Multiple Pathways to Success: Supporting Foster and Homeless Students

On Thursday, June 28th, the Center for Faith and Opportunity Initiatives (CFOI) and Federal Student Aid (FSA) co-hosted a webinar for faith and community leaders, as well as other caring adults, to provide information on assisting foster and homeless students with filling out the Free Application for Federal Student Aid (FAFSA). Faith and community leaders are in direct contact with many foster and homeless students, and this webinar was the first in a series to provide them with resources to help their communities. Fred Stennis, the Outreach Team Coordinator at FSA, and Dr. Andrea Ramirez, the Acting Director of CFOI, discussed the process for students applying for federal student aid, how faith and community leaders can help guide students through this process and dispelled some of the myths about the FAFSA and FSA.

The purpose of this webinar was to help foster and homeless students who wish to pursue higher education. Dr. Ramirez introduced the topic with information regarding the nation’s foster and homeless student population. She then shared the U.S. Department of Education’s goal of providing students with multiple pathways to success; higher education is one such pathway. Fred Stennis then gave attendees information on resources that FSA provides to students, including directions for filling out FAFSA.

FSA gives out $120 billion to more than 13 million students every year, through grants, loans, and work-study programs. Foster and homeless youth face unique challenges when pursuing higher education, but this webinar explained how they are treated equally when filling out the FAFSA. Caring adults who wish to help foster and homeless students should encourage them to take advantage of the opportunities available to them.

Some key takeaways from this webinar were:

  • All U.S. citizens are eligible to apply for Federal Student Aid, including foster and homeless students.
  • FAFSA opens on October 1st.Check for deadlines from FSA, state agencies, colleges, and other financial aid and scholarship opportunities.
  • Complete the FAFSA with information as of the date of submission. (Applicants do not need to update the application after submission, but can re-submit the form if necessary.)
  • Applicants do not need to provide a home address to fill out the FAFSA. Applicants will be required to provide an address where they can reliably receive mail. This can be the address of any caring adult in their life.
  • Applicants should include up to 10 schools on the FAFSA to compare their aid options from schools they’re considering.

For more information on this webinar, emailEdPartners@ed.gov for a copy of the presentation.

For more information on FAFSA and other FSA resources, FSA holds monthly webinars, has tutorial videos on their YouTube channel and will answer questions via email or web chat on their website, studentaid.gov, or by phone at 1-800-4FED-AID.

CFOI will be hosting another webinar on August 23rd, 2018, from 1-2:00pm (ET), with guest speakers from FSA and the Office of Career, Technical, and Adult Education (OCTAE), to provide faith and community leaders with resources to aid citizens returning from the prison system as they navigate FAFSA and career, technical and apprenticeship opportunities. Registration will be available soon. To be notified when registration is available, and to learn more about our work at the Center for Faith and Opportunity Initiatives, email EdPartners@ed.gov and request to receive our center’s highlights.

 

Innovative Learning in the Heart of Ohio

Photo of McVey Learning Center

The four networks listed right as students walk into the school.

“The ILC has provided students authentic learning opportunities by providing a space for exploring their interests and passions.  The real key to success has been the amount of responsibility and ownership students are taking over their learning, showing that students will push their own limits when given the challenge of freedom to choose.  Working with students to personalize their education prepares them to be Ready for Tomorrow.”–Brent Wise, Director of Innovation

Walking in the McVey Innovative Learning Center (ILC), nestled in the Hilliard City School District of Ohio, we encountered students working independently in various work spaces. Their teacher walked around the building checking in on students and answering their questions. We immediately sensed an energy and interest in each student as they worked!

The ILC is diversifying opportunities to meet students’ needs through four networks: College Jump Start, Imagination, Personal Success, and Young Professionals. These networks offer courses that allow all students from grades 7-12 to come together in a centralized location and share an experience that may not be possible in their home schools. The networks are created through commitment from school leadership, local organizations, and partnerships with institutions of higher education. Students from all three of the district’s high schools and middle schools are shuttled to and from the ILC every 90 minutes to participate in classes in one of the four networks. The networks include:

