Working Together School-Family-Community Partnerships A Toolkit for New Mexico School Communities Module 3: Enhancing S

1. Working Together School-Family-Community Partnerships A Toolkit for New MexicoSchool Communities Module 3: Enhancing Student Learning

2. Background The Toolkit was sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP) It is based on the six national standards for family involvement of the National PTA It is available in hard copy, on CD and on the web: www.ped.state.nm.us www.cesdp.nmhu.edu

3. Overview of Six Toolkit Modules 1. Improving Communication 2. Promoting Positive Parenting 3. Enhancing Student Learning 4. Increasing Volunteerism 5. Supporting Decision Making and Advocacy 6. Collaborating with the Community

4. Goals for Module 3 • Provide tools to measure and improve school-family-community partnerships. • Develop strategies to improve homework relevancy and engage families in student learning at home. • Examine strategies for integrating languages and cultures of students into instruction. • Review standards-based education and strategies for communicating student expectations.

5. New Mexico Teacher Competencies • The New Mexico 3-Tiered Licensure Competencies include competencies • and differentiated indicators that apply to: • Module 3: Enhancing Student Learning. • This training can assist in fulfilling • requirements for teacher Professional • Development Plans (PDP).

6. Competency 1 The teacher accurately demonstrates knowledge of the content areaapproved curriculum. Relevant Master Teacher - Level III Indicator: B. Teacher provides clear explanations relating to lesson content and procedures in multiple ways and is aware of knowledge and preconceptions that students can bring to the subject.

7. Competency 3 The teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding. Relevant Master Teacher - Level III Indicator: A. Engages students in explaining and/or demonstrating the relevance of topics and activities.

8. Competency 4 • The teacher comprehends the principles of student growth, development, and learning and applies them appropriately. • Relevant Master Teacher - Level III Indicator: • Selects the most effective teaching techniques to address a variety of student learning levels, rates, styles, and needs, as well as diverse interests and backgrounds. • For more information and a complete listing of competencies and leveled performance indicators visit www.teachnm.org

9. Activity: Teacher Self-Assessment • Divide into small groups of no morethan six. • Individually, complete and date the • Teacher Self-Assessment Rubric for • Enhancing Student Learning included • in the handouts. • Discuss findings as a small group and record strengths and needs. • Discuss how you may be able to use this rubric in a teacher PDP. • Report out to the group.

10. Results for Students: More positive attitude about homework and school; Better homework completion; and Improved self-confidence as a learner. Why Learning at Home is Important

11. Results for Parents: Improved knowledge of how to support, encourage and help children at home; Deeper understanding of instructional program and what children are learning; and Increased discussion at home about school, class work, and future plans. Why Learning at Home is Important

12. Results for Teachers: Homework designs vary including interactive assignments; Family time is respected; Recognition of helpfulness of ALL families in motivating and reinforcing student learning; and Increased satisfaction with family involvement and support. Adapted from Epstein et al., (2004) Why Learning at Home is Important

13. “Homework” can mean not only work done alone, but also interactive activities shared with others at home or in the community, linking schoolwork to real life. “Help” at home can include encouraging, listening, reacting, praising, guiding, monitoring, and discussing as well as helping with homework activities. Adapted from Epstein et al., (2004) Redefinitions of Familiar Terms

14. True or False? 10% more families involved in their child’s education has more effect on student learning than 10% more teachers in the classroom. Source: Playing Their Parts, www.publicagenda.com

15. Teachers Top Three Concerns Nationally Teachers feel that families should: 1) check to make sure homework is completed, done correctly, and offer child help when needed. 2) set limits, provide structure, and hold children accountable for behavior and school performance. 3) monitor and set limits on TV watching, computer use, and videogame playing. Source: Playing Their Parts, www.publicagenda.com

16. Homework Struggles • What Families say: • 50% of parents report having major fights with yelling and crying over homework. • 49% of families have walked away and let their children deal with the consequences of unfinished homework. • 22% have done part of their child’s homework because it was too difficult or the child was too tired. • Source: Playing Their Parts, www.publicagenda.com

17. Activity: Homework StrugglesWhat Teachers Can Do • Take time to teach homework • Be flexible and individualize • Involve parents • Follow-up Activity: In small groups review the handout: Overcoming Homework Struggles • Discuss strengths and challenges of strategies included. • Include additional successful strategies. • Prepare to share with whole group.

18. Activity: All About Homework What Parents Can Do • Activity: Take 15 minutes to review the handout All About Homework and respond to the following questions in your small groups. • How might you use this tool with families? What modifications would you make? • What strategies for supporting parents in helping children with their homework have been successful? What hasn’t worked • and why? • 3. How can teachers and parents become better partners in education?

19. Integrating Diverse Languagesand Cultures into Instruction Students and parents may become more engaged in learning at home if curriculum and homework assignments incorporatethe perspectives and history of the ethnicand cultural groups living in yourschool community. Source: James A. Banks, (1991)

20. Activity: Integrating Diversity • In a small group, review the handout Integrating Culture and Language into Instruction. • On chart paper, put the following categories in four columns: • Contributions, • Additive, • Transformative, and • Decision Making/Social Action. • Review the examples of each category in the handout and then as a group, list all instructional strategies you have found to be successful under each category.

21. A Brief Look at Standards • Fairness and effectiveness are at the heart of the rationale for academic standards. • Standards provide common language and shared expectations for teaching and learning. • The NM Standards are available through the Public Education Department (PED) and the Center for the Education and Study of Diverse Populations (CESDP).

22. Activity: Defining and Implementing Standards • In small groups review the handouts: • Definitions of Standards, Benchmarks, and Performance Standards • Strategies to Implement Standards-Based Education • Questions and Answers About Student Expectations in NM • Discuss strengths and needs for improvement in the implementation of standards-based education in your school. • Consider how you communicate student expectations and the standards to families.

23. Best Practice Recommendations: • Keep efforts focused on two-way communication about homework. • Integrate the languages and cultures of the school community. • Learn to recognize and build on the strengths of families. • Be clear with students and families about NM Standards and Benchmarks and how they guide teaching and learning.

24. Activity: Teacher Reflection • Reflect on the workshop and the strategies you have learned to enhance student learning. • Refer again to the • Teacher Self-Assessment Rubric. • Then review the Teacher Reflection tool for this module and take 10 minutes to individually complete the Plan for Improvement Column.

25. Inside the Toolkit • Teacher ToolsResources • Worth a Click Links • Overcoming Homework Struggles • Tips for Homework Success • Integrating Culture and Language • Culture Friendly Classrooms • Standards-Based Education • Career Planning • Working with English Language Learners • Test Taking Skills

26. Inside the Toolkit • Family Tools Resources • Worth a Click Links • How to Help Children Succeed in School • Tips for Parents • All About Homework • Children and the Internet • Helping Children with Reading at Home • Helping Children Prepare for the Future • Q & A About Student Expectations • All About New Mexico Standards • Why Standards Are So Important

27. How can we use what we learned inthis workshop in our schools, homes,and communities? Activity: Where do we go from here?

28. Access the complete School-Family Partnerships Toolkit with resources, references, and websites at: www.ped.state.nm.us www.cesdp.nmhu.edu Complete Evaluation Form To Learn More: