ENGAGING PARENTS: IMPLEMENTING READING INTERVENTION STRATEGIES AT HOME

Jane Groff, Ph.D. Ex. Director

Kansas Parent Information Resource Center (KPIRC)

jgroff@kpirc.org

JUST LIKE ME!!

� I am/was a teacher – Just Like Me

� I work/worked at the state department of education – Just Like Me

� I have two daughters – Just Like Me

� I have one son – Just Like Me

� I have a dog – Just Like Me

� I am one of seven children – Just Like Me

� I have 2 sisters – Just Like Me

� I have 4 brothers- Just Like Me

� My shoe size is an 8 – Just Like Me

� I want my children to be happy in life – Just Like Me

� I want my children to get a good education – Just Like Me

� I want to support my children’s education – Just Like Me

HOME SWEET HOME

KANSAS

KANSAS

WORKSHOP VOLLEYBALL

OBJECTIVES OF THIS SESSION

� Have Fun!

� Learn Stuff ☺ Specifically…………..By the End of This Session you will be able to:

1. Identify components of a home literacy environment

2. Share a piece of research supporting the benefits of family engagement in literacy

3. Identify the 4 C’s of the Dual Capacity Building Framework for Family School Partnerships

4. Share a Strategy for Sharing Literacy Data with Families5. Identify the National PTA Family School Partnership Standards

FOUNDATIONAL THOUGHT

When parents take an interest in, and are involved in their child’s education, they contribute to the child’s success not only in school but throughout his or her adult life (Hoover-Dempsey & Sander, 1995).

LITERACY FOCUSED FAMILY-SCHOOL PARTNERSHIPS

Family Literacy Program

Child's literacy skills and behavior improve

Parent becomes more engaged in child's

learning and involved in school

Teacher develops more positive relationships with parent and child

Parent learns techniques in child literacy activities

and parenting skills

ENHANCING LITERACY THROUGH MOVEMENT

There is a growing body of research that shows a positive relationship between physical activity and academic performance and achievement including cognitive, functioning, academic behaviors and comprehension (USDHHS, CDC 2010).

Don’t do at a table what can be done at a wall or across the room!

Standing gives more oxygen……….

Adds more novelty to learning…………..

SHORT AND SWEET

The research is clear: Children raised in homes that promote family literacy grow up to be better readers and do better in school than children raised in homes where literacy is not promoted.

INTENTIONAL FAMILY LITERACY PROGRAMS

� It is important that teachers intentionally build partnerships with parents who have low social capital and provide the information and skills parents need to help their children succeed in school (Hill & Taylor, 2004).

� In particular, teachers should pay special attention to enhancing the home literacy environment.

READING 100 BOOKS A WEEK?

Of course not! While family literacy activities are often based in reading, there are lots of other ways families can conduct literacy activities at home through picture books, songs, poetry and storytelling.

1. BOOKS: KEY MEMBERS OF YOUR FAMILY

� Make a place to store your child’s books

� Shows your child that books are special

� Put in reach of children

� Parents should model and teach children how to handle and organize books

SEQUENCING ACTIVITY

Beginning, Middle and End

Setting, Character, Problem, Solution

2. STORYTELLING: TALKING ABOUT FAMILY HISTORY AND CREATING NEW ADVENTURES

� Encourage family members to engage in storytelling regardless of age

� Have an older member of the family tell a story about a major family event (wedding, birthday, graduation, trip)

� Ask a younger member of the family to re-tell or add to the story

� Help with names of locations or relatives

� Storytelling builds vocabulary, sequencing and recall information

TELLING A STORY THROUGH MOVEMENT

� Tennis Ball

� Can tell story one sentence at a time: real or pretend story

� Bounce back and forth

� Other tennis ball games – Put a letter on a tennis ball and bounce it back and forth thinking of favorite food, river, word that begins with the letter.

3. WRITING NOTES

� Learning to read and learning to write go hand in hand

� Leave a note in the lunch box, mirror, under a pillow

� Encourage writing through notes from scribbles to sentences

� Email messages – great way to stay in touch with relatives or friends

� Even apologies ☺

4. USING THE LIBRARY WITH THE WHOLE FAMILY

� Fosters family literacy activities

� Books in several languages

� Adults and children can improve their literacy skills by reading books in the family’s first language and then read the same book in English

� Connect with community literacy projects, storytelling, tutoring and reading clubs

RESEARCH ON READING AND WRITING AT HOME

� Research into children’s emergent literacy development indicates that when children participate in stimulating reading and writing activities at home, they develop early literacy and oral language skills that prove a foundation for school-related learning and contribute to later academic success. (Purcell-Gates, 1988;

Whitehurst & Lonigan, 1998).

https://vimeo.com/160121082

RESEARCH ON LITERACY EXPOSURE FOR DISADVANTAGED CHILDREN

� Children’s exposure to a literacy-rich environment is largely influenced by the socioeconomic status (SES) of the family.

