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Participant Handbook
Recognizing Excellence and Improvement of all Stakeholders
(Parents, teachers, students, and administrators)
Ensuring Two-Way Communication
Ensuring Two-Way
Communication
Partnering with Parents for Student Academic Success
Eliminating Roadblocks to Engagement
Establishing a Parent-Friendly School Environment
Success Partners
P.O. Box 54429, Jacksonville, FL 32245-4367
www.stepupforstudents.org
Dear Success Partners Educators,
Welcome to the Step Up For Students professional development initiative, Success Partners. We are so excited to partner with you in the years to come as we work together to increase parental engagement and to support student academic, social, and emotional success! We know it is going to be a great time of learning with and from each other.
To support you in the successful execution of the Success Partners initiative, you have been provided with this Participant Handbook for Year 1. The Participant Handbook contains all the documents you will need to carry out the initiative, and therefore, this handbook will need to accompany you to each module, or face-to-face learning session.
Over the course of the first year, you will be taken through ten modules, which will challenge you and your colleagues to take an in-depth look at what your school is currently doing to address parental engagement and provide you with tools, structures, processes and conditions to take your partnership with parents to the next level. Through these discussions and modules, you will develop a Parent-School Partnership Plan (PSPP) specific to your school’s needs, which will be implemented during Year 2.
Thank you for your dedication to changing the lives of children by engaging their parents in their learning. We look forward to not only supporting you in this work, but also to developing long-lasting friendships.
The Office of Student Learning (OSL) Team:
Dr. Carol Thomas, Vice President
Kaethe Perez, Director
Dr. Andrea Thoermer, Dr. Lauren Barlis, Erica Peron, and Dr. Scott Beck, Coordinators
Participant Handbook Table of Contents
Contents Pages Year-at-a-Glance 1 Module 1 Agenda 3
Success Partners Goals 4
Parent Engagement Activities Evaluation Tool 5
Sample Parent Intro Letter 6
4 As protocol 7
Giving Families Back their Power article 8
Features of the Teaching & Learning Exchange (TLE) 26 Module 2 Agenda 27
I Can’t Understand Why Johnny Won’t Do His Homework article 28
Parent Engagement Rubric 29
The Difference between Parent Engagement and Parent Involvement article 30
Engagement vs. Involvement T-Chart 33
Module 3 Sample Parent Invitation Letter 34 Module 3 Agenda 35
Visit Our School 36
What Does Our School Environment Say to Families? article 37
Sample Anthropological Dig Parent Letter 38 Module 4 Agenda 39
Visualization Flow-Chart 40
Looking at Behavior article 41 Continuum Homework & Behavior Statements 45
Behavior Recognition Tally Chart 46
Module 5 Agenda 47
Body Biography 48
Celebrating Parents using SEM article 49
How to Really Listen to Parents 50
Module 6 Agenda 54
Khan Academy Elements 55
Teachers Find Home Visits Help in the Classroom article 56 Module 7 Agenda 58
Suggestions for the Parent-School Partnership Plan (PSPP) 59 Module 8 Agenda 61
DOVE Brainstorm Chart 62
Sample Expectations 63
Module 9 Sample Parent Invitation Letter 69 Module 9 Agenda 70
Compass Points Questions 71
A-Z article 72
Module 10 Sample Parent Invitation Letter 76 Module 10 Agenda 77 Parent-School Partnership Plan Template т8
Mod
ule
1
Mod
ule
2
Mod
ule
3 M
odul
e 4
Mod
ule
5
Mod
ule
6 Lo
okin
g W
ithin
: U
nder
stan
ding
the
Purp
ose
of P
aren
t*–S
choo
l Pa
rtne
rshi
ps
Out
com
es:
P
artic
ipan
ts w
ill b
egin
to
deve
lop
a sc
hool
and
cl
assr
oom
cul
ture
that
em
brac
es p
aren
t eng
agem
ent.
P
artic
ipan
ts w
ill g
ain
a cl
ear
unde
rsta
ndin
g of
Suc
cess
Pa
rtne
rs’ g
oals
for t
he n
ext
few
yea
rs o
f wor
k.
P
artic
ipan
ts w
ill e
valu
ate
the
prev
ious
yea
rs’ a
ctiv
ities
.
Par
ticip
ants
will
be
intr
oduc
ed
to th
e Te
achi
ng a
nd L
earn
ing
Exch
ange
(TLE
) and
lear
n ho
w
to lo
g in
, cre
ate
a cl
ass,
and
ad
d on
e st
uden
t to
that
cla
ss.
S
choo
l will
send
a le
tter
hom
e to
fam
ilies
intr
oduc
ing
Succ
ess
Part
ners
. Pre-
Mee
ting
Activ
ity:
C
ompl
ete
onlin
e St
aff S
urve
y on
Par
ent E
ngag
emen
t. Ac
tiviti
es:
R
evie
w c
urre
nt b
elie
fs a
bout
pa
rent
invo
lvem
ent i
n ch
ild’s
ed
ucat
ion
usin
g a
Bloc
k Pa
rty
prot
ocol
.
Beg
in w
ith th
e En
d in
Min
d:
Disc
uss S
ucce
ss P
artn
ers g
oals.
Rev
iew
and
refin
e N
orm
s (c
omm
unity
agr
eem
ents
).
Eva
luat
e cu
rren
t and
pas
t sc
hool
par
tner
ship
act
iviti
es.
Thin
king
Diff
eren
tly
abou
t Par
enta
l En
gage
men
t
Out
com
es:
P
artic
ipan
ts w
ill re
flect
on
thei
r cur
rent
and
pas
t be
liefs
and
act
ions
rela
ted
to p
aren
tal e
ngag
emen
t.
Par
ticip
ants
will
obt
ain
a co
mm
on la
ngua
ge fo
r un
ders
tand
ing
the
leve
ls of
pa
rent
eng
agem
ent a
nd
unde
rsta
nd th
e di
ffere
nce
betw
een
pare
nt
enga
gem
ent a
nd
invo
lvem
ent.
Par
ticip
ants
will
lear
n ho
w
to u
se th
ese
new
ele
men
ts
of th
e Te
achi
ng a
nd
Lear
ning
Exc
hang
e (T
LE):
usin
g th
e St
anda
rds
prof
ile.
Activ
ities
:
Rea
d an
d di
scus
s a
scen
ario
to e
licit
teac
hers
’ be
liefs
.
Use
4 A
’s p
roto
col t
o di
scus
s hom
ewor
k ar
ticle
fr
om M
odul
e 1.
Use
Par
ent E
ngag
emen
t Ru
bric
to u
nder
stan
d le
vels
of e
ngag
emen
t.
R
ead
artic
le o
n pa
rent
en
gage
men
t vs
Invo
lvem
ent a
nd d
iscus
s di
ffere
nces
bet
wee
n th
e tw
o.
D
ocum
ent n
ew id
eas a
nd
activ
ities
on
the
PSPP
te
mpl
ate.
Exam
inin
g O
ur S
choo
l En
viro
nmen
t **
Pare
nts a
re in
vite
d to
at
tend
this
mod
ule.
O
utco
mes
:
Par
ticip
ants
will
gai
n an
aw
aren
ess o
f the
st
ruct
ures
in th
eir s
choo
l en
viro
nmen
t rel
ated
to
pare
ntal
eng
agem
ent a
nd
the
mes
sage
s the
se se
nd
to p
aren
ts.
P
artic
ipan
ts w
ill le
arn
the
pow
er b
ehin
d ac
tivel
y lis
teni
ng to
and
spea
king
w
ith p
aren
ts, c
olle
ague
s an
d st
uden
ts.
P
artic
ipan
ts w
ill b
e in
trod
uced
to th
e Pe
rson
al L
earn
ing
Plan
s w
ithin
the
TLE.
Ac
tiviti
es:
Id
entif
y ne
w a
nd a
naly
ze
exist
ing
stru
ctur
es a
nd
proc
esse
s with
in a
scho
ol
(Visi
t Our
Sch
ool -
An
thro
polo
gica
l Dig
)
Exp
erie
nce
how
to li
sten
to
and
talk
with
par
ents
us
ing
a Pa
ir Co
mm
unic
atio
n pr
otoc
ol.
R
ead
Scho
ol E
nviro
nmen
t ar
ticle
usin
g th
e Te
xt
Rend
erin
g pr
otoc
ol.
D
ocum
ent n
ew id
eas a
nd
activ
ities
on
the
PSPP
te
mpl
ate.
Road
bloc
ks to
Par
ent
Enga
gem
ent:
Hom
ewor
k an
d St
uden
t Beh
avio
r O
utco
mes
:
Par
ticip
ants
will
add
ress
cu
rren
t hom
ewor
k po
licie
s an
d th
eir i
mpa
ct o
n pa
rent
pa
rtne
rshi
ps a
nd
enga
gem
ent.
Par
ticip
ants
will
inve
stig
ate
the
beha
vior
s tha
t can
in
terf
ere
with
rela
tions
hips
w
ith st
uden
ts a
nd p
aren
ts.
P
artic
ipan
ts w
ill u
nder
stan
d th
e “w
hys”
of m
isbeh
avio
r an
d ho
w to
resp
ond.
Par
ticip
ants
will
lear
n ho
w to
us
e th
ese
new
ele
men
ts o
f th
e Te
achi
ng a
nd L
earn
ing
Exch
ange
(TLE
): do
cum
entin
g st
uden
ts’ s
ocia
l/em
otio
nal
grow
th, c
urre
nt a
cade
mic
ac
hiev
emen
t, an
d co
nfer
ence
s.
Activ
ities
:
Use
the
Snow
ball
prot
ocol
to
inve
stig
ate
hom
ewor
k id
eas
and
wat
ch sc
hool
vid
eo.
C
ompl
ete
visu
aliza
tion
exer
cise
on
beha
vior
s tha
t in
terf
ere
with
lear
ning
.
Rea
d ar
ticle
“Lo
okin
g at
Be
havi
or th
roug
h th
e Ey
es o
f O
ur S
tude
nts”
.
Use
the
Cont
inuu
m D
ialo
gue
prot
ocol
to e
xam
ine
hom
ewor
k an
d be
havi
or
belie
fs.
D
ocum
ent n
ew id
eas a
nd
activ
ities
on
the
PSPP
te
mpl
ate.
Util
izin
g an
d Ce
lebr
atin
g O
ur
Pare
nts’
Str
engt
hs a
nd
Asse
ts (S
choo
lwid
e En
richm
ent M
odel
) O
utco
mes
:
Par
ticip
ants
will
lear
n ab
out a
va
riety
of S
choo
lwid
e En
richm
ent M
odel
(SEM
) pr
ogra
ms.
P
artic
ipan
ts w
ill le
arn
how
to
use
thes
e ne
w e
lem
ents
of t
he
Teac
hing
and
Lea
rnin
g Ex
chan
ge (T
LE):
clas
s in
stru
ctio
nal s
trat
egie
s,
teac
her/
car
egiv
er
inte
rven
tions
, and
stud
ent
resp
onsib
ilitie
s.
Activ
ities
:
Wat
ch th
e SE
M m
odel
vid
eo: “
A Ri
sing
Tide
Lift
s All
Ship
s”.
R
ead
“Cel
ebra
ting
Pare
nts
thro
ugh
a SE
M”
artic
le.
C
ompl
ete
a Bo
dy B
iogr
aphy
to
iden
tify
idea
s for
impl
emen
ting
a SE
M in
our
scho
ol.
R
ead
“How
to R
eally
List
en to
Pa
rent
s” to
gen
erat
e ne
w id
eas
for o
ur p
aren
t-sc
hool
pa
rtne
rshi
ps.
Doc
umen
t new
idea
s and
ac
tiviti
es o
n th
e PS
PP te
mpl
ate.
Util
izin
g an
d Ce
lebr
atin
g O
ur P
aren
ts’ S
tren
gths
and
As
sets
(Kha
n Ac
adem
y an
d Ho
me
Visi
ts)
O
utco
mes
:
Par
ticip
ants
will
gai
n an
un
ders
tand
ing
of K
han
Acad
emy.
Par
ticip
ants
will
ana
lyze
the
bene
fits o
f hom
e vi
sits.
Ac
tiviti
es:
L
earn
how
to a
cces
s and
use
Kh
an A
cade
my
to in
crea
se
stud
ent a
chie
vem
ent.
R
ead
“Tea
cher
s Fin
d Ho
me
Visit
s Hel
p in
the
Clas
sroo
m”
to g
ener
ate
new
idea
s for
our
pa
rent
-sch
ool p
artn
ersh
ips.
Doc
umen
t new
idea
s and
ac
tiviti
es o
n th
e PS
PP
tem
plat
e.
Page 1
Succ
ess P
artn
ers
Yea
r-At
-A-G
lanc
e
*T
he te
rm “
pare
nt”
repr
esen
ts a
ny a
dult
who
is se
rvin
g in
the
capa
city
of c
usto
dian
for t
he c
hild
. M
odul
es 7
-10
are
to b
e co
mpl
eted
by
the
end
of th
e sc
hool
yea
r.
Mod
ule
7
Mod
ule
8 M
odul
e 9
Mod
ule
10
Usi
ng th
e G
rade
book
and
Uni
t Pla
n Fu
nctio
ns
in th
e TL
E
Out
com
es:
Par
ticip
ants
will
be
able
to a
cces
s and
util
ize
the
Teac
hing
and
Lea
rnin
g Ex
chan
ge a
s a P
AC
(pla
nnin
g, c
omm
unic
atio
n an
d ac
coun
tabi
lity)
to
ol w
ith p
aren
ts a
nd st
uden
ts.
P
artic
ipan
ts w
ill b
e ab
le to
use
the
TLE
to
crea
te u
nit p
lans
and
ass
ign
grad
es.
Activ
ities
:
Pra
ctic
e cr
eatin
g un
it pl
ans a
nd u
sing
the
grad
eboo
k in
the
TLE.
Rea
d “S
ugge
stio
ns fo
r the
PSP
P” d
ocum
ent t
o ge
nera
te n
ew id
eas f
or o
ur p
aren
t-sc
hool
pa
rtne
rshi
ps.
D
ocum
ent n
ew id
eas a
nd a
ctiv
ities
on
the
PSPP
tem
plat
e.
