Initiatives
Community Education Report
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Flint Area Congregations Together |
Education Initiative Community Report 2009 – 2010 |
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EDUCATION INITIATIVE COMMUNITY REPORT
EDUCATION INITIATIVE OVERVIEW
Overview
Flint Area Congregations Together (FACT), with support from the Mott Foundation, launched its two-year community education initiative in June 2008. This initiative is meant to create new insight into national and local education systems and increase the community's capacity to deliver more effective educational services. This capacity development strategy has engaged in the principles of community organizing, reform public human services provided within the Flint Community School district, and create a collaborative community-developed plan. This approach will address how the community can more effectively work with the education community to achieve academic success for all students. In summary, the initiative will ensure greater levels of collaboration with local education systems and support the community wide goals and vision of greater academic success in the Flint area.
Goals:
FACT’s Education Initiative goals are to:
· Engage parents, educational administrators, teachers, principals, and clergy in crafting a common agenda for educational improvement based on the tools and principles of community organizing;
· Create long-term community capacity among parents, community residents and community institutions to create accountability for adequate facilities, culturally responsive curriculum, and performance guidelines;
· Reduce the presence of violence and criminal activities in the schools by working with residents to implement conflict resolution/violence prevention programs as well as professional development days to improve students safety as seen in other successful urban districts;
- Enable low-income families and neighborhoods to be a part of a new community agenda for the Flint Community Schools;
- Expose grassroots community members to national educational models so that more effective dialogue can occur with education officials;
- Allow community members to replicate, modify, and work collectively on educational policy issues impacting the local community.
Strategy
The strategy for the education initiative is one that is process driven and community led. The initiative is structured around a systematic process of listening, research, action and evaluation. It is also founded in a values-based approach to relationship building and community collaboration. Though FACT’s education initiative has celebrated many successes in the past two years, its work has just begun and community efforts will continue into 2011. What follows is a summary of the initiative’s process benchmarks and projected goals for 2011:
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PROCESS STEP |
SUCCESSES ACHIEVED |
PROJECTED OBJECTIVES |
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1- Listening |
2000+ issue-based discussions with community members including parents, education professionals, students, public officials and elected leaders. For example, hearing commitments to quality instruction, parent involvement, and after school support. |
Continued focus on relationship building with key partners in the greater Flint community education systems including: parents, education professionals, students, public officials and elected leaders. |
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2- Research |
Three (3) national site visits: Northern California Charter Schools; Harlem Children’s Zone, NY, NY; Norfolk Public Schools, Norfolk, VA. One (1) local site visit: Technology Laboratory(TLAB) Detroit, MI |
One (1) national site visit for youth: This site visit would be solely for youth leaders in order to gain their input and recommendations of successful youth focused education programs.
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3- Action |
Statements of collaboration and active participation from 40 community leaders (including public officials and elected leaders). |
Implementation of a collaborative education plan which engages all community leaders. |
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4- Evaluation |
One (1) community-based educational needs assessment from a national expert on educational reform. |
Continued assessment of lessons learned and full implementation of collaborative strategies supporting educational achievement. |
Best Practice Site Visits 2009-2010
FACT’s Education Initiative was inaugurated in 2009-2010 with three national site visits and one local site visit. The FACT Education Initiative identified three national locations and one local location to research for best practices. These locations were selected based on the following criteria: proven academic success, innovative education philosophies, local leadership input, and collaborative approaches to educational achievement.
What follows is an expanded summary of the findings of the community members who attended those site visits. This report compiles the collective input and feedback of participants and reflects their overall experiences and responses at each site. FACT’s Education Initiative will continue to work towards supporting ways to implement the recommendations stated in this report.
(A participant summary follows this report.)
Site Visit Report Explanation
Brief description: Each site visit report offers a one-paragraph explanation stating the overall best practices highlighted by participant observations.
Best Practices: This section states the top observed best practices and offers a brief explanation of each. While each site visit demonstrated many valuable practices these were the most revered.
Recommendations- This section states the recommendations to be considered for further research, planning and evaluation. These recommendations are suggested modes of implementation only.
Observed Examples- This section provides specific examples as they were observed by the site visit participants. Examples are reported only where they were noted by participants.
