Navigating the Early County School System 2012-2013tstorey
This presentation is provided for parents of students in the Early County School System. It provides parents with knowledge of how the school system is structured and who to contact with the parents have questions about their child's education.
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Navigating the Early County School System 2012-2013tstorey
This presentation is provided for parents of students in the Early County School System. It provides parents with knowledge of how the school system is structured and who to contact with the parents have questions about their child's education.
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Families CAN Make A Difference
2014 Summer Institute – Equity in the Era of Common Core
Metropolitan Center for Research on Equity and the Transformation of Schools
POVERTY PROOFING THE SCHOOL DAY –bottom up reform and a potential for real change
BERA 2016
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
POVERTY PROOFING THE SCHOOL DAY –the role of schools in compensating for poverty: should they have a role and if so what?
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
This is Alan Blankstein's text Failure is NOT an Option, Chapter 9. He wrote this chapter with Pedro Noguera. This chapter is about School Community Relations. They present a framework for engaging parents to create effective change in K-12 schools. This chapter includes many examples -- challenges and then the authors provide for solutions.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
Family engagement is an effective strategy to increase student achievement and improve schools. However, many schools struggle with how to engage all families in meaningful ways. The National PTA Standards for Family-School Partnerships provide a framework for structuring and assessing family engagement. This session will explore how to use the National Standards strategies centered around arts education programs and activities to fully engage all families in their children’s education.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Families CAN Make A Difference
2014 Summer Institute – Equity in the Era of Common Core
Metropolitan Center for Research on Equity and the Transformation of Schools
POVERTY PROOFING THE SCHOOL DAY –bottom up reform and a potential for real change
BERA 2016
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
POVERTY PROOFING THE SCHOOL DAY –the role of schools in compensating for poverty: should they have a role and if so what?
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
This is Alan Blankstein's text Failure is NOT an Option, Chapter 9. He wrote this chapter with Pedro Noguera. This chapter is about School Community Relations. They present a framework for engaging parents to create effective change in K-12 schools. This chapter includes many examples -- challenges and then the authors provide for solutions.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
Family engagement is an effective strategy to increase student achievement and improve schools. However, many schools struggle with how to engage all families in meaningful ways. The National PTA Standards for Family-School Partnerships provide a framework for structuring and assessing family engagement. This session will explore how to use the National Standards strategies centered around arts education programs and activities to fully engage all families in their children’s education.
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Boosting School-to-Home Communication: Proven Strategies & TacticsSchoolwires, Inc.
Engaging parents and boosting school-home communications is a priority in Fremont School District 79 (IL). And creating the environment that celebrates collaborative practices is central to the district’s vision and promotes home-school connections! In this event, Dr. Gildea, Superintendent of Fremont Schools, shares how her district has implemented best practices in K-12 parent communications for future ready schools, addressed the challenges and hurdles to effective parent engagement via communication strategies, and juggled the many demands of preparing today's child for tomorrow's world. She also provides tested tips and tactics that work and that you can use today!
Symposium on Parent Engagement - Session 3 "How Family Engagement Impacts Stu...Schoolwires, Inc.
One of the nation’s leading experts in educational leadership and partnership shares critical findings from her extensive research on family engagement and how it impacts student achievement. Gain a deeper understanding of how to implement a capacity-building framework to engage families more effectively, and explore the specific components required to create successful family engagement initiatives.
Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Principals and senior educators are role models. They inspire both - children and colleagues. What does it take to be a school leader? Can you learn leadership in school? What style of leader are you? More importantly, how do you become an effective leader. Mentor Magazine's 'How to be a school leader' elaborates on how networking is the best way to be a school leader.
2. INTRODUCTION
“In this complex world, it takes more than a good school to educate children.
And it takes more than a good home. It takes these two major educational
institutions working together.”
–Dorothy Rich, author of Mega Skills.
3. Awareness of parents
rights of a child to receive quality education
decisions taken by the school
from the fee structure to the appointment of teachers
from curricula choices to extra-curricular activity choices
transparency in a relationship
Once parents are enrolled in the school philosophy, it is
easy to make them understand the choices made by the
school. It is also the only way to counteract the
skepticism with which parents generally greet any policy
changes or decisions taken by the school.
4. The Orchid Belief
informed, engaged/ enrolled, involved
‘informed and engaged’ parents - better home-school
cooperation and increased student success.
‘enrolled parents’ - conduits though which the teacher is
able to reach a child even when he/she is outside her sphere
of influence.
when parents are ‘involved’ in their children’s education,
children do better in studies, are more interactive in class,
and are in fact, more ‘interested learners’.
