LOCAL MOMENTUM BUILDS TO DELIVER UPDATED SKILLS, RELEVANT LEARNING

Schools across Kentucky are in the midst of a pivotal overhaul: moving beyond the outdated world of worksheets, multiple-choice tests, and sit-still-for-a-long-lecture learning. Groups of teachers, entire schools and some districts are opting for a fast-forward to meet a pair of fundamental needs:

>   Employers report that new workers are seriously ill-prepared for modern productivity. Collaborative and flexible workplaces need nimble employees who can analyze situations and information, work together to solve problems, and be ready to make changes or customize products. Those skills have taken hold in higher education, civic enterprises, and social interaction. However, schools working in a subject-by-subject, passive mode where facts are disconnected from current conditions, controversies or curiosities are out of sync with the world of work.

>   Today’s generation of students are known as tech-savvy natural networkers. They find information in new ways from unexpected sources and binge on interests at all hours. Yet, schools working in a subject-by-subject, passive mode where facts are disconnected from current conditions, controversies or curiosities are out of sync with the students they serve.

Realizing that schools are out of tune — and that testing and accountability plus state laws and regulations reinforce traditional approaches — many educators are opting for updates that redefine expectations and engage students. Their goals are better preparation, stronger achievement, and schooling that draws students and teachers into explorations rooted in community and current issues.

The Prichard Committee is focused on state and local movement toward a more meaningful diploma. It is vital to update the system to better serve all students and deliver the fundamentals — and provide advantages — for adult success.

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SPECIAL REPORTING SERIES AVAILABLE NOW

Starting last fall, we visited innovative classrooms across the state. Interviews with dozens of teachers, students, administrators, employers and more are captured in a series of four stories offering an up-close view of new approaches. Go inside classrooms bringing learning to life while practicing modern fundamentals of productivity. The series showcases emerging issues, new techniques and challenges involved in making durable skills and deeper learning available to all students.

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The stories cover key topics:

RETHINKING NECESSARY SKILLS AND ENGAGING EXPERIENCES to better prepare students for challenges to learn, work and thrive beyond high school. Visits to schools in Rowan and Jefferson counties offer glimpses of active, relevant learning experiences and how educators are equipping students as communicators, collaborators, problem solvers and more.

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UPDATING OUTCOMES FOR STUDENTS with local “graduate profiles,” greater student voice, and new connections to employers and communities. The Shelby County district is working with even its youngest students to reset expectations and classroom experiences. Over the past decade, the growing move toward deeper learning and durable skills has grown from grassroots conversations about local needs and how schools can better serve students and communities.

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RENEWING PROFESSIONAL POSSIBILITIES as educators explore creative options for learning experiences and personalized connections that will spark student interest. The experiences of teachers in Marshall and Fayette counties show how creating deeper learning for students also boosts engagement and relevance for educators.

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MAKING STRONGER PERFORMANCE MAINSTREAM by expanding engaging and effective learning environments to replace outdated approaches and preparation. Bringing learning to life and delivering durable skills is now a priority in the state education department’s strategic plan. Regional education cooperatives are playing a key role with school-level coaching and support. A visit to Allen County shows 11-year-olds using local economic development issues as a focal point for social studies concepts. Leaders in the move toward transforming schools share challenges to making promising approaches a fixture of teaching and learning.

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The Prichard Committee emphasizes excellence in education and the path to a larger life. The Meaningful Diploma series informs an important conversation with up-close examples and explanations of key issues. It’s a topic gaining steam and overdue in Kentucky’s drive to make sure students and communities prosper.

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The General Assembly passed HB 9, setting charter school funding and deadlines for pilot charters in Jefferson County and northern Kentucky. In August, our blog series summarized those rules and identified a few puzzles.

There have been some new developments, so here's a quick briefing on updated regulations, Northern Kentucky University’s board decision not to take on a charter role, the lack of Jefferson County applications, new charter litigation, and the arrival of a Madison County charter school application.

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What's in the new regulations?

