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Moving Beyond Checklists and On To Action

Why are we Here? The Importance of Parent Involvement . The Illinois PIRC (Parent Information Resource Center)Joanne VenaSarah Ogeto. Moving Beyond Checklists and On To Action. 2. Summit 1 - May 2011. . Welcome. Why are We Here? The Importance of Parent Involvement. Presented by. Illinois Pa

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Moving Beyond Checklists and On To Action

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    1. Moving Beyond Checklists and On To Action This Session is the collaborative work of: Illinois State Board of Education Division of Innovation & Improvement Academic Development Institute Great Lakes West Comprehensive Center Illinois PIRC Moving Beyond Checklists and On To Action 1 Summit 1 - May 17, 2011

    2. Why are we Here? The Importance of Parent Involvement The Illinois PIRC (Parent Information Resource Center) Joanne Vena Sarah Ogeto Moving Beyond Checklists and On To Action 2 Summit 1 - May 2011

    3. Welcome Why are We Here? The Importance of Parent Involvement Moving Beyond Checklists and On To Action

    4. About the Illinois PIRC The Illinois PIRC is a statewide initiative spearheaded by the Center for Community Arts Partnerships at Columbia College Chicago. The Illinois PIRC is designed to help implement successful and effective parental involvement policies, programs, and arts-based activities that lead to improvements in student academic achievement across schools and school districts. Moving Beyond Checklists and On To Action Internal Notes Lecture: What is the Illinois PIRC, slide 1 of 4 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 20 minutes for 7 slides that discuss what the Illinois PIRC is and the Hoover Dempsey research. Take Away Goal from this talking point: Understand what the Illinois PIRC has to offer Use the Illinois PIRC as a resource Talking points: Understand that the Illinois PIRC’s charge is to support the jobs of parents in being their child’s first teacher. Transition: Lead into the idea of what the Illinois PIRC offers and how it supports activities is guided by core values. Internal Notes Lecture: What is the Illinois PIRC, slide 1 of 4 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 20 minutes for 7 slides that discuss what the Illinois PIRC is and the Hoover Dempsey research. Take Away Goal from this talking point: Understand what the Illinois PIRC has to offer Use the Illinois PIRC as a resource Talking points: Understand that the Illinois PIRC’s charge is to support the jobs of parents in being their child’s first teacher. Transition: Lead into the idea of what the Illinois PIRC offers and how it supports activities is guided by core values.

    5. Illinois PIRC Core Values Moving Beyond Checklists and On To Action Internal Notes Lecture: What is the Illinois PIRC, slide 2 of 4 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Talking points: Discuss the idea of what the Illinois PIRC offers and how it supports activities is guided by core values. Internal Notes Lecture: What is the Illinois PIRC, slide 2 of 4 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Talking points: Discuss the idea of what the Illinois PIRC offers and how it supports activities is guided by core values.

    6. Today’s presentation Moving Beyond Checklists and On To Action Building a pi agenda must engage multiple partners in the school and at home Look at how teachers can support learning at home Approach parents as partners (relationship building) Build a welcoming environment for collaboration Not a single solution—there is not an easy fix—not all things are going to work for all parents Building a pi agenda must engage multiple partners in the school and at home Look at how teachers can support learning at home Approach parents as partners (relationship building) Build a welcoming environment for collaboration Not a single solution—there is not an easy fix—not all things are going to work for all parents

    7. LOOKING AT HOW TO CULTIVATE STRONGER HOME/COMMUNITY CONNECTION (The Essential Conversation – Sarah Lawrence Lightfoot 2003) Moving Beyond Checklists and On To Action Internal Notes Activity1: Parent Memory Icebreaker To have participants reflect on a memorable moment in how their parents made an impact on their life as a student. Time Allotment: 20 minutes for reflection activity Take Away Goal from this activity: Remember that parents are important because they are their child’s first teacher. Parents play an on-going role in supporting their children’s growth and development. View them as your partner Task: Welcome participants Ask them to pair up and reflect on the two questions Give participants about 7-8 minutes to reflect on the questions with each other Allow five minutes to do a group share Transition: Ask participants to introduce themselves and sit within their school teams Internal Notes Activity1: Parent Memory Icebreaker To have participants reflect on a memorable moment in how their parents made an impact on their life as a student. Time Allotment: 20 minutes for reflection activity Take Away Goal from this activity: Remember that parents are important because they are their child’s first teacher. Parents play an on-going role in supporting their children’s growth and development. View them as your partner Task: Welcome participants Ask them to pair up and reflect on the two questions Give participants about 7-8 minutes to reflect on the questions with each other Allow five minutes to do a group share Transition: Ask participants to introduce themselves and sit within their school teams

