This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
What are the best practices for CollaborationLea Camacho
What are best Practices for Collaboration between Schools and Families?
Prepared by:
Lea D. Camacho
What is Collaboration?
What is Parent Training and Information Centers and Community Parent Resource Centers?
I. INCREASING
STUDENT INVOLVEMENT
Some ways in which student participation can be enhanced include the following:
Ensuring parents know their child is invited to attend and participate
Providing students with background knowledge concerning the IEP and the process, as well as training in skills for participating.
Focusing on student strengths, gifts, and talents rather than only on skill or knowledge deficits.
Increasing student responsibility for developing and implementing their plans
Involving peers and community members who are supportive of the student.
II. Increasing
Family
Involvement
Fidler, Simpson and Clark (2007) identified four levels of parent and family participation. Each level builds on the skills and knowledge acquired in the previous levels of involvement.
Awareness, attendance and basic participation
Ongoing communication, information sharing and basic program involvement
Advocacy and collaborative program involvement
Collaboration And Partnership Participation
Increasing Sibling involvement
Sibling of students with disabilities can be affected on both positive ways such as learning advocacy and empathy skills and in negative ways such as hearing negative comments about their sibling
Conflict Management
Conflict may arise from parent’s feelings of anger that merge from feeling fear, hurt, frustration or sense of injustice. Parents may be afraid of the future or the implications of a diagnosis of disability.
Increasing Involvement of Diverse Families
Teachers should find working with diverse families interesting and rewarding. Fried & Cook, (2000) and Callicott (2003) provide these suggestions for teacher working with linguistically diverse family.
Use culturally responsive feedback and method communication
Show appreciation for include cultural diversity in the curriculum and school activities
Ensure that policies, procedures and activities are in place to reduce the likelihood of prejudice.
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
What are the best practices for CollaborationLea Camacho
What are best Practices for Collaboration between Schools and Families?
Prepared by:
Lea D. Camacho
What is Collaboration?
What is Parent Training and Information Centers and Community Parent Resource Centers?
I. INCREASING
STUDENT INVOLVEMENT
Some ways in which student participation can be enhanced include the following:
Ensuring parents know their child is invited to attend and participate
Providing students with background knowledge concerning the IEP and the process, as well as training in skills for participating.
Focusing on student strengths, gifts, and talents rather than only on skill or knowledge deficits.
Increasing student responsibility for developing and implementing their plans
Involving peers and community members who are supportive of the student.
II. Increasing
Family
Involvement
Fidler, Simpson and Clark (2007) identified four levels of parent and family participation. Each level builds on the skills and knowledge acquired in the previous levels of involvement.
Awareness, attendance and basic participation
Ongoing communication, information sharing and basic program involvement
Advocacy and collaborative program involvement
Collaboration And Partnership Participation
Increasing Sibling involvement
Sibling of students with disabilities can be affected on both positive ways such as learning advocacy and empathy skills and in negative ways such as hearing negative comments about their sibling
Conflict Management
Conflict may arise from parent’s feelings of anger that merge from feeling fear, hurt, frustration or sense of injustice. Parents may be afraid of the future or the implications of a diagnosis of disability.
Increasing Involvement of Diverse Families
Teachers should find working with diverse families interesting and rewarding. Fried & Cook, (2000) and Callicott (2003) provide these suggestions for teacher working with linguistically diverse family.
Use culturally responsive feedback and method communication
Show appreciation for include cultural diversity in the curriculum and school activities
Ensure that policies, procedures and activities are in place to reduce the likelihood of prejudice.
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
Grandparent-Grandchild Connection School Program ResearchDShoss
Grandparents have a transformative effect on their families when they unleash their creativity, teach their skills and give voice to their passions. Research documents the benefits for all when generations when Grandparents and Grandchildren connect. Schools also benefit by deepening relationships with strong advocates within the school community.
Alki is participating in National PTA's School of Excellence for the 2019-2020 school year. This presentation will provide information about the framework of family/school partnerships. The School of Excellence timeline and National Standards are also included.
An overview of recent research into home-school relationships given at Futurelab's research insights day, April 29th 2010 in London.
Lyndsay Grant, Futurelab
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Frederik Smit & Geert Driessen (2005) ERNAPE Parent school community relation...Driessen Research
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: bottlenecks, pitfalls and solutions. Paper 5th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Family-School-Community Partnerships: Interrelation between Family and Education Merging into Social Development’. Oviedo, Spain, September 14-16, 2005.
Grandparent-Grandchild Connection School Program ResearchDShoss
Grandparents have a transformative effect on their families when they unleash their creativity, teach their skills and give voice to their passions. Research documents the benefits for all when generations when Grandparents and Grandchildren connect. Schools also benefit by deepening relationships with strong advocates within the school community.
