Presentation on theme: "TUESDAY, JANUARY 8 TH, 2013 DEPARTMENT OF GRANTS AND DEVELOPMENT ASD PARENT ADVISORY COUNCIL MEETING."— Presentation transcript:
TUESDAY, JANUARY 8 TH, 2013 DEPARTMENT OF GRANTS AND DEVELOPMENT ASD PARENT ADVISORY COUNCIL MEETING
TITLE 1 PARENT ADVISORY COUNCIL PRESENTATIONS & DISCUSSIONS Parent Involvement Parent Liaisons & Outreach Workers Title III English Language Acquisition Newcomer Academy Keystone/PSSA Assessments School Compacts Supplemental Educational Support 21 st Century Community Learning Center
TITLE 1 The No Child Left Behind Act of 2001 (NCLB Act) reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), and is based on four principles that provide a framework through which families, educators, and communities can work together to improve teaching and learning. 1.Accountability for results- shared accountability between schools and parents for high achievement 2.Local control and flexibility- local development of parental involvement plans with sufficient flexibility to address local needs 3.Expanded parental choice- school choice & supplemental educational services (tutoring) for eligible children in low-performing schools 4.Effective and successful programs that reflect scientifically based research- building teachers & parents’ capacity for using effective practices to improve children’s academic achievement
TITLE 1, PART A PARENTAL INVOLVEMENT The new Title I, Part A is designed not only to help close the achievement gap between disadvantaged and minority students and their peers, but also to change the culture of America’s schools so that success is defined in terms of student achievement and schools invest in every child. As indicated by the parental involvement provisions in Title I, Part A, the involvement of parents in their children’s education and schools is critical to that process. Three decades of research provide convincing evidence that parents are an important influence in helping their children achieve high academic standards. When schools collaborate with parents to help their children learn and when parents participate in school activities and decision-making about their children’s education, children achieve at higher levels. Schools can’t improve without the help of parents
Family-School Connection Enlace entre la Escuela y la Familia
Nuestra Misión: Apoyar a todas las familias para obtener los recursos necesarios para ayudar a que sus hijos sean ciudadanos ejemplares en la casa, en la escuela y en la comunidad. Nuestra Visión: Apoyar a todas las familias para que se conviertan en participantes activos de la educación de sus hijos. Our Mission: To help all families obtain the resources needed to support their children in becoming successful citizens at home, in school, and in the community. Our Vision: To empower all families to become active participants in their child’s education.
Susan Lozada Executive Director of Community Student Services Julie Schaible Project Manager Safe Schools/ Healthy Student Initiative Karim Brown School Parent Liaison
3 rd Largest School District in PA. ASD Students speak 22 Languages. ASD students originate from 43 countries. 5 Th Largest employer in the Lehigh Valley. Budget of Million. City Population of 118,032.
High Schools (2) 4,806Middle Schools (4) 3,797 Elementary Schools & Early Childhood Centers (15) 8,664
Outreach Workers are at the Elementary, Middle and High School Levels. Parent liaisons are in Middle and High Schools. Offices are located in the Administration Building. Located in the Administrative Building and in charge of more than this subgroup of workers. Executive Director of Community & Student Services Project Manager Safe Schools/ Healthy Students 12 Outreach Workers Grant Initiatives School Parent Liaison Facilitator 8 Parent Liaisons
ONE PARENT LIAISON WAS HIRED BY REQUEST OF THE ASD SAFETY TASK FORCE IN AT PRESENT TIME WE HAVE 9 PARENT LIAISONS.
We work in collaboration with all ASD staff and departments to ensure that we are collectively administering and fostering a school climate for our students and their families that is positive, educational and compassionate.
Foster trust between families and the educational communityFoster higher academic achievement through collaboration with school personnelProvide community agency referrals based on needs of familiesMeet with families to discuss school policies and proceduresDistribute information about the school and its programs to familiesEncourage family involvement in the school
Reasons for Referrals Suspensions & Detentions 332 Change of School 129 Absenteeism and Truancy 640 Threats 407 Enrollments & Disenrollments 365 Abuse 1073 Bullying 174
Actions Taken Translations & Interpreting Events 212 Teacher to Parent 1237 Meetings 757 Documents 526 Connecting parent to community Connecting Parent to Staff Connecting with students
Parent workshops: GEAR UP- 9th grade Parent workshops, Parent Breakfast, Destination Graduation, many field trips to Colleges/Universities. Student workshops: Helped some 12th grade students get outfits for their prom Middle School and High School Delaware Student Minority Conference attendance Latino Leadership Gala in April Community Based Meetings and Programs: Faith-Based and Neighborhood Partnerships with the Mayor’s office Community Connections with Community Action Corporation Allentown Youth Council Youth Coalition meeting with Weed and Seed Gang awareness meetings Helped coordinate registration for the Allentown DRIVE Baseball program Your Future is Now event with LCCC- focus on preparing for college and careers Allentown 250th Events Committee Week without Violence campaign with the YMCA in October Connecting the Community Initiative with Parks and Recreation
ASD Outreach Workers 6 Elementary School OWs in 15 schools ◦ Began in 2009 with federal Safe Schools/Healthy Students grant funds 6 Secondary School OWs in 6 schools ◦ Began in 2011 with federal High School Graduation Initiative grant funds Students and families referred for barriers that are impacting student’s school success Receive referrals from administrators, counselors, HSVs, nurses, support teams ◦ Reasons for referral: attendance, behavioral issues, health issues, need for parent support, homelessness, housing issues, family issues, etc.
