This blog encompasses our class's strategies for family engagement.
We chose to use the six components of successful family engagement as adapted in the Family Engagement Action Plan - Draft produced by the Alaska Department of Education & Early Development as our core document.
Welcoming Every Family
- Every family coming into the school or interacting with school personnel feels welcome.
Two-Way Communication
- Families and school staff engage in regular, two-way, meaningful communication about student learning.
Sharing Power
- Families and school staff are equal partners in decisions that affect children and work together to create policies, practices, and programs.
Supporting Student Success
- Families and school staff continuously collaborate to support students’ learning and healthy development, both at home and at school.
Collaborating with Community
- Families and school staff are connected to expanded learning opportunities, community services, and civic participation.
Speaking for Every Child
- Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.
Tuesday, December 6, 2011
Saturday, December 3, 2011
Community Profile
Gathering information about school culture audit can be done by asking questions and observation. School culture is different than school climate because school culture reflects deeper beliefs and attitudes which are associated with decision-making and institutional values which aren’t necessarily found in a survey of school climate. Anchorage School District surveys its teachers, students, and families each year with their Climate and Connectedness Survey. The results of this survey can be requested from the ASD Assessment department. The template provided here is meant to help teachers and student-teachers collect information on school culture.
Articles
Bauer, S. C., & Mitchell, S. M. (1997). The Quality Audit: A Framework for Internal Analysis of the Capacity for Change.
Wagner, C. R., & O'Phelan, M. (1998). Improving Schools through the Administration and Analysis of School Culture Audits.
Werderich, D. E. (2008). Bringing Family and Community into the Writing Curriculum. Middle School Journal, 39(3), 34-39.
Tuesday, November 1, 2011
Supporting Student Success
In this section we will share ideas about different activities we can create or adapt to use in our classrooms and in school to foster an atmosphere of collaboration between the teachers, the school administration, and the parents that will support student's overall success. The National PTA Toolkit provided us with a good start.
National Parent Involvement Standard 3 states that: Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.
Parent involvement in children’s education has an impact on student success, not just in school but throughout life. When families are involved, students:
- Earn higher grades
- Attend school more regularly
- Enjoy school more and behave better; and
- Students are more likely to go on to post-secondary education
However, to become engaged in ways that boost student achievement, many families need information and encouragement from school staff and PTA/parent group leaders.
GOALS
- Share information about student progress. Families should be informed of how their children are doing in school, as well as how the entire school is progressing. Questions that this standard addresses include:
- Do parents and teachers communicate about student progress?
- Do parents learn what good work looks like for their child's age and grade?
- Does the school use test results to inform parents which students skills need strengthening?
- Support learning by engaging families. Families should be active participants in their children’s learning at home and at school.
- Are families invited to observe their children's classrooms?
- How do schools help families strengthen learning at home?
- What after school learning opportunities are there?
SOURCE: NATIONAL PTA
Additional suggestions
- Everyday Math letter to family
- Weekly behavior report
- Progress reports
- Visit or connect with parents from beginning
- Weekly newsletter, upcoming events
- Positive feedback phone calls on behavior and progress, even if this is normal student behavior
- Difficult students: make a phone call not only when the student misbehave but also when the student shows positive attitude
- When students do not complete the homework have them call home
- Ask parents for suggestions on how to help child at school
- Organize monthly family night:
- Math Bingo (prices from donations, and depending on the season)
- Literacy Night
- Blood Bank Drive
- Science Night
- Carving Night (seasonal event)
- Parent-Child check up:
- Help your child to _____
- We are working on _____ (concept)
- Have you child explain ____ (science, math, language, geography, social studies)
- Learning Log: Daily, Weekly
- Parent signature for the learning log and/or homework completion
- Have a classroom list for the students to sign in when they bring their homework
- Student gets pink slip when they do not bring their homework (must be returned with parent signature)
- Appreciation for families
- Open opportunities for volunteering
- Parent-Volunteer Survey posted outside the classroom, on the website or sent home.
- Invite parent to come and read with students (reading time)
- Have parents come in and do a read aloud
- Have parents come and share life occupation, or career with the class
- Share special hobbies (i.e. world currency collector, sports memorabilia, etc)
Note: Education World is a fantastic site to obtain templates for most of the suggestions listed above. Help your child become a better reader, this list can provide parents with guidance regarding literacy. This chart will provide parents with a rubric for reading comprehension.
Templates
Helping Kids Succeed - Alaskan Style Survey - from Asset Building, A Shared Responsibility in reference to the checklists on pages 24-27 on the book with the same title.
Standard 3 Assessment Guide - A Rubric that helps gauge the progress of this standard (Performance indicators).