6. Parent Teacher Association
General Body Meetings
Transport Committee
Teacher Recruitment Panel
RTE Committee
Food Committee
Admission Committee
Decision making and enhancement
programs- Leapstart, XSeed
7. Class Parent Volunteer System -
Structure
Support Set of 8-10
Parent -1 parents
Main Class Support Set of 8-10
Parent Parent - 2 parents
Support Set of 8-10
Parent - 3 parents
8. Class Parent
Substitution Volunteer School Council
for teacher System Selection Panel
Channel for Concerts,
sensitizing Cultural
parents programs, Class
Presentations
Pool of human
resource Field trips
and camps
Awareness Strategic
drives Planning
quick and efficient
system of sending Teacher
messages Evaluation
9. Other Areas Of Parental Involvement
REGULAR COMMUNICATION
• Parent Meetings
• Newsletters
• Phone calls
• Class Mail Group
• School Website
MAKING LEARNING VISIBLE (MLV)
• Presentation to parents
• Exhibitions and fairs
LIFE SKILLS ORIENTATION PROGRAM
10. Process
• introduction of School policies and
philosophy
General Orientation
• mention of Class Parent Volunteer System
• detailed explanation according to
Level wise Orientation requirements of each level- Pre Primary,
Primary and Secondary
• expectations for that particular class and
Class Orientation CPVs selection/nomination
Workshop for the teachers • Filling grids and forms
as well as the CPVs
11. Epstein's Framework of Six Types of
Involvement
1. PARENTING
2. COMMUNICATING
3. VOLUNTEERING
4. LEARNING AT HOME
5. DECISION MAKING
6. COLLABORATING WITH COMMUNITY
12. Using The Orchid Model
Schools need to have guidelines and a structure in which parent
volunteers and teachers can work hand in hand. So Class Teachers
are encouraged to:
• Create guidelines for parent volunteers - clear dos and don’ts
• Encourage teachers to list what parents can do at home and at
school to support their child's learning.
• Communicate what parent groups can do.
• Send out a volunteer survey, to find out what parents are interested in
doing.
• Have an orientation to train the volunteer coordinator team.
13. Using The Orchid Model
• Make sure class teachers have all the volunteer activities listed
with the time slots available and the amount of time requested.
• Create a potential pool of human resources
• Contact parents the way they want to be contacted, by phone, e-
mail, etc.
• Assign one main parent volunteer and three support volunteer
for every class – our 3 tier CPV system
• Confirm assignments with parents and thank them.
• Always stick to an agreed schedule
14. Assessment of success or failure
CUSTOMER SATISFACTION SURVEY
correlation between engaged parents and level of satisfaction.
“Overall satisfaction of parents who are actively engaged with the PTA is
higher than other parents.” - CSS Report
SURVEY OF PARENTS AND TEACHERS
questionnaires and open forums to discuss effectiveness of the
system for parents, students and teachers
PERFORMANCE ANALYSIS REPORT-
joint endeavour by parents and school on actual student
performance record can make a difference
15.
16.
17. Analysis
According to the CSS report, “Overall satisfaction of
parents who are actively engaged with the PTA is higher
than other parents.”
when parents are ‘involved’, their choices and responses
are educated.
comments are not on assumptions but on data gathered or
practices observed.
whether supportive or not, their views being based on
facts, gives a true picture of the effectiveness of school
policies and programs.
system needs periodic reviews and checks to ensure that the
goal is not tampered with.
18. The Flip Side
There are many reasons why parents may not become active in school life:
•Too little time/work schedule/single-parenthood
•Lack of resources/transportation/child care
•Language barrier/cultural isolation
•Social isolation/low educational level
•Not knowing how to contribute
•Feeling overwhelmed, intimidated or unwelcome
The responsibility for changing this state of affairs must lie
with the school.
19. What research says..
The evidence is consistent, positive, and convincing: families have a major
influence on their children’s achievement in school and through life. … The
research continues to grow and build an ever-strengthening case.When schools,
families, and community groups work together to support learning, children tend
to do better in school, stay in school longer, and like school more. (Henderson
& Mapp, 2002, p. 7)
Specific to academics, there has been a positive link made between parent
involvement/engagement and the following indicators of student achievement:
higher grades and test scores (on teacher ratings, achievement, and standardized
tests), enrolment in higher level programs and advanced classes, greater promotion
rates, higher successful completion of classes and earned credits, lower drop-out
rates, higher on-time high school graduation rates, and a greater likelihood of
movement into post secondary education (Epstein &VanVoorhis, 2001)
20. Conclusion
“I learned the hard way. I learned that if I took time at the beginning of
the school year to phone each family to introduce myself, offer a few
positive statements about their child, and let them know what was
happening in class, I had fewer problems during the year. In fact,
communicating with parents turned them into advocates for me and for my
students -- a helpful resource rather than a dreaded hindrance. In short,
we became partners.”
– a teacher.