Presentation on theme: "Academic Parent-Teacher Teams (APTT)"— Presentation transcript:
1Academic Parent-Teacher Teams (APTT) Parent-Teacher Collaboration To Drive Student AchievementBilingual Coordinators NetworkNovember 16, 2012Maria C. ParedesSenior Program Associate - WestEd
2Today We Will:Develop a collective understanding of effective family engagementLook at supporting researchLearn about Academic Parent-Teacher Teams as a promising practice and its outcomes to date
3Family Engagement is parent-teacher collaboration to drive student achievement. National Family, School, and Community Engagement Working Group. June 2009
4Leveraging Time: Connecting Home and School Learning 57% Away from schoolStudent time: Six hours and fifteen minutes of instruction 180 days per year
5Research Indicates That Family Engagement Is A Key Component Of Effective School Reform
6Family Engagement Matters for Students and Schools % of schools substantially improving in reading5 “essential supports” predicted dramatic school improvementCombined, supports had greater impactWeakness over time in any area undermined improvement9:45Bryk, A.Sebring, P., Allensworth, A., Luppescu, S., & Easton, J. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
7Meta-analyses find that: What Kinds of Family Engagement Lead to Increased Academic Achievement? The ResearchMeta-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.
8APTT Theoretical Framework Concerted cultivation—Annette Lareau, 2003Research 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, 1997Research 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, 2007A 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.
9Academic Parent-Teacher Teams: A Promising Practice
10Academic Parent Teacher Teams Started in Creighton, Arizona in 2008 as part of district-wide reform effortRepurposes traditional parent-teacher conferencesThree classroom/group meetings and one individual meeting a yearMain components: Sharing data, modeling and practicing learning activities, setting short-term goals, and developing classroom networksOutcomes on: reading fluency, Mathematics, parent efficacyParticipating teachers need ~8-10 hours of professional development support
11From Low to High Impact Strategies AcademicParent-TeacherTeamsParent-TeacherConferences30-40 minutes a yearof parent-teacher contact time25-30 hours of teacher time per yearto prepare and deliverLittle to no accountabilityfor teachers and familiesInconsistent quality from classroomto classroomNo measurable outcomes4.25 hours a year of parent-teachercollaboration timeData drives engagementFamilies receive information,tools, and strategies to support learningSMART goals for every studentHigh expectations for teachers and familiesMeasurable outcomes
15ActivityIn teams, discuss reactions to the APTT video. Include observations about:Data, modeling, materials, practice, and academic goalsImplications for parents of English learner studentsImplications for school improvement
16Modeling, practice and materials APTT FrameworkPersonal invitationStudent dataModeling, practice and materialsGoal settingNetworkingThree 75-minute team meetingsOne 30-minute individualAPTT Group Meeting ProcessWelcome and IcebreakerReview of grade-levelfoundation skillsData reviewModeling, materials, and practiceSetting S.M.A.R.T. goals
17Foundational Grade-Level Skills To Anchor Parent-Teacher Communication and Collaboration Aligned to Common Core StandardsPromote grade-level successDemand home practiceAre measured regularly through common formative assessmentsAre the academic currency between parents and teachers
18Background on APTT: The Creighton Story Inner city districtNine K-8 schools92% Free or reduced lunch85% Hispanic45% English learners65% of parents had less than an 8th grade education23% of parents have a GED or high school diploma11% of parents started high school but did not finish1% of parents have a college degree
19Steps Taken at Creighton Year 1 = 11 teachersYear 2 = 79 teachersYear 3 = 187 teachersThis year = over 210 teachersProfessional development system for teachers and administratorsSystem for Parent Liaison trainingSystem for APTT teacher planning assistance and coachingSystem of parent workshops focused of student grade-level learningSystem for evaluation and improvement
20The APTT Model To Date: Districts/Schools in: Arizona California ColoradoNebraskaNevadaWashington, DC= 11 classrooms= 79 classrooms= 245 classrooms= about 1,095 classrooms or about 27,375 children
21Professional Development and Technical Support to Schools Orientation and action planning with school leadership teamOngoing training, planning support, and coaching for teachersDevelop internal expertiseParent focus groupsData collection, evaluation, and refinement of practice
22Data Sources at Creighton iSTEEP Student Data ResultsParent SurveysTeacher InterviewsTeacher ReflectionsParent InterviewsStudent Interviews
232011-2012 Assessment Outcomes at Creighton (iSTEEP Scores in nine schools) Apparent APTT benefitfor decreasing % of students at frustration level 30% - 19% =11%Apparent APTT benefitfor increasing % of students at Mastery in Reading 42% - 27% =15%
242011-2012 Assessment Outcomes at Creighton (ISTEEP Scores in nine schools) Apparent APTT benefitfor decreasing % of students at Frustration in Math 53% - 36% = 17%Apparent APTT benefitFor increasing students at Mastery Level 36% - 21% = 15%
25Assertions: 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.
26Assertions: 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.
27APTT in Washington, DC with support from the Flamboyan Foundation Seven schools inSeventeen schools in
282011-2012 Pilot Results in DC Flamboyan Foundation, Washington ,DC Grades# students% of students receiving a home visitAverage APTT attendanceDaily student attendance# of suspensions per studentDC-CAS Overall Proficiency *DCPS School #1Pres-524373%42%95.1%96.9%2167.8%10.6%+1.8%-68%+2.8%DCPS School #2PreK-867636%93%97.7%98.4%10181.7%82.7%+0.7%-87%+1.0%DCPS School #3PreS-537962%54%92.8%96.4%246129.6%23.4%+3.6%-95%+13.8%PCS School #4PreK-631077%94.4%94.7%60.3%61.0%+0.3%DCPS school #5PreS-847211%59%93.2%96.8%234018.9%28.0%+3.4%+63%+9.1%Partner School Average44%65%94.6%96.6%300/173959/177035.6%41.2%+2.0%-83%+5.6%DCPS Elementary Average94.0%95.0%1,192/ 20,2141,579/ 20,52142.5%45.4%+31%+2.9%10:26Flamboyan Foundation, Washington ,DC
29Operationalizing Family Engagement Create a shared vision of what effective family engagement looks likeAdopt a research-based model: APTTProvide ongoing professional development and support for school administrators, teachers and staffIntegrate FE into the selected core areas of school improvementBuild internal expertise for sustainabilityCollect data, evaluate, refine
31Challenges Refocusing the mind set of administrators and teachers Perceptions and believes about familiesFidelity to the modelBudget allocationsTeacher professional developmentPractice materialsTranslation services for familiesChildcareTime
32Potential Funding Sources Title ITitle III21st CenturyHomelessMigrantEarly ChildhoodSpecial EducationThese programsrequire compliance infamily engagementbutefforts by schools/districts arefragmented and lack ashared vision foreffective family engagement