Linking Public Housing, Parents and Technology

Linking Public Housing, Parents and Technology

CGLR Housing Partner Conversation Series / December 3, 2018

Welcome to our discussion.

Please mute your phone until ready to speak and do not put call on hold.

This meeting will be recorded.

gradelevelreading.net / @readingby3rd / #GLRWeek

Agenda

3gradelevelreading.net / @readingby3rd / #GLReading

• Welcome and Introductions

• Setting the Context: Public Housing, Parents and Technology on the Bingo Matrix

– Jill Fioravanti, Senior Consultant, GLR Campaign

– Yolie Flores, Chief Program Officer, GLR Campaign

• Featured Presentation and Discussion: Technology as a Lever for Family Engagement and Child Development

– Dr. Ben York, Founder and CEO, ParentPowered PBC

• Looking Ahead

– Save the Date: Housing Partner Conversation Series #2

Brief Introduction Instructions

When prompted, please share:

• Your name• Where you’re located• One to two sentences on what interests

you most about the intersection between parents, technology and public housing

gradelevelreading.net / @readingby3rd / #GLRWeek

Thank You for Joining Us Today


Name Title Organization

Melissa Arnold Community Services Program Supervisor Home Forward

David Baldwin Retired Executive Director Bristol Redevelopment & Housing Authority

Georgi Banna Director of Policy and Program Development NAHRO

Michelle Barnes Family Self-Sufficiency and Education Manager Hampton Redevelopment and Housing Authority

Annie Brashear Housing & Community Support Specialist Boulder County Housing and Human Services

Charla Bregante Resident Programs Coordinator Housing Authority City of Santa Barbara

Mary Caggianelli Assistant Manager Fresno Housing Authority

Teree Caldwell-Johnson CEO Oakridge Neighborhood

Tony Casale Housing Programs Supervisor Bellingham Housing Authority

Michelle Chapin Project Manager Ready for School, Ready for Life

Emilie Dang Programs Manager Innovative Housing Opportunities Inc.




Tiffany Dickerson Early Literacy Coordinator Housing Authority of the City of Goldsboro

Angela Duran Campaign Director Arkansas Campaign for Grade-Level Reading

Melissa Frank-Williams Strategic Initiatives Coordinator Boulder County Department of Housing and Human Services

Rob Fredericks Executive Director Housing Authority of the City of Santa Barbara

George Guy Chief Executive Officer Fort Wayne Housing Authority

Shelton Land Manager, Education Programs United Way of Central Georgia

Rachel Langford Assoc. Director, Education Systems Alignment Home Forward

Heather Machia Early Literacy Coordinator Partnership for Children Johnston County

Alicia Maldonado President Mockingbird Communications

Patricia Marsden-Kish Director of Education Norwalk Housing Authority

Betsey Martens President Bringing School Home

Rhonda Mitchell Executive Director The Housing Authority of Newport, RI




Becky Nider Program Manager Reading Roadmap

Mica O'Brien Fellow Council of Large Public Housing Authorities

Zona Pacheco Housing Supportive Services Coordinator City of Phoenix Housing Supportive Services Programs

Shanna Richards Program Manager Kansas Reading Roadmap

Angela Rutherford Director Mississippi Campaign for Grade-Level Reading

Christy Schwartz Early Literacy Specialist Marshall University

Robbin Sotelo Redd Executive Director Tarpon Springs Housing Authority

Stephanie Spampanato Community Services Manager Housing Authority of the City of San Buenaventura

Jill Spillman Educational Initiatives Supervisor Akron Metropolitan Housing Authority

Karin Stayton Director of Resident Services Boulder Housing Partners

Brandie Turner State Early Literacy Specialist Marshall University

Sonya Wright Ed. Program Analyst Oakland Housing Authority

Setting the Context: Public Housing, Parents, Technology and the Bingo Matrix


Jill FioravantiSenior Consultant, GLR Campaign

Yolie FloresChief Program Officer, GLR Campaign

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Approximately 50 PHAs Are Engaged as GLR Community Partners Across the Country


• San Mateo, CA• Santa Barbara, CA• Fresno, CA • Denver, CO• Topeka, KS• Portland, OR• Austin, TX• Brownsville, TX• San Antonio, TX• Tacoma, WA

• Baltimore, MD• Atlanta, GA• Roanoke, VA• Richmond, VA• Gulfport, MS• Kansas City, MO• Louisville, KY• Sioux City, IA• Bridgeport, CT• Springfield, MA And Many More!

