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C Nofo Action Research Pt 2 2009
 

C Nofo Action Research Pt 2 2009

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Final Action Research

Final Action Research

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    C Nofo Action Research Pt 2 2009 C Nofo Action Research Pt 2 2009 Presentation Transcript

    • 2009 City University Action Research Chris Nofo
    • Mission Statement
    • All Students Can Succeed!
      • “ Students from every ethnic and socioeconomic background can succeed in school.”
    • Are ALL Students Successful?
      • Guiding Questions:
      • Who are failing?
      • What are they failing?
      • Can we identify a relationship between the two?
    • Data Collection
    • What’s Our Current State?
      • WA State Dropout Statistics (2006-08)
        • Dropout Rates for MS
        • Dropout Rate for HS
        • WA State Schools Free & Reduced & Dropouts
        • FMS: 6 Grade Limited English (2007-8)
        • FMS: 8 th Grade Hispanics (2008-09)
        • FMS: 8 th Grade Low Income (2008-09)
    • WA State Dropout Rates for MS (2007 to 2008 Comparison) 2 1 3
      • 8 th Grade Dropout Rate (2006-07)
      • 13% Increase – Black Students
      • 10.4% Increase – Asian/Pacific Islander
      • 3.7% Increase – Low Income
    • WA State Dropout Rate for HS (2007 to 2008 Comparison)
      • Dropout State Summary by Groups
      • 11.5% - American Indian students
      • 10.2 % - Limited English students
      • 9.0% - African American students
      • 7.9% - Hispanic students
      • 7.6% - Low income & Migrant students
    • WA State Schools (2007-08) Free & Reduced & Dropouts “ Schools with larger proportions of poor students tend to have higher dropout rates.” 2.7% dropout rate – 0-20% free & reduce schools 4.6% dropout rate – 20-40% free & reduce schools 7.7% dropout rate – 40-60% free & reduce schools 10.2% dropout rate - > 60% free & reduce schools
    • FMS: 6 Grade Limited English (2007-8)
      • 50% Met Standard - Reading
      • 25% Met Standard - Math
    • FMS: 8 th Grade Hispanics (2008-09) Reading 74% (Up 10%) Math = 32% (Down 6%) Science = 39% (Down 14%)
    • FMS: 8 th Grade Low Income (2008-09) Reading 69% (Up 1%) Math = 35% (Down 10%) Science = 46% (Down 2%)
    • Who’s Helping Them Succeed?
      • Guiding Questions:
      • Who’s working to improve on the problem?
      • What are their findings?
      • Where did they succeed and why?
    • MVParents.com
    • Why They Work
      • Search Institute believes positive parenting is grounded in the scientific study of healthy development.
      • What’s unique about Search Institute’s approach is that parenting is viewed as a public value , not just a private endeavor.
          • Search Institute has shown that parents cannot “go it alone.”
          • They need encouragement and assistance to parent well.
          • They need friends, extended family, neighbors, and community supports.
          • When children and teenagers are surrounded by these resources, known as Developmental Assets, they are more likely to grow into caring, responsible adults.
    • Three Prong Approach
      • In order for kids to thrive and succeed , research suggests a three-pronged approach
        • a focus on each child,
        • a focus on parenting
        • a focus on family strengths.
      • Research on parenting styles offers three major categories of parenting:
        • authoritarian (which focuses on rules and strictness),
        • permissive (which may be either neglectful or rich in love, but lax in rules)
        • authoritative (which is both loving and firm).
      • Parents are most effective when they adopt the loving, firm authoritative style of parenting.2,3,4
      • Developmental Assets are one valuable way to create a firm and loving balance within a family.
    • Learned Outcomes
      • Search Institute researchers have found that kids who experience high levels of assets are more likely to have:
          • higher self-esteem
          • more social skills
          • more friends
          • higher achievement in school
          • fewer problems with alcohol, smoking, and teenage sexual activity
    • Before & Now
      • Before: Traditional Family Problem Focus
      • Changing roles: As problems arise, family members find their roles changing and becoming unclear.
      • Competition: Family members compete for attention and value.
      • The problem of individuality: Family members are accused of “being too independent” and “rocking the boat of the family” when they try to develop individually.
      • Chaos: Family members tend to turn away from each other and cope in their individual ways (without much guidance in healthy coping) during difficulty.
      • Now: Family Strengths Focus
      • Clear roles: Family members have clear roles and expectations.
      • Cooperation: Family members work together and appreciate each individual family member.
      • The promise of individuality: Family members are encouraged to develop and express in their individual, unique ways.
      • Resiliency: Family members work together through difficulty, honoring each person’s individual process.
