What's happening in the field of. Family Engagement? ⢠Increased philanthropic focus: Kellogg, Annie E. Casey, Packard
Family Engagement for Driving Student Success
Copyright © 2014 Karen L. Mapp
What is the defini,on of Family Engagement?
What is the defini,on of Family Engagement? Family Engagement is any way that a child’s adult caretaker (biological parents, foster parents, siblings, grandparents, etc.) effec?vely supports learning and healthy development.
What’s happening in the field of Family Engagement?
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on • Three USDOE I3 compe,,ons
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on • Three USDOE I3 compe,,ons • 2013 NBC Educa,on Na,on features on family engagement
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on • Three USDOE I3 compe,,ons • 2013 NBC Educa,on Na,on features on family engagement • NYC Fund for Public Advocacy Forum on Family Engagement, Oct 2013, with support from Scholas,c FACE
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on • Three USDOE I3 compe,,ons • 2013 NBC Educa,on Na,on features on family engagement • NYC Fund for Public Advocacy Forum on Family Engagement, Oct 2013, with support from Scholas,c FACE • Over 125 members of the IEL based Family Engagement District Leaders Group -‐ mee,ng in April, 2014 in Cincinna,
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on • Three USDOE I3 compe,,ons • 2013 NBC Educa,on Na,on features on family engagement • NYC Fund for Public Advocacy Forum on Family Engagement, Oct 2013, with support from Scholas,c FACE • Over 125 members of the IEL based Family Engagement District Leaders Group -‐ mee,ng in April, 2014 in Cincinna, • Introduc,on of the Family Engagement in Educa,on Act in August, 2013
What’s happening in the field of Family Engagement? • Increased philanthropic focus: Kellogg, Annie E. Casey, Packard • Central theme in na,onal ini,a,ves: Campaign for Grade Level Reading; WH Ini,a,ve on African-‐American Achievement • Forma,on of the Na,onal Partnership for Family, School and Community Engagement, with support from Heising-‐Simons Founda,on • Three USDOE I3 compe,,ons • 2013 NBC Educa,on Na,on features on family engagement • NYC Fund for Public Advocacy Forum on Family Engagement, Oct 2013, with support from Scholas,c FACE • Over 125 members of the IEL based Family Engagement District Leaders Group -‐ mee,ng in April, 2014 in Cincinna, • Introduc,on of the Family Engagement in Educa,on Act in August, 2013 • Inclusion of family engagement in state assessment and evalua,on rubrics (For example, MA, NY, CT, CA)
Opportunity for Coherence I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
A. Curriculum and Planning A. Instruction A. Engagement A. Reflection 1. Subject Matter Knowledge 1. Quality and Effort of Work 1. Parent/Family Engagement 1. Reflective Practice 2. Child and Adolescent 2. Student Engagement 2. Goal Setting Development 3. Meeting Diverse Needs B. Collaboration 3. Rigorous Standards-Based 1. Learning Expectations B. Professional Growth B. Learning Environment Unit Design 2. Curriculum Support 1. Professional Learning and 1. Safe Learning 4. Well-Structured Lessons Growth Environment C. Communication 2. Collaborative Learning B. Assessment 1. Two-Way Communication C. Collaboration Environment 1. Variety of Assessment 2. Culturally Proficient 1. Professional Collaboration 3. Student Motivation Methods Communication 2. Adjustments to Practice D. Decision-making C. Cultural Proficiency 1. Decision-Making 1. Respects Differences C. Analysis 2. Maintains Respectful 1. Analysis and Conclusions E. Shared Responsibility Environment 2. Sharing Conclusions with 1. Shared Responsibility D. Expectations Colleagues 4 1. Clear Expectations 3. Sharing Conclusions with F. Professional 2. High Expectations Students Responsibilities 3. Access to Knowledge 1. Judgment 2. Reliability and Responsibility KLM Copyright 2013 4 Massachusetts Department of Elementary and Secondary Education
Why is Family Engagement So Important?