Alki is participating in National PTA's School of Excellence for the 2019-2020 school year. This presentation will provide information about the framework of family/school partnerships. The School of Excellence timeline and National Standards are also included.
An overview of recent research into home-school relationships given at Futurelab's research insights day, April 29th 2010 in London.
Lyndsay Grant, Futurelab
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Frederik Smit & Geert Driessen (2005) ERNAPE Parent school community relation...Driessen Research
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: bottlenecks, pitfalls and solutions. Paper 5th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Family-School-Community Partnerships: Interrelation between Family and Education Merging into Social Development’. Oviedo, Spain, September 14-16, 2005.
Justyn Knox, M.Ed., NBCT
K-12 Social Studies Education Consultant
Division of Curriculum and Instruction
North Carolina Department of Public Instruction
Hello! This is the chapter 4 of Management by Stoner.The images whihc I used for this presentation are taken from the net. The videos may not work too but you can just replace them with something from youtube.
Hope it helps!
Week 4 Assignment Developing Relationships
Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community.
For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students.
Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
PART III Building Family–School Relationships to Maximize Student .docxJUST36
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building Family–School Relationships to Maximize Student .docxdunnramage
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
Educational Shift Happens by Nick Page.
This was presented on 03 March 2010 at 'Building Spaces for the Future' an event drawing on recent research by Futurelab about young people’s view of what learning spaces should look like in the future to offer practical support to Local Authorities, schools and those going through building programmes such as BSF and PCP.
http://www.futurelab.org.uk/events/listing/buildingspaces
Week 4 Discussion 2 Parent SupportSome parents may not know how .docxjessiehampson
Week 4 Discussion 2 Parent Support
Some parents may not know how to support their children in school. These parents as children may have had an unsuccessful school experience where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may not have the knowledge on how to navigate the educational system to the advantage of their children, identify what does Hjalmarston suggest? Do you agree with Hjalmarson’s characterization of the problem and her categorization of parents?
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students ...
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
This presentation explores the ways in which community can be involved in schools, using five levels of engagement to develop rich, ongoing partnerships in learning.
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docxjessiehampson
Week 4 Journal Encouraging Parent Involvement
Using the Journal tab, respond to the following prompt:
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students come from diverse backgrounds. Therefore, as educators, there are times when more prescriptive strategies for assisting parents to become involved are needed. Hjalmarson (2011) discusses a variety of different strategies to help relieve some of the struggl ...
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Seminars and Inquiry-based Learning in an Autonomous Learning Environment
Collaboration is essential for developing 21st century skills. This presentation will be an interactive discussion of the logistics of integrating Inquiry-based Learning across the curriculum, using seminars to engage all learners, and the value of collaboration with all subject area teachers. The presenters will reflect on classroom successes and challenges.
Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
Durham Public Schools and NC Write: A District-Wide Literacy Initiative
Durham Public Schools has partnered with Measurement Incorporated’s NC Write program to launch a district-wide literacy initiative. With an emphasis on Six Traits of Writing and Understanding by Design, district literacy specialists create digital interdisciplinary performance assessments to measure Common Core ELA standards and empower students to be college/career-ready.
Presenters: Trish Martin, Rhonda Kaye & Heidi Elmoustakim-Measurement Inc- Durham, NC
Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Different Families Different Dances: Children of Alcoholics in the Classroom
When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
This session will offer comic relief to the many challenges of inclusion; while providing practical strategies for creating a successful inclusion classroom. Teachers will explore various inclusion models and ways to effectively communicate, plan and organize for students’ success. PREREQUISITE: Sense of humor and love for Middle-Scholars is required.
Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
From Google Docs to Google Presentations to Google Sites, Google provides more than a search engine and G-Mail accounts. Learn about the many functions and applications of Google Drive that will take you one step closer to the 21st century classroom. Bring a laptop and a G-Mail account and get ready to DRIVE through Google!!!
Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NC
Give Your Students a Voice With Interactive Notebooks
Interactive Notebooks will change the way your students organize their thoughts, show creativity and express their knowledge of a subject. Using Interactive Notebooks, your students will have a significant decrease in lost papers and a more personalized education. Though this session is directed towards Science, Interactive Notebooks are easily adaptable for other subjects.
Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Parents, Teachers,
Schools, Communities:
Leveraging Partnerships
and Promise
Tracy Smith, Corie Maffett, Ashley Miller, and Cindi Bradshaw
Appalachian State University
2. Interactive Activity
Remain standing if…
Requirement that staff members document contact with
families
PTO/PTA Organization
Parental membership on multiple school committees
Dedicated budget for parental involvement
Paid staff member whose job is to support/increase parent
involvement
3. Challenges
What challenges do we face when we try to partner with
parents and community?