    • Donna M. Beegle Poverty is RESOLVABLE It requires a SHIFT that stereotypes and judgment and moves to a deeper understanding of moves us beyond and its impact deeper understanding of the causes of POVERTY on human beings … ..however
    • Communication Across Barriers
      • About Us
      • We are a consulting firm founded in 1990 by Dr. Bob Fulford & Dr. Donna M. Beegle
      • Our mission is simple, but has far reaching implications: to improve communication and relationships across poverty, race, gender, and generational barriers.
    • Donna Beegle Trainings
      • Coaching Institute
      • Coaching Institutes prepare participants to serve as poverty coaches in their organization. A poverty coach is trained to conduct “Poverty 101” sessions as well as “Communicating and Working More Effectively” sessions for in-house staff.
      • Workshops
      • Donna weaves personal experiences with research to provide insights for communicating and working more effectively across race, poverty, gender, and generational barriers.
      • Poverty Competence Assessments
      • Is your organization really serving people in the crisis of poverty well? Do you have the tools and resources you need to be competent in helping people move out of poverty? Are you systemically setting people who live in poverty up for success?
    • Data Analysis
    • What Can I Take Away?
      • Guiding Questions:
      • What can you learn from the data?
      • What patterns, insights, and new understandings can you find?
      • What meaning do these patterns, insights, and new understandings have for your practice? for your students?
    • What Can You Learn From The Data?
      • Not ALL students are successful.
      • Diverse, low income students are more likely to dropout of school than meet standard on the WASL.
      • Schools with the highest amounts of free-reduce lunch are most likely to have the highest amount of dropouts in their school.
      • Native American students have the highest high school dropout rate followed by limited English speaking.
      • Black students have the highest dropout rate in middle school in the state with 13%.
      • Overall those who need the most help are low income students from diverse multicultural backgrounds.
    • What patterns and insights can you find?
      • Students from challenging backgrounds are set up to fail in schools .
      • Our schools are not structured to fit the needs of students from low income, multicultural families and unless we make the necessary changes they will continue to fall through the cracks.
      • Education is geared towards middle white class America and the problem is it doesn’t fit the students who come from anything anywhere else.
      • Q&A Getting to “Why” to Solve for “How” Donna Beegle
      • In public education today there is a focus on accountability, with an emphasis on testing.
      • When you think of accountability in the context of your work with kids from generational poverty, what comes to mind?
      • The whole child, the whole family.
      • Really taking that comprehensive approach.
      • We have enough research showing that when there is a comprehensive approach to addressing issues of poverty you are able to alleviate some of the barriers created by poverty and help the students to become educated.
      • If you focus solely on testing or academics, you're not going to capture kids from generational poverty because they're not in a context that supports or even allows for academic work.
      • What No Child Left Behind has done for our nation, in my opinion, is get people talking about kids in poverty.
      • Schools still don't quite know what to do with all of it because people get so skewed into the testing and the “highly qualified teacher” standards—they get all locked up in that—but it's on their radar screen now in ways that it wasn't before.
    • What meaning do these patterns and insights have for your practice? for your students?
      • I can use this information to drive my professional growth plan every year to meet the needs of the students school-wide.
      • It means I have to take a closer look at the demographics and find resources that can help the students from these families in need.
      • Overall I can say that it will be a huge challenge for anyone in this line of work. It will require a lot of brainstorming and teamwork to make a push in the right direction.
    • Mission Goals
    • Where Are We Going? When will we get there?
    • GOAL1: Find community resources that are designed to support and guide families in need.
      • Relatives Raising Children
        • Support group that provides resources and info.
      • After School Tutoring – Rainier Christian Church
        • Provides after-school tutoring and transportation for students in the Franklin Pierce School District.
      • Washington State PTA
        • We are people of all ages improving the education, safety, and health of children. Join us in building a better world for children. Contact: 1-800-562-3804 or 253-565-2153
      • Goal indicators:
      • I know that I will meet this goal after feedback from parents about the resources that are being used.
