2021–22
Parent Coordinator Playbook Information all parent coordinators need to know to best support their school’s family and community engagement strategies.
Contents Letter from the Director of Strategic Partnerships and Customer Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Milwaukee Board of School Directors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Strategic Partnerships & Customer Service (SPCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Family & Community Engagement Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Support for Parent Coordinators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Family & Community Engagement Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Face Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 MPS Family & Community Engagement Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Network – Families Have Skills and Knowledge to Support Virtual and In-Person Learning . . . . . . . . . . . . . 6 Parent Coordinator Role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Job Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2021–22 Required Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 What is Title I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Title I Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Annual Meeting Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Guides and Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Parent Coordinator’s Role and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Title I Annual Meeting – Outreach Effort Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 School – Parent Compact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2020–21 Title I Allowable Expenditure Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Parent Coordinator Use of Time Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 5 Work-Week Planning Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Parent Coordinator Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Virtual Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Important Dates: 2021–22 Fall Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 End-of-the-Year Planning Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Parent Coordinator Wellness & Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Family Engagement Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 District Advisory Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Monthly Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 School Representatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Parent Coordinator Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 School Engagement Councils (SEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Family Leadership Organizations (FLO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 English as a Second Language (ESL) Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Recreation Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Parent Portal Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 How to Join a Zoom Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Setting Up Virtual Meetings (Google Meet) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Remind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Technology Tools for Remote Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Setting Up Your Virtual Workspace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Preparing to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Teach Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Access for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Adobe Spark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Menu of Remote Learning Webinars for Instructional Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 MPS Instructional Technology Tools List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 2020–21 Regional System of Support and Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 FAQ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Letter from the Director of Strategic Partnerships and Customer Service August 2021 Greetings Parent Coordinators, Families play a pivotal role in ensuring the academic success of our students. Here at MPS our families are our most important allies and we are committed to making sure they are able to serve as equal partners with our schools and have an active voice in the educational process for their children. Parent Coordinators are an instrumental part in helping to bridge the connection between our schools and families. We are dedicated to providing you with resources and best practices to help you optimize the experience for families at your school. We hope that this comprehensive guide will serve as a valuable reference for you to use throughout the school year. In addition, you will receive ongoing professional development and hands-on support from the family and community engagement team as well as your school leadership to help you be successful. Thank you for your hard work, leadership and commitment to Milwaukee Public Schools! We look forward to an amazing year. We are MPS Proud!
Christy Stone Director of Strategic Partnerships and Customer Service
FIVE PRIORITIES FOR SUCCESS IMPROVE DISTRICT AND SCHOOL CULTURE
INCREASE ACADEMIC ACHIEVEMENT AND ACCOUNTABILITY
ENSURE FISCAL RESPONSIBILITY AND TRANSPARENCY
DEVELOP OUR STAFF
STRENGTHEN COMMUNICATION AND COLLABORATION
Parent Coordinator’s Playbook, 2021–22 1
Milwaukee Board of School Directors All activities of MPS are guided by policies, procedures and resolutions set forth by the Milwaukee Board of School Directors. These documents, as well as agendas of the Board and committees are publicly available at: www.esb.milwaukee.k12.wi.us. Please see the Board page on the inside back cover of this document. MPS employees are governed by these policies and procedures and should be aware of all Board decisions. Specific to the role of parent coordinators are the following: Administrative Policy 1.03 Parent Empowerment Outlines Board’s commitment to how MPS empowers families. Can be found at: Parent Empowerment Policy pdf Administrative Policy & Procedure 1.06 Equity in MPS Outlines Board’s commitment on MPS efforts to achieve equity. Can be found at: Equity Policy pdf & Equity Procedure pdf Administrative Policy & Procedure 9.11 School Engagement Councils Outlines Board’s vision for how MPS engages stakeholders in decision-making. Can be found at: SEC Policy pdf & SEC Procedure pdf Parent coordinators should inform families of their right to contact Board members about concerns or feedback on a variety of district issues. This information can be found one the Milwaukee Public Schools webpage under District > Board of School Directors. Families should also be encouraged to attend Beyond the Board Room meetings to get to know their Board members.
Strategic Partnerships & Customer Service (SPCS) The Family and Community Engagement (FACE) team is part of the Department of SPCS. In addition to FACE, other areas include partnerships, alumni-student engagement, volunteer services and customer service. MPS is fortunate to partner with dynamic businesses and organizations to help improve student achievement, engage families, and develop staff. It takes continued support from community members and partners to help realize the strategic goals that have been set forth by the Office of the Superintendent and the Milwaukee Board of School Directors. Partnerships with MPS include: ] ] ] ] ] ] ] ]
Adopting a School Providing informational workshops and training for families Providing staff volunteer time Financial or in-kind assistance College and career exploration and internship opportunities for students School staff professional development Academic and learning support for students Extracurricular and out of school learning opportunities
If there are any stakeholders that are interested in partnering with MPS, or a school directly, they can fill out a Partnership Interest Form. After submitting the request, a member from the SPCS team will reach out to discuss the application. 2 Parent Coordinator’s Playbook, 2021–22
Family & Community Engagement Guiding Principles Family & Community Engagement Vision Statement Engage every family in every school to improve the academic outcomes of every student. Families are equal partners in the success of students and schools must work to empower families to take on leadership roles within the school and within the district. A successful school will make families aware of the many ways they can serve as leaders and constantly work to engage families in leadership. These opportunities include the School Engagement Council, a family leadership organization such as PTO, or the District Advisory Council but also can include opportunities that are unique to the school. Definition: Family engagement is a collaborative relationship between families, schools, and communities to support students’ success by partnering together in co-designing of instructional learning to improve student outcomes.
What role do parent coordinators play? All schools are provided a parent coordinator who is intended to add capacity to a school’s ability to meet each standard of the Family & Community Engagement Framework. Parent coordinators may be doing different things in different schools, but all parent coordinators are working to support their school in implementing this framework.
What does this look like in schools? All schools are working to meet the Six Standards of Family & Community Engagement: q w e r t y
Schools are welcoming and culturally relevant environments. Schools are connected to the community. Schools have tools and knowledge needed to build relationships with families and the community. Families have tools and knowledge needed to be active in their child’s education. Families have opportunities to build peer networks. Families have avenues to serve as leaders.
Parent Coordinator’s Playbook, 2021–22 3
Support for Parent Coordinators The Family & Community Engagement (FACE) team conducts regular school visits to assist parent coordinators. All visits serve as a checkpoint and support for the school to implement its School-Parent Compact, which functions as a part of the school improvement plan for family and community engagement. The school visits will include FACE team supervision, coaching and general support. The FACE team also provides monthly professional development for all parent coordinators. These institutes are mandatory. As new parent coordinators join the district, they will receive a general orientation and go through an on-boarding process with their assigned FACE Associate.
Family & Community Engagement Associates The Family & Community Engagement (FACE) team conducts regular school visits to assist parent coordinators. All visits serve as a checkpoint and support for the school to implement its School-Parent Compact, which functions as an action plan for family and community engagement and can be found in your School Improvement Plan (SIP). The school visits will include FACE team supervision, coaching and general support. School leaders are able to request specific support from their FACE Associate as needed. This support could include coaching of a parent coordinator, providing professional development to school staff, or assisting with family activities such as School Engagement Councils, PTOs, or different events.
Face Team Darryl Hall Family and Community Engagement Specialist halldl@milwaukee.k12.wi.us • (414) 777-7873 Family and Community Engagement Associates Central Region
Jerald Adams, adamsjb@milwaukee.k12.wi.us • (414) 773-9960
Northwest Region
Cacy Masters, masterc@milwaukee.k12.wi.us • (414) 475-8803
Southwest Region
Monica Lopez, lopezmm@milwaukee.k12.wi.us • (414) 333-1070
East Region
TBD
4 Parent Coordinator’s Playbook, 2021–22
MPS Family & Community Engagement Framework
Family & Community Engagement SCHOOLS Schools are welcoming and culturally-relevant environments.
COMMUNITY Schools are connected to the community.
FAMILIES
NETWORK
Families have avenues to serve as leaders.
TOOLS Families have tools and knowledge needed to be active in their child’s education.
CONNECT
Schools have tools and knowledge needed to build relationships with families and the community.
Families have opportunities to build peer networks.
Schools are Welcoming and Culturally-Relevant Environments MPS is a large urban school district that wants to ensure that each school is welcoming and culturally relevant. MPS is home to a diverse body of students and families. The diversity of MPS’s student body is one of its greatest strengths. It is important that each school makes the effort to honor the unique cultures of its students, families, and communities. The schools can do this by engaging families as equal partners in the success of their students.
