Family Engagement: From Cradle To Career

1. Family Engagement: From Cradle To Career Jane Groff, Director, jgroff@kpirc.org Barbara Shinn, Asst. Director, bshinn@kpirc.org Kansas Parent Information Resource Center (KPIRC) www.kpirc.org

2. Focused Conversation • What is one thing from the article you remember? • What is your first reaction to the article? • How could this belief make your school more effective? • What will you share with your colleagues about this article?

3. Marzano 2013 KSDE/KU Summer Conference “Thin slices of behavior are the makeup of expertise” (Rosenthal)

4. Learning Objectives for Today • Learn about the research, mandates and benefits of family engagement • Share current practices in family engagement • Participate in discussions about the 4 Core Beliefs regarding family engagement • Participate in a focused conversation on family engagement • Learn about the PTA National Family School Partnerships, a framework for family engagement in KS • Engage in planning for next steps to engage families

5. Core Belief 1

6. Core Belief #1 Believe All Parents Have BIG Dreams for Their Children

8. Changing Vocabulary • Parent Involvement language throughout (ESEA) • National Workgroup on Family-School Partnerships changing language to Family Engagement or Parent Engagement • Encouraged to use Family Engagement or Parent Engagement • Reasoning: (a) Families can be involved without being engaged in their children’s learning, and (b) the diversity within today’s family unit. • Will not see future initiatives from the federal government that do not include family engagement.

9. Family Engagement: Reframing the Work • Individual Responsibility Shared Responsibility • Deficit Based/Adversarial Strengths Based/Collaborative • Random Acts Systemic • Top Down Collaborative • Service focus Service and Development focus • Compliance driven Outcomes driven • One Time Project Sustained

10. Research “the evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement. When schools, families and community groups work together the support learning children tend to do better in school, stay in school longer, and like school more”. Henderson T. A., & Mapp, L. K., (2002) A New Wave of Evidence.

11. Essential Supports for Effective School Reform • Leadership • Parent/Community Ties • Professional Capacity • Student centered learning climate • Instructional Guidance Organizing Schools for Improvement by Bryk, A., Bender Sebring, P., Allensworth, E., Luppenscu, St., and Eastong, J. (2010). • We can’t hold one thing constant b/c one thing affects another. Taking things apart doesn’t work. Family engagement interacts with other systems. • Schools that have all five components have 10 times the chance of increasing rdg and math scores.

12. Organizing Schools for Improvement

13. Organizing Schools for Improvement • Schools that lack even one (or have a low rating) have less than a 10% chance of increasing reading and math scores. • Schools chronically weak in family engagement did not improve in mathematics. • Schools strong on family engagement were 4 times more likely to improve reading scores. • Schools strong on family engagement were 10 times more likely to improve math scores.

14. Linked to Learning • Engaging parents in learning has shown to have a stronger positive impact on student outcomes than involving parents in school activities. • “While involving parents in school activities may have an important community and social function, the key to facilitating positive change in a child’s academic attainment is the engagement of parents in learning outcomes in the home” (p. 8) Emerson, L, Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research.

15. Family Support of Learning • Learning at home is the most studied and supported family engagement activity that promotes student achievement. (Emerson, et al, 2012, Henderson & Mapp 2002, Jeynes, 2005, 2007.) • The simple act of talking about school and supporting educational achievement by the parents or family is found to support positive student outcomes. (Fan, Weihau, & Williams, 2010; Hong, Shoee, & Ho, 2005).

16. Positive Partnership with Families • Experience tells us that effective family engagement is strengthened by the presence of positive partnerships between educators and families • “A key finding is that, among the factors that were common to successful program efforts, one variable that clearly stood out was the emphasis on partnerships between parents and teachers.” Jeynes, W. (2013) A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Mapp, K. (2003) Having their say: Parent describe why and how they are engaged in their children's learning.

17. Communication • Continual communication, especially meaningful two-way communication, is an essential component to establishing and maintaining partnerships between educators and families. • A key purpose of communication and relationship-building is to ensure that parents feel welcomed and comfortable talking with the staff at the school. Emerson, L, Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. Mapp, K. (2003) Having their say: Parent describe why and how they are engaged in their children's learning.

18. Benefits of Parent Involvement • Students with involved parents were more likely to earn higher grades and test scores • Enroll in higher-level programs; • Be promoted • Attend school regularly • Have better social skills and adapt well to school • Graduate and go on to postsecondary education • Students display more positive attitudes toward school • Students behave better both in and out of school • Middle and High school students make better transitions • Develop realistic plans for the future • Less likely to drop out • Children from diverse cultural backgrounds do better when families and schools join forces to bridge the gap between home and school cultures (Beyond the Bake Sale, Henderson & Mapp, 2007).

19. Hidden Curriculum of the Home The “curriculum of the home” can be much more predictive of academic learning than the family’s socioeconomic status.” Marzano, Pickering, & Pollock, 2001. Classroom Instruction that Works. Redding, 2000., 2006. Parents and learning. • Informed parent-child conversations about school and everyday events; • encouragement and discussion of leisure reading; • monitoring, discussion, and guidance of television viewing and peer activities; • Deferral of immediate gratification to accomplish long term goals; • Expressions of affection and interest in the child’s academic and other progress as a person • Laughter and spontaneity.

20. Federal and State Family Engagement Initiatives

21. Elementary and Secondary Education Act:Definition of Parent Involvement • The participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities; including ensuring that parents (Title IX General provisions, Part A Sec 9101) • (A) play an integral role in assisting their child’s learning; • (B) are encouraged to be actively involved in their child’s education at school; • (C) are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child; • (D) the carrying out of other activities, such as those in Title I, Sec 1118.