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Four Successful Parents Initiatives

Parents & Teachers Together

Technology in Support of Parents

Supporting Parent Success

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Changing the Narrative

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Featured Presentation: Technology as a Lever for Family Engagement and Child Development


Dr. Benjamin YorkFounder and CEOParentPowered Public Benefit Corporation

Technology as a Lever for Family Engagement and Child DevelopmentBenjamin N. York, Ph.D., Founder, ParentPowered PBCCGLR Housing Partner Conversation Series: Linking Public Housing, Parents and Technology, December 3, 2018 14

Large systematic differences

• Economically disadvantaged birth-to-two year olds– Experience less responsive and stimulating care than their

more advantaged peers (Bradley, Corwyn, McAdoo & García Coll, 2001)

• From one to three years – 1/60th the amount of number talk (Levine, working paper

forthcoming)• By the age of four

– These children hear 30 million fewer words at home (Hart & Risley, 1995)

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Long-term consequences

• Strong links – Children’s early experiences at home and their

development of motor, social, emotional, literacy, and numeracy skills (Anderson, 2006)• Critical for success later in life (Heckman, 2006)

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How technology can help

• Complement and reinforce – not replace – more intensive parenting supports like workshops, classes, clinic visits, and home visits

• Break down the complexity of positive parenting into bite-sized pieces that are easy to achieve

• Provide helpful information, encouragement, and support to parents continuously over prolonged periods of time

• Leverage the most ubiquitous technologies to reach as many parents as possible

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Text messaging is currently the ideal technology (see Pew Research)

• 97% of American adults under 50 have cell phones• 98% of cell phone owners send and receive texts• Texts have a 98% open rate

– By comparison, the e-mail open rate in education is only 26% and push notification open rates are generally even lower

• Traditionally under-served adults text with the highest frequency

• Texting is easy to implement and scale• In contrast, there is emerging evidence that technologies

that require parents to “pull” information might actually increase achievement gaps (Bergman, 2018)

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Parents prefer texting to other technologies

• Minnesota pilot study– Parents received text messages, a mobile application,

and parent modeling videos• Nearly all parents read the text messages and found them

easy to do and helpful– By comparison:

» Mobile application -- About half downloaded the app, only 60% of parents read the content, of which only 55-60% found the activities easy to do and helpful

» Videos -- Only 40% of parents watched the parent modeling videos, of which about 80% found them easy to do, but only 50-55% found them to be helpful

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Proven efficacy in a wide range of applications

• In health education– Weight loss (Patrick et al., 2009)– Medication regimen adherence (Petrie, Perry,

Broadbent & Weinman, 2012)– Glycemic control (Yoon & Kim, 2008)– Smoking cessation (Rodgers et al., 2005)

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• In higher education– Castleman & Page (2014) and Castleman & Page

(2016) have used text messaging to• Increase college attendance rates by 3% (even higher among

economically disadvantaged students)• Increase financial aid renewal and persistence through

spring of Sophomore year by 14%

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• In middle and high school– Bergman (2015), Kraft & Rogers (2015), and Bergman

& Chan (2017) have used texting to• Increase academic achievement by 0.20 SD• Increase attendance by 17%• Reduce course failure by 38%

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• Text messaging curriculum for parents of young children– Support parents’ default home engagement behaviors– Exploit everyday learning opportunities in fun and easy

ways– Draws on research in child development, positive

parenting, and behavioral economics– Well-established curriculum design principles, such as

“shaping” and “spiraling” – Aligned to state and national early learning standards– Addresses the whole child from birth to 3rd grade– Translated in English, Spanish & Arabic

Ready4K

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3 texts per week

Inform andmotivate parents

Activities that build on family routines

Reinforce, encourage and extend

Monday: FACT

Wednesday: TIP

Friday: GROWTH

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Example week of texts

• FACT: Before children can learn how to read and write, they need to know the letters of the alphabet. Letters are the basic building blocks of written language.

• TIP: At breakfast, hunt for the first letter in your child's name on the cereal box. Who can find it first? Can your child find all of the letters in their name?

