NCLB & Title I: What Parents Need to Know

Report
Title I
Parental Involvement
Missy Moore, Title I Coordinator
St. Tammany Parish School System
What does research tell us about the
Influence of Parent Involvement?
When schools work together with families to support
learning, children tend to succeed not only in school, but
throughout life.
When families and schools cooperate, the results include:
• Higher grades and test scores
• Better attendance
• More homework completed
• Higher graduation rates/greater enrollment in postsecondary education
ADD IT UP: Using Research to Improve Education for Low-Income
& Minority Students. Poverty & Race Research Action Council
(2001)
The most accurate predictor of a student’s
achievement in school is not income or
social status, but the extent that a
student’s family is able to:
1.
2.
3.
Create a home environment that encourages
learning
Express high (but not unrealistic) expectations for
their children’s achievement and future careers
Become involved in their children’s education at
school and in the community.
Notes from Research: Parent Involvement and
Student Achievement.
San Diego County Office of Education 1997
School Parent Involvement
Policy
Each Title I funded school must develop and distribute
its own written parental involvement policy that
includes:
• Annual meeting
• Offer a flexible number of meetings
• Involve parents in planning, review and
improvement of Title I programs
• Provide timely information regarding the
programs
• Provide opportunity to submit dissenting
views to LEA
School Parent Compacts
Each Title I funded school must have a compact:
• developed jointly with parents of the school
• describes school and parents’ responsibilities.
The compact must also address the importance
of ongoing communication between teachers and
parents. At a minimum:
• Parent-teacher conferences (at least annually) in
elementary school,
• Frequent reports to parents on their child’ progress
• Reasonable access to staff and school
NATIONAL NETWORK OF
Partnership Schools
JOHNS HOPKINS UNIVERSITY
and
St. Tammany Parish
Title I Schools
School Model
The NNPS School Model includes four essential elements:
Action Team for Partnerships
Framework of Six Types of Involvement
One-Year Action Plan for Partnerships
Program Evaluation
What is an
Action Team for Partnerships?
• A team of 5-6 people (teachers,
administrators, parents, community
members, and others) that work to
organize and sustain a program for
parental involvement
• A team that helps to create a welcoming
school environment for families
•
A team that works to engage families and
the community in ways that support
student achievement and success
Six Types of Involvement:
Keys to Successful Partnerships
•Parenting
•Communicating
•Volunteering
•Learning at Home
•Decision Making
•Collaborating with the Community
One-Year Action Plan
for Partnerships
Detailed information on activities
Implementation of all of the Six Types
of Involvement
Dates, grade levels involved,
preparations needed, persons in
charge and assisting, and evaluation
tools for planned are required
Schools proceed step by step
using the NNPS Partnership
Planner to establish and
strengthen partnership
programs.
What do I need to do?
• Set meeting dates for Action Team for
Partnerships (ATP)
• Select members for ATP
• Develop a One-Year Action Plan for 2013-2014
• Continue implementing your Action Plan
Documentation
Send copies of the following to Lynn Johnson at the
Covington Education Center (make sure that you have
copies of each on file at your school also):
• Your school’s parental involvement policy
• One-Year Action Team Plan for 2013-2014
• List of ATP members
• List of ATP meeting dates
THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
Type 1
PARENTING: Assist families in understanding child and adolescent
development, and in setting home conditions that support children
as students at each age and grade level. Assist schools in
understanding families.
Type 2
COMMUNICATING: Communicate with families about school
programs and student progress through effective school-to-home
and home-to-school communications.
Type 3
VOLUNTEERING: Improve recruitment, training, work, and
schedules to involve families as volunteers and audiences at school
or in other locations to support students and school programs.
Type 4
LEARNING AT HOME: Involve families with their children in
learning activities at home, including homework, other curriculumrelated activities, and individual course and program decisions.
Type 5
DECISION MAKING: Include families as participants in school
decisions, governance, and advocacy through PTA/PTO, school
councils, committees, action teams, and other parent organizations.
Type 6
COLLABORATING WITH COMMUNITY: Coordinate resources
and services for students, families, and the school with businesses,
agencies, and other groups, and provide services to the community.
14
Reaching Results for Students
Studies show that each type of involvement
promotes different kinds of results.
Type 1 – Parenting
Students improve when families are provided
information on child development and school
expectations at each grade level (e.g., to
support student health, behavior, attendance).
Type 2 – Communicating
Type 3 – Volunteering
Type 4 – Learning At Home
Type 5 – Decision Making
Type 6 – Collaborating with
the Community
Students Increase awareness of their own
progress in subjects and skills when teachers,
students, and parents communicate about
classwork.
Students gain academic skills that are tutored
or taught by volunteers.
