Transcript Volume XIV Differentiated Instruction

West Virginia Achieves
Professional Development Series
Volume XXII
Enhancing Parent Partnerships
through Support, Communication
and Involvement
West Virginia Department of Education
Mission
The West Virginia Department of Education, in conjunction
with the Regional Education Service Agencies and the Office
of Performance Audits, will create systemic conditions,
processes and structures within the West Virginia public
school system that result in (1) all students achieving
mastery and beyond and (2) closing the achievement gap
among sub-groups of the student population.
Robert Hutchins
The Conflict in Education in a Democratic Society
“Perhaps the greatest idea that America has given the
world is education for all. The world is entitled to
know whether this idea means that everybody can be
educated or simply that everyone must go to school.”
What We Know…
An emerging body of research identifies characteristics of
high performing school systems.
These school systems have made significant progress in
bringing all students to mastery and in closing the
achievement gap.
These systems share characteristics described in The West
Virginia Framework for High Performing Schools.
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
STUDENT/PARENT SUPPORT
SCHOOL EFFECTIVENESS
INSTRUCTIONAL PRACTICES
CURRICULLUM MANAGEMENT
IMPROVEMENT PROCESS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
Answers to Questionnaire
1.
2.
3.
4.
5.
100% - Do
0 - DO NOT
Intensive involvement of parents in their children’s
schooling
Whether or not his/her parents dropped out of school
a. no time
b. don’t know what to do
b. use of email
Definition of Parent Involvement
The participation of parents in regular, two-way and meaningful
communication involving student academic learning and other
school activities; including ensuring that parents
a) play an integral role in assisting their child’s learning;
b) are encouraged to be actively involved in their child’s education;
c) are full partners in their child’s education and are included, as
appropriate, in decision making and on advisory committees to assist
in the education of their child;
d) the carrying out of other activities, such as those in Title I, Sec. 1118.
Title IX General Provisions, Part A, Sec. 9101
“Parental and community
engagement are at the center
of current efforts to improve
schooling.”
Robert D. Putnam
Chapter 17
“The evidence is consistent,
positive, and convincing:
families have a major
influence on their children’s
achievement in school and
through life.”
A New Wave of Evidence—In Short
Anne Henderson & Karen Mapp
Impact of Parent Involvement
• Programs and interventions that engage families in
supporting their children’s learning at home are
linked to higher student achievement.
• The continuity of family involvement at home
appears to have a protective effect on children as
they progress through our complex education
system.
Impact of Parent Involvement
• The family makes critical contributions to student
achievement, from early childhood through high
school.
• When parents are involved both at home and at
school, children do better in school, and stay in
school longer.
• When parents are involved at school, the school as
a whole gets better.
Impact of Parent Involvement
• Children do best when parents can play a variety of
parts in children’s learning.
• The more the relationship between families and the
school is a real partnership, the higher the student
achievement.
• Families, schools, and community groups all
contribute to student achievement. The best results
come when all three work together.
“Effects of Title I Parent Involvement on Student
Reading and Mathematics Achievement”
Ann Shaver and Richard Walls, 1998
Results
• Students with more highly involved parents were more
likely to gain in both reading and math than children with
less involved parents. (Across all income and education
levels.)
• Younger students (grades 2-4) made greater gains than
older students (grades 5-8).
• Parents were more likely to be involved when their
children were in elementary school (grades 2-4) than in
middle or junior high school.
Results
• Students from lower-income families made fewer gains
than students from higher-income families, no matter how
involved their families. However, low-income students
with more involved parents made greater gains than lowincome students with less involved parents.
• A family’s income level did not affect its level of
involvement. Low-income families were as likely to
attend regularly as higher-income families.
Results
Normal Curve
Equivalent Gains
in Skill Area
High-Parent
Involvement
Children
Low-Parent
Involvement
Children
Total math
18.3
10.6
Math application
12.9
9.3
Total reading
13.3
4.4
Reading
comprehension
10.9
4.7
Results
20
18
16
14
12
Total math
Math application
10
8
6
4
Total reading
Reading
Comprehension
2
0
High Parent Involvement
Low Parent Involvement
Brainstorming Activity
Barriers??
Parents
feel
intimidated
Parents
are too
busy
Parents &
school have lack
of
communication
Parents
don’t
care
High Yield Strategies
• Culture that treats parents as respected and valued
partners
• System-wide parent education and involvement
system
• School-based parent communication process to
enhance student achievement
Segment I
Culture that treats parents as respected
and valued partners…
1. How can schools create a culture that
recognizes parents as respected and
valued partners?
2. What are essential components of an
effective parent involvement program?
“Parents: Welcomed Members of the School
Community”
by
Alfonso Aneglucci
Source: National PTA
Joyce L. Epstein
Ph.D., Sociology,
Johns Hopkins University
Director of the Center on
School, Family, and
Community Partnerships
The Keys to Successful
School-Family-Community Partnerships
 Parenting
 Communicating
 Volunteering
 Learning at Home
 Decision-Making
 Collaborating with the Community
Categorizing the Parent
Involvement Activities
Segment II
System-wide parent education and
involvement system…
1. How is parent partnership different from
parent involvement?
2. Why should schools establish strong,
supportive relationships with parents?
“Strengthening Families/Strengthening
Schools Toolkit”
Think—Pair—Share
Partnership vs. Involvement
Involvement: Parents are given a list of workshops on
parenting skills to be held at the school and asked to
check off which ones they plan on attending.
Partnership: The team sends home and/or emails or
calls every parent and asks them their needs and how
the school can help them to be involved in their
child’s education.
“Tipping Toward Parents”
“The Rise of the Parentariat”
Segment III
School-based parent communication
process to enhance student achievement…
1. What does effective communication with
parents and schools look like?
2. How can the communication process
enhance student achievement?
Effective Communication
•
•
•
•
E-mail Dialogue
Telephone Calls
Parent/Teacher Conferences
Parent Participation in LSIC
Meetings
• Parent Participation in
Surveys
Impact of Effective Communication
• For low-income families, programs offering home visits
are more successful in involving parents.
• Frequent and effective communication from the school
increases involvement.
• Parents are more likely to become involved when
educators assist parents in helping their children with their
schoolwork.
• Schools that utilize effective communication have more
support from families and better reputations in the
community. Teacher morale is higher as well.
How does a school establish an
effective parent/community
involvement program that
promotes student achievement?
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