Riverside County Office of Education Division of Educational Services
Parent Engagement Leadership Initiative (PELI)
Administrator’s Academy Shaping the Future through Partnerships
“Schools would need to
increase per pupil spending
by more than $1,000 in
order to achieve the same
results that are gained with
parental involvement.”
~Houtenville and Conway, 2008
To prepare administrators to understand school, family, and community partnerships.
To take steps towards improving policies and practices of parent involvement at school district and site levels that are comprehensive and sustainable.
To develop a permanent program of partnerships that involves all teachers, all families, and the community every year that students are in school.
“Many years of research show that involving families and the community contributes to children’s academic and social success. The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.”
~Henderson, Mapp 2007
Introduce the ten module Riverside County Office of Education (RCOE) Parent Engagement Leadership Initiative (PELI) Training Series as a parent engagement strategy for action in practice, policy, and research.
Provide an overview of each of the modules as a foundation to creating Action Teams for Partnerships.
Explain the development of Action Plans based upon goals identified in the Single Plan for Student Achievement.
Children will: Like school Work hard Do the best they can Graduate from high school Continue their education Gain employment Become good citizens, friends, and members of their families
Select three items from your pockets, purse, or wallet that relate to your dreams for parent and family engagement at your school site. Share with your team members.
Families
Schools, communities and
Students
…do to reach their common
objectives for children’s success in school and in the future?
“Children do best if parents can play a variety of roles in their learning: helping at home, volunteering at school, planning their children’s future, and taking part in key decisions about the school program.”
~Henderson, Mapp, 2007
Research Indicates…
RCOE and 23rd District PTA believe…
…that parents and family members are a child’s first and most influential teachers and that sustained parent involvement in the education of their children contributes greatly to student achievement and a positive school environment. Through involvement in advisory, decision-making, and advocacy roles, and through learning at home activities, parents and family members directly affect their children’s academic success.
~Adapted from RCOE Board Policy 6020
Teachers: would like families to assist, guide, and influence their children to their schoolwork. Families: would like their teachers to let them know how to help their children at home. Students: wish their families were knowledgeable about their schools and helpful to them on school matters at home.
All teachers’ students have
FAMILIES
Even when they do not come in person, families come to school in their children’s minds and
hearts, and in their hopes and dreams. Without exception, teachers and administrators have
explicit or implicit contact with their students’ families every day.
All students and their families live in
COMMUNITIES
That are diverse in geography, history, and economic and social characteristics.
Educators need to understand the contexts in which students live, work, and play so they
will teach the whole child, not just the school child.
What do teachers learn to teach?
What do administrators learn to manage?
What more is needed to help teachers and administrators work positively and productively with their students’ families?
The best approach is theory-driven and research-based
PARTNERSHIPS
Educators, families, and community members work together to:
Share information
Guide students
Solve problems
Celebrate successes
And to recognize the shared responsibilities of home, school, and community for:
Children’s learning
Children’s development
Began over 30+ years ago
Office space, computers, phones, meeting space Meeting with county superintendent 2008
Mission: “…to ensure the success of all students through extraordinary service, support, and partnerships.”
Pledge: “All students in Riverside County will graduate from high school well prepared for college and the work force.”
Explanation of Parent Empowering Parents (PEP) Guide and Parent Involvement Pocket Pal – resources of California State PTA
Creation of user friendly parent trainings using PTA and parent engagement resources
Challenge to get Parent Involvement Pocket Pal in hands of every parent in Riverside County (approximately 420,000 students-2008)
What should programs of partnership look like?
How can they be developed and sustained?
Why partnerships instead of parent involvement or engagement?
The Big Questions …
Parent Engagement Leadership Initiative (PELI)
A Training Series – ten research-based modules presented in a “trainer of trainers” format. Topics include:
Parent Engagement: Keys to Student Success Positive Parenting in Public Education
Communicating Volunteering
Learning At Home Decision Making
Collaborating With the Community Action Team for Partnerships (ATP)
ATP Leadership and Facilitation ATP Celebration
National Recognition for PELI
2012 Recipient of the: Phoebe Apperson Hearst-National PTA Family-School Partnership Award of Merit—recognition of an organization that effectively implemented National PTA’s National Standards for Family-School Partnerships. National Network of Partnership Schools Partnership Organization Award—recognized for making excellent progress in guiding districts and schools to develop comprehensive programs of school, family, and community partnerships.
PELI Training Series… Parent Engagement Module
Developed by Dr. Joyce Epstein, director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools (NNPS) www.csos.jhu.edu
Reviews school goals using the Single Plan for Student Achievement (SPSA).
Supports the Family and Community Engagement section of 2013 SPSA.
Writes a One-Year Action Plan for Partnerships to involve families and community members in ways that contribute to school goals.