Families are Key Stakeholders with Important Leadership Contributions When families work together, schools are more successful, so schools must work to build connections among families. When families get to know one another and have opportunities to make connections, it helps them feel more connected to the school. Peer networks of families improve school culture and contribute to a welcoming environment. Most importantly, when schools have a healthy peer network of families, it enhances that school’s capacity to work on school issues and close the achievement gap.
Parent Coordinator’s Playbook, 2021–22 5
Tools and Knowledge are Critical to Build Relationships MPS views families as equal partners in student achievement. Schools that struggle to foster partnerships with families will ultimately struggle with student achievement. That is why it is important that schools develop engagement strategies to build relationships with families. Examples of engagement strategies are: School Engagement Councils, parent coordinators and the District Advisory Council. Each school should use their knowledge of their unique families to identify engagement strategies that will help them develop relationships with the families they serve. https://dpi.wi.gov/news/dpi-connected/family-engagement-materials-available
Connections are Vital to Peer Relationships and Accessing Resources Schools must work together to help families build peer networks. Peer networks help families feel more connected to the schools their children attend. When families feel connected, this improves school culture and contributes to a more welcoming environment. Most importantly, peer networks enhance the school’s capability of working on issues that affect the school and helps to close the achievement gap. PCs can help parents develop peer networks. The Parent Center is set up to be a place for families to gather and connect. PCs create opportunities for families to contribute in active leadership roles or participate in Parent–Teacher Organizations (PTO) in the school. PCs ensure that families are engaged in regular social and community-building events at the school along with sharing options and ways for group volunteering.
Network – Families Have Skills and Knowledge to Support Virtual and In-Person Learning Raising a successful and high-achieving student is more challenging than ever. This is especially true in the age of Common Core, computerized assessments, and online platforms such as Infinite Campus and Class Dojo. Families who want to support their student learning may not always have the tools and knowledge needed to do so. Schools must work to ensure their families have the skills and knowledge to support their child’s success. Parent coordinators can help by becoming familiar with necessary curriculums and technologies. This way, the parent coordinators will be able to help parents navigate these systems when they seem to be having trouble.
IN–SCHOOL
Community and Neighborhood Engagement Supports Teaching and Learning The City of Milwaukee has over 75 distinct communities and neighborhoods. MPS not only serves students and their families, but also the surrounding neighborhoods and communities. To educate our students, MPS must engage with the community in meaningful ways. This includes not only the local residents, but also businesses, places of worship, non-profit organizations and other key stakeholders. Each school must work to identify ways to leverage the unique resources of the surrounding community for school improvement.
IN–SCHOOL
6 Parent Coordinator’s Playbook, 2021–22
IN–SCHOOL
Parent Coordinator Role Job Description Note: Official and current job descriptions are available from the Office of Human Resources. Changes made to the job description can happen throughout the year, depending on needs. Contact the Office of Human Resources with questions. The role of the parent coordinator is to add capacity to a school’s ability to meet each standard of the Family & Community Engagement Framework. Most schools within MPS have a parent coordinator. Parent coordinators’ work may look different depending on their school’s needs, but all parent coordinators work to support implementing the FACE framework. Position Summary and Purpose: Engages in activities which support and individualize the teaching-learning process in the Milwaukee Public Schools. Works to develop strong parental connections to the school. Essential Functions: q Meets with principals, teachers and other school personnel to discuss strategies for improving parental engagement and school-family partnerships. w Greets parents and community members who enter the building and assists them in reaching their destination. e Works closely with the Dept. of Strategic Partnerships and Customer Service to carry out the development, implementation and assessment of the School Improvement Plan. r Engages in activities which promote communication and understanding between the parent, school and the community. t At the request of the principal or the designees, plans and holds ongoing activities that attract and retain families to the school. y Develops and conducts training for parents/families and volunteers that will enable them to work more effectively with their children in order to raise achievement and close the achievement gap. u Assists in developing and maintaining parent centers at the school for the dissemination of information, resources and training. i Engages in activities designed to learn effective strategies for working with parents such as reading literature, attending in-services and/or classes/seminars. Uses strategies in training and dissemination of information to parents/families o Support schools with their parent/family activities. Attends and participates in School Engagement Council meetings. a Works closely with universities, churches and community agencies to provide support to parents. s Attends meetings as requested. d Actively supports the MPS Strategic Plan. f Performs other duties as assigned.
Parent Coordinator’s Playbook, 2021–22 7
Elementaryand Secondary Education Act 2021–22 Required Documentation What is Title I? The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.
Elementaryand Secondary Education Act
Federal law directs that Title I funds are to be used for student achievement, professional development, and building parent capacity to support their children’s educational success.
Title I Requirements The school leader and parent coordinator will facilitate the Title I Annual Meeting. Both individuals will have agenda items to present. It may be beneficial to have the school support teacher and/or assessment coordinator provide more detail on specific agenda items. The school leader and parent coordinator should be in attendance at the Title I Annual Meeting. Both individuals will have agenda items to present. Additionally, it may also be beneficial to have the School Support Teacher and/or Assessment Coordinator from your building attend the meeting to provide more detail on specific agenda items. Annual Meeting All schools receiving Title I funding are required to convene an annual meeting before the end of October, at a convenient time, to which all families of children participating in Title I (for most MPS schools this is all students) are invited and encouraged to attend. The annual meeting shall inform families of their school’s Title I program, explain the requirements of Title I, and the rights of families to be involved. School-Parent Compact Each Title I school jointly develops with parents a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement, and the way in which the school and parents will build and develop a partnership to help children achieve the State’s high standards. Allowable Expenses Title I funds are to be used to enhance the regular school program and should be consistent with the School Improvement Plan and School-Parent Compact.
8 Parent Coordinator’s Playbook, 2021–22
Annual Meeting Documents Parent coordinators are expected to prepare the following documents for the school leaders. After holding your Title I Annual Meeting, all schools are required to upload documentation of that meeting. This documentation includes: q Agenda w Minutes e Flyer r Sign-in Sheet t Outreach Checklist y School-Parent Compact (Complete Empower Families Section in SIP)
Guides and Templates Guides and templates are available on Parent Coordinator Google Classroom at www.tinyurl.com/ empowerfamilies.
Parent Coordinator’s Role and Responsibility An essential role of the parent coordinator is organizing and coordinating their school’s annual Title I meeting. Parent coordinators are responsible for informing and encouraging parent attendance. The parent coordinator is also responsible for creating the meeting agenda with the school leader, arranging food and/or refreshments, scheduling meeting room, assisting in facilitation, and other meeting tasks as needed. Below is a sample guideline to get started:
Pre-Planning
A Few Days Before
Day Of
After
] Consult with the principal to confirm planning, scheduling and meeting logistics. (e.g. agenda) ] Set the meeting date and ensure that it does not conflict with other events. ] Arrange interpretation and translation services (if required). ] Establish a food and beverage budget. ] Estimate the number of attendees. ] Reserve space (if required). ] Send out invitations or flyers. ] Prepare materials and equipment (agenda, computers, projectors, etc.)
] Re-confirm all presenters. ] Confirm interpretation services (if required). ] Send a reminder to parents and staff. ] Conduct a final walkthrough of the meeting space. ] Check the equipment. ] Ensure all handouts are printed and ready (including translations, if required).
] Set up meeting space. ] Set up equipment. ] Set up chairs and tables, ensuring that presenters can be seen and heard. ] Arrange for copies, materials, handouts and refreshments or food. ] Provide sign-in sheet and pens. ] Record minutes or request a volunteer. ] Collect sign-in sheet(s).
] Clean up space. ] Return all borrowed items and equipment. ] Consider sending any leftover training materials and handouts to parents who were unable to attend the workshop. ] Send thank you note to presenters, volunteers and participants. ] Use evaluation forms and other feedback to plan future workshops and activities. ] Upload evidence of meeting into SIP.
Parent Coordinator’s Playbook, 2021–22 9
Title I Annual Meeting – Outreach Effort Checklist Parent coordinators should use this checklist to organize and manage the process leading up to the meeting. This checklist is intended to serve as evidence of the school’s outreach to parents.
