governor’s - prichardcommittee.org · between home and school ... some parents report they are...
TRANSCRIPT
GOVERNOR’S
COMMONWEALTH INSTITUTE
FOR PARENT LEADERSHIP
… where parents are powerful!
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Insert KET Prichard Committee Story Video
Here
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GOVERNOR’S
COMMONWEALTH INSTITUTE
FOR PARENT LEADERSHIP
… where parents are powerful!
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GOVERNOR’S COMMONWEALTH INSTITUTE
FOR PARENT LEADERSHIP
. . . where parents are powerful!
1 parent = a fruitcake
2 parents = a fruitcake and a friend
3 parents = troublemakers
5 parents = let’s have a meeting
10 parents = we’d better listen
25 parents = our dear friends
50 parents = a powerful organization
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State, nation, globe: Kentucky results in context
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In reading, Kentucky kids score above national
average on the NAEP assessment
264
221
268
228
200 220 240 260 280 300
2015 Grade 8
2015 Grade 4
KY
US
Data from nces.ed.gov/nationsreportcard/naepdata
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In science, our kids score far above national
average
151
149
157
161
100 120 140 160 180 200
2011 Grade 8
2009 Grade 4
KY
US
Data from nces.ed.gov/nationsreportcard/naepdata
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In math, our fourth graders score pretty much at
national average, but eighth graders drop behind
281
240
278
242
200 220 240 260 280 300
2015 Grade 8
2015 Grade 4
KY
US
Data from nces.ed.gov/nationsreportcard/naepdata
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Our kids are right at the national
pace for finishing high school and continuing on
61.7%
85.5%
62.9%
85.9%
0.0% 50.0% 100.0%
High School GraduatesGoing On To College
Adults 18-24 with High
School Diploma
KY
US
2012-14 data from census.gov and 2012 data from nces.ed.gov/programs/digest/index.asp
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Our kids and our teachers deliver
that performance with funding far below average
$11,681
$9,321
$0 $5,000 $10,000 $15,000
State & Local
Spending Per Pupil
KY
US
2014 data from www.census.gov/govs/school/
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And they do it with less than average
financial support from their families
52.0%
54.8%
0.0% 50.0% 100.0%
Students eligiblefor free or reduced
price lunchesKY
US
2014 data from nces.ed.gov/programs/digest/index.asp
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….and outscored by key economic competitors
23 School Systemsin Reading Literacy
34 School Systems in Mathematics Literacy
27 School Systems inScience Literacy
Shanghai, Hong Kong, Singapore, Japan, Republic of
Korea, Finland, Ireland, Chinese Taipei, Canada, Poland, Estonia,
Liechtenstein, New Zealand, Australia, Netherlands, Belgium,
Switzerland, Macao-China, Germany, Vietnam*, France*, Norway*, United Kingdom*
Shanghai, Singapore, Hong Kong, Chinese Taipei, Republic of Korea, Japan, Liechtenstein,
Switzerland, Netherlands, Estonia, Finland, Canada,
Poland, Belgium, Germany, Vietnam, Austria, Australia, Ireland, Slovenia, Denmark,
New Zealand, Czech Republic, France, United Kingdom,
Iceland, Latvia, Luxembourg, Norway*, Portugal*, Italy*,
Spain*, Russian Federation*, Slovak Republic*
Shanghai, Hong Kong, Singapore, Japan, Finland, Estonia, Republic of Korea, Vietnam, Poland, Canada, Liechtenstein, Germany,
Chinese Taipei, Netherlands, Ireland, Australia, Macao-China,
New Zealand, Switzerland, Slovenia, United Kingdom, Czech Republic, Austria*,
Belgium*, Latvia*, France*, Denmark*
* Marks a score difference that is not statistically significant
Data from nces.ed.gov
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The 2011 TIMSS test showed American
students in grades 4 and 8 scoring a bit above average(compared to students from 56 other countries and systems)
500 500 500 500
541
509
544
525
400
440
480
520
560
600
Fourth Grade Math Eighth Grade Math Fourth Grade Science Eighth Grade Science
TIMMS Average US
Data from nces.ed.gov
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...but still outscored by key economic competitors
10 Systems in
Fourth Grade
Math
8 Systems in
Eighth Grade
Math
6 Systems in
Fourth Grade Science
9 Systems in
Eighth Grade Science
Singapore
Republic of Korea
Hong Kong
Chinese Taipei
Japan
Northern Ireland
Belgium (Flemish)
Finland*
England*
Russian Federation*
Republic of Korea
Singapore
Chinese Taipei
Hong Kong
Japan
Russian Federation
Israel*
Finland*
Republic of Korea
Singapore
Finland
Japan
Russian Federation
Chinese Taipei
Singapore
Chinese Taipei
Republic of Korea
Japan
Finland
Slovenia
Russian Federation
Hong Kong
England
* Marks a score difference that is not statistically significant
Data from nces.ed.gov
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.
