Official Umar Johnson Thread

atlsfinest said:


He used the same arguments here with the comedian Andrew Schultz. Whenever you bring up an point that contradicts his, Tariq says "the WS let them do it" or "the WS allows him, them, those people, etc to be successful". It's infuriating to me.

"So why are African immigrants successful?" Tariq, "WS allow them to be"
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This is along the lines of why I stopped listening to corey holcomb's show. I liked it better when the focus was more in comedy.
 
AEA18 said:
No way you actually believe that school is still happening :lol:
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I'm still playing the fool. This is the most positive thing I've seen out for all of us...I gotta have hope. I don't have to commit money, but I gotta have hope.
 
AEA18 said:
No way you actually believe that school is still happening :lol:
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whoa. Never said that. Don't know where the next man's heart is at, but I know if this dude had Bron money and was still talking bout FINDING a school, then there would be a serious problem with his message
 
atlsfinest said:


Still waiting on Umar's school
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knew this post was coming.

i dont agree with any of these schools without educating the parents too.

our culture keeps laser like precision focus on the kids as if the parents of these same troubled kids won't destroy all that's taught by reinforcing the same bad habits.
 
atlsfinest said:
I understand where seasoned vet seasoned vet is coming from but that's just not realistic. Lebron can't say "you can't get a better education until your parents get better educated". I understand wanting to break the cycle but you gotta start someplace.
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But I think it is realistic to ask parents to be active members at the school and request their presence at planned meetings/seminars to help their life away from the school with the kid.

If they can't commit to attending the meetings or if they do commit but flake, action has to be taken. Dunno what action but it does eventually lead to removal of your child from that school. Tough but seems reasonable to break the cycle.
 
atlsfinest said:
I understand where seasoned vet seasoned vet is coming from but that's just not realistic. Lebron can't say "you can't get a better education until your parents get better educated". I understand wanting to break the cycle but you gotta start someplace.
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I understand the point he is making about parents undermining their kids success, but it really isn't a school for childrens job to reeducate all the parents. Resources are limited.

You just gotta hope that you go well enough by the kids that the ones with decent parents get to take advantage of this opportunity, and the ones with ****ty parents can be given the tools to succeed despite having a crappy home life.

Yeah many will fail, but a few might make it.

Bravo to Bron, happy for the kids it may help, but I don't really celebrate schools like these because they are one off things. Systemic changes in the public school system needs to take place.
 
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maq25060 said:
But I think it is realistic to ask parents to be active members at the school and request their presence at planned meetings/seminars to help their life away from the school with the kid.

If they can't commit to attending the meetings or if they do commit but flake, action has to be taken. Dunno what action but it does eventually lead to removal of your child from that school. Tough but seems reasonable to break the cycle.
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So if a kid has crappy parents (or no parents) you're gonna strip them of a learning opportunity, sounds like you're perpetuating the cycle.
 
atlsfinest said:
So if a kid has crappy parents (or no parents) you're gonna strip them of a learning opportunity, sounds like you're perpetuating the cycle.
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Just brainstorming ideas...If the kid does have crappy parents hopefully this experience of failure gives them (the parents) something to open their eyes to.

I don't think there is a perfect solution. I think failing their kid in such a direct manner would be huge for parents.
 
maq25060 said:
But I think it is realistic to ask parents to be active members at the school and request their presence at planned meetings/seminars to help their life away from the school with the kid.

If they can't commit to attending the meetings or if they do commit but flake, action has to be taken. Dunno what action but it does eventually lead to removal of your child from that school. Tough but seems reasonable to break the cycle.
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It won't break the cycle. You're punishing the child not the parent. You are making them pay the price for their parents actions. What if a kid that is flourishing has flakes for parents, then they get the boot?

This is the same sort of neo-liberal paternalism that hurts black families.
 