  • College Jump Start: The College Jump Start Network is a partnership between Hilliard City Schools and Columbus State Community College. Students receive 32 hours of college credit during their high school years and an estimated savings of $13,000. This particular network is designed for the student who wants to experience higher education during their high school career.
  • Imagination: This network is designed for the student who wants to creatively explore learning through the lens of the humanities and discover unique ways to engage their imagination. The individualized experience offered by this network features advanced levels of the arts, language, and other forms of expression. During our visit, we toured the recording studio offered through Capital University, a local institution of higher education, and saw a green room in the studio where students practice media development.
  • Personal Success: This network is geared toward the student who wants to experience school in a very personalized way. Students trade the traditional bricks and mortar classroom for an online experience, small group learning, or one-to-one learning sessions. Additionally, they benefit from a personal learning plan that’s created for them, no matter the goal. While we were there, Superintendent John Marschhausen spoke about how the district never expels a student without offering the opportunity for students to continue their coursework through this network.
  • Young Professionals: This network is designed for the student who wants to experience school through authentic learning experiences outside the classroom, all while becoming a young professional. Whether a student is active in a career mentorship role or teacher or entrepreneur academies, this network is built for them. The Young Professionals network has a partnership with the local career/technical school in the fields of medical, business, and teacher academies. Additionally, the school district has written open curriculum and textbooks for iPads, allowing for constant updates as the world changes.

For more information, visit the Hilliard City School website: http://www.hilliardschools.org/ilc/

They All Have My Last Name

“These children have my last name. If there is something my daughters should have—all children should have it.”-Co-founder and Board President of the Hilltop Preschool

While on a visit to Columbus, Ohio, Center Director Rev. Brenda Girton-Mitchell stopped in the Hilltop Preschool, a non-profit organization located in Hilltop Lutheran Church that offers free preschool to residents of the Columbus west side area. It just happened to be picture day, and the children were dressing up in little graduation caps and gowns in anticipation of their upcoming graduation!

The preschool is funded through non-profit donations and thrives on several partnerships, including one with The Ohio State University (OSU) Speech-Language Clinic. This is a successful example of how institutions of higher education can effectively partner with local schools to create positive change.

Center Director Rev. Brenda Girton-Mitchell reads with young students.

Center Director Rev. Brenda Girton-Mitchell reads with young students.

All of the children attending the school come from families who are below 125% of the poverty level and face daunting realities:

  • 61% of the children have been identified with developmental delays;
  • 40% live with a parent with a known substance abuse problem;
  • 27% have a parent who has been incarcerated;
  • 20% are learning English as a second language.

In October of 2014, 67% of the children were assessed as falling “below average” on the National Center for Learning Disabilities’ GET READY TO READ! screening tool. Something had to be done to address such stark realities.

Staff at the Hilltop Preschool began to communicate with the Speech-Language-Hearing Clinic at the Ohio State University to develop a unique partnership aimed at raising students’ literacy-based skills in the classroom through workshops with students, teachers, and staff. For the Speech-Language-Hearing Clinic, this collaboration presented an opportunity for staff to go into the community and set the bar high as the first clinic to be on-site leading a pre-K early literacy intervention program. For the Hilltop Preschool students, the new partnership paved the way for them to participate in lessons specifically designed to strengthen their early foundations in language and literacy by building skills in four key areas: vocabulary, narrative, phonological awareness, and print knowledge. Lesson plans for the intervention sessions had students gathered in reading groups and focused on topics ranging from the blending of sounds and rhyming, to comprehension, sequencing, and vocabulary. As a result of this initiative, OSU affiliates tripled student contact hours.

At the conclusion of the 11-week intervention program, the preschoolers were assessed to determine if their earlier literacy scores had changed. 89% of the students demonstrated higher literacy scores and 67% achieved “average” or “above average” on the GET READY TO READ! screening tool! Not only did the students see positive differences, but the teachers also learned modeling techniques for literacy concepts and the parents benefited by gaining skills to support their young readers through family events, take-home sheets, and parent-teacher conferences. Invigorated by this success and the community need, OSU continues this partnership today and the Speech-Language-Hearing-Clinic is now building a library at the school to continue to advance literacy skills.

Further background information and source: http://artsandsciences.osu.edu/news/literacy-intervention-and-hilltop-preschool 

Creating Faith-Based Partnerships that Work: White House and COGIC Partner to Help Faith and Community Organizations Build Their Capacity

COGIC Blog - Photo 1As part of the 108th Holy Convocation of the Church of God in Christ (COGIC), the White House Office of Faith Based and Neighborhood Partnerships partnered with COGIC Urban Initiatives to present a panel discussion on opportunities for partnerships between faith-based and community organization and Federal agencies.  Entitled “Faith-Based Partnerships that Work,” the discussion highlighted the unique role of the Federal Centers for Faith-Based and Neighborhood Partnerships (CFBNP). Located inside many Federal agencies, these Centers serve as a resource for secular and faith-based non-profit organizations seeking to partner with Federal agencies to address the needs of their local communities.

