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2013-2014

2013-2014. Why Family Engagement?. A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement (Henderson & Mapp, 2002)

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2013-2014

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  1. 2013-2014

  2. Why Family Engagement?

  3. A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement (Henderson & Mapp, 2002) • Reviewed hundreds of studies which overwhelmingly indicated that high quality family engagement programs improve and support student achievement. • The most effective teachers and schools are those with strong family engagement programs.

  4. A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement (Henderson & Mapp, 2002) • Students whose families are engaged in their education in some way • Earn higher grades and test scores • Are less likely to be retained a grade • Are more apt to have an accurate diagnosis for educational placement in classes • Attend school regularly • Like school and adapt well to it • Have better social skills • Have fewer negative behavior reports, and • Graduate and go on to postsecondary education.

  5. Some Additional Research… • Parents are more likely to be involved in their child’s education if they trust their child’s teacher (Adams & Christenson, 2000) • When teachers reach out to families, the families are more likely to be involved in their child’s education in some way, resulting in strong, consistent gains in student performance in both reading and math (Westat & Policy Studies Associates, 2001)

  6. Parent Involvement or Family Engagement?

  7. The Continuum

  8. Merriam Webster’s Dictionary defines… Involvementas “to enfold or envelop.” Engagement as “to interlock with; to mesh.” Do TO Do With

  9. When schools involve parents they are leading with their institutional self-interest and desires. Thus, involvement implies doing to. When schools engageparents they are leading with the parents’ self-interests (their wants and dreams) in an effort to develop a genuine partnership. In contrast, engagement implies doing with.

  10. Key Ideas • The need for a vision • Schools as community centers • School and family cultures • Barriers to partnerships • The role of technology • Evaluating current practice

  11. The Continuum

  12. The Plan

  13. May 2015 2014-15 May 2014 March 2014 Led by FAME Committee 2013-14 February 2014 2012-13 September 2013 Campus FAME Committee formed and meeting heldSeptember 30

  14. Step 1 1 Awareness Training for All Understanding & Supporting the Value in Family 100% staff trained & Campus FAME Committee formed and meeting heldSeptember 30

  15. Step 2 Self-Assessment Discover the Degree of Family Friendliness 2 Led by Campus FAME Committee February 2014

  16. Step 3 3 Program Conceptualization and Development Policy Goal Action Development Setting Planning Led by Campus FAME Committee March 2014 *Includes presentation to SDC: recommended FAME action plan, campus PAC and policy..

  17. Step 4 Program Implementation Phases Resources The 3 P’s 4 May 2014 – May 2015

  18. Step 2 Evaluating and Sustaining Other Surveys Data Research May 2015 2

  19. Even though research clearly proves that family engagement elevates the academic performance of children, there still exists a great chasm between what we know and what we do. Steven M. Constantino

  20. Next Steps

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