In October, the Kentucky Board of Education amended state charter school regulations. Although KBE regulations can change operating rules for state initiatives, these amendments simply added what House Bill 9 required and deletes some terms that HB 9 removed from state law.

Emergency versions of the amended regulations are in effect now. KBE adopted the emergency versions to provide clarity for charter applications to be filed early in 2023. Permanent versions will move more slowly through a legislative review process.

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How will Northern Kentucky authorize a charter school?

The Northern Kentucky University board will not become a charter school authorizer. HB 9 gave them 1/2/2023 deadline to opt into that role, but the board’s December 2022 meeting, no director made a motion to take it up.

Concerns listed in an NKU press release included “lack of start-up funding available to the authorizer,” the approval timeline, legal costs and “the financial viability of a small-scale charter schools”operation.

Since NKU bowed out, a charter must be authorized in Kenton or Campbell County by 7/1/2024, approved by a collective of 22 school board members: two each from Bellevue, Campbell, Covington, Dayton, Erlanger-Elsmere, Fort Thomas, Kenton, Ludlow, Newport, and Southgate.

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When will Jefferson County authorize a charter?

In January, no one applied to form a Jefferson County charter school. 1/23/23 was the JCPS board’s deadline to apply for a 2024-25 opening date. House Bill 9 calls for that board to approve a charter by 7/1/23, but approval seems impossible without any applications.

Earlier, Dr. Veda Pendleton had filed a notice of intent for a “LYCEE of Louisville” charter, listing its mission, governing board, and enrollment plan, but she did not file a full application by 1/23/23:
www.jefferson.kyschools.us/schools/charter-schools/charter-school-archives

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How will litigation affect authorization?

In December, the Kentucky Supreme Court ruled that “education opportunity accounts” violated state constitutional rules. Though not about charter schools, the ruling may set precedent for K-12 funding cases.

In January, the Council for Better Education, joined by Jefferson and Dayton school boards, filed suit saying that charter funding violates Kentucky's constitution.

Litigation like the new charter case will take months for initial motions, followed by hearings, briefings, a ruling, and appeals. The case may or may not be resolved in time for charter schools to open with clear financial resources in the summer/fall of 2024.

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Will Madison County be the first Kentucky authorizer?

In January, Madison County did receive a charter application. Gus LaFontaine, co-founder of LaFontaine Preparatory School and LaFontaine Early Learning Center, said his planned school will lower class sizes and raise teacher pay.

Madison County has more than 7,500 students, so the board cannot block the application by refusing a memorandum of agreement. Instead, the board must act on the application within 60 days. If the board finds deficiencies, the applicant can ask for another 60 days to fix those problems.

Taking all these developments together, Kentucky may open one charter school in 2024 in Madison County. That said a second charter is now looking unlikely until at least 2025.

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‍For our fuller analysis, download  "Charter Schools: Some Kentucky Questions and Answers." We've compiled our May 2022 series and this February 2023 update to get the basics of Kentucky rules all in one document.To put the whole series in context, here's a central point from Brigitte Blom's post starting of this coverage:

"The Prichard Committee does not support or oppose charter schools for themselves. Our goal is excellence with equity in public education. In our 2014 report, we highlighted evidence that some charter schools have successfully contributed to moving forward on that agenda, as well as noting evidence that many charter schools do not help much and some moved students in the wrong direction. As Kentucky is positioned to open some charter schools in the near future, our focus remains the same: we want excellence and equity for all Kentucky students, and we’ll press for charter schools to be part of achieving that goal. We plan to be serious about quality and serious about diversity, equity, inclusion and belonging –for Kentucky public charter schools along with all the other public schools that serve our students and build our shared future."

February 8, 2023
‍FOR IMMEDIATE RELEASE

‍For More Information Contact:
Suzetta Creech, Chief of Staff
screech@prichardcommittee.org

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The Steele-Reese Foundation provides Prichard Committee grant to Survey Teachers in Appalachia Kentucky

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LEXINGTON, KY –The Steele-Reese Foundation has committed multi-year support to the Prichard Committee to develop a study of post-COVID recovery strategies for and by teachers in Appalachia Kentucky.

