Possip Partner Spotlight: Withrow’s Communication Channels

Streamlined communication channels are central to successful operations at Withrow University HS in the Cincinnati Public Schools (CPS) district. Withrow is one the most diverse schools in the CPS district. Withrow parents completing the Possip Pulse Check have filled it out in 13 different languages– ranging from Chinese to Urdu to Punjabi.

We recently spoke to Withrow’s FamiliesFORWARD Resource Coordinator, Nichelle Bolden, about their communication strategy, use of Possip, and how the blending of the two strengthens their school and community.

Withrow’s Communication Channels

It’s very important to the Withrow administrative team that they have the ability to reach their families in their native languages. They communicate through SMORE newsletters assigned to each grade level and available in 100+ languages. They also use email blasts, and a Facebook page to create multiple channels for parents to receive updates and connect with each other.

The glue that supports every communication effort, according to Nichelle, is “Streamlined communication and consistent follow up. Consistency builds expectations. When folks know they can depend on you to get the information [they need], that’s a good thing.”

Withrow and Possip

Nichelle and the Withrow administrative team see Possip as another medium to strengthen communication between Withrow and their parent community. Possip, which sends Pulse Checks in 100+ languages, enables the administration to hear from a diverse set of parents.

Like many other Possip partners, Withrow’s report reading team reviews Pulse Check Reports and delegates follow up in order to meet parent needs.

They also intentionally share parent praise with their team. “Sharing out praise in staff meetings, and pasting praises into staff emails encourages them and boosts morale,” said Nichelle.

Withrow also uses Possip Bonus Questions (BQs) to ask their parent body specific questions and to share important updates. For example, they’ve sent two “BQ Only” Pulse Checks letting parents know about academic nights and virtual parent teacher conferences. BQ Only Pulse Checks enable Withrow to spread the word and strengthen communication to families through yet another convenient channel. Withrow has experienced success informing parents on important events through BQ Only Pulse Checks, and we encourage other Possip partners to give BQ only Pulse Checks a try too!

Moving Forward

Withrow is strengthening its communication efforts, testing out additional Possip BQs, and growing its parent Facebook community.

“If you don’t have streamlined, consistent, and correct communication, things can go awry. When you’re dealing with children’s lives and families [especially during this time] it’s necessary to have this kind of communication,” said Nichelle.

No matter what, Withrow wants to ensure that parents and families have the correct information. They also want them to feel empowered to share their praises and needs with them.

“Parents have different outlets to hear what’s going on and different means to reach Withrow. Whatever is the most effective and efficient way to get the message or share the message with our community, we’re going to take that route,” said Nichelle.

Special thanks to Nichelle for the interview!

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Family Trends from Week Ending February 5th

During the week ending February 5th, over 30,000 parents or caregivers responded to a pulse check with their parent praise and insights. We know parents and family members hear from their school – but you may wonder what else is happening across the 26 states where Possip partners with schools, districts and families. Take a look at an overview of parent praise and insight from across the country.

Last week, 72% of parents responded that they were happy with their child’s school, with the remaining saying they were mostly happy or not happy with their child’s school.

We saw a few themes across the country:

• celebrations of the above and beyond work and commitment of teachers and staff
• requests for more information and communication on reopening plans and safety protocols
• families also want increased information on student attendance and updates on academic progress
  
  Here are a few suggested tools and resources based on what we are hearing.

• 5 Ways Parents Can Support Strong Teacher Communication Virtually: https://possip.com/5-ways-parents-can-support-strong-teacher-communication-virtually/ 
• How to Write An Email With Feedback to a Teacher: (This could be used for feedback on attendance tracking or grade communication) https://possip.com/teacher-feedback-email/ 
• Reopening Checklist for Schools

We also shared these resources with our partner schools…

• How To Help Parents Working at Helping to Teach Virtually: https://possip.com/11-things-schools-can-do-to-help-working-parents-when-teaching-virtually/
• 4 Tips on Communicating Academic Progress Virtually: https://possip.com/4-tips-on-communicating-academic-progress-to-parents-virtually/  
• Resources Mentioning Improving Attendance: https://possip.com/distance-learning-tips/  and https://possip.com/school-ideas/  

We’d love to hear from you. What else do you want to need or see? Do these parent praise and insights align with what you see? 

