Transcript Newport News Public Schools Communities Committed to Learning

*******
School, Family, and Community
Partnerships
Federal Programs
SMART, SAFE Schools
• Safe and Nurturing PLACE
– Welcoming school environment for ALL
– Partnership School
– “Family-like” school and “school-like”
families
– SMART,SAFE school that students,
teachers, parents, and others WANT to
attend and support
SMART, SAFE Schools
• Place where students develop to their full
potential and produce positive RESULTS
– Academic
• Intellectual Development
• Curricular and other achievements
• Commitment to role of student
– Physical
• Good nutrition and exercise
• Prevention of alcohol, tobacco and drug use
• Good attendance
– Emotional
• Positive attitudes about school
• Positive self concept, behavior, relationships
• Appreciation of others
SMART, SAFE
Schools and Students
Schools
Families
Families
Communities
Communities
School , Family, and Community
Partnerships
• Comprehensive school improvement
• Goal-oriented
• Customized, comprehensive, and continually
improved
• “Realities” solutions sought, found, shared
• All grade levels
• Mothers, fathers, grandparents, foster parents,
family community groups, business partners,
volunteers, mentors, external partners
• Results for ALL students,
parents, teachers, and
community
Joyce Epstein Model
Framework
of
Six Types of School, Family,
and Community Involvement
Epstein’s Six Types of Involvement
Parenting
Collaborating
With
Community
Communicating
Successful
Partnerships
Decision
Making
Volunteering
Learning
At
Home
Framework expands/redefines/reframes
parental involvement
Type 1
Parenting
Workshop is not only a meeting at the school
building, but also the content of a topic to be
viewed, heard, or read at convenient times and
varied locations
Assist families with parenting
and child-rearing skills, understanding
child and adolescent development,
and setting home conditions that support
children as students at each age
and grade level
Assist schools in understanding families
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 2
Communicating
Communicating not only from school to home
but also includes two-way, three-way, and
many-way channels that connect schools,
families, students, and the community
Communicate with families about school
programs and student progress through
effective school-to-home
and home-to-school communications
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 3
Volunteering
Volunteer not only those who come to school
during the day, but also those who support
school goals and children’s learning
in any way, at any place, and at any time
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
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 4
Learning at Home
Homework not only means work students do
alone, but also interactive activities students
share with others at home or in the community,
linking schoolwork to real life
Help at home means how families encourage,
listen, react, praise, guide, monitor, and discuss
schoolwork with their children, not how they
“teach” children school subjects
Involve families with their children in
learning activities at home,
including homework and other
curriculum-related
activities and decisions
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 5
Decision Making
Decision making means a process of
partnership—sharing views, solving problems,
and taking action toward shared goals,
not a power struggle of conflicting ideas
Parent leader means a representative who shares
information with and obtains ideas from other
families and community members,
not just a parent who attends school meetings
Include families as participants in school
decisions, governance, and advocacy
through PTA/PTO, school councils,
committees, action teams,
and other parent organizations
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 6
Collaborating with Community
Community not only low/high social or economic
qualities, but also strengths/talents available
to support students, families, and schools
Community not only families with children in the
schools, but also all who are interested in
and affected by the quality of education
Community not only neighborhoods where
students’ homes/schools are located, but also all
neighborhoods or locations influencing student
learning and development
Coordinate resources and 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.
Current Implementation
• School Improvement Plans
• School Policy and Home School
Compact
Action Team for Partnerships
Focus on Goals
SCHOOL IMPROVEMENT TEAM
ACTION TEAM for SCHOOL, FAMILY,
and COMMUNITY PARTNERSHIPS
Strategic
Plan
Goal 1
Strategic
Plan
Goal 2
Strategic
Plan
Goal 3
Strategic
Plan
Goal 4
Strategic
Plan
Goal 5
Draw from the six types of involvement to meet these goals
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.