Title I Annual Meeting – Outreach Effort Checklist Completed 3
Effort
Comments
Create a flyer Post flyer in high traffic areas in the school Send flyer home in student folders Post on school website Post event on school website calendar Send Auto-Dialer Message Class Dojo Message and/or Remind Message Personal Phone Calls to Families Parent Portal Alert/Message Invitation to PTA/PTO/Family Organization Share information in the school newsletter Schedule multiple meetings at various times Provide translated materials as needed Lead specific outreach efforts to families of student sub-groups Other (describe):
School – Parent Compact This year, each school’s compact is a part of the Empower Families section of the School Improvement Plan (SIP). During the Title I Annual meeting, school leaders and families should work on the parent compact together that will be submitted for Title I compliance.
https://docs.google.com/document/d/140UBxJEwmAVpxitfm3f-EDEDbtUNdB0GvZR9TZNkbI/edit
10 Parent Coordinator’s Playbook, 2021–22
2020–21 Title I Allowable Expenditure Guidelines The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. Federal law directs that Title I funds are to be used for the purpose of student achievement, professional development and to build parent capacity to better support their child’s educational attainment. In general, Title I funds are to be used to enhance the regular school program and should be consistent with the School Improvement Plan. When determining if expenditures are appropriate, ask the following questions: ] H ow is this expenditure helping improve students’ academic achievements in core subject areas, especially reading and mathematics? ] How is this expenditure providing supplemental support to students most at risk of failing? ] D oes the expenditure support student instruction, professional development or parent involvement related to the high-need, core student achievement areas identified in the annual school improvement plan? ] H ow does this expenditure increase the participation of parents in educating their child or assist parents to support student achievement? MPS recognizes the importance of regular, consistent two-way communication with parents.
Milwaukee Public Schools follows expenditure guidelines for federal programs as set forth in the Office of Management and Budget’s Uniform Grant Guidance. The district adheres to a standard that all expenditures charged to federal grants must be reasonable, ordinary and necessary in order for a cost to be reimbursed. Some expenses not reimbursable with federal funding may be supported with other local or school resources. In all instances, whether or not a specific expenditure is allowable under a grant, district policies must be followed. The attached chart provides a partial listing of expenditure purposes for which schools have requested guidance in the past under Title I guidelines. All expenditure requests must provide documentation, such as explanations, flyers, agendas, etc. showing the appropriateness and alignment to the purpose of Title I (see bullets above). If you are unsure if a proposed expenditure meets guidelines, please contact the following depending on the school type: for public schools – the budget analyst assigned to your school; for non-instrumentality charter schools, partnership schools and non-public – Shelley Perkins at (414) 475-8122.
Parent Coordinator’s Playbook, 2021–22 11
Reference Guide to Allowable Title I Expenditures Expenditure Type
Allowable
Advertising – brochures informing parents of school achievement, rules, regulations, etc., are allowable. Billboards or other strategies to promote enrollment opportunities are not allowable.
Allowable with Conditions
Allowable with Prior Approval
Not Allowable
Reasonable and Necessary
X
X
Alcoholic beverages
X
Appliances (stoves, refrigerators, microwaves, etc.)
X
Athletics/athletic awards/yearbooks
X
Banquets/award programs/carnivals/ fairs/luncheons/brunches/ parties/picnics
X
Bereavement or congratulatory cards, flowers or gifts.
X
Building supplies/repairs/modifications
X
Childcare for parents while attending school-sponsored events (Contact your budget analyst/the ESEA Division)
X
X
Computers – classroom, student use only (see * below)
X
X
Copiers, postage meters, other office equipment
X
Decorations/flowers
X
Employee incentive or recognition gifts
X X
Equipment (non-capital) Family engagement: Activities to promote family engagement are allowable and include strategies such as student/parent reading nights, support for lending library on parenting skills or other materials for parent development Field trips – educational in nature only. No overnight trips. No amusement or water parks. Trips taken during non-school periods require the approval of Risk Management
X
X
X
X
Flat screen TVs/home theater systems
X
Food for staff activities or trainings
X
Food for parent activities – Only if the training or activity is at least 2 hours in length and runs over a normal meal time. Title I allows light snacks/light meal to be served. An agenda showing parent activities that support the academic achievement of students must be submitted along with the sign-in sheet. Fundraisers – No food, door prizes, equipment, or other fundraiser support
X
X
X
*The definition of computers now includes additional interactive devices such as an iPad or iPod touch, laptop, interactive whiteboard, interactive TV, Mimio, Kindle and Chromebooks.
12 Parent Coordinator’s Playbook, 2021–22
Reference Guide to Allowable Title I Expenditures Expenditure Type
Allowable
Allowable with Conditions
Furniture – usually not allowed (supplanting) since the district provides general classroom and administrative furniture, and fixtures. Contact the Title I office/your budget analyst before purchasing. Non-classroom furniture will not be allowed.
Allowable with Prior Approval
Not Allowable
X
X
Gift certificates/gift cards
X
Graduation activities/materials
X
Homeless student supplies, educational fieldtrip admissions, and emergency clothing, including uniforms, if uniforms are required. The Homeless Office recommends budgeting $25 per homeless student for this purpose
X
Incentives or rewards for students, parents or staff. Monetary incentives or rewards are never allowable. Kindles, iPads, apps, etc. are not allowable as giveaways for students, parents or staff
X
Instructional materials (additional or supplemental textbooks and workbooks, not adopted textbooks)
X
Licenses for software or curriculum used by school (Examples: Plato software license and Upward Bound membership)
X X
Leases for copiers, postage meters Lodging and per diem – follow district guidelines. No hotels for conferences or trainings held within 100 miles of Milwaukee. Pre-approvals must be submitted 30 days prior to travel
X
Mailings – informational to parents, mailings on ESSA Identifications schools, testing dates, newsletters, mailing school newspapers, etc.
X
Parent training or educational services: Workshops or other trainings around school high-need areas such as tutoring skills for math and/or English, attendance, monitoring student performance through online grade book, understanding student planners, the special education IEP process, child advocacy, etc.
X
X
Parent recognition luncheon or other recognition events
X
Parent-student dinner/Parent-staff dinners
X
Professional development including training needed to compile and analyze student achievement data to monitor progress, alert the school to struggling students, and drive decision making. Title I funds may not be used to pay for any technology items required/needed for course. Raffles/door prizes/gift cards
Reasonable and Necessary
X
X
*The definition of computers now includes additional interactive devices such as an iPad or iPod touch, laptop, interactive whiteboard, interactive TV, Mimio, Kindle and Chromebooks.
Parent Coordinator’s Playbook, 2021–22 13
Reference Guide to Allowable Title I Expenditures Expenditure Type
Salaries/fringes for core instructional staff at public Title I schoolwide schools only; Title I instructional staff serving Title I students only at Title I Targeted Assistance schools.
Allowable
Allowable with Conditions
Allowable with Prior Approval
Not Allowable
X
Student Fees – annual student activity fees (homeless children only)
X
Student incentives – cash or gifts
X
School supplies – educational supplies including replacement and special program textbooks and teacher guides
X
Substitute teachers for core academic program at Title I schoolwide schools and substitute teachers for Title I teachers at Title I targeted assistance schools
X
Translation Services: Translation of school notices for parent notifications and parent-student conference translation services
X
X
X
Theater systems/auditorium installations Transportation for students from after-school programming that includes an academic component
Reasonable and Necessary
X
Travel: MPS staff or parents only following district guidelines. Only costs directly associated with permissible travel within the continental United States will be reimbursed. No costs for tours/ souvenirs offered by the event will be reimbursed.
X
X
X
Tutoring: MPS hired or contracted teachers may be paid to provide before- or after-school tutoring for students.
X
X
Transportation for parents (Contact your budget analyst/Title I office)
X
X
T-shirts, book bags, baseball caps, water bottles, athletic uniforms, letter sweaters or other school “spirit” apparel or marketing items with school, vendor or district logos
X
Uniforms – staff or student (schools that require uniforms may purchase uniforms for homeless children)
X
Water coolers/Water systems
X
*The definition of computers now includes additional interactive devices such as an iPad or iPod touch, laptop, interactive whiteboard, interactive TV, Mimio, Kindle and Chromebooks.