22. ESEA Flexibility Turnaround Principles • Meaningful interventions designed to improve the academic achievement of students in priority schools must be aligned with all of the following “turnaround principles” and selected with family and community input:

23. Turnaround Principles • Providing Strong Leadership by…… • Ensuring that teachers are effective and able to improve instruction by………. • Redesigning the school day, week, or year to…… • Strengthening the school’s instructional program based on…………… • Using data to inform instruction and for continuous improvement….. • Establishing a school environment that improves school safety and discipline and addressing other non-academic facts that……..

24. Turnaround Principle 7 • Providing ongoing mechanisms for family and community engagement: • Develop and implement a family and community engagement plan… • Provide ongoing professional development …. • Conduct a survey to gauge parent and community satisfaction….. • Provide parent education classes…… • Hold public meetings to review school performance and plan school improvement strageies and interventions.

25. Multi Tier System of Support:Emphasis on Family Engagement

26. MTSS Framework • Leadership • Identified Teams • Buy-In/Consensus • Communication • Professional Development • Empowering Culture • Professional Development • Initial Training • Support for Implementation • Monitoring for Fidelity • Providing ongoing Support • Empowering Culture • Involving all Staff • Involving Parents • Informing All

27. Points of Emphasis in MTSS • Increase Communication with families as you move from level 1-2-3. • Increase Problem Solving Capacity with families as you move from level 1-2-3.

28. Sharing Data with Families

29. Academic Parent Teacher Teams (APTT) http://www.youtube.com/watch?v=1YNsWrFiYfY

30. Academic Parent Teacher Teams (APTT) • Of the 13 Family Engagement Partners (FEP) schools that administer the D.C. tests aligned with the common core, 12 showed composite growth over the past year. • Our FEP schools engage families by building trusting relationships and collaborating academically with parents to improve student learning. • Our partner schools’ average reading scores grew 5.5% and their average math scores grew 7.4%. By comparison, the DCPS average growth was 3.9% in reading and 3.6% in math, and the charter sector average growth was 3.9% in both reading and math.

31. Core Belief 2

32. Core Belief #2 Believe in Capacity of Parents to Support Those Dreams

34. You Can’t Make Me! We can’t make families engage, but we can create an environment to increase the likelihood that families will engage and support their children's learning. (Jane Groff, 2011)

35. Core Belief 3

36. Core Belief #3 Believe that Parents/Families are Equal Partners in Their Children’s Education

38. Social-Emotional Character Development (SECD) Standards Support Climate, Culture and Learning Barbara Shinn Assistant Director Kansas Parent Information Resource Center www.kpirc.org

39. “to prepare Kansas students for lifelong success through rigorous academic instruction, 21st century career training, and character development according to each student's gifts and talents.” Mission of the Kansas State Board of Education

40. Development and Review and Approval process of SECD Model Standards • SECD Writing Committee • Teachers, Counselors, Psychologists, Administrators, Parents, Community Members, Curriculum and Staff Developers from over 35 districts and educational agencies • Feedback from Conference Attendees • 98% Agreed or Strongly Agreed • “The SECD Standards will be useful to me in my position.” • “The SECD Standards will support positive change in the climate and culture (Conditions for Learning) of Kansas Schools” • Approved by the Kansas State Board of Education, April 2012

41. Character Development • Social Awareness • Interpersonal Skills • Self -Awareness • Self-Management • Core Principles • Responsible Decision Making and Effective Problem Solving Personal Development Social Development Kansas Social, Emotional, and Character EducationStandards

42. How did we get to this place? • What are the conditions and initiatives that have come together? • Legislative mandate • Bullying • Safe and Supportive Schools • 21st Century Accreditation • Common Core Curriculum • Multi-Tier Systems of Support (MTSS) • College and Career/Kansas Career Pipeline

43. Kansas Anti-Bullying, Cyberbullying & Character Development Legislation (HB 2758) The 2008 Legislature amended the anti-bullying statute and effective July 1, 2008, requires school districts to: • 1) adopt and implement a plan to address cyberbullying, and • 2) adopt policies prohibiting bullying on school property, in school vehicles, or at school-sponsored activities, and • 3) adopt and implement a plan to address bullying, which must include provisions for training and education of staff and students. • 4) upon request of a school district, the state board shall assist in the development of a grade appropriate curriculum for character development programs.

44. College and Career Ready GoalCommon Core component… Students who are college and career ready must identify and demonstrate well-developed social-emotional skills and identified individual and community core principles that assure academic, vocational, and personal success.

45. The Social, Emotional, and Character Development Model Standards are available on-line at…http://www.ksde.org/Default.aspx?tabid=5454

47. Contact Information • Barbara Shinn bshinn@kpirc.org • Sue Kidd, PCEP Coordinator, skidd.kschared@gmail.com

48. A Family Engagement Framework for Kansas PTA National Family School Partnership Standards Barbara Shinn bshinn@kpirc.org

49. A Solid Foundation for Family Engagement in Kansas • PTA National Standards for Family School Partnerships • Endorsed by Kansas Board of Education (KSBE) in January, 2008 • Influenced ESEA legislation • Included in KSDE Integrated Improvement Plans

50. PTA National Family School Partnership Standards 1. Welcoming All Families Into the School Community - families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. 2. Communicating effectively – families and school staff engage in regular, meaningful communication about student learning. 3. Supporting Student Success – families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.