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Parents as Partners in Education

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Presentation on theme: "Parents as Partners in Education"— Presentation transcript:

1 Parents as Partners in Education

2 Once upon a time, when I was in school… .
Let’s take a couple of minutes, now, to think about this: What is the first image that comes into your mind, from your own school experience when you hear the word SCHOOL? Presenter gives example: presenter’s choice… (Example images: Raising my hand, taking notes, taking tests, lugging textbooks, standing in a straight line, hall passes, bathroom sign out sheets, sitting in ABC order, desks in a row, hanging paddle..) Maybe you will even want to close your eyes to help you picture yourself there. 2. What did you see? Participants will SHARE WITH LRG GROUP VIA rapid fire responses. 3. In some ways the images that you have seen and shared have become personal symbols of school for you. 2

3 Shifts in Teaching and Learning…
We might see the pictures on this slide as symbolizing some of the changes that have occurred in education over the years. Depending on your age and where you grew up, your school may or may not have looked like one of these, but we probably can agree that the architectural style of schools has changed over time. It is not just the buildings that have changed, but also the ideas about what needs to go on inside have changed. The flood of research is non-stop and easy to drown in if we don’t have some anchor beliefs that we can hang onto. So, let’s consider some statements that may help us clarify our anchors… 3

4 Anchor Belief Statements….
ALL educators want students to learn ALL parents want students to learn ALL students want to learn Think, Pair, Share Activity 1. Pick one or two of the statements on this slide and discuss it with a partner/table group for a few minutes. Do you agree? Why or why not? What evidence or experience(s) have you had or do you know about that support your opinions? Prepare to share 2. Each pair/table will then share their ideas about these belief statements. Presenter summarizes the key points made during the sharing. Questions provided for facilitator’s use as appropriate: How many people do you think become teachers in order for their students to fail? How many parents keep their “smart” children at home and send only the ones that have learning difficulties? How many students would rather NOT learn? They might say they come because they “have” to, but really, they enjoy the learning process. Some students learn better and faster than others, but ALL students can learn 3. IMPORTANT>>> We have just discussed our views around the idea that everyone WANTS students to learn. Maybe the greatest contribution coming to us from educational research is agreement that ALL children can and do learn. This research based fact, while probably not much of a revelation to anyone who lives with and cares for a child does have meaning for HOW we need to teach. 4

5 Introduction to SPL “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” Former President John F. Kennedy This quote, captured from the early pages of the SPL guidance document expresses what SPL is intended to support. (Read slide) Let’s spend a few minutes, now, and look at some of the most important components of Support for Personalized Learning; components believed essential for developing our greatest abilities. 5 5

6 Improved Student Outcomes
SPL and Policies ESEA/ IDEA 2004 Improved Student Outcomes SPL Policy 2510 Policy 5310 Policy 2512 Let’s consider the relationship between SPL and our key Policies: Policies and instructional practice kind of have a chicken or the egg relationship going on relative to SPL: Sometimes, instructional practices receive attention and support because of a policy– like the focus on behavior moving from a punishment approach to an instructional approach as we are seeing in Policy 4373 and leading to SPL supporting instruction in behavior as well as academics. On the other hand, the July 2012 form of Policy 2419 was revised to reflect the practices that are supported by SPL. Policy 4373 Policy 2419 SPL 6

7 SPL Components Align with WVDE Policies
Across the top of this table we see 5 key Policies listed. As you travel down the table, you see the content of these policies falling into a set of components that, as you will soon see, perfectly mirror the components of SPL. This is certainly evidence that our efforts are getting more aligned and coordinated, and that we are moving closer to our goal of maximizing the educational experience for every student in our State. 7

8 WHY – Purpose of SPL The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students. SPL is designed to improve outcomes for students with a variety of academic and behavioral needs. Presenter: Tell parents… 1. We think it is important for you to know that many of these slides are the same slides administrators and other educators in your schools are seeing because this is more evidence of our commitment for all having the same vision in sight. 2. You, also, need to know many offices and individuals at WVDE, including stakeholders from across the state have contributed, over the last year, by studying the research and having the important conversations that were necessary to move this vision to the level of guidance. We’ve studied the work in many other states, we’ve shared our best practices, and we’ve come to much agreement. For example, we’ve all agreed… the positive effects coming from initiatives like School Improvement, Strategic Planning, Critical Skills, RTI, and Coaching need to be leveraged for the benefit of ALL students. 3. And through all this, SPL has emerged as a framework to support…(Read off slide) ”flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students. “ 8

9 Core Principles of SPL Effective leadership at all levels is crucial for the implementation of SPL. Positive school culture provides the foundation on which all instruction occurs and all students are engaged in learning. Collaboration among educators and families is the foundation of effective problem-solving and instructional decision-making. Ongoing and meaningful involvement of families increases student success. Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. 1. As you look at the core PRINCIPLES of SPL, summarized on this slide and the next… you will see elements that are NOT NEW to educators OR PARENTS in WV. Mouse click to bring each in one at a time. (Focus in RED). 2. What IS NEW with SPL is: The scope of application to include… Relevant academic, social/emotional and/or behavioral support for K-12 Support for students who exceed grade level standards as well as for those who struggle Support in all subject areas And a coordinated system that encourages flexible use of resources to provide a more direct learning experience for ALL students. 9

