TUESDAY, JANUARY 8 TH, 2013 DEPARTMENT OF GRANTS AND DEVELOPMENT ASD PARENT ADVISORY COUNCIL MEETING

T U E S D AY, J A N UA RY 8 T H , 2 0 1 3D E PA RT M E N T O F G R A N T S A N D

D E V E LO P M E N T

ASD PARENT ADVISORY COUNCIL MEETING

TITLE 1 PARENT ADVISORY COUNCIL PRESENTATIONS & DISCUSSIONS

Parent Involvement

Parent Liaisons & Outreach Workers

Title III English Language

Acquisition

Newcomer Academy

Keystone/PSSA Assessments

School Compacts

Supplemental Educational

Support

21st Century Community

Learning Center

TITLE 1

• The No Child Left Behind Act of 2001 (NCLB Act) reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), and is based on four principles that provide a framework through which families, educators, and communities can work together to improve teaching and learning.

1. Accountability for results- shared accountability between schools and parents for high achievement

2. Local control and flexibility- local development of parental involvement plans with sufficient flexibility to address local needs

3. Expanded parental choice- school choice & supplemental educational services (tutoring) for eligible children in low-performing schools

4. Effective and successful programs that reflect scientifically based research- building teachers & parents’ capacity for using effective practices to improve children’s academic achievement

TITLE 1, PART A PARENTAL INVOLVEMENT

• The new Title I, Part A is designed not only to help close the achievement gap between disadvantaged and minority students and their peers, but also to change the culture of America’s schools so that success is defined in terms of student achievement and schools invest in every child.

• As indicated by the parental involvement provisions in Title I, Part A, the involvement of parents in their children’s education and schools is critical to that process.

• Three decades of research provide convincing evidence that parents are an important influence in helping their children achieve high academic standards. When schools collaborate with parents to help their children learn and when parents participate in school activities and decision-making about their children’s education, children achieve at higher levels.

Schools can’t improve without the help of parents

Family-School ConnectionEnlace entre la Escuela y la

Familia

Mission & Vision

Nuestra Misión:Apoyar a todas las familias para obtener los recursos necesarios para ayudar a que sus hijos sean ciudadanos ejemplares en la casa, en la escuela y en la comunidad.

Nuestra Visión:Apoyar a todas las familias para que se conviertan en participantes activos de la educación de sus hijos.

Our Mission: To help all families obtain the

resources needed to support their children in becoming successful citizens at home, in school, and in the community.

Our Vision:

To empower all families to become active participants in their child’s education.

Susan Lozada Executive Director of Community Student Services

Julie Schaible Project Manager Safe Schools/ Healthy Student Initiative

Karim Brown School Parent

Liaison

Introduction

3rd Largest School District

in PA.

ASD Students speak 22

Languages.

ASD students originate from 43 countries.

5Th Largest employer in the Lehigh Valley.

Budget of 234.4 Million.

City Population of 118,032.

CITY DEMOGRAPHICS

High Schools (2) 4,806

Middle Schools (4) 3,797

Elementary Schools & Early Childhood Centers (15)

8,664

Current Enrollment 17,267 (ASD as of 11/28/12)

Diverse Student Population

Hispanic65.7%

African American

16%

White14.1%

Asian/Pacific Islander

1.5%

Native American0.2%

Multi2.5%

ASD

Students Receiving Services

Outreach Workers are at the Elementary, Middle and High School Levels. Parent liaisons

are in Middle and High Schools.

Offices are located in the Administration Building.

Located in the Administrative Building and in charge of

more than this subgroup of workers.

Executive Director of

Community & Student Services

Project Manager Safe

Schools/ Healthy

Students

12 Outreach Workers Grant Initiatives

School Parent Liaison

Facilitator

8 Parent Liaisons

Hierarchy Chart

SCHOOL PARENT LIAISON

ONE PARENT LIAISON WAS HIRED BY REQUEST OF THE ASD SAFETY TASK FORCE IN 2007.

AT PRESENT TIME WE HAVE 9 PARENT LIAISONS.

We work in collaboration with all ASD staff and departments to ensure that we are collectively administering and fostering a school climate for our students and their families that is positive, educational and compassionate.