Transportation
Parents are “burned out” from 6 years of elementary school
Scheduling
4. Special Considerations for Middle
School
Parents often report feeling that children should
do homework alone; parents shouldn't try to
help if they're not experts in the subject.
The structure of many middle schools can also
deter parents: larger and can feel more
impersonal than most elementary schools, and
students; receive instruction from several
teachers(Rutherford, et al., 1997).
5. This We Believe in Action
If parents are to become genuine partners with and supporters of their
child’s middle school, every effort should be made to educate them
regarding the format and functioning of an effective middle school.
Parents should have a clear picture of how a middle school operates and,
as part of their orientation to the early teen years, understand the
importance of advisory and advocacy.
Back to School Night provides an annual opportunity to inform parents.
The first stop on such an evening should be a meeting with their child’s
advisor.
After explaining the program to parents, advisors can engage them in an
advocacy exercise that will help them appreciate how advisory can serve
their child (p. 154).
6. Why partner?
This We Believe characteristic: School-initiated family and
community partnerships
Cultivating an Ethic of Caring
Capitalizing on Funds of Knowledge
Research Support and Positive Outcomes
A comprehensive and meaningful partnership meets the needs
of the families, schools, and communities involved.
7. The Ethics of Care
Nell Noddings, 2002
Education (in its widest sense) is central to the cultivation
of caring in society.
Education is “a constellation of encounters, both planned
and unplanned, that promote growth through the
acquisition of knowledge, skills, understanding and
appreciation.”
Special emphasis on the home as a site for educational
encounter. Indeed, she views the home as the primary
educator.
Need for re-orientation of social policy to this end.
Not to sideline the role of schools but simply to recognize
just what the home contributes to the development of
children and young people.
8. Studies show that more students will be motivated to learn and
will increase their skills if educators design class work and
homework that enable students to draw from their families’
“fund of knowledge” to understand the real-world applications of
school skills.
This We Believe in Action, 2012
11. Parenting
TYPE 1--PARENTING: 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.
Ex: Book groups on adolescent reading
13. Communicating
TYPE 2--COMMUNICATING: Communicate with
families about school programs and student progress
through effective school-to-home and home-to-school
communications.
Examples: texting to parents, kikutext, Reminders 101(app and website), Texting to
the Next Generation, Bring Your Own Device, Raven Card, and Carbon copies of
conferences.
14. Volunteering
• TYPE 3--VOLUNTEERING: 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.
• Examples: Conversation starters and activity generator from the Search
Institute
• October is the Month of the Young Adolescent (AMLE)
15. Learning at Home
TYPE 4--LEARNING AT HOME: Involve families
with their children in learning activities at home,
including homework and other curriculum-linked
activities and decisions.
16. Decision Making
TYPE 5--DECISION MAKING: Include families as
participants in school decisions, governance, and
advocacy through PTA/PTO, school councils,
committees, and other parent organizations.
Examples:
Parental book approval
How do we encourage the less affluent to become members of the PTA/PTO?
19. Collaborating with the
Community
TYPE 6--COLLABORATING WITH THE
COMMUNITY: Coordinate resources and services for
families, students, and the school with businesses,
agencies, and other groups, and provide services to the
community.
22. Questions that will help middle grades
educators in the middle grades move toward
involvement in action:
• What is a research-based, comprehensive, and goal-oriented
program of school, family, and community partnerships in the
middle grades?
• How can teamwork ensure that a school will organize and
implement a sustainable program of family and community
involvement?
• How does family and community involvement link with the
other elements of effective middle level schools?
• How can schools answer the call for action to develop and
sustain productive partnership programs?
23. Action Team for Partnerships
(ATP)
Essential structure in each school. At the middle level, schools
improve the quality of their plans and practices, outreach to
families, and results for students when they have a dedicated
committee – an Action Team for Partnerships – of teachers,
administrators, parents, and community partners (p. 192).
Composition of ATP: p. 193-4.
24. Tips for Engaging Families
Take the Initiative
Middle Ground, October 2010
Be Nice!
Provide Information and Support
Solicit feedback from families and the Community
Deliver positive message about Students in the school
Enhance your school’s presence in the electronic media
Think Outside the BOX!
Repair broken Relationships
25. Your Turn
What’s the most successful parent or community
involvement activity or initiative that you have had at your
school?
Introduce and Discuss with a Neighbor!
Be prepared to share!