The United States can and should
equip our children better for a
future of learning, work, and
participation
Kentucky can and should lead that
effort
As parents and citizens, we can
and should engage deeply in
building our children a better future
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The Big Picture
What will you be able to do after 4 days?
Help to create family – friendly schools
Discuss Kentucky’s standards-based education system and school data
Provide leadership in developing parent/school/community partnerships focused on student learning
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Expectations
What to expect from us
Provide information and skills
Provide staff support
Connect you with other advocates in your area
Learn from you
What we expect from you
Share your knowledge and experiences with us
Participate and ask questions
Take information and skills you learn to engage and share with others
An understanding and belief that all children can learn, given the proper supports and services
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GCIPL – Day 1
Essential Question for Today
Goals
Agenda
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Some Housekeeping
Restrooms
Refreshments
Participant picture board
Comfort Station
Agenda (lunch, check-in), File Envelope, Booklet
Funding Support Form
Picture Release Form
Social Media Connections
Comment Sheets
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Some Ground Rules
What is said here stays here – what is learned here leaves here
Everyone participates
All questions are good questions
Common Courtesy
Law of two feet
Turn off or silence your cell phone
Table supplies are to be shared
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And you are sure to have questions……
Resource Table
Parking Lot
Rich Topics for Further Discussion
Word Wall (acronyms explained)
“Show Your Colors” stick
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Learning Styles
Learning Targets:
Think about the ways you prefer to learn and how others learn
Think about how learning preferences suggest ways to work with others
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Multiple Intelligences Seen as Learning Styles
Linguistic
Logical-Mathematical
Spatial
Bodily Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Multiple Intelligences Seen as Learning
StylesWhat is your personal learning preference?
LINGUISTIC MUSICAL
Words, reading, writing, storytelling, books Rhythms, singing, listening, keeping time
LOGICAL-MATHEMATICAL INTERPERSONAL
Reasoning, calculating, exploring Leading, organizing, partying, clubs
SPATIAL INTRAPERSONAL
Images and pictures, drawing, Lego blocks, art Dreaming, planning, choices, reflection
BODILY-KINESTHETIC NATURALIST
Running, jumping, dancing, building Loves plants & animals, happiest outdoors
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Reflection
Reflecting on work enhances its meaning
Reflecting on experiences encourages insight and complex learning
Reflection can be written, verbal, or visual
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Parent Engagement
What does the research say?
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Over 50 Years of Research
Link various roles families play in child’s education with indicators of student achievement
higher grades and achievement test scores
lower drop-out rates
increased sense of capability
belief that education is important
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Parent and Community ties have systemic and sustained effect on:
Learning outcomes for children
Whole school improvement
Especially when combined with:
Strong school leadership
High-quality faculty
Community engagement & partnerships
Student centered learning climate
Effective instructional guidance for teachers
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Student Achievement +School Improvement = Shared Responsibility
Relationships of trust and respect established between home and school
Families and school staff are equal partners
Creates conditions for family engagement to flourish
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Why isn’t it happening everywhere?
Educators and families don’t have the skills, knowledge, confidence, and common belief systems
Principals and teachers receive little training
Teachers feel underprepared despite valuing need for relationships with families
Parents lack understanding of school system, knowing how to engage, and confidence to engage
Result - Well intentioned efforts fall flat
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www.ed.gov/family-and-
community-engagement
A National Focus
A National Publication
Partners in Education:
A Dual
Capacity-Building
Framework for
Family-School
Partnerships
Parents are more likely to become involved if they:
Understand they should be involved
Know they are capable of making a contribution
Feel invited by the school and their children
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Good parent involvement programs believe all families:
Have strengths
Can contribute to their child’s education
Have useful ideas and insights
Care deeply about their children
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Families are ready!
Families, regardless of their
race/ethnicity,
educational background,
gender,
disability or
socioeconomic status,
are prepared to engage in partnerships with school and districts.
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The family roles can be diverse:
Supporters of their children’s learning and development
Encouragers of an achievement identity, a positive self-image, and a “can do” spirit in their children
Monitors of their children’s time, behavior, boundaries and resources
Models of lifelong learning and enthusiasm for education
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The family roles can be diverse:
Advocates/activists for improved learning opportunities for their children and at their schools
Decision-makers/choosers of educational options for their children, the school, and community
Collaborators with school staff and members of the community on issues of school improvement and reform
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GCIPL Fellows Can Lead the Way!