RustyShackleford said:
Umm, so you are against all schools then?
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i dont agree with any of these schools without educating the parents too.

jesus ****ing christ.


atlsfinest said:
I understand where seasoned vet seasoned vet is coming from but that's just not realistic. Lebron can't say "you can't get a better education until your parents get better educated". I understand wanting to break the cycle but you gotta start someplace.
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meanwhile, the Harlem Zone does it....
http://www.hczpromise.org/for-parents/parent-involvement-policy

Parent Involvement Policy
Harlem Children’s Zone Promise Academy Charter School
Parent Involvement Policy



The Board of Trustees (BOT) of the Harlem Children’s Zone Promise Academy Charter School (HCZPACS) believes that all parents and families want the best for their children and acknowledges research showing that children do best when parents are enabled to play four key roles in their children’s learning:


(1.) Teachers - Helping children at home

(2.) Supporters - Contributing their skills to the school

(3.) Advocates - Helping children receive fair treatment

(4.) Decision-makers - Participating in joint problem-solving with the school.



The BOT recognizes parents/guardians are full partners with educators, administrators, and the Board to achieve the best possible learning experience for each child. A strong program of communication between home and school must be encouraged, continually evaluated and maintained so the school and community are connected in meaningful and productive ways.


Part I. – General Expectations
Harlem Children’s Zone Promise Academy Charter School (HCZPACS) in its Charter School-wide Parental Involvement Policy establishes the school’s expectations for parental involvement [Section 1118(a)(2), ESEA.] The policy is the outcome of joint development, and agreement, between school leaders and parents of participating children.

The HCZPACS agrees to implement the following statutory requirements:

  • The HCZPACS will put into operation programs, activities and procedures for the involvement of parents, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children.
  • Consistent with section 1118, the HCZPACS will work to ensure that the required school-level parental involvement policies meet the requirements of section 1118(b) of the ESEA, and each include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.
  • The HCZPACS will incorporate this school wide parental involvement policy into its plan developed under section 1112 of the ESEA.
  • In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the HCZPACS will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.
  • If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the parents of participating children, the HCZPACS will submit any parent comments with the plan when it submits the plan to the State Department of Education.
  • The HCZPACS will involve the parents of children served in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent, should the Title IA allocation exceed $500,000, and will ensure that not less than 95 percent of the one percent reserved goes directly to the school. [In 2007-08 the Title IA allocation to HCZPACS is $68,075, well below $500,000]
  • The HCZPACS will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carryout programs, activities and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

(A) That parents play an integral role in assisting their child’s learning;

(B) That parents are encouraged to be actively involved in their child’s education at school;

(C) That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

(D) The carrying out of other activities, such as those described in section 1118 of the ESEA.


Charter Schools in New York City will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in the City and available at http://schools.nyc.gov/Parents/NewsInformation/TitleIPIG.htm.





PART II. - How the Harlem Children’s Zone Promise Academy Charter School will implement schoolwide parental improvement policy components



1. The HCZPACS will take the following actions to involve parents in the joint development of its school wide Parental Involvement Plan (PIP) under section 1112 of the ESEA:

  • Establish parental participation in the development and annual review of the School Wide Parental Involvement Plan (PIP), as described in 2006-07 Title I –Part A – LEA Plan, Item 13 by ensuring the presence of one or more parents on the school’s PAPA Advisory Board, which includes responsibilities for ensuring parental involvement, its establishment, operation, compliance, and quality.
  • Recruit and select one or more parents to participate on the PAPA Advisory Board, which is responsible for creating and reviewing annually the PIP. The composition of this committee will include parents, teachers, administrators and others. Minutes of PIP committee meetings will kept on file.
  • Additional parent input in the PIP development and review process will be solicited at general meetings of the parent advisory organization, and through questions included in parent opinion surveys.
  • Seek parent opinion from meetings and dialogue with parent members of the PAPA, and PAPA Advisory Board.
2. The HCZPACS will take the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA:

  • Establish parental participation in process of school review and improvement as described in under section 1116 of the ESEA by ensuring the presence of parents on the school’s PAPA Advisory Board, which includes responsibilities for parent feedback and generation of the school’s Parent Survey for the Annual Report.
  • Complete the school’s Accountability Plan, which includes performance measures for student achievement, parental involvement, and other topics then gain the authorizer’s approval.
  • Gather data and other information, then conduct an annual review of accomplishments as compared with performance measures, prepare and forward an annual report.
3. The HCZPACS will provide the following necessary coordination, technical assistance, and other support in planning and implementing effective parental involvement activities to improve student academic achievement and school performance:

