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July 14, 2016 Matt Robinson, Director, School Partnerships Coach at Flamboyan Foundation

Data Sharing in Secondary Schools Increase Students’ Ownership and Help Families Keep Students on Track. July 14, 2016 Matt Robinson, Director, School Partnerships Coach at Flamboyan Foundation. Objectives and Agenda. The Flamboyan Foundation.

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July 14, 2016 Matt Robinson, Director, School Partnerships Coach at Flamboyan Foundation

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  1. Data Sharing in Secondary SchoolsIncrease Students’ Ownership and Help Families Keep Students on Track July 14, 2016 Matt Robinson, Director, School Partnerships Coach at Flamboyan Foundation

  2. Objectives and Agenda

  3. The Flamboyan Foundation Mission: To ensure that children in Puerto Rico (founded 2005) and Washington, D.C. (established 2008) receive a world class education Approach: To bring strategic leadership and investment of time and money to solve some of the most deeply rooted educational challenges D.C. Focus Area : Family Engagement Family engagement strategies informed by: • Focus groups with 150+ D.C. parents • Landscape analysis • National research • Expert interviews • Teacher fellowships and school learning partnerships

  4. Family Engagement Work in 2015-2016 Schools • 28 public and public charter elementary schools and education campuses • 4 public middle school schools • 11 public and public charter middle and high school learning partners Teachers • Teacher training for alternative certification programs: UTC, TNTP, TFA, CTR Principals • New Leaders D.C. • Mary Jane Patterson Fellowship (DCPS)

  5. What We Learned Sanders, M., Epstein, J., & Connors-Tadros, L. (1999). Family Partnerships with High Schools: The Parents’ Perspective. Center for Research on the Education of Students Placed At Risk, 32.

  6. Adolescent Development = Change in Parental Roles

  7. Family Roles Accelerate Learning

  8. Middle School Family Engagement Approach

  9. Objectives and Agenda

  10. Sharing Data with Families

  11. Sharing Data with Families • Discuss the four questions below with the colleagues at your table. • What is the impact of sharing data with families? • What kind of data should we share with families? • What best practices can you draw out from the article about sharing data with families? • What barriers do you foresee around sharing data with families? • Use the graphic organizer in your folder to record your group’s thinking.

  12. 4 Practices for Data Sharing in Secondary Schools • Involve the student • Share manageable amounts of data with families • Ask families to do something concrete • Follow up and update families on their child’s progress specific to the data or ask

  13. Objectives and Agenda

  14. Student-led Conferences (SLCs) What was your take away specific to the data sharing in the conference? What are you wondering about?

  15. Setting Goals During SLCs

  16. SLC Necessary Structures Advisory: • Students are part of an advisory, or cohort of students that is assigned to one teacher. • At the end of a quarter, the advisor guides students as they analyze their progress and construct the portfolio. • The advisor meets with the student and family during the SLC and represents all of the student’s teachers during the SLC. Grade Level Teams: • All teachers that instruct the student share information about the student’s progress and their academic classes before the conference. • After the conference, all teacher that instruct the student discuss the student’s goal and determine next steps.

  17. Jefferson Academy • Teachers: • “Family Engagement has invested students more so in raising academic achievement, SRI Scores, and minimizing referrals for bad behavior.” • “It has made a huge positive impact on our school culture- parents and families feel welcomed and the lines of communication are strong!” Families: • 100% of families agreed or strongly agreed that “Because of the SLC, I have a better sense of how my child is doing in his/her classes. • “I really appreciate the SLC program for working with Makayla and helping me understand my daughter's academic goals and where she might need help.” • “I think these SLCs are a great way for the kids to understand where they are and what they need to do to improve. Being able to see for themselves where they are academically makes a great difference in how they can excel in school.” Kids: • Increased Student Achievement

  18. Building Students Non-cognitive Skills • Students are explicitly taught how to analyze and reflect upon their academic performance. • This reflective thinking is aligned to the thinking that students do in preparation for their SLCs. • Additionally, through teacher modeling and student practice, students hone their public speaking and self-advocacy skills.

  19. Online Gradebooks

  20. Getting Families Logged On • There’s no easy answer. Be relentless! • Have parents sign on at Back to School Night and conferences • Send home a notice with login information • Mention the gradebook every time you talk to the family • Get students on and excited. It will be contagious. • Have students log on weekly and track their progress • Have students get their families logged on • Use incentive systems to generate excitement • Connect the gradebook to student goal setting and action plans. Use a protocol to get families and students checking progress weekly and discussing progress towards the goal

  21. Sharing Valuable Information

  22. Sharing Valuable Information

  23. Sharing Valuable Information

  24. Sharing Valuable Information

  25. Supporting Families to Act on the Information “A school in Los Angeles, in collaboration with Peter Bergman of Columbia University, sent personalized text messages to parents of middle and high school students. The texts told parents when their children did not hand in homework assignments, listing page numbers and specific problems for students to complete. The parents and students responded: Completed homework went up 25 percent and grades and test scores rose. Other forms of communication between the school and parents improved, too, with parents twice as likely to reach out to their children’s teachers.” • Tell families what is most important to monitor on the gradebook • Give families a concrete ask • Follow up and update families on their child’s progress

  26. Objectives and Agenda

  27. 4 Practices for Data Sharing in Secondary Schools • Involve the student • Share manageable amounts of data with families • Ask families to do something concrete • Follow up and update families on their child’s progress specific to the data or ask

  28. Apply!

  29. Closing • Please complete the feedback form in your folder. • If you would like more information/resources about SLCs or online gradebooks, please contact me: Matt Robinson (202) 808-2770 mrobinson@flamboyanfoundation.org

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