Building Capacity for Parent and Family Engagement in Education
BUILDING CAPACITY FOR PARENT
AND FAMILY ENGAGEMENT
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This training will provide district and campus staff with
comprehensive information about the Every Student Succeeds
Act of 2015 (ESSA) and parent and family engagement to
better serve the needs of students and parents.
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To ensure all ESSA parent engagement requirements
are met in Donna ISD.
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To increase parent and family engagement at the district and
school level.
•
To foster collaboration and communication between
the district and schools in the area of parent and family
engagement.
•
To provide information about the rights of parents under
ESSA/Title I.
Why should states, districts, and schools
collaborate with parents?
Student Achievement
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STATE
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SCHOOL
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State, District, School Collaboration
ESSA HOLDS EVERYONE ACCOUNTABLE FOR STUDENT PERFORMANCE
This Accountability System Supports and Encourages Parents to
Be
Involved!
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Rigorous Testing
Rigorous Testing
Higher Standards
Higher Standards
Superintendents
Superintendents
Teachers
Teachers
Parents
Parents
Principals
Principals
Student
Performance
How does ESSA define parent and
family engagement?
Parental engagement is defined as the
participation of parents in
regular,
two-way, meaningful
communication
involving student academic learning
and other school activities.
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The Definition Ensures the Following:
●
That parents play an
integral
role in their child’s learning
●
That parents are
encouraged
to be actively engaged in
their child’s education at school
●
That parents are
full partners
in their child’s education
and are included, as appropriate, in decision-making and
on advisory committees to assist in the education of their
child
●
Carrying out other activities, such as those described in
Title I, Section 1116 (e.g., volunteer activities, serving on
parent councils/committees
)
Is there supporting research that
says parent engagement really
makes a difference?
What Does the Research Show?
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Students have higher
grades and test scores
•
Improved attendance
•
Complete homework
more consistently
•
Students have higher
graduation rates and
greater enrollment
rates in post-
secondary education
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Parental Engagement Benefits
Parents, Teachers, and Students
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s
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Extensive parent
engagement leads
to higher student
achievement
•
Students have
higher grades and
test scores
•
Students develop
realistic plans for
their future
S
t
u
d
e
n
t
s
•
Students exhibit
more positive
attitudes and
behavior
•
Students have higher
graduation rates and
greater enrollment
rates in post-
secondary education
When
Parents
Are Engaged!
●
Students that are economically disadvantaged
can achieve to the same high standards.
●
Student behaviors, such as alcohol use,
violence, and antisocial behavior decrease as
parent involvement increases.
●
Students achieve at all ages and grade levels.
Source: ( 2002 A Wave of New Evidence, Henderson and Mapp, USDE, Condition of Education 2000,
Henderson and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler
and Kaczala 1982; Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
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When
Parents
Are Engaged!
●
Students have higher grades and test scores, better
attendance, and complete homework more
consistently.
●
Students exhibit more positive attitudes and behavior.
●
Different types of parent/family involvement produce
different gains.
Source: (
Source: (
2002 A Wave of New Evidence, Henderson and Mapp
USDE, Condition of Education 2000, Henderson
USDE, Condition of Education 2000, Henderson
and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982;
and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982;
Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
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The achievement of a student in school is not based
solely on income or socioeconomic status, but the extent
to which that
student’s family
is able to do the following:
●
Create a home environment that encourages learning
●
Communicate high, yet reasonable, expectations for the
child‘s achievement and future careers
●
Become involved in their child's education at school and
community
R
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h
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Source: (
Source: (
2002 A Wave of New Evidence, Henderson and Mapp
USDE, Condition of Education 2000, Henderson
USDE, Condition of Education 2000, Henderson
and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982;
and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982;
Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
What barriers must be acknowledged for
districts and schools to implement
effective parent engagement practices?
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The barriers that limit effective parent engagement in
our schools must be identified and addressed by the
district and the school.
These barriers are:
Breaking Barriers to
Parent and Family Engagement
In order for parent engagement programs to be
effective, existing barriers should be addressed.