10 Core Principles of SPL ALL students can learn and achieve high standards as a result of effective teaching. ALL students must have access to a rigorous standards-based curriculum and research-based instruction. Intervening at the earliest indication of need is necessary for student success (PreK-12). A comprehensive system of multi-level instruction is essential for addressing the full range of student needs. ALL members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. Is this good news? We think it is good news because it means SPL implementation won’t be about reversing our course. It will be about coordinating the parts in ways that benefit more children in more ways. 10

11 Family & Community Partnerships
Culture Curriculum Teams & Processes Leadership School Climate & & Assessment Family & Community Partnerships Let’s look at it like this… We chose this logo for SPL because it shows interaction between multiple dimensions and components. And, much like a wheel with a broken or missing spoke, if one or more of the components of SPL is weak, the best we can hope for is to hobble along. Any SPL system with one or more weak component(s) is unstable. The SPL framework is organized into 6 Essential Components or categories of support, as you see labeled on this slide. Right here in front (presenter highlights with laser pointer) we see Family and Community Partnerships is one of the essential components. That is why we are here, and why we need you. IMPORTANT CONNECTION: We’re going to talk a little about each of these 6 components and then give you time to talk with each other about what parents can do to contribute to our common goal of maximizing learning for all students. Instruction 11

12 Family and Community Partnerships
Effective SPL partnerships include: Parents Families Students Community Members Educators Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes. Indicators of effective partnerships: Sharing information Problem-solving Celebrating student successes The next few slides capture some of what we consider to be the most important points in the SPL Guidance about Family and Community Partnerships. SPL supports partnerships that include: 1-5 (from slide) The expectation is that each of these 5 groups of people have perspectives and information that are essential to accomplishing the goal of continuous learning for all students. Bottom line, SPL supports PARENTS partnering with every level of team that is making decisions about their child. On this slide, you will see some indicators of effective partnerships, also supported by SPL, but let’s move onto some of the Key Roles Parent have in SPL. 12

13 Family and Community Partnerships
Key Roles Collaborate with teachers regarding identified needs. Share information about child and family, as appropriate. Support student learning at home. Participate in problem-solving meetings. Partner in instructional planning and progress monitoring. Family members need to… (read slide) 13

14 Family and Community Partnerships
Parent involvement in the SPL framework is characterized by meaningful two-way communication. Community involvement can take various forms including, for example: Learning centers Local businesses supporting volunteers, special presentations, awards and recognition Companies and corporations providing funding and hosting special activities The old adage, “It takes a village to raise a child,” can truly be realized by using all available resources and by helping parents and community members learn about and understand SPL. 14 14

15 Leadership SPL supports the need for parents to build positive relationships with leaders in their children’s school including, but not limited to the building Principal. Parents sharing leadership responsibilities is also characteristic of high-functioning SPL. MOVING ON NOW to the other components of the SPL framework Effective Leadership steps in. - A strong SPL system draws on and builds on the strengths of everyone. - SPL encourages all parents to find, and to help other parents find, what they have to contribute. 15

16 Teams and Processes SPL supports the practice of teams forming around student needs. In the first level of support for students, the team includes the general education teacher and the parent. As additional layers of support come into play, additional individuals with relevant expertise join the team. Read bullets… Then, emphasize the idea that SPL supports parents in being an active participant in any team that is making decisions about their child. 16

17 Problem-Solving Process
Teams and Processes Problem-Solving Process Here are the steps supported by the SPL framework for solving problems: - Read the steps off the slide in order, then say… - This 5 step process is supported as appropriate for all teams to use, whether it is just going on in a parent or a teacher’s head as they think about a problem a child is having or if it is a more inclusive team with individuals called in to offer relevant expertise. 17

18 Why is the problem occurring? What are we going to do about it?
Teams and Processes What is the problem? Why is the problem occurring? What are we going to do about it? How will we know if the plan is working? Did it work? These are the key questions that go along with the 5 steps of the process. Probably every parent has asked themselves these questions. Do you think it would help parents feel more comfortable joining a problem-solving team at their child’s school if they knew these questions ahead of time? 18

19 Purposes of Assessment
Identify strengths and needs of individual students Inform problem-solving process Inform instruction and necessary adjustments Evaluate the effectiveness of instruction at different levels of the system (e.g. classrooms, school, district) Inform educational decisions SPL supports assessment processes that serve these 5 purposes. Assessment processes are used to…..(Read the slide.) 19

20 Assessment Types Screening/Interim Purpose: Inform determination of risk status and indicate need for additional support and/or assessment Formative/Classroom Purpose: Determine response to instruction and indicate direction for most appropriate instructional adjustments Progress Monitoring Purpose: Determine if students are making progress toward specific skills, processes and understandings and inform school-wide action plans Diagnostic Purpose: Assist teachers in adjusting the type and degree of scaffolding, in differentiating instruction, and in picking up patterns of strengths and weaknesses Summative Purpose: Inform the system and provide a longitudinal view of curricular strengths and weaknesses The SPL Guidance describes in much greater detail each of these 5 types of assessment. We want you to know that there is a growing emphasis on formative/classroom assessment because: It most typically occurs during instruction and because of the emphasis on rapid response and on decisions being made to the greatest extent possible by the teacher in closest contact with the student. 20

