OUR VISION
The launching of the BPS Acceleration Agenda produced a clear vision for engaging Boston Public School families and students. Our vision for Family and Student Engagement is that:
“Every School will welcome every family and every student, actively engaging them as partners in student learning and school improvement.”
“Every School will welcome every family and every student, actively engaging them as partners in student learning and school improvement.”
OUR MISSION:
“The Office of Family and Student Engagement will build the capacity of BPS schools, staff, families, students and the community to establish partnerships that strengthen student learning and improve schools.”
OUR CORE BELIEFS:
The work of the Office of Family and Student Engagement is rooted in a set of core beliefs that guide our work with families;
- All parents have dreams for their children and want the best for them
- All parents have the capacity to support their children’s learning
- Parents and school staff should be equal partners
- The primary responsibility for building partnerships between home ad school rests primarily with school leaders and staff and with students;
- All students want to excel and achieve – it is the role of the adults to listen, engage, support and encourage them in ways that impact their achievement
- Students at the center of the decision-making process are more engaged and take “ownership” of their education, enhancing school climate, improving student/adult relationships and increasing overall student achievement.
The BPS Family & Student Engagement Standards*
serve as a guide for schools to support the establishment of
effective family and student engagement practice in every BPS school.
1. Welcoming All Families and Students into the School CommunityFamilies and students are active participants in the life of the school, and feel welcomed, valued and connected to each other, to school staff, and to what students are learning and doing in class.
2. Communicating EffectivelyFamilies, students and school staff engage in regular two-way meaningful communication about student learning and progress.
3. Supporting Student SuccessFamilies and school staff continuously collaborate to support student' learning and healthy development both at home and school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. School staff ensure that students understand expectations, academic requirements and have access to regular progress reports.
4. Speaking up for Every StudentsFamilies are empowered to be advocates for their own and other children to ensure that all students are treated fairly and both students and families understand their rights.
5. Sharing Power and ResponsibilityFamilies and school staff are equal partners in decisions that affect students and families, and together inform, influence and create policies, practices and programs, with input from students as appropriate.
6. Collaborating with CommunityFamilies, school staff and students, as appropriate, collaborate with community members to connect students, families and staff to expanded learning opportunities, community services, and civic participation.
2. Communicating EffectivelyFamilies, students and school staff engage in regular two-way meaningful communication about student learning and progress.
3. Supporting Student SuccessFamilies and school staff continuously collaborate to support student' learning and healthy development both at home and school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. School staff ensure that students understand expectations, academic requirements and have access to regular progress reports.
4. Speaking up for Every StudentsFamilies are empowered to be advocates for their own and other children to ensure that all students are treated fairly and both students and families understand their rights.
5. Sharing Power and ResponsibilityFamilies and school staff are equal partners in decisions that affect students and families, and together inform, influence and create policies, practices and programs, with input from students as appropriate.
6. Collaborating with CommunityFamilies, school staff and students, as appropriate, collaborate with community members to connect students, families and staff to expanded learning opportunities, community services, and civic participation.
*Adapted from National PTA Standards for School-Family Partnerships
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BPS Family and Student Engagement Standards
Standard 1—Welcoming Every Family and Student into the School Community
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5 CORE ELEMENTS OF FAMILY & STUDENT ENGAGEMENT IN BPS
THE 5-CORE ELEMENTS PROVIDES A FOUNDATION FOR IMPLEMENTING FAMILY & STUDENT ENGAGEMENT THAT IS ALIGNED TO FEDERAL AND LOCAL POLICIES AND REQUIREMENTS
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| ELEMENT 1: SHARED RESPONSIBILITY FOR STUDENT SUCCESS | |||
| Descriptor: | As Required by: | As Evidenced By: | Benefits to School: |
| Home School Compact outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help students achieve high standards |
Title 1: Section 1118 (d)
Superintendent Circular: FAM – 3
Standard 3 & 5
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A Compact that has been developed with parents and approved by the SSC or a designated committee.
The school has a clearly defined protocol for using the compact to frame conversations about student learning.
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Developed and implemented correctly, the home-school compact serves as a tool for mutual accountability between home and school. Discussions using the compact can/should be part of parent-teacher conferences
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| ELEMENT 2: LEADERSHIP STRUCTURES & SUPPORT | |||
| Descriptor: | As Required by: | As Evidenced By: | Benefits to School: |
| School Parent Council The School Parent Council is the formally recognized parent organization in every BPS school. Every parent of a student in a given school is automatically a member of the SPC. The SPC elects member to the School Site Council and sends representatives to City-wide Parent Council and Boston Parent Advisory Council. |
Superintendent Circular: FAM-1
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Elections held and results submitted to OFSE by October 30theach year. Roster on file in school office and with OFSE.
