Families CAN Make A Difference 2014 Summer Institute – Equity in the Era of Common Core Metropolitan Center for Research on Equity and the Transformation of Schools

1. Involving
the
community
and
engaging
parents
in
the
education
of
their
children
is
critical
for
the
successful
implementation
of
any
intervention
associated
with
closing
the
achievement
gap
and
increasing
graduation
rates.

2. Families
CAN
Make
A
Difference
Debra
Jennings
&
Dianne
Malley

3. Impact
of
Family
Engagement
• Faster
literacy
acquisi;on
• Earn
higher
grades
and
test
scores
• Enroll
in
higher
level
programs
• Are
promoted
more
and
earn
more
credits
• Adapt
be@er
to
school
and
a@end
more
regularly
• Have
be@er
social
skills
and
behavior
• Graduate
and
go
to
higher
educa;on
Karen
Mapp,
Ed.
D.
Harvard
Graduate
School
of
Educa;on

4. Family
Involvement
&
Student
Success
• Involvement
programs
that
link
to
learning
improve
student
achievement.
• Speaking
up
for
child
protects
and
promotes
their
success.
• All
families
can
contribute
to
their
children’s
success.
• Community
organizing
gets
results.
A
New
Wave
of
Evidence:
The
Impact
of
School,
Family,
and
Community
ConnecDons
on
Student
Achievement
Anne
T.
Henderson
and
Karen
L.
Mapp

5. Dual
Capacity
Framework
for
Family-­‐School
Partnerships
8
FAMILY
AND STAFF
CAPACITY
OUTCOMES
School and Program
Staff who can
• Honor and recognize
families’ funds of
knowledge
• Connect family
engagement to
student learning
• Create welcoming,
inviting cultures
Families who
can negotiate
multiple roles
• Supporters
• Encouragers
• Monitors
• Advocates
• Decision Makers
• Collaborators
Effective
Family–School
Partnerships
Supporting Student
Achievement
& School
Improvement
POLICY AND
PROGRAM
GOALS
• Interactive
To build and enhance the capacity of staff/families in the “4 C” areas:
• Capabilities (skills and knowledge)
• Connections (networks)
• Cognition (beliefs, values)
• Confidence (self-efficacy)
infrastructure

6. Turnaround
Principle
8:
Increase
academically
focused
family
and
community
engagement
8.1 Families are engaged in
academically related activities,
school decision-making, and an
open exchange of information
regarding students’ progress in
order to increase student learning
for all students.
8.2 Community groups and families
of students who are struggling
academically and/or socially are
active partners in the educational
process and work together to
reduce barriers and accelerate the
academic and personal growth of
students.

7. How
does
this
defini;on
help
you
shiQ
from
a
patchwork
of
random
acts
of
involvement
to
a
systemic
approach
that
promotes
family
and
community
engagement?
Family
&
Community
Engagement

8. Family
&
Community
Engagement
Shi:ing
from
To
One-­‐=me
projects:
Holding
a
Family
Fun
Night
once
a
year.
Con=nuous
improvement
Individual
responsibility
to
support
student
learning
Deficit-­‐based
or
adversarial
approach
to
interac;ons
Add-­‐on
program
to
support
needed
change
Compliance-­‐driven
engagement

9. Family
&
Community
Engagement
Shi:ing
from
To
One-­‐=me
projects:
Holding
a
Family
Fun
Night
once
a
year.
Con=nuous
improvement
Individual
responsibility
to
support
student
learning
Shared
responsibility
throughout
the
local
system
Deficit-­‐based
or
adversarial
approach
to
interac;ons
Strength-­‐based
and
collabora=ve
approach
Add-­‐on
program
to
support
needed
change
Integrated
programma;c
support
for
change
Compliance-­‐driven
engagement
Shared
ownership
on
con;nuous
improvement

10. PTA
Na;onal
Standards
for
Family-­‐School
Partnerships
1. Welcoming
all
families
into
the
school
community
2. Communica;ng
effec;vely
3. Suppor;ng
student
success
4. Speaking
up
for
every
child
5. Shared
decision
making
6. Collabora;ng
with
community

11. PTA National Standards
for Family-School
Partnerships
Assessment Guide

12. Partnerships for Improving Literacy
Planning Process
1. Identify needs
2. Brainstorm activities to
address needs
3. Apply criteria & prioritize
activities
4. Develop action plan
5. Implement activities
6. Collect feedback and evaluate

13. Barriers
&
Solu;ons
Best Practices and Policy Recommendations
for Closing the Gaps in Student Achievement
Minority Parent and
Community Engagement:
• In
groups
review
barriers
and
develop
strategies
to
overcome
the
challenges
• Record
your
strategies
on
chart
paper
• Select
someone
to
report
out
to
the
group