When barriers are acknowledged, trusting
home/school relationships and effective parent
engagement programs can be implemented.
Barriers at a Glance
•
Economic Barriers:
We must acknowledge the
economic status of residents and develop programs that
meet these needs. There is a broad range of economic
situations that often arise in Title I schools (i.e.,
unemployment, TANF, multiple day and nighttime jobs or
other income sources).
•
Social Barriers:
We must acknowledge that families
may be run by single parent households. Research
shows there is also an emergence of non-traditional
households and families headed by the grandparent.
•
Educational Barriers:
Parents may have limited
educational attainment, which may result in
difficulty in assisting children in doing homework
assignments (i.e., adult illiteracy).
•
Language Barriers:
Districts and schools are required
to address the needs of students that are limited
English proficient. Parents may also possess the same
language limitations. Strategies must be developed to
inform parents of the law in diverse languages in a
practical and understandable manner.
•
Cultural Barriers:
Districts and schools must be
sensitive to cultural differences among parents and
students by acknowledging the wide array of cultures
and religions that exist within the school community
and ensuring that all cultures are represented.
Sources:
www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1111
The National Network of Partnership Schools: A Model for Family-School-Community Partnerships
, The
Harvard Family Research Project, Prepared for the DeWitt Wallace-Reader’s Digest Fund
BUILDING CAPACITY
Written Policies
School-Parent Compacts
14 Activities
(See Handout: “Building Capacity - for Improvement”)
How do we build capacity for parent and
Family Engagement?
The following 14 Parental Involvement Activities drive
parent engagement programs across the country.
(6 activities are required and
8 activities are optional, but recommended)
Title I, Part A
Building Capacity for Parental Involvement
Each LEA and School Shall Provide –
1.
Program Information for Parents
– Each LEA and school shall provide assistance to parents of
participating Title I children in understanding such topics as the state’s academic content and
achievement standards, the assessments being used, the requirements of Title I, Part A, and how to
monitor their children’s progress and work with educators to improve their achievement.
2.
Materials and Training
– Each LEA and school shall provide materials and training, such as literacy
training and training on how to use technology, to help parents work with their children to improve
achievement.
3.
Educate Educators
– Each LEA and school shall educate teachers, pupil services personnel, principals
and other staff, with the assistance of parents, in the value and utility of contributions of parents, and
in how to reach out to, communicate with, and work with parents as equal partners, implement and
coordinate parent programs and build ties between parents and the school.
4.
Program Coordination
– Each LEA and school shall, “to the extent feasible and appropriate,”
coordinate and integrate parental involvement programs with Head Start, Even Start, and other
preschool programs, and conduct other activities, such as parent resource centers, that encourage
and support parents in more fully participating in the education of their children.
5.
Understandable Communication
– Each LEA and school shall ensure that information related to school
and parent programs, meetings and other activities is sent to the parents of participating children in a
format and, to the extent practicable, in a language the parents can understand.
6.
Other Required Activities
– Each LEA and school shall provide such other reasonable support for
parental involvement activities as parents may request.
Title I, Part A
Building Capacity for Parental Involvement
Each LEA and School May Provide –
1.
Input on Professional Development
– Each LEA and school may involve parents in the
development of training for teachers, principals and other educators to improve the
effectiveness of such training.
2.
Literacy Training
– Each LEA and school may provide necessary literacy training for
parents with Title I, Part A funds if the LEA has exhausted all other reasonably available
sources of funding.
3.
Parents’ Expenses
– Each LEA and school may pay reasonable and necessary expenses
associated with parental involvement activities, including transportation and child care
costs, to enable parents to participate in school-related meetings and training sessions.
4.
Parents Reaching Out to Parents
– Each LEA and school may train parents to enhance the
involvement of other parents.
5.
Convenient School Meetings
– Each LEA and school may arrange school meetings at a
variety of times, or conduct in-home conferences between parents who are unable to
attend the school meetings and the teachers and other educators who work with their
children.
6.
Model Approaches
– Each LEA and school may adopt and implement model approaches to improving
parental involvement.
