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Transcript of Children in the Budget: Welcome Part One: Family & Community Engagement Webinar Presented by: Dr....
Children in the Budget:
Welcome Part One: Family & Community Engagement
Webinar
Presented by:Dr. Joyce Epstein, PhD - DirectorCenter on School, Family and Community PartnershipsJohns Hopkins University
Thursday, June 14, 2012 at 2 p.m. EST
PARTNERSHIPSTHEN and NOW How to Develop Programs of
Family and Community Engagement to Increase Student Success
Joyce L. Epstein, Ph.D., Director© Center on School, Family, and Community Partnerships
Working Together for Student Success
How Can Educators and Parents STRENGTHEN and SUSTAIN
HEALTHY SCHOOLS?
What do we mean by a HEALTHY SCHOOL?
1. We mean a safe and nurturing PLACE.
• A welcoming school environment for ALL• A Partnership School• A “family-like” school and “school-like” families• An EXCELLENT school that students, teachers, parents, and others WANT to attend and support
• Other ideas. . .?
What do we mean by a Healthy School?2. We mean a place that produces positive RESULTS and helps students develop to their full potential.Academic Results Intellectual Development
Curricular and Other Achievements Commitment to Role of Student High Graduation/Low Dropout Rates College or Career Plans & Actions
Physical Health Good Nutrition, Exercise Prevention of Alcohol, Tobacco,
and Drug Use/Abuse Good Attendance
Emotional Growth Positive Attitudes about School Self Concept, Behavior,
Good Relationships with Peers,Friends, Family, Teachers
Appreciation of OthersOTHER RESULTS FOR STUDENTS?
Everyone wants EXCELLENT and SUCCESSFUL
SCHOOLS and STUDENTS.
How will we reach these goals?
Not only THAT partnerships contribute to good schools and successful students
But also WHAT is needed in an excellent partnership program?
and… HOW to organize and sustain high-quality and equitable programs to engage ALL
families and the community in goal-linked ways.
What is important to know about school, family, and community partnerships?
We must think in new ways about leadershipfor partnerships at the district and school levels?
For America’s Promise Communities, this means:
KNOWING Understand the research base that connects family and community involvement to results for students:
ATTENDANCE ACHIEVEMENT ATTAINMENT
KNOWING is not enough. New directions also require:
TAKING ACTION Apply research-based approaches to develop SUSTAINABLE PROGRAMS that engage ALL PARENTS and COMMUNITY partners in ways that promote student success:
END DROPOUT (ATTENDANCE)
COMPLETE HIGH SCHOOL (Achieve)
PREPARE FOR COLLEGE AND CAREERS
(Attain Aspirations/Meet Expectations)
THEN
Parent
involvement
NOW
School, family, and community
partnerships
DEFINITION
THEN
Up to parents
Organized by one person or
just a few
NOW
Part of school and classroom
organization
Organized by anAction Team for
Partnerships
RESPONSIBILITY
Action Team Structure
Pasco High School Pasco, Washington, 2011
2-3 teachers 2-3 parents/family members Principal Others (nurse, counselor, parent liaison, community partners, after-school program) 1-2 students at high school level
In each school . . .
12
What does an Action Team for Partnerships do?
Phalen Lake Elementary SchoolSt. Paul, Minnesota
ATP MEMBERS work together to . . . • Review school goals. Select 2 academic goals; 1 non-academic
goal; and goal to ensure a welcoming school climate.
• Write a One-Year Action Plan for Partnerships to involve families and the community in ways that contribute to the selected goals and student learning and development.
• Implement and evaluate the quality of the activities – outreach to families, responses, and results.
• Continually improve partnership plans, program, and practices.
Action Team for Partnerships: Structure G (Focus on Goals)
School Improvement Teamor School Council
ACTION TEAM forPARTNERSHIPS (ATP)
Improve Reading
PRACTICES from SIX TYPESto meet this goal
Create a Climatefor Partnerships
PRACTICES from SIX TYPESto meet this goal
Improve Student
Behavior
PRACTICES from SIX TYPESto meet this goal
Improve Math
PRACTICES from SIX TYPESto meet this goal
Academic goal Academic goal Non-Academic goal Partnership goal
EXAMPLE
THEN
Incidental or accidental
Off to the side
NOW
Framework of 6 types of
involvement
Goal-oriented
Part of comprehensive
school Improvement
PROGRAM DESIGN
Framework of Six Types of Involvement
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 children as 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 and other curriculum-related activities and 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
Solve Challenges to Involve ALL
Families
CHALLENGES
NOW
“Realities” Solutions sought
Solutions found Solutions shared
Strengths model and prevention programs
THEN
“Barriers” Diverse racial, economic,
linguistic, cultural backgrounds Family structures Mobile, migratory, or homeless families.
Deficit model and treatment programs
THEN
PreK-K
Separate groups of parents
Isolated activities
NOW
All grades, PreK-12
All groups in an integrated program,
PTA, Special Ed., After-School, others
Sense of community
IMPLEMENTATION
IMPLEMENTATION
THEN
School by school
decisions
NOW
Multi-level leaders: School, District
State, Organizations,and Federal
Meet requirements for official policies
on family involvement
“Nested” networks
District Program of Partnership
DISTRICT-LEVEL ACTIVITIES
DIRECT FACILITATION of SCHOOLS
PARTNERSHIPPROGRAM
GOALS
A District Leader for Partnershipsconducts. . .
