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Parental involvement according the No Child Left Behind Act (2001)

Parental involvement according the No Child Left Behind Act (2001). Parents are encouraged to be actively involved in their children’s education at school

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Parental involvement according the No Child Left Behind Act (2001)

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  1. Parental involvement according the No Child Left Behind Act (2001) • Parents are encouraged to be actively involved in their children’s education at school • Parents are full partners in their child’s education and are included, as appropriate, in decision-making and advisory committees to assist in the education of their children • Other activities are carried out, such as those described in section 1118, title I of ESEA  Since 1965, Title I “Improving the Academic Achievement of the Disadvantaged” has been the main federal program and funding resource for affirmative action (i.e. positive discrimination) policy in the field of education G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  2. EuropeanFamilyLearningNetworkParental Involvement SeminarNuremberg, 21-22 November 2007 Parental Involvement in the United States of America:Standards and Tools for an Effective Parent-School Partnership Gianfranco Garotta – IRRE LIGURIA

  3. A participatory democracy milestone in the field of USA Parental Involvement A.T. Henderson, C.L. Marburger, T. Ooms, Beyond the bake sale. An Educator’s Guide to Working with Parents, The National Committee for Citizens in Education, 1986 In the U.S., as in many other countries during the eighties, parents’ collaboration with schools essentially meant a fundraising role G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  4. One day in the Life off • Who’s life would you like to lead? • Make a dream come true. • Choose from 2000 lives. G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  5. Parental Involvement as Equity Factor: what research says • Equity in European Educational Systems – a set of indicators The research carried out by “European Group for Research on Equity in Educational Systems” through the Socrates project SO2-61OBGE (University of Liège, 2005) identifies 29 equity indicators. Among the context indicators we can find three “Cultural resources indicators” strictly connected with Parental Involvement and Families cultural capital: • n. 5 – Level of education of adults • n. 6 – Cultural resources of 15 year-old students • n. 7 - Cultural practices of 15 year-old students G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  6. Family reading in USA, 1895 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  7. Some milestonesofParental Involvement development in U.S. as often happens in every democratic society, citizens’ autonomous initiative precedes lawmaking G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  8. Some milestonesofParental Involvement development in U.S. G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  9. Parental Involvement as School Success Factor: what research carried out in U.S. • Lack of parental involvement is the biggest problem facing public schools • Family participation in education is twice as predictive of students’ academic success as family socioeconomic status • The more parents participate in schooling, in a sustained way, at every level – in advocacy, decision-making and oversight roles, as fund-raisers and boosters, as volunteers and paraprofessionals, and as home teachers – the better for students’ achievement G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  10. Parental Involvement as School Success Factor: what research carried out in U.S. • The most consistentpredictors of children’s academic achievement and social adjustment are parents’ expectations of the child’s academic attainment and satisfaction with their child’s education at school G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  11. Parental Involvement as School Success Factor: what research carried out in U.S. The major factors of parental involvement in the education of their children are: • Parents’ beliefs about what is important, necessary and permissible for them to do with and on behalf of their children • The extent to which parents believe that they can have a positive influence on their childrens’ education • Parents’ perception that their children and school want them to be involved G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  12. Parental Involvement as School Success Factor: what research carried out in U.S. Families whose children are doing well at school exhibit the following characteristics: • Establish a daily family routine • Monitor out-of-school activities • Model the value of learning, self-discipline and hard work • Express high but realistic expectations about achievement • Encourage children progress at school • Encourage reading, writing and discussion among family members G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  13. Parental Involvement as School Success Factor: the students’ view • Most students at all levels – elementary, middle, and high school – want their families to be more knowledgeable partners about schooling and are willing to take active roles in assisting communications between home and school • When parents come to school regularly, it reinforces the wiew in the child’s mind that school and home are connected and that school is an integral part of the whole family life G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  14. Parental Involvement as School Success Factor: teachers’ professional development • To improve the learning of all students, professional development should provide staff with knowledge, skills and competencies to involve families and the wider community • Teachers working with families have to understand parents’ cultural backgrounds, communicate clearly and show a sincere interest for students and families well-being. In coordinating parent-teacher meetings they can create a sense of team-work between school and family G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  15. Benefits of parental involvement When schools work together with families to support learning, children tend to succeed not just at school, but throughout life Source: The Parent Institute www.parent-institute.com G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  16. Parental Involvement as School success factor: the leader’s role Leaders who are effective in involving parents and the community: • Know that the building of consensus with the larger school community is a crucial part in their work • Can communicate clearly in an understandable way • Can illustrate their values and behaviour criteria • Can respect values and opinions of others • Can listen and value others’views and identify aspects of commun interest G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  17. Toward U.S. Parental Involvement Standards Community Impact model by Ira Gordon (1979) includes six roles for parents: • Parents as Teachers • Parents as Volunteers • Parents as Paraprofessionals • Parents as Adult Learners • Parents as Adult Educators • Parents as Decision-Makers G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  18. Toward U.S. Parental Involvement Standards Conceptual framework for Parent Involvement by B. Cervone and K. O’Leary (1982) includes four forms of Parents’ activity: • Reporting progress (exchange of information) • Special Events • Parent Education • Parent teaching in school and at home G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  19. Toward U.S. Parental Involvement Standards In 1982, research conducted by O. Moles identified the key characteristics with reference to the programs of parent involvement: • Educational resources/strategies to assist parents in helping their children at home • Parent education, referral and support services to help parents improve their children’s learning • Channels for home-school communication • Opportunities for parent-teacher contact to improve student learning G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  20. Parental Involvement Standards Joyce Epstein, director of the Center on School, Family, and Community Partnership at Johns Hopkins University, has identified six important types of cooperation between families, schools, and other community organizations. G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  21. Source: Epstein, J.L., and Others (1997), School, Family and Community Partnership: Your Handbook for Action, Thousand Oaks, CA. Corvin Press. G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  22. Parental involvement standard 1 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  23. Parental involvement standard 2 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  24. Parental involvement standard 3 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  25. Parental involvement standard 4 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  26. Parental involvement standard 5 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  27. Parental involvement standard 6 G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  28. Tools for an Effective Parent-School Partnership • School-Parent Compact Template • Family Involvement Policy Template • Project Appleseed Parental Involvement Checklist • Project Appleseed Parental Involvement Pledge • Project Appleseed Parental Involvement Report Card G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

  29. Parental Involvement in U.S. Useful links • U.S. Department of Education (www.ed.gov.index.html) • National Parent-Teacher Association (www.pta.org) • National Center for Bullying Prevention (www.pacer.org) • National Education Association (www.nea.org) • National Coalition for Parent Involvement in Education (www.ncpie.org) • Appleseed Project (www.projectappleseed.org) • National Network on Partnership Schools -Johns Hopkins University (www.csos.jhu.edu/p2000/) • Positive Behavioral Interventions & Supports (www.pbis.org/families.htm) G. Garotta -IRRE Liguria Nuremberg, 21-22 November 2007

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