tacd 2014 families can make a difference
TRANSCRIPT
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Involving the community and engaging parents in the education of their children is critical for the successful implementation of any intervention associated with closing the achievement gap and increasing graduation rates.
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Families CAN Make A Difference
Debra Jennings & Dianne Malley
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Impact of Family Engagement • Faster literacy acquisi;on • Earn higher grades and test scores • Enroll in higher level programs • Are promoted more and earn
more credits • Adapt be@er to school and a@end
more regularly • Have be@er social skills and
behavior • Graduate and go to higher
educa;on
Karen Mapp, Ed. D. Harvard Graduate School of Educa;on
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Family Involvement & Student Success
• Involvement programs that link to learning improve student achievement.
• Speaking up for child protects and promotes their success.
• All families can contribute to their children’s success.
• Community organizing gets results.
A New Wave of Evidence: The Impact of School, Family, and Community ConnecDons on Student Achievement Anne T. Henderson and Karen L. Mapp
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Dual Capacity Framework for Family-‐School Partnerships
8
Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships
Figure 2: The Dual Capacity-Building Framework for Family–School Partnerships
THE CHALLENGE
FAMILY AND STAFF CAPACITY OUTCOMES
Lack of opportunities for School/Program Staff to build the capacity for partnerships
School and Program Staff who can• Honor and recognize
families’ funds of knowledge
• Connect family engagement to student learning
• Create welcoming, inviting cultures
Families who can negotiate multiple roles• Supporters• Encouragers• Monitors• Advocates• Decision Makers• Collaborators
Lack of opportunities for Families to build the capacity for partnerships
Effective Family–School Partnerships
Supporting Student Achievement
& School Improvement
OPPORTUNITY CONDITIONS
POLICY AND PROGRAM
GOALS
Process Conditions• Linked to learning• Relational• Development vs. service orientation• Collaborative• Interactive
To build and enhance the capacity of staff/families in the “4 C” areas:• Capabilities (skills and knowledge)• Connections (networks)• Cognition (beliefs, values)• Confidence (self-efficacy)
Organizational Conditions• Systemic: across the organization• Integrated: embedded in all
programs• Sustained: with resources and
infrastructure
Ineffective Family–School Partnerships
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Turnaround Principle 8: Increase academically focused family and community engagement
8.1 Families are engaged in academically related activities, school decision-making, and an open exchange of information regarding students’ progress in order to increase student learning for all students. 8.2 Community groups and families of students who are struggling academically and/or socially are active partners in the educational process and work together to reduce barriers and accelerate the academic and personal growth of students.
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How does this defini;on help you shiQ from a patchwork of random acts of involvement to a systemic approach that promotes family and community engagement?
Family & Community Engagement
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Family & Community Engagement Shi:ing from To
One-‐=me projects: Holding a Family Fun Night once a year.
Con=nuous improvement
Individual responsibility to support student learning Deficit-‐based or adversarial approach to interac;ons Add-‐on program to support needed change Compliance-‐driven engagement
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Family & Community Engagement Shi:ing from To
One-‐=me projects: Holding a Family Fun Night once a year.
Con=nuous improvement
Individual responsibility to support student learning
Shared responsibility throughout the local system
Deficit-‐based or adversarial approach to interac;ons
Strength-‐based and collabora=ve approach
Add-‐on program to support needed change
Integrated programma;c support for change
Compliance-‐driven engagement Shared ownership on con;nuous improvement
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PTA Na;onal Standards for Family-‐School Partnerships
1. Welcoming all families into the school community
2. Communica;ng effec;vely 3. Suppor;ng student success 4. Speaking up for every child 5. Shared decision making 6. Collabora;ng with community
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PTA National Standardsfor Family-School
PartnershipsAssessment Guide
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Partnerships for Improving Literacy Planning Process
1. Identify needs 2. Brainstorm activities to
address needs 3. Apply criteria & prioritize
activities 4. Develop action plan 5. Implement activities 6. Collect feedback and evaluate
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Barriers & Solu;ons
Best Practices and Policy Recommendations for Closing the Gaps in Student Achievement
Minority Parent and Community Engagement:
• In groups review barriers and develop strategies to overcome the challenges
• Record your strategies on chart paper
• Select someone to report out to the group
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The START Project
Families CAN Make A Difference
The START Project is a collaboration of the New Jersey Department of Education Office of Special Education Programs (NJOSEP)
and Statewide Parent Advocacy Network (SPAN) Funded by IDEA Part B funds
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Programs that Link to Learning to Improve Student Achievement
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Improving Literacy Achievement
!
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Taking advice from a few community members is more useful than taking educators with master’s degrees, pu`ng them in a room, and saying, “How are we going to help these people over there.” Karen Forys, Superintendent, North-‐shore Schools, Washington
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Staff Buy In is Cri;cal
“I was so impressed by the number of teachers who shared their Dme with all of us aGer hours to help parents keep our families engaged with the program.”
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Becoming Ac;ve Par;cipants to Support Literacy
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Summer Slide
It is es;mated that the “Summer Slide” accounts for as much as 85% of the reading achievement gap between lower income students and their middle-‐ and upper-‐income peers. Why Summer Ma@ers in the Rich/Poor Achievement Gap, Richard Allington and Anne McGill-‐Frazen, August 2009
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Diverse Roles of Families
• Supporters • Encouragers • Monitors • Models • Advocates • Decision-‐makers • Collaborators
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Inventory of Involvement of Culturally and Linguis;cally Diverse (CLD) Families
Complete Inventory to
evaluate current prac;ces in your school/district with regard to parent advocacy for culturally & linguis;cally diverse families.
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Parent Training & Informa;on Centers Serving New York
Statewide, except for the 5 boroughs of New York City The Advocacy Center (585) 546-‐1700 | (800) 650-‐4967 (in NY) h@p://www.advocacycenter.com
Serving the 5 boroughs of New York City Advocates for Children of New York (212) 947-‐9779 | (866) 427-‐6033 [email protected] h@p://www.advocatesforchildren.org
Resources for Children with Special Needs, Inc. (212) 677-‐4650 [email protected] h@p://www.resourcesnyc.org
Sinergia/Metropolitan Parent Center (212) 643-‐2840 | (866) 867-‐9665 informa;[email protected] h@p://www.sinergiany.org
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Community Parent Resource Centers Serving New York
Serving Buffalo and the coun=es of Erie, Niagara, Orleans, Wyoming, Genesee, Chautauqua, CaRaraugus, and Allegany.
Parent Network of WNY (866) 277-‐4762 | (716) 332-‐4170 [email protected] h@p://parentnetworkwny.org/
Serving the 5 boroughs of New York City United We Stand of New York (serving Brooklyn) (718) 302-‐4313/4314 h@p://www.uwsofny.org/
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Bookmark our Resource Library to access hundreds of family-‐friendly resources from federally-‐funded projects and other trusted sources. h@p://www.parentcenterhub.org/resources/
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• Connect with the PTI and/or CPRC serving families in your community.
• Share informa;on about PTI/CPRC events and ac;vi;es with families.
• Share PTI/CPRC and CPIR publica;ons with families.
• Access PTI/CPRC training for your school/district staff.
• Host a PTI/CPRC workshop at your site.
How can Schools/Districts addressing dispropor;onality work with Parent Centers?
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“When parents feel they have the power to change and control their circumstances, children tend to do beLer in school. Their
parents are also beLer equipped to help them. When schools work with families to develop
their connecDons, families become powerful allies of the schools and advocates
for public educaDon.”
(Henderson and Mapp, 2002, p. 63)