Transcript Document

Children in the Budget:
Welcome
Part One: Family & Community Engagement Webinar
Presented by:
Dr. Joyce Epstein, PhD - Director
Center on School, Family and Community Partnerships
Johns Hopkins University
Thursday, June 14, 2012 at 2 p.m. EST
PARTNERSHIPS
THEN and NOW
How to Develop Programs of
Family and Community Engagement to
Increase Student Success
Joyce L. Epstein, Ph.D., Director
© Center on School, Family, and Community Partnerships
Working Together for Student Success
How Can Educators and Parents
STRENGTHEN and SUSTAIN
HEALTHY SCHOOLS?
What do we mean by a HEALTHY SCHOOL?
1. We mean a safe and nurturing PLACE.
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A welcoming school environment for ALL
A Partnership School
A “family-like” school and “school-like” families
An EXCELLENT school that students, teachers,
parents, and others WANT to attend and support
•
Other ideas. . .?
What do we mean by a Healthy School?
2. We mean a place that produces positive RESULTS
and helps students develop to their full potential.
Academic Results
Intellectual Development
Curricular and Other Achievements
Commitment to Role of Student
High Graduation/Low Dropout Rates
College or Career Plans & Actions
Physical Health
Good Nutrition, Exercise
Prevention of Alcohol, Tobacco,
and Drug Use/Abuse
Good Attendance
Emotional Growth
Positive Attitudes about School
Self Concept, Behavior,
Good Relationships with Peers,
Friends, Family, Teachers
Appreciation of Others
OTHER RESULTS FOR STUDENTS?
Everyone wants
EXCELLENT and SUCCESSFUL
SCHOOLS and STUDENTS.
How will we reach these goals?
What is important to know about
school, family, and community partnerships?
Not only THAT partnerships contribute
to good schools and
successful students
But also WHAT is needed in an excellent
partnership program?
and…
HOW
to organize and sustain
high-quality and equitable
programs to engage ALL
families and the community
in goal-linked ways.
We must think in new ways about leadership
for partnerships at the district and school levels?
For America’s Promise Communities,
this means:
KNOWING
Understand the research base that
connects family and community
involvement to results for students:
ATTENDANCE
ACHIEVEMENT
ATTAINMENT
KNOWING is not enough.
New directions also require:
TAKING ACTION
Apply research-based approaches to develop
SUSTAINABLE PROGRAMS that engage
ALL PARENTS and COMMUNITY partners
in ways that promote student success
:
END DROPOUT (ATTENDANCE)
COMPLETE HIGH SCHOOL (Achieve)
PREPARE FOR COLLEGE AND CAREERS
(Attain Aspirations/Meet Expectations)
DEFINITION
THEN
NOW
Parent
involvement
School, family,
and community
partnerships
RESPONSIBILITY
THEN
NOW
Up to parents
Part of school
and classroom
organization
Organized by
one person or
just a few
Organized by an
Action Team for
Partnerships
Action Team Structure
In each school . . .
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2-3 teachers
2-3 parents/family members
Principal
Others (nurse, counselor,
parent liaison,
community partners,
after-school program)
1-2 students at
high school level
Pasco High School
Pasco, Washington, 2011
What does an Action Team for Partnerships do?
Phalen Lake Elementary School
St. Paul, Minnesota
ATP MEMBERS work together to . . .
• Review school goals. Select 2 academic goals; 1 non-academic
goal; and goal to ensure a welcoming school climate.
• Write a One-Year Action Plan for Partnerships to involve
families and the community in ways that contribute to the selected
goals and student learning and development.
• Implement and evaluate the quality of the activities – outreach to
families, responses, and results.
• Continually improve partnership plans, program, and practices.
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Action Team for Partnerships: Structure G
(Focus on Goals)
School Improvement Team
or School Council
ACTION TEAM for
PARTNERSHIPS (ATP)
Improve
Reading
Improve
Math
Improve Student
Behavior
Create a Climate
for Partnerships
PRACTICES
from SIX TYPES
to meet this goal
PRACTICES
from SIX TYPES
to meet this goal
PRACTICES
from SIX TYPES
to meet this goal
PRACTICES
from SIX TYPES
to meet this goal
Academic goal
Academic goal
Non-Academic goal
Partnership goal
PROGRAM DESIGN
THEN
NOW
Incidental or
accidental
Framework of
6 types of
involvement
Off to the side
Goal-oriented
Part of
comprehensive
school
Improvement
Framework of
Six Types of
Involvement
THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
Type 1
Type 2
PARENTING: Assist families in understanding child and adolescent
development, and in setting home 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
Type 3 schedules to involve families as volunteers and audiences at school
or in other locations to support students and school programs.
Type 4
LEARNING AT HOME: Involve families with their children in
learning activities at home, including homework and other
curriculum-related activities and decisions
Type 5
DECISION MAKING: Include families as participants in school
decisions, governance, and ADVOCACY through PTA/PTO, school
councils, committees, action teams, and other parent organizations.
Type 6
COLLABORATING WITH COMMUNITY: Coordinate resources
and services for students, families, and the school with businesses,
agencies, and other groups, and provide services to the community.
Solve
Challenges to
Involve ALL
Families
CHALLENGES
THEN
NOW
“Barriers”
“Realities”
Diverse racial,
economic, linguistic,
cultural backgrounds
Family structures
Mobile, migratory, or
homeless families.
Solutions sought
Solutions found
Solutions shared
Deficit model and
treatment programs
Strengths model
and prevention
programs
IMPLEMENTATION
THEN
NOW
PreK-K
All grades, PreK-12
Separate groups
All groups in an
of parents
integrated program,
PTA, Special Ed.,
After-School, others
Isolated activities
Sense of
community
IMPLEMENTATION
THEN
NOW
School by
school
decisions
Multi-level leaders:
School, District
State, Organizations,
and Federal
Meet requirements
for official policies
on family
involvement
“Nested” networks
District Program of Partnership
A District Leader for Partnerships
conducts. . .
DISTRICT-LEVEL ACTIVITIES
DIRECT FACILITATION of SCHOOLS
PARTNERSHIP
PROGRAM
GOALS
ORGANIZATIONS also may guide schools as districts do.
Reaching
Results
RESULTS
THEN
Parent
outcomes
Public relations
Focus on a few
parent leaders
NOW
Student
achievement and
success in school
Link practices to
results for all
students, parents,
teachers, and
community
Annual, Written
Action Plans
for Partnerships
Linked to
School Improvement Plans
and Goals for Student Success:
ATTENDANCE
ACHIEVEMENT
ATTAINMENT
ELEMENTARY SCHOOL EXAMPLE
for a One-Year Action Plan
to IMPROVE READING ACHIEVEMENT
TYPE 1 Workshops for parents on various ways to read aloud with
young children
conferences on reading goals and on
TYPE 2 Parent-teacher-student
reading progress
volunteers, guest readers of favorite stories,
TYPE 3 Reading-partner
and other organized, ongoing read-with-me activities
TYPE 4
Weekly interactive reading homework activities for all
students to read aloud for a family partner, show links of
reading and writing
support for a family room or parent center to provide
TYPE 5 PTA/PTO
information on children’s reading, and to conduct book swaps,
make book bags for read-at-home programs, and sponsor
other reading activities
TYPE 6 Donations from business partners of books for classrooms, for
the school library, or for children to take home
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT
Apply six types to improve outcomes: ACHIEVEMENT (in SPECIFIC subjects).
ATTENDANCE, ATTITUDES, ATTAINMENT – READY FOR COLLEGE/CAREERS
Evaluate
PROGRESS
EVALUATION
THEN
NOW
Minimal or
Optional
Essential
For
“compliance”
Focus on
parents
Evaluate quality,
results, and
progress of
programs and
practices
Focus on student
achievement and
success in school
NETWORKING
THEN
NOW
Success stories
shared locally,
if at all
Success stories
shared
nationally and
internationally
to benefit all
“Networking”
to improve
programs
EQUITY ISSUES
THEN
NOW
Labels for
HAVE and
HAVE NOTs,
ACTION to
involve ALL
families
DO and
DO NOTs
Title I guidelines
to communicate
in languages
parents
understand
“Blame game”
Finger-pointing
BUDGETS for PARTNERSHIPS
THEN
$$
Not well allocated
NOW
$$
For goal-linked
activities in
schools’ annual
plans to engage
all families
Fragmented
spending
Capacity building
and program
development
THINK-QUICK ACTIVITY
WHICH CHANGE from THEN to NOW
do YOU think is most important
for improving YOUR program of
family and community involvement?
and WHY?
LET’S REVIEW:
WHERE IS YOUR PROGRAM ON THE WAY
FROM THEN to NOW?
Which components are needed in all
SCHOOL programs of partnership?
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Establish an Action Team for Partnerships (ATP).
Write an Action Plan for Partnerships
each year linked to school improvement goals.
Use the Framework of Six Types of Involvement
so that parents become involved in varied ways.
Allocate a budget for planned activities.
Allocate time for monthly meetings of the ATP.
Evaluate and improve the partnership program
each year.
District and organization leaders for partnerships
guide schools in this work.
What should members
expect from NNPS?

