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State Laws, Recommendations, & NCLB How research becomes policies Janice Kroeger, Ph.D. Associate Professor, TLC, ECED.

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Presentation on theme: "State Laws, Recommendations, & NCLB How research becomes policies Janice Kroeger, Ph.D. Associate Professor, TLC, ECED."— Presentation transcript:

1 State Laws, Recommendations, & NCLB How research becomes policies Janice Kroeger, Ph.D. Associate Professor, TLC, ECED

2 Current State Laws and Parent Engagement Over 40 states have enacted laws directing school districts, boards of education, or schools to implement family engagement policies Directed at both families and schools Some provide legal sanctions to schools or parents Of these only one is written to acknowledge the complex adjustments to language, culture, and SES Practices responsive to racial, ethnic, and ses diversity… 31 states have programs targeting supports to low- economic populations Only 16 states offer protection for employees with children in school to attend school functions

3 Recommendations National PT (2007) Increase access to those with work conflicts in order to maximize the number of family members able to attend Scheduling based on availability Creating drop-in hours and scheduling various events during evenings, weekends, and other more convenient times Establishing family engagement credentialing requirements for educators including principals and teachers

4 Parent Involvement Title I, Part A (2004) Defined as… Regular two way, meaningful communicating involving academic learning and other school activities… Parents play an integral role in assisting child Parents are encouraged to be actively involved in child’s education at school Parents are full partners and are included as appropriate in decision making to assist in the education of their child

5 Parental provisions A-7, A-8, A-9: Improving teaching and learning where parents and the community can intervene and assist in school improvement Communicate (providing information) in an understandable and uniform format, including alternatives upon request and In a language parents can understand Written translation of ESL/LEP Orally if written is not practical

6 Parental provisions : A-10, A-11, B-6, C-2, C-3 Parents with disabilities afforded effective communications No discrimination during implementing or programs, activities, and proceedures, (race, color, national origin, sex, disability, or age) Academic assessments that include mathematics, reading, language arts, in forms that allow parents to understand and address academic needs of students Written policies of involvement to parents, build capacity and coordinate/ integrate with other programs, conduct annual evaluations of content and effectiveness

7 Provisions continued: C-8, C-9, C-13 Effective means of outreach to parents of LEP students How to be involved in students’ education How to be active in assisting the child to attain English proficiency, achieve high levels of core subjects, meet standards Reasons for identification of LEP & placement, levels of English proficiency, assessment & student achievement Method of instruction, meet strengths and needs, etc. 1% of total Title 1 funding devoted to parent involvement

8 D-9 Compacts must describe The school’s responsibility: provide high-quality instruction and effective learning environment Ways that parents will be responsible (for example, monitoring attendance, homework completion, television watching, volunteering in classroom or school, participating in decisions, Communication (at minimum—conferences) Frequency of reports of progress Reasonable access to staff, volunteer and participation opportunities, and classroom observation

9 E-1, E-2, E-3 Build the parent’s capacity to involvement Ensure effective involvement of parents Offer assistance and training to parents To understand Content Standards State and local assessments How to monitor students progress and work with educators to improve achievement Improve educational levels of parents

10 E-5, E-6, E-7 Volunteering and observing in the classroom is an important activity for parent responsibility, helping the parent and school build a relationship Educate staff to work with parents “equally” educate teachers and others on the value of parent contributions and how to “reach out”, communicate with, and build ties, between parents and school Flexibility of time, transportation, childcare

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