7.
Districtwide Parent Council
– Each LEA may establish a districtwide parent advisory
council to provide advice on all matters related to parental involvement in funded
programs.
8.
Community Involvement
– Each LEA and school may develop appropriate roles for
community-based organizations and businesses in parent involvement activities.
Parent Engagement
Resources
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The United States Department of Education Especially for Parents:
www.ed.gov/parents/landing.jhtml
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Organizations with Expertise in Parent Engagement:
http://www.americaspromise.org/organizations-expertise-parent-
engagement
•
Helping Children Succeed in School … Parental Involvement in Schools:
www.urbanext.illinois.edu/succeed/parental.cfm
•
Title I Statewide School Support and Family and Community Engagement
Initiative:
http://www.esc16.net/page/title1swi.home
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L
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Hispanic Family Literacy Institute
Family literacy offers Hispanic families access to an on-line education and
learning environment that maintains strong cultural and language bonds
between parents and their children.
www.losninosensucasa.org
•
The
Sesame Street Beginnings: Talk, Read, Write!
This program is a bilingual multimedia program to improve the four
fundamental skills for literacy development ( i.e., listening, speaking, reading,
and writing.)
http://
archive.sesameworkshop.org/talkreadwrite/
http://plazasesamo.com
•
Colorin Colorado: A bilingual site for educators and families of
English Language Learners
http://www.colorincolorado.org/
Donna Independent School District Parent
and Family Engagement Department
Tomas Tamez, Director
904 Hester
Donna, Tx. 78537
Ph: (956) 464-1600 ext. 1230
Fax: (956) 461-9006
ttamez@donnaisd.net
Norma L. Guevara, Secretary
904 Hester
Donna, Tx. 78537
Ph: (956) 464-1600 ext. 1230
Fax: (956) 461-9006
nlguevara@donnaisd.net
Introduction and Greetings
Welcome.
Thank you for coming today and most of all…(point to the screen)…thank you for your anticipated attention!
Let’s begin with introductions… I am (state your name and office).
Let’s begin. . .
Handouts:
ESSA Building Capacity for Involvement (14 Parental Engagement Activities) [one-page sheet]
An Administrator’s Checklist to ESSA-Parent and Family Engagement
An Administrator’s Guide to ESSA-Parent and Family Engagement
Epstein’s 6 Types of Parenting
This training program focuses on enhancing parent and family engagement in education by providing comprehensive information on the Every Student Succeeds Act of 2015 (ESSA). The goal is to ensure all ESSA parent engagement requirements are met, increase engagement at the district and school level, foster collaboration between districts and schools, and empower parents with information about their rights under ESSA/Title I.
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Presentation Transcript
BUILDING CAPACITY FOR PARENT AND FAMILY ENGAGEMENT
What is our Goal? What is our Goal? The bottom line is engaging parents in the learning of their children! This training will provide district and campus staff with comprehensive information about the Every Student Succeeds Act of 2015 (ESSA) and parent and family engagement to better serve the needs of students and parents.
Donna I.S.D. Objectives Donna I.S.D. Objectives To ensure all ESSA parent engagement requirements are met in Donna ISD. To increase parent and family engagement at the district and school level. To foster collaboration and communication between the district and schools in the area of parent and family engagement. To provide information about the rights of parents under ESSA/Title I.
Why should states, districts, and schools collaborate with parents? Student Achievement
State State- -District District- -School Collaboration Collaboration School Parent Engagement = Student Achievement Policy and Fiscal Resources to Encourage Parent and Family Engagement STATE DISTRICT SCHOOL Parent Engagement = Student Achievement Implementation of Parent and Family Engagement Programs & Resources Parent Engagement = Student Achievement Technical Assistance and Resources to Encourage Parent and Family Engagement
Districts and Schools Districts and Schools Are Required Required to Connect with to Connect with Parents Parents Are School Parents District
Whats the Bottom Line? What s the Bottom Line? Accountability State, District, School Collaboration States Districts Schools Student Performance ESSA HOLDS EVERYONE ACCOUNTABLE FOR STUDENT PERFORMANCE This Accountability System Supports and Encourages Parents to Be Involved!
