1 Premier DeKalb District-Wide Parental Involvement Framework Dr. Crawford Lewis, SuperintendentDeKalb County School SystemDecatur, Georgia
2 Parental Involvement Task Force Dr. Frankie Callaway, Deputy Superintendent for Administration Mrs. Gloria Talley, Deputy Superintendent for Curriculum and Instruction Dr. Sonja Alexander, Director of Professional Learning Dr. Audria Berry, Executive Director of the Office of School Improvement ~~ Mr. Barry Cross, Parent and Community Liaison Specialist, OSI, Co-Chair Ms. Jackie Marshall, Parent and Community Liaison Specialist, OSI, Co-Chair Dr. A. Clifton Myles, Coordinator, Department of Professional Learning, Co-Chair Mrs. Anderia Russell, Parent and Community Liaison Specialist, OSI, Co-Chair Ms. Karen Baron, Director of Special Education Dr. James Berry, Principal, Atherton Elementary School Ms. Cari Cato, DeKalb’s Parent Advisory Board, Tucker High School Ms. Marcia Coward, Vice President, DeKalb County Council of PTAs Mrs. Susan Freeman, Principal, Ronald E. McNair Middle School Mr. Douglas Hrabe, Director, Fernbank Science Center Mrs. Anquinette Guthrie, Principal, Dresden Elementary School Ms. Ramona Jackson, Vice President, DeKalb County Council of PTAs Mrs. Angela Moton, Principal, Lakeside High School Mr. John L. O'Connor, Executive Director for Special Services Mr. Nathaniel Paxton, President, DeKalb County Council of PTAs Mrs. Deirdre P. Pierce, Immediate Past President, DeKalb County Council of PTAs Dr. Dionne Rosser-Mims, Assistant Professor, MSPSE Program Coordinator, Troy University
4 Superintendent’s Charge To develop a District-Wide Parental Involvement Framework with measurable goals that identify how parental involvement increases student achievement.4
5 Mission: Premier DeKalb’s Framework for Parental Involvement The Mission of the DeKalb County School System is to form a collaborative effort between home and school that maximizes students’ social and academic potential preparing them to compete in a global society.This Mission establishes the Framework and collective responsibilities from the District, School, Student and Parent to build those collaborations that will not only enhance school culture, but ultimately impact student achievement.
6 Goal: Premier DeKalb Framework for Parental Involvement To form a collaborative effort between home, school and the community that maximizes students’ social and academic potential.
7 Essential Question?How do skillful administrators use a variety of research-based strategies to develop school-based parental involvement plans that will: A) increase student achievement B) obtain fully operational level on the Student, Family, Community Involvement and Support Standards of the Georgia Keys to Quality
8 Six Types of Parental Involvement Research by Joyce L. Epstein, Ph.D. Dr. Epstein’s research highlights six types of Parental Involvement and they are as follows:1). Parenting…Providing for the health and safety and encouraging learning and good behavior in school2). Communicating…Schools reaching out to parents with information about all that is happening3). Volunteering…Parents having significant involvement with school functions and the environment and the school being flexible to make this happen4). Learning at home…Assisting children with homework and other activities with the guidance and support of the school5). Decision-making…Parents, with the school’s encouragement, taking part in decision-making6). Collaboration with the community…Schools can help families and community groups collaborate in student achievement
9 Georgia Keys to Quality: Student, Family, and Community Involvement Strand Student, Family, and Community Involvement and Support Standard 1: The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community.Student, Family, and Community Support Standard 2: The school has organizational structures and processes to ensure that students, families, and community members play an active and sustained role in school governance, decision-making, and problem-solving.Student, Family, and Community Support Standard 3: The school addresses student, family, and community needs through appropriate services and cross-institutional partnerships.
