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Assisting Schools to Improve Facilitation of Family Involvement: Math Strategies

Assisting Schools to Improve Facilitation of Family Involvement: Math Strategies. National Center for Special Education Accountability Monitoring (NCSEAM). Where are we going today?. Let’s talk about family involvement What are some strategies to improve how we get families involved?

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Assisting Schools to Improve Facilitation of Family Involvement: Math Strategies

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  1. Assisting Schools to Improve Facilitation of Family Involvement:Math Strategies National Center for Special Education Accountability Monitoring (NCSEAM)

  2. Where are we going today? • Let’s talk about family involvement • What are some strategies to improve how we get families involved? • Feedback & Goal Setting

  3. Indicator B-8 • Percent of parents with a child receiving special education services who report that schools facilitated parent involvementas a means of improving services and results for children with disabilities

  4. The 4 A’s - Values Clarification • Approach • Attitude • Atmosphere • Actions

  5. Developing Pathways to Partnerships Prerequisite Conditions: “3 A’s” must be in place for Actions to be accepted and effective Approach Actions Communicating a tone of partnership through bidirectional home-school communication and fostering family involvement in learning at home Successful learning opportunities and outcomes for children Atmosphere Attitude (Christenson & Sheridan, 2001; Sheridan & Kratochwill, 2008)

  6. Trouble Areas • Computation Skills • Math Fluency • Math Applications

  7. Tips to Share with Parents • Praise Effort • Additional Motivators • Keep time reasonable

  8. Interventions for Families • Interspersing Techniques • Explicit Timing • Cover, Copy, & Compare

  9. Interspersing Techniques • Complete academic tasks • Worksheets • Flashcards

  10. Explicit Timing • Fluency • Materials

  11. Explicit Timing • Procedure • Evaluation

  12. Cover, Copy, Compare • Improve Accuracy • Done Independently • Materials

  13. Cover, Copy, Compare • Procedure • Evaluation

  14. Interventions for School • Reciprocal Peer Tutoring with Parent Involvement • Student Pairs • Set Goals • Repeated Practice • Parental Rewards

  15. Reciprocal Peer Tutoring with Parent Involvement • Parental Involvement • Materials

  16. Reciprocal Peer Tutoring with Parent Involvement • Introductory Procedures • Student Overview • Send Parent Letter • Divide into Pairs

  17. Reciprocal Peer Tutoring with Parent Involvement • Each Week: • Choose reward • Meet with team • Determine individual goals

  18. Reciprocal Peer Tutoring with Parent Involvement • Each Session: • Flash Cards • Correct/Incorrect Answers • Switch Roles

  19. Reciprocal Peer Tutoring with Parent Involvement • After each session: • Drill Sheets • Correct/Incorrect Answers • Rewards

  20. Feedback. . .

  21. Questions for you. . . • What are the potential barriers for using this model to encourage math performance? • How can we overcome these barriers? • What support is necessary from administration? • What support is necessary from other school staff? • How will we ensure this support is offered and barriers are overcome?

  22. For More Information • www.ed.gov • www.acountabilitydata.org • www.rrfcnetwork.org • www.nectac.org It’s about Better Results

  23. We’re Done for Today! www.accountabilitydata.org

  24. References • Cates, G. L., & Erkfritz, K. N. (2007). Effects of interspersing rates on students performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis. Psychology in the Schools, 44, 615-624. • Heller, L. R., & Fantuzzo, J. W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534. • Lee, M. J., & Tingstrom, D. H. (1994). A group math intervention: The modification of cover, copy, and compare for group application. Psychology in the Schools, 31, 133-145. • Van Houten, R., & Thompson, C. (1976). The effects of explicit timing on math performance. Journal of Applied Behavior Analysis, 9, 227-230.

  25. Acknowledgments • The National Center for Special Education Accountability Monitoring (NCSEAM) would like to take a moment and offer a very special thank you to the Future of School Psychology Task Force on Family School Partnerships. A great deal of information presented in these modules was contributed by this team and our sincere appreciation goes out to you for all your efforts. • NCSEAM would also like to thank those who provided essential feedback to us throughout the development process.

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