Presentation on theme: "School, Family, and Community Partnerships"— Presentation transcript:
1School, Family, and Community Partnerships Federal ProgramsWe are please to share with you the positive steps NNPS is taking to create and sustain School, Family, and Community Partnerships.Administrators should have received a handout of the presentation and a handout on National Network of Partnership Schools.
2SMART, SAFE Schools Safe and Nurturing PLACE Welcoming school environment for ALLPartnership School“Family-like” school and “school-like” familiesSMART,SAFE school that students, teachers, parents, and others WANT to attend and supportIn NNPS we want our schools to be SMART, SAFE Schools. SMART, SAFE Schools are welcoming and are places where students, teachers, parents and others want to attend and support.
3SMART, SAFE SchoolsPlace where students develop to their full potential and produce positive RESULTSAcademicIntellectual DevelopmentCurricular and other achievementsCommitment to role of studentPhysicalGood nutrition and exercisePrevention of alcohol, tobacco and drug useGood attendanceEmotionalPositive attitudes about schoolPositive self concept, behavior, relationshipsAppreciation of othersBut a SMART, SAFE Schools is not just a feel good place. SMART, SAFE Schools focus on results for students academically, physically, and emotionally. It is a school of EXCELLANCE.
4SMART, SAFE Schools and Students FamiliesIn SMART, SAFE Schools—Students are in the center of the equation. They are touched by 3 main spheres of influence—what is available in the community, what is happening in the home, and what learning is taking place in school.Schools are the chief instruments of formal education, but they cannot do the job alone. You cannot separate HOW a child learns from HOW a child lives.This is the vision which has been our starting point for creating school, family, and community partnerships here in the division. We want SMART, SAFE Schools and students.The reality of NCLB is regardless of poverty, high infant mortality rates, low birth rates, rotting teeth, lead poison, violence or substance abuse, schools are expected to have 100% of their students proficient as measured on state assessments by 2014.Communities
5School , Family, and Community Partnerships Comprehensive school improvementGoal-orientedCustomized, comprehensive, and continually improved“Realities” solutions sought, found, sharedAll grade levelsMothers, fathers, grandparents, foster parents, family community groups, business partners, volunteers, mentors, external partnersResults for ALL students, parents, teachers, and communityWhat is a School, Family, and Community Partnership.This concept is a redefinition of what we have been calling “parental involvement.” School, Family, and Community partnerships differ from the traditional methods and strategies used to involve parents in their children’s education in the following ways:School, Family, and Community Partnerships-not separate document or plan-goals --focused on students reaching their full potential instead of the number in attendance-living and breathing plan, every changing-talks of “realities” instead of barriers--includes all grade levels PK-12; dispelling the myth that older children do not want their parents involved with schools--is inclusive of everyone who may touch or influence a student--and produces results for ALL students, parents, teachers, and members of the community regardless of race or economic background.
6Six Types of School, Family, and Community Involvement Joyce Epstein ModelFrameworkofSix Types of School, Family, and Community InvolvementDr. Gale Lee our Title I Supervisor has been working with a School, Family and Community Partnership model we are infusing into the already good things happening in our division to address families and communities.She will walk you through the 6 keys of this framework.
7Epstein’s Six Types of Involvement The framework of this researched based model is made up of 6 types of family involvement which, research has shown are essential in creating successful school, family, and community partnerships. The six types of involvement which create successful partnerships are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.These six types of family involvement are an integral part of each schools’ school improvement plan. These 6 types of involvement can be found under Goal 5 and may be connected in various ways to Goals 1-4 in the school improvement plan.As we look at the 6 types of family involvement you will notice that we are expanding, redefining and reframing our thinking of how families are involved in activities that influence the success of their students.Framework expands/redefines/reframes parental involvement
8ParentingType 1Workshop is not only a meeting at the school building, but also the content of a topic to be viewed, heard, or read at convenient times and varied locationsAssist families with parentingand child-rearing skills, understandingchild and adolescent development,and setting home conditions that supportchildren as students at each ageand grade levelAssist schools in understanding familiesThe first type Parenting is the basic responsibility of the family.As school staff infuse information related to understanding child and adolescent development through school workshops they must become aware that all families may not attend workshops held at the school. With that in mind the ideal of workshops has been redefined to mean not just a meeting at the school, but a place where the content of specific parenting, meeting might be viewed, heard or read by the parent at a convenient time and location identified for themselves.Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