Led by the Center for Faith-Based and Neighborhood Partnerships at the U.S. Department of Education (ED CFBNP), the COGIC workshop included staff representing several Partnership Centers along with pastors and staff from COGIC-affiliated organizations and other community-based organizations that had partnered with Centers in the past. These representatives described their experiences partnering across issue areas, including education, housing, health and human services, and veterans issues, among others.  For example, Dr. Gwendolyn Diggs, Assistant Superintendent Educational Operations for the Ferguson-Florissant School District, commented on how a partnership with the ED CFBNP has resulted in the 1) increased collaboration between the School District and community partners and 2) the strengthening of various programs that benefit the School District’s students.  Paula Hearn, Executive Vice President of COGIC Urban Initiatives, discussed how COGIC’s Partnerships with the U.S. Department of Agriculture’s Center for Faith-based and Neighborhood Partnerships strengthened their ability to reach hundreds of students throughout the nation with the USDA’s Summer Food Service Program.

After this broader discussion, participants received practical training from staff of the HUD Center on building the capacity of local non-profit organizations to more effectively carry out their mission. This workshop was excerpted from the HUD Center’s Signature “Capacity Building and Grant-Writing Training.” In the training, participants received personal instruction from HUD CFBNP staff on how to secure 501(c) (3) status, strategic planning, creating the organizational structure necessary to secure government funds, and how to become more competitive for Federal grants. Participants also received valuable lessons on best practices in partnering with Federal agencies Attendees felt that the lessons on past partnerships from Federal staff and community partners, combined with the practically-oriented capacity-building workshop, provided new tools and strategies for organizations to pursue their mission.

Organizations interested in partnering with relevant Federal agencies can find complete contact information for all Centers for Faith-Based and Neighborhood Partnerships at the White House website here. Faith and community organization seeking to learn more about the “Capacity-Building Training for Emerging Organizations,” or other partnership or training opportunities, can contact the Department of Education’s Center for Faith-Based and Neighborhood Partnerships at (202) 401-1876 or edpartners@ed.gov. Centers stand ready to partner with faith-based and community organizations as they pursue their vital mission serving communities nationwide.

By Paula Lincoln, Director of the HUD Center for Faith-based and Neighborhood Partnerships, and Joshua Bancroft, Program Specialist for the HUD Center for Faith-based and Neighborhood Partnerships

In Ferguson, Missouri, The Community and Schools are Working Together

Ferguson Blog - Photo 1

On a recent trip to Ferguson, MO, my office colleague, Dr. Ken Bedell, and I had the opportunity to visit with community leaders. The trip supported Secretary Duncan’s promise that the U.S. Department of Education (ED) would not forget this community.  Our recent visits to the city have strengthened relationships and created partnerships that are already making an impact in Ferguson schools.  When the Ferguson-Florissant School District (FFSD) requested assistance regarding its Summer STEM Program, we connected them with Hope Worldwide, an international charity dedicated to delivering sustainable, high-impact, community-based services to distressed communities.  Hope Worldwide helped supply FFSD with robotics kits to replicate the District’s STEM efforts and provide equitable learning to its students.  Additionally, our collaboration with the U.S. Department of Agriculture, FFSD, and local community-based organizations for the Summer Meals Program increased the number of students receiving meals.

We also hosted a meeting of community leaders committed to making Ferguson a safe and healthy environment for youth and their families.  It was excFerguson Blog - Photo 2iting to hear about the local efforts of these organizations.  Church groups are supporting the development of small businesses in Ferguson. Ernst and Young has initiated a mentorship program. The Urban League has created an Empowerment Center in Ferguson to better serve the surrounding neighborhoods in North St. Louis County.  Pen or Pencil, a National Alliance on Faith and Justice (NAFJ) service learning program, is mentoring and working to reduce dropouts and prevent crimes. Other federal agencies are providing services to the school, including AmeriCorps Vista, which has placed volunteers within schools, and the National Parks Service, which is working to increase the educational opportunities and capacities of students.

Dr. Joseph Davis, the new Superintendent of FFSD, and Dr. Gwendolyn Diggs, Assistant Superintendent of Educational Operations, shared the FFSD’s vision: to 1) create an elite K-16 S.T.E.A.M. (Science, Technology, Engineering, Arts, and Math) school, 2) enhance professional development and educational opportunities for teachers, 3) train parents to become educational professionals in their own households, and 4) strengthen family and community engagement to establish a culture where education is understood as a shared responsibility by all community members.

