Q&A: Education Brain Trust Works to Reform Parents, Des Moines
School District
by:
Dana Boone, Iowa
Independent
Jun 18, 2008 at 16:03 PM
Earlier this year, Paulette Wiley revived the Education Brain Trust,
a group founded in 1982 by African-American educators and activists
in Des Moines. The group -- then and now -- had grave concerns about
the education of black students in the Des Moines School District,
particularly the disproportionate number of blacks who are
suspended, expelled and placed into special education programs and
the dismal academic achievement of many black students. The group is
also concerned about the recruitment, retention and promotion of
black teachers and administrators.
Since May, the organization has held several parent meetings around
Des Moines in which parents were paid $25 to attend and learn how to
better advocate for their children's education and improve their
skills as parents. The next parent summit is scheduled from 9 a.m.
to 2 p.m. June 21 at Des Moines' Callanan Middle School.
Iowa Independent caught up with Wiley to find out how the parent
sessions are going and get her take on why black parents aren't as
involved in their children's education as they could be
Dana Boone ::
Q&A: Education Brain Trust Works to Reform Parents, Des Moines
School District
IOWA INDEPENDENT: How many parents attended the first "parent
empowerment zone" meeting and how would you characterize their
attendance and participation?
WILEY:
Twenty-five parent attended the first training which was held at
Carver Elementary [in Des Moines]. This meeting was a tremendous
kick off for the parent trainings. We began with a rope exercise.
Two people are linked together with a rope tied to both wrists; the
goal is to unlink without removing the ropes from either person's
wrist. That took awhile to figure out. The moral is we need to work
together to solve issues and resolve problems. This was a great
exercise and a wonderful way to begin the day.
During the introductions, we asked everyone to introduce themselves
and give us an idea of their expectations for the trainings…That's
when the pain came out. Parents who have raised children in the Des
Moines school system and who graduated from special education
programs expressed their concern on their child's job preparedness.
They were there to tell other parents to stay involved, tell them
they were not alone and this was a very important issue.
Then there was the father that stated he had grown up in the school system in special education with a label. Now he is an adult with children and one child in special education. He wants to know how to break the cycle. Another mother speaks. She was raised with the label -- special education. Her son who is seven is in special education, and she's pregnant. She does not want the unborn child to face the same school system, the same labeling and the same lack of self esteem. Prior to this, we had all begun to feel the pain and despair in the room, and we were all dabbing the tears from our eyes. But, when this mother's pain overwhelmed her, there was not a dry eye in the room. We had to take a moment to gather ourselves before we could continue with the introductions.
The participation was outstanding as with all of the trainings. Each person has stated they received more then they could have imagined. Parents are happy to know they are not alone in this battle.
IOWA INDEPENDENT: How easy or difficult will it be to sustain their
involvement with the group and help them better advocate for their
children?
WILEY: Let's not kid ourselves. Nothing in this project to reform our schools, heal the tremendous and deep-seated pain of our parents, grandparents and stakeholders will be easy. I am grateful to the Iowa Department of Human Services, in coordination with the local Polk County Decatorgorization, along with Ask Resource Center for the resources to provide training, stipends, t-shirts and tote bags for all participants. This motivated parents to attend, and I am confident those who attended found it well worth their time and energy. We are seeking funding to continue the work. I believe in the philosophy, "If you build it, they will come." I believed it as the executive director of the Willkie House, and I believe it now.
Parents regardless of socio-economic income, dysfunction, baggage, etc., want more for their children. This has been true since the denial of basic rights afforded to black citizens. Parents who were not allowed to attend school to read or write wanted more for their children. Thus black colleges and universities were born. This remains true today.
IOWA INDEPENDENT: Does the definition of "parent involvement" differ
for black parents? And, if so, how?:
WILEY: In the respect that black children are over represented in the areas of special education, expulsion and disciplinary practices that remove the child from the classroom and suspensions: what that signifies is that black parents must be vigilant, communicative, direct and proactive in their approach in partnership with their child's educational process. The perception that I can send my children to school and their academic needs will be met is a falsehood. We must engage, partner and challenge the educational system that over represents our youth in a process that has a direct link to juvenile and adult incarceration. The Urban League has classified special education as "Pipeline to Prison."
We must look at the system and determine where the weaknesses are that continue to impact our youth negatively. We must see this as an urgent matter and by all means necessary stop this trend.