Power of Partnerships Family Survey - questions 11-14 refer to this section
Articles
- Success Tips From a Middle-School Principal, this article addresses 14 points regarding parent involvement in the students welfare and progress at home and at school. Mr. Potter gives the parents casual advise and suggestions on how to carry out each of the 14 points. Mr. Potter stresses the importance of the parent's continued involvement on the student's school life after elementary school and into middle and high school.
- Association of American Colleges and Universities, Winter 2008, this article is about the relevance of how academic advising is an integral piece that increases the student's learning process. Although, it is meant for College level students the principles of academic advising as part of the learning process can be applied to middle and high school.
Multicultural Parent Involvement
ASD Resources:
Articles of interest:
- From Education.com: Family Involvement in Early Multicultural Learning
- Multicultural Parental Involvement: A Case Study of Korean Immigrant Parental Involvement in their Children's Schooling
- From the Cypress-Fairbank independent School District VIPS Executive Board Multicultural Committee Parental Involvement: Strategies to Reach & Involve Multicultural Families
Additional Resources
- Additional Resources (PTA), Word document downloaded from the National PTA.
- Parent Talk Schedule of upcoming seminars to support and guide parents and teachers in providing guidance for children's lifelong success.
- Tools for Student Success, this site has links to resources to help parents and teachers of elementary and middle school age children.
Collaborating with Community
Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.
Partnerships that connect a school with businesses, hospitals, colleges, service clubs, social service agencies, youth organizations, labor unions, churches, and other community groups can turn a neighborhood into a thriving place to live, work, and raise a family. Many school districts are creating full-service community schools that offer one-stop resource centers for families and residents. Schools are opening their doors and allowing their communities to use facilities and meeting rooms as a way of applying school resources to solve problems.
National Parent Involvement Standard 6 GOALS
Partnerships that connect a school with businesses, hospitals, colleges, service clubs, social service agencies, youth organizations, labor unions, churches, and other community groups can turn a neighborhood into a thriving place to live, work, and raise a family. Many school districts are creating full-service community schools that offer one-stop resource centers for families and residents. Schools are opening their doors and allowing their communities to use facilities and meeting rooms as a way of applying school resources to solve problems.
National Parent Involvement Standard 6 GOALS
- Linking to community resources: School staff and the PTA/parent group create a comfortable, inviting family resource center. Staff and parent volunteers inform families about services, make referrals to programs, and plan activities.
- Organizing support from community partners: Community and business representatives work with school and parent leaders to assess needs and develop programs to support student success and find creative ways to provide funding and staff.
- Turning the school into a hub of community life: School facilities such as the computer lab, library/media center, classrooms,and gym are open year round for broad community use.
- Partnering with community groups to strengthen families and support student success: Teachers and families work with grassroots groups to develop solutions to local problems.
ACTIVITY FOCUS
Student- Centered
Student awards, student incentives, scholarships, student trips, tutors, mentors, job shadowing, and other services and products for students.
Family- Centered
Parent workshops, family fun-nights, GED and other adult education classes, parent incentives and rewards, counseling and other forms of assistance.
School- Centered
Equipment and materials, beautification and repair, teacher incentives and awards, funds for school events and programs, office and classroom assistance.
Community- Centered
Community beautification, student exhibit and performances, charity and other outreach.
Resources
Parenting
ASD Business Partnerships
Article
Template
Two-Way Communication
Communicating with families builds stronger relationships and helps support students in their learning. Strategies and ideas to help create a classroom environment with an effective communication system are listed in this section.
National Parent Involvement Standard: Families and school staff engage in regular, two-way, meaningful communication about student learning.
The National Parent Involvement Standards:
Goal 1: Sharing Information Between School and FamiliesDoes the school keep all families informed about important issues and events and make it easy for families to communicate with teachers?
Goal 1: Sharing Information Between School and FamiliesDoes the school keep all families informed about important issues and events and make it easy for families to communicate with teachers?
❖ Using multiple communication paths
❖ Surveying families to identify issues and concerns
❖ Having access to the principal
❖ Providing information on current issues
❖ Facilitating connections among families
Suggestions for meeting this goal:
❖ Regular phone calls home
❖ Newsletters
❖ Home-school notebooks
❖ Class websites
❖ Give parents information on grade-level expectations
❖ Report cards (invite parents to respond)
❖ Parent-teacher conferences, follow up
❖ Send home student work for families to see
❖ Audio/visual message updates
❖ Parent surveys
Templates:
❖ Here are some templates for class newsletters from Education World.
❖ The ReadWriteThink Printing Press is an online tool that helps you create newspapers, brochures, flyers and booklets.
