West Virginia Achieves Professional Development Series Volume XXII Enhancing Parent Partnerships through Support, Communication and Involvement.

West Virginia Achieves Professional Development

Series

Volume XXIIVolume XXII

Enhancing Parent Partnerships through Support, Communication

and Involvement

West Virginia Department of Education Mission

 The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

Robert HutchinsThe Conflict in Education in a Democratic Society

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

What We Know…

An emerging body of research identifies characteristics of high performing school systems.

These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.

These systems share characteristics described in The West Virginia Framework for High Performing Schools.

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CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMING SCHOOL SYSTEM

SYSTEMIC CONTINUOUS

IMPROVEMENT PROCESS

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Answers to Questionnaire

1. 100% - Do 0 - DO NOT

2. Intensive involvement of parents in their children’s schooling

3. Whether or not his/her parents dropped out of school

4. a. no time b. don’t know what to do

5. b. use of email

Definition of Parent InvolvementThe participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities; including ensuring that parents

a) play an integral role in assisting their child’s learning;

b) are encouraged to be actively involved in their child’s education;

c) are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child;

d) the carrying out of other activities, such as those in Title I, Sec. 1118.

Title IX General Provisions, Part A, Sec. 9101

“Parental and community engagement are at the center of current efforts to improve schooling.”

Robert D. Putnam

Chapter 17

“The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life.”

A New Wave of Evidence—In Short Anne Henderson & Karen Mapp

Impact of Parent Involvement• Programs and interventions that engage families in

supporting their children’s learning at home are linked to higher student achievement.

• The continuity of family involvement at home appears to have a protective effect on children as they progress through our complex education system.

Impact of Parent Involvement• The family makes critical contributions to student

achievement, from early childhood through high school.

• When parents are involved both at home and at school, children do better in school, and stay in school longer.

• When parents are involved at school, the school as a whole gets better.

Impact of Parent Involvement• Children do best when parents can play a variety of

parts in children’s learning.• The more the relationship between families and the

school is a real partnership, the higher the student achievement.

• Families, schools, and community groups all contribute to student achievement. The best results come when all three work together.

“Effects of Title I Parent Involvement on Student Reading and Mathematics Achievement”

Ann Shaver and Richard Walls, 1998

Results• Students with more highly involved parents were more

likely to gain in both reading and math than children with less involved parents. (Across all income and education levels.)

• Younger students (grades 2-4) made greater gains than older students (grades 5-8).

• Parents were more likely to be involved when their children were in elementary school (grades 2-4) than in middle or junior high school.

Results• Students from lower-income families made fewer gains

than students from higher-income families, no matter how involved their families. However, low-income students with more involved parents made greater gains than low-income students with less involved parents.

• A family’s income level did not affect its level of involvement. Low-income families were as likely to attend regularly as higher-income families.

ResultsNormal Curve

Equivalent Gains in Skill Area

High-Parent Involvement

Children

Low-Parent Involvement

Children

Total math 18.3 10.6

Math application 12.9 9.3

Total reading 13.3 4.4

Reading comprehension

10.9 4.7

Results

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Total math

Math application

Total reading

ReadingComprehension

High Parent Involvement Low Parent Involvement

Brainstorming ActivityBarriers??

Parents don’t care

Parents feel

intimidated

Parents & school have lack of communication

Parents are too busy

High Yield Strategies• Culture that treats parents as respected and valued

partners

• System-wide parent education and involvement system

• School-based parent communication process to enhance student achievement

Segment ICulture that treats parents as respected and valued partners…

1. How can schools create a culture that recognizes parents as respected and valued partners?

2. What are essential components of an effective parent involvement program?

“Parents: Welcomed Members of the School Community”

byAlfonso Aneglucci

Source: National PTA

Joyce L. EpsteinPh.D., Sociology,

Johns Hopkins University

Director of the Center on School, Family, and

Community Partnerships

The Keys to Successful

School-Family-Community Partnerships

Parenting Communicating Volunteering Learning at Home Decision-Making Collaborating with the Community

Categorizing the Parent Involvement Activities

Segment IISystem-wide parent education and involvement system…

1. How is parent partnership different from parent involvement?

2. Why should schools establish strong, supportive relationships with parents?

“Strengthening Families/Strengthening Schools Toolkit”

Think—Pair—Share

Partnership vs. InvolvementInvolvement: Parents are given a list of workshops on parenting skills to be held at the school and asked to check off which ones they plan on attending.

Partnership: The team sends home and/or emails or calls every parent and asks them their needs and how the school can help them to be involved in their child’s education.

“Tipping Toward Parents”“The Rise of the Parentariat”

Segment III

School-based parent communication process to enhance student achievement…

1. What does effective communication with parents and schools look like?

2. How can the communication process enhance student achievement?

Effective Communication

• E-mail Dialogue• Telephone Calls• Parent/Teacher Conferences• Parent Participation in LSIC

Meetings • Parent Participation in

Surveys

Impact of Effective Communication• For low-income families, programs offering home visits

are more successful in involving parents.• Frequent and effective communication from the school

increases involvement.• Parents are more likely to become involved when

educators assist parents in helping their children with their schoolwork.

• Schools that utilize effective communication have more support from families and better reputations in the community. Teacher morale is higher as well.

How does a school establish an effective parent/community involvement program that

promotes student achievement?

www.kpirc.org