Parent Liaison Involvement

Foster trust between families and the educational community

Foster higher academic achievement through collaboration with school personnel

Provide community agency referrals based on needs of families

Meet with families to discuss school policies and procedures

Distribute information about the school and its programs to families

Encourage family involvement in the school

Role and Responsibilities of School Parent Liaison

Parent Liaison/Outreach Worker

Community Agency Referral SAP Referral Administrative Referral

Parent or Student School Counselor Referral Homeless Liaison Referral Family Center Referral

Diversified Referrals

Walk In1899

Parent Phone Calls

4016

Direct Calls2600

8515 Total

How did we get the referrals?

SPL- 2011-2012

Reasons for

Referrals

Suspensions & Detentions

332

Change of School

129

Absenteeism and Truancy

640

Threats407

Enrollments & Disenrollments

365

Abuse 1073

Bullying 174

Referrals 2011-2012

Actions TakenTranslations &Interpreting

Events212

Teacher to Parent1237

Meetings757

Documents 526

Connecting parent to community

Connecting Parent to Staff

Connecting with students

Action Taken Vs.

Translations & Interpreting

Parent workshops: GEAR UP- 9th grade Parent

workshops, Parent Breakfast, Destination Graduation, many field trips to Colleges/Universities.

Student workshops: Helped some 12th grade

students get outfits for their prom

Middle School and High School Delaware Student Minority Conference attendance

Latino Leadership Gala in April

Community Based Meetings and Programs:

Faith-Based and Neighborhood Partnerships with the Mayor’s office

Community Connections with Community Action Corporation

Allentown Youth Council Youth Coalition meeting with

Weed and Seed Gang awareness meetings Helped coordinate registration for

the Allentown DRIVE Baseball program

Your Future is Now event with LCCC- focus on preparing for college and careers

Allentown 250th Events Committee

Week without Violence campaign with the YMCA in October

Connecting the Community Initiative with Parks and Recreation

Highlights and Involvement

ASD Outreach Workers 6 Elementary School OWs in 15 schools

◦ Began in 2009 with federal Safe Schools/Healthy Students grant funds

6 Secondary School OWs in 6 schools◦ Began in 2011 with federal High School

Graduation Initiative grant funds Students and families referred for barriers

that are impacting student’s school success Receive referrals from administrators,

counselors, HSVs, nurses, support teams◦ Reasons for referral: attendance, behavioral

issues, health issues, need for parent support, homelessness, housing issues, family issues, etc.

Conduct needs assessment based on referral issues

Provide support to students and families Connect students and families to school

and community resources Have the flexibility to conduct home

visits and/or accompany families to appointments if necessary

Some have specialized roles depending on background, strengths, and specific school needs

Outreach Workers continued…

1,720 Total OW Referrals

858 Elementary

School Referrals

507 Middle School

Referrals

355 High School

Referrals

Outreach Worker Data 2011-2012

Outreach Worker Data 2011-20126 OWs serving 15 schools



Total Outreach Worker Family Contacts

2011-2012

Total Family Contacts

7058

Parent Phone Calls

4697

School-Based Parent

Meetings1097

Home Visits1264

School-Based workshops/events:

Community Fun Day at Allen HS, Kindergarten Registration-Bracken

testing and translating Strengthening families at HMMS, Raub

and SMMS (but we were not involved in the coordinating of their events)

Community Fun day at HMMS Dieruff HS Carnival CHIP enrollment days at Mosser Black History Month celebration at

Raub MS Intervention and Enrichment parent

workshop at Jefferson Allen HS started their Parent-Teacher-

Student Association (PTSA) this year with the help of GEAR UP.

College Funding Seminars College and University Tours Latino History Month Celebrations @

Raub MS and Trexler MS

Highlights that the SPL/OW were involved in during the 2011-2012 school year.

Julie SchaibleProject Manager Safe Schools- Healthy Students Initiative [email protected]

Karim BrownSchool Parent Liaison [email protected]

Presenters Contact Information

mailto:[email protected]

mailto:[email protected]

ASD PARENT LIAISONS & OUTREACH WORKERS

•Questions, Comments or Concerns

TITLE 1 PARENT INVOLVEMENT POLICY

•It is the policy of the School District of the City of Allentown to encourage and assist school staff in building capacity for parent involvement at the school level in order for parents to help their children achieve high standards. In keeping with this policy, we believe that effective parent involvement in the Title I Program can best be accomplished at the building level by involving parents in an organized, ongoing and timely way in the planning, review, and improvement of Title I program.