Since its inception, the Steele-Reese Foundation has maintained a focus on the unique challenges of rural living and on helping people build healthy, successful, and sustainable communities. Eleanor Steele Reese, daughter of Charles Steele – a banker, lawyer, and business associate of J.P. Morgan – created The Steele-Reese Foundation in 1955. The Foundation’s name honors Eleanor’s family as well as the family of her husband, Emmet Reese, who grew up in the Appalachian foothill’s community of East Bernstadt, KY.

The grant to the Prichard Committee will assist in establishing a team of teachers that will design and distribute a survey to teachers in Appalachia Kentucky. Along with quantitative collection of data, stories of resilience, challenges, and bright spots will be captured and published in a report. The Appalachia Educator Alliance, led by Allison Slone from Rowan County includes Dr. Emmanuel Anama-Green, Carly Baldwin, Brison Harvey, Kera Howard, and Tiffany Perkins.

“Steele-Reese’s support will help build a new foundation for education. It allows us to ask those closest to the process what resources and supports they need to meet students and families where they are and to ensure student learning catches up and persists in the months and years ahead,” said Brigitte Blom, President and CEO of the Prichard Committee. “We honor Steele-Reese’s commitment to supporting teachers who are dedicated to improving educational attainment in Kentucky’s Appalachian communities.”

“Our board does not see this grant as a “gift” to the Prichard Committee but rather as an investment,” said Judy Owens, Appalachian Director for the Steele-Reese Foundation. “Steele-Reese hopes to place tools in the hands of pragmatic problem solvers as they build a community that loves and cares for children.”

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The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

January 19, 2023
FOR IMMEDIATE RELEASE
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‍For more information, contact:
Brigitte Blom, President & CEO
brigitte@PrichardCommittee.org

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Prichard Committee receives $47 million grant from U.S. Department of Education for Full-Service Community Schools

$30 Million invested directly in School-Community Partnerships Over 5-Years

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The Prichard Committee for Academic Excellence has been awarded a 5-year grant from the United States Department of Education (USDOE) in the amount of $47,254,772. The grant will support collaboration between the Prichard Committee and local school-communities to establish effective and evidenced-based “community schools” for students and families most in need of removing barriers to learning.

Over the course of the grant, the Prichard Committee will work with up to 40 school-community partnerships statewide. The first cohort of 8 includes 2 schools each in Jefferson County, Owensboro Independent, Daviess County, and Rowan County. $30 million of the total grant award will go directly to communities and schools following community conversations about need and greater alignment and coordination of existing community services – with the goal of improved education outcomes while in school and after high school graduation.

“To realize sustained improvement in academic outcomes, and to break cycles of generational poverty, communities need to be at the table, with schools, to ensure all assets available are utilized to support student success and to protect time for teachers to do what they do best—teach,” said Brigitte Blom, president and CEO of the Prichard Committee. “We are excited by the opportunity this grant presents for deepened school-community partnerships and are grateful for the first cohort of school districts who said yes to this opportunity.”

The statewide effort will provide proof points for scaling of promising approaches to implementing the four pillars of community schools: 1) integrated student supports that address out-of-school barriers to learning through partnerships with social and health service agencies and providers; 2) expanded and enriched learning time and opportunities; 3) active family and community engagement; and 4) collaborative leadership and practices (including high-quality teaching).

The Prichard Committee will work with the College of Education, Evaluation Center, at the University of Kentucky to evaluate the impact of the work and to contribute to the growing body of research on effective community schools.

Community schools provide a range of services to meet the unique needs of students, families, and the broader communities they serve. Studies have found that well-implemented community schools can lead to improved student and school outcomes, particularly for students in high-poverty schools.

“We are pleased that a number of other school districts in the state received local or regional grants from the USDOE and that Partners for Rural Impact (PRI), located in Berea Kentucky, also received a scaling grant for concentrated work in Appalachia,” said Blom. “We are especially excited to be doing this work alongside Dreama Gentry and her team at PRI.”

