What we believe helps families and children succeed
This presentation is the property of its rightful owner.
Sponsored Links
1 / 26

What We Believe Helps Families and Children Succeed PowerPoint PPT Presentation


  • 111 Views
  • Uploaded on
  • Presentation posted in: General

What We Believe Helps Families and Children Succeed. Title I Summit June 19, 2014. Familieslearning.org. Do Y ou Believe?. Effective family engagement begins with a set of beliefs: All parents have dreams for their children and want the best for them

Download Presentation

What We Believe Helps Families and Children Succeed

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


What we believe helps families and children succeed

What We Believe Helps Families and Children Succeed

Title I Summit

June 19, 2014


Familieslearning org

Familieslearning.org


Do y ou believe

Do You Believe?

  • Effective family engagement begins with a set of beliefs:

    • All parents have dreams for their children and want the best for them

    • All parents have the capacity to support their children’s learning

    • Parents and school staff should be equal partners

    • The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.

  • Organizations serving families must build trust and mutual understanding

    (Henderson, Mapp, Johnson, and Davies, 2007)


We believe

We believe…

all parents have dreams for their children and want the best for them.

  • Family unit is the building block of society

  • Convergence around intergenerational learning in response to:

    • American students ranked 36th in overall academic achievement (PISA, 2012)

    • Many adults fail to reach their full potential compared to other countries (Perez-Pena, 2013)


We believe1

We believe…

all parents have the capacity to support their children’s learning.

  • Focus on building executive function, self-regulation, and other college and career readiness skills for young people and their caregivers depends on effective family engagement practices

  • This results in generational (unlimited) change


Building family capacity

Building Family Capacity

(Henderson, Mapp, Johnson, and Davies, 2007 ; Epstein, 2001; PTA, 2009)

Varying family capacity should not be recognized through a deficit lens, but rather as unrealized potential.


Toyota family learning

Toyota Family Learning


Familytimemachine com

familytimemachine.com


We believe2

We believe…

parents and school staff should be equal partners.

  • Creating a partnership with family members

  • Focusing on student achievement


Partnering with families

Partnering with Families

(Henderson, Mapp, Johnson, & Davies, 2007; Epstein, 2001; PTA, 2009)

There are more opportunities to engage in family learning in both online and offline environments today than ever before.


We believe3

We believe…

the responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.

Think of strategies you have used to engage family members.

Which of these positively impacted your students’ learning? Why?


Family workshops

Family Workshops

  • What is my purpose and topic?

  • What are my goals?

    • For parents?

    • For students?

  • What resources, materials and supplies do I need?


En camino on our way

En Camino…On Our Way


W onderopolis org

wonderopolis.org


We believe4

We believe…

organizations serving families must build trust and mutual understanding.

  • Increased student achievement

  • Improved self-efficacy

  • Increased graduation rates

  • Low income and minority students benefit disproportionately from family engagement

  • More efficient use of teacher time in the classroom


Effective family engagement in action

Effective Family Engagement in Action

Springdale Public Schools, Springdale, Arkansas

Orange County Public Schools, Orlando, Florida


Springdale public schools

Springdale Public Schools

  • District of 21,000 students

  • Major family engagement efforts:

    • Toyota Family Literacy Program grant in 2008

    • $26 million SPS Race to the Top District Grant 2013

    • Focus on “developing parents as partners in the educational process”


Sps strategies

SPS: Strategies

Four component family literacy programs in 18 sites

Student-led conferencing

Parent information nights

College and career readiness seminars for families

Parent leadership opportunities


Sps outcomes

SPS: Outcomes

Percentage of ELL students proficient in English increased

Increased self-efficacy among parents

Increased parent attendance at parent events

Increased adult literacy rates

Percentage of parents reading to their children 4 times a week increased by 39%, 5 times a week increased by 42%


Orange county and city year

Orange County and City Year

  • Orange County Public Schools is a district of over 175,000 students

  • Major family engagement efforts:

    • Public/private partnership with City Year Orlando

    • Fight the national dropout crisis

    • Emphasis on building trust with families


Orange county strategies

Orange County: Strategies

Phone calls home to families to celebrate success AND to share challenges (attendance, behavior, academics)

Active participation in parent teacher conferences

Purposeful relationship-building activities with students during the school day

Participation in school advisory committees

Participation in family engagement nights


Orange county outcomes

Orange County: Outcomes

Early anecdotal evidence of success included numerous parent and teacher testimonials

One mother reported that her children have improved their grades from D’s to B’s this year as a result of the project

Positive phone calls home and constant communications with parents were often cited as the primary reasons for success

OCPS and City Year look forward to more quantitative success as the year continues


We believe5

We believe…

Indiana educators have the knowledge, skills, and resources to engage families so that all children succeed.


What we believe helps families and children succeed

Do you believe?


References

References

Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. (2006). Family involvement in school andlow income children’s literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98 (4). 653-664.

Epstein, J. L. (1987). Parent involvement: State education agencies should lead the way. Community Education Journal, 14 (4), 4-10.

Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press.

Ferguson, C. (2008). The school-family connection: Looking at the larger picture.Austin, Texas: Southwest Educational Development Laboratory.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press.

Hindman, A., Skibbe, L., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start to literacy and mathematics growth through first grade. Early Childhood ResearchQuarterly, 25, 235-250.

National Center for Families Learning. (2013). Meta analysis of the studies of high performing family literacy programs. Retrieved from http://familieslearning.org/pdf/TFLPSynthesis.pdf


References1

References

Northwestern University Center on Media and Human Development. (2013, June). Parenting in the age of digital technology: A national survey. Evanston, IL: Northwestern University.

OECD. (2013). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from: http://www.oecd.org/pisa/keyfindings/pisa-2012results-overview.pdf

Perez-Pena, R. (2013). U.S. adults fare poorly in a study of skills. The New York Times. Retrieved from:

http://www.nytimes.com/2013/10/08/us/us-adults-fare-poorly-in-a-study-of-skills.html

PTA. (2009). PTA national standards for family-school partnerships: An implementation guide.Retrieved from http://www.pta.org/programs/content.cfm?itemnumber=1804.

Schoolwires & Project Tomorrow. (2013). Reaching the new digital parent: An administrator’s guide. Retrieved from: http://www.schoolwires.com/cms/lib3/SW00000001/Centricity/Domain/68/PI_A minGuide-chp1-r2.pdf.

Trilling, B., & Fadel, C. (2009). 21st Century skills: Learning for life in our times. San Francisco: John Wiley and Sons.

Shonkoff, J. (2013). Strengthening adult capacities to improve child outcomes: A new strategy for reducing intergenerational poverty. Retrieved from http://www.spotlightonpoverty.org/ExclusiveCommentary.aspx?id=7a0f1142-f33b40b882eb-73306f86fb74


  • Login