    8. Moving Beyond Checklists and On To Action

    9. Why and How Do Parents Become Involved? (Katherine Hoover -Dempsey 2005) Moving Beyond Checklists and On To Action Internal Notes Lecture: Exploring Lessons Learned, slide 1 of 5 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 10 minutes for 5 slides that discuss what the explore lessons learned Take Away Goals from this talking point: Help parents know what they can contribute and what they are supposed to do Ensure that parents know their role is important and that schools are there to support their engagement at any level Create a welcoming environment—across the board for parents in the school and community site Talking points: Share the PIRC goals Explain the model for parental involvement at six hubs sites Highlight activities that have happened that link to the factors that impact a parent’s choice to get involved. Activities not mentioned on the slide include: Cultural background and community norms (don’t separate families by grade level) Confidence about their ability to contribute (embrace the family unit, think about identifying systems and structures for engagement, offering activities for parents at different times A “Sense of Invitation” (designate a space for parent resources, encourage the principal to be visible during parent activities, remember to invite parents at all times, help to support a school culture of welcoming families. Internal Notes Lecture: Exploring Lessons Learned, slide 1 of 5 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 10 minutes for 5 slides that discuss what the explore lessons learned Take Away Goals from this talking point: Help parents know what they can contribute and what they are supposed to do Ensure that parents know their role is important and that schools are there to support their engagement at any level Create a welcoming environment—across the board for parents in the school and community site Talking points: Share the PIRC goals Explain the model for parental involvement at six hubs sites Highlight activities that have happened that link to the factors that impact a parent’s choice to get involved. Activities not mentioned on the slide include: Cultural background and community norms (don’t separate families by grade level) Confidence about their ability to contribute (embrace the family unit, think about identifying systems and structures for engagement, offering activities for parents at different times A “Sense of Invitation” (designate a space for parent resources, encourage the principal to be visible during parent activities, remember to invite parents at all times, help to support a school culture of welcoming families.

    10. Moving Beyond Checklists and On To Action

    11. Moving Beyond Checklists and On To Action

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    15. Regardless of socio-economic status, parents of students share similar opinions Moving Beyond Checklists and On To Action Internal Notes Lecture: Exploring Lessons Learned, slide 1 of 5 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 10 minutes for 5 slides that discuss what the explore lessons learned Take Away Goals from this talking point: Help parents know what they can contribute and what they are supposed to do Ensure that parents know their role is important and that schools are there to support their engagement at any level Create a welcoming environment—across the board for parents in the school and community site Talking points: Share the PIRC goals Explain the model for parental involvement at six hubs sites Highlight activities that have happened that link to the factors that impact a parent’s choice to get involved. Activities not mentioned on the slide include: Cultural background and community norms (don’t separate families by grade level) Confidence about their ability to contribute (embrace the family unit, think about identifying systems and structures for engagement, offering activities for parents at different times A “Sense of Invitation” (designate a space for parent resources, encourage the principal to be visible during parent activities, remember to invite parents at all times, help to support a school culture of welcoming families. Internal Notes Lecture: Exploring Lessons Learned, slide 1 of 5 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 10 minutes for 5 slides that discuss what the explore lessons learned Take Away Goals from this talking point: Help parents know what they can contribute and what they are supposed to do Ensure that parents know their role is important and that schools are there to support their engagement at any level Create a welcoming environment—across the board for parents in the school and community site Talking points: Share the PIRC goals Explain the model for parental involvement at six hubs sites Highlight activities that have happened that link to the factors that impact a parent’s choice to get involved. Activities not mentioned on the slide include: Cultural background and community norms (don’t separate families by grade level) Confidence about their ability to contribute (embrace the family unit, think about identifying systems and structures for engagement, offering activities for parents at different times A “Sense of Invitation” (designate a space for parent resources, encourage the principal to be visible during parent activities, remember to invite parents at all times, help to support a school culture of welcoming families.

