tacd 2014 families can make a difference

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Involving the community and engaging parents in the education of their children is critical for the successful implementation of any intervention associated with closing the achievement gap and increasing graduation rates.

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Page 1: TACD 2014 Families Can Make A Difference

Involving  the  community  and    engaging  parents  in  the  education  of  their  children  is  critical  for  the  successful  implementation  of  any  intervention  associated  with    closing  the  achievement  gap    and  increasing  graduation  rates.    

Page 2: TACD 2014 Families Can Make A Difference

Families  CAN  Make  A  Difference  

Debra  Jennings  &  Dianne  Malley  

Page 3: TACD 2014 Families Can Make A Difference

Impact  of  Family  Engagement  •  Faster  literacy  acquisi;on  •  Earn  higher  grades  and  test  scores  •  Enroll  in  higher  level  programs  •  Are  promoted  more  and  earn  

more  credits  •  Adapt  be@er  to  school  and  a@end  

more  regularly  •  Have  be@er  social  skills  and  

behavior  •  Graduate  and  go  to  higher  

educa;on    

 Karen  Mapp,  Ed.  D.    Harvard  Graduate  School  of  Educa;on    

Page 4: TACD 2014 Families Can Make A Difference

Family  Involvement  &  Student  Success  

•  Involvement  programs  that  link  to  learning  improve  student  achievement.  

•  Speaking  up  for  child  protects  and  promotes  their  success.  

•  All  families  can  contribute  to  their  children’s  success.  

•  Community  organizing  gets  results.  

 A  New  Wave  of  Evidence:  The  Impact  of  School,  Family,  and  Community  ConnecDons  on  Student  Achievement  Anne  T.  Henderson  and  Karen  L.  Mapp    

Page 5: TACD 2014 Families Can Make A Difference

Dual  Capacity  Framework  for    Family-­‐School  Partnerships  

8

Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships

Figure 2: The Dual Capacity-Building Framework for Family–School Partnerships

THE CHALLENGE

FAMILY AND STAFF CAPACITY OUTCOMES

Lack of opportunities for School/Program Staff to build the capacity for partnerships

School and Program Staff who can• Honor and recognize

families’ funds of knowledge

• Connect family engagement to student learning

• Create welcoming, inviting cultures

Families who can negotiate multiple roles• Supporters• Encouragers• Monitors• Advocates• Decision Makers• Collaborators

Lack of opportunities for Families to build the capacity for partnerships

Effective Family–School Partnerships

Supporting Student Achievement

& School Improvement

OPPORTUNITY CONDITIONS

POLICY AND PROGRAM

GOALS

Process Conditions• Linked to learning• Relational• Development vs. service orientation• Collaborative• Interactive

To build and enhance the capacity of staff/families in the “4 C” areas:• Capabilities (skills and knowledge)• Connections (networks)• Cognition (beliefs, values)• Confidence (self-efficacy)

Organizational Conditions• Systemic: across the organization• Integrated: embedded in all

programs• Sustained: with resources and

infrastructure

Ineffective Family–School Partnerships

Page 6: TACD 2014 Families Can Make A Difference

Turnaround  Principle  8:  Increase  academically  focused  family  and  community  engagement  

8.1 Families are engaged in academically related activities, school decision-making, and an open exchange of information regarding students’ progress in order to increase student learning for all students. 8.2 Community groups and families of students who are struggling academically and/or socially are active partners in the educational process and work together to reduce barriers and accelerate the academic and personal growth of students.

Page 7: TACD 2014 Families Can Make A Difference

How  does  this  defini;on  help  you  shiQ  from  a  patchwork  of  random  acts  of  involvement  to  a  systemic  approach  that  promotes  family  and  community  engagement?    

Family  &  Community  Engagement      

Page 8: TACD 2014 Families Can Make A Difference

Family  &  Community  Engagement  Shi:ing  from     To  

One-­‐=me  projects:  Holding  a  Family  Fun  Night  once  a  year.      

Con=nuous  improvement  

Individual  responsibility  to  support  student  learning  Deficit-­‐based  or  adversarial  approach  to  interac;ons    Add-­‐on  program  to  support  needed  change    Compliance-­‐driven  engagement  

Page 9: TACD 2014 Families Can Make A Difference

Family  &  Community  Engagement  Shi:ing  from     To  

One-­‐=me  projects:  Holding  a  Family  Fun  Night  once  a  year.      

Con=nuous  improvement  

Individual  responsibility  to  support  student  learning  

Shared  responsibility  throughout  the  local  system  

Deficit-­‐based  or  adversarial  approach  to  interac;ons    

Strength-­‐based  and  collabora=ve  approach    

Add-­‐on  program  to  support  needed  change    

Integrated  programma;c  support  for  change    

Compliance-­‐driven  engagement   Shared  ownership  on  con;nuous  improvement  

Page 10: TACD 2014 Families Can Make A Difference

PTA  Na;onal  Standards  for    Family-­‐School  Partnerships  

1.  Welcoming  all  families  into  the  school  community    

2.  Communica;ng  effec;vely    3.  Suppor;ng  student  success    4.  Speaking  up  for  every  child    5.  Shared  decision  making    6.  Collabora;ng  with  community    

Page 11: TACD 2014 Families Can Make A Difference

PTA National Standardsfor Family-School

PartnershipsAssessment Guide

Page 12: TACD 2014 Families Can Make A Difference

Partnerships for Improving Literacy Planning Process

1.  Identify needs 2.  Brainstorm activities to

address needs 3.  Apply criteria & prioritize

activities 4.  Develop action plan 5.  Implement activities 6.  Collect feedback and evaluate

Page 13: TACD 2014 Families Can Make A Difference

Barriers  &  Solu;ons  

Best Practices and Policy Recommendations for Closing the Gaps in Student Achievement

Minority Parent and Community Engagement:

•  In  groups  review  barriers  and  develop  strategies  to  overcome  the  challenges  

•  Record  your  strategies  on  chart  paper  

•  Select  someone  to  report  out  to  the  group  

Page 14: TACD 2014 Families Can Make A Difference

The  START  Project  

Families  CAN  Make  A  Difference    

 The START Project is a collaboration of the New Jersey Department of Education Office of Special Education Programs (NJOSEP)

and Statewide Parent Advocacy Network (SPAN) Funded by IDEA Part B funds

 

Page 15: TACD 2014 Families Can Make A Difference

Programs  that  Link  to  Learning    to  Improve  Student  Achievement  

Page 16: TACD 2014 Families Can Make A Difference

Improving  Literacy  Achievement  

!

Page 17: TACD 2014 Families Can Make A Difference

 Taking   advice   from   a   few   community   members   is   more   useful   than   taking  educators  with  master’s  degrees,  pu`ng  them  in  a  room,  and  saying,  “How  are  we  going  to  help  these  people  over  there.” Karen  Forys,  Superintendent,  North-­‐shore  Schools,  Washington    

Page 18: TACD 2014 Families Can Make A Difference

Staff  Buy  In  is  Cri;cal  

“I  was  so  impressed  by  the  number  of  teachers  who  shared  their  Dme  with  all  of  us  aGer  hours  to  help  parents  keep  our  families  engaged  with  the  program.”  

Page 19: TACD 2014 Families Can Make A Difference

Becoming  Ac;ve  Par;cipants    to  Support  Literacy    

 

Page 20: TACD 2014 Families Can Make A Difference

Summer  Slide  

 It  is  es;mated  that  the  “Summer  Slide”  accounts  for  as  much  as  85%   of   the   reading   achievement   gap   between   lower   income  students  and  their  middle-­‐  and  upper-­‐income  peers.    Why  Summer  Ma@ers  in  the  Rich/Poor  Achievement  Gap,  Richard  Allington  and  Anne  McGill-­‐Frazen,  August  2009  

Page 21: TACD 2014 Families Can Make A Difference
Page 22: TACD 2014 Families Can Make A Difference

Diverse  Roles  of  Families  

•  Supporters    •  Encouragers    • Monitors    • Models    •  Advocates  •  Decision-­‐makers  •  Collaborators  

Page 23: TACD 2014 Families Can Make A Difference

   

Inventory  of  Involvement  of  Culturally  and  Linguis;cally  Diverse  (CLD)  Families    

   Complete  Inventory    to  

evaluate  current  prac;ces  in  your  school/district  with  regard  to  parent  advocacy  for  culturally  &  linguis;cally  diverse  families.  

Page 24: TACD 2014 Families Can Make A Difference

Parent  Training  &  Informa;on  Centers  Serving  New  York    

Statewide,  except  for  the  5  boroughs  of  New  York  City  The  Advocacy  Center  (585)  546-­‐1700  |  (800)  650-­‐4967  (in  NY)  h@p://www.advocacycenter.com    

Serving  the  5  boroughs  of  New  York  City  Advocates  for  Children  of  New  York  (212)  947-­‐9779  |  (866)  427-­‐6033  [email protected]  h@p://www.advocatesforchildren.org  

Resources  for  Children  with  Special  Needs,  Inc.  (212)  677-­‐4650  [email protected]  h@p://www.resourcesnyc.org  

Sinergia/Metropolitan  Parent  Center  (212)  643-­‐2840  |  (866)  867-­‐9665  informa;[email protected]  h@p://www.sinergiany.org  

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Community  Parent  Resource  Centers  Serving  New  York  

Serving  Buffalo  and  the  coun=es  of  Erie,  Niagara,  Orleans,  Wyoming,  Genesee,  Chautauqua,  CaRaraugus,  and  Allegany.  

Parent  Network  of  WNY  (866)  277-­‐4762  |  (716)  332-­‐4170  [email protected]  h@p://parentnetworkwny.org/    

Serving  the  5  boroughs  of  New  York  City  United  We  Stand  of  New  York  (serving  Brooklyn)  (718)  302-­‐4313/4314  h@p://www.uwsofny.org/  

Page 26: TACD 2014 Families Can Make A Difference

Bookmark  our  Resource  Library  to  access  hundreds  of  family-­‐friendly  resources  from  federally-­‐funded  projects  and  other  trusted  sources.  h@p://www.parentcenterhub.org/resources/    

Page 27: TACD 2014 Families Can Make A Difference

•  Connect  with  the  PTI  and/or  CPRC  serving  families  in  your  community.  

•  Share  informa;on  about  PTI/CPRC  events  and  ac;vi;es  with  families.  

•  Share  PTI/CPRC  and  CPIR  publica;ons  with  families.  

•  Access  PTI/CPRC  training  for  your  school/district  staff.  

•  Host  a  PTI/CPRC  workshop  at  your  site.  

How  can  Schools/Districts  addressing  dispropor;onality  work  with  Parent  Centers?  

Page 28: TACD 2014 Families Can Make A Difference

“When  parents  feel  they  have  the  power  to  change  and  control  their  circumstances,  children  tend  to  do  beLer  in  school.  Their  

parents  are  also  beLer  equipped  to  help  them.  When  schools  work  with  families  to  develop  

their  connecDons,  families  become    powerful  allies  of  the  schools  and  advocates  

for  public  educaDon.”  

 

                                                                                                                                         (Henderson  and  Mapp,  2002,  p.  63)