1 / 30

Engaging Families to Zap the Gap

Engaging Families to Zap the Gap. Anne T. Henderson, Senior Consultant Community Involvement Program Annenberg Institute for School Reform Henderam@aol.com. Goals of the Session. Discuss roots of achievement gap Cover big stories from research

vanya
Download Presentation

Engaging Families to Zap the Gap

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Engaging Families to Zap the Gap Anne T. Henderson, Senior Consultant Community Involvement Program Annenberg Institute for School Reform Henderam@aol.com

  2. Goals of the Session • Discuss roots of achievement gap • Cover big stories from research • Learn strategies for linking PI to learning • Discuss strategies for sustaining parent engagement

  3. Strategies to zap the gap • build students’ skills • increase support at home • offer professional development on content, teaching methods, and relationships with students Ron Ferguson, Harvard, 2006

  4. America is Changing • Immigration • Poverty • New Economy/New Standards for Achievement

  5. Children of Immigrants

  6. Children in Poverty 73 million children in the U.S. • 40% live in poverty – family unable to provide basic necessities • 18% live below poverty line • 81% have at least one working parent • Number rising steadily since 2000

  7. NAEP Achievement Levels 2005

  8. We need a new vision for parent involvement A vision that matches the reality of the 21st Century

  9. A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement By Anne T. Henderson and Karen L. Mapp www.sedl.org/connections

  10. Overall Finding: When families are involved at home and at school -- Children do better in school, and the schools get better

  11. If their Parents are Involved, Students from All Backgrounds Tend To: • Earn higher grades and test scores • Enroll in higher-level programs • Be promoted and earn credits • Adapt well to school and attend regularly • Have better social skills and behavior • Graduate and go on to higher education

  12. Finding #1: Link to Learning Parent and community involvement that is designed to improve student learning hasa greater effect on achievement.

  13. Finding #2: Advocacy is Protective The more families advocate for children and support their progress, the better their children do, and the longer they stay, in school.

  14. What are Advocates? • 1. Know how system works • 2. Can work with school staff • Guide children through the system • Help plan child’s future • Know where to get help

  15. Finding #3: Organizing is Key Organized initiatives to build parent and community leadership are growing across the country.

  16. Community Organizing is Getting Results • Upgraded school facilities • Improved school leadership and staffing • Higher quality learning programs • Resources to improve teaching and curriculum • Funding for after-school programs and family supports (Lewis, Mediratta and Fruchter, 2002)

  17. Key Areas to Address • Link to learning – Focus on achievement • Build relationships • Form an action team

  18. Beyond the Bake Sale The Essential Guide to Family-School Partnerships Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies The New Press, 2007

  19. Beyond the Bake SaleChapter 5: Linking to Learning How will involving Parents help your Test Scores?

  20. How Will the Program: • Help parents know what their children are learning? • Promote high standards for student work? • Help parents assist children at home? • Promote discussion about improving student progress? • Help families recognize good teaching?

  21. Typical Newsletter Item Next Thursday, a noted naturalist, photographer and lecturer will make a presentation, “Primate Safari,” in the library. Students in 3rd and 4th grades will attend.

  22. Research Brief Students’ reading and math scores (3-5th grades) improved 40-50% faster when teachers : • met with families face-to-face • sent materials on ways to help their child at home • telephoned routinely about progress (Westat and Policy Studies Associates, 2001)

  23. DO MORE: Displays of student work Regular contact with families Math and reading nights Student-led conferences Workshops on planning for college DO LESS: Teacher-made displays Calling home when there’s a problem Parenting classes Focusing on behavior Posters about drug abuse and pregnancy Tips for Linking to Learning

  24. Six-Step Agenda for Class Meeting • Ask parents about favorite teachers. • Explain why you became a teacher • Express your vision of teaching – show how classroom is set up for learning • Describe how you will help struggling and more advanced students • Demonstrate a lesson • Explain how to stay in touch

  25. Chapter 4: Build Relationships

  26. Key Concept: The Joining Process Make the school family-friendly: • Welcoming • Honoring • Connecting • (Mapp, 2002)

  27. Bridge Class and Cultural Differences • Make sure school is welcoming, offers translation, and reflects families’ cultures • Build on families’ cultural values -- share traditions, tell education stories, ask about expectations for their children • Identify and use cultural brokers • Have courageous conversations

  28. Share Power with Families • Consult all families about policies • Inform families how system works • Involve families in action research • Open doors to principal and staff • Connect families to community groups • Offer leadership training for families

  29. Form an Action Team • Represent the school’s diversity • Assess needs - Tap families’ “funds of knowledge” - Ask what supports families need • Use student data • Start small – 2-3 priorities per year

  30. Parents Are More Likely to Become Involved When: • Parents understand that they SHOULD be involved • Parents feel CAPABLE of making a contribution • Parents feel INVITED by the school and their children (Hoover-Dempsey and Sandler, 1997)

More Related