    16. Parents Identified the Following Strategies as Helpful and Supportive to Them Internal Notes Lecture: Exploring Lessons Learned, slide 1 of 5 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 5 minutes for 5 slides that discuss what the explore lessons learned Take Away Goals from this talking point: Help parents know what they can contribute and what they are supposed to do Ensure that parents know their role is important and that schools are there to support their engagement at any level Create a welcoming environment—across the board for parents in the school and community site Talking points: Share the PIRC goals Explain the model for parental involvement at six hubs sites Highlight activities that have happened that link to the factors that impact a parent’s choice to get involved. Activities not mentioned on the slide include: Cultural background and community norms (don’t separate families by grade level) Confidence about their ability to contribute (embrace the family unit, think about identifying systems and structures for engagement, offering activities for parents at different times A “Sense of Invitation” (designate a space for parent resources, encourage the principal to be visible during parent activities, remember to invite parents at all times, help to support a school culture of welcoming families. Internal Notes Lecture: Exploring Lessons Learned, slide 1 of 5 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Time Allotment: 5 minutes for 5 slides that discuss what the explore lessons learned Take Away Goals from this talking point: Help parents know what they can contribute and what they are supposed to do Ensure that parents know their role is important and that schools are there to support their engagement at any level Create a welcoming environment—across the board for parents in the school and community site Talking points: Share the PIRC goals Explain the model for parental involvement at six hubs sites Highlight activities that have happened that link to the factors that impact a parent’s choice to get involved. Activities not mentioned on the slide include: Cultural background and community norms (don’t separate families by grade level) Confidence about their ability to contribute (embrace the family unit, think about identifying systems and structures for engagement, offering activities for parents at different times A “Sense of Invitation” (designate a space for parent resources, encourage the principal to be visible during parent activities, remember to invite parents at all times, help to support a school culture of welcoming families.

    17. Strategy 1: Preparing families for high school and college Advisory Breakfasts for Parents and Teachers Moving Beyond Checklists and On To Action

    18. Moving Beyond Checklists and On To Action

    19. Moving Beyond Checklists and On To Action Created a collaboration with school administration to make sure resources are available. ( This effort could be a collaboration with the PTA) Sent an announcement for RFPs sent to all teachers. Facilitated professional development workshops for the self-selected group of teachers who submitted an intent to apply. Identified a point person in the school to monitor and approve final applications and related budgets.Created a collaboration with school administration to make sure resources are available. ( This effort could be a collaboration with the PTA) Sent an announcement for RFPs sent to all teachers. Facilitated professional development workshops for the self-selected group of teachers who submitted an intent to apply. Identified a point person in the school to monitor and approve final applications and related budgets.

    20. If parents are a child’s first teacher, what do we need to remember? Moving Beyond Checklists and On To Action Internal Notes Lecture: What is the Illinois PIRC, slide 3 of 4 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Talking points: Define parental involvement Acknowledge that there are different levels parents involvement. Reference the DLOPI handout. Internal Notes Lecture: What is the Illinois PIRC, slide 3 of 4 To engage participants in understanding the scope and the resources the Illinois PIRC offers. Talking points: Define parental involvement Acknowledge that there are different levels parents involvement. Reference the DLOPI handout.

    21. Internal Notes Wrap-Up Time Allotment: 5 minutes Task: Facilitate raffle Note that presentation can be emailed upon requests Collect evaluations Internal Notes Wrap-Up Time Allotment: 5 minutes Task: Facilitate raffle Note that presentation can be emailed upon requests Collect evaluations

    22. Best Practices In Parent Involvement Panel: Sharing of Experiences Facilitated by: Nick Pinchok Great Lakes West Comprehensive Center Moving Beyond Checklists and On To Action 22 Summit 1 - May 2011

    23. Today’s Panelists: Erica Austin & Laura Rennison – Jefferson Middle School (Springfield SD 186) Rachel Fowler – Jefferson School (Moline SD 40) Barbara Humphrey - East St. Louis (SD 189) Moving Beyond Checklists and On To Action 23 Summit 1 - May 2011

    24. Summit 1 - May 2011 Moving Beyond Checklists and On To Action 24

    25. JMS at a glance…. 33% Mobility rate Academic Watch List for 6 years PBIS School (Positive Behavior Interventions and Support) BIST School (Behavior Intervention Support Team) 50% Students in Gender Specific 20% Students in AVID (Advancement via Individual Determination) Moving Beyond Checklists and On To Action

    26. Community Partners Moving Beyond Checklists and On To Action

    27. FACE TEAM Mission Statement: It takes a Village to Raise a Child….. Monthly meetings-offered morning and evening Have a strong team of teachers and “parents” who understand that we all are connected in this human race, and have a duty to hold each other accountable and ensure the responsible upbringing of our youth. Dress Down Coupon Moving Beyond Checklists and On To Action

