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CHANCELLOR DENNIS M. WALCOTT GIVES POLICY SPEECH:
~PARTNERING WITH PARENTS

The following is the text of Chancellor Walcotts speech as prepared for delivery at Park West
Educational Campus on, Wednesday, October 26, 2011

Welcome parents and Iamilies, community leaders, elected oIIicials, teachers, principals, and all the
staII who support our schools.

I want to thank the schools on Park West campus Ior hosting us today. You should be proud oI the
strong community you`ve built in the past several years. The students in this building are graduating
in higher numbers than ever beIore, and it`s thanks to the hard work oI the principals, teachers,
students, school staII, and Iamilies.

Back in April, beIore I became Chancellor, I announced that one oI my Iirst goals was to improve
the tone oI debate, and shiIt the Iocus back to our students.

Indeed, with the help oI everyone here today, and the hard-working proIessionals in our 1,700
schools, we`ve come a long way.

As you know, there have been some diIIicult challenges and tough conversations over the past Iew
months.

But in spite oI those realities, we`re still here today, pushing ourselves and our schools to do more.
Across the city, the conversation is now Iocused on how to help our students succeed, and our work
is Iully underway.

Last month, I laid out a plan to provide better middle school options Ior Iamilies and address the
lagging perIormance among students in grades 6-8.

I talked about my visits to successIul middle schools and my conversations with their principals.
And one thing that stood out was that great middle schools have close relationships with their
students and work in strong partnership with their Iamilies.

Today, I want to talk about how and why we must work to develop strong partnerships with
Iamilies in all oI our schools. It`s what I discussed last night with parents at an event on the new
Common Core standards. And it`s what we`ll be Iocused on throughout this 'Parents as Partners
week.

Mayor Bloomberg and I have always believed that a child`s zip code, economic status, or Iamily
































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situation should never determine the quality oI his or her education.

Across this city and country, we have schools beating the odds, giving students the tools to graduate
and go to college, even in the toughest oI circumstances.

It`s one oI the reasons I Ieel so passionately about education: it has the power to change lives. With
a great teacher, a strong principal, and a supportive school environment, any child has the
opportunity to succeed. A great education can trump other obstacles.

And yet, no one would disagree that Iamily involvement is important. In Iact, outside oI what`s
going on in the classroom, it may be the most important Iactor in whether a child is engaged and
successIul in school.

In study aIter study, we see that when Iamilies are involved, both at home and in school, the students
beneIit. The Harvard researcher Karen Mapp, who spoke to our parent coordinators and CEC
members in July, believes passionately that Iamily involvement leads to higher grade point averages
and test scores, better social skills, and attendance.

Indeed, it`s deeply personal Ior me as well. I know that I never missed an opportunity to talk to my
children and grandchildren about the importance oI education and their Iuture.

OI course, our schools can never be a substitute Ior parents and Iamilies. It`s not our job to be in
every child`s home at night making sure parents are reading to them, turning oII the television, and
putting them to bed at a reasonable hour.

But collectively, as a school system and a society, we need to speak bluntly about what it`s going to
take Ior our children to compete in this 21
st
century economy.

Because oI our Mayor`s deep belieI in the importance and power oI education, he has shielded our
schools Irom the deep cuts in Iederal and state spending, committing an additional $2 billion to our
public schools just this year.

But let me be clearthese are tough Iiscal times, and we need to move away Irom the mindset that
the solution to our problems is more money, more money, more money.

Like our Iamilies, we must learn to live within our means, and keep our eye on the ball.

Everything we do needs to be Iocused on our overall goal: and that is getting our students on track
Ior success in college and careers.



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Perhaps more than ever, we need to articulate a set oI values and expectations Ior our Iamilies and
enlist their support.

I know there is more we can do to make parents our partners in preparing students Ior success.

BeIore I get to how we improve, I want to address what we`ve done so Iar.

Since 2002, we have introduced a number oI citywide initiatives to help schools better involve
parents:

We created a parent coordinator position in every school, giving parents a primary contact Ior
questions and concerns about their children`s education.

For everyone here who serves as a parent coordinator, I want to thank you Ior your service. Some oI
you have been in your schools Ior as many as nine years, and represent the nerve centers oI your
communities.