Our perspectives from Ferguson echo the remarks of Secretary Duncan following his visit to the city:

Education is—and must continue to be—the great equalizer that overcomes differences in background, culture, and privilege. Educational opportunity represents a chance at a better life, and no child should be denied that chance. Where our children lack that opportunity—it’s not just heartbreaking, it is educational malpractice, it is morally bankrupt, and it is self-destructive to our nation’s future. I don’t believe that we are going to solve the challenges in Ferguson and places like it from Washington alone; but, we can be part of the solution if we listen closely to the people living in these communities. Making things better for kids, their families, and their schools will take all of us working together. We can—and we must—get to a better place.

As we continue to listen and work with FFSD, we can ensure that every student has the chance to achieve his or her hopes and dreams.

U.S. Department of Education Proposes Regulations Extending Religious Liberty Protections to Participants in Federally-funded Programs

WASHINGTON – The U.S. Department of Education (Department) today announced proposed regulations that would provide beneficiaries of programs supported by Department grants with new religious liberty protections while continuing to ensure equal protection of the laws for faith-based and community organizations that receive Federal financial assistance and provide services under Department programs. The proposed regulations formally implement Executive Order 13559, which requires agencies that administer or award Federal financial assistance for social service programs to implement protections for the beneficiaries and prospective beneficiaries of those programs to ensure that they are protected from discrimination on the basis of their own religion or religious beliefs, or based on a refusal to attend or participate in a religious activity.

The proposed regulations set forth changes to current regulations, including:

  • Clarifying that decisions about the awarding of grants and subgrants must be based on merit and must be free from political interference or even the appearance of such interference.
  • Replacing the term “inherently religious activities” in the existing regulations with the term “explicitly religious activities” in order to more closely align with current constitutional standards and clarify the scope of activities covered by the regulations.
  • Defining the terms “direct Federal financial assistance” and “indirect Federal financial assistance” so that faith-based organizations understand that certain religious liberty protections are triggered under the updated regulations only if a faith-based organization receives direct Federal financial assistance.
  • Requiring that, if a beneficiary or prospective beneficiary of a Department program supported by direct Federal financial assistance objects to the religious character of an organization that provides services under the program, the organization must make reasonable efforts to refer that individual to an alternative provider.
  • Requiring that faith-based organizations supported with direct Federal financial assistance from the Department provide beneficiaries with a written notice informing them of a variety of religious liberty protections, including steps that must be taken to refer the beneficiary to an alternative provider, if the beneficiary requests such a provider.

The public will have 60 days from the date the proposal is published in the Federal Register to provide comments on the proposed rule. For additional information and to view the proposed regulations, visit https://www.federalregister.gov/public-inspection.

NPRM Fact sheet

Engaging Families and Communities to Bridge the Word Gap

This post originally appeared on the Too Small to Fail blog and cross-posted from the ED.GOV blog.

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Children begin learning from the moment they are born. By seeing, hearing, and exploring the world around them, particularly through close loving relationships with their families and caregivers, babies’ brains rapidly develop. The more enriching experiences they have with those who love and care for them, the more they grow – especially when words are involved. Research has found that providing infants, toddlers, and young children with consistent, language-rich experiences –talking, reading, and singing – greatly benefits their brain development and school readiness.

However, many families lack access to the types of information and resources that can help them make everyday moments into learning opportunities that are rich in language. Researchers have found that some children are exposed to more language-rich environments than others during the early years, which can result in a gap in the quantity and quality of words that children hear and learn. The richness of children’s language environment can impact school success and outcomes later in life. .

That’s why, the U.S. Departments of Health and Human Services and Education, in partnership with Too Small to Fail, are providing these critical resources to families, caregivers, and early learning providers. Last week, we proudly released  “Talk, Read, Sing Together Every Day”, a free suite of resources that can help enrich children’s early language experiences by providing tips for talking, reading, and singing with young children every day beginning from birth and extending into the early years.

This toolkit is a result of a commitment made at the 2014 White House convening on “bridging the word gap.” The resources include:

Talking matters, and, no matter what language you speak – the more words the better. To make these resources as accessible and inclusive as possible, all tip sheets are available in English and Spanish, and can be downloaded for free.