• USDOE Press Release:  https://www.ed.gov/news/press-releases/us-department-education-announces-63-million-expand-community-schools-and-increase-social-emotional-mental-health-and-academic-support-students-educators-and-families
• Awards Page with Proposal Abstracts: https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/awards/

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The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

By Brooke Gill, Senior Director of Family Engagement Practice and Policy

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Dr. Sonja Yow, Professor in the College of Education and Applied Human Sciences at Eastern Kentucky University, asked this of her preservice teachers last semester: “As you approach your final semester of school, what is the number one area you still feel least prepared and presents the biggest challenge for you?” Some might expect answers like individualizing learning, student mental health, writing lesson plans, or navigating in-school environments. However, the overwhelming response… (drum roll)… “Working with families.”

“Research points to family and community engagement as one of the most important predictors of student and life success. Yet, research consistently shows that educators have limited opportunities to learn and practice family and community engagement during their preparation and throughout their careers.” –National Association for Families Schools and Community Engagement (NAFSCE) 2022

In the fall of 2022, the KY Collaborative for Families Schools issued a survey to all Kentucky educator preparation programs and found that 74% of preservice programs would improve family engagement components if they were given the tools and resources. However, only 22% of respondents offer a standalone course in family and community partnership best practices. The 2022 Survey Findings Report also revealed the number one challenge is too many other required courses and standards to meet.

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With funding from NAFSCE, we can respond to these national and state survey findings by developing innovative approaches to stronger family partnership coursework and field experiences for preservice teachers.

This project runs now through June 2023 and will be co-led by Dr. Edna Schack, Prichard Committee Member and Professor Emeritus at Morehead State University. Families will serve as advisors in the development of a series of seminars and field experiences for Kentucky preservice teachers and faculty in partnership with Eastern Kentucky University (EKU) and Madison County Schools, and Morehead State University (MSU) and Rowan County Schools. Corbin Independent and Menifee County Schools will also serve as field sites for prospective teachers. The conclusion and call to action for all Kentucky educator preparation programs will take place in June at the Kentucky Association of Colleges of Teacher Education (KACTE) annual conference. Kentucky will also join a national community of practice with grantees from the other seven states and NAFSCE researchers.

As result of this work, we hope more Kentucky preservice programs have tools and resources for equipping our rising educators with intentional, high-impact family partnership strategies. Teachers must enter the classroom with a desire to partner with families and the confidence to make the first move in developing those strong and authentic relationships.

We would love support and feedback on our approach to this new and innovative work. Please reach out to learn more!

• Read 2022 Family Engagement in KY Educator Preparation Programs survey findings here
• Email brooke.gill@prichardcommittee.org for more information or to get involved

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DURABLE SKILLS REPORT 2022

FOR THE PAST 40 YEARS, the primary purpose of our schools has been to maximize academic achievement. However, over that time, the world has greatly changed. We believe the purpose of schools today is to ensure students can think critically and creatively, collaborate effectively with others, apply skills and knowledge to solving real problems, and find meaningful, fulfilling ways to contribute to the world and their community.

In an era when technical skills are evolving at an unprecedented pace, there is an important set of durable ‘soft skills’ that last throughout an entire career—how we use what we know (critical thinking, communication, etc.) and our character skills. America Succeeds’ Durable Skills initiative seeks to ensure every individual is prepared with the soft skills necessary for success in the workforce regardless of educational attainment, career path, or industry sector.

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Defining Durable Skills

Our hypothesis is that every job in every sector requires Durable Skills. Based on Lightcast’s database of tens of millions of employer job postings from the past two years, we started by categorizing 100 of the most in-demand Durable Skills into 10 major themes or competencies.

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COMPETENCY DESCRIPTIONS

• Leadership: Directing efforts and delivering results
• Character: personal and professional conduct
• Collaboration: teamwork and connection
• Communication: Information exchange and management
• Creativity: New ideas and novel solutions
• Critical Thinking: Informed ideas and effective solutions
• Metacognition: Self understanding and personal management
• Mindfulness: Interpersonal and self awareness
• Growth Mindset: Improvement and aspiration
• Fortitude: Constitution and inspiration

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View the full report here.