How does ESSA define parent and family engagement? Parental engagement is defined as the participation of parents in regular, two-way, meaningful communication involving student academic learning and other school activities.
Parent Engagement Parent Engagement The Definition Ensures the Following: That parents play an integral role in their child s learning That parents are encouraged to be actively engaged in their child s education at school That parents are full partners in their child s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child Carrying out other activities, such as those described in Title I, Section 1116 (e.g., volunteer activities, serving on parent councils/committees)
Is there supporting research that says parent engagement really makes a difference? What Does the Research Show?
Research Shows Research Shows Parental Engagement Benefits Parents, Teachers, and Students Districts/Schools Districts/Schools Teachers Teachers Students have higher grades and test scores Improved attendance Complete homework more consistently Students have higher graduation rates and greater enrollment rates in post- secondary education Parents Parents Extensive parent engagement leads to higher student achievement Students have higher grades and test scores Students develop realistic plans for their future Student Students s Students exhibit more positive attitudes and behavior Students have higher graduation rates and greater enrollment rates in post- secondary education
Research Shows Research Shows When Parents Are Engaged! Students that are economically disadvantaged can achieve to the same high standards. Student behaviors, such as alcohol use, violence, and antisocial behavior decrease as parent involvement increases. Students achieve at all ages and grade levels. Source: ( 2002 A Wave of New Evidence, Henderson and Mapp, USDE, Condition of Education 2000, Henderson and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982; Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
Research Shows Research Shows When Parents Are Engaged! Students have higher grades and test scores, better attendance, and complete homework more consistently. Students exhibit more positive attitudes and behavior. Different types of parent/family involvement produce different gains. Source: (2002 A Wave of New Evidence, Henderson and MappUSDE, Condition of Education 2000, Henderson and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982; Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
Research Shows Research Shows The achievement of a student in school is not based solely on income or socioeconomic status, but the extent to which that student s family is able to do the following: Create a home environment that encourages learning Communicate high, yet reasonable, expectations for the child s achievement and future careers Become involved in their child's education at school and community Source: (2002 A Wave of New Evidence, Henderson and MappUSDE, Condition of Education 2000, Henderson and Berla, Clark 1983; Comer 1980, 1988; Eccles, Arbreton, et al., 1993 Eccles-Parsons, Adler and Kaczala 1982; Epstein 1983, 1984; Marjoribanks 1979 as cited in Eccles and Harold 1996)
What barriers must be acknowledged for districts and schools to implement effective parent engagement practices?
Barriers to Parent Engagement Barriers to Parent Engagement The barriers that limit effective parent engagement in our schools must be identified and addressed by the district and the school. These barriers are: Economic Barriers Social Barriers Educational Barriers Language Barriers Cultural Barriers
Breaking Barriers to Parent and Family Engagement In order for parent engagement programs to be effective, existing barriers should be addressed. When barriers are acknowledged, trusting home/school relationships and effective parent engagement programs can be implemented.
Barriers at a Glance Economic Barriers: We must acknowledge the economic status of residents and develop programs that meet these needs. There is a broad range of economic situations that often arise in Title I schools (i.e., unemployment, TANF, multiple day and nighttime jobs or other income sources).
Social Barriers: We must acknowledge that families may be run by single parent households. Research shows there is also an emergence of non-traditional households and families headed by the grandparent. Educational Barriers: Parents may have limited educational attainment, which may result in difficulty in assisting children in doing homework assignments (i.e., adult illiteracy).
Language Barriers: Districts and schools are required to address the needs of students that are limited English proficient. Parents may also possess the same language limitations. Strategies must be developed to inform parents of the law in diverse languages in a practical and understandable manner.