Elementary School Example
Goal—IMPROVE READING
Type
Parenting
Activity
Workshops for parents on various ways to read aloud with young
children
Communicating Parent-teacher-student conferences on reading goals at the start
of the school year and on reading progress midyear
Volunteering Reading-partner volunteers, guest readers of favorite stories,
and other organized, ongoing read-with-me activities
Learning at Weekly interactive reading homework activities for all students to
read aloud for a family partner, show links of reading and writing, go
Home
over vocabulary and spelling words, and other reading activities
Decision
Making
PTA/PTO support for a family room or parent center to provide
information on children’s reading, and to conduct book swaps,
make book bags for read-at-home programs, create family books,
and sponsor other reading activities
Collaborating Donations from business partners of books for
w/Community classrooms, for the school library, or for children
to take home
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.
Middle School Example
Goal—IMPROVE MATH
Type
Parenting
Activity
Continuing education classes for family members only or
for family members and students together (e.g., computer
classes or GED/ABE classes)
Communicating Student recognition page in the school newsletter highlighting
students who improve and excel in math
Volunteering
Parents as audience members for “math bowl” or other math
competitions
Learning at
Home
Information for parents on students’ math requirements to
prepare for entry to postsecondary education
Decision
Making
PTA/PTO support for math with the purchase of manipulatives,
calculators, computers, and other materials
Collaborating After-school program with local college students
w/Community as math tutors
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.
High School Example
Goal—IMPROVE GRADUATION RATES
Type
Parenting
Activity
Workshops for parents and students on course credits and
requirements for high school graduation, college financial
aid, college entry tests, and career planning
Communicating Series of videotapes for families to borrow to learn about high
school requirements and postsecondary, vocational planning
Volunteering
Learning at
Home
Decision
Making
Field trips for students and parents to local technical institutes,
colleges and universities
Interactive homework that requires students to discuss and
document their academic goals and career plans with a family
partner and to outline strategies for reaching these goals
A postsecondary planning committee of parents, teachers, and
students to implement a series of activities on college and
vocational awareness and career options from 9th to 12th grade
Collaborating Career club for linking students and families with alumni to
knowledge and actions on postsecondary
w/Community foster
opportunities; information on dual enrollment
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.
One Year Action Plan Document
GOAL 1: Improve academic achievement for ALL students
while closing achievement gaps
Type
(1-6)
Parenting
Communicating
Volunteering
Learning At
Home
DecisionMaking
Collaboration
w/Community
Activity
(continuing
or new)
Date of
Activity
Grade
Level(s)
What needs to
be done for
activity &
when?
Persons in
charge and
helping
What results
and how
measured?
What Will School, Family, and Community
Partnerships Really DO for My School?
RESULTS OF RESEARCH
For Students
• Higher grades and test scores
• Increased enrollment in more challenging
academic programs
• More classes passed and credits earned
• Better attendance
• Improved behavior at home and at school
• Better social skills and adaptation to school
What Will School, Family, and Community
Partnerships Really DO for My School?
RESULTS OF RESEARCH
For Parents
• Increased feeling of support from school and
other parents
• More interactions with other families in
school and community activities
• More effective responses to student
problems
• Increased awareness of student progress
and how to help student do better
• Increased feeling of ownership of school
What Will School, Family, and Community
Partnerships Really DO for My School?
RESULTS OF RESEARCH
For Teachers
• Increased respect for families’ strengths and
efforts
• Greater readiness to involve ALL families in new
ways
• Increased satisfaction with family involvement
and support
• More likely to report ALL parents can help their
children; less likely to stereotype single parents,
poor parents, or those with less education as
unable to help
Next Steps?
• Training by Dr. Epstein
– Administrators
– School Improvement Teams
– Parents
• Membership in National Network of
Partnership Schools
Success stories of Promising Partnership
Practices from schools
Research studies on effective strategies
TIPS—Teachers Involving Parents in
Schoolwork
Tools to evaluate partnership efforts
Publications and products—books,
surveys, Power Point CDs to conduct
workshops, incentives
Questions