January 10, 2023

FOR IMMEDIATE RELEASE
‍For more information, contact:
Brooke Gill, Senior Director, Family Engagement Practice and Policy
‍Brooke.gill@prichardcommittee.org

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Prichard Committee partnering with Eastern Kentucky University, Morehead State University to develop effective and authentic family engagement practices for future teachers

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The Prichard Committee for Academic Excellence is one of eight state grantees from the National Association for Family, School, and Community Engagement (NAFSCE) that will be developing innovative approaches to develop stronger family partnership coursework and field experiences for preservice teachers.

The project is in response to a 2022 Survey Findings Report on Family Engagement in Kentucky Educator Preparation Programs by the Collaborative for Families and Schools. The survey found 74% of Kentucky educator preparation programs would improve family engagement components if they were given the tools and resources. Currently only 22% of respondents offer a standalone course in family and community partnership best practices.

“Kentucky schools are doing an excellent job opening opportunities for schools and families to partner,” said Dr. Edna Schack, Prichard Committee Member and Professor Emeritus, Morehead State University. “Educator preparation programs are picking up efforts by building stronger family partnership knowledge and experiences into curricula for prospective teachers before they begin their teaching careers. We are grateful to NAFSCE for funding to support these efforts.”

Over the course of the grant, families will serve as advisors in the development of a series of seminars and field experiences for Kentucky preservice teachers and faculty in partnership with Eastern Kentucky University (EKU) and Madison County Schools, and Morehead State University (MSU) and Rowan County Schools. Corbin Independent and Menifee County Schools will also serve as field sites for prospective teachers. Family and teacher panel discussions, pre/post surveys, interviews, and monthly learning circles will take place through the 2023 spring semester. The conclusion and call to action for all Kentucky educator preparation programs will take place in June at the Kentucky Association of Colleges of Teacher Education (KACTE) annual conference. Kentucky will also be part of a national community of practice with grantees from the other seven states and NAFSCE researchers.

“Engaging families in their child’s education is a proven strategy to increase student success and student belonging in school,” said Brigitte Blom, president and CEO of the Prichard Committee. “The grant from NAFSCE will help ensure future teachers develop effective skills in family engagement. We are grateful to Prichard Committee member, Dr. Edna Schack, for leading this important work, and for the partnership with EKU and MSU.”

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The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

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Like Marty and Doc in the 1985 science-fiction blockbuster “Back to the Future,” we find ourselves returning to the past to ensure the Big Bold Future we know can be ours!

This year brought blow after blow, showing Kentucky losing ground to other states on important indicators of education progress.

While much of this traces to the upheaval of the COVID pandemic, we started seeing signs of decline in 2017. To get Kentucky back on track, we must focus on COVID recovery, but also rethink education to meet the future with greater strength, resilience— and sustainable progress. Consider the following examples of hard-won progress lost:

• 29th in fourth-grade reading — a fall from 22^nd in 2019 and a high of 8th in 2015.
• 28th in eighth-grade reading — a drop from 25^th in 2019 and a peak at 12^th in 2011.
• 34th in fourth-grade math — a fall from 30th in 2019 and 21st in 2015.
• 41st in eighth-grade math — down from 36th in 2019 after reaching 33nd in 2011.

Because COVID had a disproportionate impact on those with fewer resources, Kentucky, a poor state, was likely hit harder than other states. Our losses could have been worse. We should acknowledge the strength in our systems that kept us from outright free fall — and meet our declines in the rankings with resolve to work smarter and harder — together and without division.

We must also recognize that test scores in reading and mathematics are not all that parents, students, communities, and businesses expect from a world-class public education. The 1990 Kentucky Education Reform Act defined seven capacities required of students (with an eighth added in 2000). These include the durable and transferable skills that will serve students in a changing economy and world. Communication, leadership, critical thinking, and collaboration are among these skills.

