title i parental involvement missy moore, title i coordinator st. tammany parish school system
TRANSCRIPT
Title IParental 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 post-
secondary 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. Create a home environment that encourages learning
2. Express high (but not unrealistic) expectations for their children’s achievement and future careers
3. 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
and
St. Tammany Parish Title I Schools
NATIONAL NETWORK OF
Partnership SchoolsJOHNS HOPKINS UNIVERSITY
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
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THE KEYS TO SUCCESSFULSCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENTPARENTING: Assist families in understanding child and adolescentdevelopment, and in setting home conditions that support childrenas students at each age and grade level. Assist schools in understanding families.
COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
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.
LEARNING AT HOME: Involve families with their children in learning activities at home, including homework, other curriculum-related activities, and individual course and program decisions.
DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations.
COLLABORATING WITH COMMUNITY: Coordinate resourcesand services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.
Type 1
Type 2
Type 6
Type 5
Type 4
Type 3
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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 Students Increase awareness of their own progress in subjects and skills when teachers, students, and parents communicate about classwork.
Type 3 – Volunteering Students gain academic skills that are tutored or taught by volunteers.
Type 4 – Learning At Home Students complete more homework in specific subjects when teachers guide parents in how to interact on assignments.
Type 5 – Decision Making Students benefit from policies and projects conducted and supported by parent organizations and partnership teams.
Type 6 – Collaborating with the Community
Students gain skills and talents in curricular, extra-curricular, and afterschool projects with community partners.
Reaching Results for StudentsStudies show that each type of involvement promotes different kinds of results.
EACH TYPE of involvement also can strengthen SPECIFIC RESULTS
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• 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
Sample: How School Improvement Goals are Linked to a One-Year Action Plan for Partnerships
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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.
ACTIVITIES (2 or more, continuing or new)
TYPES (1-6)
DATES OF ACTIVITIES
GRADE LEVEL(S)
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN?
PERSONS IN CHARGE
AND HELPING
Family and community volunteers will be reading partners for students in the after-school program (Continuing).
3,6
All year
On a weekly
schedule created by
teachers and parents
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
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)
ADD MORE ACTIVITIES…
1,4
All year
First Thursday of each week
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
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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 (1-6)
DATES
OF ACTIVITIES
GRADE LEVEL(S)
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN?
PERSONS IN CHARGE
AND HELPING
ADD MORE ACTIVITIES…
NEEDED funds, supplies, or resources
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YOUR ATP’s NEXT STEPS ?
COMPLETE A FINAL COPY OF THEONE-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.
