Focusing on Family Engagement to Improve Student Learning 2019

1. Focusing on Family Engagement to Improve Student Learning2019 Nancy M. Cline, M. Ed. WVDE Lead Coordinator Office of Special Education

2. My Vision To equip and empower you to create effective family-school and community partnerships that increased student development and learning and help you obtain what you want in your professional career as an educator

3. 2 Questions What do you want in your professional career as an educator? Considering your response to the first question, what are you willing to do to get what you want?

4. Today we will focus on Building an Effective Family-Teacher Relationship that Supports Learning • A little research • The value of family engagement • Connect FE to strategic plan goals • Family Engagement OneDrive Folder

5. Assumptions Embedded in this Presentation • Value families’ ability to support their children (Funds of Knowledge) • You know who your parents are (demographics, family composition, undocumented, special education, ELL, SES, minority, gifted, etc.) • Political views are not an element in your service – (All Parents) • Understand the MTSS Framework • Families includes students

6. Critical Question How do you (events, programs, publications, workshops, website, meetings, etc.) EMPOWER parents/caregivers to support your students’ learning?

7. Family Involvement vs. Family Engagement • The latin root of the word "involvement" is “involvere” which means to wrap around, cover or envelop; roll, cause to roll. • The latin root of the word "engagement" is “engare” which means to make a formal agreement,  to contract with; to pledge; an obligation to do something.

8. Engagement: an obligation to do something • What does that mean for educators? • What does that mean for parents and those acting as parents? • What does that mean for the community?

9. U. S. DEPARTMENT OF EDUCATIONFamily Engagement Definition Family engagement refers to the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness, including the planning, development, and evaluation of such activities, programs, and systems. (2016)

10. WVDE Family Engagement Definition Family engagement refers to truly listening to authentically engaging families in the learning process so that they are prepared to act as effective partners who share the responsibility of learning so that all children reach their full potential and graduate college and/or career ready.

11. WVDE Family, School, and Community Engagement  Core Beliefs: • All parents have dreams for their children and want to see them succeed. • All parents have the capacity to support their children’s learning. • When parents are equipped with accurate, relevant, and timely information, they are properly positioned to partner to support their children’s learning. • Parents and school staff should be equal partners with support from the community. • The responsibility for building positive productive relationships between school and home rests primarily with the school staff, especially school and county leaders.

12. FE & Strategic Plan Goals: Educators and Schools

13. The Law, The Research, The Work Supported in law, evidence-based, intentional and collaborative

14. The Law • Every Student Succeeds Act (ESSA) 2015 • STRENGTHENING CAREER AND TECHNICAL EDUCATION FOR THE 21st CENTURY ACT (PERKINS V) 2018 • INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEA) 2004 • WORKFORCE INNOVATION AND OPPORTUNITY ACT (WIOA)2014 • SECTION 504 OF THE REHABILITATION ACT OF 1973

15. Mapp: Dual Capacity Building Framework Student Achievement

16. Follow this linkhttps://www.dualcapacity.org/

17. Mapp: Effective Family Engagement Programs Assets Based Approach vs. Deficit Based Approach • Recognize that all parents, regardless of income, education level, or cultural background are involved in their children’s education and want their children to do well in school; • Link family and community engagement efforts to student learning; • Create initiatives that will support families to guide their children’s learning, from preschool through high school; • Develop the capacity of school staff to work with families; • Focus efforts to engage families on developing trusting and respectful relationships; and • Embrace a philosophy of partnership and be willing to share power with families. Make sure parents and school staff understand the responsibility for children’s educational development is a collaborative enterprise (Mapp, 2004).

18. Steve Constantino on FE • Must develop meaningful relationships with parents and families to get the results that increase student achievement • Three rules in place to cultivating a culture within the school that is family friendly: • “Families must find personal meaning and relevance in their children’s educational experiences, • Families must receive positive interpersonal support from school employees on a regular basis and in a consistent manner, and • Families must see evidence that their children’s school is successful, safe and committed to establishing healthy relationships with parents and families.”

