presented by the parent & educator partnership adapted from the center for parent leadership,...
TRANSCRIPT
Presented by the Parent & Educator Partnership
Adapted from the Center for Parent Leadership, Lexington, KY.
Parent Leadership 101Day 2
Welcome back
Enjoy breakfast
Reconnect with folks you met yesterday
Complete any unfinished reflections from yesterday’s work
Parent Leadership 101 Objectives
Introduce the concept of parent leadership;Develop an awareness of your
communication style;Provide an overview of how the Illinois
Learning Standards and student performance data;
Identify ways partner with schools to engage more families; and
Develop a plan for reaching other parents and engaging with schools
A little housekeeping
Rest roomsRefreshmentsLunch NotebookEvaluationParking LotWord WallGround Rules
Working AgreementsEveryone shares knowledge and skills
Common courtesy
Avoid distracting side conversations
Share table supplies
What’s said here stays here, what’s learned here leaves
Law of two feet
Turn electronics to silent or vibrate mode
Call to action……
Standards
What do children learn in Illinois?
How do we evaluate success?
What are Standards?
Standards are simply what students are
expected to learn as they move from
grade to grade through school.
Where did the ‘new’ standards come from?Illinois and 47 other states brought together by the
National Governors Association and the Council of Chief State School Officers.
Subject-area experts, educators, college professors and business people from all fields and from across the nation helped develop the standards.
The NGA and CCSSO initiated the work after determining that it would be more efficient and effective if states agreed on standards for student learning.
Is This An Attempt To Nationalize Education Through The Federal Government?
NO! The governors and education department leaders decided to develop these; the federal government was not involved.
45 states and DC have voluntarily adopted these.
(Alaska, Nebraska, Montana, Texas and Virginia have not adopted yet)
Power of Common Standards•Compare student work from state to state
• Share tests, textbooks, technology
• Share teaching strategies
• One set of clear, consistent expectations
• Internationally competitive goals
• High expectations for all students
• Addresses student mobility
• Ensures a skilled workforce
• More efficient use of tax dollars
The goal of the standards: Ready for College and Career
College ready:
Academic skills that allow students to
perform college level work without
remediation
The goal of the standards:Ready for College and Career
Career ready:Academic skills that allow students to
function/excel in workplace or routine daily activities
Employability skills; critical thinking and responsibility; other skills for success in life
Technical and job-specific skills for jobs that offer life-sustaining wages
Common Core: Language ArtsStandards listing what students need to know and be able to do:
Reading, writing, speaking and listening, and language
Anchor definitions of students being ready for higher education and for jobs strong enough to support their own families
Grade-by-grade steps to reach anchors, with: literary and informational versions of reading for all
grades subject-specific versions for middle and high school
6th Grade ELA: Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Standards Go Deeper Each Year
GRADE 6 READING – LITERATURE: Key Ideas and DetailsDescribe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
GRADE 7 READING – LITERATURE: Key Ideas and DetailsAnalyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
GRADE 8 READING – LITERATURE: Key Ideas and DetailsAnalyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Common Core: MathematicsK-8 standards:
Short enough to allow deep learning
Designed for students to master each skill before moving the next (the way math is learned in many countries with stronger math achievement)
With every grade working to build key mathematical practices
High school standards:
Organized around six main categories, rather than grades, so that schools can teach those elements in more than one order of courses
With continuing work to build those key mathematical practices
Common Core: Mathematics
Six Conceptual Categories Number & quantity
Algebra
Functions
Modeling
Geometry
Statistics & probability
High School Math Courses Course titles remain the same, algebra
I and II, geometry, calculus, etc.
Middle school students may take high
school math courses but will still be
required to take 4 years of math in
high school.
AssessmentIllinois assessment system to measure
achievement of the new common core
standards is currently being developed
and will be comprised of four components.
Each component will be computer-
delivered and will leverage technology to
incorporate innovations.
Assessment componentsTwo summative assessment components
designed to
Make “college and career readiness” and “on-
track” determinations
Measure the full range of standards and full
performance continuum
Provide data for accountability uses, including
measures of growth
Summative Assessment ComponentsPerformance-Based Assessment (PBA)
administered as close to the end of the school
year as possible. The ELA/literacy PBA will focus
on writing effectively when analyzing text. The
mathematics PBA will focus on applying skills,
concepts, and understandings to solve multi-step
problems requiring abstract reasoning, precision,
perseverance, and strategic use of tools.
End-of-Year Assessment (EOY) administered
after approx. 90% of the school year. The
ELA/literacy EOY will focus on reading
comprehension. The mathematics EOY will
be comprised of innovative, machine-
scorable items.