Pare
nt E
xpec
tatio
ns: A
Dem
onst
ratio
n of
Tw
o-W
ay C
omm
unic
atio
n
Out
com
es:
P
artic
ipan
ts w
ill id
entif
y th
e sc
hool
’s
curr
ent e
xpec
tatio
ns fo
r fam
ilies
as w
ell
as fa
mili
es’ e
xpec
tatio
ns o
f the
scho
ol.
P
artic
ipan
ts w
ill re
fine
expe
ctat
ions
in
orde
r to
supp
ort a
col
labo
rativ
e pa
rtne
rshi
p.
P
artic
ipan
ts w
ill d
evel
op a
pro
cess
to
ensu
re p
aren
ts p
rovi
de fe
edba
ck o
n ex
pect
atio
ns.
P
artic
ipan
ts w
ill le
arn
how
to u
se th
ese
new
ele
men
ts o
f the
Tea
chin
g an
d Le
arni
ng E
xcha
nge
(TLE
): st
uden
t ass
ets
and
teac
her/
care
give
r con
cern
s.
Activ
ities
:
Bra
inst
orm
idea
s rel
ated
to th
e sc
hool
’s
curr
ent e
xpec
tatio
ns o
f fam
ilies
.
U
se th
e Af
finity
Map
ping
pro
toco
l to
refin
e ex
pect
atio
ns to
supp
ort a
pa
rtne
rshi
p.
B
rain
stor
m h
ow to
invo
lve
pare
nts i
n th
e de
cisio
n m
akin
g of
exp
ecta
tions
.
D
ocum
ent n
ew id
eas a
nd a
ctiv
ities
on
the
PSPP
tem
plat
e.
It Ta
kes M
ore
than
a V
illag
e: A
Co
llabo
rativ
e Pa
rent
–Tea
cher
Mod
ule
**Pa
rent
s are
invi
ted
to a
tten
d th
is m
odul
e.
Out
com
es:
P
artic
ipan
ts w
ill d
iscov
er th
e co
ntrib
utio
ns a
nd a
sset
s of e
ach
mem
ber o
f the
scho
ol c
omm
unity
.
Par
ticip
ants
will
bra
inst
orm
pos
sible
ac
tiviti
es fo
r sel
ect p
artn
ersh
ip g
oals.
Activ
ities
:
Eng
age
in th
e Co
mpa
ss P
oint
s pr
otoc
ol to
lear
n of
eac
h co
lleag
ue’s
pr
efer
ence
s for
gro
up w
ork.
Rea
d “2
6 W
ays f
rom
A to
Z to
Re
ach
out t
o Pa
rent
s” to
gen
erat
e ne
w id
eas f
or o
ur p
aren
t-sc
hool
pa
rtne
rshi
ps.
U
se th
e Ca
rous
el b
rain
stor
m a
nd
the
DOVE
bra
inst
orm
ing
norm
s to
iden
tify
idea
s and
act
iviti
es fo
r the
PS
PP.
Deve
lopi
ng, F
inal
izin
g an
d Sh
arin
g a
Plan
to
Stre
ngth
en Y
our P
aren
t-Sc
hool
Par
tner
ship
s **
Pare
nts a
re in
vite
d to
att
end
Activ
ity 3
and
4
of th
is m
odul
e.
Out
com
es:
Part
icip
ants
will
eva
luat
e an
d pr
iorit
ize th
e id
entif
ied
stru
ctur
es, c
ondi
tions
, and
pr
oces
ses t
hat c
ould
incr
ease
par
enta
l en
gage
men
t and
cho
ose
a go
al te
am.
In
goa
l tea
ms,
par
ticip
ants
will
tran
slate
th
eir g
oals
and
obje
ctiv
es in
to a
fina
lized
Pa
rent
-Sch
ool P
artn
ersh
ip P
lan
and
a pa
rent
-frie
ndly
ver
sion
of th
e PS
PP u
sing
the
PSPP
tem
plat
e.
P
artic
ipan
ts w
ill le
arn
how
to u
se th
ese
new
el
emen
ts o
f the
Tea
chin
g an
d Le
arni
ng
Exch
ange
(TLE
): cr
eatin
g a
Sum
mer
Lea
rnin
g Pl
an.
Activ
ities
:
Rev
iew
bra
inst
orm
cha
rts t
o ev
alua
te a
nd
prio
ritize
goa
l tea
m a
ctiv
ities
.
Fina
lize
the
Pare
nt-S
choo
l Par
tner
ship
Pla
n (P
SPP)
usin
g th
e PS
PP te
mpl
ate
with
act
ion
step
s, e
vide
nce,
and
a ti
mel
ine.
Cre
ate
a sc
hool
-wid
e ca
lend
ar in
corp
orat
ing
actio
n st
eps f
rom
all
goal
team
s.
W
ith p
aren
t inp
ut, c
reat
e a
com
mun
icat
ion
stra
tegy
for d
esig
ning
and
shar
ing
the
plan
w
ith fa
mili
es a
nd d
eter
min
e a
kick
off
activ
ity fo
r Aug
ust.
Page 2
Module 1 Agenda Looking Within:
Understanding the Purpose of Parent–School Partnerships
Goals for Partnering with Parents to Ensure Academic Success: 1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms: Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes: Participants will begin to develop a school and classroom culture that embraces parent engagement. Participants will gain a clear understanding of Success Partners’ goals for the next few years of work. Participants will evaluate the previous years’ parent engagement activities. Participants will be introduced to the Teaching and Learning Exchange (TLE) and learn how to login in, create a class, and add one student to
that class. School will send a letter home to families introducing Success Partners. WHAT WHO HOW LONG Please complete the online Parent Engagement Survey before the meeting starts. Welcome and Agenda Review Facilitators 10 minutes ACTIVITY 1: Review beliefs about parent involvement in education Staff 15 minutes
(Block Party protocol with quotes) ACTIVITY 2: Discuss Success Partners goals. Facilitators and Staff 15 minutes ACTIVITY 3: Review and refine Norms (community agreements) Facilitators and Staff 5 minutes ACTIVITY 4: Evaluate current school partnership activities. Facilitators and Staff 10 minutes
ACTIVITY 5: The Teaching and Learning Exchange (TLE) Part 1 Facilitators 5 minutes HOMEWORK:
o Read “Giving Families Back Their Power” (p. 8) and use the 4 As protocol (p. 7) to make notes as you read. o Watch the TLE Module 1 video, log in to the TLE, create a class, and add your selected student.
Next meeting
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Success Partners Goals
During Year 1, schools will:
♥ Experience 10 Success Partners modules delivered by school-based facilitators, working closely with their Office of Student Learning coordinator, who will provide ongoing support to the schools. As a result of working through the modules, schools will:
Create, strengthen or revitalize a school culture of parent- school partnerships Develop a Parent-School Partnership Plan Begin using and working with the Teaching and Learning Exchange
During Year 2, schools will:
♥ Experience 4 Success Partners modules delivered by school-based facilitators, working closely with their Office of Student Learning coordinator, who will provide ongoing support to the schools. As a result of working through the modules, schools will:
Nurture and sustain a school culture of powerful parent-school partnerships Execute, study and refine their Partnership Plan Celebrate and share the successes of their Partnership Plan Implement the Teaching and Learning Exchange
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Parent Engagement Activities Evaluation Tool Use a “check mark” to indicate which category represents the main purpose of each Parent Involvement activity.
Activities Being done school-
wide
Being done in my class
Built relationships
For fun Tradition at the school
Raised money
Increased student
academic achievement
Other
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Sample Parent Intro Letter to Success Partners Dear ___(Insert School Name)___ Parents, We have exciting news that we want to share with you! Research tells us that when parents are involved in their students’ learning, the social skills and academic achievement of those students can improve. Because we believe in this, we have joined the Success Partners network. What is Success Partners?
• A group of 300 private schools across the state of Florida working and learning together
Goals: • To improve student achievement through increased parent engagement • To develop our school-wide Parent-School Partnership Plan with your input • To meet regularly to discuss best practice in the area of forming partnerships between the school and you
Your voice is critical to our success as a school and to your students’ success, so you will receive invitations to attend some of these meetings. As part of our Success Partners program, we will also begin using an exciting online program called The Teaching and Learning Exchange (TLE), which will allow you to monitor your child’s progress throughout the school year and to easily communicate with the teacher. The TLE enables and empowers parents to be advocates for their children’s learning through the use of clear interventions that the teacher, parent, and student will agree upon in order to maximize your child’s success. We need an accurate email address in order for you to access the TLE and to partner with your child’s teacher. Please check with the front office to make sure that the email address we have on file for you is correct. Thank you and feel free to let me know if you have any questions. Sincerely, (Administrator)
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Four “A”s Text Protocol Worksheet Adapted from the National School Reform Faculty (www.nsrfharmony.org)
The group reads the text silently, highlighting it and making notes in response to these four questions:
1. What do you Agree with in the text? 2. What do you want to Argue with in the text? 3. What parts of the text do you want to Aspire to? 4. What Additional thoughts do you have about this text?
In a round, have each member answer the first question, using page numbers to cite the text to which they are referring.
Either continue in rounds or facilitate an open conversation in which the group talks about the text in light of each of the remaining “A”s, taking them one at a time – what do people want to argue with and aspire to in the text, and what additional thoughts do they have about the text? Try to move seamlessly from one “A” to the next, giving each “A” enough time for full exploration. End the session with an open discussion framed around a question such as: What does this mean for our work with students? Debrief the text experience.
AGREE WITH ARGUE WITH
ASPIRE TO ADD. THOUGHTS
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Schools and their families participate in a thriving, collaborative partnership ensuring the success of their children.
The Teaching & Learning Exchange (TLE) is an interactive, web-based software application designed to support teaching, learning, communication and accountability for teachers, parents/guardians and students. Three-way communication among the teacher, parent and student results in a commitment by all parties to support student growth.
Major features include:
Personal Learning Plans (PLP):
Provide a collaborative framework for the parent and teacher to identify student assets, weaknesses, and expectations
Reflect what the student is expected to learn over the course of the school year and can include teaching strategies and mutually determined parent and student responsibilities.
Should be used during face-to-face conferences Help teachers to identify and to share classroom instructional practices with parents Document social, emotional and behavioral domains as needed
Standards (English Language Arts (ELA) and Mathematics, plus any others added by the school):
Teachers can scope and sequence the standards for the school year. Additional teaching standards can be uploaded. Teachers can indicate the instructional status of each standard including progress toward mastery. ELA and Math Standards are connected to exemplary lessons, videos and resources. Class and individual student profiles are created for all standards.
Unit Planner and Lesson Planner with Gradebook
Specific school curriculum objectives and standards can be easily added to the planner. Grades entered in the gradebook automatically update the class and individual student standard profiles.
Attendance Records
Multiple roles with access to different parts of the TLE:
Superintendent Administrator Teacher Parent/Student
By June 2014, 300 Step Up For Students schools will have access to the Teaching & Learning Exchange.
Developed by the Step Up For Students Office of Information Technology
Teaching & Learning Exchange
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Module 2 Agenda Thinking Differently About Parental Engagement
Goals for Partnering with Parents to Ensure Academic Success: 1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes: Participants will reflect on their current and past beliefs and actions related to parental engagement. Participants will obtain a common language for understanding the levels of parent engagement and understand the difference between
engagement and involvement. Participants will learn how to use these new elements of the Teaching and Learning Exchange (TLE): using the Class and Student Standards
Profile.
WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 5 minutes ACTIVITY 1: Read aloud of “I Can’t Understand Why Facilitators 5 minutes Johnny Won’t Do His Homework” article ACTIVITY 2: Use 4 As protocol to discuss “Giving Families Back their Power” Facilitator and Staff 15 minutes (Homework from Module 1) ACTIVITY 3: Understanding the different levels of parent engagement Facilitator and Staff 10 minutes ACTIVITY 4: Read article “The Difference between Parent Facilitator and Staff 10 minutes Engagement and Parent Involvement” ACTIVITY 5: TLE Part 2 Facilitator and Staff 5 minutes ACTIVITY 6: Document new ideas & activities on the PSPP template Facilitator and Staff 10 minutes HOMEWORK:
Watch the TLE Module 2 video to create a Standards Profile page. Next meeting_________________
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I Can’t Understand Why Johnny Won’t Do His Homework: Reflections of a First Year Teacher
As my grade level team gathered at their self-proclaimed table in the revered Seminole Swamp Teacher’s Lounge, I took my seat and prepared for what was always entertaining conversations. As a first year teacher, I had quickly learned that it was much wiser to basically just listen, nod, and grunt agreement than to jump into the fray. Anyway, I was just a first year teacher, what did I know?!
Conversations often mirrored the beliefs of the staff, and a first year teacher who listened with an open mind could learn a lot about a teacher’s behaviors by listening to his or her thoughts and beliefs. Today the conversations ranged from the new teacher evaluation to the way we would dismiss when it was a rainy day to weekend plans. As the conversations ebbed, our team leader put down her fork and muttered to anyone listening, “I just don’t get it. I just can’t seem to come up with a consequence to make Johnny do his homework.” She went on to lament, “He just doesn’t care, and neither does that mother of his. I’ve emailed that parent 100 times, and she never answers. When I had the parent conference, she brought some friend who did all the talking. I don’t think that mom was even listening to me. And to top it off, she had three kids with her, and boy, were they distracting!”
Several teachers commiserated with her and remarked, “Yeah, some parents here at Seminole Swamp just don’t care. They think that because they’re paying, it’s up to us to do all the teaching. Why, half of them don’t even get their mandatory volunteer hours done.” Another teacher chimed in, “When I had Johnny, I would make him miss PE to finish his homework, and most of the time he just put his head down and did nothing. I even told that mother that she better make sure his algebra homework was done and done right.”
Another teacher added, “I give a zero for every homework assignment not turned in, and that works for most of my students. But for some, they just end up failing the course.”
Listening quietly, I thought back to our pre-planning, when the principal had been very clear that it was the “Seminole Swamp” tradition to give homework every night in every subject. He had reminded us that homework should build character, extend learning, and involve parents in their kids’ lessons. Was the homework that we were assigning accomplishing those goals?
Daring to enter the conversation, I gathered my courage and challenged my colleagues with a simple thought, “Maybe we should rethink homework at Seminole Swamp.” After several moments of silence, our team leader looked at me and said, “We all had to do homework every night and look how well we all turned out.”