21 Curriculum and Instruction
This graphic was pulled directly from the SPL Guidance Document. It is included because it shows the expanded application of SPL in the area of instruction. We have moved from a triangle to a pyramid as we talk about levels of support to include: - social emotional and behavioral needs and support for students who EXCEED grade level standards. The percentages represent the number of students who should be expected to need each of the levels of support WHEN the CORE curriculum is high quality The graphic also brings forward the importance of ensuring the quality of instruction provided at the CORE level. All improvement made in the quality of CORE instruction impacts MANY students. 21

22 Curriculum and Instruction
CORE Provides foundation of curriculum and school organization that has a high probability (80% of students responding) of bringing students to a high level of achievement in all areas of development/content Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum) TARGETED Supplemental curriculum aligned with CORE and designed to meet the specific needs of targeted group (15%) INTENSIVE Focused curriculum designed to meet the specific needs of the targeted group and/or individual (5%) When we look at the summary descriptions on this slide some key words pop : CORE – Evidenced-based curriculum (reason to expect it to be successful) Meets the needs of 80% of the students. TARGETED – supplemental but still aligned with the CORE INTENSIVE – more focused on specific/sometimes individual needs 22

23 SPL FRAMEWORK: A Quick Reference Guide
One of the related resources available is the Quick Reference Guide. It is important for EVERYONE to understand that these ARE NOT STATE REQUIREMENTS. Each district will determine guidance for their schools by customizing expectations to meet local needs and resources. 23

24 School Climate and Culture
A positive school culture exists when a positive school climate is in place. Positive school climate consists of: Engagement Safety Environment School Climate and Culture is the 6th and final component of the SPL framework of support. School culture is a product of a positive school climate and needs every person who enters the school to value it and contribute to it. 24

25 Common language is an essential element of community endeavor.
The Language of SPL Common language is an essential element of community endeavor. SPL supports the need for the community of educators and parents to agree on the meanings of the words they use to talk about student learning. To facilitate this goal we want you to be aware of the glossary of terms included in the back of the SPL Guidance Document. We hope it will be used to answer questions and to add clarity to the conversations that need to occur. 25 25

26 26 Click the Family Partnership Link
Another SPL resource that is developing is the SPL website. Go to Parents and Community Partnership Component and then to Parent Brochure Click the Family Partnership Link Click here for the Parent SPL Brochure 26

27 Insert new SPL Parent Guide

28 Vision for our Schools ALL students learning, all the time
Shared ownership of results Relevant supports flexibly provided to ALL students and removed to develop independence Assessment processes used to shape instruction Use of a collection of information to make academic and behavioral decisions On this slide we have summarized 5 key elements of the vision for WV schools emerging out of SPL partnering… PRESENTER NOTE: Ideas to expand on the bullets as audience needs indicate are provided in the notes on the next slide. In order for all stakeholders to understand the layers of support available and to embrace the shifts in roles and responsibilities, and to move forward together, quality learning opportunities must be provided for all. 28

29 Putting It All Together
The SPL framework is designed to support many people and many elements interacting in ways that maximize learning for ALL students. Lots of conversations and lots of working together towards common goals have made a difference at WVDE. Of course, we know we still have much more to accomplish as districts, schools, teachers, parents and students learn their roles within the SPL system. But, we are excited because more gears are meshing better all the time. We hope you will find the folks in your districts and schools will also rally around the urgent need to respect every student’s right to have their time spent engaged in learning experiences that are relevant for them. 29

30 How do I. . .? . . .participate as a team member on the school teams that are making decisions about my child’s education? . . .contribute to the problem-solving process used to support my child’s learning? . . .help strengthen the culture and climate in my child’s school? . . .continue to learn and share the language of SPL? Presenter NOTE: Set up four work stations around the room – 2 CHART SHEETS at each station and a CHART MARKER – Estimated time for this activity is one hour, but it can be adapted as needed. At this point, we want to have you participate in an ACTIVITY that will give you opportunity to think more deeply about how you and other parents can be active participants in SPL. Look at these four questions - on slide Count off participants into 4 small groups. Assign a question to each group to begin the activity. Participants will add answers to the questions and then rotate with their group to the next question and do the same. Each question will have one person from the original group stay with the question, serving as a facilitator. On the second chart at each station, participants, as they talk, will record possible barriers and possible solutions (suggestions for decreasing the barriers) At the end of the rotation, the facilitator at each chart will share out with the whole group and elicit additional discussion At PERC - if time allows: Ask participants to individually, write on note cards thoughts they have about how they will use/adapt this information to benefit parents in their area (could add additional questions on index cards). Collect NOTE CARDS as feedback to inform additional areas of support. 30

31 Now, what else do YOU want to know???? 31

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