14 Parent Coordinator’s Playbook, 2021–22
Parent Coordinator Use of Time Guidelines The parent coordinator role was created as a means for Milwaukee Public Schools to increase family engagement to support student achievement and school improvement. Parent coordinators are classified as paraprofessional level staff. The expectations and limitations of job suites varies from a traditional paraprofessional, who mostly was assigned to help in classrooms. Parent Coordinators should work with their school leadership to determine a regular schedule. When that schedule needs to be deviated from, to fulfill other duties, the parent coordinator should document and communicate such to their school’s leadership. Classroom Coverage — Parent coordinators should not be used as substitute teachers, classroom aides or teacher assistants. Communication — Parent coordinators should serve as a primary liaison for families. A significant amount of the parent coordinator’s time should be focused on communication, i.e. phone calls home, creating a newsletter, updating the school website, updating a family bulletin board in the school, or staffing a Family Resource Center. Documentation/Reporting — Parent coordinators are expected to keep documentation regarding their schedule, school events, family interactions. They also are expected to keep documentation on items received through fundraising, solicitations, and donations. Evidence must be uploaded as a part of the School Improvement Plan (SIP). Parent coordinators should work with their school leadership to ensure proper and timely reporting. Events — Parent coordinators may be asked to plan and staff events that involve family participation such as Open Houses, Parent/Teacher Conferences, family nights, DAC meetings, etc. It may be necessary to adjust work schedules in order to attend these events and this should be worked out with the school leader in advance of planned events. Fundraising/Soliciting Donations — Parent coordinators may support their school leader in fundraising/soliciting donations, particularly for family needs or events. All parent coordinators need approval from their school leadership prior to initiating fundraising or solicitation. All district documentation and procedures must be followed. Lunch Break — Parent coordinators must receive at least a 30 minute lunch break each day that allows them to leave the building if desired. However, per the mutual agreement of the school leader and parent coordinator, it may be advantageous to provide a longer, unpaid lunch break in order to accommodate other responsibilities throughout the day. For example: a lunch break from 10am-1pm and then return to the building for early evening activities. Lunch, Recess, Bus and Other Student Support Duties — Parent coordinators should not be assigned duties, such as lunch and recess, unless specifically related to their ability to engage families. However, if all paraprofessionals in the school are assigned duties on a rotating basis, the parent coordinator may be assigned those duties not to exceed 10% of weekly hours. Meetings — Parent coordinators may regularly be asked to attend meetings as a representative of the school or to assist in planning activities for families. These meetings include, but are not limited to: School Engagement Council meetings, Title I Annual Meetings, PTO/PTA meetings, school committee meetings, neighborhood association meetings, etc. It may be necessary to adjust work schedules in order to attend these meetings and this should be worked out with the school leader in advance of planned meetings. Planning — Work hours should be applied to planning, organizing, and the effective operation of a Family Resource Center. Parent coordinators should keep detailed records of how their time was spent and what was produced (event plan, agendas, etc.) as justification for planning time. Outlook calendars are a great tool for keeping track of activities.
Parent Coordinator’s Playbook, 2021–22 15
Professional Development — Parent coordinators are required to attend monthly parent coordinator institutes and other professional development opportunities scheduled by the Department of Strategic Partnerships and Customer Service. School leaders will be notified via Thursday Updates, or by email, about mandatory professional development opportunities for parent coordinators. It is the responsibility of the parent coordinators to notify their school leaders of the opportunities and the adjustments to their schedules as soon as possible. Volunteer Coordination — Parent coordinators may serve as the primary contact for volunteers in the school volunteers in the school building. This includes families, community members and corporate volunteers. Time may be spent developing volunteer opportunities, greeting volunteers, recognizing volunteers, and keeping records/documentation per MPS volunteer procedures.
5 Work-Week Planning Tips q Select a Planning Tool. Whether the preference is pencil and paper, or digital tools like Office 365, use the tool that works best for the job. w Schedule Planning Time. Set aside at least a half hour at the beginning of the week for planning time. Be consistent every week. e Make a Prioritized Task List. Make a list of everything that needs to be accomplished during the week. Prioritize the list based on urgency and timelines. If there are any questions, seek out guidance from the school leadership or assigned FACE associate. r Schedule Tasks, not Projects. After deciding which task needs to be completed first, use the tool that was chosen to schedule the time it will take to complete each task. For example, if an event took place on Friday, schedule time the following Monday to update the school website and/or create a blog entry for the school newsletter. t Stick to the Plan and Allow for Flexibility. Work the plan. If a new task comes up, takes too long or takes less than expected, adjust plan accordingly. Even the best plans need adjusting, so be flexible.
16 Parent Coordinator’s Playbook, 2021–22
– SAMPLE CALENDAR –
A sample weekly calendar is shown above. It should be up to date with how time is used, including any flex time (pre-approved by school leader).
Support for Parent Coordinators The Family & Community Engagement (FACE) team conducts regular school visits to assist parent coordinators. All visits serve to check-in with parent coordinators and support the creation and implementation of the school’s School-Parent Compact. This compact functions as part of the School Improvement Plan (SIP) for family and community engagement. School visits include FACE team guidance, coaching and general support. School leaders can request specific support from their FACE associate as needed. This support includes assistance with family activities, School Engagement Councils, PTOs, and other family engagement events. The FACE team also provides mandatory monthly professional development for all parent coordinators. When new parent coordinators join the district, they receive a general orientation that includes onboarding with their assigned FACE associate.
Parent Coordinator Google Classroom https://classroom.google.com/c/MTEzNDU2NjgxMjI1
Parent Coordinator’s Playbook, 2021–22 17
Parent Coordinator Institute Virtual Meetings Virtual Meeting Expectations Attendance and participation in the Parent Coordinator Institute is especially important this year as we address the needs of students, staff, and families under pandemic conditions. Please make the most of this opportunity to expand your own knowledge and become prepared to support others on your team and in your school. Each day, please participate fully using the steps that follow:
Parent Coordinator Ins titute Virtual Expectations Gu ide 2020/21
q Log in on time from your MPS email address and Google Account (do not use your personal Zoom account). w Complete the sign-in for the event using the link provided prior to the meeting. e Attend all sessions. r Use your camera if you have one. t Mute your microphone. y Use the chat feature to ask questions. u Complete event surveys and checks for understanding. i Remember all meetings will be recorded.
Virtual Meeting Technology Best Practices ] To test your Internet connection, go to www.speedtest.net. The minimum upload/download speed is 1.5 Mbps upload and 8 Mbps download. ] Please use a laptop or desktop computer rather than a phone or tablet. ] Use Google Chrome as your browser for all presentations and when accessing resources. ] You must use your personal WiFi to access the institute; please make sure you are connected. ] Try to limit household Internet use during the institute (streaming TV, gaming, YouTube, music, and so on).
Technology Assistance Call (414) 438-3400 (option 9) or email tsc@milwaukee.k12.wi.us.
18 Parent Coordinator’s Playbook, 2021–22
Important Dates: 2021–22 Fall Deadlines
IMPORTANT DATES
2021/22
Deadlines
September
Recruit members for School Engagement Council
September Recruit two official District Advisory Council Members
September Host a September School Engagement Council Meeting
September Help 5th and 8th grade parents activate Parent Portal
Sept-Oct Host SEC and Title One School Meeting
September Upload School Engagement Council Membership Sheet
September
Email DAC membership sheet to
dac@milwaukee.k12.wi. us
October Upload required Title I meeting documents
October
Upload copy of School Parent Compact
October
Verify items were submitted
Family Engagement Checklist Parent Coordinator’s Playbook, 2021–22 19
End-of-the-Year Planning Tips It is not too early to start planning for the next school year. Below are a few tips to get started.
Preparation is key Ask families to share the most challenging or essential things they have learned this year. Review the data from this year’s Family Interest Survey for ideas.
5
END OF THE YEAR PLANNING TIPS
Review the data Create a file labeled “NEXT YEAR.” It is also a great place to keep your ideas for things you’d like to try next time or next year. A file will give you a healthy collection of materials and ideas to explore over the summer.
Ask families
Make introductions Create a newsletter and a parent coordinator’s welcome letter to send to families and staff at the beginning of the school year. The introductions can help families connect with you.
Key things ➢ Meet with the School Leader to discuss your family engagement plan. ➢ Schedule important event dates in advance for the Annual Title One Meeting and the School Engagement Council Meetings ➢ Recruit District Advisory Council (DAC) delegates, volunteers, etc. 20 Parent Coordinator’s Playbook, 2021–22
Ask families to reflect on what they hope will happen next school year. Review the MPS Family and Community Engagement Framework Six Standards and the School Improvement Plan, ensuring the work aligns with these.
Share Points of Pride Embrace and highlight the amazing things of the school year and showcase it them Collect some of the students’ artwork, projects, essays, etc. Gather photos or printouts of the family activities and display them in the newsletter or school’s website. It is a great way to show how much you value the engagement.