10 Student, Family, and Community Involvement and Support Standard 1: The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community.SFC 1.1 Communication Between School and Parents and CommunitySFC 1.2 School Promotes Parenting SkillsSFC 1.3 Parent Outreach and Training ProgramsSFC 1.4 Parents and Community Members Feel Welcomed in the School
11 Student, Family, and Community Involvement and Support Standard 2: The school has organizational structures and processes to ensure that students, families, and community members play an active and sustained role in school governance, decision-making, and problem solving.SFC 2.1 Organizational Structures and Processes Encourage Student, Family, Community Involvement
12 Student, Family, and Community Involvement and Support Standard 3: The school addresses student, family, and community needs through appropriate services and cross-institutional partnerships.SFC 3.1 Seamless Connection Between School and Community AgenciesSFC 3.2 Cross-Institutional Partnerships
13 STUDENT, FAMILY, AND COMMUNITY INVOLVEMENT AND SUPPORT - The school as a Community of learning involves parents and community members as active participants. There is consistent and growing evidence of parental involvement and volunteerism, participation in workshops and enrichment activities, and a process of two-way communication. Everyone collaborates to help the school achieve its continuous improvement targets and short- and long-range goals. Student, Family, and Community Involvement and Support Standard 1: The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community . SFC 1.1 Communication Between School and Parents and Community.Not addressedEmergentOperationalFully OperationalThere is little if any communication between the school and parents and community members other than during situations involving problems such as student discipline or during compliance events (e.g., annual school conferences, report cardsThere is some communication between the school and parents and community members beyond problem-based situations and compliance events. However, the school would benefit greatly from a much greater emphasis upon regular, two-way, and meaningful communication related to ways parents and community members might enhance the achievement of school improvement plan targets, especially student achievement targets.There is ongoing communication between the school and parents and community members regarding both discipline and compliance events as well as some areas of overall student achievement. However, even further emphasis might be given to fostering parent and community two-way communication, particularly emphasizing ways these groups can support achievement of student performance targets.Communication between the school and parents and community members is consistently regular, two-way, and meaningful with clear and comprehensive evidence of its contribution to short- and long- range school improvement plan goals, particularly student achievement targets.
15 Phase I-Parental Involvement Framework (PIF) Rollout – January 2009 Develop Framework with Parental Involvement Task Force.Guide administrators through the process of data collection to establish initial metrics for the PIF using a self-assessment process based upon the GA Keys to Quality rubric, Implementation Resource Guide and CSIP.
16 Phase II- PIF-Framework Rollout February – March 2009 At the end of February through the beginning of March 2009, the Parental Involvement Task Force members from OSI and PL will visit and review Site-Based Parental Involvement Plans for all schools. This will be approximately 100 schools for OSI and 50 schools for PL.These visits will only need to last an hour or less. We will ask Principals for specific artifacts (examples will be embedded in the Framework such as newsletters, sign-in sheets, flyers for events, etc.) that support the 3 Standards also embedded in the Parental Involvement Framework.
17 Phase III - Summer of 2009Train Administrative teams on the board approved Parental Involvement Framework
18 Next Steps Communication Self-Assessment/OSI Review Parent Policy Parent-Student-Teacher CompactIdentify a Parent PlaceWallCornerRoomParent Survey
20 District Level Webpage A link to a parent involvement page should be added to the district's homepage. The parent involvement page should include:The Parent, Community, and School Standards of the Georgia School KeysDistrict Level Policy (Board Policy and Title I)Dates of Events at the District LevelInformation (district office personnel responsible for parent involvement)Access to Parent PortalAccess to School Lunch Payment ProgramParent Right to Know LettersInformation and/or link to Title I Parent Resource CentersParent University
21 Local School WebpageA parent interactive page should be added to each school's website. This page should include:Evidence of how the school meets the three Georgia School Keys StandardsParent Involvement PolicySchool-Teacher-Parent-Student CompactDates of events-vertically and updated monthlyInformation, i.e. Hotline Number, PTA and School Council InformationAccess to Parent PortalAccess to School Lunch Payment ProgramInformation and/or link to Title I Parent Resource CentersStudent HandbookDiscipline Handbook and PlanConsolidated School Improvement PlanVolunteer OpportunitiesParent Right to Know LettersSchool Newsletter (if you currently publish)Community Partners
22 Self-Assessment GAPSS Analysis Implementation Resource Guide Evidence and Artifacts
23 Parent Policy The Parental Involvement Policy must be: Developed jointly with and agreed to by parents of childrenWritten in an understandable format and provided in a language parents can understandDistributed to all parentsMade available to the local community and updated periodically to meet the changing need of parents and the schoolHandoutsChecklistExemplar
24 Parent Compact The Parent Compact must describe: The school’s responsibility is to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children served under Title I to meet the State’s student academic achievement standardsWays in which parents will be responsible for supporting their children’s learningThe importance of communication between teachers and parents on an ongoing basisHandoutExemplar