The Administrative Webinar Series 2010-2011 Presented by Adam Drummond

1. The Administrative Webinar Series 2010-2011 Presented by Adam Drummond Family Involvement: A Missing Key

2. “Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.”Richard DuFour

3. Goal Sessions: • Develop tools to empower families to work with schools. • Create pathways for families to increase communication with teachers and the school. • Implement a plan for stakeholder satisfaction

4. Standard 1: Welcoming all families into the school community—Families are active participants inthe life of the school, and feel welcomed, valued, and connected to each other, to school staff,and to what students are learning and doing in class.Standard 2: Communicating effectively—Families and school staff engage in regular, meaningfulcommunication about student learning.Standard 3: Supporting student success—Families and school staff continuously collaborate tosupport students’ learning and healthy development both at home and at school, and haveregular opportunities to strengthen their knowledge and skills to do so effectively.Standard 4: Speaking up for every child—Families are empowered to be advocates for their ownand other children, to ensure that students are treated fairly and have access to learningopportunities that will support their success.Standard 5: Sharing power—Families and school staff are equal partners in decisions that affectchildren and families and together inform, influence, and create policies, practices, and programs.Standard 6: Collaborating with community—Families and school staff collaborate with communitymembers to connect students, families, and staff to expanded learning opportunities, communityservices, and civic participation. PTA’s National Standards for Family-School Partnerships Standard 1: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, meaningful communication about student learning.

5. Standard 1: Welcoming all families into the school community—Families are active participants inthe life of the school, and feel welcomed, valued, and connected to each other, to school staff,and to what students are learning and doing in class.Standard 2: Communicating effectively—Families and school staff engage in regular, meaningfulcommunication about student learning.Standard 3: Supporting student success—Families and school staff continuously collaborate tosupport students’ learning and healthy development both at home and at school, and haveregular opportunities to strengthen their knowledge and skills to do so effectively.Standard 4: Speaking up for every child—Families are empowered to be advocates for their ownand other children, to ensure that students are treated fairly and have access to learningopportunities that will support their success.Standard 5: Sharing power—Families and school staff are equal partners in decisions that affectchildren and families and together inform, influence, and create policies, practices, and programs.Standard 6: Collaborating with community—Families and school staff collaborate with communitymembers to connect students, families, and staff to expanded learning opportunities, communityservices, and civic participation. Standard 3: Supporting student success—Families & school staff continuously collaborate to support students’ learning and healthy development both at home and at school, & have regular opportunities to strengthen their knowledge & skills to do so effectively. Standard 4: Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. PTA’s National Standards for Family-School Partnerships

6. Standard 1: Welcoming all families into the school community—Families are active participants inthe life of the school, and feel welcomed, valued, and connected to each other, to school staff,and to what students are learning and doing in class.Standard 2: Communicating effectively—Families and school staff engage in regular, meaningfulcommunication about student learning.Standard 3: Supporting student success—Families and school staff continuously collaborate tosupport students’ learning and healthy development both at home and at school, and haveregular opportunities to strengthen their knowledge and skills to do so effectively.Standard 4: Speaking up for every child—Families are empowered to be advocates for their ownand other children, to ensure that students are treated fairly and have access to learningopportunities that will support their success.Standard 5: Sharing power—Families and school staff are equal partners in decisions that affectchildren and families and together inform, influence, and create policies, practices, and programs.Standard 6: Collaborating with community—Families and school staff collaborate with communitymembers to connect students, families, and staff to expanded learning opportunities, communityservices, and civic participation. PTA’s National Standards for Family-School Partnerships Standard 5: Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

7. What is Family-School Partnership? The ability to create a connection between the school and each family that participates in the educational programming of the child/ren in the home.

8. Is Your School Family-School Friendly?

9. Fortress School Parents belong at home, not at school. If students don’t do well it’s because their families don’t give them enough support. We’re already doing all we can. Our school is an oasis in a troubled community. We want to keep it that way.

10. Fortress School Families do not “bother” school staff. Curriculum and standards are considered too complex for parents to understand. Teachers do not feel safe with parents. Families are afraid to complain. They think the staff will ‘take it out on my kid.’

11. Come-If-We-Call School Parents are welcome when we ask them, but there’s only so much they can offer. The most important thing they can do is help their kids at home. We know where to get help in the community if we need it.

12. Come-If-We-Call School Staff are very selective about who comes into the school. Parents can call the office to get teacher recorded messages about homework. Parents think that the school just isn’t the same as it used to be. Principals set agenda for parent meetings.

13. Open-Door School Parents can be involved at our school in many ways—we’re working hard to get an even bigger turnout for our activities. When we ask the community to help, people often respond.

14. Open-Door School Teachers contact parents at least once a year. Teacher explains test scores if asked. Office staff will find a translator if asked. Principal will meet with parents to discuss a problem. Parents can raise issues at PTA meetings.

