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Building Powerful Family-School Partnerships for Student Success

Building Powerful Family-School Partnerships for Student Success. Important New Studies Anne T. Henderson Annenberg Institute for School Reform AnneTHenderson1@yahoo.com. News Flash. Important new studies reveal high-impact strategies. Organizing Schools for Improvement.

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Building Powerful Family-School Partnerships for Student Success

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  1. Building Powerful Family-School Partnershipsfor Student Success Important New Studies Anne T. Henderson Annenberg Institute for School Reform AnneTHenderson1@yahoo.com

  2. News Flash Important new studies reveal high-impact strategies

  3. Organizing Schools for Improvement • Long-term study of Chicago schools found five essential supports for school improvement • Without all five, schools were substantially less likely to make gains. • The presence of strong family and community ties made it much more likely that students would make significant math and reading gains. Anthony S. Bryk et al, (2010) Organizing Schools for Improvement: Lessons from Chicago (Chicago: University of Chicago Press)

  4. Organizing Schools for Improvement

  5. What did they measure? • Teachers’ties to community: Understand local issues, spend time in community, use local resources. • Teacheroutreach to parents: Invite parents to observe in class, try to understand parents' concerns, and embrace parents as partners • Parentresponse: Become involved in school activities and respond to teacher concerns about schoolwork. Anthony S. Bryk et al, (2010) Organizing Schools for Improvement: Lessons from Chicago (Chicago: University of Chicago Press)

  6. How Likely Is Major Improvement, Given Weak or Strong Supports Reading 50% 47% 45% 43% 45% 40% 40% 36% 35% 30% Weak Percentage of Schools that Substantially Improved in Reading 25% Strong 20% 16% 15% 11% 10% 10% 9% 10% 5% 0% School Work Safety & Curriculum Parent Leadership Involvement Orientation Order Alignment

  7. Achievement for All • Program focused on raising achievement for UK students with special needs, ES-HS • Three pieces: Assessment, Conversations, Community resources • Linchpin of program: Collaborative Conversations between teachers and parents Establish new Learning Behaviors Share Strategies Focus on Skills Welcome families Develop a plan

  8. Gains of Special Needs Students in AfA • Humphrey and Squires (2011) Achievement for All National Evaluation: Final Report. London: Department for Education https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR176

  9. Learning Conversation Aligned to School Improvement Plan

  10. Why Conversations about Learning? • Parents and teachers become partners for improving achievement • Drilling down to grade level allows focus on specific skills • Ideas that come up will shape family engagement throughout the year • Family capacity to support learning becomes stronger

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