Research-based tools, training, publications,
and on-going studies.

On-going technical assistance from NNPS
Facilitators by phone, e-mail, monthly e-briefs,
website, newsletters.

Coordinated planning and evaluation tools to
meet Title I requirements for family involvement.
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Networking opportunities to share best practices
with hundreds of schools, districts, states, and
organizations across the country.
NNPS Authors
Corwin Press
Corwin Press
THIRD EDITION!
Corwin Press
Eye on Education
Eye on Education
NEW-MARCH 2012!
TEXT
Westview Press-2011
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MORE NNPS PUBLICATIONS
FROM NNPS
2011
FROM NNPS
NEW 2012
FROM NNPS
TIPS
SAMPLERS
Research and
Involvement
Activities in
READING, MATH
SCIENCE,
ATTENDANCE,
BEHAVIOR
COLLEGE and CAREER
and guides for
PRESCHOOL Programs
MIDDLE SCH Programs
HIGH SCHOOL Programs
Interactive
Homework
Elem Math K-5
Middle Grades
Language Arts 6-8
Science 6-8
See TIPS
RESOOURCES
on the
NNPS website
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Questions?
What questions do you have about . . .
. . . using research-based approaches to
strengthen programs of school, family,
and community partnerships?
. . . how YOUR school, district, state,
or organization may work with NNPS
to improve your partnership program?
. . . other questions?
For more information and
membership forms,
visit NNPS at
www.partnershipschools.org
Dr. Joyce Epstein, Director
Center on School, Family, and Community Partnerships
Johns Hopkins University, Baltimore, Maryland
410-516-8807
[email protected]
© Epstein, J. L. (2012). Baltimore, MD: National Network of Partnership Schools at Johns Hopkins University.