9Communicating Communicating not only from school to home Type 2Communicating not only from school to homebut also includes two-way, three-way, andmany-way channels that connect schools,families, students, and the communityCommunicate with families about schoolprograms and student progress througheffective school-to-homeand home-to-school communicationsCommunicating is the second type of school, family and community involvement. This is the basic responsibility of the schools.As schools communicate with families it is important to note here that communications about school programs and student progress are not only from school to home, but also from home to school and within the community. It is also important to remember that the communications from schools should – to the extent practical, be in the home language of the family.Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
10Volunteering Volunteer not only those who come to school Type 3Volunteer not only those who come to schoolduring the day, but also those who supportschool goals and children’s learningin any way, at any place, and at any timeImprove recruitment, training, work,and schedules to involve familiesas volunteers and audiences at schoolor in other locations to supportstudents and school programsVolunteering is the 3rd type of involvement. Volunteering now means involvement at and for the school. School staff should focus on ensuring that volunteers assist school programs and children’s progress from any location at any time.This includes recruiting widely and creating flexible schedules for volunteers so that all families know that their time and talents are welcomed and valued.Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
11Learning at Home Homework not only means work students do Type 4Homework not only means work students doalone, but also interactive activities studentsshare with others at home or in the community,linking schoolwork to real lifeHelp at home means how families encourage,listen, react, praise, guide, monitor, and discussschoolwork with their children, not how they“teach” children school subjectsThe 4th type of family involvement is Learning at Home. This focuses not only on the student’s involvement in academic activities but the interactive activities that students share with others at the home or in the community. This is a wonderful help at home and provides an opportunity for families to interact and make connections between school work and real life.Teaching staff should be encouraged to designing and implementing interactive homework for which students take responsibility to discuss important class work and ideas with their families is an important part of learning at home.Involve families with their children inlearning activities at home,including homework and othercurriculum-relatedactivities and decisionsReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
12Decision Making Decision making means a process of Type 5Decision making means a process ofpartnership—sharing views, solving problems,and taking action toward shared goals,not a power struggle of conflicting ideasParent leader means a representative who sharesinformation with and obtains ideas from otherfamilies and community members,not just a parent who attends school meetingsDecision Making is the 5th type of family involvement. This is an opportunity to include families as participants in school decisions and governance. Decision Making means a process of partnership – sharing views, and taking action toward shared goals for school improvement and student success, not a power struggle.The term parent leaders means representatives who share and gather information and ideas from other families and community members. This is not just a parent who attends school meetings.Include families as participants in schooldecisions, governance, and advocacythrough PTA/PTO, school councils,committees, action teams,and other parent organizationsReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
13Collaborating with Community Type 6Collaborating with CommunityCommunity not only low/high social or economicqualities, but also strengths/talents availableto support students, families, and schoolsCommunity not only families with children in theschools, but also all who are interested inand affected by the quality of educationCommunity not only neighborhoods wherestudents’ homes/schools are located, but also allneighborhoods or locations influencing studentlearning and developmentThe 6th type of involvement is Collaborating with the Community. This type focuses on the community contributing to the schools, students, and families through business partners, agencies, cultural groups, health services, recreation and other groups and programs. But in turn it also addresses how the schools, students, and families contribute to the community through service learning, and special projects to share their talents and solve local problems.As school staff continue to infuse these 6 types of family involvement into the school culture we will continue to get excellent results for our schools, families and communities.Coordinate resources and servicesfor students, families,and the school with businesses,agencies, and other groups,and provide services to the communityReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
14Current Implementation School Improvement PlansSchool Policy and Home School CompactThis Framework has been adopted by the PTA as their national standards.Every school in the division has been using aspects of the Framework in their school improvement plans under Goal 5.
