to view so they can compare each other
themselves with their Spears OK and then this last one is called internalised through executive function
I'm struggling with this one i did reach out to him I'm waiting for him he's Columbia right now so I I guess
that I'm like it's a little off but we did talk in the morning this is the only one I'm struggling with which I
don't know what it is but it's called the 3rd step further action of expression stage is executive functions
here there are appropriate goal setting planning and strategy development facilitate so I started typing
it up and I was like Oh my gosh i'm so lost in this slide let me see if I can find the but what did they finish
of secretary functions here for him for what what what the definition for doctor ravage Anita of
executive executive function yes I understand what executive functions is according to this udl thing you
know and this is it right here so you remember I was telling you there's 3 stages engagement
representation action expression and for each one that you have to have access build internalize and
you keep the goals in mind so i did for everything I kept the goals in mind but this last one executive
functions I'm struggling with what they're asking for so it says executive functions guide appropriate
goal setting support planning and strategy development facilitate managing information and resources
and enhance capacity for monitoring progress so this one I just don't know where I need to figure out I
don't know if it's a certain task or by the end of the course the students should be able to do all of these
uh I don't know because this is him who has to tell you this Oh yeah this is the universal design of
learning I know I know I know but but I mean he has to tell you what is he doing yes because I texted
skyped him I messaged him so I'm just waiting for him to respond which I just I just sent it right now so
I'm sure he will respond I just don't know what this means actually this whatever they're saying here I
don't understand what it even means OK you understand what it is yes because here what I understand
with the guide appropriate goal setting is like providing some kind of An support planning and strategy
development I think that that is to check all the goals on on to see if there are appropriate for their
learning or their students I think the next part is a facilitator managing information and resources is for
example where you are going to plan an activity is you're going to use the appropriate for example
blooms taxonomy according I'm going to use something else I know it So what I'm having a hard time
understanding with his universal design of learning is that why is this here because shouldn't this be in
the beginning when you're setting the goals for the whole class I don't understand why this is sitting
over here i'm not sure I don't I don't know does it make sense to you that why did they put why does it
go under internalize it says it's right here under internalize I don't get why this is here because in my
presentation the way my flow is going of my presentation if I start talking about goal setting this isn't
even makes sense because goal setting is like should be at the end of the presentation it should be kind
of in the beginning of a presentation but what I understand is that this is a practical thing of the this is
the purpose a material thing that you are going to do or no because first I understood that that is like
the Thierry I mean all we're going to learn how to do these how to do that and then we're going to
understand why are you doing this uneventfully you are giving the opportunity to the audience to
practice all done that I think that that's a performing in the theory of the would this be a good place to
bring in the theory of cultural responsiveness and how we applied it to the whole class yeah maybe this
will be the place that I can add that stuff in there I think so yeah and emphasize more on the cultural
and linguistic responsiveness yeah OK that's a good idea and then doctor vaneta said that I can pull him
into this discussion like the theory discussion I didn't know where it would fit in but I'm guessing it will fit
in over here now because he's like you know he goes I'll let you talk about what your experience has
been and what you found the grading has been applied to these different but he goes when it comes to
the theory portion and my goals and how I came about doing all of this he goes you can pull me in at the
end to talk about that you know and he goes I'll be there in case there's any questions but it goes at the
end I can talk about how I came about it and what the theory is so I think this will fit over here because
it's about little bit about the goal setting and I can start talking about the goal setting and then I can say
that as far as how professor of an ad i got to this point I'm going to let him speak about this a little bit
about the theory and a little bit about how he got he came up with the activities in the align
asynchronous on line class yes