What We Believe Helps Families and Children Succeed Title I Summit June 19, 2014
Transcript
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What We Believe Helps Families and Children Succeed Title I
Summit June 19, 2014
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Familieslearning.org
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Do You Believe? Effective family engagement begins with a set
of beliefs: All parents have dreams for their children and want the
best for them All parents have the capacity to support their
childrens learning Parents and school staff should be equal
partners The responsibility for building partnerships between
school and home rests primarily with school staff, especially
school leaders. Organizations serving families must build trust and
mutual understanding (Henderson, Mapp, Johnson, and Davies,
2007)
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We believe all parents have dreams for their children and want
the best for them. Family unit is the building block of society
Convergence around intergenerational learning in response to:
American students ranked 36 th in overall academic achievement
(PISA, 2012) Many adults fail to reach their full potential
compared to other countries (Perez-Pena, 2013)
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We believe all parents have the capacity to support their
childrens learning. Focus on building executive function,
self-regulation, and other college and career readiness skills for
young people and their caregivers depends on effective family
engagement practices This results in generational (unlimited)
change
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Building Family Capacity Varying family capacity should not be
recognized through a deficit lens, but rather as unrealized
potential. (Henderson, Mapp, Johnson, and Davies, 2007 ; Epstein,
2001; PTA, 2009)
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Toyota Family Learning
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familytimemachine.com
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We believe parents and school staff should be equal partners.
Creating a partnership with family members Focusing on student
achievement
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Partnering with Families There are more opportunities to engage
in family learning in both online and offline environments today
than ever before. (Henderson, Mapp, Johnson, & Davies, 2007;
Epstein, 2001; PTA, 2009)
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We believe the responsibility for building partnerships between
school and home rests primarily with school staff, especially
school leaders. Think of strategies you have used to engage family
members. Which of these positively impacted your students learning?
Why?
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Family Workshops What is my purpose and topic? What are my
goals? For parents? For students? What resources, materials and
supplies do I need?
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En CaminoOn Our Way
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wonderopolis.org
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We believe organizations serving families must build trust and
mutual understanding. Increased student achievement Improved
self-efficacy Increased graduation rates Low income and minority
students benefit disproportionately from family engagement More
efficient use of teacher time in the classroom
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Effective Family Engagement in Action Springdale Public
Schools, Springdale, Arkansas Orange County Public Schools,
Orlando, Florida
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Springdale Public Schools District of 21,000 students Major
family engagement efforts: Toyota Family Literacy Program grant in
2008 $26 million SPS Race to the Top District Grant 2013 Focus on
developing parents as partners in the educational process
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SPS: Strategies Four component family literacy programs in 18
sites Student-led conferencing Parent information nights College
and career readiness seminars for families Parent leadership
opportunities
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SPS: Outcomes Percentage of ELL students proficient in English
increased Increased self-efficacy among parents Increased parent
attendance at parent events Increased adult literacy rates
Percentage of parents reading to their children 4 times a week
increased by 39%, 5 times a week increased by 42%
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Orange County and City Year Orange County Public Schools is a
district of over 175,000 students Major family engagement efforts:
Public/private partnership with City Year Orlando Fight the
national dropout crisis Emphasis on building trust with
families
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Orange County: Strategies Phone calls home to families to
celebrate success AND to share challenges (attendance, behavior,
academics) Active participation in parent teacher conferences
Purposeful relationship-building activities with students during
the school day Participation in school advisory committees
Participation in family engagement nights
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Orange County: Outcomes Early anecdotal evidence of success
included numerous parent and teacher testimonials One mother
reported that her children have improved their grades from Ds to Bs
this year as a result of the project Positive phone calls home and
constant communications with parents were often cited as the
primary reasons for success OCPS and City Year look forward to more
quantitative success as the year continues
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We believe Indiana educators have the knowledge, skills, and
resources to engage families so that all children succeed.
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Do you believe?
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References Dearing, E., Kreider, H., Simpkins, S., & Weiss,
H. (2006). Family involvement in school andlow income childrens
literacy: Longitudinal associations between and within families.
Journal of Educational Psychology, 98 (4). 653-664. Epstein, J. L.
(1987). Parent involvement: State education agencies should lead
the way. Community Education Journal, 14 (4), 4-10. Epstein, J. L.
(2001). School, family, and community partnerships. Boulder, CO:
Westview Press. Ferguson, C. (2008). The school-family connection:
Looking at the larger picture. Austin, Texas: Southwest Educational
Development Laboratory. Hattie, J. (2009). Visible learning: A
synthesis of over 800 meta-analyses relating to achievement. New
York: Routledge. Henderson, A. T., Mapp, K. L., Johnson, V. R.,
& Davies, D. (2007). Beyond the bake sale: The essential guide
to family- school partnerships. New York: The New Press. Hindman,
A., Skibbe, L., Miller, A., & Zimmerman, M. (2010). Ecological
contexts and early learning: Contributions of child, family, and
classroom factors during Head Start to literacy and mathematics
growth through first grade. Early Childhood Research Quarterly, 25,
235-250. National Center for Families Learning. (2013). Meta
analysis of the studies of high performing family literacy
programs. Retrieved from
http://familieslearning.org/pdf/TFLPSynthesis.pdfhttp://familieslearning.org/pdf/TFLPSynthesis.pdf
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References Northwestern University Center on Media and Human
Development. (2013, June). Parenting in the age of digital
technology: A national survey. Evanston, IL: Northwestern
University. OECD. (2013). PISA 2012 results in focus: What
15-year-olds know and what they can do with what they know.
Retrieved from:
http://www.oecd.org/pisa/keyfindings/pisa-2012results-overview.pdfhttp://www.oecd.org/pisa/keyfindings/pisa-2012results-overview.pdf
Perez-Pena, R. (2013). U.S. adults fare poorly in a study of
skills. The New York Times. Retrieved from:
http://www.nytimes.com/2013/10/08/us/us-adults-fare-poorly-in-a-study-of-skills.html
PTA. (2009). PTA national standards for family-school partnerships:
An implementation guide. Retrieved from
http://www.pta.org/programs/content.cfm?itemnumber=1804.
http://www.pta.org/programs/content.cfm?itemnumber=1804 Schoolwires
& Project Tomorrow. (2013). Reaching the new digital parent: An
administrators guide. Retrieved from:
http://www.schoolwires.com/cms/lib3/SW00000001/Centricity/Domain/68/PI_A
minGuide-chp1-r2.pdf. Trilling, B., & Fadel, C. (2009). 21 st
Century skills: Learning for life in our times. San Francisco: John
Wiley and Sons. Shonkoff, J. (2013). Strengthening adult capacities
to improve child outcomes: A new strategy for reducing
intergenerational poverty. Retrieved from
http://www.spotlightonpoverty.org/ExclusiveCommentary.aspx?id=7a0f1142-f33b40b882eb-73306f86fb74
http://www.spotlightonpoverty.org/ExclusiveCommentary.aspx?id=7a0f1142-f33b40b882eb-73306f86fb74