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School Parent Councils are avehicle for building strong relationships with families. They can assist in communicating the school’s policies and programs. They also serve as the collective voice of parents identifying issues, working with school administration to solve problems and to advocate for the school.
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| Student Government/Leadership Schools have a vehicle for appropriately engaging students, hearing their voices and concerns, and for communicating and working with them for school improvement. |
7 essentials for Whole School Improvement
Superintendent Circular: FAM -2
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Student Government Rosters submitted to OFSE
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Students provide critical perspectives, as they are impacted the most by what happens in school and a fresh perspective when it comes to developing solutions. Valuing student voice is linked to increased student efficacy.
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| Student Council/Leadership AdvisorsEach school (middle grades, optional) should designate a staff person who supports the work of the student leaders on SSC. Student Government/Leadership and BSAC student representatives. |
Superintendent Circular: FAM -2
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Advisor name and contact information listed on the Student government roster
Participation in the Student Government Advisor Network
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In some cases, students do not have direct access to the administration. The advisor would be the liaison between the student work and the school efforts strengthening the work that happens at the school base level.
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| Boston Student Advisory Council (BSAC) Reps BSAC serves as advisors to the Boston School Committee, the governing body for BPS. Each high school (middle grades, optional) should have representation on the BSAC that is linked to the student government/ leadership body at the school. It is important to have full representation of the students served in the district by having members from every high school. |
Superintendent Circular: FAM -2
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Student participation in BSAC meetings
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Students have a voice on developing recommendations and policy changes for both schools and BPS. BSAC will move forward. The connection to Student Government/Leadership in schools provides a direct link to the voices of students in the respective schools
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5 CORE ELEMENTS OF FAMILY & STUDENT ENGAGEMENT IN BPS
THE 5-CORE ELEMENTS PROVIDES A FOUNDATION FOR IMPLEMENTING FAMILY & STUDENT ENGAGEMENT THAT IS ALIGNED TO FEDERAL AND LOCAL POLICIES AND REQUIREMENTS
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| ELEMENT 3: SCHOOL GOVERNANCE STRUCTURES | |||
| Descriptor: | As Required by: | As Evidenced By: | Benefits to School: |
| School Site Council/Governing Board - The School Site Council is the decision-making body at the school level. Its members include parents, school staff and students at the high school level. They approve policy, programs and discretionary spending and are responsible for all major decisions impacting student learning and school climate. |
BSC-BTU Bargaining Agreement: Article III
Superintendent Circular: FAM -1
Title 1: Section 1118
Standard 5
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The following documents on file & submitted to OFSE:
· Election results and SSC Roster
submitted October 30thannually
· SSC meeting dates
· SSC Bylaws, SSC Agenda & Meeting Notes
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Shared decision-making is an articulated value of BPS. The purpose of SSC is shared decision making at the school level. It engages all stakeholders in the development and planning of policies, instructional programs and hiring of teachers. It builds buy-in and a sense of community.
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| ELEMENT 4: ENGAGEMENT STRATEGIES IN QSP | |||
| Descriptor: | As Required by: | As Evidenced By: | Benefits to School: |
| Engagement Strategies The Quality School Plan (QSP) is the school’s strategic plan for continuous improvement of instruction and student achievement. Every QSP must include a family engagement strategy that is directly linked to their stated instructional strategy. |
7 Essentials for Whole School Improvement
QSP Development
Title 1: Section 1118
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The submission of a clear, coherent strategy to engage parents in ways that are linked to learning with measurable outcomes.
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Research has demonstrated that family engagement that is directly linked to learning has the greatest impact on student achievement.
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| ELEMENT 5: ENGAGMENT PLANS/POLICIES | |||
| Descriptor: | As Required by: | As Evidenced By: | Benefits to School: |
| Family Engagement Plan/Policy The Family Engagement Plan focuses on how the school will build trusting relationships with families that support student learning and school improvement. It is based on data from the district-wide climate survey and school based analysis of family engagement and should include strategies for engaging families at both the school-wide level and the classroom level. |
7 Essentials for Whole School Improvement
Dimensions of Effective Teaching
Title 1: Section 1118
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A school wide family engagement policy and plan developed by an Engagement Action Team, or other school-based committee that includes parents, teachers and students.
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Valuing families and engaging them in student learning and school improvement has strong correlations with improved achievement and other key indicators of success.
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Student Engagement Plan Schools have a written student engagement policy documenting opportunities for students to assume leadership roles within classrooms and the broader school community.