19. Joyce Epstein: Six Types of Involvement • Parenting • Communicating • Volunteering • Learning at Home • Decision Making • Collaborating with Community

20. The Chicago Consortium on School Research, 2006 5 essential supports needed to have sustainable successful school improvement • Leadership • Family and Community Ties • Student Centered Learning Environment • Ambitious Instruction • Professional Capacity They found that without strong family and community engagement, schools would not improve even if the other four supports were in place.

21. Family Engagement that Supports Learning is Everybody’s Work

22. “Everybody’s work” means… • Planning together (School, Students, Families, Community) • Working together to implement intentional research based plans • Creating time for multi-representational planning • Incorporating the families, students, and the community in the plans and the implementation • Having a common vision, purpose, and goals • No more random acts of family engagement No one person or group can do this alone.

23. Impact of Family Engagement on Schools • Exhibit faster rates of literacy acquisition • Earn higher grades and test scores • Enroll in higher level programs • Are promoted more and earn more credits • Adapt better to school and attend more regularly • Have better social skills and behavior • Graduate and go on to higher education • Greater teacher retention and higher rates of job satisfaction

24. Impact of Family Engagement on Families • Builds family agency • Creates networks • Relieves stress • Support family relations • Enhances overall quality of life

25. List 5 Family Engagement Activities Implemented in Your School Circle: Must Meet BOTH Conditions • Linked to the learning of the specific parents who attend the activity AND • Each parent is equipped with actionable resource they know how to use and are ready to use to support their child’s learning

26. Embed Family Engagement in all Strategies Strategic Plan Goals, Instructional Goals, and Learning Targets • Consider ALL families ()and include them in planning, implementing, and evaluating • Look through the lens of FE to see where and how including families can support reaching goals and learning targets. • Not an add-on, but a critical component (not the sprinkles, but the baking soda in the cake) • How can families actively support/help? • What do they need to know, possess, and/or do? Collaborate for solutions. • Be intentional and prepared • Align newsletters, website, robo-calls, bulletin boards, school activities & displays, and signage; Capitalize on school events families attend • Review data to inform your efforts

27. WVDE Strategic Plan Goal: Provide a high quality learning system that: • Encourages a lifelong pursuit of knowledge and skills • Promotes a culture of responsibility, personal well-being and community engagement • Responds to workforce and economic demands Priorities: Key Measures for Progress • School Readiness • Grades 3, 8, and 11 Reading & Math at or above proficiency • CTE program of study completion • Earned college credit through AP/IB/Dual Credit Courses • Attendance • Graduation Rate

28. WVDE Initiatives Early Childhood Education – WV 6th in the nation with 76% enrolled Dual Credit – 96.5% passed one or more DC courses Grad 20/20 – 89.4% all student and 75.6% SWD graduated within 4 years Math for Life Campaign – PreK-12 ReClaim WV – Response to Opioid Crisis and Trauma Advanced Career Education (ACE) – 13th Year students gain advanced credentials and licenses and more

29. Multi-Tiered System of Support (MTSS) Ongoing Parent & Educator Training Parent & Community Input at All Tiers

30. Family Engagement Tiers (MTSS) Tier 1 - School-wide Programming Tier 2 - Groups of Parents/Families Reading on Grade Level Career and Technical Programs Grade Level Specific Programs Special Education • Parent Handbook • Graduation Requirements • School Goals and Objectives • Statewide Assessments

31. Family Engagement Tiers (MTSS) con’t Tier 3 – Specific Parents/Families • Parents of Children with Autism • Parents of Student with Truancy Issues • Referrals to Community Agencies for Mental Health Support • Families of Deported Parent • Grandparents, ESL, Alternative School, Deceased Parent/Child • Parents of Students who are Transitioning (Grade/School)

32. What is happening in this video? The elementary school video.

33. What is happening in this video? The middle school video.

34. What has happened in this video? The high school video. High School Family Engagement Toolkit Planning and implementing an initiative to support the pathway to graduation for at-risk students

35. Video What is the issue that was addressed? What are some of the key elements (relationship, planning, school staff, family)? What evidence did you see of each Tier?