14. The
START
Project
Families
CAN
Make
A
Difference
The START Project is a collaboration of the
New Jersey Department of Education Office of Special Education Programs (NJOSEP)
and Statewide Parent Advocacy Network (SPAN)
Funded by IDEA Part B funds

15. Programs
that
Link
to
Learning
to
Improve
Student
Achievement

16. Improving
Literacy
Achievement
!

17.
Taking
advice
from
a
few
community
members
is
more
useful
than
taking
educators
with
master’s
degrees,
pu`ng
them
in
a
room,
and
saying,
“How
are
we
going
to
help
these
people
over
there.” Karen
Forys,
Superintendent,
North-­‐shore
Schools,
Washington

18. Staff
Buy
In
is
Cri;cal
“I
was
so
impressed
by
the
number
of
teachers
who
shared
their
Dme
with
all
of
us
aGer
hours
to
help
parents
keep
our
families
engaged
with
the
program.”

19. Becoming
Ac;ve
Par;cipants
to
Support
Literacy

20. Summer
Slide
It
is
es;mated
that
the
“Summer
Slide”
accounts
for
as
much
as
85%
of
the
reading
achievement
gap
between
lower
income
students
and
their
middle-­‐
and
upper-­‐income
peers.
Why
Summer
Ma@ers
in
the
Rich/Poor
Achievement
Gap,
Richard
Allington
and
Anne
McGill-­‐Frazen,
August
2009

22. Diverse
Roles
of
Families
• Supporters
• Encouragers
• Monitors
• Models
• Advocates
• Decision-­‐makers
• Collaborators

23.
Inventory
of
Involvement
of
Culturally
and
Linguis;cally
Diverse
(CLD)
Families
Complete
Inventory
to
evaluate
current
prac;ces
in
your
school/
district
with
regard
to
parent
advocacy
for
culturally
&
linguis;cally
diverse
families.

24. Parent
Training
&
Informa;on
Centers
Serving
New
York
Statewide,
except
for
the
5
boroughs
of
New
York
City
The
Advocacy
Center
(585)
546-­‐1700
|
(800)
650-­‐4967
(in
NY)
h@p://www.advocacycenter.com
Serving
the
5
boroughs
of
New
York
City
Advocates
for
Children
of
New
York
(212)
947-­‐9779
|
(866)
427-­‐6033
info@advocatesforchildren.org
h@p://www.advocatesforchildren.org
Resources
for
Children
with
Special
Needs,
Inc.
(212)
677-­‐4650
info@resourcesnyc.org
h@p://www.resourcesnyc.org
Sinergia/Metropolitan
Parent
Center
(212)
643-­‐2840
|
(866)
867-­‐9665
informa;on@sinergiany.org
h@p://www.sinergiany.org

25. Community
Parent
Resource
Centers
Serving
New
York
Serving
Buffalo
and
the
coun=es
of
Erie,
Niagara,
Orleans,
Wyoming,
Genesee,
Chautauqua,
CaRaraugus,
and
Allegany.
Parent
Network
of
WNY
(866)
277-­‐4762
|
(716)
332-­‐4170
info@parentnetworkwny.org
h@p://parentnetworkwny.org/
Serving
the
5
boroughs
of
New
York
City
United
We
Stand
of
New
York
(serving
Brooklyn)
(718)
302-­‐4313/4314
h@p://www.uwsofny.org/

26. Bookmark
our
Resource
Library
to
access
hundreds
of
family-­‐friendly
resources
from
federally-­‐funded
projects
and
other
trusted
sources.
h@p://www.parentcenterhub.org/resources/

27. • Connect
with
the
PTI
and/or
CPRC
serving
families
in
your
community.
• Share
informa;on
about
PTI/CPRC
events
and
ac;vi;es
with
families.
• Share
PTI/CPRC
and
CPIR
publica;ons
with
families.
• Access
PTI/CPRC
training
for
your
school/district
staff.
• Host
a
PTI/CPRC
workshop
at
your
site.
How
can
Schools/Districts
addressing
dispropor;onality
work
with
Parent
Centers?

28. “When
parents
feel
they
have
the
power
to
change
and
control
their
circumstances,
children
tend
to
do
beLer
in
school.
Their
parents
are
also
beLer
equipped
to
help
them.
When
schools
work
with
families
to
develop
their
connecDons,
families
become
powerful
allies
of
the
schools
and
advocates
for
public
educaDon.”
(Henderson
and
Mapp,
2002,
p.
63)