While we don’t — and arguably shouldn’t — try to boil these skills down to standardized tests, a diploma should ensure meaningful evidence of skill development. Students should practice and be able to articulate how they developed these competencies. A “meaningful diploma” must assure that Kentucky’s students are prepared to succeed.

Our work, as a citizen-led, nonpartisan and independent organization — is the same as ever: striving to create conditions for success and progress. That means advocating for the policy and investment solutions that strengthen our system, like passage of the 2022 Read to Succeed Act and the General Assembly, so far, meeting our six-year Big Bold Ask investment requests for early childhood, K-12, and postsecondary.

It also means supporting and amplifying local solutions to the needs of students and families — a

Groundswell for community and family engagement. Communities need to be at the table.

Sustainable improvement will not be just the work of our school districts, early childhood providers and postsecondary institutions. It requires all of us to be part of the solution.

While we won’t be traveling back to the future in a DeLorean, we are indeed looking for a lightning bolt to restore our momentum. That jolt can come from Kentuckians uniting around a shared commitment, putting the pedal to the metal, and accepting nothing less than reaching that Big Bold Kentucky Future, together!

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Read the full Winter 2022 Perspectives here.

December 8, 2022

FOR IMMEDIATE RELEASE
For More Information Contact:
Brigitte Blom, President and CEO
brigitte@prichardcommittee.org

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Big Bold Future: 2022 National Rankings Report Released

Prichard Committee Board of Directors Meet, Launch Center for Best Practice & Innovation to Improve Metrics

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Lexington, KY – Out of the quarterly board of director’s meeting Wednesday, the Prichard Committee for Academic Excellence released the next biannual report on Kentucky’s progress in education. The Big Bold Future National Rankings report was released first in 2020 after a similar report produced by the Committee, Top 20 by 2020, ended.

The Big Bold Future report includes 12 indicators across 4 areas: early childhood, K12 education, postsecondary, and quality of life. They allow Kentuckians to track Kentucky’s outcomes relative to other states, analyze trends over the years, see results for Kentuckians of varied backgrounds, find cause for celebration, and to recognize areas of concern.

The 2022 Big Bold Future report shows the following rankings for Kentucky in the top 20.

• 3^rd in high school graduations
• 6^th in two-year postsecondary graduations
• 15^th in voter turnout (a proxy for community engagement)

The report also shows areas of significant concern where Kentucky’s ranking has fallen in recent years.

• 29^th in grade 4 reading (KY’s lowest rank since 50 state NAEP participation began)
• 41^st in grade 8 mathematics
• 43^rd children above 200% of poverty
• 38^th preschool participation
• 41^st postsecondary enrollment
• 43^rd overall associate degree or higher attainment
• 44^th median household income

“We expected decline in Kentucky’s rankings coming out of the COVID years, but to be frank, we were seeing declines in these metrics, and sounding the alarm, YEARS before COVID,” said Brigitte Blom, President & CEO of the Prichard Committee. “To return to a place where these metrics are moving in the right direction, we need the General Assembly to follow through in the last year of the Big Bold Ask to realize the additional $1 billion annually invested strategically into education and we need local communities galvanized to improve local metrics.”

On the heels of the Big Bold Future metrics release, the Committee also announced the launch of the Center for Best Practice & Innovation which is designed to be a hub of people, resources, and data which community leaders across the state can use to improve state and local metrics in education. The Center for Best Practice & Innovation will join the Committee’s existing initiative, the Kentucky Collaborative for Families and Schools, to support and network local community efforts to improve outcomes for students and families.

“Prichard Committee members have taken local action to heart, creating after-school mentoring and tutoring programs, strengthening early learning systems locally, designing reading initiatives, educating students about scholarships and grants for college tuition, the list goes on,” said Blom. “As we continue to push for improvement in our state, embracing local innovation and entrepreneurial thinking will be necessary to produce stronger and more effective results for students and families, community by community. Each community success story will spark hope — together they will have far-reaching ripple effects in communities and across the state, ultimately resulting in improvement on the metrics – and a Big Bold Kentucky Future.”