36. School Professional’s Approach A Mindset Shift

37. Family Engagement Today Yesteryear • Classroom volunteer • PTA, Athletic Booster, LSIC member, etc. • Fundraisers • Sign student planner • Field trip chaperone • Sign report cards and discipline forms • Individual parent teacher conferences for a few • Homework help • Purchaser project supplies FE Today • Connection to the school’s mission and strategic plan • Teams of parents planning with teams of educators • Understand the what, why, and how to strengthen student learning • Emphasize school academic endeavors (academic, social emotional, career) • Understand how academic decisions impact future • Shared high expectations for all students • Prepared to engage from cradle to college/career • Communications and celebrations are two-way

38. Suggested School Tier 1 FE Programming • Welcome and What We Are About • Parents as Members on School Teams and Committees • Reading/Math Learning Outcomes and Strategies for Home • Parent Handbook and Calendar • Adverse Childhood Experiences (Trauma and Learning) • Nutrition that Supports Learning • Human Trafficking • Parenting for Learning • Building the Capacity of Parents to Engage in Learning • Building the Capacity of Educators to Create Effective Family-School Partnerships

39. Suggested School Tier 2 FE Programming • Grade Level Specific Parent Handbook • Calming Strategies (Yoga) • Getting to Graduation, The Importance of Attendance • Culturally Responsive Training • Career Exploration and Transition Services • The Student Assistance Team (SAT) and Special Education Process • Grade Level/Subject Level Expected Learning Outcomes and Goals • Grandparent, ELL, Same Sex, and Foster Parents Supports • Mental Health Supports for School Staff and Families

40. Suggested School Tier 3 FE Programming • Counseling Referrals • In-Home Supports (Visits) • Men Supporting Student Learning • Academic Parent-Teacher Teams • Clothing and Food Resources • Culturally Responsive Supports • Parenting to Address Trauma • GED/High School Completion for Parents • Job Training Support

41. School Building Checklist • School has welcoming signage and appearance • All staff greet parents with smile and by name • Parents have a designated room/meeting space • Student work is displayed throughout the school • Bulletin board displays diverse types of parents engaged in learning, parent celebrations, and accomplishments • School Website has updated easy to find staff contacts, kept current, focuses on learning • Parent Page on school website is organized by grade level, subject, and/or specific parent needs • Newsletters to parents address student learning and parent participation in learning • School uses FE Meeting Agendas (IEP/504/PTA, various conferences) for parent input and good customer service

42. Nancy Cline WVDE Family Engagement Lead Coordinator nmcline@k12.wv.us Please complete the online evaluation for this session. https://tinyurl.com/RateThis1

43. Bibliography • Constantino, S. Engage Every Family: Five Simple Principles. (Thousand Oaks, CA: Corwin, 2016) • Epstein, J. & Associates. School, Family, and Community Partnerships: Your Handbook for Action (Thousand Oaks, CA: Corwin, 2019) • Henderson, A. & Mapp, K. A New Wave of Evidence: The Impact of School, Family, and Community • Connections on Student Achievement (Austin, TX: Southwest Educational Laboratory, 2002) • Henderson, A., Mapp, K., Johnson, V., and Davies, D. Beyond The Bakesale: The Essential Guide to • Family-School Partnerships (New York: The New Press, 2007) • Mapp, K., Carver, I., et. al. Powerful Partnerships: A Teacher’s Guide to Engaging Families for Student, Success (New York: Scholastic ,2017) • Mapp, K. & Kuttner, P. Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships (U. S. Department of Education, 2014) • Wood, C. Yardsticks: Children In The Classroom Ages 4-14. (Turners Falls: MA: Center For Responsive Schools Inc., 2017) • Bibliography Articles and Additional Resources

44. “…, too often, we blame others when the answer lies within each of us. If parents knew how to make their children perfect scholars, they would. If the principal could make every student behave in the school, he would. If all students had the capacity to be successful in every classroom setting, they would. By truly understanding students as individuals who come from unique families and equipping ourselves with and implementing current evidence-based family engagement practices, we can make a substantially noticeable difference in every student, even those with very challenging learning disorders, behaviors, and family circumstances.” Nancy Cline, WVDE