Chris Ferguson Southwest Educational Development Laboratory 211 E. 7th, Austin, TX 78701

2006

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Chris FergusonSouthwest Educational Development

Laboratory211 E. 7th, Austin, TX 78701

512.476.6861 800.476.6861 x [email protected]

www.sedl.org/connections

Beyond the Building:A Facilitation Guide for School,

Family, and Community Connections

June 8, 2006

Lacy WoodSouthwest Educational Development

Laboratory211 E. 7th, Austin, TX 78701

512.476.6861 800.476.6861 x [email protected] www.sedl.org/connections

2006

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The Southwest Educational Development Laboratory (SEDL) is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. For nearly 40 years, improving teaching and learning has been at the heart of SEDL’s work. SEDL staff have worked with professionals in schools, districts, service agencies, and states to solve significant problems facing educational systems and communities to ensure a quality education for all learners.

Overview

SEDL - Southwest Educational Development Laboratory

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Connecting Disability Research to Practice

Improving School Performance Integrating Technology Into Learning

and Teaching Involving Family and Community in

Student Learning Strengthening Teaching and

Learning in Mathematics and Science

Strengthening Teaching and Learning in Reading and Language

Our work . . .


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National Center for Family and Community Connections with Schools

National Partnership for Quality Afterschool Learning

Disability Law Resource Project National Center for the Dissemination of Disability

Research Research Utilization Support and Help Southeast Comprehensive Center Texas Comprehensive Center Comprehensive School Reform Program Evaluation Services Smaller Learning Communities Reading First Awards Database

Projects . . .


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1. A shared understanding of goals and expectations for all involved in the school system is clearly communicated and shared with all stakeholders.

[Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore & McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, and others]

School Improvement Research

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2. High academic standards clearly define what students are to know and be able to do.



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3. A strong cadre of leaders provides support for the goals and expectations of the school and the school community.



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4. Procedures for purposeful collection and analysis of data on students, programs, and staff underpin all decisions.



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5. School staff establish strong, collaborative relationships with family and community partners.



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A child from a low-income family enters kindergarten with a listening vocabulary of 3,000 words, while a child of a middle-income family enters with a listening vocabulary of 20,000 words.

Children in the US - The Reality

[Hart & Risley, 1995]

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Children who score at the 90th percentile on a reading test spend five times as many minutes per day reading books as children at the 50th percentile.

Children in the US - The Reality…

[Anderson, Wilson, & Fielding, 1988

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Children in the US - The Reality…

Fourth-graders who reported having 25 books or more at home had higher scores on the NAEP reading test than children who reported they didn’t have that many books.

[NCES, 2004]

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Pedro Noguera says…

When student’s aren’t successful, it’s not about testing or lack of performance–it’s about what efforts are being made to meet student needs?

Family & Community Involvement Research

[Noguera, 2003]

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Pedro Noguera says…

We need to challenge the way failure has become normalized—the way we have grown comfortable with predictable failure. [Noguera, 2003]


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FamilyAdministrato

rs

Business

Industry

Media

Service Organizatio

ns

Extended Family

Government

Support Agencies

Historic ContextGeographic

Context

The Education of the Child

Teachers

Cultural Context

Community Services

School

Local Youth Organizatio

nsSupport Groups

Friends

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“The evidence is consistent, positive, and convincing:

families have a major influence on their children’s achievement in school & throughout life.” [Henderson & Mapp, A New Wave of Evidence, 2003]


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“When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, & like school more.”


[Henderson & Mapp, A New Wave of Evidence, 2003]

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Well-developed programs often demonstrate . . .

