innovations that nurture success in parent involvement to reach excellence presented by maria s....

Innovations that Nurture Success in Parent Involvement to Reach Excellence

Presented by

Maria S. Quezada, Ph.D, CEOCalifornia Association for Bilingual

Education (CABE)

Family-School-Community Engagement: It Takes the

Entire School Community to Increase Student

Achievement


Goals for Today• Overview of School Reform

and role of Parental Engagement

• Key principles for Family, School and Community Partnerships

• Project INSPIRE – a research-based Parent Engagement Program

• Participation in Project 2-INSPIRE


Curriculum-- What is taught.

Pedagogy-- How to teach;

and how children learn

Assessment --How learning is

measured.

Roles and Responsibilities-

- How school personnel work

together

Aligning school resources to

support school improvement

plans

Substantial progress has been made in understanding what is needed to develop and sustain quality in five of the core reform elements, the exception is Family-School-Community Collaboration.

Newman and Wehledge, 1995


Organizational Features of Schools that Interact to Advance Student

Achievement

1. Coherent instructional guidance system

2. Professional capacity3. Strong parent-community-school

ties – The absence of vital ties is a problem; their presence is a multifaceted resource for improvement. The quality of these ties links directly to students’ motivation and school participation and can provide a critical resource for classrooms.

4. Student-centered learning climate5. Leadership that drives changeBryk, Anthony S. (2010) “Organizing Schools for Improvement” in Phi Delta Kappan (pdkintl.org) v91 n7 pages 23-30. (Longitudinal investigational study conducted by the Consortium on Chicago School Research)


Merriam Webster’s Dictionary defines involvement as “to enfold or envelop.”

It defines engagement as “to interlock with; to mesh.” Larry Ferlazzo - Building Parent Engagement In Schools (written with Lorie Hammond) published by Linworth Publishing

From Parent Involvement to

Parent Engagement


When schools involve parents they are leading with their institutional self-interest and desires.

When schools engage parents they are leading with the parents’ self-interests (their wants and dreams) in an effort to develop a genuine partnership.

When we’re involving parents, ideas and energy tends to come from the schools and from government mandates.

When we’re engaging parents, ideas tend to be elicited from parents by school staff in the context of developing trusting relationships.

When we’re involving parents, the parent is generally directed towards completing tasks selected by the school staff

When we’re engaging parents, they are challenged to do something about what they feel is important to them.

What are the important differences between

involvement and engagement?

Adapted from an article by Larry Ferlazzo, May 19, 2009 in Learning First Alliance http://www.learningfirst.org/parent-involvement-or-parent-engagement?utm_source=ascdexpress&utm_medium=email&utm_campaign=express521

http://www.learningfirst.org/user_blog/124


http://www.learningfirst.org/parent-involvement-or-parent-engagement?utm_source=ascdexpress&utm_medium=email&utm_campaign=express521



When we are engaging parents, the parent is considered a leader or a potential leader who is integral to identifying a vision and goals. He/she encourages others to contribute their own vision to that big picture and helps perform the tasks that need to be achieved in order to reach those goals.

Adapted from an article by Larry Ferlazzo, May 19, 2009 in Learning First Alliance http://www.learningfirst.org/parent-involvement-or-parent-engagement?utm_source=ascdexpress&utm_medium=email&utm_campaign=express521

A New Era and View of Parent Role






Thinking Critically about your experiences in Parental

Engagement• Answer the first three questions individually (3

minutes):– What experiences have you had with parental

engagement at your school/district?– How would you describe this engagement?– Describe the impact parental engagement had in

increasing or not increasing student outcomes?

• Share and discuss responses at your table (5 minutes)

• Group answers the last two questions (5 minutes)– Would you say that parental engagement in your

experience has increased school reform efforts?– What changes and resources would be needed to

fully implement the parental engagement component at your counties/districts/schools?

• Sharing our responses (5 minutes)


Parental Engagement: Reframing the Work

Old Paradigm New Paradigm

Individual Responsibility Shared Responsibility

Deficit-based/Adversarial Strength-based and collaborative

Random acts Systemic

Add-on Integrated

Events Driven Learning Outcomes Driven

ComplianceOwnership & Continuous Improvement

One-Time Project Sustained

Seeing families as collaborative agents of change in service of improved outcomes for students, schools and communities

Source: Karen Mapp, September 2010 – U.S. Department of Education’s National Policy Forum for Family, School, and Community Engagement, Washington DC


Comparing Practices

At your tables discuss the following….

• Which of your experiences follow the old paradigm and which follow the new paradigm?

• What do you as support providers have to do to your own programs to enhance parental engagement?


Project INSPIRE-Focus of our work

• Building partnerships between schools and other community agencies.

• Offering school-based Home-School-Community engagement programs and services.

• Developing the capacity for schools to meaningfully engage parents

• Adding to the research on parental engagement


Family-School-Community Engagement Program Goals

1. Reducing the achievement gap for at risk students

2. Developing parent knowledge, leadership skills and educational engagement to raise student achievement levels.

3. Increasing the capacity of schools and districts to maintain high quality parental engagement and leadership programs focused on student achievement.