Existing Opportunities- This section provides a list of existing opportunities that could assist in implementing the stated recommendations.
EDUCATION INITIATIVE COMMUNITY REPORT
NATIONAL SITE VISITS 2009- 2010
NORTHERN CALIFORNIA CHARTER SCHOOLS June 2009
The Northern California site visit impressed participants with its innovative and determined educational strategies. The relationship between the education system, teachers, parents and students was exceedingly valued and was the highlighted cornerstone of the school’s proven successes. Observed students were self-motivated for educational achievement, demonstrated high levels of classroom morale and were confidently progressing towards college-level experiences and careers.
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Best Practices
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Parent-Teacher-Home Visitations- Teachers initiated parent involvement with home visits, welcoming parents to become more involved in their student’s educational process. These visits increased parent ownership, and involvement with, the education system and assisted teachers in developing instructional patterns and materials consisted with the students cultural and social points of preference.
College Preparation- Educators mainstreamed college readiness into the classroom environments by exhibiting college posters and banners of ones that students had expressed an interest in attending. Both verbal and visible affirmations were noticeable that created the clear expectation that college enrollment after graduation was the achievable path for all students. To this end, students ‘adopted’ colleges and worked on college readiness plans, nurturing early mindsets and academic attitudes and performance for college success.
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Existing Opportunities
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Administration Resources- All Flint school administration members are academically and professionally credentialed for their position. There exists, therefore, an opportunity to utilize further their collective academic achievements and experience in a motivation context in the classroom, drawing from experiences of success used by many school districts throughout the country.
Community Resources- In listening encounters conducted by FACT leaders, concerned parents and community members have expressed an eagerness to participate in the education process. There exists, therefore, an opportunity to utilize their enthusiasm by creating more awareness about entry points for more engaged community participation in the academic lives of Flint students. |
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Recommendations
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Based on the observed best practices at the Charter Schools in Northern California, and considering the known existing educational opportunities in the Flint area, the participants of this site visit make the following recommendations:
Parent/Teacher Outreach- 1- Create relational environments for parent involvement and teacher outreach. Participants recommend that educators be required to create opportunities that engage parents into the learning plans of each student. Observed Example: Teacher home-visits; enhanced teacher-parent relationships. 2-Encourage increased parent involvement with mentoring opportunities and incentives. Participants recommend that educators create opportunities for increasing parent involvement by mainstreaming them in system wide educational strategies. Observed Example: In-class parent mentoring and tutoring programs.
Classroom Environments- 1- Encourage educators to implement college readiness approaches into education philosophies. Participants recommend that educators generate college-readiness classroom cultures by integrating college planning in instructional patterns or strategies. Observed Example: Educators create activities around a specific higher learning institute.
2- Develop ‘success incentives’ and heightened classroom morale. Participants recommend that educators create a culture of academic success by providing creative incentive-based plans, meeting each student at their academic and social level. Observed Example: Individual learning plans include social and personal factors. |
HARLEM CHILDREN’S ZONE New York, NY December 2009
The Harlem Children’s Zone site visit demonstrated the importance of birth-to-college education systems, and modeled community ownership as the cornerstone of their success. Their ‘Whatever It Takes’ approach to educational experiences met each student where they were and utilized whatever resources were necessary to propel that student towards a lifetime of success. Curriculums were holistic and rigorous, with high levels of educator accountability. Here, success was integrated with strategies for regional (not only overall academic) success.
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Best Practices
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Peacemakers- Community mentoring program creating lifelong peace and safety leaders.
Pipeline Approach- Integrated social and human service with educational strategies from 0 to 21 years. To provide a structure of sustainable support for families.
Parent & Community Involvement- Intentional mainstreaming of parent and community interest groups, creating complete parent engagement and community buy-in of programs.
Accountability of Administration and Board- ‘A Whatever It Takes’ attitude from all stakeholders and educators, translating into innovative and resourceful academic practices.
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Existing Opportunities
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Administration Resources- Educators are trained critical thinkers capable of innovative education approaches. There exists, therefore, an opportunity to utilize their capacities more fully by allowing rich and creative education experiences to be incorporated in the classroom.