Impact of Family Engagement Students with Engaged Families: • 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
PISA study on Family Engagement (2010) – Fi^een-‐year old students whose parents o^en read books with them during their first year of primary school show markedly higher PISA scores than students whose parents read infrequently with them or not at all (The average difference is 25 score points, which equates to over half a school year). – The performance advantage among students whose parents read to them early in their school years is evident regardless of family’s socioeconomic status. – Students are never too old to benefit from their parents interest in them: Family engagement with their 15-‐year olds (talking about current events, about school, etc.) is strongly associated with beber PISA performance.
Impact of Family Engagement Students with Engaged Families: • 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
Family Engagement Mabers…
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Organizing Schools for Improvement (2010)
What does an Effective FamilySchool Partnership Look Like?
Beyond the Bake Sale
The Essential Guide to Family-School Partnerships Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies The New Press, 2007
Fortress School (Below Basic) • “Parents don’t care about their children’s education, and they are the main reason the kid’s are failing”
• “Parents don’t come to conferences, no matter what we do” • Principal picks a small group of “cooperative parents” to help out • “We’re teachers, not social workers” • “Curriculum and standards are too advanced for these parents”
Come-if-we-call School (Basic) • Parents are told what students will be learning at the fall open house
• Workshops are planned by staff • Families can visit school on report card pickup day • Parents call the office to get teacher-recorded messages about homework
Open-Door School (Proficient) • Parent-teacher conferences are held at least twice a year • There is an “Action Team” for family engagement
• School holds parent events three or four times a year • Parents can raise issues at PTA meetings or see the principal • Diversity of families is recognized through multicultural nights are held once a year
Partnership School (Advanced) • Families are seen as partners in improving educational outcomes
• All family activities are connected to student learning • There is a clear, open process for resolving problems • Parent networks are valued and cultivated • Families are actively involved in decisions on school improvement • Staff conduct relationship-building home visits to families
Where do we start?
We start with our own core beliefs
Essential Core Beliefs Core Belief One • All parents have dreams for their children and want the best for them. “…I believe that all parents hold big expectations for the role that schools will play in the life chances of their children. They all harbor a large wish list of dreams and aspirations for their youngsters. All families care deeply about their children’s education and hope that their progeny will be happier, more productive, and more successful than they have been in their lives.” (Lightfoot, 2003)
Core Belief Two • All parents have the capacity to support their children's learning.
Core Belief Three • Parents and school staff should be equal partners.
Core Belief Four • The responsibility for building and sustaining partnerships between school, home, and community rests primarily with school staff, especially school leaders.
Example of a Partnership School
Stanton Elementary School, Washington DC
Why has it been difficult to cul,vate and sustain effec,ve family-‐school partnerships that support student achievement and school improvement?
The various stakeholders (families, district/school leaders and staff) have not had the opportunity to develop the knowledge and skills, in other words, the capacity to engage in effec,ve partnerships. Example: Title One, sec,on 1118 requirement for families to be engaged family engagement policy development for schools and districts.
Malcolm Knowles – Principles of Adult Learning • Adults are internally mo,vated and self-‐ directed • Adults bring life experiences and knowledge to learning experiences • Adults are goal oriented • Adults are relevancy oriented • Adults are prac,cal • Adult learners like to be respected
Why has it been difficult to cul,vate and sustain effec,ve family-‐school partnerships that support student achievement and school improvement?
The various stakeholders (families, district/school leaders and staff) have not had the opportunity to develop the knowledge and skills, in other words, the capacity to engage in effec,ve partnerships. Example: Title One, sec,on 1118 requirement for families to be engaged family engagement policy development for schools and districts.
Inten,on of the Framework Instead of a roadmap, the framework provides a compass; a direc,on for the development of effec,ve high impact strategies and ini,a,ves.
Framework was formulated using: Research on -‐ • Effec,ve home-‐school partnership strategies • Adult learning and mo,va,on • Leadership development
December 2012 Framework
www.sedl.org • Stanton Elementary School, Washington, DC • Boston Public Schools • First 5 Santa Clara County
Family Engagement in Educa,on: Crea,ng Effec,ve Home and School Partnerships for Student Success
August 6-‐8th, 2014 Harvard Graduate School of Educa,on www.gse.harvard.edu/ppe/fam
Family-School Partnerships: An Essential Ingredient!
