> Tom Wolf, Governor Pedro Rivera, Secretary of Education | Ted Dallas, Secretary of Human Services Supporting Family Engagement Title of Presentation

>Tom Wolf, Governor Pedro Rivera, Secretary of Education | Ted Dallas, Secretary of Human Services

Supporting Family Engagement

Title of PresentationSupporting Family Engagement

Pennsylvania Frameworks and FoundationsPresenters:

Jeannie Pavlack-Sage, Family [email protected]

Sarah Holland, Special Assistant for Family Engagement, Office of Child Development and Early Learning

[email protected] Deb Wise, Chief of the Division of Standards and Professional Development, Office of Child Development and Early Learning

[email protected]



Framework for Planning, Implementing, and Evaluating

P3 approaches

P-3: Conceptual and Comprehensive Ways to Think About the



Is it PreK-3rd or P-3?

•PreK–3rd is a national initiative•Its intent: to transform how children ages three to eight learn in schools.

Pennsylvania’s focus: Prenatal to 3rd grade



Comprehensive P-3Approach

Administrator

Teachers

Instructional Tools

Learning Environme

nt

Data-Driven Improvemen

t

Family Engage

ment

Continuity and Pathways

Eight “Buckets”





Changed Adult Behaviors

Aligned Organizations and Systems

Improved Child Outcomes



Ultimate P3 Outcomes (Child)

1. Develop strong foundational cognitive

skills (literacy/communication and math).

2. Develop social and emotional

competence.

3. Establish patterns of engagement in

school and learning.



Experience Shapes Brain Architecture

Source: Center on the Developing Child, Harvard University



Brains are Built from the Bottom Up

Source: Center on the Developing Child





Ability to Change Brains and Behaviors Decreases Over Time



Getting this right the first time is easier and more effective than trying to fix them later.

Early childhood (birth through age 8) matters because experiences early in life can have a lasting impact on later learning, behavior, and health.



The P Part

High quality learning opportunities pre-school (birth through age 5) help children to be ready for school.

High quality Kindergarten is a transition year for all children.

High quality early grades sustain the gains and lay the foundation for later learning.

Quality K

Grades 1-3


Supporting Family EngagementChanging Our Paradigm

Blocks Pop-Beads



Overarching Goal



High-level Implementation

Strategies



Implementation Indicators



Self-Assess



Example Evaluation Approach



Also Consider What Leverages What



All I Really Need to Know I Learned In Preschool

Partnership For LearningFamilies, Schools and

Communities



Preschool Our School Family Partnership Experience:

Teachers communicated with me regularly when I dropped him off and picked him up (PL 2) School communities and families build partnerships that are affirming, reciprocal and respectful I was able to share insights about my son’s needs(PL3) Families have the knowledge and understanding to encourage and support their students learning and development His teachers let me know how I could reinforce what he was learning at school (PL 3) Families have the knowledge and understanding to encourage and support their students learning and development



Our School Family Partnership Experience:

Collaborated for additional services (PL1) Families are supported and connected to community resources

Parents volunteered daily in the class room (PL5) Families grow in their leadership and utilize these skills in many different ways

Monthly Parent Meetings (PL4) Family Members have support from other families



First Grade Our School Family Partnership Experience:

•I felt like I had little voice in his education

• I felt that I didn’t have same partnership experience

•I felt alienated and discouraged



We were facing a lot of firsts, I was a first time Mom with a first time first grader…



I knew my child was struggling, but I

didn’t know what to do, where to go

or who to see!

The only thing that I did know was that

he excelled when the preschool and

I had a working partnership.

I needed a partnership starting point!


Supporting Family EngagementAll All Parents Parents

Welcome Welcome toto

Join theJoin theTitle 1 Title 1 ReviewReviewTeamTeam

Under No Child Left Behind, Title I

schools and parents develop a

school-parent compact that outlines

how parents,

school staff, and students will share

the responsibility for improved

student academic achievement and

the way in which the school and

parents will build and develop a

partnership to help children achieve

the State’s high standards.



Strong Partnership• Honor Roll• VolunTEEN at our

local hospital, Physical Therapy Department

• Successfully Completed UPMC Student Training Aid Program

• JV Football Player, Outside Line Backer

• JV Baseball Player, Outfield

Future Goals

Major: Sports Medicine



Travel with an Olympic Team

orBe a part of Team

USA Beach Volleyball

• High Honors• Gymnast• 12 years of

Dance• Plays the

Clarinet• Cpt. & Setter

Volleyball Team• Starting a

Volleyball Club Team

Family Partnerships Follow Every Child



February 2016Speaker:

Joyce Epstein, Ph.D.

Title 1 State Parent Advisory CouncilAnnual ConferenceJuly 18 – 20, 2016Seven Springs Mountain Resort

Parent Scholarships



Standard PL.1: Families are supported in times of need. Standard PL.2: Families experience relationships with early care

and education programs that are affirming, reciprocal, and build upon their strengths.

Standard PL.3: Families have the support and information they need to encourage their children’s learning and development.

Standard PL.4: Family members have support from other families. Standard PL.5: Families have goals of their own and benefit from

having supportive partners to help reach their goals. Standard PL.6: Families grow in their leadership and use these

skills in many different ways. Standard PL.7: Families are supported in times of transition.

Infant/Toddler and Preschool Program Partnership Standards



Families are supported in times of need

• Each family has it’s own unique set of strengths and needs that change over time.

• Professionals play a key role in connecting families to resources/supports.

• Many of these supports will be outside of your program/school.



Families experience relationships with programs that are affirming, reciprocal and build upon their strengths.• Relationship-based• Reciprocal• Build upon strengths



Families have the support and information they need to encourage their child’s learning and development• Support and information they need• Families are the stable connector through a

child’s life span.• Professionals have a role in “setting the stage”

for reciprocal sharing.



Family Members have support from other families.• Peer Support is a protective factor.• Providing support to and receiving support from

other families strengthens parenting.



Families have goals of their own and benefit from having supportive partners to reach their goals• When families are stronger, communities

are stronger.• The health and well being of the family

affects the child.



Families grow in their leadership and use these skills in many different ways.

• Supporting and advocating for their own child is leadership• Family members have unique experiences and expertise

which can benefit communities.• Families can be agents of change and supporters of what is

working.



Families are supported in times of transition

• There are many types of transitions, with varying degrees of impact, that affect children and families in unique ways.

• Strong relationships can help families and children feel more secure throughout the process of transition.



P3 Framework• On Your Own:

– Review the Engaging Families Section in the P3 Framework (Pages 20-21)

– Look at the Self-Assessment Bullets– Choose one that you either feel like you need

more information about and/or you feel your program and/or school should have a deeper conversation about.

• Share as you are comfortable with a partner.



Partnership Standards• As a table

– Choose ONE standard that you would like to look at more closely (purple section towards the end of your standards booklets)

• On Your Own– Review the supportive practices and identify:

• One supportive practice that you feel your program/school is currently implementing

• One supportive practice that you would like to see implemented.

• Share with each other at your table

Documents

> Tom Wolf, Governor Pedro Rivera, Secretary of Education | Ted Dallas, Secretary of Human Services Supporting Family Engagement Title of Presentation