    28. Parent(s) of the Month Recognizes parents that: Participate in FACE meetings Participate in family nights Actively involved in child’s academic progress Recognized at monthly luncheon Moving Beyond Checklists and On To Action

    29. Collaboration with Student Support Leader Basic needs Home visits for truant students Families in crisis Referrals to outside agencies Parent Educator member of wrap team Moving Beyond Checklists and On To Action

    30. PAST EVENTS Moving Beyond Checklists and On To Action

    31. Promo for Reading Night Moving Beyond Checklists and On To Action

    32. When Working With Parents & Students: Moving Beyond Checklists and On To Action

    33. Plans for the Future Get even more parents involved on team and at school events! Continue to host monthly family engagement nights. Continue to bring in speakers to address issues important to parents. Parent-led meetings. Moving Beyond Checklists and On To Action

    34. Plans for the Future Family dance night Family movie night Family college-greek night Family zumba/exercise night Moving Beyond Checklists and On To Action

    35. Jefferson Middle School http://www.springfield.k12.il.us/schools/jefferson/ Sena Nelson, Principal nelson@springfield.k12.il.us Erica Austin, Parent Educator eaustin@springfield.k12.il.us Laura Rennison, Student Support Leader lryan@springfield.k12.il.us Moving Beyond Checklists and On To Action

    36. Summit 1 - May 2011 Moving Beyond Checklists and On To Action 36 Parent Engagement: Making More of Parent Involvement

    37. Moving Beyond Checklists and On To Action

    38. Moving Beyond Checklists and On To Action When a Mom has a baby – most moms are not looking at them and saying “I am going to do everything I can to mess this kid up - they want better for there child But Life happens – and the parent may not have the tools to make the child’s life successful. Giving up on your child = stop the parent giving up on the childWhen a Mom has a baby – most moms are not looking at them and saying “I am going to do everything I can to mess this kid up - they want better for there child But Life happens – and the parent may not have the tools to make the child’s life successful. Giving up on your child = stop the parent giving up on the child

    39. We know this information, but… Up to 10% of our families were participating in family/child activities A majority of parents reported that they did not know what was going on at school Parents were comfortable with the classroom teachers, but not with the entire school Moving Beyond Checklists and On To Action

    40. Parent Involvement vs. Family Engagement All families are involved in their children’s learning There are more members of the family beyond the parent and one child One type of activity is offered and is meant to meet all parent’s needs. Not all families are “engaged” or active in their child’s learning All family members are recognized and included Participation may take on many forms and depends on the unique characteristics of the family Moving Beyond Checklists and On To Action According to a literature review conducted through NAEYC – defination of parent involvment and parent engagement The paradigm shift occurs when educator begin to recognize thatAccording to a literature review conducted through NAEYC – defination of parent involvment and parent engagement The paradigm shift occurs when educator begin to recognize that

    41. Why do we care… Benchmarking Data Transition to Kindergarten Poor Attendance A need to do better Moving Beyond Checklists and On To Action Looking at our data - Tier System Information lost over the summer drop in report card data and Igdi scores What was happening in kindergarten children’s attendanceLooking at our data - Tier System Information lost over the summer drop in report card data and Igdi scores What was happening in kindergarten children’s attendance

    42. Where did we start? Preschool Screening Parent Contract Created activities with a purpose Created a variety of activities Rewarded participation Moving Beyond Checklists and On To Action

    43. Preschool Screening Jefferson Staff welcomes families to the screening Process explained to families Material packet given out at the screening Moving Beyond Checklists and On To Action First experience with the school Begin the partnership right then Materials given at screening scissors, crayons, blank writing book, picture book and skill sheet First experience with the school Begin the partnership right then Materials given at screening scissors, crayons, blank writing book, picture book and skill sheet

    44. Parent Contract emphasizes… Parent responsibility Student Attendance Family Participation Parent Participation Rewards the positive behavior Useful materials given to families Great Door prizes Kohls Gift Cards at the end of the year Moving Beyond Checklists and On To Action We partner with parents – don’t enable parents can we really turn a child away Example door prizes – picture dictionaries – family games – lego setsWe partner with parents – don’t enable parents can we really turn a child away Example door prizes – picture dictionaries – family games – lego sets