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3 Black Educators Who Shaped Education

February is Black History Month. Here at Possip we know the importance of elevating voices and stories. This is why all month long we’re going to share stories of Black educators, community leaders, and other advocates who have shaped the education landscape. 

To kick-off this Black History Month, here are three Black educators who changed education forever.

1. Septima Poinsette Clark (1898-1987)

Septima Clark taught at South Carolina schools for more than 30 years before devoting herself to grassroots education during the Civil Rights Movement. Clark lost her job in 1956 for refusing to resign from the National Association for the Advancement of Colored People (NAACP).

After that, Highlander Folk School in Monteagle, Tennessee hired her as the Director of Workshops. Clark led workshops in basic literary skills, citizenship, and voter registrations because she believed education and political empowerment were connected. 

Rosa Parks attended one of Clark’s workshops, and Dr. Martin Luther King, Jr. named her the “Mother of the Movement”. 

2. Fannie C. Williams (1882-1980)

Fannie Williams spent her career as a teacher and principal advocating for the holistic development of African-American children in the South.

As principal of Valena C. Jones School in New Orleans, Williams established a health program and Child Health Day on May 1, which is now nationally celebrated in the month of October.

Williams made other significant contributions to African-American children’s education, including establishing the first preschool and Kindergarten in New Orleans. She also used standardized testing within her school to measure students’ success. This was before the New Orleans School Board required testing in all schools.

3. Edmund Gordon (1921- )

A modern-day educator and Black leader, Dr. Edmund Gordon has devoted his career to advocating for low-income students. 

Gordon is a Professor of Psychology at Yale University, but he is known best for helping create the Head Start program in 1965 under Lyndon B. Johnson’s presidency. Head Start provides education, nutrition, and family support services to low-income families.

More recently, Gordon formed The Gordon Commission to analyze K-12 assessment practices and recommend the best methods for measuring student achievement.

 

These are just three of the Black educators who shaped education and history. Check back with the Possip blog throughout February to hear more inspiring stories!

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Black History Month 101

Honoring Black History Month is especially poignant for me. As a Black woman, I am aware that Black history, with its strong foundation of firsts by many people, is one reason why Possip can exist today. That’s why I wanted to write up a BHM 101 guide to give an overview of the history of the month and how we can celebrate.

I am so excited to share the rich history of Black Americans with you. To kick us off, here’s some basic information about how Black History Month started and how to engage your child and school. 

What is Black History Month?

 Black History Month exists because of Dr. Carter G. Woodson. Dr. Woodson was an American historian, journalist, and author. The second Black person after W. E. B. DuBois to earn a PhD from Harvard, he dedicated his life to promoting the achievements of Black people. In 1915, he founded what is now called the Association for the Study of African American Life and History. His work with this organization led him to designate the second week of February as “Negro History Week” in 1926.

The event inspired communities nationwide to host cultural events highlighting Black excellence, and mayors everywhere increasingly adopted the week-long recognition of Black culture. The civil rights movement of the 1960s and a growing sense of Black identity helped turn the week into a month-long celebration. Since 1976, every US president has designated February as Black History Month. 

Why is Black History Month the shortest month of the year?

This is a frequent joke and question, particularly in the Black community. Knowing the historical context here is important. When Dr. Woodson created Black History Week in 1926, he specifically chose the week that encompassed the birthdays of both Frederick Douglass and Abraham Lincoln—two pivotal contributors to Black freedom. Black History Week eventually became Black History Month, but the dates still incorporate the two birthdays. (Also, let’s be real—February needs all the celebratory help it can get.)

How do people celebrate Black History Month?

The best way to celebrate Black History Month is by weaving the contributions of Black people into everyday learning. But the beauty of BHM is that there are diverse ways to celebrate! Even reading this article counts. We’ll share some tips and ideas on the Possip website this month if you’re looking for creative ideas to learn or teach about the Black experience, but a couple of quick thoughts are to read books by Black authors or watch a documentary about Black history. 

Do people who aren’t Black celebrate Black History Month?

Absolutely! It is essential that non-Black people celebrate this month. Black contributions to America are clear, concrete, and overwhelmingly overlooked. By celebrating BHM, you can open up a broader conversation and curiosity about Black people—and about other cultures, because lots of stories are not included in what is considered “American” or “World” history. Celebrating BHM is an amazing way to highlight the individual and collective stories of cultural groups that are missing from history books. 