• GROWTH: Keep hunting for letters to prepare your child 4K! Now after your child finds a letter, ask: What sound does it make? What else makes that sound?

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Example “spiral” week

• FACT: The grocery store is great for building literacy skills. On the way to the store, ask: If you could only eat one food forever, what would it be? Why?

• TIP: When you're at the store, go on a letter hunt. Can your child find an "A" on a sign, box, or food label? What about a "B"? Can they go all the way to "Z"?

• GROWTH: Keep preparing 4K at the grocery store! As you walk by the eggs, ask: What rhymes with egg? Leg, peg, beg. Try it with cheese. Bees, knees, please!

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Stanford randomized controlled trials (RCTs)

• First RCT study*– Half of parents received literacy-focused texts – Half of parents received “placebo” texts with general district

reminders (one every two weeks)• Parents found the texts to be very helpful (0.30-0.60 SD)• Parents reported engaging in more home literacy activities with

their children (0.20-0.30 SD)• Teachers reported increased parental involvement (0.10-0.20

SD)• Children gained 2-3 months in important areas of early literacy

*York & Loeb (2014) 27


• Second RCT study*– Half of parents received literacy-focused texts – Half of parents received literacy-focused texts that were

personalized to their child’s development level (drawing on formative assessment data)

• Children of parents in the personalized group– 12 percent more likely to reach the district’s “Exceeds Expectations”

benchmark than control group children– 50 percent more likely to advance a reading level than children in the

general texting group

*Doss, Fahle, Loeb & York (2017) 28


• Third RCT study*– Half of parents received literacy-math-sel “combination” texts – Half of parents received “placebo” texts with general district

reminders (one every two weeks)• The program had a positive effect on children’s end-of-year

literacy assessment scores of about 0.15 SD on average, with wider-ranging effects than the literacy-only program (in the initial study), and even bigger effects on children below the median of the achievement distribution

*York, Loeb & Doss (paper forthcoming) 29

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Strong alignment with the CGLR

Ready4K Today

• We’re serving over 160,000 parents through partnerships with 100+ agencies and organizations

• Nearly 2/3rd of the families we serve in the U.S. are economically disadvantaged

• The Ready4K platform enables agencies and organizations to: – Upload all parent phone numbers with one click– Choose date-of-birth or cohort-based messaging (based

on your pedagogical philosophy) – Send your own messages (e.g., with links to local

resources)– Survey parents to gain insights into how families are

responding– Access data and analytics on demand

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Ready4K Startup Grants

• Eligibility– Agencies and organizations serving 80%+

economically disadvantaged populations (e.g., PHAs, Head Starts, schools, districts, CBOs)

• Support– Access to the full suite of Ready4K services– Financial and implementation support for up to 3

years (there are 3 Tiers of support)

• Cost– Net of the startup funding, the cost is $1.02 per

parent (those who apply for Tier 2 or 3 incur no costs in the first year)

• How to apply– E-mail [email protected] with the

subject line “CGLR Startup Grant Application Request”

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mailto:[email protected]

Thank you!Benjamin N. York, Ph.D., ParentPowered PBC

e-mail: [email protected], phone: (650) 291-5308CGLR Housing Partner Conversation Series: Linking Public Housing, Parents and Technology, December 3, 2018

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Looking Ahead: CGLR’s Work With Public Housing Authorities


Deepen Engagement

Engage PHAs to join the Campaign’s Learning for Impact and Improvement System

Lift up what’s working at PHAs through Bright Spots and Pacesetters

Broker Opportunities

Connect PHAs with national partners working to further early childhood success and grade-level reading

Connect PHAs with peer groups working in the housing/ education space

Jumpstart New Ideas

Lift up cutting-edge research, case studies and learnings

Promote network learning around the intersection of “bingo matrix” topical areas

Save the Date!

Conversation #2 Wednesday, January 30, 1–2 p.m. EST

• “Place Matters: A Two Generation Approach to Housing”

• Authors: Sarah Haight, Ascend at the Aspen Institute; Susan Popkin and Elsa Falkenburger at the Urban Institute


Linking Public Housing, Parents and Technology

Documents

Transcript of Linking Public Housing, Parents and Technology