    45. Activities with a purpose Met a need based on student data Made a change based on parent survey Exemplified parent research material Moving Beyond Checklists and On To Action Looking at benchmark and report card data Colors Counting Rhyming Letter and Number Identification Way information was presented Parent Make it Take – not enough time changed for next time Demonstrate what the resources are telling them Demonstrate learning going on in the classroomLooking at benchmark and report card data Colors Counting Rhyming Letter and Number Identification Way information was presented Parent Make it Take – not enough time changed for next time Demonstrate what the resources are telling them Demonstrate learning going on in the classroom

    46. Types of Materials Parents Receive Referenced throughout the presentations Referenced during future activities Provide a link from curriculum used in the classroom to activities implemented at home Moving Beyond Checklists and On To Action Talk about show each one – tables in handouts Discuss funding of activities $55,000 from Birth to Work Funds Volunteer Project, Staff available at screenings, interpreting the newsletterTalk about show each one – tables in handouts Discuss funding of activities $55,000 from Birth to Work Funds Volunteer Project, Staff available at screenings, interpreting the newsletter

    47. Series of 5 Events… What will my Child Learn at Preschool? Learning through Play Ways to Encourage Pre-Literacy Skills Ways to Encourage Math Skills Ways to Encourage a Love of Science Moving Beyond Checklists and On To Action Learning with a purposeLearning with a purpose

    48. DVD presentation Material sent home to families that requested the info Handouts along with explanation DVD visual directions Using I-Movie DVD Burner – Aleratec 15 DVDs burnt at a time Return the DVD following the activity to recycle Moving Beyond Checklists and On To Action Explain DVD plan – Birth to Work Grant MoneyExplain DVD plan – Birth to Work Grant Money

    49. 3 Winter Take Home Packs All three focus around Literacy Provide examples of learning that happens at school Allow all families to participate Moving Beyond Checklists and On To Action

    50. Moving up to Kindergarten Night Discuss “What do you think your child will learn at Kindergarten” Define Elementary Terms Activity Bags Contact Information Moving Beyond Checklists and On To Action

    51. Materials families receive by the end of the year Dry Erase Board Dry Erase Markers Magnetic Letters Magnetic Numbers Cookie Sheet 2 dice 6 Paperback Books Highlighter Measuring Strips Wikki Stix Beads and Pipe Cleaners Playdough Cookie Cutter Placemat Alphabet Cards Number Cards Corn Bread Mix Moving Beyond Checklists and On To Action

    52. Clifford Night Combines a Family Night with a Literacy Focus 60 to 80% attendance Approximately 20% of families that have not attend any events, attend Clifford Night Moving Beyond Checklists and On To Action

    53. What are the Results Improvement in Student Data 69 children who participated in the Kindergarten Transition Activities scored at the Well Above Average or Average in several areas recorded on Aimsweb Children whose Aimsweb scores were either at Below Average or Well Below Average in all listed areas did not participate in any of the family activities offered at Jefferson Moving Beyond Checklists and On To Action

    54. Improvement in Family Engagement As to date, 70% or 181 families have participated in a family engagement activities As to date, 62% or 160 families have participated in 2 or more family engagement activities Moving Beyond Checklists and On To Action

    55. Where do we go from here… Volunteer Program Library on a Cart Strategic Communication Transitioning Parents to Elementary Schools Moving Beyond Checklists and On To Action

    56. Volunteer Programs Invitation to Volunteer at School Volunteer Pledge Drive Volunteering with a purpose Communication with Teacher to understand what the volunteer’s purpose is Moving Beyond Checklists and On To Action

    57. Library on the Cart Expands literacy opportunities to families Opportunity for parent participation without a huge time commitment Lends itself to other volunteer opportunities Guest Reader Community Volunteers Excites children and families about reading Getting books in children’s hands Moving Beyond Checklists and On To Action

    58. Strategic Communication Documentation Panels Reference materials in the monthly newsletter Follow-up Activities Moving Beyond Checklists and On To Action

    59. Transitioning Parents to Kindergarten Education Jargon Link to the elementary PTA/PTO Reminder e-mails Inform elementary school of the materials and resources families have received Moving Beyond Checklists and On To Action

    60. Is Family Engagement Worthwhile? Moving Beyond Checklists and On To Action

    61. Best Practices In Parent Involvement Discussion Time Facilitated by: Nick Pinchok Great Lakes West Comprehensive Center Moving Beyond Checklists and On To Action 61 Summit 1 - May 2011

    62. Discussing Common Core Standards with Parents Lunch Keynote Moving Beyond Checklists and On To Action 62 Summit 1 - May 2011