4. Developing parent leadership skills- trainers of other parents at the school.


–: () : ()

CABE Project 2-INSPIRE Leadership Development

ProgramLevel 1 -

Informational

• Awareness of critical information impacting their children and their schooling

• Comprised of 12 modules

Level 2 - Mastery

• In-depth understanding of critical information impacting their children


Level 3 – Expert

• Development and refinement of leadership knowledge and skills



PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and settinghome 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.

Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

Type 1

Type 2

Type 6

Type 5

Type 4

Type 3

Six Types of Parent Engagement

Keys To Successful Partnerships


Curriculum ModulesA comprehensive parent leadership development program covering the following modules:

1. Importance of Parental Involvement2. Helping Your Child’s Academic Success at Home3. Understanding the American System of Public

Education4. State System of Accountability5. State Standards and Special Academic Programs6. Participation in Parent Advisory Committees7. School/Home/Community Connections8. Use of Technology and Online Resources9. Beyond High School 10. Parental Rights under No Child Left Behind Act 11. Early Childhood/ Virtual Pre-K12. Goal Setting for Parents and Students13. Parent Involvement Policies14. Special Needs Students15. Language Acquisition and Development


Creating Engagement-- The Unity Principle

Conocimiento

Trust

Unity

Power

© 2003 Proactive Leadership 18


Conocimiento • Think of one important

value you learned from your parents or family that has helped you throughout your life.

• Turn to your neighbor and….– Share your family value and

how it has helped you in your life.

• Group Sharing


Family engagement: A Shared Responsibility

A shared responsibility for student success

OPPORTUNITY

ROLE LEARNING


The nation’s schools must improve education for all children, but schools cannot do this alone. More will be accomplished if families, schools and communities work together to promote successful students.

Center on School, Family, and Community Partnerships Joyce L. Epstein, Director, Johns Hopkins University 19


Family-Home-Community Partnership Theory

Student Achievement

An important element is… relational trust and how it operates as both a lubricant for organizational change and a moral resource for sustaining the hard work of local school improvement. (Bryk 2010)

School

CommunityFamily


What is an Action Team for Partnerships Model?

The ATP is the “action arm” or committee of the School Improvement Team or School Site Council that establishes Family-School-Community engagement.

21


An Action Team for Partnerships (ATP)

• Organizes and sustains a program of school, family, and community partnerships.

• With an ATP, teachers, administrators, parents, community members, and others work together to connect family and community involvement with school improvement goals.

• The ATP in each school aims to:

• Create a welcoming school environment for families; and

• Engage families and the community in ways that support student achievement and success.

Action Team for Partnerships

22


National Network of Partnership Schools Model

National Network of Partnership Schools Model

School Site CouncilSingle Plan for Student Achievement

Action Team for PartnershipsAction Plans for Parent/Community Involvement and Engagement

Goal 1: Academic(From the Single Plan for Student Achievement)

Example: Reading

Goal 2: Academic(From the Single Plan for Student Achievement) Example: Math

Goal 3: Non-AcademicExample:

Improved Student Attendance

Goal 4: Non-AcademicExample:

Partnerships with Community

Organizations

California Strategy: To engage families and involve communities in closing the achievement gap by eliciting support from key stakeholders throughout the state toward the formation of a State Action Team for Partnerships.


Action Team for PartnershipsThree Levels and Six Types of Parental Engagement

Action Team for PartnershipsThree Levels and Six Types of Parental Engagement

School Management:Type 5 Decision Making and Advocacy

Active Daily Participation:Type 3 Volunteering in SchoolsType 6 Collaborating with Community

Broad Participation and General Support:Type 6 Collaborating with CommunityType 4 Learning at homeType 2 Two way home-to-school communication andType 1 Parenting skills to meet basic family obligations

5-10%

30%

60%

Improves School Effectiveness

Improves School Climate

Improves School

Achievement

Pyramid Chart Adapted from James Comer’s School Development Program


Parents Are More Likely to Become Involved When:

• Parents understand that they SHOULD be involved.

• Parents feel CAPABLE of making a contribution.

• Parents feel INVITED by the school and their children.

(Hoover-Dempsey and Sandler, 1997)


Project INSPIRE’s Research Study has Two Primary

Questions

1. Is the intensive parent leadership program effective in helping parents increase the type, frequency, and intensity of support they provide their child’s learning?

2. What impact, if any, does the type, frequency, and/or intensity of parent engagement impact student academic achievement?