Conduct needs assessment based on referral issues Provide support to students and families Connect students and families to school and community resources Have the flexibility to conduct home visits and/or accompany families to appointments if necessary Some have specialized roles depending on background, strengths, and specific school needs
1,720 Total OW Referrals 858 Elementary School Referrals 507 Middle School Referrals 355 High School Referrals
Total Family Contacts 7058 Parent Phone Calls 4697 School-Based Parent Meetings 1097 Home Visits 1264
School-Based workshops/events: Community Fun Day at Allen HS, Kindergarten Registration-Bracken testing and translating Strengthening families at HMMS, Raub and SMMS (but we were not involved in the coordinating of their events) Community Fun day at HMMS Dieruff HS Carnival CHIP enrollment days at Mosser Black History Month celebration at Raub MS Intervention and Enrichment parent workshop at Jefferson Allen HS started their Parent-Teacher- Student Association (PTSA) this year with the help of GEAR UP. College Funding Seminars College and University Tours Latino History Month Raub MS and Trexler MS
Julie Schaible Project Manager Safe Schools- Healthy Students Initiative Karim Brown School Parent Liaison Facilitator
TITLE 1 PARENT INVOLVEMENT POLICY It is the policy of the School District of the City of Allentown to encourage and assist school staff in building capacity for parent involvement at the school level in order for parents to help their children achieve high standards. In keeping with this policy, we believe that effective parent involvement in the Title I Program can best be accomplished at the building level by involving parents in an organized, ongoing and timely way in the planning, review, and improvement of Title I program.
TITLE 1 PARENT INVOLVEMENT POLICY Schools will provide opportunities for parent involvement, so that a flexible number of opportunities will be given to parents to understand and become involved in the school program. An Annual Title I Parent Meeting for the parents of all students in the program will be held at each school. This meeting will be designed to help parents learn about the requirements of Title I, Part A and the school Title I program. Other parent involvement activities offered at the school level will be designed to assist parents in understanding such topics as the state’s academic standards, the assessments being used, and how to monitor their children’s progress and work with educators to improve their achievement.
Keystone Exams / PSSA Assessments Presented by: Carol Hagenbuch and Karen Baurkot January 8, 2013
SO WHAT’S NEW? Keystone Exams Revised PSSA Common Core Standards
The Keystone Exam is a RIGOROUS end-of-course exam that measures proficiency in a content area. WHAT IS A KEYSTONE EXAM?
KEYSTONE EXAMS: WHEN WILL THEY START? Algebra I Literature Biology Composition Field Test Composition Civics and Government Field Test
KEYSTONE EXAMS: WHEN ARE THEY GIVEN? ALGEBRA I End of Algebra I Course LITERATURE End of English II Course [10 th Grade] BIOLOGY End of Biology Course COMPOSITION End of 8 th Grade CIVICS AND GOV TBD
KEYSTONE EXAMS WILL BE USED FOR TWO PURPOSES: 1.Proposed state requirement that the class of 2017 (current 8 th graders) and beyond demonstrate proficiency for the purpose of graduation 2.Accountability as per No Child Left Behind (NCLB) – Adequate Yearly Progress (AYP) for schools and districts PURPOSE
All 11 th grade students take all three Keystone Exams. All other students completing a Keystone- related course will take the appropriate Keystone Exam at the end of this year. 11 th grade Keystone results will be used to calculate AYP for the school and district this year All other Keystone Exam results will be banked for graduation and AYP until the students are in 11 th grade THIS YEAR…
The current 8 th grade class is the first class that will be required to demonstrate proficiency on the Algebra I, Literature, and Biology Keystone Exams to graduate from high school (class of 2017) GRADUATION (STATE REQUIREMENT)
Support for Students Keystone Exams will be given 3 times each year. (Winter, Spring, Summer) Students may take the exam as often as needed until they pass it. Content remediation will be provided between each exam window.
Questions will be based on the Common Core Standards which are more rigorous than the PA Academic Standards. In Literacy, there will be one English Language Arts Assessment instead of a reading assessment and a writing assessment HOW IS IT DIFFERENT?
