Embed Size (px)
Citation preview
Presented by: Sandy, Sunny, Jenny & Henry
The national schools must improve education for all children, but schools cannot do this alone. More will be accomplished if schools, families, and communities work together to promote successful students.
☆Six Types of Involvement
☆ Results
☆ Challenges
☆ Sample Practices
•Type One--- Parenting•Type Two--- Communicating•Type Three--- Volunteering•Type Four--- Learning at home•Type Five--- Decision making•Type Six---Collaborating with the community
Six Types of Involvement
back
Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.
back
Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
back
Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.
back
Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions.
back
Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.
back
Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.
back
TYPE 1--PARENTING
TYPE 2--COMMUNICATING
TYPE 3--VOLUNTEERING
TYPE 4--LEARNING AT HOME
TYPE 5--DECISION MAKING
TYPE 6--COLLABORATING WITH THE COMMUNITY back
SAMPLE RESULTS
FOR STUDENTS
SAMPLE RESULTS
FOR PARENTS
SAMPLE RESULTS
FOR TEACHERS
back
Awareness of family supervision
Respect for parents
Positive personal qualities, habits, beliefs, and values taught by family
Balance between time spent on chores, other activities, and homework
Regular attendance
Awareness of importance of school back
SAMPLE RESULTS FOR PARENTS
Self-confidence about parenting
Knowledge of child and adolescent development
Adjustments in home environment as children proceed through school
Awareness of own and others' challenges in parenting
Feeling of support from school and other parents
back
SAMPLE RESULTS FOR TEACHERS
Understanding of families' backgrounds, cultures, concerns, goals, needs, and views of their children
Respect for families' strengths and efforts
Understanding student diversity
Awareness of own skills to share information on child development back
SAMPLE RESULTS FOR STUDENTS
SAMPLE RESULTS FOR PARENTS
SAMPLE RESULTS FOR TEACHERS
back
SAMPLE RESULTS FOR STUDENTS
Awareness of own progress in subjects and ظskills
Knowledge of actions needed to maintain or ظimprove grades
Understanding school programs and ظpolicies
Informed decisions about courses and ظprograms
Awareness of own role as courier and ظcommunicator in school-family partnerships
back
SAMPLE RESULTS FOR PARENTS
Understanding school programs and אpolicies
Monitoring and awareness of child's אprogress in subjects and skills
Responses to student problems א
Ease of interactions and communications אwith school and teachers
High rating of school quality אback
SAMPLE RESULTS FOR TEACHERS
Diversity of communications with families
Ability to communicate clearly
Use of network of parents to communicate with all families
Ability to understand family views and elicit help with children's progress
back
SAMPLE RESULTS FOR STUDENTS
SAMPLE RESULTS FOR PARENTS
SAMPLE RESULTS FOR TEACHERS
back
SAMPLE RESULTS FOR STUDENTS
oSkills in communicating with adults
oSkills that are tutored or taught by volunteers
oAwareness of many skills, talents, occupations, and contributions of parents and other volunteers
back
SAMPLE RESULTS FOR PARENTS
Understanding the teacher's job
Self-confidence about ability to work in school and with children
Awareness that families are welcome and valued at school
Specific skills of volunteer work
Use of school activities at home
Enrollment in programs to improve own education back
SAMPLE RESULTS FOR TEACHERS
Organization, training, and use of volunteers
Readiness to involve families in new ways, including those who do not volunteer at school
Awareness of parents' talents and interests in school and children
Individual attention to students because of help from volunteers
back
SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS
FOR PARENTS
SAMPLE RESULTS FOR TEACHERS
back
SAMPLE RESULTS FOR STUDENTS #Skills, abilities, and tests scores linked to homework and classwork
#Homework completion
#Positive attitude about homework and school
#View of parent as more similar to teacher and of home as more similar to school
#Self-confidence in ability as learnerback
SAMPLE RESULTS FOR PARENTS
Knowledge of how to support, encourage, and help student at home each year
Discussions of school, classwork, homework, and future plans
Understanding of instructional program and what child is learning in each subject
Appreciation of teacher's skill
Awareness of child as a learner back