      • I can also use surveys to collect this data.
      • Feedback that comes back from students will also help.
    • GOAL 2: Build relationships with families that will foster a safe learning environment.
        • Establish relationships at 6 th orientation night at the beginning of school year.
        • Parent surveys.
        • Student surveys.
        • Welcome DVD to parents without computers.
        • Welcome newsletter.
      • Goal indicators:
      • Open lines of communication with parents ie. Emails, phone messages etc.
      • Parent participation in school wide functions and activities.
      • Positive feedback and suggestions from parents.
    • GOAL3: Integrate multimedia tools in order to improve communication with multicultural families.
      • IGoogle (Translator Widget)
        • Show video clip example
      • Text to Speech
        • Show video clip example
      • Tbirdpe.wordpress.com
        • Show of website
      • Goal indicators:
      • Parent feedback from those families.
      • Staff survey about what tools are useful in communicating with parents.
      • Student progress reports and assignments that go home that requires parent involvement.
    • IGoogle (Word Monkey Translator)
      • Go to google.com and set up an account on IGoogle and download Word Monkey widget.
      1st Choose language you want to translate to. 2 nd Type what you want to translate & select Go. Last it will translate your message and you copy and paste.
    • ImTranslator
      • ImTranslator is a free text to speech translation tool.
      • Go http://text-to-speech.imtranslator.net/speech.asp
      • Copy and paste message for auditory translation.
      • Choose from 10 different text to speech translation.
      Step 1: Type in message and press Translate. Step 2: Paste text into window and press Say It.
    • Tbirdpe.wordpress.com
      • PE department is an online tool that I can use to communicate with parents and other professionals.
      • It is a great way to display student achievement and celebrate learning.
    • How Does This Help?
      • What will you do differently in your classroom as a result?
        • More self awareness of students needs and where they need support.
        • Do more research of student cultural & socioeconomic backgrounds.
        • Educate families about resources that are user friendly and work for them.
        • Power of encouragement and getting students to realize their individual potentials.
      • What might you recommend to others?
        • Read “Beyond the Bake Sale,” to gain perspective and solutions to issues.
        • Donna Beegle: “Communication Across Barriers,”
          • Poverty 101 online classes for educators
          • Poverty Institute for educators
      • How will you write about what you have learned so that the findings will be useful to you and to others?
        • Keep a weekly blog of class related issues on my wordpress blog.
        • Build a resource tool kit portfolio for parents and community.
    • Sources
      • Office of the Superintendent of Public Instruction (n.d.) Retrieved September 11, 2008 from http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=196&reportLevel=District&orgLinkId=196&yrs=&year=2007-08
      • Office of the Superintendent of Public Instruction (n.d.) Retrieved October 30, 2006 from
      • http://reportcard.ospi.k12.wa.us/
      • Office of the Superintendent of Public Instruction (n.d.) Retrieved October 30, 2006 from
      • http://reportcard.ospi.k12.wa.us/?schoolId=196&reportLevel=District&orgLinkId=2260&yrs=
      • Office of the Superintendent of Public Instruction (n.d.) Retrieved October 30, 2006 from
      • http://reportcard.ospi.k12.wa.us/ ?schoolId=2260&reportLevel=School&orgLinkId=2260&yrs=
      • Peter L. Benson, All Kids Are Our Kids: What Communities Must Do to Raise Caring and Responsible Children and Adolescents (San Francisco: Jossey-Bass, 2006).
      • Diana Baumrind, “Current Patterns of Parental Authority,” Developmental Psychology Monographs 4 , nos. 1, 2 (1971): 1-103.
      • Diana Baumrind, “Parental Disciplinary Patterns and Social Competence in Children,” Youth and Society , no. 9 (1978): 238-279.
      • EE Maccoby and JA Martin, “Socialization in the Context of the Family: Parent–Child Interaction,” in Handbook of Child Psychology, Volume IV: Socialization, Personality, and Social Development , 4th ed., ed. P Mussen and EM Hetherington (New York: Wiley, 1983), 1-101.
      • Peter Scales and Nancy Leffert, Developmental Assets: A Synthesis of the Scientific Research on Adolescent Development (Minneapolis: Search Institute, 1999), 24-26, 77-78.
      • Eugene C. Roehlkepartain, Peter C. Scales, Jolene L. Roehlkepartain, and Stacey P. Rude, Building Strong Families (Minneapolis: Search Institute and Chicago: YMCA of the USA, 2002).
      • Rebecca N. Saito, Theresa K. Sullivan, and Nicole R. Hintz, The Possible Dream: What Families in Distressed Communities Need to Help Youth Thrive (Minneapolis: Search Institute, 2000).
    • PART 2: “Culminating Project” See 2 nd PowerPoint Presentation “ Culminating Project”