COMMON CORE STANDARDS
KEY SHIFTS IN COMMON CORE LITERACY Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative / explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary
KEY SHIFTS IN COMMON CORE MATH FOCUS AND COHERENCE Focus on key topics at each grade level Coherent progressions across grade levels BALANCE OF CONCEPTS AND SKILLS Content standards require both conceptual understanding and procedural fluency
Resources FOR MORE INFORMATION AND RESOURCES REGARDING THE COMMON CORE STANDARDS AND KEYSTONE EXAMS PLEASE VISIT: and click on the tabswww.pdesas.org for Standards and Assessment
KEYSTONE/PSSA ASSESSMENT Questions, Comments or Concerns
TITLE 1 PARENT INVOLVEMENT POLICY In addition to formal meetings and workshops, the parents of Title I students will be invited to raise their concerns and make recommendations at any time through the parental meetings, schoolwide team, annual review team, building principal, classroom teachers, and the Director of Grants & Development. The school district and schools will make timely responses to the concerns and recommendations of the parents and will provide reasonable support for parent involvement activities as parents may request. Parents of each participating student in the Title I Program will be informed of their child's participation in the program, given a school/parent learning compact, invited to all Title I parent meetings, and given reasonable access to the school and school staff. Parents will be kept informed of their children's progress through a combination of formal reports, parent/teacher conferences, open house sessions, parent workshops. Student progress will be reported in terms of classroom performance and individual assessment results. School staff will interpret the assessment results to the parents to give them a clear understanding of their children’s progress in terms of state academic standards and assessments.
SCHOOL/PARENT COMPACT Title I schools must develop School/Parent Compacts for distribution to the parents/guardians of Title I students. The compacts describe the responsibilities of the school staff, parents, and students in increasing student achievement and building effective home-school partnerships. The compacts following this communication may serve as models for this purpose. The following information delineates the measures needed to comply with federal regulations: Develop a School/Parent Compact jointly with parents Ensure that the compact describes the following: School’s responsibility for providing a high-quality curriculum in a supportive and effective learning environment How parents will support their children’s learning The importance of ongoing communication between teachers and parents Parent-Teacher Conferences in early childhood centers and elementary schools The frequent reporting of children’s progress to parents Reasonable access to staff Translate the compacts, to the extent practicable, into languages that all parents will understand.
SCHOOL/PARENT COMPACT ELEMENTARY SCHOOL School will provide a supportive and effective learning environment in which the staff will strive to do the following: 1. Provide high quality curriculum and instruction that will enable success for every student 2. Treat each child with dignity and respect 3. Assure every student access to quality learning experiences appropriate to their development 4. Acknowledge that parents are vital to the success of the school and the students 5. Provide a safe, positive and healthy learning environment 6 Provide parent-teacher conferences for all parents 7. Assure that school staff reports student progress to parents in a timely manner 8. Assure that school staff communicates clear expectations for performance to both students and parents 9. Assure that parents have reasonable access to the school and school staff 10. Assure appropriate participation of parents in the decisions relating to the education of their children
SCHOOL/PARENT COMPACT MIDDLE SCHOOL School will provide a supportive and effective learning environment in which the staff will strive to do the following: 1. Provide high quality curriculum and instruction that will enable success for every student 2. Treat each child with dignity and respect 3. Assure every student access to quality learning experiences appropriate to their development 4. Acknowledge that parents are vital to the success of the school and the students 5. Provide a safe, positive and healthy learning environment 6. Assure that school staff reports student progress to parents in a timely manner 7. Assure that school staff communicates clear expectations for performance to both students and parents 8. Assure that parents have reasonable access to the school and school staff 9. Assure appropriate participation of parents in the decisions relating to the education of their children
SCHOOL/PARENT COMPACT HIGH SCHOOL School will provide a supportive and effective learning environment in which the staff will strive to do the following: 1. Provide high quality curriculum and instruction that will enable success for every student 2. Treat each child with dignity and respect 3. Assure every student access to quality learning experiences appropriate to their development 4. Acknowledge that parents are vital to the success of the school and the students 5. Provide a safe, positive and healthy learning environment 6. Assure that school staff reports student progress to parents in a timely manner 7. Assure that school staff communicates clear expectations for performance to both students and parents 8. Assure that parents have reasonable access to the school and school staff 9. Assure appropriate participation of parents in the decisions relating to the education of their children
TITLE 1 PARENT INVOLVEMENT POLICY Each school will inform parents of parental involvement requirements and other relevant provisions of the Title I Program. Title I funds will be allocated for parent activities in accordance with the school's parental meeting recommendations. All communication, to the extent possible, will be provided in the native language of the parent. A districtwide Title I Parent Advisory Committee will offer additional help in building the capacity for strong parent involvement throughout all Title I schools. The committee members will serve as liaisons between the districtwide Advisory Committee and the schools' parental meetings. They will share parent involvement information about their schools with the Advisory Committee and will share information learned at the district committee meetings at their schools' parental meetings. This information will include information about the coordination and development of successful parent involvement programs. This committee will also assist in the annual evaluation of the district's Parent Involvement Policy.
