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Harnessing the Combined Power
of Home, School, and Community
Jessie B. Lavorgna Family, School, and Community Partnership Specialist
MSDE 2017 Family Engagement Summit: Engaging Families in Modern Times
Linthicum Heights, MD | August 3, 2017
@jessie__bee__
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2 LASErS | edc.org
Here’s the plan:
• First, housekeeping
• Then, engage
• Next, explore
• Last, reflect
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3 LASErS | edc.org
ENGAGE
Notice, Wonder,
Question, Predict
EXPLORE
Investigate, Observe, Record data
REFLECT
Discuss, Draw conclusions,
Formulate theories
Source: Foundations of Science Literacy. Copyright © 2013. Education Development Center, Inc.
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HOUSEKEEPING
4 LASErS | edc.org
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5 LASErS | edc.org
Learn about an i3 development grant: LASErS
(Literacy and Academic Success for English Learners through Science),
Explore ways to foster culturally-sustaining family-school partnerships
and link all families to students’ learning,
Hear about lessons learned, and
Make friends & have fun!
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6 LASErS | edc.org
Who am I?
(What role do I play in my professional life?)
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7 LASErS | edc.org
Why am
I here?
(What would I like to get out of this session?)
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8 LASErS | edc.org
Who am I?
Why am I here?
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9 LASErS | edc.org
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A World of Impact
10 LASErS | edc.org
EDC’s Early Childhood work has inspired national and global best practices.
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BACKGROUND
11 LASErS | edc.org
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12 LASErS | edc.org
Research is always part me-search.
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13 LASErS | edc.org
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14 LASErS | edc.org
How do we engage and partner with all students’ families?
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15 LASErS | edc.org
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16 LASErS | edc.org
LASErS seeks to harness the
combined power of school, home,
and community and the engaging
context of science to bolster
language, literacy, and academic
outcomes for English learners (ELs).
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17 LASErS | edc.org
Professional Development:
Science and Literacy Training
and Materials
Schools & Teachers: Classroom
Implementation
Families & Teachers:
Home-based activities and School-based
events
Community: Science Center
and Family Centers
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18 LASErS | edc.org
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19 LASErS | edc.org
Hartford, Connecticut
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20 LASErS | edc.org
Data source: District Profile and Performance Report for School Year 2015-16: Hartford School District (Rep.). (2017). Connecticut State Department of Education.
Hispanic or Latino Black or
African American White
Students Educators
White Black or
African American Hispanic or Latino
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21 LASErS | edc.org
Data source: District Profile and Performance Report for School Year 2015-16: Hartford School District (Rep.). (2017). Connecticut State Department of Education.
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22 LASErS | edc.org
Professional Development:
Science and Literacy Training
and Materials
Schools & Teachers: Classroom
Implementation
Families & Teachers:
Home-based activities and School-based
events
Community: Science Center
and Family Centers
Easy! Just need to teach content and help teachers link fmilies to learning
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23 LASErS | edc.org
Connecting through
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24 Early Childhood @ EDC | edc.org
Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships
Source: SEDL. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Retrieved from http://www2.ed.gov/documents/family-community/partnerseducation.pdf .
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25 Early Childhood @ EDC | edc.org
Opportunity Conditions: Process Conditions
Process conditions are key to the
design of the effective initiatives
for building capacity of families
and school staff to partner in ways
that support student achievement
and school improvement.
(Mapp & Kuttner, 2013)
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26 Early Childhood @ EDC | edc.org
Process Condition: Linked to Learning
Initiatives are aligned with school
and district achievement goals
and connect families to the
teaching and learning goals for
the students.
(Mapp & Kuttner, 2013)
Science
Literacy
Language
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27 Early Childhood @ EDC | edc.org
A major factor of the initiative is on building respectful and trusting relationships between
home and school. (Mapp & Kuttner, 2013)
Side A Side B
Process Condition: Relational
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28 Early Childhood @ EDC | edc.org
Process Condition: Developmental
The initiatives focus on building the intellectual, social, and human capacity of stakeholders engaged in the program.
(Mapp & Kuttner, 2013)
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29 Early Childhood @ EDC | edc.org
Process Condition: Collaborative
Learning is conducted in group
rather than individual
communities and networks.
(Mapp & Kuttner, 2013)
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30 Early Childhood @ EDC | edc.org
Process Condition: Interactive
Participants are given
opportunities to test out and
apply new skills.
(Mapp & Kuttner, 2013)
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EXPLORE
31 LASErS | edc.org
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32 LASErS | edc.org
Sources: http://ltd.edc.org/sites/ltd.edc.org/files/FamilyEngagementTips.pdf http://ltd.edc.org/culturally-resp-family-engagement
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Culturally Responsive Family Engagement Approach
33
According to Grant and Ray (2016), a culturally responsive
family engagement “approach involves practices that
respect and acknowledge the cultural uniqueness, life
experiences, and viewpoints of classroom families and draw
on those experiences to enrich and energize the classroom
curriculum and teaching activities, leading to respectful
partnerships with students’ families” (p. 5).
Grant, K. B., & Ray, J. (2016). Home, school, and community collaboration: Culturally responsive family engagement (Third ed.). Los Angeles, CA: Sage.
LASErS | edc.org
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34 LASErS | edc.org
Build Relationships and
Be Present
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35 LASErS | edc.org
Recognize, Honor, and
Promote Existing Knowledge
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36 LASErS | edc.org
Identify and Use What Works
for Each Family
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37 LASErS | edc.org
Promote a Culture of
Awareness, Learning, and
Sharing
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38 LASErS | edc.org
Foster Community by
Building Social Capital
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Build relationships and be present.
Recognize, honor, and promote existing knowledge.
Identify and use what works best for each family.
Promote a culture of awareness, learning, and sharing.
Foster community by building social capital.
39 LASErS | edc.org
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40 LASErS | edc.org
System 1: Fast
System 2: Slow
Source: Kahneman, D. (2015). Thinking, fast and slow. New York: Farrar, Straus and Giroux.
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41 LASErS | edc.org
Implicit Bias
Implicit Bias refers to the attitudes or stereotypes that affect our
understanding, actions, and decisions in an unconscious manner.
Source: Understanding Implicit Bias. (n.d.). Retrieved July 20, 2017, from http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/
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42 LASErS | edc.org
Who am I? Who are you?
Self-awareness and Bridge Building Tool
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43 LASErS | edc.org
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REFLECT
44 LASErS | edc.org
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45 LASErS | edc.org
Experience: What did you think?
Question: What do you wonder?
Next Step: How might you use this?
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46 LASErS | edc.org
• Learn about an i3 development grant: LASErS
(Literacy and Academic Success for English Learners through Science),
• Explore ways to foster culturally-sustaining family-school partnerships
and link all families to students’ learning,
• Hear about lessons learned, and
• Make friends & have fun!
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47 LASErS | edc.org
Any final questions?
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48 LASErS | edc.org
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THANK YOU
49 LASErS | edc.org
Jessie B. Lavorgna [email protected] Direct: 860-278-6360 @jessie__bee__