We launched Parent 311, which builds on the Mayor`s idea that New Yorkers deserve easy access to
inIormation about their government. Last school year, more than 250,000 parents called with
questions about how to enroll their children in Kindergarten, how to sign up Ior Iree summer meals,
and where to Iind inIormation about applying Ior college Iinancial aidjust to name a Iew topics.

Since 2002, we have also made translations available Ior all our documents, workshops, and public
events, to serve a growing population oI immigrant Iamilies. This is no small thing: more than 40
percent oI our students speak a Ioreign language at home, and we need to do everything we can to
make the transition easier Ior Iamilies new to this country.

For the Iirst time last year, we created two citywide parent councils in each district: one Ior parents
oI English language learners, and another Ior parents oI students with disabilities. The issues Iacing
these populations are unique and challenging, and it`s important that their interests and needs are
Iully represented.

We`ve also encountered diIIiculties along the way:

In many neighborhoods, we hear Irom schools that too Iew parents show up at parent-teacher
conIerences, have a relationship with their child`s teachers, or attend school events.

I hear Ieedback Irom parents who don`t Ieel welcome at their schools and are discouraged Irom
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And as you all know, we didn`t do the best job with last year`s CEC elections. Some oI the rules
were misapplied, and we heard you loud and clear: the process needs to change. I promise to you
that the 2013 elections will be better managed and more inclusive, and we are in the process oI
meeting with parents to gather speciIic Ieedback.

But above all, the real sign we need to do better is our bottom line: We have made tremendous
progress over the past nine years, with graduation rates at an all-time high oI 65 percent. These are
tens oI thousands oI lives changed Ior the better.

But too Iew students are graduating ready Ior college.

This has real consequences: When students take remedial courses in college, they have to pay Ior
them, sometimes with money they received through scholarships.

So as we raise standards and push Ior more rigorous assessments, it`s crucial that parents, students,
and schools understand how important it is Ior their children to be college and career-ready. We
can`t let them Iall behind.

That`s why, since I started in April, I`ve been out talking with parents and schools, making clear that
this is a priority.

I`ve been out to more than a hundred schools already, held meetings with Iamilies and parent
leaders.

I appointed a new director Ior Family and Community Engagement, Jesse Mojica, who is a Iierce
advocate Ior parents, as you can tell Irom his introduction.

We reviewed the research on how the best schools make parents their partners in raising student
achievement.

We studied the systems that do parent engagement well Irom Denver`s Standards Ior Family
Engagement, to Charlotte`s Parent University, and Michigan`s Parent Involvement Rubric.

We held meetings in June and July with parent coordinators, parent associations, and Iamily
advocates many oI whom are here today to talk about what students need to be on track Ior
college.

And we distributed the Iirst-ever Family Feedback Iorm, which received more than 9,000 responses
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Through these meetings, surveys, and visits I`ve realized that we need to rethink parent engagement
in New York City public schools.

We`ve made our schools more accessible and inIormed parents more oIten, and that`s important. But
it`s not enough.

SuccessIul engagement means partnering with parents to support our students.

So beIore I proceed, I want to state clearly what we mean by successIul Iamily engagement in New
York City schools: Family engagement means inIorming and involving parents to get students on
track Ior college and careers.

How do we get every school involved in this mission? Today, I want to lay out a plan Ior parents
and Iamilies to be a bigger part oI their students` success.

First, iI we`re going to ask more parents to be involved, we need to provide the resources, the tools,
and the inIormation to make it a reality.

To ensure that parents have a role to play in their school communities, we are developing a Parent
Academy to guide and support them during the 2012-13 school year.

Parent involvement comes in many diIIerent Iorms, and the Parent Academy will encourage all oI
them.

Through borough-based workshops, the Academy will help parents become involved and inIormed
at all levelsIrom those who want to become school leaders, to others who simply want tips to help
their children with homework.

I know that every parent wants their child to be successIul. And part oI our job is to provide parents
a roadmap to support their child`s academic achievement.

In the next Iew weeks, we will begin soliciting proposals Irom various organizations on how the
Academy will be structured.