Or had we, I wondered?
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Parent Engagement Rubric
Significant Engagement - This is a parent who: readily responds to the needs of their child is available to talk with the teacher offers suggestions and works closely with all school personnel to ensure the success of their child sees learning as more than what occurs within the school day attends school events
*This is not necessarily the parent who simply volunteers regularly, but rather is the parent who demonstrates that they will do whatever it takes for their child to learn.
Moderate Engagement - This is a parent who:
sporadically responds to the needs of their child is hesitant to offer suggestions or to work closely with school personnel to ensure the success of their child returns most phone calls and emails
*The teacher often must make several attempts to reach the parent. However, the parent does demonstrate a sincere desire to help with the learning of their child. Minimal Engagement - This is a parent who:
responds to the needs of their child in a manner that often leaves the teacher frustrated rarely returns phone calls and emails without considerable prompting does not demonstrate a consistent observable desire to help with the learning of their child rarely offers suggestions and is hesitant to work with school personnel to ensure the success of their child
*The teacher must often make several attempts, using different means of communication, to reach the parent.
Unproductive Engagement – This is a parent who:
may volunteer often, but whose volunteerism does not contribute to student achievement has difficulty allowing the student to take responsibility for their own learning (e.g., constantly brings in
homework the child has left at home or make excuses for poor performance) directs rather than collaborates
No Engagement – This is a parent who:
does not respond to the needs of their child at school does not return phone calls and emails even when the teacher makes numerous communication attempts
through different means does not demonstrate an observable desire to help with the learning of their child offers no suggestions and refuses to work with school personnel to ensure the success of their child
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The Difference between Parent "Involvement" & Parent "Engagement"
Larry Ferlazzo is an award-winning English and Social Studies teacher at Luther Burbank High School in Sacramento, California. I wanted to share a few of my thoughts on building trust between teachers and parents. I think I can best contribute to the discussion by highlighting what I see as the difference between parent involvement and parent engagement. Though there can be a positive result from both, I believe the most trust can be developed through engagement. Simply put, parent involvement is often more of a "doing to," while engagement is a "doing with." With involvement, schools tend to lead with their mouth -- generally telling parents what they should be doing. Engagement, on the other hand, has schools leading with their ears. By listening to parents' ideas, and by eliciting from them what they have found works best with their children, we can develop a more genuine partnership that is helpful to young people. I have gained great insight over the years about becoming a more effective teacher by asking parents a simple question: "Can you please tell me about the times in your child's life that he/she has seemed to be learning the most and working hard in school, and what you think their teacher was doing at that time to encourage it?" Another example of this kind of difference is what I call the focus on communication, which is often one-way, that is a hallmark of parent involvement. Schools across the country emphasize sending sheets of information home (which often do not arrive or, if they do, can be in a language that parents don't understand) and using automated phone calls. Engagement tries to utilize two-way conversation, through efforts like making home visits and phone calls that don't necessarily only happen when there's a problem with a child. "Parent academies" are increasing in popularity across the country, where schools organize classes for parents where they are trained about how schools work. At schools where involvement takes the lead, the curriculum for these classes is often pre-determined by the school and classes are led and taught by school staff. Compare that to the parent academy at our school that regularly attracts one hundred participants. Parents work with Elisa Gonzalez, our parent coordinator, to identify topics that should be covered -- which might or might not be focused on the school (for example, the citizenship process was one recent topic) -- run the meetings, and "own" the entire project. During my nineteen year community organizing career, we often talked about the difference between "irritation" and "agitation" – we irritate people when we challenge them to do something about what we are interested in, while we agitate people when we challenge them to act on their interest. Involvement often leans toward "irritation" -- schools might have a pre-determined, and limited, list of ways they want parents to help, such as making copies, organizing bake sales, etc. Engagement, instead, looks through the lens of "agitation." For example, during one home visit I made to an immigrant family, the father went on at length about how thrilled he was at our use of the Internet at school to help his daughter learn English, and how he wished he could afford a computer and Web connection at his house so the entire family could learn, too. Instead of just listening politely and leaving (and forgetting), or going back to see if our school could organize such a program for parents, I asked him if he knew other parents who felt the same and if he would be willing to organize a meeting of them to see if there might be something we could do together. He agreed, and then parents worked with our school to develop a project that provided free home computers and Internet service to immigrant families. It was later named the most effective use of technology to teach reading in the world by the International Reading Association. Another important difference, I'd like to suggest, is that there is a tendency with involvement to focus solely on improving what goes on within the four walls of the school while, in engagement, there is recognition that the school must be participating as an institution in neighborhood-wide improvement efforts.
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Mai Xi Lee is an Assistant Principal at Luther Burbank High School. She is co-coordinator of the Parent University program at LBHS, which aims to promote parents' understanding of higher education and connects parents to the educational system. First and foremost, we don't "make" parents do anything they don't want to do. The notion that we should "make" or force someone to do something implies some hierarchy of power, where we are higher on the hierarchy and they, the parents, are lower than us. This premise will not result in a positive reaction from parents and only further obstructs any relationship we hope to foster and nurture with our parents. Parents are teaching partners and should be embraced as such. Teaching partners work in a symbiotic relationship based on mutual respect, trust, and consistent communication. When we as teaching professionals acknowledge and accept this relationship, we'll be better prepared to support all students and families in any learning capacity. Armed with the understanding that we are teaching partners, dialoguing with parents should be quite simplistic and seamless. Like any partnership, we create a shared vision, establish common goals and expectations, and foster trust and confidence by engaging in regular communication. We do all this at the beginning of the partnership and continue to work at it throughout the duration of the relationship. For teachers and parents, home visits at the beginning of the school year can serve as the first mechanism for establishing a foundation for a positive relationship. Periodic check-ins to parents, via phone calls, notes, and follow-up home visits will help to build trust and strengthen the teaching partnership. Parents will listen to a teacher if they are connected to that teacher and feel as if they, too, have been heard. Again, the teaching partnership is based on mutual respect and trust. People instinctively listen to those they respect and trust. When we do, however, get into a situation where we can't get the parent to hear our perspectives as teachers, then it's time for some self-examination about why that is the case. This self-inquiry begins with some basic questions: Do you, the teacher, have a relationship with the parents, aside from the fact that their child is in your classroom? What mechanisms have been put into place to foster a relationship? What is your level of engagement with the parent? Have you talked to this parent before? When you did converse, was the call about a positive thing or did it focus on negative attributes only? If the answers reveal limited contact, engagement, and positive conversations, then you may want to approach the parent from a different angle. Conducting a parent teacher home visit may be the first critical step to establishing some relationship. Continuing to foster that relationship will necessitate a new perspective about what it means to be heard as a teacher and how to connect with parents who may know more about their child than you do as their teacher. Katy Ridnouer is the author of two books written as tools for teachers: Managing Your Classroom with Heart: A Guide for Nurturing Adolescent Learners and Everyday Engagement: Making Students and Parents Your Partners in Learning. Since 1993, she has taught in public and private schools, teaching students ranging in ages from 5 to 55. Just as any teacher worth his teaching certificate knows that he can't make a student learn, each teacher needs to be aware that she can't make a parent listen to her. Instead, we teachers need to work at creating opportunities for parents to become thirsty for a relationship with teachers just as we work to create opportunities for creating a thirst for learning in our students. For the students, the pools of knowledge and accomplishment will quench this thirst; for parents, the establishment of trust and a partnership will quench their thirst. Teachers build trust between parents and themselves on Day 1 when each student has a 100%, A-plus average and each parent has a smile on his or her face. Students and parents alike might have concerns about the school year, but deep- down, there is a bud of hope that this year a teacher will succeed at connecting the curriculum to the "real" life of students. Start to build trust and a partnership with your students' parents at the beginning of the school year by assigning each parent the "In one million words or less..." homework assignment. Offer these directions:
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"In one million words or less, tell me about your child. You may email me or send me a handwritten note; either way, help me meet your child's needs by sharing your child's story." Beware: The parents are going to be nervous, but they will also be excited that a teacher cares so much that she would take her time to read what parents have to say about her students. Some parents will not complete the assignment. Other parents will send you a dissertation-sized document. Each parent, even the one who doesn't do her homework, will receive the message that you care about your students because you have begun the school year with an act of compassion with the goal to bridge understanding and build relationships through shared knowledge. This knowledge builds trust, so when a teacher calls or emails with a concern later in the school year, chances are good that parents will respond with a willing, open ear instead of a defensive, closed one.
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ENGAGEMENT INVOLVEMENT __________________________________________________________________________________________________
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Module 3 Sample Parent Invitation Letter
[Insert School Name and letterhead]
Dear Parents,
We need your help in making our school environment more inviting! Please join us for our next staff learning session called “Examining Our School Environment”. Using the lens of an anthropologist (people who study communities), we will take a walk around our school, visiting the locations that our parents frequent to determine what our school values by the artifacts we discover. We will also brainstorm activities for our Parent-School Partnership Plan.
Child care will be provided if needed.
Date:
Time:
Location:
Please RSVP to:
We look forward to working with you!
(Name of School)
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Module 3 Agenda Examining Our School Environment
Goals for Partnering with Parents to Ensure Academic Success:
1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes: Participants will gain an awareness of the structures in their school environment related to parental engagement and the messages
these send to parents. Participants will learn the power behind actively listening to and speaking with parents, colleagues and students. Participants will be introduced to the Learning Compact within the TLE. WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 2 minutes ACTIVITY 1: Visit Our School – Anthropological Dig Facilitators and Staff 30 minutes ACTIVITY 2: Pair Communication Activity All Staff 15 minutes ACTIVITY 3: Read School Environment article (Text Rendering Protocol) All Staff 10 minutes Document new ideas and activities on the PSPP template ACTIVITY 4: TLE Part 3 All Staff 5 minutes HOMEWORK:
o Ask the selected student’s parents to watch the Introductory Parent video for the Personal Learning Plan in the TLE.
Next meeting_________________
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VISIT OUR SCHOOL What evidence do we see of a welcoming, parent-honoring environment in the following areas? 1. Two -way Communication with parents and families: 2. Opportunities for parents to increase their knowledge of “helping their child learn and grow” (academically, socially, behaviorally, spiritually): 3. Information about services/resources available in the community: 4. Recognition of students, parents, faculty accomplishments: 5. Clear “dates to remember”: 6. Messaging and products that indicate that the school values the parent as having the ultimate responsibility in the education of their children: 7. If we were Martians from outer space that had just landed in your school and knew nothing about your school, what would we say is most important to your school by the artifacts we discover?
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What Does Our School Environment Say to Families? Compiled from Success Partners schools
The school will establish and maintain a physical and social environment that ensures the parent has a significant role in the learning of their children.
Physical Environment:
1. Evaluate the first point of contact with parents: the front office. Do we have an Open Door Policy? Does the front office really welcome parents? Do an Extreme Makeover based upon findings.
2. Apply a fresh coat of paint to the walls of the hallway and office that is warm and inviting. 3. Establish permanent signage that welcomes parents and provides them with directions to front office and
parking. 4. Develop a process for making home visits. 5. Have monthly opportunities to include parents in school events including:
a. Donuts for Dad/Muffin for Mom where children read with the parent (or caring adult) b. Career Day c. Open House d. Game Nights e. Family Field Day – parents participate with their students in the activities (parent/student 3 legged race,
water balloon toss, family sack relay) 6. Develop a process for parents to join students for field trips or a “Take Your Parent to School Day”. 7. Host celebrations and start traditions that reflect the cultural diversity of the school community. 8. Post a large sign in the school lobby with a strong message to the families that your school stands behind and
change the background to keep it “fresh”. (e.g., “God’s law places the authority and responsibility for the education of children in the hands of the family.” Deuteronomy 6:7 “Thank you for choosing (insert name of school) as your partner in education!” OR “We believe the parent is the primary educator, and we thank you for choosing us to partner with you!”)
9. Develop a mandatory volunteer hour program that considers the working parent. 10. Institute a “parent writing project” where parents are asked to write a story about their child, about their
favorite family tradition, or how they came to name their child in “a million words or less”. These written stories are posted throughout the school for everyone to enjoy.
11. Develop a process for selecting monthly assignments that will be turned into the Principal and displayed. 12. Create a new space in your school that parents can be in charge of maintaining: a nook for coffee and donuts
with fliers on school events to encourage parents to stay and chat when they drop off their children or a garden that parents can cultivate with their children outside of school hours.
13. Have doggie biscuits on hand to give to pups if they are in the car with the parents. 14. Place a white board outside that thanks a parent for something specific each and every day. 15. Dedicate a bulletin board to parents that provides timely information.
Virtual Environment:
1. Use the Caregiver Responsibilities section of the Teaching and Learning Exchange to show parents what they can do to help their children succeed academically.
2. Use Khan Academy regularly. Offer rewards to children (i.e., no uniform pass, etc.) whose parents discuss their Khan Academy progress with their teachers.
3. Create a Parent-Teacher Online Forum to share important news and to allow parents to post any questions or concerns.
4. Check the usage of the school’s website- Are parents really using it? Why or why not?
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Sample Anthropological Dig Parent Letter
Date
Dear (insert name of school) Parents,
As many of you are aware, we are in the process of implementing the Step Up for Students professional development initiative, Success Partners. This week we investigated how our school does or doesn’t promote a parent-friendly environment. The staff spent about 20 minutes walking around the campus and discovered the following items:
1. (list here what your teachers discovered during the dig)
We plan to address many of these findings in our developing Parent-School Partnership Plan (PSPP), which will be completed by the end of this year. The purpose of this plan is to find ways to better partner with you, our most valuable asset, for increased student achievement!
We welcome any additional input based on our findings. Please contact (insert name of person to contact about this list) at (insert phone number and email address) to provide your feedback. We are excited to make the changes necessary to establish a school environment that is inviting and engaging!
Thank you in advance for your feedback and continued support.
