Transcript Parent Advisory Council Meeting

ASD PARENT ADVISORY
COUNCIL MEETING
T U E S D A Y , J A N U A R Y 8 TH, 2 0 1 3
DEPARTMENT OF GRANTS AND DEVELOPMENT
TITLE 1 PARENT ADVISORY COUNCIL
PRESENTATIONS & DISCUSSIONS
Parent
Involvement
Newcomer
Academy
School
Compacts
Parent Liaisons
& Outreach
Workers
Keystone/PSSA
Assessments
Title III
English Language
Acquisition
Supplemental
Educational
Support
21st Century
Community
Learning Center
TITLE 1
• The No Child Left Behind Act of 2001 (NCLB Act) reauthorized the
Elementary and Secondary Education Act of 1965 (ESEA), and is based on
four principles that provide a framework through which families, educators,
and communities can work together to improve teaching and learning.
1. Accountability for results- shared accountability between schools and
parents for high achievement
2. Local control and flexibility- local development of parental involvement
plans with sufficient flexibility to address local needs
3. Expanded parental choice- school choice & supplemental educational
services (tutoring) for eligible children in low-performing schools
4. Effective and successful programs that reflect scientifically based
research- building teachers & parents’ capacity for using effective
practices to improve children’s academic achievement
TITLE 1, PART A
PARENTAL INVOLVEMENT
• The new Title I, Part A is designed not only to help close the
achievement gap between disadvantaged and minority students and
their peers, but also to change the culture of America’s schools so
that success is defined in terms of student achievement and schools
invest in every child.
• As indicated by the parental involvement provisions in Title I, Part
A, the involvement of parents in their children’s education and
schools is critical to that process.
• Three decades of research provide convincing evidence that parents
are an important influence in helping their children achieve high
academic standards. When schools collaborate with parents to help
their children learn and when parents participate in school activities
and decision-making about their children’s education, children
achieve at higher levels.
Schools can’t improve without the help of parents
Family-School Connection
Enlace entre la Escuela y la Familia
Our Mission:
To help all families obtain the
resources needed to support
their children in becoming
successful citizens at home, in
school, and in the community.
Nuestra Misión:
Apoyar a todas las familias para
obtener los recursos necesarios
para ayudar a que sus hijos sean
ciudadanos ejemplares en la
casa, en la escuela y en la
comunidad.
Our Vision:
To empower all families to
become active participants in
their child’s education.
Nuestra Visión:
Apoyar a todas las familias para
que se conviertan en
participantes activos de la
educación de sus hijos.
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Susan Lozada
Executive Director of
Community Student
Services
Julie Schaible Project
Manager Safe
Schools/ Healthy
Student Initiative
Karim Brown
School Parent Liaison
3rd Largest
School District in
PA.
City Population
of 118,032.
ASD Students
speak 22
Languages.
Budget of 234.4
Million.
ASD students
originate from
43 countries.
5Th Largest
employer in the
Lehigh Valley.
High Schools (2) 4,806
Middle Schools (4) 3,797
Elementary Schools & Early
Childhood Centers (15)
8,664
Asian/Pacific
Islander
1.5%
Native American
0.2%
ASD Multi
2.5%
White
14.1%
African
American
16%
Hispanic
65.7%
Located in the Administrative
Building and in charge of more
than this subgroup of workers.
Offices are located in the
Administration Building.
Outreach Workers are at the
Elementary, Middle and High
School Levels. Parent liaisons
are in Middle and High
Schools.
Executive Director
of Community &
Student Services
Project Manager
Safe Schools/
Healthy Students
12 Outreach
Workers
Grant Initiatives
School Parent
Liaison Facilitator
8 Parent Liaisons
ONE PARENT LIAISON
WAS HIRED BY REQUEST
OF THE ASD SAFETY
TASK FORCE IN 2007.
AT PRESENT TIME WE
HAVE 9 PARENT
LIAISONS.
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We work in
collaboration with all
ASD staff and
departments to ensure
that we are collectively
administering and
fostering a school
climate for our
students and their
families that is
positive, educational
and compassionate.
