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2008 All Schools All Parents Forum . WebEx May 14 & July 24, 2008 Liz Roper, Family and Community Engagement Project Director Debbie Browne, NCLB Title I Regional Support Consultant. 2008 All Schools All Parents Forum Overview.

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2008 All Schools All Parents Forum

WebEx

May 14 & July 24, 2008

Liz Roper, Family and Community Engagement Project Director

Debbie Browne, NCLB Title I Regional Support Consultant


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2008 All Schools All Parents Forum Overview

Tennessee Department of Education Collaborative with ARCC and NCFL

Purpose:

  • Building knowledge of parental involvement requirements and strategies

  • Research-based action is taken by school districts and schools


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ASAP Forum Presenters

  • The Experts

  • The State Departments


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Section 1118 Parental Involvement

  • http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1118

  • (a) LOCAL EDUCATIONAL AGENCY POLICY

  • (b) SCHOOL PARENTAL INVOLVEMENT POLICY


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America Is Changing

Immigration

Poverty

Changing Economy

New Achievement

Standards

Research Shows

Two Main Reasons Why Some Lower Socioeconomic Parents Aren’t Involved:

Don’t Know How To Help Their Children

Working Several Jobs

A New Wave of Evidence, Anne T. Henderson and Karen L. Mapp


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When Parents Are Involved, Students From All Backgrounds Tend To…

  • Earn higher grades and test scores

  • Enroll in higher-level programs

  • Be promoted and earn credits

  • Adapt well to school and attend regularly

  • Have better social skills and behavior

  • Graduate and go on to higher education


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Questions to Ponder Tend To…

How Will The School…

  • Help parents know what their children are learning?

  • Promote high standards for student work?

  • Help parents assist children at home?

  • Promote discussion about improving student progress?

  • Help families plan for their children’s future?


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National Standards Tend To…

  • WelcomingALL families to the school community

  • Supporting student success

  • Communicating effectively

  • Speaking up for every child

  • Sharing power

  • Collaborating with community


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Family Friendly “ Tend To…Schools”

Support:

  • Welcoming environments

  • Strong relationships between teachers and families

  • Connecting families to student learning

  • Honoring families and developing their confidence and power

  • Professional development for families and staff


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Family Friendly “ Tend To…School Districts”

Help to:

  • Create a culture of partnership

  • Set a clear standard and a high priority

  • Connect family partnerships to the district’s school improvement plan

  • Build a structure of support, then hold schools accountable

  • Go beyond the same people to get advice


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Effective Tend To…School Leaders

Share Power

Create clear expectations

Open doors

Offer training

Answer the hard questions

Recognize & work with parent-led organizations

Support positive, two-way communications

Give parents information about how the school system works.

Effective Parent Leaders

Use power wisely

Be accountable

Knock on doors

Get Training

Ask the hard questions

Organize your efforts

Foster effective communications

Learn how the system works

Building a Structure of Family-SchoolPartnership


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What the Research Says about… Tend To…Children’s Success in SchoolThe Parent Institute, 2003

  • 100%of research studies indicate that…

    • parents DO have an important impact on children’s school achievement.

  • Parent Involvement was the most frequently…

    • recurring theme in high-scoring districts (based on an intensive study in Michigan).

  • Pre-School Education, Elementary Counselors, and Parenting Classes with Literacy involvement are the top three…

    • “poverty-busting school programs” recommended most often by federal, state, & local educators, legislators, and governors, nationally.