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7 Essentials for Whole School Improvement
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Implementation of a plan with clear coherent strategies for engaging students
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Engaging students as active, empowered learners and leaders has a profound impact on student efficacy, achievement and school climate. School plans provide an opportunity for students and school staff to collaborate.
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Adapted from National PTA Standards for School-Family Partnerships
Standard 1—Welcoming Every Family and Student into the School Community
Families and students are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.
Goal 1: Creating a Welcoming Climate:
When families walk into the building, do they feel the school is inviting and is a place where they “belong”? Do Students feel welcome when they walk into the school? Do students have pride in their school and feel like they are part of the school community?
Indicators:
è Developing relationships with families and students
è Creating a family-friendly school atmosphere
è Providing opportunities to become part of the school community
Goal 2: Building a Respectful, Inclusive School Community:
Do the school’s policies and programs reflect, respect, and value the diversity of the families and students in the community?
Indicators:
è Respecting all families and students
è Removing economic obstacles to engagement
è Facilitating connections and bridging cultural differences
Standard 2—Communicating Effectively
Families, students and school staff engage in regular, two-way, meaningful communication about student learning and progress.
Goal 1: Sharing Information between School and Families:
Does the school keep every family informed about important issues and events and make it easy for families to communicate with teachers? When appropriate, are students kept informed of information regarding school performance, important issues, events and deadlines?
Indicators:
è Timely and informative school communications
è Surveying families and students to identify issues and concerns
è Having access to the principal/administrator and school staff
Standard 3—Supporting Student Success
Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.
Goal 1: Sharing Information about Student Progress:
Do families know and understand how well their children are succeeding in school and how well the entire school is progressing? Do students know what the expectations; benchmarks and academic requirements are and have access to regular progress reports?
Indicators:
è Ensuring parent-teacher-student communication about student progress
è Using student data to share school progress
Goal 2: Supporting Learning by Engaging Families and Students:
Are families actively participating in their children’s learning at home and at school? Are there opportunities for families to learn how to support student learning at home? Are students connected to what they are learning? Do students have access to effective after school learning opportunities?
Indicators:
è Engaging families and students in classroom learning
è Developing family ability to strengthen learning at home
Standard 4—Speaking Up for Every Student
Families and students need to feel empowered to be advocates for themselves/their children and others in order to make sure that all students are treated fairly and have access to learning opportunities that will support their success. Students are empowered to exercise their voice in ways that allow them to shape school culture and policy, as appropriate.
Goal 1: Understanding How the School System Works:
Do parents know how the local school and district operate and how to raise questions or concerns about school and district programs, policies, and activities? Do parents and students understand their rights and responsibilities under federal and state law as well as local ordinances and policies? Does the school have a way of helping students understand school policies and student rights and responsibilities?
Indicators:
è Understanding school and district goals, mission and policies
è Understanding rights and responsibilities
è Resolving problems and conflicts
Goal 2: Empowering Families to Support Their Own and Other Children’s Success in School:
Are parents prepared to monitor students’ progress and guide them toward their goals through high school graduation, postsecondary education, and a career? Are there opportunities for families and students to engage with school staff and leadership in ways that support their advocacy?
è Developing family and student capacity to be effective advocates
è Smoothing transitions and planning for the future
è Learning about resources
Standard 5—Sharing Power and Responsibility
Families and school staff are equal partners in decisions that affect students and families and together inform, influence, and create policies, practices, and programs. Schools have a process for actively engaging students in decisions, as appropriate.
Goal 1: Strengthening the Family and Student Voice in Shared Decision Making:
Are all families’ full partners in making decisions that affect their children at school and in the community? Is there a process for engaging students in the decision-making process, when appropriate? At the middle/high school level, is there a student governance/leadership body and student representation on the School Site Council/Governing Board?
Indicators:
è Having a voice in all decisions that affect students
è Addressing equity issues
è Developing parent and student leadership
Goal 2: Building Families’ Social and Political Connections:
Do families have a strong, broad-based organization that offers regular opportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders? Are students encouraged to develop relationships with administrators and other authorities, raise concerns and solve problems with the school administration?
Indicators:
è Engaging in civic advocacy for student achievement
è Building inclusive family and student engagement structures
è Seeking student input and feedback
Standard 6—Collaborating with Community
Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.
Goal 1: Connecting the School with Community Resources:
Do parent and school leaders work closely with community organizations, businesses, and institutions of higher education to strengthen the school, make resources available to students, school staff, and families, and build a family-friendly community?
Indicators:
è Partnering with community groups to strengthen families and support student success
è Organizing support from community partners
è Turning the school into a hub of community life
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