Talking, reading, and singing are teaching. But more than that, talking, reading, and singing are simple gateways to opportunities for children and their families. They are brain building activities that set the foundation for school readiness and school success. These everyday activities are ones that all families and communities can engage in to ensure that their young children have the best start in life.

When families, caregivers and teachers partner to promote children’s early education, children win.

To read more about these resources, or to download them visit the U.S. Department of Education and U.S. Department of Health and Human Services websites or Too Small to Fail.

Libby Doggett is Deputy Assistant Secretary for Policy and Early Learning at the U.S. Department of Education, Linda Smith is Deputy Assistant Secretary and Inter-Departmental Liaison for Early Childhood Development for the Administration for Children and Families at the U.S. Department of Health and Human Services and Kara Dukakis is the Director of Too Small to Fail.

Together for Tomorrow: Connecting the Dots

We are all caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. For some strange reason, I can never be what I ought to be until you are what you ought to be. And you can never be what you ought to be until I am what I ought to be – this is the interrelated structure of reality. -Martin Luther King, Jr.

Staff with panelists

A primary key to strong partnerships is examining and truly understanding what it is like to function in a role different than one’s own where expectations and priorities may differ.  Recently, at the Institution for Educational Learning’s (IEL’s) National Family and Community Engagement Conference, The U.S. Department of Education Center for Faith-based and Neighborhood Partnerships (ED CBNFP) created the space for such an opportunity where CBOs, families, and educators gathered to understand how to 1) become more sympathetic and empathetic regarding another’s needs, requests, and concerns in the educational sphere and 2) foster an atmosphere more conducive to initiating and maintaining long lasting relationships and partnerships that benefit students and promote high academic success.

The workshop entitled, Together for Tomorrow:  Connecting the Dots, included education advocates and employees from various backgrounds who demonstrated how educational improvement is everyone’s responsibility – including students, principals, teachers, school staff, families, CBOs and volunteers.  The workshop provided its attendees a) specific examples of where communities and schools have connected the dots and b) general guidelines for successful partnerships.

Dr. William Truesdale, Principal of Taylor Elementary School in Chicago, spoke about his role in integrating families into the school to participate in advancing the school’s mission.  He mentioned how he framed the engagement around six fundamental human needs as expressed by Steven Covey and Tony Robbins. Ms. Jamillah Rashad, Elev8 Director who serves as a community liaison and parent/student advocate for the Marquette School of Excellence, voiced how the power of one-on-one relationships can strengthen efforts in raising school achievement.  As an example of how these relationships work, Ms. Rashad directed the audience to engage in a brief conversation with someone with whom they were not familiar as a demonstration of the role and importance relationship building plays in helping schools and students thrive.  Becoming a Man (BAM), an organization which currently serves over 2,400 young males in 20 schools in the Chicago area in an effort to “develop social-cognitive skills strongly correlated with reductions in violent and anti-social behavior” in “at-risk male students,” also presented in the workshop.  Led by Youth Counselor, Zachary Strother, who expounded upon how BAM’s six core values positively impacted its students, four BAM youth expressed how the organization has helped to improve their success in the classroom and changed their lives for the better.

One of the most important takeaways from the workshop was that parents and extended family members can serve as bridge builders between schools and community groups.  They often serve as leaders or members of CBO’s that can partner with schools.  The session allowed both its participants and audience members to leave with a greater confidence in their own ability to encourage and support school, family, and CBO partnerships that support student success.

 

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Eddie Martin is a special assistant in the Center for Faith-based and Neighborhood Partnerships.

Cradle to Career Initiative

As Mayor of Louisville, I’ve learned that city government plays a major role in making sure that all of our city’s young people have a chance to succeed. That is why I launched the Cradle to Career Initiative that recognizes that whether you are a baby in a crib or an adult getting a new certification, you must constantly be learning if you are to succeed. Cradle to Career has four pillars: Early Childhood, K-12, 55K, Louisville’s postsecondary completion goal, and 21st Century Workforce. Our friends at the Metro United Way convene the Kindergarten Readiness Pillar in which more than 40 individuals and organizations meet regularly to discuss strategies to get our children kindergarten ready. In the past few years we have increased kindergarten readiness from 35% to 51% and we are committed to attaining our goal of 77% by 2020.

Although Louisville has incredibly exciting momentum, there are some challenges that remain.  We still have families that struggle and kids that are behind the first day they show up for kindergarten.  Too many kids – almost 50 percent in Louisville – arrive for their first day of kindergarten already behind. But, over and over again I hear the same thing: The number one way we can dramatically improve our youngest citizens’ life potential is with quality early childhood education.