•Schools will provide opportunities for parent involvement, so that a flexible number of opportunities will be given to parents to understand and become involved in the school program. An Annual Title I Parent Meeting for the parents of all students in the program will be held at each school. This meeting will be designed to help parents learn about the requirements of Title I, Part A and the school Title I program. Other parent involvement activities offered at the school level will be designed to assist parents in understanding such topics as the state’s academic standards, the assessments being used, and how to monitor their children’s progress and work with educators to improve their achievement.

Keystone Exams / PSSA Assessments

Presented by:Carol Hagenbuch and Karen Baurkot

January 8, 2013

SO WHAT’S NEW?

• Keystone Exams

• Revised PSSA

• Common Core Standards

The Keystone Exam is a RIGOROUS end-of-course exam that measures proficiency in a content area.

WHAT IS A KEYSTONE EXAM?

KEYSTONE EXAMS: WHEN WILL THEY START?

Algebra ILiterature 2012-2013Biology

Composition Field Test 2013-2014

Composition 2014-2015Civics and Government Field Test

KEYSTONE EXAMS: WHEN ARE THEY GIVEN?

ALGEBRA I End of Algebra I Course

LITERATURE End of English II Course [10th Grade]

BIOLOGY End of Biology Course

COMPOSITION End of 8th Grade

CIVICS AND GOV TBD

ACCOUNTABILITY

KEYSTONE EXAMS WILL BE USED FOR TWO PURPOSES:

1. Proposed state requirement that the class of 2017 (current 8th graders) and beyond demonstrate proficiency for the purpose of graduation

2. Accountability as per No Child Left Behind (NCLB) – Adequate Yearly Progress (AYP) for schools and districts

PURPOSE

All 11th grade students take all three Keystone Exams.

All other students completing a Keystone- related course will take the appropriate Keystone Exam at the end of this year.

11th grade Keystone results will be used to calculate AYP for the school and district this year

All other Keystone Exam results will be banked for graduation and AYP until the students are in 11th grade

THIS YEAR…

The current 8th grade class is the first class that will be required to demonstrate proficiency on the Algebra I, Literature, and Biology Keystone Exams to graduate from high school (class of 2017).

2012-13 GRADUATION(STATE REQUIREMENT)

Support for Students

Keystone Exams will be given 3 times each year. (Winter, Spring, Summer)

Students may take the exam as often as needed until they pass it.

Content remediation will be provided between each exam window.

REVISED PSSA

Questions will be based on the Common Core Standards which are more rigorous than the PA Academic Standards.

In Literacy, there will be one English Language Arts Assessment instead of a reading assessment and a writing assessment

HOW IS IT DIFFERENT?

COMMON CORE STANDARDS

KEY SHIFTS IN COMMON CORE

LITERACYReading Balance of literature and informational

texts Text complexity

Writing Emphasis on argument and informative /

explanatory writing Writing about sources

Speaking and Listening Inclusion of formal and informal talk

Language Stress on general academic and domain-

specific vocabulary

KEY SHIFTS IN COMMON CORE MATH

FOCUS AND COHERENCE• Focus on key topics at each grade level• Coherent progressions across grade

levels

BALANCE OF CONCEPTS AND SKILLS• Content standards require both

conceptual understanding and procedural fluency

Resources

FOR MORE INFORMATION AND RESOURCES

REGARDING THE COMMON CORE

STANDARDS AND KEYSTONE EXAMS PLEASE

VISIT:

www.pdesas.org and click on the tabs

for Standards and Assessment

http://www.pdesas.org/

KEYSTONE/PSSA ASSESSMENT



•In addition to formal meetings and workshops, the parents of Title I students will be invited to raise their concerns and make recommendations at any time through the parental meetings, schoolwide team, annual review team, building principal, classroom teachers, and the Director of Grants & Development. The school district and schools will make timely responses to the concerns and recommendations of the parents and will provide reasonable support for parent involvement activities as parents may request.•Parents of each participating student in the Title I Program will be informed of their child's participation in the program, given a school/parent learning compact, invited to all Title I parent meetings, and given reasonable access to the school and school staff. Parents will be kept informed of their children's progress through a combination of formal reports, parent/teacher conferences, open house sessions, parent workshops. Student progress will be reported in terms of classroom performance and individual assessment results. School staff will interpret the assessment results to the parents to give them a clear understanding of their children’s progress in terms of state academic standards and assessments.

