Transcript The Why, What and How of Effective School, Family and

LOUISIANA STATE PERSONNEL
DEVELOPMENT GRANT (LASPDG)
“Family EngagEmEnt:
lEt’s go BEyond thE BakE salE”
Anne Henderson
Senior Consultant
Annenberg Institute for School Reform
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Family Engagement:
Let’s go Beyond the Bake Sale
Anne T. Henderson
Senior Consultant, Community Organizing and Engagement
Annenberg Institute for School Reform
[email protected]
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NAEP 2011/US Achievement
% Proficient
Math
Reading
Grade 4
40%
34%
Grade 8
35%
34%
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NAEP Achievement /LA 2011
% Proficient Math
Reading
Grade 4
28%
27%
Grade 8
25%
23%
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Is there a Link between FamilySchool Partnerships and Student
Achievement?
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A New Wave of Evidence
School, family and
community
connections have a
powerful impact on
student achievement
www.sedl.org/connections
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What did we find?
When families are
involved at home and
at school -Children do better in
school and the
schools get better.
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When families and school staff work
together to support learning, students:
 Earn higher grades and test scores
 Enroll in higher-level programs
 Are promoted and earn more credits
 Adapt well to school and attend regularly
 Have better social skills and behavior
 Graduate and go on to higher education
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Organizing Schools for Improvement
 Long-term study of Chicago schools found five
essential supports for school improvement
 Without all five, schools were far less likely to
make gains.
 Schools with strong family and community ties
are 4x more likely in reading, and 10x more
likely in math, to make significant gains.
Anthony S. Bryk et al, (2010) Organizing Schools for Improvement: Lessons from Chicago
(Chicago: University of Chicago Press)
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Organizing Schools for Improvement
Leadership
Instructional
Guidance
School
Climate
Teacher
Capacity
Parent-SchoolCommunity
Ties
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How Likely Is Major Improvement, Given
Weak or Strong Supports
Percentage of Schools that
Substantially Improved in Reading
Reading
50%
45%
47%
43%
45%
40%
40%
36%
35%
30%
Weak
25%
Strong
20%
15%
10%
16%
11%
10%
9%
10%
5%
0%
School
Work
Safety &
Parent
Leadership Involvement Orientation Order
Curriculum
Alignment
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Strength in Multiple Supports
 Real value of the essential supports is in their
combined strength
 Schools strong in 3-5 of supports were 10x more
likely to improve in reading and math
 Weakness over time in one undermined
improvement
Leadership
Parent –
Community
Ties
StudentCentered
Learning
Climate
Instructional
Guidance
Professional
Capacity
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What did they measure?
 Teachers’ ties to community: Understand local
issues, spend time in the community, use local
resources.
 Teacher outreach to parents: Invite parents to
observe in class, try to understand parents'
concerns, and embrace parents as partners
 Parent response: Become involved in school
activities and respond to teacher concerns about
schoolwork.
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What Creates
Strong Family
and Community
Ties?
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School Practices are KEY
The strongest, most consistent
predictors of parent
involvement at home and
school are the specific school
programs and teacher
practices that encourage and
guide parent involvement.
Dr. Joyce Epstein
Johns Hopkins University
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Impact of Systematic Parent Outreach
Students’ reading and math scores improved
40-50% faster when teachers:
• met with families face-to-face
• sent materials on ways to help their child at
home
• telephoned routinely about progress
Westat and Policy Studies Associates, 2001
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Parent Impact: Middle-High School
 High expectations for success
 Planning for future education
 Knowledge of courses and
classes
 Monitoring progress
 Helping students prepare for
college / post-secondary
education
Ascher and Maguire, Beating the Odds, Annenberg Institute for School
Reform, 2009
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Beyond the Bake Sale
The Essential
Guide to FamilySchool
Partnerships
Anne T. Henderson, Karen L.
Mapp, Vivian R. Johnson and
Don Davies
NY: The New Press, 2007
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Three Key Concepts
Role Construction: How parents develop
their job description as a parent
Efficacy: How confident parents feel about
their ability to help their children
Invitation: Whether parents feel invited -both by their children and school
Hoover-Dempsey and Sandler (2005)
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What is a Family-School Partnership
Supposed to Look Like?
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Fortress School (Below Basic)
 “Parents don’t care
– they’re the reason
the kids are failing!”
 “Parents don’t come,
no matter what we do”
 A small group of
“cooperative parents”
helps out
 “We’re teachers, not
social workers”
 “Curriculum and
standards are too
advanced for these
parents”
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Come-if-we-call School (Basic)
 Fall Open House
tells parents what
students will be
learning
 Workshops
planned by staff
 Families can visit
school on report
card pickup day
 Parents call office
for recorded
messages about
homework
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Open-Door School (Proficient)
 Parent-teacher
conferences twice
a year
 “Action Team” for family
engagement
 Curriculum nights three
or four times a year
 Parents can raise issues
at PTA meetings and
see the principal
 Multicultural nights
once a year
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Partnership School (Advanced)
 “We do
WHATEVER IT
TAKES”
 All activities connect to
student learning
 A clear, open process to
resolve problems
 Parents and teachers
research issues together
 Families involved in
making decisions
 Home visits to every new
family
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Keys to Powerful Partnerships
Building Relationships: A steady focus on
developing trust and respect among all members
of the school community is linked to higher
performance
Linking to Learning: When parent and
community involvement is focused on student
learning, it has a greater effect on achievement
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The Joining Process
 Welcoming
 Honoring
 Connecting
Mapp, K.L. 2003. Having their say: Parents describe why and how they are engaged in their children's
learning. School Community Journal, Volume 13, Number 1
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Link to Learning -- How Will the Activity:
 Help parents understand what their children
are learning and doing in class?
 Promote high standards for student work?
 Help parents assist children at home?
 Promote discussion about improving student
progress?
 Help families recognize good teaching?
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Make your School Family-Friendly
Create a welcoming environment
Offer programs that are linked to student
achievement
Build strong relationships between
teachers and families
Develop families’ self-confidence
Offer PD for families and staff to learn
together
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What‘s the Point?
A Renewed Vision
of Family
Engagement in
Learning
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Family Engagement: Reframing the Work
Individual Responsibility
Deficit-Based/Adversarial
Random Acts
One-Time Project
Compliance
Shared Responsibility
Strength-Based/Collaborative
Systemic Program
Continuous Improvement
Ownership
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Louisiana State Personnel
Development Grant (LaSPDG)
Thank You
Special thanks to Anne Henderson!!!
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