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Academic Parent-Teacher Teams (APTT) Maria C. Paredes Senior Program Associate - WestEd Parent-Teacher Collaboration To Drive Student Achievement Bilingual.

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Presentation on theme: "Academic Parent-Teacher Teams (APTT) Maria C. Paredes Senior Program Associate - WestEd Parent-Teacher Collaboration To Drive Student Achievement Bilingual."— Presentation transcript:

1 Academic Parent-Teacher Teams (APTT) Maria C. Paredes Senior Program Associate - WestEd Parent-Teacher Collaboration To Drive Student Achievement Bilingual Coordinators Network November 16, 2012

2 Today We Will:  Develop a collective understanding of effective family engagement  Look at supporting research  Learn about Academic Parent-Teacher Teams as a promising practice and its outcomes to date

3 Family Engagement is parent-teacher collaboration to drive student achievement. National Family, School, and Community Engagement Working Group. June 2009

4 Leveraging Time: Connecting Home and School Learning 10% School 57% Away from school Student time : Six hours and fifteen minutes of instruction 180 days per year

5 Research Indicates That Family Engagement Is A Key Component Of Effective School Reform

6 Family Engagement Matters for Students and Schools % of schools substantially improving in reading Bryk, A.Sebring, P., Allensworth, A., Luppescu, S., & Easton, J. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.  5 “essential supports” predicted dramatic school improvement  Combined, supports had greater impact  Weakness over time in any area undermined improvement

7 What Kinds of Family Engagement Lead to Increased Academic Achievement? The Research Meta-analyses find that:  Academic socialization matters most.  Home-based family engagement efforts predict student achievement.  Communication with school staff and participation in school- based activities is also important.  There is conflicting evidence about homework help.

8 APTT Theoretical Framework  Concerted cultivation —Annette Lareau, 2003 Research suggests that schools have standardized views of the proper role of parents in schooling. Social class and cultural capital provide parents with unequal resources to comply with teachers’ requests for participation in student learning.  Self-efficacy —Hoover-Dempsey, 1997 Research underscores that parents’ contributions to students’ education are grounded in large part in their role construction, invitations to participate, and self-efficacy for involvement.  High expectations —William Jeynes, 2003, 2005, 2007 A series of three meta-analyses hold that the most influential components of family engagement are the most subtle, like high expectations, loving and effective lines of communication, and parental style.

9 Academic Parent-Teacher Teams: A Promising Practice

10 Academic Parent Teacher Teams  Started in Creighton, Arizona in 2008 as part of district-wide reform effort  Repurposes traditional parent-teacher conferences  Three classroom/group meetings and one individual meeting a year  Main components: Sharing data, modeling and practicing learning activities, setting short-term goals, and developing classroom networks  Outcomes on: reading fluency, Mathematics, parent efficacy  Participating teachers need ~8-10 hours of professional development support

11 From Low to High Impact Strategies Parent-Teacher Conferences Academic Parent-Teacher Teams  minutes a year of parent-teacher contact time  hours of teacher time per year to prepare and deliver  Little to no accountability for teachers and families  Inconsistent quality from classroom to classroom  No measurable outcomes  4.25 hours a year of parent-teacher collaboration time  Data drives engagement  Families receive information, tools, and strategies to support learning  SMART goals for every student  High expectations for teachers and families  Measurable outcomes

12 Theory of Action

13 In The Video  Look for:  Welcome and Icebreaker  Data Review  Modeling of Activities  Practice of Activities and Materials  Setting 60-Day Goals

14 APTT Video

15 Activity In teams, discuss reactions to the APTT video. Include observations about:  Data, modeling, materials, practice, and academic goals  Implications for parents of English learner students  Implications for school improvement

16 APTT Framework Personal invitation Student data Modeling, practice and materials Goal setting Networking APTT Group Meeting Process Welcome and Icebreaker Review of grade-level foundation skills Data review Modeling, materials, and practice Setting S.M.A.R.T. goals  Three 75-minute team meetings  One 30-minute individual

17 Foundational Grade-Level Skills To Anchor Parent-Teacher Communication and Collaboration  Aligned to Common Core Standards  Promote grade-level success  Demand home practice  Are measured regularly through common formative assessments  Are the academic currency between parents and teachers