How can I support my child in learning about Black History Month?

Follow your child’s interests! There are important contributions by Black people in every field. If your child is into science and engineering, research some famous Black engineers. If your child likes music, you can look for musicians from your state or city. 

My child’s school isn’t teaching anything about Black History Month. What should I do?

It is a missed opportunity when schools don’t engage with Black History Month. If your school doesn’t announce any plans to observe Black History Month, you can communicate your desire for Black History Month activities! 

I recommend something like:

SCRIPT: Thank you for all you are doing to support our students at this time. I wanted to check in about any plans for celebrating Black history month. I’m excited for my child to learn more about the important contributions of Black people to the world and hoped to have some of this come from school. Are there plans? If not, can I help in any way?

My child’s school is teaching about Black History Month- and I’m not comfortable with it. What should I do?

As parents, we cede some control over what our children learn when we open them up to the world. But that learning is also a gift. It’s very important to create space for your children to learn about the contributions of the diverse people in this country. 

If you are uncomfortable with your child’s school teaching Black History Month, stop and consider why. Are you uncomfortable highlighting the contributions of Black people specifically? Do you worry the school won’t do a great job with this topic?

Whatever your concerns are, try reaching out to the school. When you do, I recommend being curious, seeking to understand, and being open and solutions-oriented. A note to your school might sound something like: 

SCRIPT: Thank you for all you are doing to support our students this time. My child shared a bit about the plans for Black History Month. I’d love to learn more, as I’m a bit uncomfortable with what I am hearing. Can we set up some time to talk?

Part of why I’m sharing a recommendation for different perspectives is because Possip hears feedback from parents with diverse perspectives.  We think it’s important to acknowledge and create space for different perspectives and diverse contributions.

And in that, we celebrate Black History Month – as we celebrate the contributions and perspectives of diverse people.

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Possip Partner Spotlight: Foust Elementary’s Outdoor Classroom

Foust Elementary looks like many other elementary schools. However, outside its four walls, there’s an outdoor classroom that amplifies the creative work Foust is doing inside the classroom.

Nicholas Dixon, Foust’s principal and a former teacher, always “relished in opportunities to take [his] students outdoors for lessons.” He said, “on the whole, students tended to be more engaged in lessons taught outdoors. Research shows that retention of content is higher, and students are less likely to need behavior redirection when lessons are delivered outdoors.” As Foust’s principal, Nicholas took his passion for outdoor education and created an outdoor classroom.

Foust and Possip

Like other Possip partners, he’s no stranger to innovating, adapting, and meeting needs. He’s also been on the reporting team at Possip–reviewing school reports and identifying priorities for Possip partners–since 2019. So, it’s not surprising that, when he has an idea to improve the student experience, he acts.

Foust Elementary started partnering with Possip during the 2020-21 school year. Using “Possip has extended our reach of parent engagement,” Nicholas said. “We have utilized the bonus question feature to pinpoint specific needs of our parents, and to identify areas that we can strengthen school operations. Parents feel like they have a voice, and their opinions are valued by our school’s administration.”

Creating an Outdoor Classroom

He started on the outdoor classroom by listing the essential components of an indoor classroom, and determining what teachers and students would need to be successful outdoors. He did some research and found a vendor called OutClass, “which offered exactly what [he] needed.” 

According to Nicholas, “teachers and students are excited about using the space! As we imagined, students cannot wait to get outdoors. We’re looking forward to sunnier and warmer days to make it happen.” 

When asked about his advice to other Possip Partners interested in creating an outdoor classroom, Nicholas said, “There’s an old saying, ‘crisis breeds creativity,’ so my advice to all Possip schools is to explore ways that they can ‘do school differently’ [in the midst of the pandemic].”

Thanks Nicholas for sharing about Foust’s outdoor classroom! Please let us know if you’d like us to connect you with Nicholas or any other Possip partner highlighted. You can learn more about Foust’s outdoor classroom here.

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Building Community During COVID-19

Recently our colleagues at The New Teacher Project shared this report – Rising Together.  The report looked at how 4 districts are building community during the pandemic.  Community comes up a lot for families and caregivers, as well as with staff. I know personally as a parent I recently shared a desire for my kids to have more opportunities to build community.  And their school did! 