SAMPLE RESULTS FOR TEACHERS
Varied designs of homework, including interactive assignments
Respect of family time
Recognition of helpfulness of single-parent, dual-income, and all families in motivating and reinforcing student learning
Satisfaction with family involvement and support
back
SAMPLE RESULTS FOR STUDENTS
SAMPLE RESULTS FOR PARENTS
SAMPLE RESULTS FOR TEACHERS
back
SAMPLE RESULTS FOR STUDENTS
Awareness of representation of families in school decisions
Understanding that student rights are protected
Specific benefits linked to policies enacted by parent organizations
back
SAMPLE RESULTS FOR PARENTS
Input into policies that affect children's education
Feeling of ownership of school
Awareness of parents' voices in school decisions
Shared experiences and connections with other families
Awareness of school, district, and state policies back
SAMPLE RESULTS FOR TEACHERS
Awareness of perspectives of families in policy development and school decisions
Acceptance of equality of family representatives on school committees and in leadership roles
back
SAMPLE RESULTS FOR STUDENTS
SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS
FOR TEACHERS
back
SAMPLE RESULTS FOR STUDENTS
•Skills and talents from enriched curricular and extracurricular experiences
•Knowledge and exploration of careers and options for future education and work
•Self-confidence and feeling value and belonging in the community
•Positive relationships with adults in the community
back
SAMPLE RESULTS FOR PARENTS
•Knowledge and use of local resources to increase skills and talents or to obtain needed services
•Interactions with other families in community activities
•Awareness of community's contributions to the school
•Participation in activities to strengthen the community back
SAMPLE RESULTS FOR TEACHERS
•Knowledge and use of community resources to enrich curriculum and instruction
•Skill in working with mentors, business partners, community volunteers, and others to assist students and teaching practice
•Knowledge of referral processes for families and children with needs for specific services
back
TYPE 1--PARENTING
TYPE 2--COMMUNICATING
TYPE 3--VOLUNTEERING
TYPE 4--LEARNING AT HOME
TYPE 5--DECISION MAKING
TYPE 6--COLLABORATING WITH THE COMMUNITY
back
TYPE 1--PARENTING CHALLENGES Provide information to all families who want it or who need it, not just to the few who attend workshops or meetings at the school building.Enable families to share information with schools about background, culture, children's talents, goals, and needs.Make all information for families clear, usable, age-appropriate, and linked to children's success.
back
TYPE 2--COMMUNICATING CHALLENGES
Make all memos, notices, and other print and non-print communications clear and understandable for all families.
Consider parents who do not speak English well, do not read well, or need large type.
Obtain ideas from families to improve the design and content of major communications such as newsletters, report cards, and conference schedules.
Establish an easy-to-use two-way channel for communications from school-to-home and from home-to-school. back
TYPE 3--VOLUNTEERING CHALLENGES
Recruit widely for volunteers so that all families know that their time and talents are welcome.
Make flexible schedules for volunteers, assemblies, and events to enable working parents to participate.
Provide training for volunteers, and match time and talent with school needs.
back
TYPE 4--LEARNING AT HOME CHALLENGES
Design and implement a regular schedule of interactive homework (e.g., weekly or bi-monthly) for which students take responsibility to discuss important things they are learning with their families.
Coordinate family-linked interactive homework assignments if students have several teachers.
Involve families and their children in all important curriculum-related decisions.
back
TYPE 5--DECISION MAKING CHALLENGES
Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school.
Offer training to enable parent leaders to develop skills to serve as representatives of other families.
Include student representatives along with parents in decision-making groups.
back
TYPE 6--COLLABORATING WITH THE COMMUNITY CHALLENGES
Solve turf problems of roles, responsibilities, funds, and places for collaborative activities.
Inform all families and students about community programs and services.
Assure equal opportunities for students and families to obtain services or participate in community programs.