    63. Meeting the Expectations of the ESEA Parent Involvement Regulations Illinois State Board of Education Marci Johnson Division Supervisor, Division of Innovation & Improvement Joseph Banks Chicago Office, Division of Innovation & Improvement Moving Beyond Checklists and On To Action 63 Summit 1 - May 2011

    64. Benefits of Quality Parent Engagement According to research, parent involvement: Increases student attendance Helps students and families gain a better understanding of the school and its purpose Causes students and families to become more positive toward the school and school staff Helps the school become more effective Improves student test scores Moving Beyond Checklists and On To Action

    65. Why is Parent Involvement Mentioned? Title 1 Part A Subpart 1 Section 1111-1118 mentions Parents 300 times It is a focal point of the United States Department of Education’s monitoring visits The legislation empowers parents to participate in decisions related to their children’s education Moving Beyond Checklists and On To Action

    66. 66 Parental Involvement Moving Beyond Checklists and On To Action

    67. The Local Educational Agency (LEA): Involve parents in the joint development of the annual LEA’s plan. Provide the coordination and technical assistance in planning effective parent involvement activities. Moving Beyond Checklists and On To Action There is a requirement for an annual plan for school review and improvement. The purpose of parent involvement activities is to improve student academic achievement and school performance. There is a requirement for an annual plan for school review and improvement. The purpose of parent involvement activities is to improve student academic achievement and school performance.

    68. LEA’s Responsibilities Coordinate parental involvement with other programs such as Head Start, Reading First, and other pre-school programs. Conduct an annual evaluation of the parent involvement policy. Moving Beyond Checklists and On To Action Parents must be involved in the annual evaluation of the parent policy.Parents must be involved in the annual evaluation of the parent policy.

    69. Funds for Parent Involvement Each LEA shall reserve not less than 1%, if the Title I budget is $500,000 or more, to carry out the parental involvement requirements. 95% of the 1% of funds must go directly to the school Parents must be involved in the decision on how the money is spent Allowable activities Ways to use the funding Requirements include the promotion of family literacy and parenting skills. Parents shall be involved in the decisions regarding how funds are allotted for parent involvement activities.Requirements include the promotion of family literacy and parenting skills. Parents shall be involved in the decisions regarding how funds are allotted for parent involvement activities.

    70. Holding Annual Meetings Share with parents how your school works to meet this requirement of the law using SEC. 1118 (c) as a guide Involving Parents Share with parents how your school works to meet this requirement of the law using SEC. 1118 (c) as a guide Moving Beyond Checklists and On To Action Title I Part A SEC. 1118. PARENT INVOLVEMENT (c) POLICY INVOLVEMENT- Each school served under this part shall —   (1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school's participation under this part and to explain the requirements of this part, and the right of the parents to be involved;   (2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement;   (3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children;   (4) provide parents of participating children —   (A) timely information about programs under this part;   (B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet; and (C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and   (5) if the school wide program plan under section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency. Title I Part A SEC. 1118. PARENT INVOLVEMENT (c) POLICY INVOLVEMENT- Each school served under this part shall —   (1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school's participation under this part and to explain the requirements of this part, and the right of the parents to be involved;   (2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement;   (3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children;   (4) provide parents of participating children —   (A) timely information about programs under this part;   (B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet; and (C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and   (5) if the school wide program plan under section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency.

    71. Parent Involvement Policy Parents shall be notified of the written parent involvement policy. The policy shall be made available to the local community. Moving Beyond Checklists and On To Action The policy must be in an understandable format and in a language the parents can understand. It must be updated periodically to meet the changing needs of the parents and school. The policy must be in an understandable format and in a language the parents can understand. It must be updated periodically to meet the changing needs of the parents and school.

    72. Purpose of the Annual Meeting Provide parents with: A description and explanation of the school’s curriculum. Information about the academic assessment(s) used to measure student progress. Information on the proficiency levels students are expected to meet. Information about parent rights and involvement at the school. Information about the budget for parent involvement activities. Moving Beyond Checklists and On To Action The compact will outline how parents, school staff and students will share the responsibility for improved academic achievement. and provide opportunities for regular meetings to participate in decisions relating to the education of their children The compact will outline how parents, school staff and students will share the responsibility for improved academic achievement. and provide opportunities for regular meetings to participate in decisions relating to the education of their children

    73. The Compact Should Describe: The school’s responsibility to provide quality instruction and curriculum Ways in which parents will be responsible for supporting their children’s learning Moving Beyond Checklists and On To Action Parents can assist their children by monitoring attendance, homework completion and volunteering in their classroom. Parents can assist their children by monitoring attendance, homework completion and volunteering in their classroom.