The Challenge
providing opportunities to build the capacity for partnerships
Opportunity Conditions
linked to learning, based on relationships, systemic, integrated, and sustained
Policy and Program Goals
4 “C” areas (Capabilities, Connections, Cognition, Confidence)
Family and Staff Capacity Outcomes =
Effective Family-School Partnerships
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To learn more:
U.S. Department of Education websitewww.ed.gov/family-and-community-engagement
Prichard Committee for Academic Excellencewww.prichardcommittee.org
National PTAwww.pta.org
GCIPL Toolswww.tinyurl.com/2016gcipltools
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Missing Piece of the Proficiency Puzzle
Recommendations for Involving Families and Community in Improving Student Achievement
Written by the Commissioner’s Parents Advisory Council
Approved by the Kentucky Board of Education in 2007
Included in the ASSIST School Planning software, that all Kentucky schools must use, in 2012
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Six Key Objectives
Relationship-building
Communication
Decision-making
Advocacy
Learning Opportunities
Community Partnerships
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Objective 1: Relationship Building
School Staff builds productive, personal relationships with
parents of all their students
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Distinguished Proficient Apprentice Novice
aTeachers and staff have developed collaborative partnering relationships with all parents and students to improve teaching and learning.
Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning.
Parents report their relationship with school staff is about discussing student academic performance and/or behavior.
Parents report that teacher/parent relationships are limited to discipline issues and/or reports of poor academic performance.
bAdministrators and school staff welcome and actively seek parents of all new and ESL students to encourage early relationship building.
School staff implements systematic steps to welcome the parents of new and ESL students (e.g., home visits, personal calls or letters, open houses, and other methods).
Relationships with parents of new and ESL students are informal, occasional, or accidental, and information is provided if requested.
School staff has limited involvement with parents of new and ESL students.
cDistrict and school staff provides training to involve all stakeholders in the process of improving the interaction between school, home, and community.
Parents and other stakeholders report they are actively welcomed when they visit the school.
Some parents report they are welcome to visit school.
Parents report that school staff makes little effort to welcome parents or community members when they visit the school.
dParents and community stakeholders have authentic participation and help plan and implement school and district improvement activities.
School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children’s learning.
Parents are invited to attend school activities related to their own child and are encouraged to attend parent teacher conferences.
Parents receive information on school activities and are invited to conference if child is not doing well.
eDistrict and school staffs encourage continuous and meaningful communication with all parents about their student’s academic goals and progress.
School staff involves parents in personal communication about their students’ progress at least once a month.
Administrators and school staff are available to parents by appointment only to discuss their student’s progress.
Most communication from administrators regards safety and discipline issues.
fDistrict and school staffs identify family interests, needs and barriers and provide services to ensure academic success.
School staff completes needs assessment with all parents to determine resources necessary for their child’s academic success.
Teachers informally collect some student-needs data and some parents are contacted to discuss those needs.
School staff has no plan for gathering information about students’ learning needs.
gStudent/family feedback data on school welcoming and engagement efforts is retained in a useable confidential format and can be retrieved for district or school assistance to families.
All parents are asked for feedback on school’s efforts to welcome and engage parents, and the feedback is used to improve school’s efforts.
Staff occasionally asks for feedback on school’s efforts to welcome and engage parents, in an informal or casual way with no regular data collection.
Student/family feedback is not included in any assessment of the school’s efforts to welcome and engage parents.
Objective 1: Relationship-building
School staff builds productive, personal
relationships with parents of all their students.
Each row is a description of an action (descriptor),
each column is a level of performance
• Distinguished
• Proficient
• Apprentice
• Novice
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Parent Involvement Inventory
1. Relationship-building
A. How does your school build relationships with parents?
8 7 6 5 4 3 2 1
Staff collaborates w/parents to improve learning Staff calls only when there’s trouble
1A
Individually complete your Performance Rating Guide
How Does Your School Rate?
Total your scores for Objective 1
Find your performance rating:
Novice (7-17)
Apprentice (18-31)
Proficient (32-45)
Distinguished (46-56)
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Mark the Descriptors
Which one is:
Most important? Mark with a “*”A new idea? Mark with a “!”Easiest to improve upon? Mark with a “Δ”
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How to Take Action
Review your scores with the other people in
your group
Talk about the descriptors you marked
Think about ideas to help improve
relationship-building at your school
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Share Great Ideas
Tell us how your school exemplifies
distinguished or proficient behavior
Place example on flip chart paper
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Fortress School
Goal: Protect School
Parents: Stay Home
Teachers: Teach
Info: One-Way
PTA: Hand-picked
Decisions: Principal
Come If We Call School
Goal: Share Values
Parents: Reinforce School
Teachers: Conferences/Open houses
Info: School Handbook
PTA: Meets monthly, principal speaks
Decisions: Principal and lead teachers
Open Door School
Goal: Enrich School
Parents: Share and Help
Teachers: Know families/build on strengths
Info: Friday folders
PTA: Parent committees
Decisions: School council
Partnership School
All kids learn
Parents & Teachers:
Know each other
Serve on committees
Make decisions
Look at data
Share information
SchoolPartnershipTypes
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Kentucky Academic Standards
Learning Targets:
Define “standards” and explain a little about how they work.
Share a few sentences about how the Kentucky Academic Standards were created
Share a few details about Kentucky’s standards for reading, mathematics, and another subject
Obtain their own copies of the complete Kentucky Academic Standards
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Kentucky Academic Standards
Standards, Curriculum, and Assessment (Source: “The Common Core Explained” http://newsbound.com/stacks/gates_core)
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