TITLE 1 PARENT INVOLVEMENT POLICY The School District of the City of Allentown is committed to increasing parent involvement opportunities throughout the district. We believe that it is critical for all parents to make positive connections with their child's school and teachers so that they can become actively involved with their child's schooling. The parent involvement opportunities provided by each school through the Title I Program give all parents access to the staff of each school and enable them to support the learning experiences of their children. Parent involvement is critical to the success of the students. Kim Walck, Director of Grants and Development:
Enhances and supplements Core ESL program Provides supports to students, teachers and parents
For parents: Evening ESL classes held at Allen and Dieruff Grant covers the cost of the teacher and all materials
For students Additional materials for ESL and content classes Elementary summer enrichment Field trips to colleges for Newcomer students
For staff and students Field facilitators in all schools Technical Assistance Roll Call Professional Development Project ESTRELLA: training for teachers and administrators Advanced ESL certificate (university based) in collaboration with DeSales University
A center for newly arrived non English speaking secondary students Title I and Title III provide supports in technology, materials, field trips and professional development for staff
TITLE III ENGLISH LANGUAGE ACQUISITION
All students who attend: Central, McKinley, Mosser Elementary, Harrison Morton, Raub Middle School, South Mountain, Trexler Middle School, Allen High School, Dieruff High School qualify for free tutoring!
To meet or exceed state and local academic achievement standards in reading and math To provide free supplemental tutoring in reading or math outside the regular school day
Tutoring is held after school from the end of October through the end of May The maximum number of daily tutoring hours is 3 after a regular school day and 5 during non-school days
Face-to-face or online tutoring Academic support or Enrichment Activities in Math or Reading Free Snacks during face-to-face sessions,
Tutoring providers must use researched based instructional models aligned with Pa standards and ASD curriculum. Tutors use district assessment data to create individualized learning plans aligned with student achievement goals.
Parent receive: Student Individualized Learning Plans designed to target their child’s needs Tutoring progress reports at the end of each marking period
Building Administrators and tutors maintain SES binders at each site containing: Student Rosters Daily Student Sign-In Sheets Individualized Learning Plans Teacher-Tutor Communication Forms Student Assessment Data & Progress Reports
Spanish/English Tutoring information letters are mailed to parents of eligible students in August Free tutoring is advertised on the ASD website and on eligible school websites including: downloadable Spanish/English enrollment forms and a list of approved providers with contact information Parent are encouraged to visit provider tables at building open houses and ask 3 important questions. How many hours of tutoring will you provide my child? Are your tutors qualified teachers? Is the location convenient for my family?
Hard copies of enrollment forms and approved provider lists are also available: In the main office at each eligible school From Guidance Counselors, Bilingual Parent Liaisons & Outreach Workers From the Tutoring Department secretary at the ASD Administration Center – 31 S. Penn Street Allentown, Pa ( ) or
SUPPLEMENTAL EDUCATIONAL SUPPORT Questions, Comments or Concerns
Before and/or after school tutoring program for students in Central, Cleveland, McKinley, Mosser, Sheridan, and Washington Elementary Schools and Harrison Morton and South Mountain Middle Schools
To meet or exceed state and local academic achievement standards in reading and math To improve students’ school attendance and behavior in school To demonstrate additional positive educational, social, and behavioral change
Program operates for 36 weeks, October through June hours per week before and/or after school Regular student attendance is encouraged for a minimum of 30 days or more per program year
Homework help Tutoring in Math and/or Reading Enrichment Activities Breakfast, Snack, or Dinner offered to all students
Community Partners work with school staff to develop tutoring plans for each student using individual student data Ongoing communication between tutors and classroom teachers enhance each student’s tutoring plan Tutoring plans will be provided to parents
Ongoing progress monitoring for each student Tutoring progress reports will be provided to parents at the end of each marking period
Site Coordinators and Project Coordinator will maintain a 21st Century binder at each site. Binders will include Daily Student Sign-In Sheets, Student Emergency Information, Individual Tutoring Plans, Teacher-Tutor Communication Forms, and Student Progress Reports
Parental participation is encouraged A variety of family events will be planned throughout the year Parent volunteers are always welcome
A 21st Century Advisory Board is created that is composed of students, teachers, parents, community agencies, and the private sector. The Advisory Board meets a minimum of three times per year Contact April McGovern, Project Coordinator
21 ST CENTURY COMMUNITY LEARNING CENTERS Questions, Comments or Concerns