  • Hire and support a Parent Coordinator whose responsibility is to manage parental involvement activities and serve the needs of parents so they may support their children to learn more effectively.
  • Establish parental participation in the coordination, technical assistance, and other support in planning and implementing effective parental involvement activities by ensuring the presence of parents on the school’s PAPA Advisory Board, which includes responsibilities for creating and monitoring the school’s Parental Involvement Plan, contained in its annual consolidated application.
  • Develop, implement, and assess the outcome of educational, volunteer, and family support activities provided in the annual Parental Involvement Plan.
  • Conduct performance and process assessments to determine the effectiveness of parental involvement activities. Analyze assessment outcomes and use results to inform follow up planning.
4. Since HCZ operates programs such as Head Start and GEMS, the school will coordinate and integrate parental involvement strategies in Part A with parental involvement strategies under the following other programs by:

  • Identify the Parent Coordinator’s responsibilities in serving as a liaison to related pre-school programs and for managing parental involvement activities associated with them.
  • Establish parental participation in monitoring of any preschool program and its relationship to the school by ensuring the presence of one or more parents on the school’s PAPA Advisory Board, which includes responsibilities for planning and monitoring the impact of all programs at the school, including those with other organizations.
  • Monitor, and assess preschool programs and their relationship to the school’s education program as provided in the annual Parental Involvement Plan by comparing actual with target outcomes, and by collecting and analyzing parental opinion.
5. The HCZPACS will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of the school. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The HCZPAIICS will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies.

  • Establish parental participation in the development and annual review of the Parent Involvement Policy and School Wide Parental Involvement Plan (PIP) by ensuring the presence of one or more parents on the school’s PAPA Advisory Board, which includes responsibilities for developing the school’s Parental Involvement Policy and evaluating its content and effectiveness.
  • Recruit and select one or more parents to participate on the PAPA Advisory Board, which is responsible for the annual evaluation of the Parent Involvement Policy. The composition of this committee will include parents, teachers, administrators and others. Minutes of PAPA Advisory Board meetings will kept on file.
  • Committee members administer a parent satisfaction survey, which is consistent with parent involvement performance measures presented in the school’s Annual Report. They analyze the survey opinion, create venues for the presentation of survey outcomes to parents, their comments and combine them, and make recommendations concerning retentions and modifications to the policy, and offer strategies for improvement of parental involvement to the BOT each year in June.
  • Members of the PAPA Advisory Board and PAPA will be given the opportunity to provide feedback on PIP drafts and conclusions from parent opinion survey analysis.
Parents will carry out two roles in the process. First, one or two parents will contribute to the creation of parent involvement performance measures in the Accountability Plan, the Parent Involvement Policy, and Plan. They will participate in the refinement, administration, analysis and presentation of the parent opinion survey, and Second, all parents will have the opportunity to express their opinions about the parent involvement policy, plan, and programs in the survey. They will also be invited to respond a presentation of survey outcomes, and offer any other comments regarding the school’s parental involvement process and programs they wish to make.





PART III. – How the Harlem Children’s Zone Promise Academy Charter School will build capacity for parental involvement



The HCZPACS will build the schools’ and parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities specifically described below:

A. The HCZPACS will, provide assistance to parents of children served by the school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph:

· The State’s academic content standards,

· The State’s student academic achievement standards,

· The State and local academic assessments including alternate assessments,

· The requirements of Part A,

· How to monitor their child’s progress, and

· How to work with educators:

Each year the Principal will lead members of the school community, including parents, in the development, implementation, and assessment of the school’s Parent involvement Plan. The plan will be presented in each annual consolidated application, and will provide for educational, volunteer, and support activities for parents as follows:

  • Education – Parents will be encouraged to participate in workshops, conferences, and classes designed to help them support the learning of their children. These resources will include recommendations for homework support, test preparation support, preparation for volunteer work, and interactions with staff members, such as classroom teachers, the parent coordinator, principal, and other administrators.
  • Volunteer Opportunities – Parents will be encouraged to participate at the school as volunteers in classrooms, through out the school during regular school hours, after school, and in the summer. They will also be encouraged to participate in field trips, and special events, such as evening programs and fund raising. The Parental Involvement Plan will include an appendix containing a listing of volunteer activities and a description of a process for becoming a volunteer.
  • Family and Individual Support – The school’s Parent Coordinator, operating under the direction of the Principal will create, implement, and assess the impact of supports for individuals and families.
B. The HCZPACS will provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by:

· Determination of parent needs for some combination of literacy training, use of technology, parenting and other topics, through opinion surveys and scientifically-based research.