Students complete more homework in specific
subjects when teachers guide parents in how
to interact on assignments.
Students benefit from policies and projects
conducted and supported by parent
organizations and partnership teams.
Students gain skills and talents in curricular,
extra-curricular, and afterschool projects with
community partners.
15
EACH TYPE of involvement also can strengthen SPECIFIC RESULTS
Sample: How School Improvement Goals are Linked to a
One-Year Action Plan for Partnerships
•
Improve student achievement in reading – PAGE 1
• Family Reading Night
• Weekly interactive homework in reading and writing
• Parent/community volunteer book buddies and book talks
•
Improve student achievement in mathematics – PAGE 2
• Family Math Night
• After-school tutoring program in math
• PTA fundraiser for computer software
•
Increase student attendance rates – PAGE 3
• Family volunteers to phone parents of absentees
• Attendance and lateness policies in newsletter and Web site
• Family dinner with principal for improved attendance
•
Strengthen the climate of partnerships – PAGE 4
• Reformat the newsletter and Web site to be family-friendly
• Teachers’ walks in students’ neighborhoods or home visits
• Welcome back picnic before school starts in the fall
16
Sample PAGE 1
ONE-YEAR ACTION PLAN
SCHEDULE OF SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS TO REACH SCHOOL GOALS
School: XYZ Elementary School
School Year: 20xx-20yy
GOAL 1—ACADEMIC
OBJECTIVE 1 – Specific academic subject: (Select ONE curricular goal for students, such as improving reading, math, writing,
science, or other skills that the school will address in the next school year.)
Increase students’ reading abilities as measured on THIS STATE’S TEST.
Desired result(s) for THIS goal:
Students will increase their scores
from an average of 84% proficiency to 92% proficiency or better on this
State’s Achievement Test in reading.
How will you measure
results? Review at least two years of the state’s
standardized reading test scores. Also, review report card
grades and participation records as formative measures.
Organize and schedule family and community involvement activities to support THIS goal.
TYPES
DATES
(1-6)
OF ACTIVITIES
Family and community volunteers will be
reading partners for students in the
after-school program (Continuing).
3,6
All year
Curbside library in front of the school for
family members to check out reading
books, reading games, and activity bags.
They will return them to the Parent
Center inside the school. (New)
1,4
ACTIVITIES
(2 or more, continuing or new)
ADD MORE
ACTIVITIES…
GRADE
LEVEL(S)
Grades 2-5
Inform parents about the program
(early Sept.)
Recruit & train reading partners (early
Sept.)
Match volunteers with students (late
Sept.)
Implement and monitor (Fall thru
Spring)
Have volunteers complete exit surveys
(Spring)
Ms. Smith & Mr. Lyons
All grades
Connect with the media center for a
kick-off event (Sept.).
Send announcement flyers home
(Sept.).
Implement and monitor (Sept thru
June)
Evaluate participation records (Jan. &
June)
Mr. Blackfoot &
Mis.Garcia
On a weekly
schedule
created by
teachers and
parents
All year
First Thursday
of each week
WHAT NEEDS TO PERSONS
BE DONE FOR IN CHARGE
AND
EACH ACTIVITY &
HELPING
WHEN?
17
WORK TIME. YOUR TEAM WILL DRAFT A
ONE-YEAR ACTION PLAN FOR PARTNERSHIPS
FOR YOUR SCHOOL.
School: XYZ Elementary School
School Year: 20xx-20yy
GOAL 1—ACADEMIC
OBJECTIVE 1 – Specific academic subject:
(Select ONE curricular goal for students, such as
improving reading, math, writing, science, or other skills that the school will address in the next school year.)
Desired result(s) for THIS goal:
How will you measure
results?
Organize and schedule family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPES DATES
(1-6)
OF ACTIVITIES
GRADE
LEVEL(S)
ADD MORE
ACTIVITIES…
NEEDED funds, supplies, or resources
WHAT NEEDS TO PERSONS
BE DONE FOR IN CHARGE
AND
EACH ACTIVITY &
HELPING
WHEN?
18
YOUR ATP’s NEXT STEPS ?
COMPLETE A FINAL COPY OF THE
ONE-YEAR ACTION PLAN FOR
PARTNERSHIPS
1. SHARE THE DRAFT and gather input from teachers, parents,
the School Council, and others at school.
2. MAKE FINAL REVISIONS on a paper or electronic copy.
3. PUBLICIZE THE FINAL PLAN in the school
newsletter, on the Web site, at the next Open House
Night, and in other ways.
4.
GIVE COPIES TO ALL ATP MEMBERS and to the
district facilitator who will assist your team.
19
Questions?
Comments?
Concerns?
[email protected]

similar documents