Community Resources- Concerned parents and community members are eager to participate in the education process. There exists, therefore, an opportunity to utilize their enthusiasm by creating occasions for more community participation and engaged parent/teacher relationships.
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Recommendations
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Based on the observed best practices at the Harlem Children’s Zone in New York, and considering the known existing educational opportunities in the Flint area, the participants of this site visit make the following recommendations:
Adaptive Curriculums- 1- Implement holistic personalized learning plans for each student Participants recommend that individualized learning plans be implemented for every student from pre-kindergarten thru grade 12.
2- Plan for their individual learning styles Participants recommend that the learning style of each child be identified and lesson plans created to stimulate the various styles in each classroom.
3- Consider the personal circumstances (home life, etc…) of each student. Participants recommend that, through parent-teacher relationships, the home and social circumstances of each student be considered when creating classroom lesson plans.
Data-driven Systems- 1- Utilize existing data-driven educational resources. Participants recommend that educators use data-driven educational philosophies that would promote heightened levels of output monitoring and academic transparency.
2- Deepen each educator’s responsibility for academic performance and output. Participants recommend that educators be held accountable for the performance of each student and that mechanisms are in place that deepen these levels of accountability.
Community Networks- 1- Develop the energies and expertise of concerned and willing community members. Participants recommend that the greater community participate and support the development of a results oriented, accountable education system.
2- Create opportunities for more relational involvement in the education system. Participants recommend that sincere care be taken by educational systems that monitor and respond to customer/client service inputs and the community’s evaluation of academic accountability.
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NORFOLK PUBLIC SCHOOOLS Norfolk, VA May 2010
The Norfolk Public Schools site visit offered practical insight on data-driven educational strategies and staff development. Using collaborative educational strategies, the schools implemented a cooperative approach to teaching where educators relied on one another for classroom, curriculum and planning support. Educators strategized learning plans together, while focusing on weekly test results as measures of success.
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Best Practices
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Data-driven Systems- Educational strategies are designed around exhaustive academic benchmarking, drawing on individual success-driven, test-taking strategies.
Professional Development- Educators are provided with ample opportunities for meaningful growth that is interactive, creative and focuses on cohesive teamwork among educators.
Administration Accountability- Learning strategies that advance high levels of academic performance and educators’ accountability are witnessed at all levels of administration.
Education Environment- Facilities are conducive to staff development and student achievement, showcasing creative, data-driven, team-building approaches to learning.
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Existing Opportunities
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Administration Resources- Schools offer many underused resources (TestWiz, computers aided instruction). There exists an opportunity to utilize the value of these resources, presenting them as opportunities for deliberate academic growth and improved data collection.
Community Resources- Concerned parents and community members are eager to participate in the education process. There exists an opportunity to utilize their enthusiasm by creating occasions for more community participation and engaged parent-teacher relationships.
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Recommendations
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Based on the observed best practices at Norfolk Public Schools in Virginia and considering the known existing educational opportunities in the Flint area, the participants of this site visit make the following recommendations:
Staff Development- 1- Allow educators opportunities to coach, support and develop one another. Participants recommend that system-wide networks be created that allow educators to train each other, share best practices, and establish tools of professional support. Observed Example: Teachers create training networks where skills and ideas are shared.
2- Implement participatory staff development systems that are meaningful and student-driven. Participants recommend that system-wide mechanisms are created that allow staff to develop one another and to explore more accountable student-driven academic practices. Observed Example: District wide systems for information sharing and educator development.
Data-driven curriculums- 1- Create test-taking strategies that aid the student in both social and academic growth. Participants recommend that educators utilize rigorous test taking strategies that allow the student to develop and learn as they take (and re-take) examinations until they understand the material.
2- Provide needed opportunities for students to increase their academic performance. Participants recommend that educators provide performance-driven opportunities that generate heightened classroom morale, academic ownership and educator accountability.
