Increasing success for all students one visit at a time.
The Parent/Teacher Home Visit Project connects families and school staff, builds capacity, and increases all pre k-12 student success - one visit at a time.
Sobre ti
Sobre ti
Nombre
Carrie
Apellido
Rose
URL en Twitter
URL en Facebook
Sobre tu organización
Nombre de la organización
The Parent/Teacher Home Visit Project
Sitio web de la organización
País de la organización
Estados Unidos, CA, Sacramento, Sacramento County
Países en donde este proyecto está creando impacto social
Estados Unidos, XX
Tu organización es
Seleccione
Tu rol en la Educación
Padre.
Tipo de escuela(s) afiliada(s) con tu solución:
Pública (gratuita)
¿Cuánto tiempo ha estado operando la organización?
Más de 5 años
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Innovación
Selecciona la fase que describa mejor el momento en el que se encuentra tu emprendimiento
Expansión (el siguiente paso será crear un impacto a escala regional o incluso mundial)
¿Hace cuánto que viene operando tu organización?
Operando más de 5 años
La necesidad: ¿Cuál es el problema que tratas de solucionar?
While public education has been and continues to be the primary pathway to realize individual opportunities and to build participation and skills for a successful democracy, our system is in transition and crisis leading to a cycle of blame between communities and schools. Research shows what is needed for change, but one element- meaningful school and family ties to the schools- has been consistently ignored, underfunded or marginalized in education policy and practice. The result- fractured relationships, diminished trust and increased isolation and compartmentalization- directly impact student outcomes regarding attendance, behavior and academic success. The need is for a simple, adaptable, proven, and inexpensive engagement strategy that builds trust, capacity and success for all.
La solución: ¿Cuál es tu solución? Sé específico.
Beginning in 1998, three unusual partners came together with an idea in Sacramento California. What if we created the time and opportunity for families and staff to have respectful conversations where we shared our hopes, dreams and expectations for student success away from the school in in the community where families live (but teachers often do not). Together, teacher union leaders, community organizers and school district administrators created a cooperative model of home visits designed to build the capacity of families, teachers and students. The idea is simple but incredibly effective at building empathy, trust, compassion and motivation to partner more effectively for the sake of all our students. The idea began in eight schools but immediately drew attention and expanded to other communities across the pre k-12 spectrum in urban, rural and suburban communities. Our members have identified a national advisory committee for recommendations on our data and project expansion.
El Modelo: Muéstranos a través de un ejemplo específico cómo tu solución hace una diferencia, incluye tus actividades primarias
Our non profit is dedicated to providing training, resources and support to ANY public school community that seeks to use home visits as an engagement strategy. We work with local leaders to identify project interest, resources and locations, train willing staff (this program is voluntary for all), provide ongoing support as needed and connect all the national partners around the country so we can share common challenges, successes and opportunities for policy or funding support. Our meetings and training sessions are always led by teams of parents and teachers who are directly involved in conducting and receiving home visits. Generally speaking, we use a two visit model. The first visit is an active listening experience for the school site staff (teams of two where the second person is often an interpreter if needed) who are charged with identifying the family's assets and understanding where commonalities exist regarding a shared vision of success for each individual student. The second visit is an opportunity to build the capacity of each student and family to boost student success with conversations or activities at home that work within the family context. We seek to provide any and all needed support so that local communities can not only sustain their efforts but so they can also serve as regional leaders to others in their areas who are interested in this work.
El mercado: ¿Quiénes son tus pares y competidores? Identifica a otros que también estén trabajando para dar respuesta a las necesidades que tú abordas y en qué te diferencias de ellos. ¿Cuáles son los desafíos que estos jugadores podrían representar para tu éxito o crecimiento?
Our competitors are, most immediately, independent visiting teachers and social service providers and more broadly, institutional poverty and racism. Teachers have been doing home visits on their own for as long as the teaching professional has existed but have seldom had training, compensation or a strategic focus for school wide change. Social service providers often conduct home visits in and around the life of the school with the intention of assessing a family's needs and connecting them to services or resources to remedy the problem or deficiency. These are not bad, we are just different. We seek to visit all (or at least a cross section) of students to build trust, capacity, and action plans for all based on our strengths and common vision with our most essential partners.
Ahora que has pensado en tu innovación, ayúdanos a presentarla.
Define tu empresa, programa, servicio o producto en 1-2 frases cortas. [136 caracteres/25 palabras]
The Parent/Teacher Home visit Project connects co-educators, builds capacity, and increases all student success - one visit at a time.
Identifica lo que es innovador en tu solución en 1-2 frases cortas. [136 caracteres/25 palabras]
Home visits, done well by the willing, engage and build student success. The model is simple, strategic, proven and inexpensive.