4 Upgraded school facilities4 Improved school leadership &

staffing4 Higher quality learning programs

for students4 New resources & programs to

improve instruction, curriculum, and assessment

4 Increased social & political capital for the participants



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NCLB - Action Mandates

Written Parental Involvement Policy

- “developed jointly” -

School-Parent Compact

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NCLB - Monetary Considerations

Family and Community Involvement Efforts

=

1 % of Title I Allocation

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NCLB - Family Involvement Mandates

Written Parental

Involvement Policy

“Developed Jointly”

School-Parent

Compact Multi-faceted Approach

Support

Student

Learning

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NCLB - Family Involvement

Have the opportunity to play an integral role in the education of their child

NCLB requires that parents

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Have the opportunity to be actively involved in the education of their child


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Are given the opportunity to be full partners in the education of their child


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NCLB - School-Parent Compact

Description of a plan to ensure that all students achieve academic achievement standards

Schools collaboratively develop

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Description of the process to be used for staff-parent communication


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Description of the ways parents will provide support for children’s learning


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Build parents capacity for involvement

Schools is required to

NCLB - School’s Responsibility to Parents

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Build parent understanding of state’s standards, accountability system, school-parent compact, & effective methods to support student academics



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Address issues related to parent lack of education that impacts support of child's academic needs



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Plan and Implement these efforts through “meaningful consultation”


NCLB - Action Mandates

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How do schools put the pieces together?

?

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Introduction Family and Community Connections with Schools

Build common understandings about central themes found in current research on this topic

Exploring the SynthesesInvestigate current research findings on

this topic Investigating the Research

Build an understanding of evidence and best practices that support effective programs

Moving to Practical ApplicationsApply new knowledge to building and

expanding programs

A Facilitation Guide for School, Family, and Community Connections

Moving Education Beyond the Building

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Effective Family & Community Programs

Deliberately build a school culture that promotes common

Characteristics &

Actions[Ferguson, Beyond the Building, 2006]

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Effective Programs - Characteristics

Recognitionof families’ needs & class & cultural differences that encourage greater understanding & respect among all involved.Involvementof all stakeholders in shared partnerships & mutual responsibility for student learning.

Relationshipsamong family, community members, & school staff that foster trust and collaboration.

[Ferguson, Beyond the Building, 2006]

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Effective Programs - Actions

Prepareall of those involved, staff and families, to do the work.

Focusthe work on meaningful outcomes and purposes that relate directly to what students are expected to learn.Advocatean inclusive educational culture that involves all stakeholders in the work to support students in their academic pursuits.


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For programs to be effective, schools, in collaboration with family & community, have to create a structure that encourages & supports family & community members in their efforts to assist students in academic performance.

Effective Family & Community Involvement


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http://www.sedl.org/connections/

Syntheses

Strategy Briefs

Interactive Modules

Symposium Proceedings

Connection Collection

Other Information

Resources Accessed through SEDL Website

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Who Benefits from Increased Involvement?

For students

Additional support for learning and personal development

Increased academic achievement

What Does the Research Say?


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Access to additional resources to support family needs

Knowledge of how to help children academically

Positive family-school interactions

Opportunities for learning parenting and life skills


For families



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Additional support for increasing student achievement

Positive perception of school staff, efforts, and programs

Access to additional resources for school improvement efforts


For schools



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Access to and development of additional resources and clients

Additional support for existing outreach programs


For communities



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Supporting Learning Outside of SchoolStrategies that involve families & partner organizations to support learning in a variety of settings other than the classroom

Types of Involvement


Family & Community Connections

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Promoting Shared Decision MakingStrategies that include family & community members as partners in school decisions




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Expanding Family, Community, & School Communication

Strategies that help to promote effective two-way communications among schools, families, & community members or groups




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Coordinating Resources & ServicesStrategies that unite efforts & programs to provide services for families, students, school, & community




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Fostering Volunteer Support

Strategies that organize & support family & community members in their efforts to support the school & its students




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Supporting Youth Development

Strategies that provide services for students, such as health & physical development, creative expression, & leadership development




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Fostering Parenting Skills

Strategies that assist families with parenting skills & help create home conditions to support student academic achievement




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Expanding Community DevelopmentStrategies that involve the school in community planning & decision making as a community institution, as well as create opportunities for the community to utilize the school’s resources




Documents

Chris Ferguson Southwest Educational Development Laboratory 211 E. 7th, Austin, TX 78701