Cultural Barriers: Districts and schools must be sensitive to cultural differences among parents and students by acknowledging the wide array of cultures and religions that exist within the school community and ensuring that all cultures are represented. Sources: www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1111 The National Network of Partnership Schools: A Model for Family-School-Community Partnerships, The Harvard Family Research Project, Prepared for the DeWitt Wallace-Reader s Digest Fund
How do we build capacity for parent and Family Engagement? BUILDING CAPACITY Written Policies School-Parent Compacts 14 Activities (See Handout: Building Capacity - for Improvement ) The following 14 Parental Involvement Activities drive parent engagement programs across the country. (6 activities are required and 8 activities are optional, but recommended)
Title I, Part A Building Capacity for Parental Involvement Each LEA and School Shall Provide 1. participating Title I children in understanding such topics as the state s academic content and achievement standards, the assessments being used, the requirements of Title I, Part A, and how to monitor their children s progress and work with educators to improve their achievement. 2. Materials and Training Each LEA and school shall provide materials and training, such as literacy training and training on how to use technology, to help parents work with their children to improve achievement. 3. Educate Educators Each LEA and school shall educate teachers, pupil services personnel, principals and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs and build ties between parents and the school. 4. Program Coordination Each LEA and school shall, to the extent feasible and appropriate, coordinate and integrate parental involvement programs with Head Start, Even Start, and other preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. 5. Understandable Communication Each LEA and school shall ensure that information related to school and parent programs, meetings and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. 6. Other Required Activities Each LEA and school shall provide such other reasonable support for parental involvement activities as parents may request. Program Information for Parents Each LEA and school shall provide assistance to parents of
Title I, Part A Building Capacity for Parental Involvement Each LEA and School May Provide 1. Input on Professional Development Each LEA and school may involve parents in the development of training for teachers, principals and other educators to improve the effectiveness of such training. 2. Literacy Training Each LEA and school may provide necessary literacy training for parents with Title I, Part A funds if the LEA has exhausted all other reasonably available sources of funding. 3. Parents Expenses Each LEA and school may pay reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions. 4. Parents Reaching Out to Parents Each LEA and school may train parents to enhance the involvement of other parents. 5. Convenient School Meetings Each LEA and school may arrange school meetings at a variety of times, or conduct in-home conferences between parents who are unable to attend the school meetings and the teachers and other educators who work with their children. 6. Model Approaches Each LEA and school may adopt and implement model approaches to improving parental involvement. 7. Districtwide Parent Council Each LEA may establish a districtwide parent advisory council to provide advice on all matters related to parental involvement in funded programs. 8. Community Involvement Each LEA and school may develop appropriate roles for community-based organizations and businesses in parent involvement activities.
Parent Engagement Resources
On On- -line Resources line Resources The United States Department of Education Especially for Parents: www.ed.gov/parents/landing.jhtml Organizations with Expertise in Parent Engagement: http://www.americaspromise.org/organizations-expertise-parent- engagement Helping Children Succeed in School Parental Involvement in Schools: www.urbanext.illinois.edu/succeed/parental.cfm Title I Statewide School Support and Family and Community Engagement Initiative: http://www.esc16.net/page/title1swi.home
Bilingual Parent and Family Bilingual Parent and Family Literacy Resources Literacy Resources Hispanic Family Literacy Institute Family literacy offers Hispanic families access to an on-line education and learning environment that maintains strong cultural and language bonds between parents and their children. www.losninosensucasa.org The Sesame Street Beginnings: Talk, Read, Write! This program is a bilingual multimedia program to improve the four fundamental skills for literacy development ( i.e., listening, speaking, reading, and writing.) http://archive.sesameworkshop.org/talkreadwrite/ http://plazasesamo.com Colorin Colorado: A bilingual site for educators and families of English Language Learners http://www.colorincolorado.org/
Donna Independent School District Parent and Family Engagement Department Tomas Tamez, Director 904 Hester Donna, Tx. 78537 Norma L. Guevara, Secretary 904 Hester Donna, Tx. 78537 Ph: (956) 464-1600 ext. 1230 Fax: (956) 461-9006 ttamez@donnaisd.net Ph: (956) 464-1600 ext. 1230 Fax: (956) 461-9006 nlguevara@donnaisd.net