Project INSPIRE Math Results Source: CA Department of Education 2009 STAR Testing Information

2003 2004 2005 2006 2007 2008 2009300

310

320

330

340

350

360

370

380

390

400

410

420

Grade 2-5 Economically Disadvantaged StudentsGrade 2-5 Not Economically Disadvantaged Students

Me

an

Sca

led

Sco

re

Project INSPIREStudents +18


Project INSPIRE English Language Arts Results

Source: CA Department of Education 2009 STAR Testing Information

2003 2004 2005 2006 2007 2008 2009300

310

320

330

340

350

360

370

380

390

400

410

420

Grade 2-5 Economically Disadvantaged StudentsGrade 2-5 Not Economically Disadvantaged Students

Me

an

Sca

led

Sco

re

Project INSPIREStudents +13

Project INSPIRE


Project INSPIREStudent Achievement Findings

Students whose parent(s) received Project INSPIRE's Level 2 Parent Education and Leadership Development Program services showed significant increase in English Language Arts and Mathematics than their peers at their program improvement treatment school as well as in the matched program improvement control school. CA Standards Test 2009 Increase 2010 Increase

English Language Arts 12.8 22.2Mathematics 18.5 23.1


English Language Arts and Mathematics California Standards Test (2010) for Project

INSPIRE Students in Treatment Program Improvement SchoolsSubject Non

Treatment Schools increase

Treatment School Increase

Project 2-INSPIRE StudentIncrease

Total Increase

for Project INSPIRE Students

ELA 4.7 points Additional 2.6 points

Additional 14.9 points

22.2 points

Subject Non Treatment Schools increase

Treatment School Increase

Project 2-INSPIREStudent Increase

Total Increase

for Project

StudentsMath 0 points Additional

4.1 pointsAdditional 19 points

23.1 points


# Treatment Schools

meeting AYP Targets for SED in ELA

SED Average% proficient in

English Language Arts

# Treatment Schools

meeting AYP Targets for SED in Math

SED Average% proficient in

Math

7 of 17 51% 12 of 17 53%

# Treatment Schools

meeting AYP Targets for ELL

in ELA

ELL Average% proficient in

English Language Arts

# Treatment Schools

meeting AYP Targets for ELL

in Math

ELL Average% proficient in

Math

8 of 17 34% 12 of 17 52%

Achievement gains are also evident at the treatment school site level, e.g., 4 schools are no longer in PI status and one of the schools is in Safe Harbor. Another indicator is the Annual Yearly Progress indicators for low income students and English Learners.

*California State Average % proficient for EL in ELA 35.6%; in Math 45.6%

*California State Average % proficient for SED in ELA 41.1%; in Math 46.3%


What have we learned?

1. Knowledge is Power—parents need information to participate fully in their children’s schooling.

2. Parents participate when they can work collaboratively with the school(s).

3. Parents are more willing to engage in learning about schooling when they are respected and valued as partners.

4. Parental engagement does not happen or is it sustained when there is no shared common language or structure at the school/district.


Home-School-Community Partnerships—OVERALL

FINDING• There is a positive and convincing

relationship between parental engagement and benefits for students, including improved academic achievement.

• This relationship holds across families of all economic, racial/ethnic, and educational backgrounds and for students at all ages.

Karen L. Mapp, Ed.D., Deputy Superintendent, Boston Public Schools,


Bottom Line - Overall Finding

When families are involved at home and at school --

Children do better in school, and the schools get better! The Impact of School, Family and Community Connections on Student Achievement by Anne T. Henderson and Karen L. Mapp, www.sedl.org/connections


Levels of Involvement in Project 2-INSPIRE

Network of Project 2-INSPIRE Schools with County Offices of Education Partners

CABE Project 2-INSPIRE

SBCSS

Districts

Schools

COE

Districts

Schools

COE

Districts

Schools

NEW--Development of Project 2-INSPIRE Multimedia Resources


Levels of Involvement in Project 2-INSPIRE

Project 2-INSPIRE Parent Leadership Program Services to Districts/Schools

• Parent Specialist provides 18 hours of on-site sessions• Cost: $125/participant; minimum of 15 parents.

Level 1 – Awareness 12 modules

1.5 hours each

• Parent Specialists provide 36 hours of on-site sessions • At end of the 12 sessions, a school team (Principal, teachers, and parents)

create a parental engagement plan following the Action Team for Partnerships Model program developed by educational researcher/educator, Joyce Epstein of Johns Hopkins University.

• Cost: $175 for each participant; minimum of 20 parents. For program effectiveness each participant must attend all 12 modules.

Level 2 – Mastery (12 modules 3 hours

each) School Based Model

• Trainer-of-Trainers Parent Leadership Development - parent specialist provides 48 hours of on-site sessions

• Cost: $175 for each participant; minimum of 15 parents. For program effectiveness each participant must attend all 16 modules.

Level 3 – Expert Level 16 modules

3 hours each


Project 2-INSPIRE Investing In Innovation Validation Research Grant - Five Years (2012-

2017)Wexford, Inc and SERVE Center

Evaluation and Research

CABE Project 2-INSPIREProgram Services

San Francisco, Hayward and San Jose Unified School Districts in Northern California

15 Schools

Garden Grove, Santa Ana, and Anaheim City School Districts in Orange County

15 Schools

Los Angeles, Palmdale, Compton, Pomona Unified School Districts in Los Angeles County

20 Schools

Moreno Valley and Coachella Valley Unified School Districts in Riverside County

8 schools

Anaheim City, Garden Grove and Santa Ana Unified School Districts

7 schools


Questions

innovations that nurture success in parent involvement to reach excellence presented by maria s....

Documents

school improvement

entire school community

school resources

school participation

school ha

todayoverview of school

community engagement

school personnel work