Match business and community volunteers and resources with school goals.
back
TYPE 1--PARENTING
TYPE 2--COMMUNICATING
TYPE 3--VOLUNTEERING
TYPE 4--LEARNING AT HOME
TYPE 5--DECISION MAKING
TYPE 6--COLLABORATING WITH THE COMMUNITY
back
TYPE 1--PARENTINGWorkshops, videotapes, computerized phone
messages on parenting and child development at each age and grade level
Parent education and other courses or training for parents (e.g., GED, family literacy, college or training programs)
Family support programs to assist families with health, nutrition, and parenting, including clothing swap shops, food co-ops, parent-to-parent groups
Home visiting programs or neighborhood meetings to help families understand schools and to help schools understand families
Annual survey for families to share information about their children's goals, strengths, and special talents
TYPE 2--COMMUNICATINGConferences with every parent at least once a year with follow-
ups as needed
Language translators to assist families as needed
Folders of student work sent home weekly or monthly for parent review and comments
Parent and student pickup of report cards
Regular schedule of useful notices, memos, phone calls, and other communications
Effective newsletters including information about questions, reactions, and suggestions
Clear information about choosing schools, and selecting courses, programs, and activities within schools
Clear information on all school policies, programs, reforms, assessments, and transitions
Annual survey of families on students' needs and families' suggestions and reactions to school programs
TYPE 3--VOLUNTEERING
Annual survey to identify interests, talents, and availability of volunteers
Parent room or family center for volunteer work, meetings, and resources for families
Class parent, telephone tree, or other structures to provide all families with needed information
Parent patrols to increase school safety
Annual review of schedules for students' performances, games, and assemblies to encourage all families to attend as daytime and evening audiences
TYPE 4--LEARNING AT HOMEInformation for families on required skills in all subjects at
each grade
Information on homework policies and how to monitor and discuss schoolwork at home
Information on how to assist students with skills that they need to improve
Regular schedule of interactive homework that requires students to demonstrate and discuss what they are learning in class
Calendars with daily or weekly activities for parents and students to do at home or in the community
Summer learning packets or activities
Family participation in helping students set academic goals each year and plan for college or work.
TYPE 5--DECISION MAKING
Active PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum, safety, personnel) for parent leadership and participation
Action Team for School, Family, and Community Partnerships to oversee the development of the school's program with practices for all six types of involvement
District-level advisory councils and committees
Information on school or local elections for school representatives
Networks to link all families with parent representatives
Independent advocacy groups to lobby for school reform and improvements
TYPE 6--COLLABORATING WITH THE COMMUNITY View Community Partnership Charts to learn how schools connect with
community partners to reach goals for student success.
Information for students and families on community health, cultural, recreational, social support, and other programs or services
Information on community activities that link to learning skills and talents, including summer programs for students
"One-stop" shopping for family services through partnerships of school, counseling, health, recreation, job training, and other agencies
Service to the community by students, families, and schools (e.g., recycling projects; art, music, drama, and activities for senior citizens; tutoring or coaching programs
Participation of alumni in school programs for students
School-business partnerships
The members of an action teamAn Action team consists of:Two or three teachers from different grade levels Two or three parents with children in different grade levels and/or the parent liaison, and/or a parent association officer One administrator One member from the community at large Two students from different grade levels ( at the high school level) Others who are central to the school’s work with families including: cafeteria worker, school social worker, guidance counselor, or nurse
●Conduct a training workshop for school action teams● Complete an inventory of present practices of school-family-community partnerships● Outline a vision of how practices of partnership will develop and improve over three years● Prepare a detailed one-year action plan indicating how the Action Team will schedule and conduct activities to reach specific results for one school year● Evaluate their school, family, and community partnerships program each year in order to continue improving practices
Funding for Schools, Districts, and States in the National Network of Partnership Schools( a diagram)
SCHOOLS DISTRICTS STATES
Levels of Funding
Range: under $100 - $70,000Median = $2,000Average = $4,065
Range: under $100 - $1.2 millionMedian = $8,000Average = $85,013
Range: $105,000 - $350,000Median = $240,000Average = $229,000
Funding for Schools, Districts, and States in the National Network of Partnership Schools
SCHOOLS DISTRICTS STATES
Major Sources of Funding
Bilingual EducationDrug PreventionEven StartGeneral fundsGoals 2000Principal’s Title ITitle VITitle VII
Bilingual EducationDrug PreventionEven StartGeneral fundsGoals 2000School BoardSpecial
Title ITitle VI
Drug PreventionEven StartGeneral fundsGoals 2000Special EducationTitle ITitle VI
SCHOOLS DISTRICTS STATES
Other Sources of Funding
American Legion PartnershipCenter for the Revitalization of Urban Education (MI)Commonwealth of MassachusettsCorporate sponsors
CESA (WI)Community Education fundsDepartment of Defense Schools Department of Human Services (WI)District funds
Community Education fundsFederal Claud Pepper Act (CT)Goals 2000 Parent Resource Center
◆Create or identity an Action team for School-Family-Community Partnerships◆Obtain funds and official support◆Provide training and guidelines to Action Team◆Identify starting points—present activities, strengths and weaknesses◆Develop a three-year outline◆Write a one-year action plan for partnerships◆Enlist staff, parents, students, and community groups to help conduct activities◆Evaluate implementations and results◆Conduct annual celebrations and report progress to all participants◆Continue working toward a comprehensive, on-going, positive program of partnerships
#District Leadership Roles
# State Leadership Roles
1. WRITE A POLICY that identifies district-level and school-level goals for school, family, and community partnerships, including all six types of involvement. Include the district's commitment to enact the policy and to assist schools to implement it.2. ASSIGN A FACILITATOR (or more than one) who will oversee the district's work and assist the schools with their plans to develop programs of partnership. Provide adequate staff and resources for the district's work on partnerships. Note: One FTE Facilitator for school, family, and community partnerships may work with from 15-30 schools.