In the end, we may select one or many diIIerent groups. What`s important is that the ideas are
compelling, and give parents a clear path to supporting their children`s achievement.

The second part oI our plan will be to strengthen and reaIIirm the role oI the parent coordinator.
Parent coordinators have great Ilexibility in their roles: they can Iacilitate outreach; convene
meetings; recruit community organizations.


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But Iar too oIten, I hear that parent coordinators Ieel constrained. Families and communities oIten
see them as a hotline Ior complaints, but not as leaders or organizers.

Parent coordinators, we need you to be the bridge between schools and parents. OIten, you are the
Iirst person parents turn to, and that`s hugely important in our goal oI preparing students Ior liIe
aIter high school.

So, we plan to strengthen the role oI parent coordinator, increase their trainings, and encourage them
to Iacilitate parent engagement across school communities.

Parent coordinators will create agendas Ior Iamily engagement, organize events, and play a key role
helping parents Iocus on the goals oI college and careers Ior their children.

In particular, as parent coordinators, we need you to get parents and even school staII talking
about college and careers. Ask a parent iI their child is on track to advance to the next grade, has
enough credits to graduate in Iour years, or knows what questions they got wrong on the last test.

You are the experts in parent engagement, and the whole school community can learn Irom you.

The third item in our plan is well-timed Ior this week`s activities. Tomorrow, high schools will
begin the Iirst parent-teacher conIerences oI this school year.

Parent-teacher conIerences are an extremely important time oI year Ior our schools and Iamilies. For
some parents, it may be the only chance to get a clear and accurate picture oI their children`s
progress, strengths and weaknesses.

And Ior teachers, it may be the only time to share with Iamilies what are the best study habits,
important benchmarks Ior graduating and applying to college, and goals Ior the school year.

To ensure our Iamilies and schools are Iocused on that common goal oI preparing students Ior liIe
aIter high school, we are taking steps to strengthen parent teacher conIerences.

This month, we developed a tool kit Ior parents that includes a bookmark with questions to use in
conversations with teachers; a tip sheet Ior how to prepare Ior the meeting; a sample invitation; and
other useIul resources.

The tool kit was sent to principals and parent coordinators last week, and you should have all
received the bookmarks this evening. Looking over those questions now, I wish I had these when I
was a parent oI school-age children.


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In an ideal world, the parent-teacher conIerence is one oI many opportunities Ior a parent to be in
school, talking to teachers and staII. But we know that Ior many parents it`s one oI the only
opportunities, and we need to make sure that time is well-spent.

I remember my time at parent teacher conIerences. It reminded me oI speed-dating that I saw on TV.

Now, I`ve never done speed-dating myselI. But I know that you don`t get a lot out oI a meeting
where the clock is ticking, you move rapidly Irom one topic to the next, and there`s no real chance to
dig deeper.

We can`t aIIord to just go through the motions, and in many schools that`s what is happening.

Next, the most common piece oI Ieedback we heard Irom parents was that, as a Department, we
need to improve how we communicate with Iamilies.

Well, we heard you loud and clear. The Iourth piece oI our plan is a catalogue oI new resources to
enhance communication between parents, schools, and my administration. They will help schools
keep Iamilies up to date with what`s going on both locally and across the system.

We`re creating a new online library oI resources, including inIormation on policy initiatives and
inIormation sessions in the community. Tonight, you should receive inIormation about two oI these
initiatives at the door. And I encourage you to visit the new website, at:
http://schools.nyc.gov/parentsIamilies.

We`ll oIIer parents a better understanding oI where to direct their questions and concerns.

And we will bring together a group oI parents, parent coordinators and staII to discuss the best ways
to keep parents involved during middle school. Eventually, we will share the Iindings with every
middle school, so that parents can help students navigate those diIIicult years.

OI course, it`s not only the Department that needs to step up and do a better job. Just as we are
raising the bar on ourselves, I believe we need to raise the bar on schools and Iamilies as well.

As the IiIth item in our plan, I am announcing a set oI Iive standards that individual school
communities can Iollow to better involve their parents. These are the characteristics that make
schools eIIective at getting parents involved in their students` success. What does that kind oI school
look like?