We know building communities in cities, districts, and schools are more important than ever right now.  Here are some ideas we’ve heard from parents or seen school partners take on:

• Continuing online clubs: Chess clubs, science clubs, even a running club are all things we’ve seen schools take on.  We loved this one example that a parents shared after her daughter joined an online club.  “My daughter joined a couple club meetings, and afterward a bunch of students began a group chat to meet each other and chat about similar interests. I saw a huge jump in her energy levels as she was able to socialize with new peers.”
• Special lunch meetings:  We know teachers and staff want their time to get off of Zoom.  At the same time, lunches are powerful opportunities for students.  One parent shared “Shout out to Ms. G for hosting these. I heard my daughter laughing out loud for the first time in a long time.  And when we asked our son if he was ready for his day he said, “I have something to look forward to – the lunch at 11:30.”
• Outdoor Gatherings: One of our Possip partners has a teacher who hosts a running club outside at a very large field during the weekends.  They are able to distance and mask.
• Community meetings:  Some Possip partners have continued community convenings – even if they are on Zoom or Google Meets or Team.  They have a weekly 10 minute celebration as a community.
• Special events where students are heard:  One of our partners, KIPP Sunnyside, hosted a student-led series called QuaranTeen (KIPP Sunnyside High School: Life as a QuaranTeen).  We highly recommend you learn from the wisdom of these teenagers.

These are just a few ideas for building community during the pandemic.  We know there are thousands of unique and special things happening across classrooms, communities, and schools.

If you’re looking for some ideas or brainstorming, reach out!  I’d love to chat.  shani@possip.com.  

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ESSER II Funding

While states and districts are still learning more about ESSER II, many schools and districts are looking for tips to maximizing their funding. Find out ways to do that here! 

Quick Description: 

According to the Office of Elementary and Secondary Education, on December 27, 2020 Congress approved “$54.3 billion for the Elementary and Secondary School Emergency Relief Fund (ESSER II Fund)” to be awarded to states in the same proportion as Title I fund distributions. You can read more here.

What does this mean for schools and districts?

Schools and districts will soon receive A LOT of money.  Leaders will have competing commitments for how to best use these funds.  And with schools and districts wrestling with sometimes decreasing enrollment, high rates of teacher turnover, and more significant needs than ever, even a lot of money can feel insufficient. 

So what are some tips on how to spend this money? 

With needs so vast and since ESSER II is a one-time drop of money, leaders will want to maximize impact with their investments. (Here are some tips for maximizing budgetary impact from our colleague Christine Fisher, who led Forecasting and Budgeting for the Tide Brand at Proctor & Gamble.)  

With ESSER II, the name of the game is LEVERAGE!

The highest leverage way to use the money is on items that will allow your district to grow enrollment, and to engage families, students and teachers in systems that will have impacts beyond the immediate future. 

Here are our top recommendations on how to spend the money.

1 -Family Engagement: Many districts have lost, or lost track of, unprecedented numbers of students and families during this time.  Districts and schools simply cannot exist in the future without students and families within them.  That’s why we recommend using ESSER funds for a platform, like Possip, that allows you to easily hear from families, respond to their needs, solicit their praise and ideas, and simplify your communication with them.

2 – Staff Engagement:  Similarly, teacher and staff turnover has reached unprecedented rates this year.  Schools cannot run without teachers – and great teachers at that.  Many teachers have left during this time citing burnout, lack of respect, and not having their voices heard.  Again, having a system like Possip where administrators and decision-makers can easily hear from teachers and staff is critical.

3 – Academic Supports and Interventions: School partners are looking to fill significant gaps.  Research shows students are likely to have lost up to 9 months of Math learning loss.  There are a diversity of ways schools and districts are looking to close these gaps:

• Extended school year for summer learning
• Additional tutoring or reading interventions
• Online academic supports and intervention tools
• Additional technology supports (hardware or software)
• Strong curriculum and implementation supports

While it may be surprising that we put Family and Staff Engagement before this – the reality is without the engagement and support of families and staff, academic supports and interventions will not reach their maximum potential. Possip has helped many schools identify and solve existing technology needs, and get valuable insight about learning supports and interventions.

We recommend using ESSER II funds strategically.  We believe platforms like Possip – or other engagement tools – can be an important first step.

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