You want to create more high tech jobs of the future and fill those jobs?  Get more kids into early childhood programs.

You want to lower our crime rate and keep Louisville a safe place for our families and businesses?  Make sure those early childhood programs are quality programs.

You want fewer kids dropping out and more enrolling and completing a postsecondary degree?  Give parents the tools they need to help their kids on Day One.

To continue dialogue around early childhood development and kindergarten readiness in Louisville, local leaders, educators, parents and community members were invited to participate in one of 15 community conversations hosted by the U.S. Department of Education and the National League of Cities. These conversations included early childhood education, afterschool learning and postsecondary success, and explored ways that cities are working to close the achievement gap and increase student outcomes. Louisville’s community conversation was the last one in this series of events held over the last year.

Dr. Libby Doggett, Deputy Assistant Secretary for Policy and Early Learning at the U.S. Department of Education, Dr. Tonja Rucker from the National League of Cities, and the Reverend Brenda Girton-Mitchell, Director of the Center for Faith-Based and Neighborhood Partnerships at the U.S. Department of Education all participated in this important community dialogue. We were also thrilled to have U.S. Secretary of Education Arne Duncan join us to provide closing remarks on the importance of partnership between the federal government and local communities in improving educational opportunities and outcomes across the pipeline, from Pre-K to college.

This community conversation was a terrific stimulus for the work we have been doing around kindergarten readiness and has re-energized us with fresh ideas on how to continue tackling early childhood education and development challenges for our youngest citizens and their families. I am grateful the USDE chose Louisville to have this important conversation, and excited for the work to come.

This post is a guest blog entry by Louisville Mayor Greg Fischer. More on the Cradle to Career Initiative can be found online on their website

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Greg Fischer was elected Louisville's 50th mayor in 2010 -- and was sworn in for a second four-year term on January 5, 2015.

Meet Pete the Cat!

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Students talk and sing with Pete the Cat as he shared a fun story about his day.

I am not sure there would have been such a crowded room if the invitation had read “Come learn the steps for the dialogic reading process.” But thanks to the teachers who maintain close working relationships with the children and their families, 84 percent of the 74 families were present to participate in a fun-filled evening with “Pete the Cat.”

This night in Louisville, Kentucky was a celebration of some of the work being done by the Jefferson County Public Schools (JCPS) with the National Center for Families Learning (NCFL) as a key partner. They are working together to improve kindergarten readiness through the use of 1) High impact family engagement; 2) Specific intergenerational literacy strategies in the home and community tied to classroom strategies.

The lunchroom was brimming with excitement as the children and families shared in a light evening meal at the McFerran Early Childhood Center. Something really special was about to happen and the children could hardly wait to go upstairs for a time of reading and sharing.

Mrs. Starr Logsdon modeled a dramatic reading of Pete the Cat including a guest guitarist to play as the children (and the grownups) sang along as Pete was rocking in his school shoes!

Each child knew the color of the station where he/she could take the family to play after the reading was finished.

As the parents followed, the children were tracing the outline of shoes, role playing the story they just heard, practicing sequence, and talking and singing with Pete the Cat as he shared a fun story about his day from the time he strolled to the bus until the school day ended. The children jumped with joy when they

Students traced the outline of shoes as inspired by the book Pete the Cat.

Students traced the outline of shoes as inspired by the book Pete the Cat.

received their own copy of the book to take home.  Parents received the PEER Sequence worksheet to help them make reading to their children more effective. In addition to PEER, CROWD questions were also asked (link below).

  • P-Prompt (ask a question)
  • E – Evaluate (think about what the child said)
  • E – Expand (add to the child’s response)
  • R – Repeat (ask the child to repeat)

This Family Learning Event at the McFerran Early Childhood Center represents an example of NCFL-trained JCPS teachers utilizing select literacy strategies to build parent capacity to engage in joint learning with their children based on NCFL’s model. The extension of classroom strategies in to the home and community is the crux of this concerted effort to improve kindergarten readiness in one urban school district in America.

This event was attended by Dr. Libby Doggett, Deputy Assistant Secretary of Early Learning, and Brenda Girton-Mitchell, Director of the Center for Faith-based and Neighborhood Partnerships at the US Department of Education

Resource: Prompts for Dialogic Reading Process
CROWD poster & Sequence 2-sided

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Brenda Girton-Mitchell is Director of the Center for Faith-based and Neighborhood Partnerships at the U.S. Department of Education.