As I mentioned earlier, other states and cities have developed standards Ior Iamily involvement. So


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we`ve taken that basic idea, and built our own standards around the needs oI New York City public
school parents and Iamilies.

The partnership standards were developed by a group oI parent coordinators, parent association
members, and staII who looked at thousands oI survey responses and met with groups oI parents in
every borough.

Some members oI that working group are here tonight, and I want to thank you Ior your
participation and terriIic insights.

By announcing this set oI standards, we are raising the bar on parents, Iamilies, and schools.

The Iirst standard is successIul communication. A school where parents are truly engaged
communicates successIully with parents, sharing inIormation about student progress, activities at the
school, and events Ior parents to get involved.

At the RaIael Hernandez Dual Language School in the Bronx, Ior example, Principal Rosario hosts
monthly breakIasts Ior parents to meet with school staII to ask questions and learn about school-
wide initiatives and events.

The second standard Ior a successIul school is to provide a diverse range oI roles Ior parents in the
school community. This may extend beyond the roles oI parent coordinator, or parent association
member.

At PS 101 in Queens, the Parent Association meets throughout the summer to map out workshops
Ior parents during the school year. Topics Ior each workshop can range Irom how to understand the
Progress Report, to analyzing the new Common Core standards Ior our tests and curriculum.

These workshops give more parents a real role in the school community, while also involving them
in the work their children are doing.

Next, parent-Iriendly schools maintain a welcoming, positive school environment.

Principals, I need you to open your door to parents. I never want to hear about a school that
discourages parents Irom getting involved.

And at the same time, I am calling on parents to spend more time in their schools. Get to know your
child`s teacher and the work they`re doing in class.

At PS 36 in Harlem, parents and Iamilies work with teachers to tutor students who are Ialling


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behind, Iocusing on reading and other core subject areas.

This may be especially important Ior immigrant Iamilies, who arrive midway through the school
year and need help catching up on work their children are doing.

Fourth, these schools and their Iamilies share high expectations Ior students, and set a clear path to
reach them.

At PS 321 in Brooklyn, the Iirst Friday oI every month is titled 'Parents as Reading Partners. This
gives parents the opportunity to come to into class and read with their child or groups oI children.

There`s a huge turnout with grandparents, babysitters, and other Iamily members coming in to read
or work in other curriculum areas such as math games or science experiments.

And Iinally, a school working in partnership with Iamilies collaborates with the entire school
community, including parents and community-based organizations, to set goals Ior students`
academic and personal growth.

At PS 130 in Chinatown, Ior example, the School Leadership Team, Parent-Teacher Association,
and staII came together to design a clear, understandable guide to school policy and expectations Ior
students.

The handbook is now quite popular with parents.

Altogether, these Iive draIt partnership standards are based on the idea that we must hold schools
and parents to a high bar Ior Iamily engagement, just as we do Ior student achievement, teaching,
leadership, and school environment.

To begin, we`ll start piloting them in a group oI 10-15 schools, gather Ieedback, and see how
schools respond.

AIter that, we will expand the standards citywide, with a plan to measure how schools are doing on
them. We will encourage principals to look at how their teachers are engaging Iamilies; and we will
examine whether principals are making their parents partners in student success.

II you haven`t gotten a copy oI these standards, then make sure you do on the way out today. We`ll
be distributing them to networks and schools next month.

That is my broad vision Ior making parent involvement a real priority in New York City public
schools.


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As Chancellor, my team and I are working to put a great teacher in Iront oI every classroom, provide
quality options Ior Iamilies in every neighborhood, and give schools a curriculum with complex
texts and developing critical thinking skills.

But sometimes, it takes more Ior kids to stay on track. The work to get our kids ready Ior college
and careers must involve not only teachers and principals, but students and Iamilies as well.

Our schools can`t do it alone.

So parents, I hope you take advantage oI the upcoming Parent Academy, learn more about our
Partnership Standards, look at our tips Ior parent-teacher conIerences, and explore our new
resources.

And principals and parent coordinators, make sure you read through the standards Ior parent
involvement. They are tested, successIul strategies Ior getting parents behind our common goal.

Thank you, and I look Iorward to discussing these priorities with you in the coming days and weeks.

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Contact: Natalie Ravitz (212) 374-5141