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National Site Visits
Participant Summary List 2009- 2010
Following is a summary of participation. The information is presented per site visit and cites the personal or professional roles of each site visit group:
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Participant Summary
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EDUCATION INITIATIVE COMMUNITY REPORT
LOCAL SITE VISIT 2009
Technology Laboratory (TLAB) Detroit, MI October 2009
The Technology Laboratory (TLAB) site visit overwhelmed participants with its innovative and technology-based educational strategies. TLAB aims to change the culture of current academic systems by supporting and advancing existing curriculums. It seeks to create student-driven learning strategies by utilizing advanced academic software, a highly esteemed mentorship program, and a values-based learning philosophy.
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Best Practices
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Innovative use of technology- In a culture where students are easily motivated and drawn to the use of technology, TLAB uses high quality technology to promote progressive learning.
Mentorship program- High levels of life achievement are mainstreamed into TLAB’s educational philosophy as it pairs students with professional academic mentors and experts.
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Existing Opportunities
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Administration Resources- Classroom utilization of computers and internet services are available. There exists an opportunity to increase the usage of these tools toward self-motivated learning, thus allowing more creative use of technology as a means towards lifetime achievement and academic success.
Community Resources- Concerned parents and community members are eager to participate in the education process. There exists an opportunity to utilize their enthusiasm by creating occasions for more community participation and engaged parent-teacher relationships.
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Recommendations
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Based on the observed best practices at TLAB in Detroit, Michigan and considering the known existing educational opportunities in the Flint area, the participants of this site visit an planning committee make the following recommendations:
Use of Technology- 1- Utilize high quality software and educational technology as a means of academic success. Participants recommend that technology-based learning be incorporated into every classroom. Observed Example: Integrated software programs for all subject areas and interests.
2-Encourage setting goals higher than ‘average’ and push students towards higher academia. Participants recommend that educators be required to set higher academic standards, exploring new teaching methods to achieve higher academic outputs.
High quality mentorship programs- 1- Use technological interfaces to allow esteemed mentors into the classrooms. Participants recommend that educators allow national and international experts into their classrooms via advanced technology increasing the exposure levels of each student. Observed Example: Tele-conferencing and national and international mentorship contacts such as the Youth Entrepreneurship Sustainability (YES!) Campaign.
2- Develop community resources and expertise, pairing professional mentors with students. Participants recommend that local expertise be engaged in creating a network that pairs students with seasoned professionals and leaders. Observed Example: Community members who are currently acting as coaches, mentors, and tutors.
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Local Site Visits
Participant Summary List 2009 - 2010
Following is a summary of participant participation. The information is presented per TLAB activity and the personal or professional roles of each group:
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Participant Summary
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EDUCATION INITIATIVE COMMUNITY REPORT
A CONTINUED STRATEGY
Next Steps 2010 – 2011
FACT’s Education Initiative anticipates continuing its goals of creating tangible change in local education systems by furthering its commitment to community leadership, power-with relationships, and heightened levels of academic success in the Flint area. Although the initiative has a strong leader pool, including school administration, local leadership, and numerous community leaders, it needs the much stronger engagement of the residents and citizens of the Flint community in order to be successful. FACT looks forward to working in greater collaboration with educational and community leaders towards a transformational educational system in the Flint area.
Projected Strategy for 2011
Listening: Continued parent and youth outreach, Outreach campaigns
The initiative anticipates increased community support with campaigns targeting parents, students, schools administration and higher educational leadership.
Research: Best practices, Solicited expertise
The initiative anticipates further research, additional site visits and educational consulting for local strategic support.
Action: Local commitments, Collaboration-based networks
The initiative anticipates the development of a shared vision, mission and strategic plan; aligning the concerns of the community and the goals of the Flint area educational systems.
Evaluation: System Analysis, Evaluation Tool
The initiative anticipates facilitating the development of a monitoring and evaluation system that encourages community involvement, transparency and accountability.
Acknowledgements
FACT wish to thank the following individuals and groups for their faith in, and dedication to greater levels of academic achievement in the Flint area and their valued support of collaborative community-based approaches to education reform:
The City of Flint
Dr. Clarence Nixon
Dr. Sharon McEwen
Flint Public Schools Administration
Flint School Board
Genesee County Community Leaders
Genesee County Spiritual Leaders
The C.S. Mott Foundation
Community Volunteers and Leaders
Flint gathers to discuss state of education
http://abclocal.go.com/wjrt/story?section=news/local&id=7707793