  • The MOST important factor in determining whether a child will, or will not, drop out of school is:

    • If the parents dropped out

  • The two most important reasons why lower socioeconomic parents are not involved with their children’s education are

    • They don’t know HOW TO Be Involved and they have little TIME


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What the Research Says… Tend To…(Anne T. Henderson, Community Involvement Program Annenberg Institute for School Reform)

  • Title I Parental Involvement

  • Research findings:

    • Support Parental Involvement

    • Relationships

      A New Wave of Evidence, Anne T. Henderson and Karen L. Mapp


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Parents Are More Likely To Become Involved When… Tend To…

  • Parents understand that they SHOULDbe involved

  • Parents feel CAPABLE of making a contribution

  • Parents feel INVITED by the school and their children


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The Missing Piece of the Puzzle Tend To…Kentucky Dept. of Education/CPAC

Family & Community Involvement in Improving Student Achievement


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What Are Student Advocates? Tend To…

  • They should know how the system works

  • Work with school staff to plan for children’s future

  • Guide children through the system

  • Know where to get help

  • Speak out for other parents

    • Information shared by the Kentucky Dept. of Education


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The Missing Piece of the Puzzle Tend To…Kentucky Dept. of Education/CPAC

To view the full report:

  • www.education.ky.gov

  • Click on “Parents & Families”

  • Scroll down to “Missing Piece of the Proficiency Puzzle”


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Let’s look at a…… Tend To…

“FAMILY & COMMUNITY INVOLVEMENT SCORING GUIDE”

(IN OTHER WORDS…..A RUBRIC!)

KY-”Missing Piece of the Puzzle”



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Family and Community Engagement Tend To…For Student Achievement

Components:

1. School staff build relationships with parents

2. Two way regular communication for students’ academic achievements and individual needs

3. Parents involved in decision making for school improvement

4. Advocate identified for each student

5. Learning opportunities to support child’s learning

6. Community partnerships to improve achievement


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1. Relationship Building Component Tend To…Commissioner’s Parents Advisory Council Final Report to the Kentucky Dept. of Education, 2007

District & School Staff:

  • Provide training to improve interactions between school, home & community

  • Encourage communication with all parents about their child’s academic goals and progress

  • Identify family interests, needs, and barriers & provides services to ensure academic success

    School Staff:

  • Develop collaborative partnering relationships with all parents & students to improve teaching & learning

  • Welcome & actively seek new and ESL students

  • Student & family feedback on school environment & engagement efforts

    Parents/ community help plan/ carry out improvement activities


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2. Two Way Regular Communication Tend To…

  • Multiple two way communication in home language used to communicate: academic goals, class work, classroom contracts, homework & related websites, grades & online grade book

  • Stakeholders work together to use available resources to meet student’s & parent’s learning needs

  • Variety of strategies used to assist in parent education related to student achievement

  • Student achievement is discussed with parents each semester

  • Student conference is held twice a year to discuss student achievement with parents and advocates.

  • Schools develop ways to address data that is collected.

  • District & school culture surveys held annually with 75% response rate

  • Stakeholders help districts & schools design a school performance survey


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3. Tend To…Decision Making

  • All stakeholders provided with multiple opportunities to learn about the decision making process & to participate at all levels

  • School council & committees have all stakeholder groups represented, provide interpreters, & translate materials. Meetings are publicized & convenient.

  • School council seek all parents’ input and all stakeholder groups’ involvement

  • Parents & community stakeholders are trained in academic achievement planning & participation

  • Schools recruit parents to serve on committees related to school improvement

  • Parents & stakeholders are trained to create, measure, & sustain participation in areas of school improvement

  • School staff fosters a community of stakeholders


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4. Student Advocacy Tend To…

District & School Staff:

  • Train & support parents/advocates to ensure all students meet academic goals & learning needs

  • Partner with parents/advocates to discuss & monitor individual learning needs

  • Train parents/adults to serve as educational advocates for regular & special education, & enter post secondary training

  • Develop policies and procedures to resolve issues & to identify needed improvements


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5. Parent And Community Tend To…Learning Opportunities

District & School Staff:

  • Involve all stakeholders

  • Explain academic standards, achievement practices, & student progress using a variety of community resources & opportunities

  • Parents with barriers to learning are assisted

  • Training on how to support children’s learning

  • Policy on classroom visits posted in schools

  • Proficient & advanced student work exhibited

  • Student academic resources provided


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6. Community Partnerships To Tend To… Improve Academic Achievement

District & School Staff:

  • Leverage financial & service partnerships for maximum student academic gains

  • Create collaborations to support student advocates & parents

  • Sustain family support services to reduce student learning barriers

  • Link community learning activities to student curriculum & other specific student needs


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Family & Community Tend To…Engagement PRACTICES

  • STATE SUPPORT

  • DISTRICT SUPPORT

  • SCHOOL SUPPORT


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ELL Tend To… Communities“Collaboration: Leveraging Community Resources for ELL Parents & Families”Robert Hagerman, ARCC ELL Content Specialist

Parental Involvement research

  • Reduction in Achievement Gap

  • Knowledge of home life


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ELL Tend To… Communities“Collaboration: Leveraging Community Resources for ELL Parents & Families”Dr. Julia Lydon and Deborah Cohen, English Refugee Program, Metro Nashville Public Schools

Immigrant Parents

  • Perception of schools

  • Cultural Views

  • Adult ESOL programs


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ELL Tend To… Communities“Collaboration: Leveraging Community Resources for ELL Parents & Families”Dr. Julia Lydon and Deborah Cohen, English Refugee Program, Metro Nashville Public Schools

MNPS’s “Refugee English Program”

  • Adult students

  • Challenges serving families

  • Special Accommodations

  • Community Partnerships

  • Recommendations to promote involvement


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RURAL Tend To…Communities Dr. Caitlin Howley (ARCC)

Challenges:

  • Geographic isolation

  • Poverty

  • Community politics

  • Consolidation


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RURAL Tend To…Communities Dr. Caitlin Howley (ARCC)

Tensions in Rural Parental Involvement:

  • Professionals vs. Community lay people

  • Global vs. Local

  • Consolidation vs. Small community schools


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“Welcoming School Walk-Through” Tend To…

Develop “Job Descriptions” of an INVOLVED PARENT

Create “Family Resource Rooms”

“Family Involvement Activities (for student learning)

Exhibit Student Work

“Tailored” school volunteer opportunities

Parent Goals

Tours of the “school” community

Family “contact logs”

“Language learning” sessions

“Ten Things Schools Can Do to Create GREAT Family-School Partnerships” (The Parent Institute 2003)


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West TN Tend To…

Jackson-Madison County:

Career-Tech “Apprenticeship Program”

Tipton County:

Crestview Middle School

Munford Elementary School

Covington Integrated Arts Magnet School

Memphis City Schools:

Westwood Elementary

Middle TN

Cumberland County:

Pine View Elementary

Dekalb County

School Bus Fair

Education Celebration

Greenville/Greene County:

Parenting Fair

East TN

Lenoir City Schools:

Lenoir City High School

SPOTLIGHT ON TENNESSEE F&CE PROGRAMS


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www.cipl.org Tend To…

www.education.ky.gov

www.parentinstitute.com

(FREE materials)

www.centerforparentleadership.org/case.pdf

www.idra.org

www.tnvoices.org/TPIRC.htm

www.state.tn.us/education

www.famlit.org

(National Center for Family Literacy)

www.prichardcommittee.org

www.arcc.edvantia.org(Appalachia Regional Comprehensive Center)

http://iris.peabody.vanderbilt.edu/fam/challenge.htm

www.pta.org

WEBSITE RESOURCES


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Beyond the Bake Sale: The Essential Guide to Family-School Partnerships, Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies (www.thenewpress.com/bakesale)

A New Wave of Evidence: The Impact of School and Family & Community Connections on Student Achievement

Anne Henderson & Karen Mapp; Published by SW Educational Development Lab

www.sedl.org

Rural Parent Involvement-

*A bibliography of books and articles are available at:

www.arcc.advantia.org

BOOK RESOURCES


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Presenter Contacts Partnerships

Liz Roper

Family and Community Engagement Project Director

Andrew Johnson Tower, (615) 253-0057

[email protected]

Debbie Browne

NCLB Title I Regional Support Consultant

SW Field Service Center, (731) 927-8787

[email protected]


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