Impacto social
Esta presentación se trata de
¿Cuál ha sido el impacto de la solución hasta la fecha?
To date, without any marketing by our non profit, educators and families in a dozen states have adopted and adapted our model creating a simple but highly effective means of building capacity and student success. Our project has been the focus of several independent evaluations looking at the impact on teachers, families and students. We've had very positive outcomes regarding increasing trust and communication, student academic success (attendance, homework completion,
¿Cuál es tu impacto proyectado para los próximos 1-3 años?
We plan to do achieve the following five outcomes over the next three years. First, we plan to convene an advisory committee to provide recommendations to formalize our national collaboration and identify policy and resources that can be leveraged to assist in our expansion. Second, we plan to launch a three year research study in 4-5 communities across the country to show the impact home visits can have on school change. Third, we plan to more fully develop our regional training teams that have begun to grown in communities in MT, MN, MA, DC and other promising communities. Fourth, we plan to continue to serve as a source of information, training and support to our current national colleagues and expand into at least another 3 states. Fifth, we plan to identify new collaborators.
Las iniciativas ganadoras presentan un plan fuerte de cómo van a alcanzar y realizar un seguimiento del crecimiento. Identifica tus metas a seis meses para el crecimiento de tu impacto
In six months, national advisory group will make recommendations for review, reflection & initial implementation by all members.
Identifica tres grandes tareas que tendrás que completar para llegar a las metas de seis meses.
Tarea 1
Convene phone conferences and in person meeting of 20 identified advisers directly connected to our project.
Tarea 2
Compile recommendations regarding data study, regional training teams, new expansion and likely areas of policy and funding.
Tarea 3
Share recommendations with our national colleagues (about 300) for reflection, feedback and group approval.
¡Ahora piensa en grande! Identifica tu meta de impacto a 12 meses.
National Parent/Teacher HVP expansion plan launched with representation from all our vested communities and partner groups.
Identifica tres grandes tareas que tendrás que completar para llegar a tu meta de impacto a 12 meses
Tarea 1
At least 10,000 visits provide data for study funded and launched in fall of 2013 in 4-5 diverse communities.
Tarea 2
National PTHVP Structure created- launched initially under the umbrella of the Sacramento 501(c)3.
Tarea 3
Regional Training teams identified, meet and have outreach plans in for local communities.
Historia de la fundación: Queremos saber acerca del momento en el que hiciste "¡Ajá!". Comparte la historia de dónde y cuándo el/los fundador(es) vio (vieron) el potencial de esta solución para cambiar el mundo.
Families and teachers in South Sacramento expressed considerable pain about the lack of student success in their community and identified the cycle of blame as the barrier to building trust and communication as partners. There were multiple layers of assumptions that families had formed about the school and that the school had formed about the community and families. Often those assumptions were negative and the mirror images of each other (families don't care because...teachers don't care because...). Schools tried to communicate but it was mostly an information dump leaving everyone frustrated. Families would try to communicate but experienced language, cultural or other obstacles. Together, parents, teachers and administrators developed a home visit model and created the time and safe space to build empathy and skills to help students succeed. This isn't about fixing anyone. It is about a simple but effective system to come together, listen, build capacity for all students.
Sostenibilidad
Cuéntanos sobre tus alianzas.
The following partners are represented on our board of directors- school district administrators and school board members, local teacher union leaders, local university representatives, parent and community members - usually from a faith based or other organizing group. All of those members have state wide and national parent groups that partner will us as well. We partners with local leaders in the dozen states that have adopted and adapted our model- meeting with each of them at least once a year and holding monthly phone calls, etc. Finally, we partner with PTA and similar groups.
¿Qué tipo de equipo (personal, voluntarios, etc.) te asegurará que logres las metas de crecimiento identificadas en la sección de Impacto social/i>?
In addition to our current staffing, we need to hire at least two more staff members dedicated to the national growth. One would lead the regional training team development and outreach. One would lead the development of national partnerships and oversee the data study (which would be contracted out to a university or independent evaluation team). We will need to help our national partners develop more formal partnerships in their local work and they might choose to hire staff or recruit volunteers in that effort. Finally, we will continue to expand our pool of parent and teacher trainers!
Por favor, pon en claro las necesidades u ofertas que hayas mencionado anteriormente y/o sugiere categorías de apoyo que no están especificadas en la lista
We need to be in the company of others who seek to feel, imagine, create, implement, share and reflect on a regular basis- for the sake of positive and meaningful change.
 | 68 weeks ago Carrie Rose updated this Competition Entry. |
| 68 weeks ago Carrie Rose submitted this idea. |