    74. The Compact Should Address communication between teachers and parents through: Parent teacher conferences Frequent reports to parents on their children’s progress Reasonable access to staff, opportunities to volunteer and observe Moving Beyond Checklists and On To Action

    75. Building Capacity for Involvement Each school and LEA shall: provide assistance to parents in understanding how to monitor a child’s progress provide materials and training to assist parents in working with their children educate staff in the value of parents conduct activities that encourage parents to participate Moving Beyond Checklists and On To Action An explanation is necessary to parents so they may understand the State’s academic standards and assessments. The goal for parents is to help their children improve their achievement. School staff should understand the utility of the contributions of parents and working with them in all aspects of the school. Parents should be supported to more fully participate in the education of their children. An explanation is necessary to parents so they may understand the State’s academic standards and assessments. The goal for parents is to help their children improve their achievement. School staff should understand the utility of the contributions of parents and working with them in all aspects of the school. Parents should be supported to more fully participate in the education of their children.

    76. Building Capacity for Involvement Each School and LEA shall: Ensure that information is sent to parents in a format that parents can understand. Train parents to enhance the involvement of other parents. Adopt and implement model approaches to improving parental involvement. Provide other support for parental involvement as parents may request. Moving Beyond Checklists and On To Action Information related to school and parent programs must be at a reading level understandable to parents and, if the language in the home is not English, must be in their language. A district-wide parent advisory council may be established. Information related to school and parent programs must be at a reading level understandable to parents and, if the language in the home is not English, must be in their language. A district-wide parent advisory council may be established.

    77. Parent Participation LEA’s must provide full opportunities for the participation of all parents. Moving Beyond Checklists and On To Action Groups may include those with limited English proficiency, parents with disabilities, and parents of migratory children in a language the parents understand.Groups may include those with limited English proficiency, parents with disabilities, and parents of migratory children in a language the parents understand.

    78. Re-envisioning Parent & Community Involvement

    79. Re-envisioning Parent & Community Involvement

    80. Policies - Building Block Policies and Practices: Parent Involvement Policies District School School-Parent Compact Annual Parent Meeting SES Notification to Parents Choice Notification to Parents Highly Qualified Teachers Moving Beyond Checklists and On To Action

    81. Communication - Building Block Communication: School-Parent Compact Responsibilities of teachers, parents, and students Two-way and ongoing communication between school and families Opportunities Teacher to Parent Family Night School to Parent School Website School events Newsletter Moving Beyond Checklists and On To Action

    82. Education - Building Block Education: Professional development for school staff Learning at home Parent workshops Learning Standards Study Skills Literacy Topics specific to parent needs Moving Beyond Checklists and On To Action

    83. Connection - Building Block Connection: Face to face opportunities between school staff and families Open House Conferences Family Night Moving Beyond Checklists and On To Action

    84. Family and Community Engagement - Principles Treat parents and families as the key stakeholders they are in their children’s education. Shift focus from a discrete activity to an integrated strategy. Strengthen teacher’s and leaders’ skills in working with families. Engage families in accessing and using information about their child’s school and their child’s progress. Moving Beyond Checklists and On To Action

    85. How Can Parents be Involved in the Education of Their Child Parents can be involved by: Volunteering at their child’s school Serving on an advisory board, support team or other committee Participating in decisions relating to their child’s learning Communicating regularly with their child’s teacher Promoting learning at home Moving Beyond Checklists and On To Action

    86. How Can Parents Promote Learning at Home Investing in the parent/child relationship Daily engaging children in two-way conversations about their school day Daily expressing encouragement and affection Enriching family routines Providing predictable boundaries Encouraging productive use of time Providing learning experiences at home Moving Beyond Checklists and On To Action

    87. Moving Beyond Checklists and On To Action

    88. BREAK Moving Beyond Checklists and On To Action 88 Summit 1 - May 2011

    89. Moving Parent Involvement Forward VIDEO Moving Beyond Checklists and On To Action 89 Summit 1 - May 2011

    90. Parent Involvement Analysis Overview Academic Development Institute Reatha Owen Director of Families and Schools Denice Hildebrandt Partnership Development & Client Services Moving Beyond Checklists and On To Action 90 Summit 1 - May 2011

    91. The Purpose of PIA To guide a school-based team through an inventory and self-assessment of parent involvement policies and practices To develop parent involvement objectives for the school improvement plan. Moving Beyond Checklists and On To Action 91 Summit 1 - May 2011

    92. Any school will benefit from using PIA Moving Beyond Checklists and On To Action 92 Summit 1 - May 2011 For Title I Schools, the tool helps meet the letter and the spirit of parent involvement as defined in Title I Section 1118 under the Elementary and Secondary Education Act of 1965.