Articles:
❖ This article suggests strategies for communicating with families in your classroom.
❖ Articles to help you create a classroom website:
Resources:
❖ Online translator sites to help communicate with all families:
Sharing Power
Sharing Power with families means to EMPOWER parents, families, and minority cultural groups. There are many ways that teachers and schools can do that.... first think about the times that you have felt empowered. 1) We are informed 2) We have a choice, we can say yes or no 3) We have voice and we know our role
The diverse ethnic makeup of our schools is not accurately represented in PTA and other school organizations. These organizations are predominantly Caucasian families. This is due, in part, to the level of empowerment minorities feel in the educational system. It is the role of the school to make clear to ALL parents how they can contribute to their child's education by their involvement in the classroom and school. Sometimes this means doing more than sending out a group email, depending on their preferred methods of communication, language and cultural barriers, and availability of the parents/families.
The National Parent Involvement Standard 5—Sharing Power Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs.
Goal 1: Strengthening the Family’s Voice in Shared Decision Making: Are all families full partners in making decisions that affect their children at school and in the community?
❖ Having a voice in all decisions that affect children
❖ Addressing equity issues
❖ Developing parent leadership Goal 2: Building Families’ Social and Political Connections: Do families have a strong, broad-based organization that offers regular opportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders?
❖ Connecting families to local officials
❖ Developing an effective parent involvement organization that represents all families
Links and Websites
The ASD online STEP center is a resource list for parents and teachers to make referrals for support and information regarding, disability support services, autism, parenting education and support, mental illness, and locating nutritional and medical resources.
Originally published in 1977, now published on the web by Alaskool, David H. Getches details much of the history of federal and state legislation (especially in regards to Rural Native education.)
"Law and Alaska Native Education: The Influence of Federal and State Legislation upon Education of Rural Alaska Natives" - David H. Getches
Template to Recruit Family Volunteers Having sign-up sheets where parents can see them sends a clear message that they are wanted in the classroom.
The diverse ethnic makeup of our schools is not accurately represented in PTA and other school organizations. These organizations are predominantly Caucasian families. This is due, in part, to the level of empowerment minorities feel in the educational system. It is the role of the school to make clear to ALL parents how they can contribute to their child's education by their involvement in the classroom and school. Sometimes this means doing more than sending out a group email, depending on their preferred methods of communication, language and cultural barriers, and availability of the parents/families.
The National Parent Involvement Standard 5—Sharing Power Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs.
Goal 1: Strengthening the Family’s Voice in Shared Decision Making: Are all families full partners in making decisions that affect their children at school and in the community?
❖ Having a voice in all decisions that affect children
❖ Addressing equity issues
❖ Developing parent leadership Goal 2: Building Families’ Social and Political Connections: Do families have a strong, broad-based organization that offers regular opportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders?
❖ Connecting families to local officials
❖ Developing an effective parent involvement organization that represents all families
Links and Websites
Articles
The following link is a list of teacher dispositions that empower parents and families, entitled Ways to Engage the Reluctant Parent. How to Engage the Reluctant Parent - University of Minnesota, 4-H division
"Law and Alaska Native Education: The Influence of Federal and State Legislation upon Education of Rural Alaska Natives" - David H. Getches
Templates
The Power of Partnerships Family Survey is a 2 page, 21 question survey provided by the PTA where families can provide feedback about their level of empowerment within their school community. This is an assessment tool (it is used primarily by the PTA), but can be useful.Template to Recruit Family Volunteers Having sign-up sheets where parents can see them sends a clear message that they are wanted in the classroom.
Speaking For Every Child
Parents know their children best; the schools need their help to ensure academic success for every child.
The Anchorage School District's view of parental involvement is that "positive parent involvement is essential to student achievement." They encourage parents to be advocates for their child by helping the school get to know their child better. They ask parents to ensure the teacher, principal and staff are apprised of any special needs their child has as well as attend conferences and communicate with the teacher and school staff anytime there is a question or concern.
This "Speaking For Every Child" component of successful family engagement states that "Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success."
National Parent Involvement Standard 6:
Goal 1: Understanding How the School System Works
❖ Understanding how the school and district operate
❖ Understanding rights and responsibilities under federal and state laws
❖ Learning about resources
❖ Resolving problems and conflicts
Listed below are some resources to help parents meet this goal:
NCLB Parents' Rights - Sacramento City Unified School District
Parents Guide 2003- US Department of Educaiton
Parents' Rights Under Section 504- ASD
ASD's Statement of Non-Discrimination:
It is the policy of the Anchorage School District to provide equal educational and employment opportunities, and to provide services and benefits to all students and employees without regard to race, color, religion, disability, national origin, gender, marital status, change in marital status, pregnancy, parenthood or other prohibitions. This policy is consistent with numerous laws, regulations, and executive orders enforced by various federal, state, and municipal agencies, including but not limited to Executive Order 11246, Title 41, part 60‐1, 60‐2, 60‐3, 60‐20, Title VI and VII of the 1964 Civil Rights Act, Title IX of the Education Amendments Act of 1972, and Section 504.