Sincerely,
(insert signature)
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Module 4 Agenda Roadblocks to Parent Engagement: Homework and Student Behavior
Goals for Partnering with Parents to Ensure Academic Success:
1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms: Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes: Participants will address current homework policies and their impact on parent partnerships and engagement. Participants will investigate the behaviors that can interfere with relationships with students and parents. Participants will understand the “whys” of misbehavior and how to respond so as to eliminate and not exacerbate the behavior. Participants will learn how to use these new elements of the Teaching and Learning Exchange (TLE): current level of academic achievement,
scheduling a conference, and documenting students’ social/emotional growth and interventions associated with those goals. WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitator 5 minutes ACTIVITY 1: Investigating homework ideas using Snowball Facilitator and Staff 15 minutes NOTE: To see more homework articles, go to: https://www.stepupforstudents.org/how-it-works/for-schools/facilitator-information
ACTIVITY 2: How can parents help kids learn? Facilitator and Staff 10 minutes NOTE: To see the Gateway Christian “Home Help” video again, go to: http://youtu.be/DkLbvKUZbQA ACTIVITY 3: Visualization exercise on behaviors that interfere with learning Facilitator and Staff 10 minutes
ACTIVITY 4: “Looking at Behavior through the Eyes of Our Students” Facilitator and Staff 15 minutes
ACTIVITY 5: Continuum Dialogue Protocol on Homework and Behavior Beliefs Facilitator and Staff 10 minutes
ACTIVITY 6: The Teaching and Learning Exchange (TLE) Part 4 Staff 10 minutes
ACTIVITY 7: Document new ideas and activities on the PSPP template. Facilitators 15 minutes HOMEWORK:
o TLE: Create a Personal Learning Plan for your student that includes current level of academic achievement, scheduling a conference, and entering social, emotional and behavioral goals.
o Optional: Use the behavior tally chart (p. 47). Next meeting_________________
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Incident Recall a recent behavior issue that interfered with
learning. ‘Quick Write’ the details of the event.
___________________________________________________________________________________________________________________________________________________________________________________________________
_____________________
How did the actions of the child make you feel?
__________________________________________________________
____________________
Your Response What action did you take?
_____________________________________________________________________________________________
___________________
Child's response to your action
_____________________________________________________________________________________________
___________________
Alternative Action What could you have done differently?
____________________________________________________________________________________________________________________________________________________________________________
_______________________
Responding to Our Children’s Behavior
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Four types of goals that motivates children’s misbehaviors:
• Attention getting • Power and control • Revenge • Helplessness or inadequacy
How does a teacher understand the goal of the misbehaving child?
• If the teacher feels annoyed, then the child’s goal is attention getting. • If the teacher feels beaten, threatened or intimidated, then the child’s goal is power. • If the teacher feels hurt, then the child’s goal is revenge. • If the teacher feels incapable, then the child’s goal is helplessness.
Another way to identify the goal of the misbehavior is to observe the student’s reaction to being corrected:
If Students Then Their Goal is Stop the misbehavior and then repeat it Attention getting
Refuse to stop or increase the misbehavior Power Become violent or hostile Revenge
Refuse to cooperate, participate or interact Inadequacy
Praise vs. Encouragement
Many behaviorists believe that encouragement is more important than any other aspect of student discipline because a misbehaving child is a discouraged child. Encouragement corresponds to children’s goals. Children seek approval, and encouragement is a legitimate way to do it. Encouragement focuses on effort rather than achievement, so it provides positive feedback to children who are trying hard but may be unsuccessful. Encouragement motivates individuals to continue trying. Praise is very different from encouragement. It focuses on the level of achievement.
Praise
1. Praise is a reward given for a completed achievement 2. Praise tells students they have satisfied the demands of others 3. Praise is patronizing. The person who praises has a superior position. 4. Praise stimulates competition 5. Praise stimulates selfishness
Looking at Behavior through the Eyes of our Students
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Encouragement
1. Encouragement is an acknowledgement of an effort 2. Encouragement helps students evaluate their own performance 3. Encouragement is a message between equals. 4. Encouragement stimulates cooperation 5. Encouragement stimulates helpfulness
Examples of Logical Consequences vs. Punishment
• If a student writes on the walls of the school, The teacher may keep her after school (punishment) The teacher may ask the student to clean the walls (logical consequence)
• If a student damages classroom materials, The teacher may send a note to the student’s parents (punishment) The teacher may prevent the student’s use of classroom materials until he chooses to use them properly (logical consequence)
• If a student is late for the class, The teacher may keep her after school (punishment) The teacher may ask the student to wait at the door until she receives a signal that her late arrival will no longer disturb the class (logical consequence)
Suggestions to address a child’s goal for misbehaving
Attention getting
Attention is the most common goal for most of the young children. Children who seek excessive attention are often annoying in class. They distract their teachers by showing off, being lazy, being disruptive, asking special favors, needing extra help on assignments, asking irrelevant questions, throwing things around the room, crying, or having an overly desire to please. They seem to function appropriately only as long as they have their teachers’ approval. They “act out” to become the center of attention. When asked to stop, they will comply but will start again later. Giving attention to attention seeking children does not necessarily improve their behavior. When attention is given in response to children’s “attention-seeking” misbehavior, the misbehavior increases, as it reinforces “attention-seeking” misbehavior. A student who seeks attention should not receive it when he acts out. To give attention to the student for inappropriate behavior would not solve the problem, instead would get the situation worse.
Instead, the teacher might use some techniques such as:
• Minimizing the attention: ignore the behavior,
Natural/logical consequences and the process of encouragement are the most useful techniques for preventing discipline problems.
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• Legitimizing the behavior: have the whole class to join in the behavior. • Doing the unexpected: turning out the lights, changing the voice, playing a musical sound. • Distracting the student: ask a direct question. • Noticing appropriate behavior: thank the students; write well-behaved students’ names on the board. • Privately, talk with the student about the behavior. A conversation might start with, “Could it be that
you want me to pay attention to you?
Power and control
When children fail to gain all the attention they seek, they often engage in a power struggle with parents and teachers. Teachers should avoid putting pressure on these children to make them behave appropriately because such pressure usually leads to a power competition. Teachers never win these power competitions. Children win because society expects adults to behave in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient. Adults are expected to be honest, trusting, loving, and helpful. Here, the child repetitively does actions to make him the center of attention. When asked to stop, he becomes defiant, and increases his negative behavior and challenges the adult.
Instead, the teacher might use some techniques such as:
• Give the student choices ( i.e. “You can wear the blue T-shirt or the red T-shirt” • Avoid power struggles • Give the student opportunities to “be in charge” or assume responsibility • Withdraw as the authority figure, (i.e. Acknowledging that the behavior is unacceptable and then
asking the student for suggestions to resolve the problem) • Involve the student in the decision-making process • Privately confront the behavior, “Could it be that you want to prove that nobody can make you do
anything?” or “I can’t make you do your work? What do you think I should do”?
Revenge
This is a goal for the student who feels unable to gain attention or power. He believes that others have deliberately tried to hurt them and attempts to get even. He is convinced that nobody likes him. He believes that “If I’m hurting, then I have the right to hurt others.” He hurts others physically or psychologically. He hits, kicks others or destroys their property. A revenge-seeking child is very difficult to help. Teachers must realize that he hurts others because he feels hurt. Causing him more pain will only provoke more revenge seeking behaviors. It is probable that this student appears unloving and uncaring and is very hard to “warm up to”. But this is exactly what he needs- to feel cared for.
The teacher might use some techniques with power and revenge students such as:
• Refusing the fight
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• Changing the subject • Set up situations that allows the student to exhibit talents and strengths • Realize that students who seek revenge will reject efforts to help them. Be persistent and patient • Using time out • Establishing clear logical consequences. • Confront the behavior, “Could it be that you want to hurt me (or others)”?
Helplessness or Inadequacy
The student operating with this goal is the most pathetic. He has given up on the possibility of being a member of the group. This child wishes not to be seen, to be left alone, rejects social contact, and refuses to try most educational demands.
The teacher might use some techniques such as:
• Providing tutoring • Avoiding criticism • Making mistakes okay • Model think-alouds (i.e. The teacher might say, “This is a difficult task for me, but I am going to try
it, it is just fine if I don’t get it right”) • Building confidence • Acknowledging effort, privately
Suggestions for Encouraging Students
• Always speak in positive terms, never be negative • Encourage self-reflection, “How did working hard on that task make you feel?” • Be democratic rather than autocratic or permissive in the classroom procedures and social interactions
with students • Encourage students to strive for improvement, not perfection • Emphasize student strengths while minimizing weaknesses. • Help students learn from mistakes, which are valuable in learning • Encourage independence and the assumption of responsibility • Show faith in students; offer them help in overcoming the obstacles. • Encourage students to help each other • Be optimistic and enthusiastic – a positive outlook is contagious. • Use encouraging remarks such as, “you have improved”, can I help you?”
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Continuum Homework and Behavior Statements
Choose the statement that most aligns with your experiences/beliefs.
Homework Statements:
• Homework excited me or my children about learning. • I or my children did homework because it was expected. • Homework did nothing to encourage me or my children to learn.
Behavior Statements:
• I spend most of my day focused on and acknowledging the positive behavior of my students or staff. • I have no behavior issues so I do not have a behavior management system. • I spend most of my day focused on and addressing the negative behavior of my students or staff.
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Behavior Recognition Tally Sheet Negative Positive
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
Date
Time Period
Class
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Module 5 Agenda Utilizing and Celebrating Our Parents’ Strengths and Assets through the
Schoolwide Enrichment Model (SEM)
Goals for Partnering with Parents to Ensure Academic Success: 1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes Participants will learn about a variety of Schoolwide Enrichment Model (SEM) programs. Participants will learn how to use these new elements of the TLE: class instructional strategies, teacher/caregiver interventions,
and student responsibilities.
WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 2 minutes ACTIVITY 1: Investigating SEM Using a Body Biography Facilitators and Staff 30 minutes
• Watch SEM video – “A Rising Tide Lifts All Ships” • Read “Celebrating Parents through a SEM” article
ACTIVITY 2: TLE Part 5 All Staff 10 minutes ACTIVITY 3: Read “How to Really Listen to Parents” article All Staff 15 minutes Document new ideas and activities in the PSPP Next Steps All Staff 3 minutes
• Parent Survey Process • Determine next meeting
HOMEWORK:
• Practice using the teacher instructional strategies and ŎŀNJŜƎƛǾŜNJ/student responsibilities tools in the TLE with your one student.
Next meeting_________________
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Celebrating Parents through a Schoolwide Enrichment Model
Parents are our most valuable asset in education; however, they are frequently under-utilized. Often times, interactions only include informal and formal conversations about their child’s learning before, during (e.g., conferences), or after school (e.g., social events where students are performing or fund-raising dinners occur). Rarely do we put the parents center stage by capitalizing on their knowledge, skills and talents to enrich children’s learning and academic growth.
One way parents’ special skill sets can be utilized and celebrated is through orchestrating a Schoolwide Enrichment Model (SEM). Using their talents, parents can create learning activities that are challenging, relevant and interesting to children and allow them to be creative and develop their own unique gifted behaviors. Consequently, student motivation increases, resulting in higher achievement levels and reduced behavior issues. These types of activities can be infused into the general education program; ensure that we meet NCLB (No Child Left Bored); relate education to the real world of work and productivity; and encourage students to take charge of their own learning so they can become successful and contributing members of society.
Listed below are examples of the many strengths and assets parents can bring to the educational environment:
Tortilla making Track and field events What the stock market is and how it works. Designing rollercoasters
American Sign Language (ASL) Building bridges Gardening Woodworking
Jewelry making Hatching chicken eggs Fashion design Fixing automobiles
Mandarin/Chinese language learning Making environmentally friendly cleaning products
Writing your own graphic novel Baking Drama production Cooking a nutritious meal
The Romanian culture Beautician Hand-sewing a scarf Outdoor survival skills
Dinner etiquette Banking Pottery – hand building/wheel Astronomy – star identification Learning how to design an App Surfing
Building and flying kites Marine Life Farming Bike racing
Painting like Monet The art of writing poetry Building a rocket Zookeeping Publishing a book Knitting a hat
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Educational Leadership May 2011 | Volume 68 | Number 8
How to (Really) Listen to Parents Babs Freeman-Loftis
As schools grow increasingly diverse, educators need to listen to what parents have to say about their children. The students we're educating in U.S. schools live in a different world from the one most of us grew up in. Consider that
• 31 percent of all families are now single-parent families. In 1970, fathers accounted for 1 percent of single parents. By 2000, they accounted for 17 percent (Cunningham & Knoester, 2007; Grall, 2009).
• After years of decline, the number of multigenerational households is increasing, from 26 million in 1970 to 49 million in 2008 (Pew Social Trends Staff, 2010).
• The U.S. minority population, now at 30 percent, is expected to exceed 50 percent by 2050 (Kotkin, 2010). Such rapid social change makes it more important than ever to know the children who come to our schools. We need to understand not only what skills and knowledge they already have and how they learn best, but also how life at home shapes their interactions with school. To do a good job of knowing our students, we must first discard old assumptions about children and families. Then we must gather information about what life is really like for those we teach. The best way to do that is by listening to the people who know our students best—their parents. We must listen to parents not just with our ears, but also, as Lisa Delpit (1995) reminds us in Other People's Children, with open hearts and minds. Parents are not only "experts on their own lives," but also experts on the lives of their children (pp. 46–47). When teachers tap into parents' expertise, both parties have common ground on which to stand to support their child's learning. As a teacher, assistant principal, and now a coach for teachers and administrators, I've learned that good listening matters all year long, but especially during the first weeks of school. Here are some ways teachers can provide opportunities and encouragement for parents to open up. Make School an Inviting Place First, create a school culture that feels welcoming and safe for parents as well as children. Consider your school's physical environment. Walking through the front doors, parents should get the message that everyone is welcome. Karen Casto (2010), a veteran principal and consultant, suggests taking a hard look not just at classrooms, but also at your school's parking lot, lobby, and hallways. Are these areas clean, uncluttered, cheerful, and well lit? Is the school's entrance well marked? Within the school, do signs help people find their way around? Is student work prominently displayed? Honor all family structures. Common family structures now include single parents, grandparents or other relatives raising children, separated or divorced parents sharing custody, same-gender parents, blended families, foster families, and extended families sharing a home. Language offers a powerful way to include and honor everyone. For example, when speaking to a class, say "Take this form to the person who cares for you at home" instead of "Take this form to your Mom and Dad." When sending written communication home, use "Dear Family" or simply "Hello" as a salutation.