Summative Assessment Components
Assessment componentsTwo interim assessment components
designed to:Generate timely information for
informing instruction, interventions, and professional development during the school year
In ELA/literacy, a third formative component will assess students’ speaking and listening skills
Interim Assessment ComponentsEarly Assessment designed to be an indicator of
student knowledge and skills so that instruction,
supports and professional development can be
tailored to meet student needs
Mid-Year Assessment comprised of performance-
based items and tasks, with an emphasis on hard-to-
measure standards. After study, individual states
may consider including as a summative component
TestingThe target date for implementation of
the new assessment is the 2014‐15
school year.
For more information:
www.isbe.state.il.us
www.corestandards.org
www.pta.org
www.pepartnership.org
ReflectionsDay 2.7
What questions do I have about
standards-based education?
15 Minute Break
School DataWhat does school data mean?
How is it used?
ISAT scores grades 3-8PSAE scores HS, grade 11Explore/Plan scoresAYP statusSurveys from parents, teachers, and
studentsStudent gradesStudent enrollmentStudent attendanceGraduation rates
School Data Sources
School/District Report CardsNCLB requires all states and school
districts to prepare and distribute to all
parents a report card specifying how
every school and district as a whole are
performing.
The report card must include specific
information on school data.
Report Card Scavenger HuntUse your school report card and the
scavenger hunt provided to look more
closely at your school data.
SCHOOL REPORT CARD Scavenger Hunt
The No Child Left Behind Law (NCLB) requires all states and school districts to prepare and distribute a report card specifying how every school and district as a whole is performing. This applies to Title I and non-Title I schools, as well as charter schools. Beginning in the 2002-2003 school year, report cards must include specific information on school data. Use this scavenger hunt to decide if your school report card is in compliance with NCLB.
1. Which subgroups are identified on your school report card? (Race/ethnicity, gender, disability, etc.)
I f subgroups are identified, which groups of students are best served and which are least served? What achievement gaps are noted?
2. What are the percentages of students not tested?
Which groups were not tested?
3. Has your school made progress over a two-year period? In which subjects?
Day 2.8
What are my “ah-ha’s” or surprises
about my school’s data?
What are my concerns?
What can I do to help parents better
understand the school report card?
Reflections
QUESTION FORMULATION TECHNIQUE (QFT)
What skills do I have to ask good questions?
QUESTION FORMULATION TECHNIQUE (QFT)
Brainstorm a list of school issues
Select an issue
Ask questions about the issue
Question Formulation Technique
BrainstormWhat questions do you
have about the issue you have chosen?
PrioritizeChoose 3
questions that get you closer to
answers
Close vs. Open-Ended QuestionsIt is helpful to know when to use close-
ended or open-ended questions:
Close-ended questions are answered with a simple “yes” or “no”.
Open-ended questions require more explanation.
Close vs. Open-Ended QuestionsWhat are the advantages of CLOSE
ENDED questions?
What are the disadvantages of CLOSE ENDED questions?
Close vs. Open-Ended QuestionsWhat are the advantages of OPEN
ENDED questions?
What are the disadvantages of OPEN ENDED questions?
Review your list of questions
Change all close-ended questions to open-ended
Close vs. Open-Ended Questions
Question Formulation Technique1. Branch-OffChoose one of the three prioritized questions to focus on
2. Brainstorm3. Prioritize again
Choose three questions to focus on
Small Group Activity
1. BrainstormWhat questions do you have about the issue you
have chosen?
3. Branch-OffChoose one of the three
prioritizedquestions to focus on. --
Brainstorm
2. PrioritizeChoose three questions
that get you closer to answers
4. Prioritize againChoose three questions to
focus on.
ReflectionDay 2.9
How do I plan to use the QFT process?
ACTION PLANNING
DATA SOURCES:
School report card
District report card
School improvement plan
Research on parent involvement
Parents are most likely to become involved if:They understand they should be involved
They feel capable of making a contribution
They feel welcomed by the school and their children
Parent ACTION PLANSchool: _________________________________________________________________Parent Name: ________________________________________________________________
Things I plan to do to help parents feel more welcome at our school
I will recruit these parents to help me
Steps to complete activities
Start date-Completion date
Where does this fit into our school improvement plan?
1. Ask my principal to walk through the school with me and 2 other parents and complete the Welcoming Schools checklist
Martha Collins
Tyler Greene’s mom
Oct 2007
Nov 2007
Making efforts to welcome parents to become more engaged in the school
a. Ask the parents to help
b. Schedule a date and time that works for everyone
Things I plan to do to help parents
understand they should be involved in our
school
I will recruit these parents
to help me
Steps to complete activities
Start date-Completio
n date
Where does this fit into our school improvement plan?
Things I plan to do to help parents
understand what they can do to help our students be more
successful
I will recruit these parents to help me
Steps to complete activities
Start date-Completion date
Where does this fit into our school improvement plan?
After attending Parent Leadership 101, three steps I plan to take immediately are:
Reflection
“Alone we can do so little; together we can do so much.”
Helen Keller
WRAP UPQ’s & A’s
Next steps
Plus, Minus Delta
Evaluation