Goal 2: Empowering Families to Support Their Own and Other Children’s Success in School
❖ Developing families’ capacity to be effective advocates
❖ Planning for the future
❖ Smoothing transitions
❖ Engaging in civic advocacy for student achievement
Progress Monitoring via Zangle - Anchorage School District (ASD)
Preparing Your Child For Success & The Power of Involvement - ASD
The Anchorage School District's view of parental involvement is that "positive parent involvement is essential to student achievement." They encourage parents to be advocates for their child by helping the school get to know their child better. They ask parents to ensure the teacher, principal and staff are apprised of any special needs their child has as well as attend conferences and communicate with the teacher and school staff anytime there is a question or concern.
This "Speaking For Every Child" component of successful family engagement states that "Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success."
National Parent Involvement Standard 6:
Goal 1: Understanding How the School System Works
- Do parents know how the local school and district operate and how to raise questions or concerns about school and district programs, policies, and activities?
- Do they understand their rights and responsibilities under federal and state law as well as local ordinances and policies?
❖ Understanding how the school and district operate
❖ Understanding rights and responsibilities under federal and state laws
❖ Learning about resources
❖ Resolving problems and conflicts
Listed below are some resources to help parents meet this goal:
NCLB Parents' Rights - Sacramento City Unified School District
Parents Guide 2003- US Department of Educaiton
Parents' Rights Under Section 504- ASD
ASD's Statement of Non-Discrimination:
It is the policy of the Anchorage School District to provide equal educational and employment opportunities, and to provide services and benefits to all students and employees without regard to race, color, religion, disability, national origin, gender, marital status, change in marital status, pregnancy, parenthood or other prohibitions. This policy is consistent with numerous laws, regulations, and executive orders enforced by various federal, state, and municipal agencies, including but not limited to Executive Order 11246, Title 41, part 60‐1, 60‐2, 60‐3, 60‐20, Title VI and VII of the 1964 Civil Rights Act, Title IX of the Education Amendments Act of 1972, and Section 504.
Goal 2: Empowering Families to Support Their Own and Other Children’s Success in School
- Are parents prepared to monitor students’ progress and guide them toward their goals through high school graduation, post-secondary education, and a career?
❖ Developing families’ capacity to be effective advocates
❖ Planning for the future
❖ Smoothing transitions
❖ Engaging in civic advocacy for student achievement
Resources to Help Parents Meet this Goal
Progress Monitoring via Zangle - Anchorage School District (ASD)
Preparing Your Child For Success & The Power of Involvement - ASD
Advocacy Article:
"A Parent's Guide to Response to Intervention (RTI)" by Susan Bruce, Regional Education Coordinator
Helpful Forms for Parents:
Permission Form for Student Surveys for Anchorage School District
How to Write a Letter to Congress along with a template from About.com
"A Parent's Guide to Response to Intervention (RTI)" by Susan Bruce, Regional Education Coordinator
Helpful Forms for Parents:
Permission Form for Student Surveys for Anchorage School District
How to Write a Letter to Congress along with a template from About.com
Template for your letter to your Congressional Representative:
Your name
Your address
Date, year
Congresswoman / Congressman their name
Local District office address
Dear Congresswoman / Congressman their name,
Sentence 1: This letter is to urge you to...
OR I am writing to request that you…
OR The reason for this letter is to encourage you to...
co-sponsor Bill number H.R. 808 to establish a cabinet-level Department of Peace and Nonviolence.
Sentence 2: I understand that…
OR My information is that…
OR It is expected that…
the Bill was re-introduced on February 5, 2007.
Sentence 3: I am personally concerned that...
OR I strongly feel that…
OR It is time that we….
Fill in the blank: _______________________________________________________________.
Sentence 4: The Department of Peace and Nonviolence Bill will …
OR The proposed Department of Peace and Nonviolence would…
OR The DOP Bill contains provisions to…
Fill in the blank with something abut the Bill that links to your Sentence 3:
_______________________________________________________________ .
Sentence 5: I genuinely appreciate the role you play in shaping our country.
OR Thank you for all you do as our representative in Washington.
OR Thank you for your efforts to make peace a reality in our lifetime.
Respectfully, OR Warm regards, OR Sincerely,
Sign here
Print your name legibly under your signature.
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