SCHOOL/PARENT COMPACT

• Title I schools must develop School/Parent Compacts for distribution to the parents/guardians of Title I students. The compacts describe the responsibilities of the school staff, parents, and students in increasing student achievement and building effective home-school partnerships. The compacts following this communication may serve as models for this purpose. The following information delineates the measures needed to comply with federal regulations:

• •Develop a School/Parent Compact jointly with parents• •Ensure that the compact describes the following:• •School’s responsibility for providing a high-quality curriculum in a supportive

and effective learning environment• •How parents will support their children’s learning• •The importance of ongoing communication between teachers and parents• •Parent-Teacher Conferences in early childhood centers and elementary schools• •The frequent reporting of children’s progress to parents• •Reasonable access to staff• •Translate the compacts, to the extent practicable, into languages that all

parents will understand.

SCHOOL/PARENT COMPACT ELEMENTARY SCHOOL

School will provide a supportive and effective learning environment in which the staff will strive to do the following:

1. Provide high quality curriculum and instruction that will enable success for every student2. Treat each child with dignity and respect3. Assure every student access to quality learning experiences appropriate to their development4. Acknowledge that parents are vital to the success of the school and the students5. Provide a safe, positive and healthy learning environment6 Provide parent-teacher conferences for all parents7. Assure that school staff reports student progress to parents in a timely manner8. Assure that school staff communicates clear expectations for performance to both students and parents9. Assure that parents have reasonable access to the school and school staff10. Assure appropriate participation of parents in the decisions relating to the education of their children

SCHOOL/PARENT COMPACT MIDDLE SCHOOL


1. Provide high quality curriculum and instruction that will enable success for every student2. Treat each child with dignity and respect3. Assure every student access to quality learning experiences appropriate to their development4. Acknowledge that parents are vital to the success of the school and the students5. Provide a safe, positive and healthy learning environment6. Assure that school staff reports student progress to parents in a timely manner7. Assure that school staff communicates clear expectations for performance to both students and parents8. Assure that parents have reasonable access to the school and school staff9. Assure appropriate participation of parents in the decisions relating to the education of their children

SCHOOL/PARENT COMPACT HIGH SCHOOL


1. Provide high quality curriculum and instruction that will enable success for every student2. Treat each child with dignity and respect3. Assure every student access to quality learning experiences appropriate to their development4. Acknowledge that parents are vital to the success of the school and the students5. Provide a safe, positive and healthy learning environment6. Assure that school staff reports student progress to parents in a timely manner7. Assure that school staff communicates clear expectations for performance to both students and parents8. Assure that parents have reasonable access to the school and school staff9. Assure appropriate participation of parents in the decisions relating to the education of their children


•Each school will inform parents of parental involvement requirements and other relevant provisions of the Title I Program. Title I funds will be allocated for parent activities in accordance with the school's parental meeting recommendations. All communication, to the extent possible, will be provided in the native language of the parent.•A districtwide Title I Parent Advisory Committee will offer additional help in building the capacity for strong parent involvement throughout all Title I schools. The committee members will serve as liaisons between the districtwide Advisory Committee and the schools' parental meetings. They will share parent involvement information about their schools with the Advisory Committee and will share information learned at the district committee meetings at their schools' parental meetings. This information will include information about the coordination and development of successful parent involvement programs. This committee will also assist in the annual evaluation of the district's Parent Involvement Policy.

SHARE PARENT INVOLVEMENT ACTIVITIES

• Share parent involvement activities•Questions, Comments or Concerns


•The School District of the City of Allentown is committed to increasing parent involvement opportunities throughout the district. We believe that it is critical for all parents to make positive connections with their child's school and teachers so that they can become actively involved with their child's schooling. The parent involvement opportunities provided by each school through the Title I Program give all parents access to the staff of each school and enable them to support the learning experiences of their children. Parent involvement is critical to the success of the students.