Parent Coordinator Wellness & Self-Care At MPS, all employees work hard. Each day brings new challenges and employees must be energetic, innovative, and resilient in order to rise to the occasion. That is why MPS is committed to providing its employees with a suite of Employee Wellness programming. These programs are designed to keep employees healthy, happy, and engaged with little or no out of pocket cost! For more information, visit mpsmke.com. Below are wellness and self-care tips that can be done on your own.
Physical
Social
Emotional
Intellectual
Career
Environmental
Proper eating habits, exercise and medical health
Creating positive relationships with others
Being able to understand and cope with one’s feelings
Expanding one’s knowledge, skills and creativity
Finding purpose and satisfaction in one’s work
It can have a huge impact on the way we feel overall
Parent Coordinator Wellness Strategies Wellness Strategy
Tools/Supports
Balance your work schedule activities.
] Use the calendar.
Set goals.
] Develop a short list (2–3 items) of top priorities daily (use sticky notes, note pad, dry erase board). ] Set 2–3 personal and professional goals
Make time throughout the work day for intermittent self-care breaks (mindful moments).
] Take a complete lunch or afternoon walk. ] Listen to relaxing music. ] Practice mindfulness activities away from desk/work space. ] Do not work during time off.
Create and maintain a healthy work space for yourself.
] Post positive quotes. ] Display pictures of loved ones. ] Use colorful objects.
Organize projects. Avoid overcommitment and over-extending yourself to a project, assignment or committee position.
] Set and maintain boundaries. ] Know your role/position. ] Consider your schedule of activities and set goals. ] Create a team and delegate responsibilities. ] Use available resources.
Ask for help! Build a peer network.
] Get regular supervision. ] Create a circle of support. ] Exchange creative ideas. ] Reach out to your FACE Associate.
Parent Coordinator’s Playbook, 2021–22 21
Family Engagement Committees Families play a vital role in education. MPS works with families to ensure they have the tools needed to be equal partners in supporting student achievement. When families and schools work together, students are more successful and the entire community benefits. Parent coordinators can work with school leadership to prioritize and set goals for family engagement. Below is a list of opportunities for parent coordinators to engage families through family engagement committees. Using the family engagement committees will help create a proactive approach for connecting and sustaining family involvement.
Recruit Relationships Plan Communication Coach
Obtain volunteers for school needs Events and activities could foster parent-to-parent relationship building Discuss ideas for events and workshops and fundraising Source for communicating happenings, updating school changes and distributing information to families Parenting skills related to communication and academic achievement based on the unique needs of the parents
Support
Identify supportive resources to improve school issues
Connect
Connect others to work that is being done at the school and to build families’ capacity on unmet school needs
22 Parent Coordinator’s Playbook, 2021–22
District Advisory Council Overview The District Advisory Council (DAC) was established as a part of the MPS Title I program. The DAC aims to ensure families of MPS students have a voice in district decision-making. The DAC consists of representatives from each school and meets monthly at MPS Central Office. Over the past few years, the DAC was instrumental in: q School calendar changes w Uniform policy e Administrative polices regarding the School Governance Council, parent empowerment, and equity within the district District Advisory Council Quick Facts ] Meets first Thursday of the month (October through June) at MPS Central Services to learn about important issues facing the district and to provide feedback. ] DAC monthly meetings are open meetings that anyone can attend (including parent coordinators). ] Each school selects two official representatives for the monthly meetings. ] Parent coordinators support their schools’ representatives and help to find replacements when vacancies occur. ] Monthly meetings consist of a large group meeting, small group discussions, and standing/special committee meetings. ] Childcare and dinner/refreshments are provided.
Monthly Meetings Beginning the first Thursday in October, the DAC will have its first monthly meeting. Each meeting begins with a shared meal for the representatives to get to know one another. When parents bring their children, free childcare is available. Families then head to the meeting space for the main DAC meeting. The main DAC meeting consists of two parts, an informational item and small group discussion. The informational item is where the members will learn about policies or a proposal impacting the district that they can bring back to the school. The informational item will become the focus of the next meeting’s small group discussion. Recommendations to the district are made based on the small group discussion item. There are optional standing committee and ad hoc committee meetings that can occur. Standing committee meetings are regularly occurring meetings where the primary concern is the governance of the DAC. Ad hoc committees address emerging needs of the district that cannot be covered in the main DAC meeting. For example, there have been ad hoc committees that focused on the equity and transportation policies. Members can sign up for the committees that most interest them.
Regular Monthly Meeting Agenda – Sample Time and Location: First Thursday of the month, between 5:30 – 8:00 p.m. at Central Services in the Auditorium Regular Agenda: 5:30 – 6:00 p.m. Networking and refreshments (optional for members) in the cafe 6:00 – 7:30 p.m. DAC meeting 7:30 – 8:00 p.m. Standing/special discussion committee meetings (optional for members) 2021–22 Meeting Dates
Note: Due to COVID-19 the DAC meeting will be virtual via Zoom. Here is a link to virtual meeting etiquette. Please share it with your representatives to help them to successfully engage in the meeting. The link to join the meeting will be sent prior to each meeting.
Parent Coordinator’s Playbook, 2021–22 23
School Representatives It is a Title I requirement that each school has a DAC representative. Each school should designate two parents to become official DAC representatives. Usually, DAC representatives are chosen by the School Engagement Council. If the council is not fully functioning at a particular school, the parent coordinator and school leader may identify two representatives. An official DAC school representative form must be completed and signed by the school leader. The DAC will recognize the most recently submitted DAC representative form. Official representatives are able to make a motion and vote on DAC matters. Official representatives serve two-year terms. The representatives serve for two school years ending in June of the second year, regardless of the month they started. There is also the opportunity for a DAC representative to serve on the executive committee that governs the DAC. Documentation around recruitment should be kept by the parent coordinator.
Parent Coordinator Responsibilities Parent coordinators play a vital role in the DAC. Parent coordinators support the DAC at their school by: q Ensuring their school has TWO representatives that attend monthly meetings w Helping school representatives communicate with school leadership e Helping school representatives communicate and gather information from other school families It is not mandatory that parent coordinators attend DAC meetings. However, DAC meetings allow parent coordinators to understand what is going on in the district. It also gives the parent coordinator an opportunity to support the school representatives. If the parent coordinator wishes to attend a DAC meeting, an alternate work schedule should be arranged with the school leadership.
24 Parent Coordinator’s Playbook, 2021–22
School Engagement Councils (SEC) All schools are required to have a School Engagement Council. MPS Administrative Policy 9.11 defines the roles, meeting requirements, and election procedures.
Major Responsibilities of SECs ] Serve as a representative advisory group to the school leader to ensure a collective vision for the school and for strategies to support student achievement and school improvement. ] Assist in the development and implementation of school improvement plans. ] Discuss and review the success of school improvement strategies. ] Provide voice for families, community, students and staff on major school decisions and how best to be involved and support student achievement. ] Discuss use of resources and budget priorities resulting in the submission of a budget signature page. ] Work with the school leader to develop, conduct and report the results of an annual survey of parents, guardians, and teachers on issues related to school climate, culture and conditions.
Membership q 9 members for K – Grade 5 schools and 11 members for any other school – see chart to the right w Includes Parent Coordinator and Principal e 51% family and community reps r At least 3 family members t Can be as BIG as you want
K – Grade 5 Schools At least 9 Members of which 5 are community and families: 1 = School Leader 1 = Parent Coordinator 2 = Other Staff 3 = Family members 2 = Community or family members
Role of Principal and Parent Coordinator Principal: ] Collaborate with Chair to establish meeting agendas (this means Principals cannot be Chairperson) ] Make sure all voices heard at meetings ] Co-facilitate meetings with Chair ] Do all tasks of the Parent Coordinator if unable to attend Parent Coordinator: ] Recruit members and advertise meetings ] Take minutes at each meeting ] Communicate (share) agendas, minutes and activities of SEC to entire school ] Submit monthly agendas and minutes within 15 days of meeting
K – Grade 8, K – Grade 12, Middle, and High Schools At least 11 members of which 6 members are community and families: 1 = School Leader 1 = Parent Coordinator 2 = Other Staff 1 = Student, Grade 6 or over 3 = Family members 3 = Community or family members
Meeting Requirements q Hold 7 meetings each school year – September, October, November, January, February, March, and April; if you want to host additional meetings, go for it! w All meetings must be open to the public. e Advertise in at least two places (website, school newsletter, parent center, and/or bulletin board)
Parent Coordinator’s Playbook, 2021–22 25
Family Leadership Organizations (FLO) Milwaukee Public Schools is committed to partnering with families to create more welcoming school environments; where families feel empowered to take on leadership roles. FLOs are an essential component of family empowerment at each MPS school. In addition to providing a forum for families to have their voices heard, FLOs offer families opportunities to become visible leaders in their school community.