15. Partnership School All families and communities have something great to offer—we do whatever it takes to work closely together to make sure every single student succeeds.

16. Partnership School Family center is always open, full of interesting learning materials to borrow Students’ work goes home every week, with a scoring guide Teachers contact families each month to discuss student progress. Parent group is focused on improving student achievement. Staff works with local community groups.

17. So, how do you know what school you are?

18. The Five Keys to Partnering Survey Walk Through Family Involvement Coordinator PTO Group Log Book

19. The Five Keys to Partnering Survey Conduct family survey at least three times per year (fall, winter, spring) Same questions each time administered Limit to front/back (4 choices—cannot ride the fence) Strongly Agree, Agree, Disagree, Strongly Disagree Publish results in monthly newsletter

20. The Five Keys to Partnering Walk Through Action Team Yearly Community & Family stakeholders Led by family members Four Distinct Areas Physical Environment School Wide Practices & Policies Welcoming School Staff Written Materials

21. Qualitative Study • Family members felt the entrance of the building was unwelcoming. • Family members asked to have a suggestion box and maps posted throughout the school. • Family members felt that there was not sufficient communication between the LCF group and the school. • Family members wanted to have a voice in their children’s education.

22. Changes as a Result of our Studies

23. Changes as a Result of our Studies

24. The Five Keys to Partnering Family Involvement Coordinator Liaison between school and families Varies by school in cost and hours Responsibilities Organizing volunteers Programming to increase participation within school Family Involvement Publicity pieces Working with teachers in creating ideas for family involvement

25. The Five Keys to Partnering PTO Group Is it a top down or a lateral approach? Look to create multiple opportunities for leaders to be involved Provide responsibilities to volunteers Give them $$ Don’t over fundraise Be transparent Sets measurable goals

26. LCF Restructure

27. Roles and Responsibilities to support shared leadership and decision-making in the organization; also, attend LCF bimonthly meetings. Co-Chairs—Plan/Lead meetings; delegate responsibilities as necessary to others; coordinate fundraising; plan calendar; make contacts to outside organizations as necessary; school-wide celebrations Corresponding Secretary—Monthly updates to stakeholders/principal; submit articles to newspapers; advertise events to community

28. Roles and Responsibilities to support shared leadership and decision-making in the organization; also, all positions are to attend LCF bimonthly meetings. Recording Secretary—Take notes at meetings; send out minutes; register for events Finance—Develop a budget for each area including Wing Coordinators; balance books monthly; provide monthly report to corresponding secretary/chair/principal

29. Roles and Responsibilities to support shared leadership and decision-making in the organization; also, all positions are to attend LCF bimonthly meetings. Academic Wing Family Coordinator—recruit family volunteers; monitor spending; communicate with stakeholders Grade Level Family Representative—identify needs; oversee operating budget; act as liaison to FIC

30. Roles and Responsibilities to support shared leadership and decision-making in the organization; also, all positions are to attend LCF bimonthly meetings. Academic Wing Family Coordinator—recruit family volunteers; monitor spending; communicate with stakeholders Grade Level Family Representative—identify needs; oversee operating budget; act as liaison to FIC

31. The Five Keys to Partnering Log Book Create a communication tool between home and school. Twenty minutes of reading a night with signature Book comes home daily Must be signed. Returned daily

32. Daily Reflection Log • Students were not reflecting on learning. • Not consistent communication between teacher/parent • Inconsistent reading documentation

33. Daily Reflection Log

34. Take it Back! • Reflect on information from the presentation. • 3 things you will change in communication • 1 idea on what you need next to support involving family with educational goals

35. “Communicating with parents and guardians is a completely understated, largely overlooked opportunity for teachers, yet it is one of our most powerful sources of support.”Excerpt fromExceeding Expectations: A User’s Guide to Implementing Brain Research In the Classroomby Susan Kovalik & Karen Olsen

36. Resources:Beyond the Bake Sale: The Essential Guide to Family-School Partnershipsby Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies National PTA http://www.pta.orgIndiana Partnership Center (PIRC)http://www.fscp.org

37. Friday: Guest Speaker Day Horacio Sanchez Susan Kovalik Linda Jordan Pre-Conference . . . . . . . . . $100 SEE Conference . . . . . . . . . $595 Guest Speaker Day ONLY. . $150 Schools Exceeding Expectations HET Model Schools Conference Hosted by K-8 Richland School District Two - Columbia, South Carolina April 27-30, 2011

38. Model Teaching Week HET Model Schools Conference Hosted by K-12 Huntington County Community Schools Corporation - Huntington, Indiana June 6-10, 2011 MTW is our signature training event -- a powerful & effective training experience for all teachers! • Certified HET Instructors: Set up the classroom, Plan curriculum based on Being There, and TEACH the STUDENTS • Participants observe the Teacher of Students and receive training from the Teacher of Teachers • this MTW is OPEN to participants outside of the contracting school district. JOIN US!