By Mellie Torres, PhD
Introduction
This case study focuses on the “ripple effects” of a cohort of the bilingual adaptation of the Commonwealth Institute for Parent Leadership (CIPL) aimed at Spanish-speaking parents: how Latina immigrant mothers in Boone County, Kentucky discovered their powerful voice and are collaborating with the district to support other newcomer students and families. Furthermore, the case study shares how Boone County Schools is responding with efforts to promote equity, access, and family engagement and leadership.
District Context
Boone County Schools, located in the metropolitan Cincinnati area, serves about 21,000 students in 15 elementary schools, six middle schools and five high schools throughout urban, rural and mainly suburban communities. According to the Kentucky Department of Education, the racial and ethnic composition of the student population is: 75% White, 11% Latinx, 7% Black and 8% “other.” Almost 40% of all students are classified as “economically disadvantaged” based on their eligibility for free or reduced-priced school meals. Similar to national trends the teaching staff is White (98%) and female (81%).
Boone County School’s mission is “Achieving Excellence Together.” District schools focus on academic rigor, real world relevance, and building relationships with parents, students, and the community. In 2022, the district re-affirmed this commitment to prepare students for a global society and included community stakeholders to develop the Portrait of a Graduate via the design team process. The Portrait, which will be included in the district’s strategic plan, outlines the skills and mental models students need to thrive in tomorrow’s society: communication, collaboration, learner’s mindsets, and integrity.
About 1,200 students are emergent bilingual and speak over 70 languages. To support the ever-increasing emergent bilingual population, the district recently established a partnership with Northern Kentucky University for elementary teachers in schools with the highest emergent bilingual population to earn their ESL (English as a Second Language) endorsement. In December 2022, the inaugural cohort of five teachers completed the district-funded 18-month online program.
Community and Family District Family Engagement and Leadership Initiatives
The CIPL program, which originated with the Prichard Committee for Academic Excellence, provides engagement and leadership development opportunities with and for families, schools and communities to promote excellence, equity and innovation across the Kentucky education system. Through training, networking and support, CIPL enhances knowledge, social capital, and power in school decision making.
District-level family and community engagement initiatives include the Superintendent’s District Schools Ambassador Program (SDAP) and School-Based Decision-Making Councils. Established in Fall 2021, the SDAP brings together families and community members to learn about schools and district operations and become “bridge builders in our community.” School-Based Decision-Making Councils, mandated by state legislation since 1990, consist of parents, teachers, and an administrator of the school to promote shared learnership. The council sets school policies and makes decisions in areas such as the budget, curriculum, instructional practices, and hiring.
Mellie Torres, PhD., is an applied researcher, program evaluator, and practitioner that works at
the nexus of research, practice, and policy. with and for BIPOC communities to advance racial
justice.