•Kim Walck, Director of Grants and Development: [email protected]

Title III English Language

Acquisition Enhances and supplements Core ESL

program

Provides supports to students, teachers and parents

Title III in ASD

For parents:

Evening ESL classes held at Allen and Dieruff

Grant covers the cost of the teacher and all materials

Title III in ASD

For students

Additional materials for ESL and content classes

Elementary summer enrichment Field trips to colleges for Newcomer

students

Title III in ASD

For staff and students Field facilitators in all schools Technical Assistance Roll Call Professional Development Project ESTRELLA: training for teachers and

administrators Advanced ESL certificate (university based)

in collaboration with DeSales University

Newcomer Academy A center for newly arrived non English

speaking secondary students

Title I and Title III provide supports in technology, materials, field trips and professional development for staff

TITLE III ENGLISH LANGUAGE ACQUISITION

No Child Left BehindSupplemental Education Services

SES Tutoring

SES Tutoring in ASD

All students who attend: Central, McKinley, Mosser Elementary, Harrison Morton, Raub Middle School, South Mountain, Trexler Middle School, Allen High School, Dieruff High School

qualify for free tutoring!

Program Goals

To meet or exceed state and local academic achievement standards in reading and math

To provide free supplemental tutoring in reading or math outside the regular school day

When is tutoring offered?

Tutoring is held after school from the end of October through the end of May

The maximum number of daily tutoring hours is 3 after a regular school day and 5 during non-school days

Sessions include:

Face-to-face or online tutoring

Academic support or Enrichment Activities in Math or Reading

Free Snacks during face-to-face sessions,

Tutoring Instructional Model

Tutoring providers must use researched based instructional models aligned with Pa standards and ASD curriculum.

Tutors use district assessment data to create individualized learning plans aligned with student achievement goals.

Progress Reports

Parent receive: Student Individualized Learning Plans

designed to target their child’s needs Tutoring progress reports at the end of each

marking period

Site Binders

Building Administrators and tutors maintain SES binders at each site containing:

Student Rosters Daily Student Sign-In Sheets Individualized Learning Plans Teacher-Tutor Communication Forms Student Assessment Data & Progress

Reports

Parent Communication Spanish/English Tutoring information letters are

mailed to parents of eligible students in August Free tutoring is advertised on the ASD website and

on eligible school websites including: downloadable Spanish/English enrollment forms and a list of approved providers with contact information

Parent are encouraged to visit provider tables at building open houses and ask 3 important questions.

How many hours of tutoring will you provide my child?

Are your tutors qualified teachers? Is the location convenient for my family?

Parent Communication

Hard copies of enrollment forms and approved provider lists are also available:

In the main office at each eligible school From Guidance Counselors, Bilingual Parent

Liaisons & Outreach Workers From the Tutoring Department secretary at

the ASD Administration Center – 31 S. Penn Street Allentown, Pa 18105 (484-765-4093) or [email protected]

SUPPLEMENTAL EDUCATIONAL SUPPORT


21st Century Community Learning Centers

What is 21st Century CLC?

Before and/or after school tutoring program for students in Central, Cleveland, McKinley, Mosser, Sheridan, and Washington Elementary Schools and Harrison Morton and South Mountain Middle Schools

Program Goals

To meet or exceed state and local academic achievement standards in reading and math

To improve students’ school attendance and behavior in school

To demonstrate additional positive educational, social, and behavioral change

When is the program held?

Program operates for 36 weeks, October through June

12-15 hours per week before and/or after school

Regular student attendance is encouraged for a minimum of 30 days or more per program year

Sessions include:

Homework help Tutoring in Math and/or Reading Enrichment Activities Breakfast, Snack, or Dinner offered to all

students

Tutoring Instructional Model

Community Partners work with school staff to develop tutoring plans for each student using individual student data

Ongoing communication between tutors and classroom teachers enhance each student’s tutoring plan

Tutoring plans will be provided to parents

Progress Reports

Ongoing progress monitoring for each student

Tutoring progress reports will be provided to parents at the end of each marking period

Site Binders

Site Coordinators and Project Coordinator will maintain a 21st Century binder at each site. Binders will include Daily Student Sign-In Sheets, Student Emergency Information, Individual Tutoring Plans, Teacher-Tutor Communication Forms, and Student Progress Reports

Family Involvement

Parental participation is encouraged A variety of family events will be planned

throughout the year Parent volunteers are always welcome

Advisory Board

A 21st Century Advisory Board is created that is composed of students, teachers, parents, community agencies, and the private sector.

The Advisory Board meets a minimum of three times per year

Contact April McGovern, Project Coordinator [email protected]

21ST CENTURY COMMUNITY LEARNING CENTERS