Implements and evaluates the quality of the activities.
Continually improves partnership plans, programs, and practices.
Members include parents/family members,
teachers, principal, PTA, SSC, and ELAC
representatives, students (secondary level). Could
include counselors, school nurse, special education
teachers, community partners.
Terms are for two – three years.
Co-chairmen, usually the principal and a parent leader, lead ATP and committees.
Arm of School Site Council (decision making body).
Provides an opportunity for parents, teachers, educators and community members, working together as a team, to develop a structured and sustainable parent and family engagement program.
Meets the Education Code Title 1 Parental Involvement requirements in Section 1118(e).
“Building Capacity for Involvement – To ensure effective involvement of parents and to
support a partnership among the school, parents, and the community to improve student achievement, each school and local educational agency assisted under this part...”
State Requirements CA EC 11502.
It is the purpose and goal of this chapter to do all of the following:
(a) To engage parents positively in their children's education by helping parents to develop skills to use at home that support their children's academic efforts at school…
(b) To inform parents that they can directly affect the success of their children's learning, by providing parents with techniques and strategies… to assist their children in learning at home.
(c) To build consistent and effective communication between the home and the school…
(d) To train teachers and administrators to communicate effectively with parents.
(e) To integrate parent involvement programs…into the school's master plan for academic accountability.
We cannot change past patterns of school, family, and community partnerships, but we can shape the future.
~Adapted from School, Family, and Community Partnerships: Preparing Educators and Improving Schools,
Joyce L. Epstein, 2011
Wise Words…
Riverside County ATP
Representatives from
RCOE departments,
PTA, PELI, school
districts
Planned and
implemented Annual
Parent Engagement
Summit
Continue to plan and
implement parent and
family engagement
activities that support
student academic
achievement
participate in a PELI Training Series
PELI Action Plan SPSA
Then they… will learn how to create an
Action Plan that becomes part of the
Single Plan for Student Achievement
participate in a PELI Training Series
PELI Action Plan LCAP
Then they… will learn how to create an
Action Plan that supports the
Local Control and Accountability Plan
Testing
API
College and career readiness
Importance of school attendance
Absenteeism
High school graduation
Research on parental involvement and
student academic success
Welcoming schools
Customer service
ATP Goal
Local
Control
and
Accountability
Plan
Structure for parent and family engagement
strategies
Welcoming schools
Parent’s role in CCSS
Information on CCSS
Parent’s role as partner and advocate
Parent
Engagement
Leadership
Initiative
Here’s Why…
Parents who are knowledgeable, comfortable, and experienced in the area of parent and family engagement tend to want to do more, will serve in various capacities, and are more committed to long term participation.
Schools with strong family and community engagement programs tend to have higher levels of sustainable parent involvement.
Research shows that schools that have high levels of parent involvement have increased academic achievement.
~Adapted from Epstein, 2009
Because…
Contact PELI Trainers to schedule a Planning Meeting
PELI Training Series Contract
PELI Training Series Planning Worksheet
Administrators should plan to attend the PELI Training Series as a member of their school team. ◦ Here’s what one administrator said about the PELI Training Series: “As a site principal
I was hesitant to leave my campus for four half day trainings, but the resources, the conversation, the presenters, and spending time with teachers and parents from my site made it very worthwhile.”
PELI Training Series Materials ◦ Binder with hard copies of all training materials (available in English or Spanish)
◦ CD that contains electronic copies of all training materials in English and Spanish
◦ Brochure (English and Spanish)
◦ Parent Involvement Pocket Pal (English and Spanish)
◦ Parent Involvement Pocket Pal Order Form
“The level of parent involvement at schools is not determined by parent interest or apathy.
The level of parent involvement is determined by whether or not appropriate strategies and structures are in place to facilitate the participation of parents.”
~Milbrey McLaughlin, Stanford University
Wise Words…
o California Department of Education
Single Plan for Student Achievement
http://www.cde.ca.gov/nclb/sr/le/singleplan.asp
o California State PTA
Parents Empowering Parents Guide
http://www.capta.org/sections/parents/pi-pep.cfm
o Family Engagement Framework
http://www.cde.ca.gov/nr/ne/yr12/yr12rel31.asp
o National Network of Partnership Schools (NNPS)
www.csos.jhu.edu/p2000
Resources
Ellen Larson Certified Parent Liaison, California Parent Center/San Diego State University Parent Engagement Leadership Initiative Division of Educational Services Riverside County Office of Education [email protected] 951.334.3736
Mimi Badura Certified Parent Liaison, California Parent Center/San Diego State University Parent Engagement Leadership Initiative Division of Educational Services Riverside County Office of Education [email protected] 951.492.9000