Foster trust between families and the educational community
Foster higher academic achievement through collaboration with school personnel
Provide community agency referrals based on needs of families
Meet with families to discuss school policies and procedures
Distribute information about the school and its programs to families
Encourage family involvement in the school
Threats
Absenteeism
and Truancy
407
640
365
Change of
School
Abuse
1073
129
Suspensions &
Detentions
332
Enrollments &
Disenrollments
Reasons
for
Referrals
Bullying
174
Actions Taken
Translations &
Interpreting
Parent workshops:
 GEAR UP- 9th grade Parent
workshops, Parent Breakfast,
Destination Graduation, many
field trips to
Colleges/Universities.
Student workshops:
 Helped some 12th grade
students get outfits for their
prom
 Middle School and High School
Delaware Student Minority
Conference attendance
 Latino Leadership Gala in April
Community Based Meetings and
Programs:
 Faith-Based and Neighborhood
Partnerships with the Mayor’s
office
 Community Connections with
Community Action Corporation
 Allentown Youth Council
 Youth Coalition meeting with Weed
and Seed
 Gang awareness meetings
 Helped coordinate registration for
the Allentown DRIVE Baseball
program
 Your Future is Now event with
LCCC- focus on preparing for
college and careers
 Allentown 250th Events Committee
 Week without Violence campaign
with the YMCA in October
 Connecting the Community
Initiative with Parks and Recreation
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6 Elementary School OWs in 15 schools
◦ Began in 2009 with federal Safe Schools/Healthy
Students grant funds
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6 Secondary School OWs in 6 schools
◦ Began in 2011 with federal High School Graduation
Initiative grant funds
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Students and families referred for barriers
that are impacting student’s school success
Receive referrals from administrators,
counselors, HSVs, nurses, support teams
◦ Reasons for referral: attendance, behavioral issues,
health issues, need for parent support,
homelessness, housing issues, family issues, etc.
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Conduct needs assessment based on
referral issues
Provide support to students and families
Connect students and families to school
and community resources
Have the flexibility to conduct home visits
and/or accompany families to
appointments if necessary
Some have specialized roles depending on
background, strengths, and specific
school needs
1,720 Total OW Referrals
858
Elementary
School
Referrals
507 Middle
School
Referrals
355 High
School
Referrals
Parent
Phone Calls
4697
Total Family
Contacts
Home Visits
1264
7058
SchoolBased Parent
Meetings
1097
School-Based workshops/events:
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Community Fun Day at Allen HS,
Kindergarten Registration-Bracken
testing and translating
Strengthening families at HMMS, Raub
and SMMS (but we were not involved in
the coordinating of their events)
Community Fun day at HMMS
Dieruff HS Carnival
CHIP enrollment days at Mosser
Black History Month celebration at Raub
MS
Intervention and Enrichment parent
workshop at Jefferson
Allen HS started their Parent-TeacherStudent Association (PTSA) this year
with the help of GEAR UP.
College Funding Seminars
College and University Tours
Latino History Month Celebrations @
Raub MS and Trexler MS
Julie Schaible
Project Manager Safe Schools- Healthy Students Initiative
484-765-4035
[email protected]
Karim Brown
School Parent Liaison Facilitator
484-765-4079
[email protected]
ASD PARENT LIAISONS
& OUTREACH WORKERS
• Questions, Comments or Concerns
TITLE 1 PARENT INVOLVEMENT POLICY
• It is the policy of the School District of the City of
Allentown to encourage and assist school staff in
building capacity for parent involvement at the school
level in order for parents to help their children achieve
high standards. In keeping with this policy, we believe
that effective parent involvement in the Title I Program
can best be accomplished at the building level by
involving parents in an organized, ongoing and timely
way in the planning, review, and improvement of Title I
program.
TITLE 1 PARENT INVOLVEMENT POLICY
• Schools will provide opportunities for parent involvement, so
that a flexible number of opportunities will be given to parents to
understand and become involved in the school program. An
Annual Title I Parent Meeting for the parents of all students in the
program will be held at each school. This meeting will be
designed to help parents learn about the requirements of Title I,
Part A and the school Title I program. Other parent involvement
activities offered at the school level will be designed to assist
parents in understanding such topics as the state’s academic
standards, the assessments being used, and how to monitor their
children’s progress and work with educators to improve their
achievement.
Keystone Exams /
PSSA Assessments
Presented by:
Carol Hagenbuch and Karen Baurkot
January 8, 2013
SO WHAT’S NEW?
