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