3. GUIDE EACH SCHOOL TO FORM AN Action Team for Partnerships (ATP) consisting of teachers, parents, and administrators. 4. PROVIDE IN-SERVICE EDUCATION for teachers, parents, and administrators, and TRAINING WORKSHOPS for Action Teams on the goals, practices, and planning processes for programs of school, family, and community partnership.
5. HELP EACH ACTION TEAM DEVELOP A ONE-YEAR ACTION PLAN to involve all families in their children's education. Each school's plans should link directly to its goals, and objectives, and include practices for all six types of involvement.6. CONDUCT END-OF-YEAR CELEBRATION WORKSHOPS to enable Action Teams to share promising partnership practices, discuss progress, solve problems, and plan ahead.
7. PROVIDE FUNDING AND RECOGNITION PROGRAMS for schools, such as program costs for Action Teams, awards for excellent activities or improvement, and small grants for special projects.8. ESTABLISH A NEWSLETTER, CLEARING HOUSE, OR OTHER COMMUNICATIONS to disseminate effective practices, ideas, materials, research, and other information that will help schools' Action Teams improve their programs of partnership.
9. SUPPORT RESEARCH AND EVALUATION to learn which practices help schools produce specific results for students, parents, teachers, the school, and the community.10. CONDUCT OTHER DISTRICT LEADERSHIP ACTIVITIES to build strong and permanent programs of partnership in all schools and at the district level.
back
1. WRITE A POLICY that identifies state goals for school, family, and community partnerships, including all six types of involvement. Include enactments to assist districts and schools to understand and implement the policy.2. IDENTIFY A DEPARTMENT for School, Family, and Community Partnerships, and provide adequate staff and resources for the coordinator.
3. ASSIGN A COORDINATOR who will oversee and coordinate the State Department of Education's work with families and communities, and provide technical assistance to districts and schools to develop comprehensive programs of partnership. 4. PROVIDE IN-SERVICE EDUCATION and ANNUAL TRAINING WORKSHOPS for district leaders, Action Teams, and other educators and parents to prepare leaders to increase their capacities to conduct programs of partnership.
5. PROVIDE FUNDING AND RECOGNITION to support districts and schools to develop partnerships and to reward excellence. Offer competitive grants for extra funding for special projects. 6. CONDUCT END-OF-YEAR WORKSHOPS to encourage regional or cross-district exchanges of good practices, ideas, and solutions to challenges of school-family-community partnerships. Or, support district-level conferences where schools share ideas and make plans to continue their programs.
7. ESTABLISH A CLEARING HOUSE, NEWSLETTER, OR OTHER COMMUNICATIONS to disseminate effective practices, ideas, materials, research, and other information to help districts and schools improve their programs of partnership.8. SUPPORT RESEARCH AND EVALUATION to learn which practices help schools produce specific results for students, parents, teachers, schools, and communities.
9. WORK WITH STATE COLLEGES and UNIVERSITIES to set requirements for teaching and administrative credentials to prepare educators to understand and conduct programs of school, family, and community partnerships. 10. WORK WITH BUSINESS and INDUSTRY to establish flexible leave policies so parents can attend conferences at their children's schools, business-school partnerships, and volunteer programs.
back