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Accommodate parents' literacy skills. How does your school reach out to parents who speak limited English or struggle with reading? Are translators available during meetings? Do you translate communications sent home and school signage into parents' native languages? Could you set up an information phone line so parents can hear, rather than read, school news? Supports like these signal your interest in including all families. Provide flexible meeting times. Many parents struggle to fit school visits into their schedules because of work or other responsibilities. Learning Community Charter School in Central Falls, Rhode Island, offers twice-monthly open parent meetings—one in the morning and one in the evening—when parents can drop in to share their ideas with school staff. You might also meet parents during lunch; schedule time to chat online; or meet in libraries, restaurants, or other community settings. Providing child care or parallel child programming enables more families to attend. Examine your beliefs about parents. In schools in which parents clearly trust teachers and open up to them, I've found school personnel usually believe five things: 1. All parents want the best for their children and want school to help them succeed. 2. Teachers and administrators can learn much from parents about how best to teach their children. 3. Family involvement in school enhances all students' learning. 4. Working well with families improves overall school climate and the morale of teachers, students, and parents 5. School practices and communication with parents should embrace all families' backgrounds and cultures. Consider—and discuss with your colleagues—what each of you believes about parents and school.
Know What to Listen For Good listening not only helps parents feel known, but also yields important insights. As you listen, seek information about the following. Who is this child? Educators have expertise on teaching approaches, but parents have answers to the most important questions when it comes to a child's learning: What are this child's passions? What motivates him? What is she like with friends? What has school been like for this child so far? Parents can provide knowledge that might take teachers months to gather on their own. What are parents' hopes and goals for their child? Asking this early in the year highlights the shared purpose of home and school: to help children succeed. Many schools invite parents to share one academic and one social goal. Document parents' goals and periodically let them know how their child is progressing. What are families' cultural practices and traditions? Understanding important things about a child's household—such as who serves as primary caregiver, who makes which kinds of decisions, what weekends are like, and how the adults express love and appreciation for children—is important to successful teaching. What interests or traditions would families like to share at school? Seeking this information invites families to take an active role in school life. Just asking the question shows that you care about what's important to parents. And the invitation can produce offers that enrich the learning day.
Offer Many Opportunities It's important to create many opportunities to hear parents' thoughts and concerns about their children. What makes a good listening opportunity depends on your staff and your community. So that more parents can find an arrangement that works for them, offer varied options, such as the following:
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Summer letter or survey. Welcome letters from teachers and principals or beginning-of-the-year surveys asking questions about children and their families provide a warm introduction. Questions like these work well: What are your child's favorite ways to play? What are your child's strengths? What things are hard for your child? How does your child cope with frustration? What are some of your family's hobbies, skills, crafts, or favorite activities? "Door" visits. At Hollin Meadows School in Alexandria, Virginia, teachers do a Welcome Walk before school begins, walking (or driving) from one student's home to the next. In five-minute meetings at the doors of students' homes, teachers make a friendly connection with students and families. One staff member observes, "It's a simple idea that has a huge positive effect" (see "School Spotlight," 2009). Informal classroom visits before school starts. Encourage parents (and their children) to stop by for a look around and an informal chat, perhaps while teachers are setting up their classrooms. As teachers observe and listen, these low-pressure visits help them get to know parents. And as parents begin to feel known at school, they're more likely to voice concerns and questions as the year progresses. Information-rich open houses. Honor parents' wish to know what school holds for their child by displaying students' learning goals, sharing parents' goals for their children (get permission first), and explaining classroom and school rules at an open house early on. Earlier conferences. Bump up your first parent–teacher conferences from the traditional November date. Holding a special conference earlier in the year—or even before school starts—lets you gather crucial information, which can mean more effective teaching from the start. Invite families to share their goals, hopes, and dreams for their child's upcoming school year. This can also be a good time to learn about families' preferred means of communication and when they are most available. Coffees or brown-bag lunches. Hold these informal gatherings at various times to accommodate varying schedules. Plan questions to ask and then listen more than you talk. Taking notes helps you remember key points and signals to parents that you take what they say seriously. Small daily interactions. Whenever parents pick up or drop off a child, call to get homework for a sick child, or help in the school, take the opportunity to connect. Report on progress with a child's behavior challenge while checking on progress at home ("Rosa shared markers with her group today. How's the sharing coming at home?"); follow up on a previous discussion ("Have you thought more about showing your weaving to the class?"); or simply ask, "How's the new baby?" Especially early in the year, these small daily listenings build communication bridges and let families know that we recognize and care about them—and their child. Try hard to get in touch with all parents. If one method doesn't work, try another, and another. Patience and persistence in finding ways to connect will show parents that you truly want them to belong to your school community.
Make It Count Make the most of every chance you have to listen to parents: Make the first move. Don't wait until parents contact you about a concern or problem. Instead, begin building a positive partnership by reaching out before school begins, or at least early in the year. Sharing brief notes about a child's successes is a good opener.
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Offer conversation starters. Help things along by offering guiding questions. A focused question like, "What's one thing you'd really like your child to accomplish in school this year?" is easier to answer than a broad question like, "What do you want your child to learn?" Asking, "What's one thing your child is good at" shows that you're thinking about a child's strengths—and encourages families to do the same. Give parents a chance to think. I encourage teachers to send home a question or two for parents to consider before school meetings. Parents are less likely to feel put on the spot, and conversations are usually more productive and positive. Seek first to understand. It's even more important to listen with openness and compassion in high-risk conversations and dialogues, and when conflicts occur. Instead of responding defensively, show that you are genuinely interested in hearing concerns. Leaning into these situations with curiosity and respect for parents will further strengthen trust. Statements like, "I can tell this is very important to you. I'd like to hear more about that" or "What do you think might help in this situation?" are apt to open lines of communication and make everyone feel understood. Research overwhelmingly supports what we educators know from experience and instinct: When families are involved with school, students are more likely to succeed (National Coalition for Parent Involvement in Education, n.d.). The case for parental involvement is solid, especially as the school population grows more diverse. Now it's up to us to listen hard. Babs Freeman-Loftis is a professional development specialist at Northeast Foundation for Children. She is coauthor of The Responsive Classroom Assessment (Northeast Foundation for Children, 2009) and Responsive School Discipline: Essentials for Elementary School Leaders (Northeast Foundation for Children, forthcoming in July 2011); www.responsiveclassroom.org. Copyright © 2011 by Association for Supervision and Curriculum Development
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Module 6 Agenda Utilizing and Celebrating Our Parents’ Strengths and Assets (Khan Academy and
Home Visits) Goals for Partnering with Parents to Ensure Academic Success:
1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Acknowledge one another as equals. Assume goodwill.
Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun. Outcomes: Participants will gain an understanding of Khan Academy. Participants will analyze the benefits of home visits. WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 5 minutes ACTIVITY 1: Utilize Khan Academy to increase student achievement All Staff 40 minutes ACTIVITY 2: Read “Teachers Find Home Visits Help All Staff 10 minutes in the Classroom” article ACTIVITY 3: Document new ideas and activities on the PSPP template All Staff 5 minutes Next Steps
o Determine next meeting HOMEWORK:
o Download the Khan Academy “Quick Tips” guide and practice using Khan with their students.
Next meeting_________________
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Khan Academy Overview
www.khanacademy.org Step Up For Students can show you how your students can practice math at their own pace with Khan Academy’s adaptive assessment environment. They can start at 1 + 1 and work their way into calculus, or jump right into whatever topic needs some brushing up.
Students can make use of an extensive library of content from any computer with access to the web, including interactive challenges, assessments, and videos. Teachers and parents have unprecedented visibility into what their students are learning and doing on Khan Academy.
Major features:
You can enroll your students in your class, where they will immediately complete a math pretest. You can become a COACH for your students when you build your class and customize the
mission and skills for your class using the COACH section.
As a COACH, you can observe daily progress and recommend tasks (practice activities) for students to complete.
As a COACH, you can clearly see the progress of each student on any given skill. You can also
compare the status of all the students in the class covering each specific skill selected. As a COACH, you can clearly see the activity level of each student within the class and
time range selected. By hovering over the bar shown for student activity, the specific skills worked on and/or videos watched are displayed.
As a COACH, you can clearly see a LIVE visual representation of the points being earned
by students working in your class. You can use Khan Academy as a motivational tool because students love to earn badges
and points as they master math standards. You can help parents to set up COACH accounts as well so that they can see what their
children are working on and can support them in their progress. In addition, the Coaches Resources section provides a wealth of videos and documentation for anyone interested in using Khan Academy. The Khan Academy Team has provided resources on how to identify the needs in your classroom, how to help parents tutor their students, how to motivate students in the classroom, and how to personalize the content found in Khan Academy using missions.
NOTE: Khan Academy is not just math! They also offer videos and tasks in the following areas: science, economics and finance, history, arts and humanities, computing, and SAT prep.
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Teachers find home visits help in the classroom
By ALAN SCHER ZAGIER, Associated Press Updated 12:16 pm, Monday, December 30, 2013
ST. LOUIS (AP) — In days gone by, a knock on the door by a teacher or school official used to mean a child was in trouble. Not anymore, at least for parents and students at Clay Elementary School. The urban public school is one of more than 30 in the St. Louis area that sends teachers on home visits several times a year. Unlike home visit programs that focus on truants and troublemakers, or efforts aimed exclusively at early childhood, the newer wave seeks to narrow the teacher-parent divide while providing glimpses at the factors that shape student learning before and after the school bells ring. "I wish they had this when I had children in school," said Elmira Warren, a teacher's aide at Clay who has made home visits to her students and their parents. "I was fearful of what the teachers thought, and of not knowing enough." The nonprofit HOME WORKS! program is modeled after one in Sacramento, Calif., that over the past decade has since spread to more than 300 schools in 13 states, with active programs in Washington, Denver, Seattle and St. Paul, Minn. Program leaders say participation leads to better attendance, higher test scores, greater parental involvement and fewer suspensions and expulsions, citing preliminary research of the newer program by the University of Missouri-St. Louis and a series of external reviews in Sacramento over the past decade. Participation is voluntary, and teachers are paid for their time. "We've figured out a way for people to sit down outside the regular school and have the most important conversation that needs to happen," said Carrie Rose, executive director of the Parent Teacher Home Visit Project in the California capital. The K-12 program began in 1999 as a faith-based community effort but quickly found support not only in the Sacramento school district but also with local teachers unions. The National Education Association has also endorsed teacher home visits, citing a "critical mass of research evidence" connecting high student achievement with involved parents. No longer do parents only hear from teachers when there's a problem, or during brief school conferences that leave little time to go beyond the surface. "She knows how much the teachers care when she sees them at her home," said Mark Brown, whose 6-year-old daughter Unafay attends Clay Elementary in north St. Louis. A decade ago, Clay principal Donna Owens could barely attract 25 parents to meet their children's teachers even once at a school with more than 320 students, with one notable exception: the Halloween candy giveaway. A recent HOME WORKS! event at the 191-student school drew close to double that number of parents. "Our parents feel much more comfortable coming to the school and being a part of it," Owens said. The Missouri program, which began in St. Louis but now includes several schools 120 miles away in the college town of Columbia, follows a template common to the other efforts. Participating schools must agree to involve at least half of their teachers, and the educators work in pairs to ensure safety. Program costs are often covered by foundation grants or borne by nonprofit supporters such as the Flamboyan Foundation, which paid for the program in the District of Columbia. Rose estimated the program cost at $10,000
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annually for elementary schools, and $15,000 to $20,000 for high schools. In Missouri, the first teacher visit comes in late summer, with the second session in the fall. While the follow-up session focuses on academics, the initial meeting is all about building a rapport, said Karen Kalish, a St. Louis philanthropist who founded HOME WORKS! in 2006. "They go in as listeners and learners the first time," she said. "Just to get (parents) to start talking, to build their relationship." Each session is followed by an invitation to continue the conversation at school over a communal meal. Busy parents who can't find the time or energy for such visits are told the school will also provide childcare and transportation if needed. Teachers must spend at least 30 minutes on the first visit and 45 minutes the second time, though often those minimums are exceeded. "We want to do whatever we can to get them to come to school," Kalish said. "Something happens when parents see their kids' school for the first time." Selling overworked teachers on the benefits isn't always easy. At Flynn Park Elementary in the St. Louis suburb of University City, teacher participation is down in the program's second year, said kindergarten teacher Debbie Kuster. Some are simply too busy outside of school with their own families, she said. Others work second or even third jobs. And some teachers — Kuster included — prefer to keep their professional distance, she said. "I'm uncomfortable going to the house," she said. "For certain people, they're more comfortable in their own territory." Those who do connect with their students' families away from school describe a more collaborative approach to learning, an environment of mutual respect and appreciation rather than top-down communication. “A lot of parents were willing to share with us,” Warren said. “They saw we were parents ourselves. They let down their guard.” Fourth-grade teacher Cynthia Williams said her Clay Elementary Students learned to view her as more than just a two-dimensional authority figure. "For some students, school and home are two different worlds," she said. "When you create that bridge, it becomes cohesive." Kalish said the program also fosters parental accountability rather than a reliance on schools to essentially serve as surrogate parents for six or seven hours each day. While the Missouri program and affiliated efforts nationwide remain relatively small, she hopes to build enough momentum to take the effort statewide, and envisions a broader effort that would elevate teacher home visits alongside such programs as Teach for America or Parents as Teachers, which focuses on increasing child-rearing skills through home visits for newborns and toddlers. "We've got the secret sauce," Kalish said. "We know what works."
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***You must bring your laptop/iPad and your Facilitator/Participant Handbook to the module.***
MODULE 7: Using the Gradebook and Unit Plan Functions in the TLE
Module 7 Agenda Goals for Partnering with Parents to Ensure Academic Success:
1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Acknowledge one another as equals. Assume goodwill.
Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes: Participants will be able to access and utilize the Teaching and Learning Exchange as a PAC (planning, communication and
accountability) tool with parents and students. Participants will be able to use the TLE to create unit plans and assign grades. WHAT WHO HOW LONG Welcome and Agenda/Norms Review OSL Coordinator 5 minutes ACTIVITY 1: Unit Plan and Gradebook Functionality Facilitators and Staff 45 minutes ACTIVITY 2: Read “Suggestions for the PSPP” document Facilitators and Staff 10 minutes ACTIVITY 3: Document new ideas and activities in the PSPP Facilitators and Staff 5 minutes HOMEWORK:
o Practice using the unit plan and gradebook functionality of the TLE. Next meeting______________
YOUR OSL COORDINATOR WILL FACILITATE
THIS MODULE. DATE/TIME/LOCATION TBD
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Suggestions for the Parent-School Partnership Plan Compiled from Success Partners schools
Goal 1: Enabling and Empowering Parents to meet their Child’s Social and Academic Needs
• Provide each child with an individualized Learning Contract through the Teaching and Learning Exchange. • Host a parent meeting to introduce the Teaching and Learning Exchange. • Implement Khan Academy schoolwide for parents and students and host a Khan Night to explain how Khan Academy
will be used and to help parents register as coaches. • Provide relevant data to parents: academic scores, discipline, climate survey results, and school & student performance
on standardized assessments. • Provide information & specific strategies to parents to address content areas where a student needs support. • Provide parents with class expectations and grade level expectations for each grading period/semester/year. • Establish a tradition of parents doing a writing assignment (i.e. “How did you get your name?” or “What should a
teacher know about my child?”) and post their work for the children to read. • Develop an equitable homework system. (How does the school respond to the student who didn’t learn the concept at
school but now has to do homework with these concepts versus the student who just doesn’t complete the assignment?)
• Put a system in place when students “can’t do” or “don’t understand” the homework. • Provide parents with a “model home environment” that supports learning at home (this could go in your newsletter). • Implement a process that requires parent participation in an authentic learning project such as the Schoolwide
Enrichment Model. • Ask parents to identify their child’s learning style through a learning style inventory, or assess your students’ learning
styles and share tips based on that style with their parents. • Provide parents rubrics/anchor papers that will be used to assess student work. • Make home visits. • Identify the strengths and needs of families through surveys in order to utilize their strengths and meet their needs. • Host Family Literacy and Family Math Nights to educate both parents and students. • Create monthly Parent Parties with topics such as:
o “Understanding and using standardized test scores to drive teaching and learning” o “Helping my children learn at home and at school” o “Making the home conducive to learning” o “Talking to my children about school and learning” o “Preparing for a successful Parent-Teacher Conference”
Goal 2: Creating a Parent-Friendly School Environment
• Evaluate the first point of contact with parents: the front office. Do we have an Open Door Policy? Does the front office really welcome parents? Do an Extreme Makeover based upon findings.
• Establish permanent signage that welcomes parents and provides them with directions to front office and parking. • Have monthly opportunities to include parents in school events including:
o Donuts for Dad/Muffins for Mom where children read with the parent (or caring adult) o Career Day o Open House o Game Nights o Family Field Day – parents participate with their students in the activities (parent/student 3 legged race, water
balloon toss, family sack relay) • Develop a process for parents to join students for field trips or a “Take Your Parent to School Day”. • Develop a mandatory volunteer hour program that considers the working parent. • Host celebrations and start traditions that reflect the cultural diversity of the school community.
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• Institute a “parent writing project” where parents are asked to write a story about their child, about their favorite family tradition, or how they came to name their child in “a million words or less”. These written storied are posted throughout the school for everyone to enjoy.
Goal 3: Recognizing Excellence and Improvement of all Stakeholders (parents, teachers, students, and administrators)
• Publish and post student work using bulletin boards in hallways and in the front office. Allow students to select the work they want displayed.
• Display student writings with a student picture where students stand/wait, such as in the lobby, cafeteria, or library. • Highlight student work in the newsletter. • Honor and reinforce the “most improved” student as well as the “best”. • Create a process to select student(s) of the month with a rubric that allows multiple students who meet your
requirements to be the student of the month. • Share the rubric with parents so they understand how student(s) of the month are determined. • Reinforce other accomplishments monthly: music/art accomplishments, athletic accomplishments, or character traits. • Recognize parents who have worked hard with their children at home or helped the teacher. • Develop processes for making sure students and families receive positive phone calls (monthly?). • Develop processes (such as a FISH program [Family Involvement Service Hours]) to recognize parents with a
Gold/Silver/Bronze standard for volunteering. • Recognize other parent achievements using the newsletter, assemblies, rolling TV announcements, or your marquee
outside. • Recognize a “family of the month” with a gift that the family could do together (a board game, family meal gift basket,
movie tickets). • Recognize families who consistently use Khan Academy. • Host monthly assemblies to recognize student, staff, and parent accomplishments and contributions. • Host a Parent Appreciation Day.
Goal 4: Establishing Structures to Ensure Two-Way Communication
• Develop a parent-friendly school “refrigerator calendar” (school calendar with important dates, parent tips, timely information).
• Plan a parent meeting to kick off the Parent-School Partnership Plan. • Share Parent Expectations with all parents. • Utilize a daily student planner signed by the parent, including daily progress shared by the teacher. • Provide a single point of contact for parents to use when students have multiple teachers. • Make and document personal monthly positive phone calls to parents. • Have regularly scheduled parent-teacher conferences and implement “Student-Led Conferences”. • Utilize two-way newsletters including “Parent Tips” and “News from the Teacher”. Use these to highlight student
accomplishments and ask parents to send in tips and “good news” about their child to be published in that newsletter. • Include a “hidden message” in the newsletter to determine who is reading the newsletter. Parents must respond to
win a prize. • Develop a system of giving a positive statement before a negative statement, especially in calls home or in conferences. • Use a flip chart (white board) by the car circle to communicate important dates or recognition for parents/students.
This information would change each day. • Have student write invitations to their parents inviting them to school events and parent parties. • Publish classroom blogs. • Ask parents how they want to receive communication from the school and then honor their requests.
Page 60
Module 8 Agenda Parent Expectations: A Demonstration of Two-Way Communication
Goals for Partnering with Parents to Ensure Academic Success: 1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes Participants will identify the school’s current expectations for families as well as families’ expectations of the school. Participants will refine expectations in order to support a collaborative partnership. Participants will develop a process to ensure parents provide feedback on expectations. Participants will learn how to use these new elements of the Teaching and Learning Exchange (TLE): student assets and
teacher/caregiver concerns. WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 3 minutes ACTIVITY 1: Identify the school’s current expectations of families. Facilitators and Staff 10 minutes ACTIVITY 2: Refine family expectations (Affinity Mapping protocol). Staff 20 minutes ACTIVITY 3: Finalize family expectations Staff 20 minutes and brainstorm how to involve parents. ACTIVITY 4: TLE Part 8 All Staff 7 minutes ACTIVITY 5: Document new ideas and activities in the PSPP. Facilitators and Staff 5 minutes HOMEWORK:
• Watch TLE video to practice writing student assets and teacher/caregiver concerns in the PLP and take the Teacher
Satisfaction Survey.
Next meeting______________
Page 61
DOVE
Bra
inst
orm
ing
D
efer
judg
men
t on
anyo
ne e
lse’
s id
eas.
O
pt fo
r the
unu
sual
and
cre
ativ
e.
Gen
erat
e a
Vast
num
ber o
f ide
as.
Exp
and
on th
e id
eas
by "p
iggy
bac
king" o
n so
meo
ne e
lse’
s id
ea.
Page 62
Gateway Christian Academy
Parent Expectations
Attend School Events
Attend PTF meetings
Attend Parent Teacher Conferences
Be Involved with the Learning of Your Child
Talk to your child about their school day
Monitor the use and time on social websites
Monitor uniform & adjust throughout the year
Read each night with your children
Take your children to the library at least once a week
Have books, magazines & newspapers available in your home and talk about articles, ideas from them with your children
Volunteer to help in the class regularly
Provide your children with a home environment that supports learning
Be a Positive Role Model
Express positive interest in your children’s schoolwork
Give praise generously
Support praise remarks made by the teacher
Speak positive about the school
Model learning at home
Send your Children to School Prepared to Learn
Get your children to school on time (2x)
Replenish school supplies throughout the year
Make sure your children has a proper breakfast before school
Provide a healthy lunch
Provide a health morning snack for your kindergartener
Establish & adhere to a bedtime
Make sure you always have a set time for going to bed
No cell phones/personal electronics after bedtime
Positive and Productive Communication
Read planners when students get home
Sign planners
Read and sign planners daily
Check Backpack daily
Check/access Gradelink
Check/ read school e-mail
Go online to check progress of student: Gradelink/FLVS
Page 63
Inca
rnat
ion
Cath
olic
Sch
ool-
Pare
nts a
s Par
tner
s “I
nspi
ring
life-
long
lear
ners
toge
ther
”
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
send
my
child
to sc
hool
pre
pare
d to
lear
n by
: • Ge
ttin
g yo
ur c
hild
to c
lass
on
time
ever
y da
y •
Incl
udin
g fr
uits
& v
eget
able
s for
hea
lthy
snac
ks &
mea
ls •
Mak
ing
sure
you
r chi
ld h
as th
eir s
uppl
ies e
very
day
•
Mak
ing
sure
you
r chi
ld g
ets a
t lea
st 8
hou
rs o
f sle
ep
• Le
ttin
g yo
ur c
hild
kno
w y
ou lo
ve th
em a
nd th
at th
ey c
an b
e su
cces
sful
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
be m
y ch
ild’s
adv
ocat
e by
: •
Sett
ing
the
expe
ctat
ions
of g
radu
atio
n, h
igh
scho
ol, c
olle
ge, c
aree
rs---
talk
ab
out t
his r
egul
arly
with
you
r chi
ld
• Be
ing
enth
usia
stic
abo
ut sc
hool
wor
k/ho
mew
ork
• Le
avin
g po
sitiv
e m
essa
ges f
or y
our c
hild
•
Expr
essin
g an
inte
rest
in w
hat y
our c
hild
is le
arni
ng
• Re
war
ding
effo
rt, d
ilige
nce
and
impr
ovem
ent
• En
cour
agin
g po
sitiv
e fe
elin
gs a
bout
scho
ol b
y sp
eaki
ng p
ositi
vely
abo
ut
scho
ol e
xper
ienc
es
• M
odel
ing
Stew
ards
hip
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
stay
in to
uch
with
the
teac
hers
and
scho
ol
by: •
Cont
actin
g yo
ur c
hild
’s te
ache
r if y
ou h
ave
ques
tions
, con
cern
s ide
as,
sugg
estio
ns
• Co
ntac
ting
the
scho
ol w
hen
your
chi
ld is
sick
or w
ill b
e ab
sent
•
Givi
ng u
s fee
dbac
k ab
out h
ow w
e ar
e do
ing
• Re
adin
g ou
r new
slett
er- l
et u
s kno
w w
hat y
ou w
ould
like
to se
e in
the
New
slett
er
• Ch
ecki
ng th
e ba
ck p
ack
daily
•
Sign
ing
& re
turn
ing
pape
rs
• Ch
ecki
ng S
ycam
ore
wee
kly
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
let m
y ch
ild k
now
that
I va
lue
educ
atio
n &
w
ill b
e ve
ry in
volv
ed in
thei
r lea
rnin
g by
: •
Mak
ing
sure
you
r chi
ld a
tten
ds sc
hool
eve
ryda
y •
Volu
ntee
ring
at sc
hool
•
Atte
ndin
g ou
r sch
ool f
unct
ions
(Cel
ebra
tions
, Ass
embl
ies,
Par
ent m
eetin
gs)
• At
tend
ing
Pare
nt-T
each
er C
onfe
renc
es
• Co
nsid
erin
g th
e sc
hool
cal
enda
r bef
ore
sche
dulin
g fa
mily
vac
atio
ns a
nd
appo
intm
ents
•
Esta
blish
ing
a da
ily h
omew
ork
rout
ine
– a
calm
, qui
et, w
ell l
it ar
ea, t
urn
off
the
TV, c
ell p
hone
s
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
be a
par
tner
with
us i
n th
e su
cces
s of
my
child
by:
•
Chec
king
hom
ewor
k ni
ghtly
•
Read
ing
with
you
r chi
ld
• Ha
ving
age
app
ropr
iate
boo
ks, m
agaz
ines
& n
ewsp
aper
s in
your
hom
e fo
r yo
ur c
hild
to re
ad
• M
akin
g su
re y
our c
hild
sees
you
read
ing
• Li
miti
ng th
e am
ount
of t
ime
your
chi
ld w
atch
es T
V, e
ngag
es in
vid
eo g
ames
an
d ot
her e
lect
roni
cs
• En
cour
agin
g yo
ur c
hild
to sp
end
time
enga
ged
in p
hysic
al a
ctiv
ities
•
Know
ing
wha
t you
r chi
ld is
doi
ng a
fter
scho
ol
• As
king
spec
ific
ques
tions
abo
ut w
hat t
hey
are
lear
ning
in sc
hool
• Ta
king
you
r chi
ld to
a li
brar
y re
gula
rly
• Vi
sitin
g ou
r sch
ool l
ibra
ry
• Sp
endi
ng ti
me
toge
ther
as a
fam
ily
Su
ppor
t Rel
igio
us e
duca
tion
and
Prac
tice
by:
• At
tend
ing
mas
s reg
ular
ly w
ith y
our f
amily
•
Follo
win
g th
roug
h w
ith S
acra
men
tal p
repa
ratio
ns
• Be
ing
a di
scip
le o
f Chr
ist a
s an
exam
ple
for y
our c
hild
•
Spen
ding
tim
e w
ith y
our c
hild
ren
in p
raye
r
Tampa Adventist Academy- Parent as Our Partners Expectations “Working Together to Soar Above the Rest to Achieve the Best through Jesus Christ”
As a parent I believe it is important to send my child to school prepared to learn by:
Providing my child healthy meals including fruits and vegetables Getting my child to class on time every day Making sure my child has their supplies every day Making sure my child gets at least 7-9 hours of sleep every night Letting my child know that I love them and that they can be successful
As a parent I believe it is important to support religious education and practice by:
Attending church regularly with my family Being a disciple of Christ as an example for my child Spending time with my child in prayer Applying the weekly memory verses to our daily lives
As a parent I believe it is important to be my child’s biggest advocate by:
Setting the expectations of graduation, careers and college- talking about this regularly with my child Being enthusiastic about schoolwork/homework Leaving positive messages for my child Expressing an interest in my child’s schoolwork Attending school events Encouraging positive feelings about school Speaking positively about school
As a parent I believe it is important to stay in touch with my child’s teachers and the school by:
Contacting the teachers if I have questions, concerns ideas, suggestions Contacting school when my child is sick or will be absent Giving teachers feedback about how they are doing Reading our newsletter- letting the school know what I would like to see in the Newsletter Checking the back pack daily Signing and returning all papers If I have a concern, I’ll start first with the teacher and work together to resolve it privately Communicating any changes my child may be experiencing Sharing interesting facts about my family with us Checking & responding to the student planner daily
As a parent I believe it is important to help teachers help my child be successful by:
Being a partner & ally with all school staff Checking homework every night Reading with my child regularly Having age appropriate books & magazines at home for my child to read Making sure my child sees me reading Limiting the amount of time my child watches TV & engages in video games Encouraging my child to spend time engaged in physical activities Knowing what my child is doing after school Asking specific questions about what my child is learning in school Taking my child to the library regularly Encouraging my child to do their best Teaching my child respect and manners
As a parent I believe it is important to let my child know that I value education and will be very involved in their learning by:
Visiting my child’s classrooms Attending the school functions (Celebrations, Assemblies, Parent meetings Attending Parent-Teacher Conferences Establishing a daily homework routine – a calm, quiet, well lit area; turn off the TV, cell phones, electronic games Modeling learning at home Volunteering at and for the school
Page 65
Mt.