What is a Family Leadership Organization (FLO)? FLOs, sometimes referred to as parent groups, are comprised of parents and/or family members that meet regularly at a specific school. Many schools have occurring parent meetings, where parents come into the school to hear information that is presented by the school. FLOs differ from regular parent meetings because they give parents/family members the opportunity to engage and problem-solve real school issues. There are a ton of possibilities when it comes to what an FLO can look like at each school. The important thing is that schools can be creative! It doesn’t have to look like the traditional PTO/PTA model, even though those are still ok. Whenever possible, FLOs allow parents and family members to steer groups in which ever direction they choose to create success.
26 Parent Coordinator’s Playbook, 2021–22
Different Types of Family Leadership Organizations What counts as a family leadership organization (FLO)? Any group of parents or family members, that meet at least 5 times during the year, to work on school issues like raising money. For example, the school might have a group of parents that come together to plan family events. This would count as a FLO. Family Leadership Organization (FLO) – What counts ] Consists of primarily parents and family members but may also include school staff and community members. ] Meets regularly to work on school issues, raise money, volunteer or plan school events/ activities. ] Meets at least 5 times per school year. Family Leadership Organization (FLO) – What doesn’t count ] School Engagement Council: Policy states that schools must commit to establishing a parent organization that is separate from the School Engagement Council. ] Parent meetings (such as Muffins for Moms, Donuts for Dads, etc.) where there is only information being shared. With a little work, however, these can be transformed into FLOs.
There are two main categories for FLOs: Independent and Dependent. Independent An independent FLO is a group primarily organized by family members with connection to a specific school. Although these groups collaborate with the school, they make their own decisions and the school does not dictate their actions. These groups will have elected positions such as a president, secretary, or treasurer. These roles will steer the direction and handle the administrative tasks for the group. Groups like these will typically have their own bank accounts, conduct their own fundraisers, and legally establish themselves as tax-exempt organizations. Annual reports of the groups’ activities are submitted to the specific school and/or district. Dependent A dependent FLO is a group made up of parents and family members, that is led by the school. While parents participate and hold leadership positions, final decisions are decided by the school leadership. These groups must have a staff advisor who oversees the group and attends all meetings and events. Dependent groups have fewer responsibilities for the parents. Most FLOs begin as dependent and move to independent after some time. FLOs are as diverse as the schools within MPS. There are many options for schools, and families, to find a FLO type that works for their specific school community. The chart below gives some examples of FLOs.
Parent Coordinator’s Playbook, 2021–22 27
Types of Family Leadership Organizations Independent
Dependent
] Collaborates with the school but ultimately makes own decisions
] Formed and run by the school
] School cannot dictate the organization’s actions ] Primarily run by families although some allow school staff to become members as well ] Has their own separate bank account ] Is a separate tax exempt organization ] Submits a yearly report to the school and office of finance Examples: ] Parent Teacher Association (PTA) ] Parent Teacher Organization (PTO) ] Booster Clubs (if using non-school bank account )
] Must have a school staff, such as parent coordinator, teacher or administrator as an advisor ] Parents may hold leadership positions but final decision-making ability rests with the school ] Uses fund 60 of the school budget for fundraisers ] Must follow fundraising guidelines established by the district Examples: ] Parent Clubs ] Event Planning Committee ] Family Volunteer Committee ] Teacher-Led Parent Group, Booster Club (If using school account )
Parent Teacher Associations and Parent Teacher Organizations PTAs and PTOs are classic examples of FLOs. Generally, they are considered independent FLOs because they are operated by parents. These groups typically throw fundraisers and facilitate their own projects that are funded with the group’s bank account. Official MPS PTAs are recognized by the National PTA and belong to the Milwaukee City Council of PTAs. Official PTAs pay membership fees to get support from the state and national organizations. PTOs do not pay dues, but they can receive support from the national PTO organization.
Parent Clubs Parent Clubs are groups that meet regularly at the school around a common interest. Examples are mom clubs, single parenting support groups, and grandparent groups. There are many groups that form naturally in school communities. If there is an informal group, inquire if there is interest in organizing and becoming a formal parent group.
Booster Clubs A booster club’s main goal is to develop support for student programs and athletics by supplementing funds with fundraisers. Parents and alumni will often meet to plan fundraisers to purchase items for the athletic teams.
28 Parent Coordinator’s Playbook, 2021–22
Event Planning Committee An Event Planning Committee is a group of dedicated parents and family members that come together to plan school events. This is a perfect example of a FLO that can be very helpful to parent coordinators.
Family Volunteer Committee A Family Volunteer Committee is a group that meets regularly to plan volunteer projects. They also take requests for volunteers from teachers and school staff. Many schools already have a group of regular volunteers and with a little more organization, could turn into a FLO.
Teacher-Led Parent Groups Teacher-led parent groups are formed for a specific grade or class. For example, a kindergarten teacher may have a group of parents that meet regularly to work on reading with the children, or planning classroom activities, in that class.
How to Get Started: A Three-Step Process The goal is for every MPS school to have at least one FLO. Every parent coordinator has the ability to start an FLO. Even if a school has low family involvement, there are strategies that can help get the FLO off of the ground. Here are three basic strategies to help: q Identify informal groups that could be turned into an FLO with some encouragement. These are family members, single parents, friends, grandparents or immigrant/refugee families who are already connected in some way. w Set-up a meeting at the school. The first couple of meetings can be social in nature. Make sure they are fun and relevant to the group. Many parent coordinators use events like “Muffins with Moms” or “Donuts with Dads.” These types of events are popular because they are low pressure, welcoming events that give parents an opportunity to meet other parents. Other examples are volunteer breakfasts, citizenship classes for immigrant families, or a single parenting group. Look at the school’s Family Interest Survey for ideas. e Get the group involved. The final step is to get the group involved in school issues, plan activities, support student learning or assist with school functions. Speak with the school leadership about where the group is most needed, ask the group what they are most passionate about, and see where there is some crossover.
Parent Coordinator’s Playbook, 2021–22 29
English as a Second Language (ESL) Program ESL is a language assistance service. Students must have English Learner (EL) status to qualify for ESL services. Status is given when the student is identified as an EL. This is a two-step process that occurs when a student enters the district. First, the parent/guardian is asked to complete the Home Language Survey that requests the primary home language. If the primary language is other than English, then the district proceeds with the second step. The second step is a language proficiency test. A test is given to students to determine a level of English proficiency. There is a range of proficiency based on levels 1.0 to 4.9. According to the test: ] ] ] ]
A student who performs at a level 1.2 would be considered a newcomer. A student who performs at a level 2.3 would be able to use English at a beginner level. A student who performs at a level 3.5 would be able to use English at an intermediate level. A student who performs at a level 4.8 would be able to use English at an advanced level.
The schools and the district use primary language and the level of the student to make programming decisions. When families of ELs select a school, the district is required to offer schools that have an ESL program. There are 42 schools in the district that have an ESL program. Parents/guardians must sign a Permission form to attend a school that provides ESL. Parents who wish to decline the ESL program are asked to sign a Refusal form. If an EL student attends a school with an ESL program, he/she will receive English Language Development (ELD) instruction from an ESL teacher. The goal of ELD instruction is to help a student learn the skills, rules, and patterns of the English language. ESL is designed to prepare EL students to do well in the general education classroom. ELD instruction may be provided through a pull-out model, where the ESL teacher takes the ELs to an alternate location. Or, the ESL teacher may provide inclusionary services, where ELD instruction is provided to the ELs in the classroom, so that students can receive support but remain with their non-EL peers. All ELs, whether they attend a school that has or does not have an ESL program, are required to take the ACCESS test. ACCESS stands for Assessing Comprehension and Communication in English State to State. The ACCESS test is required assessment that measures language growth which EL students take every December. When students reach a level 5.0 on the ACCESS test, they no longer qualify for ESL services, and they lose EL status. It may take students 5-8 years to acquire a level 5.0 English proficiency, however language acquisition is a process that varies by student.
30 Parent Coordinator’s Playbook, 2021–22
World Language Programs Parent Coordinator Playbook
Content-based FLES Grades K–6
Program Type
Definition Foreign language elementary school programs (FLES) prepare students for advanced middle school language learning. Curriculum targets language proficiency development with integration of content and cultural learning in the target language.