18 Background on APTT: The Creighton Story  Inner city district  Nine K-8 schools  92% Free or reduced lunch  85% Hispanic  45% English learners  65% of parents had less than an 8 th grade education  23% of parents have a GED or high school diploma  11% of parents started high school but did not finish  1% of parents have a college degree

19 Steps Taken at Creighton  Year 1 = 11 teachers  Year 2 = 79 teachers  Year 3 = 187 teachers  This year = over 210 teachers  Professional development system for teachers and administrators  System for Parent Liaison training  System for APTT teacher planning assistance and coaching  System of parent workshops focused of student grade-level learning  System for evaluation and improvement

20 The APTT Model To Date: Districts/Schools in:  Arizona  California  Colorado  Nebraska  Nevada  Washington, DC = 11 classrooms = 79 classrooms = 245 classrooms = about 1,095 classrooms or about 27,375 children

21 Professional Development and Technical Support to Schools  Orientation and action planning with school leadership team  Ongoing training, planning support, and coaching for teachers  Develop internal expertise  Parent focus groups  Data collection, evaluation, and refinement of practice

22 Data Sources at Creighton  iSTEEP Student Data Results  Parent Surveys  Teacher Interviews  Teacher Reflections  Parent Interviews  Student Interviews

23 Assessment Outcomes at Creighton (iSTEEP Scores in nine schools) Apparent APTT benefit for decreasing % of students at frustration level 30% - 19% =11% Apparent APTT benefit for increasing % of students at Mastery in Reading 42% - 27% =15%

24 Assessment Outcomes at Creighton (ISTEEP Scores in nine schools) Apparent APTT benefit for decreasing % of students at Frustration in Math 53% - 36% = 17% Apparent APTT benefit For increasing students at Mastery Level 36% - 21% = 15%

25 Assertions: Qualitative Outcomes (surveys, interviews, and teacher reflections)  Parent-teacher communication —The academic information shared with families increased awareness and facilitated shared effort in the student learning process.  Parent engagement —Parents welcomed teachers’ invitations to be involved and to be held to a higher set of expectations for engagement because coaching and support were provided.  Teacher capacity —Teachers’ ability to lead and motivate their parent classroom communities was a process of adaptation, time commitment and preparedness. 25

26 Assertions: Qualitative Outcomes (surveys, interviews, and teacher reflections)  Student achievement —Many students met or exceeded academic expectations with confidence when parents and teachers created collaborative structures of support.  Systematic approach —APTT provided the additional time and structure teachers needed to share expectations, data, activities and materials that parents needed to be engaged in the student learning process.

27 APTT in Washington, DC with support from the Flamboyan Foundation  Seven schools in  Seventeen schools in

28 Pilot Results in DC Grades# students % of students receiving a home visit Average APTT attendance Daily student attendance # of suspensions per student DC-CAS Overall Proficiency * DCPS School #1 Pres %42%95.1%96.9%2167.8%10.6% +1.8%-68%+2.8% DCPS School #2 PreK %93%97.7%98.4% %82.7% +0.7%-87%+1.0% DCPS School #3 PreS %54%92.8%96.4% %23.4% +3.6%-95%+13.8% PCS School #4 PreK %77%94.4%94.7% 60.3%61.0% +0.3% +0.7% DCPS school #5 PreS %59%93.2%96.8% %28.0% +3.4%+63%+9.1% Partner School Average 44%65%94.6%96.6%300/173959/ %41.2% +2.0%-83%+5.6% DCPS Elementary Average 94.0%95.0%1,192/ 20,214 1,579/ 20, %45.4% +1.0%+31%+2.9% Flamboyan Foundation, Washington,DC

29 Operationalizing Family Engagement  Create a shared vision of what effective family engagement looks like  Adopt a research-based model: APTT  Provide ongoing professional development and support for school administrators, teachers and staff  Integrate FE into the selected core areas of school improvement  Build internal expertise for sustainability  Collect data, evaluate, refine

30 Metrics

31 Challenges  Refocusing the mind set of administrators and teachers  Perceptions and believes about families  Fidelity to the model  Budget allocations  Teacher professional development  Practice materials  Translation services for families  Childcare  Time

32 Potential Funding Sources  Title I  Title III  21 st Century  Homeless  Migrant  Early Childhood  Special Education These programs require compliance in family engagement but efforts by schools/districts are fragmented and lack a shared vision for effective family engagement

33 Questions?

34 Contact Information Maria C. Paredes


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