Full report can be found at www.prichardcommittee.org/Big-Bold-Future

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The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

Guest Blog by Superintendent Charles Morton

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As a way to strengthen local efforts to connect with families and students, Harlan Independent School District jumped at the opportunity to participate in the Family Friendly School initiative when we first heard of the program. Recognizing that our district already demonstrated many of the key qualities for the program, our staff wasted little time committing Harlan Independent Schools to the work.

Through our partnership with Partners for Rural Impact, previously known as Partners for Education, I was made aware of the initiative and believed the program aligned with Harlan Independent’s philosophies and mission of serving students and families. Our district has worked hard at strengthening our family connections during and after the pandemic. Whether it was through our communication efforts or the work to provide support and wrap around services to our students, this process helped us formalize much of what we were already doing. It also gave us the framework to enhance and build on the momentum we built during the pandemic.

In January of 2021, the Family Friendly Schools initiative established by the Kentucky Collaborative for Families and Schools notified both schools in the district, Harlan Elementary and Harlan Middle/High School, of their nomination as two of 60 schools to participate in the first cohort of applicants. Both schools, led by Principals Britt Lawson and Tara Posey, developed teams to attend information sessions and begin the collaborative work of module completion and self-assessment in a variety of family focused areas. The process allowed both schools to hear successful strategies others were implementing in their communities and provided an opportunity to self-reflect on efforts already underway. It was through this work that both schools were able to focus their efforts on the partnerships that had already been established to strengthen the effectiveness of those efforts.

Harlan Middle/High Principal, Britt Lawson, noted that the initiative was new to the school at the time I was made aware that a certification process could be available to pursue. I was excited to see that there was a certification process in place recognizing the efforts of family and community engagement for schools. District-wide we take great pride in being a “Family of Dragons” that welcomes our school community to partner with us to provide excellence in schools. The coaching and support our teams had while working through the process was extremely helpful and made the process seamless.

Tara Posey, Harlan Elementary Principal, commented the process gave her school the chance to evaluate what strategies were being most effective in their efforts to be at the center of community activity in Harlan. “Parent engagement in elementary schools is typically easier to accomplish as students are younger, but the key is to provide high-quality, student-centered activities and engagement that impacts student and family outcomes. At Harlan Elementary, we host many activities for families, through this process, we now see that work through a different lens. We know that student performance and outcomes improve when families are engaged and supported and strengthening that engagement is a core value of all of our efforts. This work really helped anchor what we do moving forward so that we are constantly focused on continuous improvement. When that happens, families and communities only get stronger.”

We’ve highlighted the importance of a positive school culture in the district’s efforts to grow community support. Strong communities need strong schools, supporting school efforts to improve the culture and engage families must be a driving force inside our buildings every day. That effort takes a lot of work from everyone that walks through the door and it can never be taken for granted. Our district is committed to keeping this work alive by adjusting and changing to meet the needs of our community every year. As a district, we found several silver linings that we took away from the COVID 19 pandemic. Schools are capable of making bigger adjustments than we previously thought possible. No two years are exactly the same, as school years start and end, people grow and change. In order to meet students and families in the process, the adults in the schools must embrace the journey. When they do and students flourish, it is a beautiful thing to witness. I am really proud that both schools in our district are among the first Kentucky schools to participate in this work. We believe it will make us stronger in the future.

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Guest Blog by Penny Christian – Prichard Committee Member, Vice President Leadership Outreach, KYPTA – Lexington, KY

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n 2021 I was asked to co-present at the Amplify Conference in Kansas City, Missouri. Having never heard of it, I did a little research. “Empowering KC’s Educators of Color for Student Success”, is what I read on the website.  Wow; a conference dedicated specifically to educators of color…and an opportunity to talk about parent voice for Black Indigenous People of Color (BIPOC)

My response to Amplify was a visceral one. For me, this was a truly safe space. There were Black and Brown teachers, administrators and superintendents, all there to speak on behalf of our babies. Without question these people felt they could share thoughts and opinions without fear of repercussion or retaliation. We were insulated, yet free.