Percent of Class Time Spent in Language per Week 15–50% • 90 or more minutes/week of standards-based instruction by a licensed world language educator for the full academic year.
Minimum 75 minutes per week, at least every other day. Time is spent learning language.
FLES Grades K–6
• To acquire proficiency in listening, speaking, reading, and writing the world language. • To use subject content as a vehicle for acquiring world language skills.
• Time is spent learning language, as • To acquire an understanding of and well as learning subject matter in appreciation for other cultures. the world language. 5–15%
FLEX Grades K–8
Program Goals
• To acquire proficiency in listening and speaking (degree of proficiency varies within the program). • To acquire an understanding of and appreciation for other cultures. • To acquire some proficiency in reading and writing (emphasis varies within the program).
Foreign language exploratory programs introduce the learning of one or more languages for limited instructional time. Program is designed to promote future language learning. FLEX programs are more experiential, not without value, but not as effective in realizing in-depth language growth and proficiency.
1–5% • Less than 90 minutes/week or no more than nine weeks in duration. • Time spent sampling one or more languages and/or learning about language -- sometimes taught mostly in English.
Learning goals focus on limited vocabulary/greetings/phrases and cultural learning. • To develop an interest in foreign languages for future language study. • To learn basic words and phrases in one or more world languages. • To develop careful listening skills. • To develop cultural awareness.
High School Grades 9–12
• To develop linguistic awareness. Language acquisition will prepare students with language skills to compete in an ever-changing global economy which in turn will promote a competitive student body with novice-high to intermediate-mid level of proficiency.
• High school students will take a minimum of 2 consecutive years of the same language. • Time spent learning a world language ranges from 18 to 25 hours per week.
• To drive integrated and comprehensive instruction that ensures optimal and sustainable language development • Promote growth in literacy and college readiness that is consistent with culturally responsive teaching practices
Parent Coordinator’s Playbook, 2021–22 31
Recreation Department Milwaukee Recreation (the Milwaukee Public Schools Department of Recreation & Community Services) serves to strengthen and extend the bond between public education and the community. Founded in 1911 by legislation that was reportedly the first of its kind to assign a local public school system the responsibility for conducting recreation programs, Milwaukee Recreation has maintained a leadership position throughout its history. Multiple use of public school facilities for community services, especially in the evenings, has earned Milwaukee Recreation the distinction of being recognized nationally as the “City of the Lighted Schoolhouse.” Milwaukee Recreation enriches the lives of Milwaukee’s youth, adults, and families through many innovative programs. These programs are designed to improve the academic achievement of all students during nonschool hours, strengthen families, reduce crime in the neighborhoods, and enhance the well-being of all residents. Milwaukee Recreation personnel include over 40 full-time program & clerical staff, plus approximately 2,500 part-time employees hired annually as instructors, leaders, field attendants, umpires and referees. Over 100 schools and community locations are programmed on an annual basis to serve the Milwaukee community. Mission Milwaukee Recreation’s mission is to enrich and strengthen the community by promoting healthy lifestyles, personal development, and fun through memorable recreational and educational experiences for people of all ages and abilities. Vision To be the leading provider of quality and affordable recreation services in the Milwaukee community. Values ] Equity – Ensuring access to recreation services for all. ] Accountability – Taking individual and collective responsibility. ] Memorable Experiences – Creating special, distinctive recreation experiences. ] Professional Staff – Employing staff who possess the core competencies of the department. ] Quality Service Delivery – Exceeding customer expectations through responsive and respectful service delivery. ] Sense of Community – Providing services that encourage personal connections and relationships. ] Collaborations and Partnerships – Fostering and maintaining partnerships with individuals and organizations that benefit the community.
32 Parent Coordinator’s Playbook, 2021–22
Parent Portal Account Part of the role of being a parent coordinator is ensuring that parents have the tools needed to be partners in their child’s education. The parent portal is a great example of a tool that helps parents stay engaged in their children’s education. Parent coordinators are expected to help parents set up, create and understand their parent portal accounts.
Creating a Parent Account If a parent/guardian needs assistance creating a Parent Portal account, the parent/guardian can schedule an appointment with the parent coordinator for help. The parent/guardian must bring to the meeting the Parent Portal Access letter, with the Activation Key (GUID number). Access letters are obtained from the school secretary who will verify the parent/guardian identity, ask a few questions, and then issue the Access letter and Activation Key. Parent coordinators must verify you are talking with the actual parent or guardian before setting up an account. Begin the process by typing MPSMKE.com into your web browser, then access the Parent Portal at the top of the page, and finally, log in to Campus Parent. See the illustrated steps below to create a Parent Portal account for a new user:
q
Start by going to the MPS Home Page at mpsmke.com and click Parent Portal.
w
Click on the Parent Portal link to set up a new account.
Parent Coordinator’s Playbook, 2021–22 33
e
Click the Campus Parent tab.
r
Click on New User at the bottom.
t
Step 5: Enter the Activation Key/GUID.
34 Parent Coordinator’s Playbook, 2021–22
y
Create Account:
u
After the username and password have been created, Infinite Campus will confirm that the account has been successfully created. Press the link Click Here.
i
The Parent/Guardian should login to Infinite Campus Parent Portal using their new username and password.
o
Security Preferences should be set up for the parent. Let the parent know that if they forget their username or password and they cannot reset it using the Infinite Campus username/password reset, then they should call their school for support.
The Parent/Guardian should create a Username and Password for their account. Have the Parent/Guardian write their username and password on their Parent Portal Access Letter. Once that is completed, press Create Account.
Parent Coordinator’s Playbook, 2021–22 35
How to Join a Zoom Meeting This quick start guide walks you through getting started with your new Zoom account. Read this quick start guide for a summary on how to join a Zoom meeting.
q
Download Zoom from the Internet. Chrome is the better browser to use.
w
Open Zoom Meetings.
e
If you received a link via calendar invite, click that link to start meeting.
Daryl Hall is inviting you to a scheduled Zoom meeting. Join Zoom Meeting https://milwaukeemps.zoom.us/ j/97582852380?sample Meeting ID: ### #### ####
r
Test your speaker and microphone before joining the meeting. Click on Join with Computer Audio to allow audio to hear and speak during the meeting.
t
Wait for host to start the meeting.
36 Parent Coordinator’s Playbook, 2021–22
Setting Up Virtual Meetings (Google Meet)
Setting up Virtual Meetings (Google Meet) LAST UPDATED 9/01/2020
Before beginning, make sure that you are signed into Google Chrome. Click here for instructions on how to log in.
1. Open Google Chrome.
2. Go to calendar.google.com (or click on the link to access the site). 3. You will see a screen that displays an agenda view of your Calendar. Click on ‘Create’ on the top left side of the screen:
Parent Coordinator’s Playbook, 2021–22 37
4. The purpose for creating a Google Calendar event is because it will allow you to automatically generate a Google Meets link. To name your event, click on ‘Add title’ and name the event whatever you would like.