Cal
vary
SD
A J
unio
r A
cade
my
Par
ents
as
Par
tner
s E
xpec
tatio
ns
As
a pa
rent
I b
elie
ve it
is im
port
ant t
o sh
ow y
our
supp
ort o
f the
sch
ool b
y:
Com
ing
to a
ll co
nfer
ence
s V
isitin
g m
y ch
ild’ c
lass
Sp
eaki
ng p
ositi
vely
abo
ut th
e sc
hool
to m
y ch
ild
Atte
ndin
g sc
hool
eve
nts
regu
larly
R
eque
stin
g a
conf
eren
ce ra
ther
than
sho
win
g up
dur
ing
clas
s tim
e ex
pect
ing
a co
nfer
ence
A
s a
pare
nt I
bel
ieve
it is
impo
rtan
t to
upho
ld th
e st
anda
rds
of o
ur F
aith
by:
Liv
ing
the
28 F
unda
men
tals
Bel
iefs
of t
he S
DA
Fai
th
Spen
ding
tim
e in
pra
yer w
ith y
our f
amily
A
s a
pare
nt I
bel
ieve
it is
impo
rtan
t to
mod
el le
arni
ng a
t hom
e by
:
Rea
ding
with
my
child
eve
ry n
ight
T
alki
ng to
my
child
abo
ut w
hat t
hey
are
lear
ning
in
scho
ol
As
a pa
rent
I b
elie
ve it
is im
port
ant t
o m
aint
ain
two-
way
Par
ent-T
each
er
Com
mun
icat
ion
Con
tact
the
offic
e if
the
stud
ent w
ill b
e ab
sent
B
e Pr
oact
ive-
Ask
que
stio
ns w
hen
you
don’
t und
erst
and
C
heck
the
blog
for H
omew
ork
and
mes
sage
s da
ily
Us
the
daily
pla
nner
to c
omm
unic
ate
with
you
r chi
ld’s
teac
her
Che
ck th
e st
uden
t’s fo
lder
eve
ryda
y R
evie
w re
turn
ed p
aper
s
As
a pa
rent
I b
elie
ve it
is im
port
ant t
o ho
ld m
y ch
ild r
espo
nsib
le h
omew
ork
by:
Prov
idin
g a
quie
t pla
ce fo
r my
child
to w
ork
Che
ckin
g an
d re
view
ing
hom
ewor
k fo
r com
plet
ion
and
accu
racy
H
elpi
ng (n
ot d
oing
) you
r chi
ld w
ith th
e ho
mew
ork
Let
ting
my
child
fini
sh th
eir o
wn
hom
ewor
k E
ncou
ragi
ng m
y ch
ild to
do
thei
r bes
t wor
k at
all
times
T
each
ing
my
child
to b
e re
spon
sible
for t
heir
lear
ning
and
hom
ewor
k A
s a
pare
nt I
bel
ieve
it is
impo
rtan
t to
send
my
child
to s
choo
l pre
pare
d to
le
arn
by:
C
heck
ing
to b
e su
re m
y ch
ild is
pro
perly
dre
ssed
eac
h m
orni
ng
Mak
ing
sure
my
child
has
a b
alan
ced
brea
kfas
t G
ettin
g m
y ch
ild to
scho
ol o
n-tim
e ev
ery
day
Mak
ing
sure
my
child
lets
at l
east
8 h
ours
of s
leep
eve
ry n
ight
M
akin
g su
re m
y ch
ild h
as a
ll of
thei
r sup
plie
s ev
eryd
ay
Rep
leni
shin
g m
y ch
ild’s
scho
ol su
pplie
s re
gula
rly
As
a pa
rent
I b
elie
ve it
is im
port
ant t
o be
my
child
’s b
igge
st a
dvoc
ate
by:
Hel
ping
my
child
dev
elop
a b
alan
ced
life
Let
ting
my
child
kno
w th
at th
ey a
re lo
ved,
eve
n w
hen
they
do
wro
ng
Enc
oura
ging
my
child
dai
ly
Enc
oura
ging
my
child
to p
artic
ipat
e in
all-
ext
racu
rric
ular
act
iviti
es
Atte
ndin
g co
mm
unity
and
cul
tura
l eve
nts
with
my
child
(i.e
. mus
eum
s, th
eate
rs, f
airs
, mus
ical
s)
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
send
my
child
to sc
hool
pre
pare
d to
lear
n by
:
A__
D__
Pro
vidi
ng m
y ch
ild h
ealth
y m
eals
incl
udin
g fr
uits
and
veg
etab
les
A__
D__
Get
ting
my
child
to c
lass
on
time
ever
y da
y
A__
D__
Mak
ing
sure
my
child
has
thei
r sup
plie
s eve
ry d
ay
A__
D__
Mak
ing
sure
my
child
get
s at l
east
7 h
ours
of s
leep
eve
ry n
ight
A_
_ D
__ L
ettin
g m
y ch
ild k
now
that
I lo
ve th
em a
nd th
at th
ey ca
n be
succ
essf
ul
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
supp
ort r
elig
ious
edu
catio
n an
d pr
actic
e by
:
A__
D__
Att
endi
ng c
hurc
h re
gula
rly w
ith m
y fa
mily
A__
D__
Bei
ng a
disc
iple
of C
hrist
as a
n ex
ampl
e fo
r my
child
A__
D__
Spe
ndin
g tim
e w
ith m
y ch
ild in
pra
yer
A__
D__
App
lyin
g th
e w
eekl
y m
emor
y ve
rses
to o
ur d
aily
live
s
Com
men
ts:_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
__ I
plan
to e
nrol
l by
child
at S
t. Pe
ter C
lave
r Cat
holic
Sch
ool f
or th
e 20
12-1
3 sc
hool
yea
r.
____
I do
not
pla
n to
retu
rn to
St.
Pete
r Cla
ver C
atho
lic S
choo
l for
the
2012
-13
scho
ol y
ear.
I hav
e re
ad a
nd u
nder
stan
d th
e Pa
rent
Exp
ecta
tions
for S
t. Pe
ter C
lave
r Cat
holic
Sc
hool
Sign
ed._
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
St.P
eter
Cla
ver C
atho
lic S
choo
l
“P
aren
ts m
ake
THE
diffe
renc
e…”
Dear
Par
ents
,
St. P
eter
Cla
ver C
atho
lic S
choo
l is p
artic
ipat
ing
in a
stat
e w
ide
pilo
t to
deve
lop
stro
ng p
aren
t-sc
hool
par
tner
ship
s. A
s par
t of t
hat p
ilot w
e ar
e re
visit
ing
the
role
s and
resp
onsib
ilitie
s of e
very
one
who
is in
volv
ed
in th
e su
cces
s of o
ur st
uden
ts.
We
know
that
you
are
the
mos
t im
port
ant p
erso
n in
the
life
of o
ur st
uden
ts!
Att
ache
d yo
u w
ill se
e a
draf
t of t
he “
Pare
nt E
xpec
tatio
ns”.
We
need
you
r inp
ut!
Plea
se p
lace
a
chec
k in
eith
er th
e “A
” (a
gree
) or D
(disa
gree
)” c
olum
n af
ter e
ach
stat
emen
t to
indi
cate
agr
eem
ent/
disa
gree
men
t. F
eel f
ree
to p
rovi
de
us a
ny w
ritte
n co
mm
ents
. O
ur P
aren
t Par
tner
Exp
ecta
tions
will
be
feat
ured
in o
ur P
aren
ts a
s Par
tner
s pro
gram
that
will
beg
in in
the
fall
of 2
012!
Plea
se re
turn
the
form
by
Thur
sday
, May
31st
. Al
l stu
dent
s ret
urni
ng
this
form
will
par
ticip
ate
in a
“dr
ess d
own”
day
on
Frid
ay, J
une
1st.
Agai
n, th
ank
you
for y
our f
eedb
ack
and
supp
ort!
St. P
eter
Cla
ver C
atho
lic S
choo
l Sta
ff
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
be m
y ch
ild’s
big
gest
adv
ocat
e by
:
A__
D__
Rew
ardi
ng e
ffort
, dili
genc
e an
d im
prov
emen
t
A__
D__
Set
ting
the
expe
ctat
ions
of g
radu
atio
n, c
aree
rs a
nd c
olle
ge- t
alki
ng a
bout
this
regu
larly
w
ith m
y ch
ild
A__
D__
Bei
ng e
nthu
siast
ic a
bout
scho
olw
ork/
hom
ewor
k
A__
D__
Lea
ving
pos
itive
mes
sage
s for
my
child
A__
D__
Exp
ress
ing
an in
tere
st in
my
child
’s sc
hool
wor
k
A__
D__
Enc
oura
ging
pos
itive
feel
ings
abo
ut sc
hool
A__
D__
Spe
akin
g po
sitiv
ely
abou
t sch
ool
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
stay
in to
uch
with
my
child
’s te
ache
rs a
nd th
e sc
hool
by:
A__
D__
Con
tact
ing
the
teac
hers
if I
have
que
stio
ns, c
once
rns i
deas
, sug
gest
ions
A__
D__
Con
tact
ing
scho
ol w
hen
my
child
is si
ck o
r will
be
abse
nt
A__
D__
Giv
ing
teac
hers
feed
back
abo
ut h
ow th
ey a
re d
oing
A__
D__
Rea
ding
our
new
slett
er- l
ettin
g th
e sc
hool
kno
w w
hat I
wou
ld li
ke to
see
in th
e N
ewsle
tter
A__
D__
Che
ckin
g th
e ba
ck p
ack
daily
A__
D__
Sig
ning
and
retu
rnin
g al
l pap
ers
A__
D__
Com
mun
icat
ing
any
chan
ges m
y ch
ild m
ay b
e ex
perie
ncin
g
A__
D__
Sha
ring
inte
rest
ing
fact
s abo
ut m
y fa
mily
with
us
A__
D__
Che
ckin
g &
resp
ondi
ng to
the
stud
ent p
lann
er d
aily
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
be a
par
tner
with
the
scho
ol st
aff i
n th
e su
cces
s of m
y ch
ild b
y:
A__
D__
Che
ckin
g ho
mew
ork
ever
y ni
ght
A__
D__
Rea
ding
with
my
child
regu
larly
A__
D__
Hav
ing
age
appr
opria
te b
ooks
& m
agaz
ines
at h
ome
for m
y ch
ild to
read
A__
D__
Mak
ing
sure
my
child
sees
me
read
ing
A__
D__
Lim
iting
the
amou
nt o
f tim
e m
y ch
ild w
atch
es T
V &
eng
ages
in v
ideo
gam
es
A__
D__
Enc
oura
ging
my
child
to sp
end
time
enga
ged
in p
hysic
al a
ctiv
ities
A__
D__
Kno
win
g w
hat m
y ch
ild is
doi
ng a
fter
scho
ol
A__
D__
Ask
ing
spec
ific
ques
tions
abo
ut w
hat m
y ch
ild is
lear
ning
in sc
hool
A__
D__
Tak
ing
my
child
to th
e lib
rary
regu
larly
A__
D__
Enc
oura
ging
my
child
to d
o th
eir b
est
A__
D__
Tea
chin
g m
y ch
ild re
spec
t and
man
ners
A_
_ D
__ S
pend
ing
qual
ity ti
me
toge
ther
as a
fam
ily
As a
par
ent I
bel
ieve
it is
impo
rtan
t to
let m
y ch
ild k
now
that
I va
lue
educ
atio
n an
d w
ill b
e ve
ry in
volv
ed in
thei
r lea
rnin
g by
:
A__
D__
Giv
ing
to th
e sc
hool
a m
inim
um o
f 10
serv
ice
hour
s
A__
D__
Visi
ting
my
child
’s c
lass
room
s
A__
D__
Att
endi
ng th
e sc
hool
func
tions
(Cel
ebra
tions
, Ass
embl
ies,
Par
ent m
eetin
gs
A__
D__
Att
endi
ng P
aren
t-Te
ache
r Con
fere
nces
A__
D__
Est
ablis
hing
a d
aily
hom
ewor
k ro
utin
e –
a ca
lm, q
uiet
, wel
l lit
area
; tur
n of
f the
TV,
cel
l ph
ones
, ele
ctro
nic
gam
es
A__
D
__ M
odel
ing
lear
ning
at h
ome
A__
D
__ V
olun
teer
ing
at a
nd fo
r the
scho
ol
Module 9 Sample Parent Invitation Letter
[Insert School Name and letterhead]
Dear Parents,
HELP US BRAINSTORM ACTIVITIES FOR OUR PARENT-SCHOOL PARTNERSHIP PLAN! Please join us for our next staff training session where parents and staff will put our heads together to come up with exciting activities to meet our goal of creating partnerships between our school staff and our school families.
We will take part in a fun activity to learn about how we can work together in teamwork situations. We will also learn about the partnerships that other schools have created, as well as brainstorm our own ideas for next year. We need to hear from you! Please attend!
Child care will be provided if needed.