· Inclusion of a parent education strategy in the Parental Involvement Plan.

· Implementation and monitoring the impact of the parent education strategy.

· Assessing the impact of the strategy by comparing outcomes with expectations and by collecting and analyzing parent and staff opinion through survey.


C. The HCZPACS will, with the assistance of its parents, educate its teachers, pupil services personnel, principal and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by:

· In the Parental Involvement Plan and Professional Development process, establishment of one or more strategies for the education of staff members about effective outreach to parents.

· Implementation and monitoring the impact of the staff education strategy.

· Assessing the impact of the strategy by comparing outcomes with expectations and by collecting and analyzing parent and staff opinion through survey.


D. The HCZPACS will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with HCZ ‘s Head Start, and GEMS Programs and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

· Collection of parental opinion about the need for and desirable attributes of preschool and other programs conducted in relation to the school’s education program.

· Design of the integral links between specific HCZ preschool programs and the school’s education program, including the role of parents in the process.

· Identification of the needs parents have for supporting their children and meeting those needs.

· Monitoring the cooperative relationship and programs to ensure high outcomes are consistent with expectations.


E. The HCZPACS will take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand:

· The Parental Involvement Plan will include a strategy for interaction with parents. The strategy will include communication through newsletters, meetings, and the Internet, as well as contact between staff members and parents.

· Implementation of the strategy will be the responsibility of the Parent Coordinator, who will also collection feedback from parents.

· Parents will be asked to appraise communication and contact each year when they complete the annual parent opinion survey.



PART IV. - Discretionary Harlem Children’s Zone Promise Academy Charter School Schoolwide Parental Involvement Policy Components


The Harlem Children’s Zone Promise Academy Charter School Parental Involvement Policy includes other discretionary activities that the school, in consultation with its parents, which it has chosen to undertake to build parents’ capacity for involvement in the school and school system to support their children’s academic achievement. The following activities, which are listed under section 1118(e) of the ESEA, include:

  • Involving parents in the development of training for teachers, principal, and other educators to improve the effectiveness of that training;
  • Providing necessary literacy training for parents from Title I, Part A funds, if the school has exhausted all other reasonably available sources of funding for that training;
  • Paying reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;
  • Training parents to enhance the involvement of other parents;
  • In order to maximize parental involvement and participation in their children’s education, arranging school meetings at a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at school;
  • Adopting and implementing model approaches to improving parental involvement;
  • Establishing a school wide parent advisory council to provide advice on all matters related to parental involvement in Title I, Part A programs;
  • Developing appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities; and
  • Providing other reasonable support for parental involvement activities under section 1118 as parents may request.
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I feel what he's saying. There has to be some way to break the cycle. We can't just keep instilling positivity while neglecting the parents.who came up in the same system that they're trying to get their children out of. The parents hindering the children may not even been intentional, but certain ways of life is all they know. But that's why I'm an advocate for community schools and home I Promise is/becomes one.
 
dathbgboy said:
I feel what he's saying. There has to be some way to break the cycle. We can't just keep instilling positivity while neglecting the parents.who came up in the same system that they're trying to get their children out of. The parents hindering the children may not even been intentional, but certain ways of life is all they know. But that's why I'm an advocate for community schools and home I Promise is/becomes one.
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ive worked with troubled youth professionally.

ive personally seen our kids go through a 9-12 month program, turn their thinking around, only for them to revert right back to where they were after a weekend home visit.

i look them up from time to time and out of the 50+ boys i seen go through our program only 1 or 2 managed to turn things around for good.

but thats what our culture has settled for for decades....’as long as i reach ONE’

we refuse to evolve our approach

refuse to seek a more efficient alternative

stay the course is all we know
 
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