• Keystone Exams
• Revised PSSA
• Common Core
Standards
WHAT IS A KEYSTONE EXAM?
The Keystone Exam is a
RIGOROUS end-of-course
exam that measures
proficiency in a content
area.
KEYSTONE EXAMS:
WHEN WILL THEY START?
Algebra I
Literature
Biology
2012-2013
Composition Field Test
2013-2014
Composition
2014-2015
Civics and Government Field Test
KEYSTONE EXAMS:
WHEN ARE THEY GIVEN?
ALGEBRA I
 End of Algebra I Course
LITERATURE
 End of English II Course
[10th Grade]
BIOLOGY
 End of Biology Course
COMPOSITION  End of 8th Grade
CIVICS AND GOV TBD
ACCOUNTABILITY
PURPOSE
KEYSTONE EXAMS WILL BE USED FOR TWO PURPOSES:
1. Proposed state requirement that the class of 2017
(current 8th graders) and beyond demonstrate
proficiency for the purpose of graduation
2. Accountability as per No Child Left Behind (NCLB) –
Adequate Yearly Progress (AYP) for schools and
districts
THIS YEAR…
All 11th grade students take all three Keystone Exams.
All other students completing a Keystone- related
course will take the appropriate Keystone Exam at the
end of this year.
 11th grade Keystone results will be used to
calculate AYP for the school and district this year
 All other Keystone Exam results will be banked
for graduation and AYP until the students are in
11th grade
2012-13 GRADUATION
(STATE REQUIREMENT)
The current 8th grade class is the
first class that will be required to
demonstrate proficiency on the
Algebra I, Literature, and Biology
Keystone Exams to graduate from
high school (class of 2017).
Support for Students
Keystone Exams will be given 3 times each year.
(Winter, Spring, Summer)
Students may take the exam as often as needed
until they pass it.
Content remediation will be provided between
each exam window.
REVISED PSSA
HOW IS IT DIFFERENT?
 Questions will be based on the Common Core
Standards which are more rigorous than the PA
Academic Standards.
 In Literacy, there will be one English Language Arts
Assessment instead of a reading assessment and a
writing assessment
COMMON CORE STANDARDS
KEY SHIFTS IN COMMON CORE
LITERACY
Reading
 Balance of literature and informational texts
 Text complexity
Writing
 Emphasis on argument and informative / explanatory
writing
 Writing about sources
Speaking and Listening
 Inclusion of formal and informal talk
Language
 Stress on general academic and domain-specific
vocabulary
KEY SHIFTS IN COMMON CORE
MATH
FOCUS AND COHERENCE
• Focus on key topics at each grade level
• Coherent progressions across grade levels
BALANCE OF CONCEPTS AND SKILLS
• Content standards require both conceptual
understanding and procedural fluency
Resources
FOR MORE INFORMATION AND RESOURCES
REGARDING THE COMMON CORE
STANDARDS AND KEYSTONE EXAMS PLEASE
VISIT:
www.pdesas.org and click on the tabs
for Standards and Assessment
KEYSTONE/PSSA ASSESSMENT
• Questions, Comments or Concerns
TITLE 1 PARENT INVOLVEMENT POLICY
• In addition to formal meetings and workshops, the parents of Title I students will
be invited to raise their concerns and make recommendations at any time through
the parental meetings, schoolwide team, annual review team, building principal,
classroom teachers, and the Director of Grants & Development. The school
district and schools will make timely responses to the concerns and
recommendations of the parents and will provide reasonable support for parent
involvement activities as parents may request.
• Parents of each participating student in the Title I Program will be informed of
their child's participation in the program, given a school/parent learning compact,
invited to all Title I parent meetings, and given reasonable access to the school and
school staff. Parents will be kept informed of their children's progress through a
combination of formal reports, parent/teacher conferences, open house sessions,
parent workshops. Student progress will be reported in terms of classroom
performance and individual assessment results. School staff will interpret the
assessment results to the parents to give them a clear understanding of their
children’s progress in terms of state academic standards and assessments.