15Action Team for Partnerships Focus on Goals SCHOOL IMPROVEMENT TEAMACTION TEAM for SCHOOL, FAMILY,and COMMUNITY PARTNERSHIPSStrategicPlanGoal 1StrategicPlanGoal 2StrategicPlanGoal 3StrategicPlanGoal 4StrategicPlanGoal 5This is how the Framework would look. As you know each SIT begins by looking at the strategic plan and its school’s data on reaching those goals. An action team or group is responsible for using the six types of involvement to develop strategies to meet these goals.Linked to Goals for Student SuccessNot Another PlanAppendix to Current School Improvement PlanProvides the Details (When, How, Where, Who)Draw from the six types of involvement to meet these goalsReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
16Elementary School Example Goal—IMPROVE READINGTypeActivityParentingWorkshops for parents on various ways to read aloud with young childrenCommunicatingParent-teacher-student conferences on reading goals at the start of the school year and on reading progress midyearVolunteeringReading-partner volunteers, guest readers of favorite stories, and other organized, ongoing read-with-me activitiesLearning at HomeWeekly interactive reading homework activities for all students to read aloud for a family partner, show links of reading and writing, go over vocabulary and spelling words, and other reading activitiesDecision MakingPTA/PTO support for a family room or parent center to provide information on children’s reading, and to conduct book swaps, make book bags for read-at-home programs, create family books, and sponsor other reading activitiesA plan at the elementary level focused on the goal of reading would look like thisCollaborating w/CommunityDonations from business partners of books for classrooms, for the school library, or for children to take homeReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
17Middle School Example Goal—IMPROVE MATH TypeActivityContinuing education classes for family members only or for family members and students together (e.g., computer classes or GED/ABE classes)ParentingCommunicatingStudent recognition page in the school newsletter highlighting students who improve and excel in mathVolunteeringParents as audience members for “math bowl” or other math competitionsLearning at HomeInformation for parents on students’ math requirements to prepare for entry to postsecondary educationA plan at the middle school level focused on the goal of math would look like thisDecision MakingPTA/PTO support for math with the purchase of manipulatives, calculators, computers, and other materialsCollaborating w/CommunityAfter-school program with local college students as math tutorsReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
18High School Example Goal—IMPROVE GRADUATION RATES TypeActivityParentingWorkshops for parents and students on course credits and requirements for high school graduation, college financial aid, college entry tests, and career planningCommunicatingSeries of videotapes for families to borrow to learn about high school requirements and postsecondary, vocational planningVolunteeringField trips for students and parents to local technical institutes, colleges and universitiesLearning at HomeInteractive homework that requires students to discuss and document their academic goals and career plans with a family partner and to outline strategies for reaching these goalsAnd at the high school level, a school focusing on improving graduation rates might have an action plan looking like this.Decision MakingA postsecondary planning committee of parents, teachers, and students to implement a series of activities on college and vocational awareness and career options from 9th to 12th gradeCollaborating w/CommunityCareer club for linking students and families with alumni to foster knowledge and actions on postsecondary opportunities; information on dual enrollmentReprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
19One Year Action Plan Document GOAL 1: Improve academic achievement for ALL studentswhile closing achievement gapsType(1-6)Activity (continuing or new)Date of ActivityGrade Level(s)What needs to be done for activity & when?Persons in charge and helpingWhat results and how measured?ParentingCommunicatingVolunteeringLearning At HomeDecision-MakingCollaboration w/CommunityDevelop a plan to ensure the different types of involvement are being used as part of the your School Improvement plan. This is a way of organizing the work and determining effectiveness.This data can be used to analyze your partnership efforts. Are we using strategies related to all 6 keys? Are you heavy in one or two areas but lacking in others?
20Higher grades and test scores What Will School, Family, and Community Partnerships Really DO for My School? RESULTS OF RESEARCH For StudentsHigher grades and test scoresIncreased enrollment in more challenging academic programsMore classes passed and credits earnedBetter attendanceImproved behavior at home and at schoolBetter social skills and adaptation to schoolLet’s get REAL! What is this Framework going to do for MY school? This is what the research has shown in schools that are using the Partnership model.
21What Will School, Family, and Community Partnerships Really DO for My School? RESULTS OF RESEARCH For ParentsIncreased feeling of support from school and other parentsMore interactions with other families in school and community activitiesMore effective responses to student problemsIncreased awareness of student progress and how to help student do betterIncreased feeling of ownership of school
22What Will School, Family, and Community Partnerships Really DO for My School? RESULTS OF RESEARCH For TeachersIncreased respect for families’ strengths and effortsGreater readiness to involve ALL families in new waysIncreased satisfaction with family involvement and supportMore likely to report ALL parents can help their children; less likely to stereotype single parents, poor parents, or those with less education as unable to help
23Next Steps? Training by Dr. Epstein AdministratorsSchool Improvement TeamsParentsMembership in National Network of Partnership SchoolsSuccess stories of Promising Partnership Practices from schoolsResearch studies on effective strategiesTIPS—Teachers Involving Parents in SchoolworkTools to evaluate partnership effortsPublications and products—books, surveys, Power Point CDs to conduct workshops, incentivesThe Framework and real change in how we involve families and the communities is difficult to do without training.Federal Grants is willing to fund Dr. Joyce Epstein working with administrators and school improvement teams. Also, Pat Finneran is willing to support and organize an opportunity for her to speak and work with parents.Dr. Epstein has reserved the week of June 18—22 to come to NNPS. She is waiting to hear from us on how and when.All our Title I Schools are members in the National Network of Partnership Schools. As part of the Network, Schools will have the opportunity to share nationally all the great things they are doing. They also will have a data base of strategies other schools have found successful. Membership in the NNPS provides training and professional development and several different tools SITs can use to evaluate their schools’ School, Parent and Community Partnerships.Cost of membership is $100. Administrators received the information on how to join at Tuesday’s meeting.
24QuestionsPlease me your feedback on how you see the School, Family, and Community Partnership Framework working in Newport News and your suggestions on training.Thanks!Ruth MurrayDirectorFederal Grants, extension 187