Black Parents do not have an option of involvement versus no involvement, or even limited involvement -- our children are dropping out, reading levels lower than grade level, and on and on and on. This leads to poor opportunities in the workforce and diminishes our human capital potential
IOWA INDEPENDENT: There are many examples where school systems have treated black students and parents unfairly, such as in school suspension and expulsion rates and placement into special education programs. How has that impacted parent involvement?
WILEY: The impact is great. Let me give an example: the parent grew up in a school system that labeled them. The experience left them feeling inadequate, an underachiever, not a pleasant or joyous experience. Now this same parent must interact with the same school system on behalf of their child. The pain, frustration and lack of self esteem, in many cases, has not been resolved. Where does that pain go? Does it disappear? No it does not. So speaking simply, the school/parent relationship has challenges before we even begin the parent involvement discussion. We must take a holistic and comprehensive approach. We must heal past wounds. We must create and protect a respectful, culturally sensitive environment. We must welcome our parents and show them appreciation and support. We must always focus on the best interests of the child, our future.
IOWA INDEPENDENT: What characteristics, attitudes or habits do some black parents have that could be harming their ability to serve as good role models for their children in terms of education or could negatively impact their relationship with their children's teachers?
WILEY:: We have some work to do with some of our parents in the prioritization of our children's academic career. For example, we must always attend the Parent Teacher conferences. We must always know the names of our child's teachers, principals, counselors and personnel who interact with our children. Other steps we must take is to ensure the child has a home environment that is conducive to homework, quiet study time.
What I have been requesting of parents at the trainings is: turn the music down or off, clear the house of friends, people who are hanging out. Let everyone know, especially the child, this is your hour of power! I am going to make sure you have the environment, the resources and me!! Nothing else for the next hour is more important than you sitting down reading, doing homework, or an activity that increases your learning. In too many cases, we as parents have prioritized other issues, events and circumstances over our child's education. If it's not important to us, it will not be important to our children. We must say and mean, "It's no longer acceptable to visit my child in jail, or detention. I will visit my child on the college campus, or university. I will visit my child at his/her graduation from technical school. I will visit my child as he/she accepts an award for the discovery for the cure of breast cancer, HIV aids virus. No longer will it be the visiting room of our penitentiaries and detention centers. No longer!
IOWA INDEPENDENT: Some parents may have hated school, while others have struggled with school officials about their children's schooling. How do you inspire them to reconnect with an institution of which they are suspect?
WILEY:
First and foremost acknowledge the pain, the reasons for the pain
and begin the healing process. Nothing will change if we do not
first acknowledge it exists and with just cause. Parents were not
dreaming. No one made this up. This is real, it happened and in some
cases, it is continuing to happen, which is why we must stop the
madness now. Again the focus is on our future, our children. We can
not change the past. We must live in the present and work to ensure
our future is brighter and stronger.
IOWA INDEPENDENT: Board members, administrators and others within the Des Moines School District have long touted parent involvement. How is the Education Brain Trust working with these entities?
WILEY: We have ongoing conversations with Dr. [Nancy] Sebring, Des Moines' superintendent, who has been very supportive in this project. [Deputy Director of Student and Family Services] Mary Lynne Jones has presented information to the parents about bullying in the schools. We are planning on providing more information and resources on this subject matter in the future. We continue to work with Twyla Woods, the director of human resources, on way to promote, recruit and retain qualified African-Americans in all aspects of the educational system.
We have worked with [the district's] communications director, Phil Roeder, and taped a segment on the parent trainings and Education Brain Trust. We are hoping to expand this mechanism with the DMPS as well.
We have identified and are partnering with DMACC with their computer
lab and other projects that will give parents a voice in legislative
and educational strategies. Education Brain Trust was founded by
people who strongly believed in the adage
"It Takes a Village to Raise a Child." We continue to seek
partners to join our village.
IOWA INDEPENDENT: How do you respond to criticisms about your group providing financial incentives to entice parents to attend the meetings?
WILEY: I don't. I understand and accept that everyone will not always agree on the strategies and incentives we may choose. We will continue to let the work speak for itself.
IOWA INDEPENDENT: How will you gauge Education Brain Trust's success at working on these problems?
WILEY: In two ways, the reformation of the school system that will promote, hire, and retain African -Americans in all levels of the academic process. Secondly, by the achievement of our children: more time in general education, advanced placement, including talented and gifted programs, a reduction in special needs programs based on color, behavior, or lack of understanding in communication and culture.
I am currently working on the documentation process of the baseline and will share that information as soon as I can.