SCHOOL/PARENT COMPACT
• Title I schools must develop School/Parent Compacts for distribution to the
parents/guardians of Title I students. The compacts describe the responsibilities of
the school staff, parents, and students in increasing student achievement and
building effective home-school partnerships. The compacts following this
communication may serve as models for this purpose. The following information
delineates the measures needed to comply with federal regulations:
• •Develop a School/Parent Compact jointly with parents
• •Ensure that the compact describes the following:
• •School’s responsibility for providing a high-quality curriculum in a supportive and
effective learning environment
• •How parents will support their children’s learning
• •The importance of ongoing communication between teachers and parents
• •Parent-Teacher Conferences in early childhood centers and elementary schools
• •The frequent reporting of children’s progress to parents
• •Reasonable access to staff
• •Translate the compacts, to the extent practicable, into languages that all parents
will understand.
SCHOOL/PARENT COMPACT
ELEMENTARY SCHOOL
School will provide a supportive and effective learning environment in which the staff will
strive to do the following:
1. Provide high quality curriculum and instruction that will enable success for every
student
2. Treat each child with dignity and respect
3. Assure every student access to quality learning experiences appropriate to their
development
4. Acknowledge that parents are vital to the success of the school and the students
5. Provide a safe, positive and healthy learning environment
6 Provide parent-teacher conferences for all parents
7. Assure that school staff reports student progress to parents in a timely manner
8. Assure that school staff communicates clear expectations for performance to both
students and parents
9. Assure that parents have reasonable access to the school and school staff
10. Assure appropriate participation of parents in the decisions relating to the education
of their children
SCHOOL/PARENT COMPACT
MIDDLE SCHOOL
School will provide a supportive and effective learning environment in which the
staff will strive to do the following:
1. Provide high quality curriculum and instruction that will enable success for every
student
2. Treat each child with dignity and respect
3. Assure every student access to quality learning experiences appropriate to their
development
4. Acknowledge that parents are vital to the success of the school and the students
5. Provide a safe, positive and healthy learning environment
6. Assure that school staff reports student progress to parents in a timely manner
7. Assure that school staff communicates clear expectations for performance to
both students and parents
8. Assure that parents have reasonable access to the school and school staff
9. Assure appropriate participation of parents in the decisions relating to the
education of their children
SCHOOL/PARENT COMPACT
HIGH SCHOOL
School will provide a supportive and effective learning environment in which the
staff will strive to do the following:
1. Provide high quality curriculum and instruction that will enable success for every
student
2. Treat each child with dignity and respect
3. Assure every student access to quality learning experiences appropriate to their
development
4. Acknowledge that parents are vital to the success of the school and the students
5. Provide a safe, positive and healthy learning environment
6. Assure that school staff reports student progress to parents in a timely manner
7. Assure that school staff communicates clear expectations for performance to
both students and parents
8. Assure that parents have reasonable access to the school and school staff
9. Assure appropriate participation of parents in the decisions relating to the
education of their children
TITLE 1 PARENT INVOLVEMENT POLICY
• Each school will inform parents of parental involvement requirements and
other relevant provisions of the Title I Program. Title I funds will be allocated
for parent activities in accordance with the school's parental meeting
recommendations. All communication, to the extent possible, will be provided
in the native language of the parent.
• A districtwide Title I Parent Advisory Committee will offer additional help
in building the capacity for strong parent involvement throughout all Title I
schools. The committee members will serve as liaisons between the
districtwide Advisory Committee and the schools' parental meetings. They
will share parent involvement information about their schools with the
Advisory Committee and will share information learned at the district
committee meetings at their schools' parental meetings. This information will
include information about the coordination and development of successful
parent involvement programs. This committee will also assist in the annual
evaluation of the district's Parent Involvement Policy.
SHARE PARENT INVOLVEMENT
ACTIVITIES
• Share parent involvement activities
• Questions, Comments or Concerns
TITLE 1 PARENT INVOLVEMENT POLICY
• The School District of the City of Allentown is committed to
increasing parent involvement opportunities throughout the
district. We believe that it is critical for all parents to make
positive connections with their child's school and teachers so that
they can become actively involved with their child's schooling.
The parent involvement opportunities provided by each school
through the Title I Program give all parents access to the staff of
each school and enable them to support the learning experiences
of their children. Parent involvement is critical to the success of
the students.