Before I even left Kansas City I knew I wanted to present again at Amplify. Why? A captive audience like no other. I wanted to speak to educators of color about families of color. I wanted them to share experiences that would confirm what we already know: family engagement can look different in certain neighborhoods and zip codes. We need to acknowledge and accept that.  Our marginalized families are sometimes overlooked; implicit bias, access, language barriers, etc. can all prevent successful partnerships.  That was the topic of my presentation. So, this past weekend I returned to that safe space.  

One of the most important points I needed attendees to understand was that traditional communication and mainstream family engagement strategies are not always effective with Black and Brown families. While possibly not the intent, it is clear that embedded in these strategies is the notion of “unreachable” families. No matter how honest your motives, Dr. Mapp says you do not genuinely believe every parent cares about their child’s education.  To no one’s surprise, every person in that room had either heard-or said- those very words.  It is exactly that mindset which requires us to have this conversation.

As many of you may know, when I present I always share my “why”, my girls.   As proud as I am of my children, I attempted to share a strong truth with my attendees. ACADEMICALLY SUCCESSFUL BIPOC CHILDREN ARE NOT UNICORNS. After the audible gasps in the room subsided, I clarified my statement.  My children are not anomalies or outliers; every Brown baby in every classroom has the potential to be successful. Moreover, every Brown family has the capacity to support its children.  Unfortunately several teachers in the room shared stories where they had seen lowered expectations and limited opportunities due to biases and preconceived notions. If educators do not believe this, partnerships will not be a priority.  

As we celebrate Family Engagement In Education Week, I share this to remind you that, although we have made great strides, we have not arrived.  As one of the conference attendees stated, “I can do more. And in my current role, I can challenge our schools to do more”.  It is my hope that we all desire to do more, for every child.

he Prichard Committee brought together an all-star cast through the Kentucky Collaborative for Families and Schools to create a way to celebrate and highlight Kentucky schools that prioritize family and community partnership. Partners included Learning Grove, National Center for Families Learning, Partners for Rural Impact, Kentucky Department of Education, and the Governor’s Office of Early Childhood along with multiple families and educators across the state. This group created the Family Friendly Schools certification process.

Additionally, the group wanted a more structured process for schools to measure how they were doing in welcoming and connecting with families and then make plans to improve engagement efforts in teams with families, educators and community partners. The group accomplished both through the Family Friendly School Certificate which launched in March 2022 for K-12 schools, and in September 2022 for early education centers.

“This is helping us transition from “one-off” family engagement to a system that is integrated and planned,” Kentucky 2022 Family Friendly School Principal.

The opportunity for all students to succeed requires families, teachers, principals, afterschool programs, and others working together to support each child in distinct ways. Each team member much contribute their own expertise to set children on a pathway to success.

Schools and early care centers who apply for Family Friendly certification gain a deeper understanding about the importance of family-school partnerships, examine core beliefs about family-school partnerships, learn and apply concrete strategies for increasing family engagement in their school and analyze the findings from their self-assessment. To receive certification, schools must demonstrate they have reached a level 3 in- relationship building, communication, shared responsibility, advocacy and community partnerships. They must also develop family engagement action teams with action plans and provide evidence for next steps to deepen equitable family engagement in their school and community.

On Monday Nov. 14^th, the KY Collaborative, Governor Andy Beshear and Lt. Governor Jacqueline Coleman recognized the first 32 schools and one early care center to achieve this extraordinary certification. Certified schools are encouraged to expand on their work and submit applications annually. Early care centers and schools who have not participated in 2022 are encouraged to apply in the 2023 application window which opens May 1^st, 2023.

Multiple principals expressed gratitude for a process that helps them see what they are already doing right and where they can improve. “This is supporting a transition of doing “for families” to a transition of doing “with families”. We’re now having valuable and rich conversations about our family engagement practices,” Tyler Reed, Frankfort High School Principal.

Read which schools were certified in 2022 and more about the Family Friendly Certification process here – https://prichardcommittee.org/familyengagement/
Questions – Brooke.Gill@prichardcommittee.org