ORGANIZATIONS also may guide schools as districts do.
Reaching Results
THEN
Parent outcomes
Public relations
Focus on a few parent leaders
NOW
Student achievement and success in school
Link practices to results for all
students, parents, teachers, and
community
RESULTS
Annual, Written Action Plans
for PartnershipsLinked to
School Improvement Plans and Goals for Student
Success:ATTENDANCEACHIEVEMENTATTAINMENT
ELEMENTARY SCHOOL EXAMPLEfor a One-Year Action Planto IMPROVE READING ACHIEVEMENTTYPE 1 Workshops for parents on various ways to read aloud with
young children
TYPE 2 Parent-teacher-student conferences on reading goals and on reading progress
TYPE 3 Reading-partner volunteers, guest readers of favorite stories, and other organized, ongoing read-with-me activities
TYPE 4 Weekly interactive reading homework activities for all students to read aloud for a family partner, show links of reading and writing
PTA/PTO support for a family room or parent center to provide information on children’s reading, and to conduct book swaps, make book bags for read-at-home programs, and sponsor other reading activities
TYPE 5
Donations from business partners of books for classrooms, for the school library, or for children to take home
TYPE 6
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT
Apply six types to improve outcomes: ACHIEVEMENT (in SPECIFIC subjects). ATTENDANCE, ATTITUDES, ATTAINMENT – READY FOR
COLLEGE/CAREERS
Evaluate
PROGRESS
THEN
Minimal orOptional
For “compliance”
Focus on parents
NOW
Essential
Evaluate quality, results, and progress of
programs and practices
Focus on student achievement and success in school
EVALUATION
THEN
Success stories shared locally,
if at all
NOW
Success stories shared
nationally and internationally
to benefit all
“Networking”to improveprograms
NETWORKING
THEN
Labels for HAVE and
HAVE NOTs,
DO and DO NOTs
“Blame game”Finger-pointing
NOW
ACTION to involve ALL
families
Title I guidelines to communicate
in languagesparents
understand
EQUITY ISSUES
BUDGETS for PARTNERSHIPS
THEN
$$ Not well allocated
Fragmentedspending
NOW
$$ For goal-linked
activities inschools’ annual plans to engage
all families
Capacity building and program development
THINK-QUICK ACTIVITY WHICH CHANGE from THEN to NOW
do YOU think is most important for improving YOUR program of
family and community involvement? and WHY?
EQUITY
– ALL
Familie
s
All Grade
Levels
Framework-6
TypesACTION TEAM
Structure
Definition
LINK to SCH
GOALS EVALUATION
Networking
Budgeting
RESULTS
for
STUDENT
S
Which components are needed in allSCHOOL programs of partnership?
Establish an Action Team for Partnerships (ATP). Write an Action Plan for Partnerships
each year linked to school improvement goals. Use the Framework of Six Types of Involvement
so that parents become involved in varied ways. Allocate a budget for planned activities.
Allocate time for monthly meetings of the ATP.
Evaluate and improve the partnership program each year.
LET’S REVIEW: WHERE IS YOUR PROGRAM ON THE WAY
FROM THEN to NOW?
District and organization leaders for partnerships guide schools in this work.
Research-based tools, training, publications, and on-going studies.
On-going technical assistance from NNPS Facilitators by phone, e-mail, monthly e-briefs, website, newsletters.
Coordinated planning and evaluation tools to meet Title I requirements for family involvement.
Networking opportunities to share best practices with hundreds of schools, districts, states, and organizations across the country.
What should members expect from NNPS?
ARE YOU READY
to organize and
evaluate your
partnership program?
34
NNPS Authors
THIRD EDITION! Corwin Press Corwin Press Eye on Education
NEW-MARCH 2012!
TEXTWestview Press-2011
Eye on Education
Back to Search Results
Corwin Press
35
FROM NNPS2011
FROM NNPS NEW 2012
MORE NNPS PUBLICATIONS
FROM NNPS TIPS
SAMPLERSResearch and Involvement Activities in
READING, MATH SCIENCE,
ATTENDANCE, BEHAVIOR
COLLEGE and CAREER and guides for
PRESCHOOL ProgramsMIDDLE SCH ProgramsHIGH SCHOOL Programs
Interactive Homework
Elem Math K-5Middle Grades
Language Arts 6-8 Science 6-8
See TIPS RESOOURCES
on the NNPS website
Questions? What questions do you have about . . .
. . . using research-based approaches to strengthen programs of school, family, and community partnerships?
. . . how YOUR school, district, state, or organization may work with NNPS to improve your partnership program?
. . . other questions?
For more information andmembership forms,
visit NNPS atwww.partnershipschools.org
Dr. Joyce Epstein, Director Center on School, Family, and Community Partnerships
Johns Hopkins University, Baltimore, Maryland 410-516-8807
© Epstein, J. L. (2012). Baltimore, MD: National Network of Partnership Schools at Johns Hopkins University.