• Kim Walck, Director
[email protected]
of
Grants
and
Development:
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Enhances and supplements Core ESL program
Provides supports to students, teachers and
parents
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For parents:
Evening ESL classes held at Allen and Dieruff
Grant covers the cost of the teacher and all
materials
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For students
Additional materials for ESL and content
classes
Elementary summer enrichment
Field trips to colleges for Newcomer students
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For staff and students
Field facilitators in all schools
Technical Assistance
Roll Call
Professional Development
Project ESTRELLA: training for teachers and
administrators
Advanced ESL certificate (university based) in
collaboration with DeSales University
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A center for newly arrived non English
speaking secondary students
Title I and Title III provide supports in
technology, materials, field trips and
professional development for staff
TITLE III
ENGLISH LANGUAGE ACQUISITION
All students who attend:
Central, McKinley, Mosser Elementary,
Harrison Morton, Raub Middle School,
South Mountain, Trexler Middle School,
Allen High School, Dieruff High School
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To meet or exceed state and local academic
achievement standards in reading and math
To provide free supplemental tutoring in
reading or math outside the regular school
day
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Tutoring is held after school from the end of
October through the end of May
The maximum number of daily tutoring hours
is 3 after a regular school day and 5 during
non-school days
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Face-to-face or online tutoring
Academic support or Enrichment Activities in
Math or Reading
Free Snacks during face-to-face sessions,
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Tutoring providers must use researched
based instructional models aligned with Pa
standards and ASD curriculum.
Tutors use district assessment data to create
individualized learning plans aligned with
student achievement goals.
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Parent receive:
Student Individualized Learning Plans
designed to target their child’s needs
Tutoring progress reports at the end of each
marking period
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Building Administrators and tutors maintain
SES binders at each site containing:
Student Rosters
Daily Student Sign-In Sheets
Individualized Learning Plans
Teacher-Tutor Communication Forms
Student Assessment Data & Progress Reports
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Spanish/English Tutoring information letters are
mailed to parents of eligible students in August
Free tutoring is advertised on the ASD website and on
eligible school websites including: downloadable
Spanish/English enrollment forms and a list of
approved providers with contact information
Parent are encouraged to visit provider tables at
building open houses and ask 3 important questions.
How many hours of tutoring will you provide my
child?
Are your tutors qualified teachers?
Is the location convenient for my family?
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Hard copies of enrollment forms and
approved provider lists are also available:
In the main office at each eligible school
From Guidance Counselors, Bilingual Parent
Liaisons & Outreach Workers
From the Tutoring Department secretary at
the ASD Administration Center – 31 S. Penn
Street Allentown, Pa 18105 (484-765-4093)
or [email protected]
SUPPLEMENTAL EDUCATIONAL SUPPORT
• Questions, Comments or Concerns
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Before and/or after school tutoring program
for students in Central, Cleveland, McKinley,
Mosser, Sheridan, and Washington Elementary
Schools and Harrison Morton and South
Mountain Middle Schools
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To meet or exceed state and local academic
achievement standards in reading and math
To improve students’ school attendance and
behavior in school
To demonstrate additional positive
educational, social, and behavioral change
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Program operates for 36 weeks, October
through June
12-15 hours per week before and/or after
school
Regular student attendance is encouraged for
a minimum of 30 days or more per program
year
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Homework help
Tutoring in Math and/or Reading
Enrichment Activities
Breakfast, Snack, or Dinner offered to all
students
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Community Partners work with school staff to
develop tutoring plans for each student using
individual student data
Ongoing communication between tutors and
classroom teachers enhance each student’s
tutoring plan
Tutoring plans will be provided to parents
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Ongoing progress monitoring for each
student
Tutoring progress reports will be provided to
parents at the end of each marking period
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Site Coordinators and Project Coordinator will
maintain a 21st Century binder at each site.
Binders will include Daily Student Sign-In
Sheets, Student Emergency Information,
Individual Tutoring Plans, Teacher-Tutor
Communication Forms, and Student Progress
Reports
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Parental participation is encouraged
A variety of family events will be planned
throughout the year
Parent volunteers are always welcome
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A 21st Century Advisory Board is created that
is composed of students, teachers, parents,
community agencies, and the private sector.
The Advisory Board meets a minimum of
three times per year
Contact April McGovern, Project Coordinator
[email protected]
21ST CENTURY
COMMUNITY LEARNING CENTERS
• Questions, Comments or Concerns