5. Under the space where you add the title, you will see the date and time. Feel free to change that date and time to when you will be scheduling your virtual event/ meeting. 6. There is no need to add guests. 7. Click on ‘Add Google Meet video conferencing’
38 Parent Coordinator’s Playbook, 2021–22
Now, you have a link to share with your invitees. Press ‘Save’. If you need to share that link later, just click on the event in your calendar to get back into the details of the appointment. The box with the link will pop up. Inviting Attendees The method used to invite attendees will depend on who you plan to invite to your event. If you know exactly who needs to be invited, you would probably want to send out an Outlook Invite (click on link to access instructions on how to set up an invite) or email invitation and share (copy and paste) the link to the Google Meet (see above). To invite as many people as possible, a good idea is to use SchoolMessenger (click on link to log in). You can even create a flyer in Word, and use the Email feature to attach that along with your message. This will allow you to send out the invitation easily to all families, or even select groups. Click here for a tutorial on how to use SchoolMessenger for this purpose. RSVPs/ Event Sign-Up It is helpful to set up a way for people to RSVP or register--especially when the event is open to anyone or a large group. It is recommended that you create a Google Form (click on the link to access instructions on how to create a Google Form Registration/RSVP). Be sure to send the invite to everyone who registers/rsvp. TIP: For those who register/rsvp, it is a good idea to call or email them the day before to confirm their attendance. This is also a great time to ensure that they know how to join the virtual meeting. Day of Event Join the Google Meet ahead of time to test your camera and microphone. It can be helpful to schedule a ‘test meeting’ with a colleague to rehearse prior to the actual event. You can practice things like the ‘Present’ feature (sharing your screen), monitoring the chat, muting participants, etc. Make sure that participants have a way to sign-in to the event by creating an online sign-in sheet (click link for instructions). Sharing the link to a Google Sheets sign-in allows attendees to let you know they attended in real time. You can share the link in the chat during the event a few times and remind parents to sign-in on their computer by clicking that link. Recording your meeting (click link for instructions) may help you identify people who attended but did not sign-in, especially if you have participants introduce themselves in the beginning. How to Use Google Meet Video Features 5 ways to make video meetings less weird
Parent Coordinator’s Playbook, 2021–22 39
Remind Remind is a free text messaging application tha� you can use to communicate with parents that sign up, standard text messaging rates apply. It� to inform and educate parents about school
happ enings . Below are some key benefits:
Remind
•
It's an instant, reliable and effective way to communicate your message to parents
• You can send computer, tablet, orwith mobile phone who sign up. Remind is a free text messaging application thatmessages you canfrom useato communicate parents • Sends messages phone sharing nu mbers Standard text messaging rates apply. Remind can to beany used to without notify, inform and educate parents about school happenings . Below are some key• benefits: Translates messages into 70 different languages
] ] ] ] ] ]
•
You can schedule reminders ahead of time It’s an instant, reliable and effective way to communicate your message to parents • You can share images, file attachments, or voice messages You can send messages from a computer, tablet, or mobile phone Sends messages to any phone without sharing numbers up for Remind Translates messages into Sign 70 different languages You can schedule reminders ahead of time Go to https:ljwww.remind.com and select Sign up. Enter your official MPS email address and press continue. You can share images, fileFor attachments, or voice messages your profile select
Sign up for Remind Go to www.remind.com and select Sign up to create an account. Enter your official MPS email address and press continue.
Login
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Enter your first and last name and desired password, then click Complete sign up to continue. Next, select the “I’m an Administrator” profile as this most applies to Parent Coordinators.
Sign up with Google q
76
Complete the “Where do you work?” section as follows: Primary Affiliation > Enter your school name role at school select > Select other Description > Type in Parent Coordinator You should now see your new Remind dashboard.
40 Parent Coordinator’s Playbook, 2021–22
Technology Tools for Remote Learning Purpose: The sections below identify tools, strategies, links and training for teachers in virtual classrooms – all important info for parent coordinators to learn to assist families with remote learning technology.
Setting Up the Virtual Workspace Reach out to your students and families. Let them know which communication methods will be used:
q Remind for email, text messages, or voice calls. w Google Meet to hold video meetings. e Google Classroom for distributing files, sharing websites, and posting assignments.
Remind Remote Learning Guide Voice Calls Remind Help Center Google Meet Guide for Hosting a Google Meet Google Meet Training Center Google Classroom Classroom Video Guide PDF
Preparing to Teach
q Set open office hours for students to meet with you in small groups using Google Meet or the chat within GoGuardian Teacher.
w Prepare a presentation to welcome students to your virtual classroom.
e Use Google Forms for students to check in with you regularly, like this one: Sample Student Check In Form.
r Add a Discussion in Google Classroom for students to share their experiences with you and their peers.
t Create a Flipgrid wall for students to record
themselves explaining an idea or experience.
Google Meet Integrated with Classroom GoGuardian Video Training Google Forms Intro Webinar Recording Google Classroom – Discussion Short Answer Multiple Choice Flipgrid Intro ebook
Parent Coordinator’s Playbook, 2021–22 41
Teach Online
q Host a video call in Google Meet and present your screen.
w Use the chat feature in Google Meet for students to post their questions during the presentation.
e Record your Google Meet to allow students to watch later.
r For added engagement, use the Google Slides Q&A
for all students to see questions and respond to them.
Google Meet How to Record Google Meet See Students While Presenting Google Slides Q&A
t Create a quiz using Google Forms to check for
Screencastify Help Center
y Screencast your lesson using Screencastify for
Google Classroom Quiz Assignment
understanding.
students to view on their own time.
Access for All
q Inform students of their ability to turn on captions during your Google Meet presentations.
w Record your Google Meet presentations with the closed captions turned on.
e Encourage students to use the features in Read &
Google Meet Closed Captions Read & Write for Google Voice Typing in Google PDF
Write for Google to assist them with online reading, writing, and research.
Adobe Spark Encourage students to demonstrate their understanding through a graphic or video creation using Adobe Spark.
Adobe Spark How to Access Spark Handout Adobe Spark Video Intro Adobe Spark Post Intro
Many of these ideas and more can be found at Google’s Teach from Home resources.
42 Parent Coordinator’s Playbook, 2021–22
Menu of Remote Learning Webinars for Instructional Technology The Menu of Remote Learning Webinars for Instructional Technology is offered to extend teachers’ knowledge and skills for teaching remotely. Educators are encouraged to choose sessions based on their interest or need. Want more? Take this course: Distance Learning Course offered by Google Also available in LMS.
MPS Instructional Technology Tools List Connecting with Students and Families
Collaboration Tools
Creativity in Assessments
Remind
Collaborative Docs or Slides
Google Drawings
Google Meet
Google Slides Q&A
Google Forms – Quiz
Screencastify
Flipgrid
Adobe Spark Graphic
Google Forms – Survey
Answer Garden
Adobe Spark Video
Google Classroom
Pear Deck Self-paced mode
Adobe Spark Post
GoGuardian Chat For assistance with these tools, visit the Instructional Technology website or email your question to instructionaltech@milwaukee.k12.wi.us or contact your school’s Instructional Technology Champion.
2020–21 Regional System of Support and Accountability https://docs.google.com/spreadsheets/d/1p_BKpjYKZvyEv_jr1oMgEcNbiqPm4pFB/ edit#gid=1885877423
FAQ https://docs.google.com/document/d/1Oalp4R2x6wrC7f1Ku6p8mLkJYEwzuOAn42hHqU4ooy4/ edit
Parent Coordinator’s Playbook, 2021–22 43
Notes
44 Parent Coordinator’s Playbook, 2021–22
Milwaukee Board of School Directors Board members may be contacted at the MPS Office of Board Governance, (414) 475-8284. Jacqueline M. Mann, Ph.D., Board Clerk/Chief
Bob Peterson, Ed.D. At-Large, President
Sequanna Taylor District 3, Vice President
Jilly Gokalgandhi District 5
Marva Herndon District 1
Marcela (Xela) Garcia District 6
Erika Siemsen District 2
Henry Leonard District 7
Aisha Carr District 4
Megan O’Halloran District 8
Dr. Keith P. Posley, Superintendent
5225 W. Vliet St. Milwaukee, WI 53208 (414) 475-8002 mpsmke.com
MPS Senior Team Calvin Fermin, Deputy Superintendent Marla Bronaugh, Chief Communications & School Performance Officer Katrice Cotton, Ed.D., Chief School Administration Officer Martha Kreitzman, Chief Financial Officer Adria D. Maddaleni, J.D., Chief Human Resources Officer Jennifer Mims-Howell, Chief Academic Officer Sue Saller, Manager III, Superintendent’s Initiatives
NONDISCRIMINATION NOTICE It is the policy of Milwaukee Public Schools, as required by section 118.13, Wisconsin Statutes, that no person will be denied admission to any public school or be denied the benefits of, or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the person’s sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability. This policy also prohibits discrimination under related federal statutes, including Title VI of the Civil Rights Act of 1964 (race, color, and national origin), Title IX of the Education Amendments of 1972 (sex), Section 504 of the Rehabilitation Act of 1973 (disability), and the Americans with Disabilities Act of 1990 (disability). The individuals named below have been designated to handle inquiries regarding the nondiscrimination policies. For section 118.13, Wisconsin Statutes, federal Title IX: Matthew Boswell, Senior Director, Department of Student Services, Room 133, Milwaukee Public Schools, 5225 W. Vliet St., P.O. Box 2181, Milwaukee, WI, 53201-2181 For section 504 of the Rehabilitation Act of 1973 (Section 504), federal Title II: Jessica Coyle, Section 504/ADA Coordinator, Department of Specialized Services, 6620 W. Capitol Dr., Milwaukee, WI, 53216, (414) 438-3677 ASL: (414) 438-3458 ©2021 Milwaukee Public Schools
mpsmke.com
