Meeting Summary for NAACP Parents Council 18Sept2024

Sep 18, 2024, 06:01 PM Eastern Time

Quick recap

The meeting focused on the district’s efforts to improve reading skills among black and brown students, with discussions on various assessments, strategies, and programs aimed at enhancing literacy performance. The importance of parental involvement and engagement in literacy development was emphasized, with suggestions for daily routines and activities to foster language and literacy skills in children. The meeting also covered the development of a new system, the implementation of a Multi-Tiered System of Support (MTSS) framework, and the launch of a structured program called Blended Learning for long-term, medically impacted students.

Next steps

Parents are to review their child’s literacy assessment reports (MAP, DIBELS, MCAP) and ask teachers for clarification if needed.

Parents to engage in daily literacy activities with their children, such as reading aloud, discussing books, and encouraging writing.

Parents to utilize free literacy resources like PBS Kids, library programs, and educational apps to support their child’s reading development.

MCPS to implement a parent notification system for students below grade level in literacy within 15 days of assessment.

MCPS to launch K-3 Literacy Field Test in 5 pilot schools (Rachel Carson, Ron McNair, Snowden, Weller, and Leleck).

Jen Strobel to oversee the implementation of new tutoring programs, including Montgomery College work-study tutors and algebra tutoring.

MCPS to release applications for the Blended Learning program for long-term medically impacted students on October 1st, with the program beginning November 6th.

Parents to sign up for upcoming Town Hall meeting with the new superintendent.

MCPS to continue implementing structured literacy approach and science of reading principles in elementary schools.

Parents to advocate for and stay informed about the new Maryland Comprehensive K-3 Literacy Policy, including potential 3rd-grade retention measures.

Summary

Improving Literacy and College Readiness

Niki emphasized the significance of understanding students’ literacy performance through various assessments and introduced the district’s structured literacy efforts to improve reading skills among black and brown students. Melaika and Jackie presented the district’s pathway to college and career readiness, highlighting the role of literacy in this process. They shared data comparing literacy scores from the end of the 2022-23 school year to the previous school year, noting an increase in scores for kindergartners and a slight increase for other grade levels. The presenters also discussed strategies being implemented at the district level to support students who are not yet proficient. Jackie explained the use of the Map Growth Assessment, a computer adaptive test, to monitor students’ literacy growth and track their progress over time. She also clarified that the test should not be studied for, but rather, students should come prepared to do their best.

Dibels Assessment and Report Card Discussion

Jackie and Melaika discussed the Dibbles assessment, an early literacy skills assessment for students in K to 2, and its role in generating a home connect report for families and caregivers. Melaika explained that the growth expectations are determined by NWEA, based on national norms, and that the report card covers various categories of learning, including foundational skills in reading, comprehension through informational text and literature, and vocabulary acquisition in use. Melaika emphasized the importance of understanding the correlation between various data points in a student’s report card and suggested that discrepancies in the data should be addressed by asking the teacher for clarification. She also proposed the idea of including other applicable scores, such as Dibels and MAP, on the report card for a more comprehensive view.

Instructional Shifts and Literacy Development

Melaika discussed the instructional shifts made at the elementary level over the past three years, emphasizing the importance of structured literacy and the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. She highlighted the role of language comprehension and word recognition in literacy development, explaining that the curriculum aligns with research on how children learn to read. Melaika also provided tips for parents and caregivers to promote literacy at home and outlined the various points of contact for parents seeking information about their child’s literacy progress.

Discussing Student Progress and Parent Involvement

Melaika and Byron discussed the importance of sharing information about student progress with parents. Andria, a parent representative, highlighted the need for schools to hold parent nights to go through the reports and information. Melaika suggested that schools could add this as part of their literacy night or any informal parent meeting. Byron also shared data on the literacy performance of students, noting a significant drop from 3rd to 8th grade. Toi asked about the possible impact of Covid on this drop, and Melaika explained that it could be a factor but not the only one. The conversation ended with a discussion on the need for equity in test performance.

Developing Tutoring Programs for District Students

Byron initiated a discussion, encouraging questions. Jen then discussed the tutoring program in Mcps, which she had taken over in July, acknowledging the challenges faced due to the end of Esther’s program. She expressed her commitment to developing a robust tutoring program for the district’s students. Jen discussed the upcoming tutoring programs for students in the district, including a contract with a vendor offering tutoring through a chat feature with real tutors, and a partnership with Montgomery College where students will be paid to tutor in schools. She also highlighted an algebra tutoring program for at-risk students, with tutors being highly qualified and background-checked. Jen emphasized the need for data collection to assess the effectiveness of these programs. The meeting also discussed strategies for engaging students in tutoring and literacy programs, including providing training for teachers and families. Rhia and Kea, parent representatives, shared approaches for fostering a love of reading in children, emphasizing that all parents can play a role regardless of background.

Fostering Language and Literacy Skills in Children

Kea and Rhia discussed the importance of daily routines and activities in fostering language and literacy skills in children. They emphasized the role of parents as the first teachers and the need to model a love of language and curiosity. They suggested various ways to engage children in language learning, such as creating lists, reading together, and asking specific questions. They also acknowledged the cultural differences in communication habits and encouraged parents to adapt their approach to suit their children’s needs. Kea highlighted the value of making mistakes in literacy and engaging in conversations with children to enforce literacy. They also discussed various ways to engage children in learning activities, particularly in reading and writing, and the importance of building background knowledge and story-building in children’s literacy development. Strategies to reinforce phonics rules with children were also discussed.

Family Story Time and Literacy Discussion

Rhia shared her family’s nightly story time routine, which includes reading various types of books and Bible stories and sometimes taking turns reading the story in French or English. Kea suggested that this routine could be a good way for parents to practice conversation with their kids. They recommended books like “13” and “Alfie” that encourage conversation and understanding through images and words, and suggested using libraries, apps like Tumble Books, and online resources like PBS Kids and Storyline Online. Kea emphasized the importance of representation in stories and suggested finding resources with diverse characters. Rhia shared her experience of reading to her children every night, which she believed significantly contributed to their literacy. The conversation ended with Byron expressing his appreciation for the resources shared and discussing the upcoming vote on a comprehensive K to 3 literacy policy proposed by the Maryland State Department of Education.

Addressing Maryland’s Reading Proficiency Decline

Byron discussed the decline in Maryland’s reading proficiency rankings and proposed a new policy to address the issue. The policy includes better teacher development, assessments, parent notification, and intervention strategies. It also proposes retention for students who fail the state literacy assessment at the end of 3rd grade, with parental input. Byron highlighted the importance of parental involvement and the need to sustain the love of reading into secondary years. He also mentioned a 5-school pilot for K-3 literacy field tests and the implementation of these measures district-wide after the pilot.

Developing a New System and MTSS Framework

Byron and Jen discussed the development of a new system and the start of Saturday School to support children struggling with Math or Reading. Jen introduced the Multi-Tiered System of Supports (MTSS) framework, explaining its three tiers and the role of specially designed instruction and special education services. She also announced a field study to understand how schools handle interventions and communicate with families and students. Byron updated on the state’s new policy, the ongoing field test, and the need for community involvement. He also announced the launch of a structured program called Blended Learning for long-term, medically impacted students. The conversation ended with a call for collective action to support students and improve their academic performance, with a focus on increasing the presence of Black and Brown parents at the upcoming Superintendent Town Hall