Date:
Time:
Page 69
Module 9 Agenda It Takes More than a Village: A Collaborative Parent-Teacher Module
Goals for Partnering with Parents to Ensure Academic Success:
1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication
Norms
Outcomes: Participants will discover the contributions and assets of each member of the school community. Participants will brainstorm possible activities for select partnership goals. WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 5 minutes ACTIVITY 1: Discovering the contributions & assets of each participant. All Staff and Parents 30 minutes (Compass Points protocol) ACTIVITY 2: Learning with and from each other: All Staff and Parents 15 minutes Read “26 Ways from A-Z to Reach Out to Parents” article. ACTIVITY 3: Identifying structures, processes and activities to support All Staff and Parents 30 minutes an effective parent-school partnership (Carousel Brainstorm protocol). Next meeting_________________
Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Acting – ‘Let’s do it.’ Likes to act, try things, plunge in.
Speculating – Likes to look at the big picture and the possibilities before acting.
Caring – likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting.
Paying Attention to detail- Likes to know the ‘who, what, when, where and why’ before acting.
Page 70
Compass Points Questions Decide which of the four “directions” most closely describes your personal style. Then spend 15 minutes answering the following questions as a group.
1. What are the strengths of your style? (4 adjectives)
2. What are the limitations of your style? (4 adjectives)
3. What style do you find most difficult to work with and why?
4. What do people from the other “directions” or styles need to know about you so you can work together effectively?
5. What do you value about the other three styles?
Page 71
Twenty-Six Ways, from A to Z, to Reach Out to Parents Hello from the Step Up For Students Office of Student Learning! During the 2011-2012 school year we worked closely with a group of very diverse private schools to examine current beliefs, conditions, structures and processes existing in school that relate to parent engagement in the learning of their children. It is our goal to assist schools in the development and refinement of school systems that sustain collaborative partnerships with parents and families. The term “parent engagement” has evolved to cover an array of in-school and out-of-school activities that can prove educationally beneficial, such as parents helping children with academic work at home. Parental engagement in children's education is associated with stronger student achievement and with students who themselves are more engaged in school—as shown by better attendance, higher graduation rates, and improved learning. The goal of the partnership is to ensure the academic, social and emotional success of every child, while at the same time, upholding the belief that the ultimate responsibility for the education of the child resides with the parent. As we worked with teachers and administrators, we were able to gather amazing examples of just how schools were adjusting their thinking and as a result, implementing or refining various processes and products to support an egalitarian partnership with their families. So starting with A and going to Z, here are what schools are telling us that they are doing to cultivate productive parent partnerships!
Accept your parents for who they are and where they are in their lives. They love their children and want them to be successful. They were their child’s first teachers. Just as they have the ultimate responsibility for the health and welfare
of their child, they also have the ultimate responsibility for the education of the child. Assess present practices. Asking the right questions can help you evaluate how well your school is reaching out to parents. Which partnership practices are currently working well at each grade level? Which partnership practices could be improved or added in each grade? How do you want your school’s family engagement practices to look three years from now?
Begin the school year with a Parent-School Partnership Kick-Off celebration for families, school leaders, teachers, and students. Food is a big draw! Host a breakfast, dinner or dessert bar! Provide your parents with an overview of what your parent partnership will offer. Have Parent-School Partnership Pledges ready for all to sign!
Celebrate successes, accomplishments and improvements frequently. Establish a tradition of recognizing the accomplishments of members of your school community. Whether you use the school newsletter, marquee, a bulletin board or assembly, taking the time to acknowledge positive events in the lives of your families and staff helps to validate your partnership.
Duplicate and Distribute the Parent-School Partnership Pledge along with your Parent Expectations. Keep that pledge alive as you meet with your parents during the Learning Compact conferences. Post the Pledges in a prominent place for all to see.
Enlist and Encourage your students to ask their parents to be involved in their in education. Research tells us that when students are the ones who reach out to their parents for help, the parent almost always responds positively.
Page 72
Have Fun through “Parent Parties”! Provide opportunities for parents and school staff to interact socially, with no “planned formal conversations” about specific student progress. Consider a school-wide scavenger hunt with family teams, storytelling nights, guest author and poetry readings, read-aloud programs, dramatic readings, book fairs and family literacy nights where students comes in their PJs and families read under the stars! High school and college students are great volunteers for these events, and many can use the service learning hours!
Get to know your families. Send home a “Getting to Know You” questionnaire that provides parents with the opportunity to tell you about their family. Establish a beginning of the year tradition where parents are asked to write about their child in “1 million words or less”! Organize a school-wide project where each family creates a “family crest” that is displayed in a common area.
Honor all family structures. Common family compositions now encompass the single parent, grandparents or other relatives raising children, separated or divorced parents with shared custody, same-gender parents, blended families, foster care families, and multiple families sharing a single home. How we speak to families offers a powerful message to ensure all family members are included and honored. For example, when speaking to your class say, “Have this form signed by the person who cares for you at home “instead of, “Have your Mom or Dad sign this form.” Consider using “Dear Parent” or simply “Hello” in the salutation of the school’s written communication.
Initiate a Parent Partnership Program. Start with the Parent-School Partnership Pledge .The Pledge provides a visible commitment to involving families and the community. Create an area in the school where families can come to get more information on topics of interest and where families can meet and talk with one another and with school staff.
Offer Just-in-time training and information to your families. Consider when your families need pertinent information. Some schools have created simple informational videos and posted them on their websites for parents to access when the families need the information. For example, an “Understanding Standardized Test Scores” video can be posted on the school’s website when the test results are sent home. Provide quick and easy tips to families on homework help, higher standards, the school’s curriculum, conflict resolution, dealing with peer pressure, and community cultural resources, just to name a few.
Kindness goes a long way. Implement a policy where every teacher/ staff member of the school makes one positive phone call to each parent of every student in their class every month. These are quick calls that send the message, “I don’t only call when there is a problem”. This will pay off huge dividends.
Launch a series of open houses at the school. Hold them in the evening or on the weekend so that more people can attend. Consider many small group discussions with parents seated in a circle. A huge gymnasium with rows and rows of chairs does little to welcome a family nor does it engender open conversations. Ask your families what their hopes and dreams are for their children. Encourage families to bring a friend to learn about the school. This provides parents with an opportunity to proudly “show off” their school firsthand and helps them feel more comfortable with the idea of getting involved.
Name a special day during the school year just to honor families- Establish a Family Appreciation Day celebration that honors all members of the family.
Page 73
Offer to hold your conference with family members in other locations than the school. Coming to the school may be difficult for a parent for many reasons (logistics, past personal school experiences, language barriers). Consider offering to visit with the parent at their home, or meet them in a neutral location such as the library, coffee shop or community center.
Provide every family with a “refrigerator calendar”. This calendar could have timely monthly information regarding the school and classroom activities. Encourage the families to use this calendar to keep track and coordinate the schedules of all family members including test dates, project due dates, birthdays, sports events, and other family activities.
Help families understand the importance of creating a Quiet place for children to study and complete homework. Encourage the families to have cell phones, TVs, and iPads turned off and put away until the homework is completed. Encourage family members to check on their child’s progress and encourage them to do their best.
Communicate the Roles and responsibilities of the school staff that directly support and impact a positive parent- school partnership through your newsletter, on your website, and on the school marquees. Post them prominently for all school community members.
Host a School Scavenger hunt. Families can be given a list of school areas that they will visit. They will engage in a simple but fun activity (i.e., find the gym and shoot three baskets, or find the media center and check out a book). The scavenger hunt culminates in the cafeteria with snacks and prizes for winners in various categories.
Take the time to get to know your families. Some schools instituted “coffee chats” where they invited families to come out to the school for coffee and just to talk with each other. This informal setting had no predetermined agenda; rather, the topics of the conversations came from parents as they shared ideas, concerns and got to know each other.
Utilize two-way newsletters. The newsletter that families receive should send the message of “We want to hear back from you”. Use the newsletter to gather information about the needs and concerns, and questions and ideas of the school community. Keeping a regular “We Want to Hear from You” section in the newsletter gives the school community a voice in one of the main sources of school communication.
Visit your students’ home. Teachers who committed to making a minimum of one home visit for each student in their class found that families were very open and honored when their child’s teachers came to their home and spent time just getting to know the family.
Create a Welcoming front office and other common areas. Through the Anthropological Dig activity, school staff can view the common areas through the eyes of a parent and try to make the school inviting to all families. When families walk through the front door, they should get the message that everyone is welcome and safe at our school. The welcoming feeling should expand into the parking lots, hallways, front office and classrooms. Student work should be displayed prominently with a picture of the student included. Bulletin boards can be used to recognize the accomplishments of family members and school staff.
Page 74
Make eXtra efforts to consistently evaluate how the school is doing. It’s important for your school staff to evaluate what they’re doing to find out if they are achieving their aim of partnering with parents, and how they can improve their efforts. An evaluation can be as simple as asking people what they think or conducting a short survey. Don’t let problems go unattended. If something is not working, get a group of family and school representatives together to problem solve and figure out a better way. Taking the time to reflect on what’s happening will be worth it in the long run when teachers see sustained success and true collaboration in place!
Parent-School Partnerships are a Yearlong endeavor. Partnership work doesn’t stop after the initial “Parent- School Partnership Kick-Off Meeting”; rather, it just begins! Schools that make their family partnerships an integral element of the school culture see positive results of improved student achievement and authentic parent engagement. Schools that keep the partnership in the forefront of their work throughout the year see collaboration and teamwork flourish.
Zoom in on children. As everyone gets busy planning with meetings and work schedules and daily routines, families and schools that kept their sight on their ultimate goal of helping all children learn and reach high academic standards saw the power of a positive family school partnership.
Page 75
Module 10 Sample Parent Invitation Letter
[Insert School Name and letterhead]
Dear Parents,
HELP US FINALIZE THE PARTNERSHIP PLAN! Please join us for our next staff training session where parents and staff will refine and decide how to share our Parent-School Partnership Plan. We will be using many of the activities brainstormed at our last joint meeting.
Child care will be provided if needed.
Date:
Time:
Page 76
Module 10 Agenda Developing, Finalizing and Sharing a Plan to Strengthen Your Parent-School
Partnerships Goals for Partnering with Parents to Ensure Academic Success: 1. Enabling and empowering parent to meet their child’s social and academic needs 2. Creating a parent-friendly school environment 3. Recognizing excellence and improvement of all stakeholders 4. Establishing structures to ensure two-way communication Norms
Acknowledge one another as equals. Assume goodwill. Speak and listen from the heart. Trust the process. Be present. Expect it to be messy at times. Monitor equity of participation. Have fun.
Outcomes: Participants will evaluate and prioritize the identified structures, conditions, and processes that could increase parental
engagement and choose a goal team. In goal teams, participants will translate their goals and objectives into a finalized Parent-School Partnership Plan and a parent-
friendly version of the PSPP using the PSPP template. Participants will learn how to use these new elements of the Teaching and Learning Exchange (TLE): creating a Summer Learning
Plan.
WHAT WHO HOW LONG Welcome and Agenda/Norms Review Facilitators 5 minutes ACTIVITY 1: Goal Team Work Session: Refining Action Steps Goal Teams 60 minutes WELCOME PARENTS ACTIVITY 2: Finalizing a “Publish-ready” PSPP Staff and Parents 30 minutes ACTIVITY 3: PSPP Next Steps Facilitator, Parents, Staff 10 minutes Brainstorm ideas for informing parents about the PSPP ACTIVITY 4: TLE Part 10 All 15 minutes
Page 77
Pare
nt-S
choo
l Par
tner
ship
Pla
n
Goa
l: P
artn
erin
g w
ith P
aren
ts fo
r Stu
dent
Aca
dem
ic S
ucce
ss
Brai
nsto
rmed
Idea
s:
Activ
ity 1
: Actio
n st
eps t
o ac
com
plis
h Ac
tivity
1:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 2
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
2:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
Page 78
5.
Activ
ity 3
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
3:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 4
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
4:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 79
Activ
ity 5
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
5:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Goa
l: E
stab
lishi
ng a
Par
ent-
Frie
ndly
Sch
ool E
nviro
nmen
t
Brai
nsto
rmed
Idea
s:
Activ
ity 1
: Actio
n st
eps t
o ac
com
plis
h Ac
tivity
1:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
6.
7.
8.
9.
10.
Page 80
Activ
ity 2
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
2:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 3
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
3:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 4
:
Page 81
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
4:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 5
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
5:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 82
Goa
l: E
limin
atin
g Ro
adbl
ocks
to E
ngag
emen
t
Brai
nsto
rmed
Idea
s:
Activ
ity 1
: Actio
n st
eps t
o ac
com
plis
h Ac
tivity
1:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
11.
12.
13.
14.
15.
Activ
ity 2
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
2:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 83
Activ
ity 3
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
3:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 4
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
4:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 84
Activ
ity 5
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
5:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Goa
l: R
ecog
nizi
ng E
xcel
lenc
e an
d Im
prov
emen
t of a
ll St
akeh
olde
rs (p
aren
ts, t
each
ers,
stud
ents
, and
adm
inis
trat
ors)
Brai
nsto
rmed
Idea
s:
Activ
ity 1
: Actio
n st
eps t
o ac
com
plis
h Ac
tivity
1:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
16.
17.
18.
19.
20.
Page 85
Activ
ity 2
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
2:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 3
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
3:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 4
:
Page 86
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
4:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 5
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
5:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 87
Goa
l: E
nsur
ing
Two-
Way
Com
mun
icat
ion
Brai
nsto
rmed
Idea
s:
Activ
ity 1
: Actio
n st
eps t
o ac
com
plis
h Ac
tivity
1:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
21.
22.
23.
24.
25.
Activ
ity 2
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
2:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 88
Activ
ity 3
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
3:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Activ
ity 4
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
4:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 89
Activ
ity 5
:
Actio
n st
eps t
o ac
com
plis
h Ac
tivity
5:
Pers
on(s
) Re
spon
sibl
e St
art D
ate/
An
ticip
ated
End
Da
te
Reso
urce
s to
ac
com
plis
h ta
sk
Uni
nten
ded
Out
com
es to
ad
dres
s
Evid
ence
to C
olle
ct
Actio
n st
ep
com
plet
ed?
1.
2.
3.
4.
5.
Page 90
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