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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