    93. The School Team The team may be an existing team (school improvement team) or a team formed especially to conduct the analysis A typical team should include the principal, school staff, and parents A least half of the members of the team should be parents of currently enrolled students and not employed by the school or district Moving Beyond Checklists and On To Action 93 Summit 1 - May 2011

    94. PIA Tools for the Team The principal prints out the needed worksheets from the website Makes copies for team members The team discusses and completes the worksheets at the meeting The principal records the completed version in the online system Moving Beyond Checklists and On To Action 94 Summit 1 - May 2011

    95. Time Commitment The time investment necessary to complete the analysis process is approximately 4 to 5 hours. Moving Beyond Checklists and On To Action 95 Summit 1 - May 2011

    96. Meeting Options Three meetings of 90 minutes each (one meeting for each of steps 3, 4, and 5 in the process) Meet twice for longer amounts of time, maybe 2 1/2 hours each meeting Devote a day to the process and complete the analysis in one session Summit 1 - May 2011 Moving Beyond Checklists and On To Action 96

    97. Three questions the team will address using PIA? Where are we now in our work with parents? Where are do we need to go? How are we going to get there? Summit 1 - May 2011 Moving Beyond Checklists and On To Action 97

    98. Where are we now? Moving Beyond Checklists and On To Action

    99. Where are we now? Moving Beyond Checklists and On To Action

    100. Where are we now?

    101. Where are we now? Moving Beyond Checklists and On To Action

    102. Moving Beyond Checklists and On To Action

    103. Where are we now? Moving Beyond Checklists and On To Action

    104. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    105. Where do we need to go?

    106. How do we get there? Moving Beyond Checklists and On To Action The School Team will develop an Action Plan that will include the 5 Solid Foundation Building Blocks. For each Building Block the team will choose from a list of topics that correspond with the Resource Manual. If there is a topic that the school would like to address that is not included in the topic menu the team can just type in the topic and it will be included in the action plan. Notes:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The School Team will develop an Action Plan that will include the 5 Solid Foundation Building Blocks. For each Building Block the team will choose from a list of topics that correspond with the Resource Manual. If there is a topic that the school would like to address that is not included in the topic menu the team can just type in the topic and it will be included in the action plan. Notes:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    107. The PIA Online Tool Summit 1 - May 2011 Moving Beyond Checklists and On To Action 107 Walk Through the Parent Involvement Analysis Online Process

    108. Accessing the PIA Online Tool The principal will login at: http://www.isbe.net/grants/html/parent.htm Summit 1 - May 2011 Moving Beyond Checklists and On To Action 108

    109. Accessing the system and Changing Your Password Summit 1 - May 2011 Moving Beyond Checklists and On To Action 109

    110. Next Steps and Assignment for Summit 2 Illinois State Board of Education Academic Development Institute Marci Johnson Division Supervisor, Division of Innovation & Improvement Reatha Owen Director of Families and Schools Moving Beyond Checklists and On To Action 110 Summit 1 - May 2011

    111. Team Assignment 1. Develop your school team, if you do not have one 2. Complete the Parent Involvement Analysis (PIA) tool 3. Bring to Summit 2: Your team and parent representatives Completed PIA documents A draft of your action plan List of current parent involvement activities going on in your district or school Your current updated Parent Involvement Policies and Compact Summit 1 - May 2011 Moving Beyond Checklists and On To Action 111

    112. Resources Summit 1 - May 2011 Moving Beyond Checklists and On To Action 112

    113. Today’s Presenters Illinois State Board of Education Monique Chism, Division Administrator Marci Johnson, Division Supervisor Joseph Banks, Principal Consultant Mark Williams, Division Administrator Academic Development Institute Reatha Owen, Director of School & Family Programs Denice Hildebrandt, Partnership Development Great Lakes West Comprehensive Center Nick Pinchok, Senior Consultant Illinois PIRC Joanne Vena, Director for School Partnerships Sarah Ogeto, Coordinator

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