� Parents with high levels of education are more likely that parent with low levels of education to (a) provide home environments that are literacy rich, (b) read to their children frequently, (c) regard reading as a source of enjoyment and pleasure, and (d) have high expectations for their children’s achievement (Baroody & Dobbs-Oastes, 2011; Dye and Johnson, 2007)

� Teachers need to specifically target low-SES families to that the literacy disadvantage faced by children in these families can be overcome before reading problems cascade into emotional and behavioral problems.

GOOD READ!

5 ESSENTIAL INGREDIENTS FOR EFFECTIVE SCHOOL REFORM

� Leadership

� Parent/Community Ties

� Professional Capacity

� Student centered learning climate

� Instructional Guidance

Organizing Schools for Improvement by Bryk, A., Bender Sebring, P., Allensworth, E., Luppenscu, St., and Eastong, J. (2010).

� We can’t hold one thing constant b/c one thing affects another. Taking things apart doesn’t work. Family engagement interacts with other systems.

� Schools that have all five components have 10 times the chance of increasing rdgand math scores.

RECONNECT FAMILIES TO SCHOOL

� Schools strong on family engagement were 10 times more likely to improve math scores.

� Schools chronically weak in family engagement did not improve in mathematics.

� Schools that lack even one (or have a low rating) have less than a 10% chance of increasing rdg and math scores.

� Schools strong on family engagement were 4 times more likely to improve rdg scores.

SCHOOL IMPROVEMENT IS LIKE BAKING A CAKE OR

INTERACTING SUBSYSTEMS OPERATING IN STRONG RECIPROCAL CAUSATION WITH ONE ANOTHER ☺

� Leadership That Drives Change (Flour) focuses on:

� Parent/Community Ties (Baking Powder)

� Professional Capacities (Eggs)

� Instructional Guidance (Oil)

� Student Centered Learning Climate (Sugar)

GIVE ONE – GET ONE

� Get up

� Walk around room until music stops

� Stop and get a partner

� Give a thought you had about the research

� Get a thought from your partner

DUAL CAPACITY BUILDING FRAMEWORK

� The framework emphasizes that in order to sustain a “cradle-to-career” relationship with children, schools need to place a dual emphasis on the processes (e.g. connecting families to students’ learning goals) and organizational conditions (e.g., embedding family engagement in professional development, teaching and learning, and community collaboration.

� U.S. Department of Education, 2013

� http://teacher.scholastic.com/products/face/framework.html

DUAL CAPACITY BUILDING FRAMEWORK

WALL WALK

Policy and Program Goals

� Pick up pen and graphic organizer

� Walk to wall

� Write down the meaning of each “C”

� Return to seat

POLICY AND PROGRAM GOALS

� http://teacher.scholastic.com/products/face/framework.html

DUAL CAPACITY BUILDING FRAMEWORK

CAPABILITIES

� Family literacy programs provide parents with the opportunity to gain new knowledge and skills and apply what they have learned while receiving immediate feedback from teachers.

� Family literacy programs need to explain, model, and guide parents through the implementation of literacy activities.

MODEL EVERYTHING!!!!

� Parent reads aloud or child read aloud

� Choral Reading – All Together

� Echo Reading – Child echoes back using same inflections and breaks

� Partner Reading -Switch each time there is a new paragraph

� Silent Reading – Ask question about what they read

� Timed Reading Fluency – Practice text, then time and see if it improves

CONFIDENCE

Studies indicate that as parents became more proficient in promoting their children’s literacy development, children had more successful reading experiences, which in turn increased children’s confidence and motivation (Robinson, 2012)

https://vimeo.com/147511342

CONNECTIONS

� When parents actively engage in their child’s education and communicate more frequently with teachers, teachers are likely to interact more positively with parents (Epstein 2011).

ACADEMIC PARENT TEACHER TEAMS (APTT)

http://www.youtube.com/watch?v=1YNsWrFiYfY

COGNITION

� Parents assumptions, beliefs, and worldview change when they notice positive changes in their child after partnering with teachers.

� Parents in turn begin to view themselves as more capable individuals and equal partnership with professional educators in their child’s educational growth and development.

https://www.youtube.com/watch?v=vbyhao0FtaQ&list=UUvEdSQawiMKMU-muuc1j0YA

4 CORNERS

� Count off in 4’s

� Go to assigned number in corner

� Find a partner

� Share what you’ve learned about this “C”

� Share a thought you have had about this “C”

Home

LearningSchool LearningAcademic

Success

PROGRESSION OF READING SKILLS

PHONOLOGICAL

AWARENESS

(Kindergarten)

PHONICS

(1st-2nd

grade)

FLUENCY

COMPREHENSION • The ability to understand the text is the goal of reading.

• The ability to read automatically and accurately.

• The ability to apply letter sound correspondence.

• The ability to hear individual sounds in words .

SCOTT DUAL LANGUAGE

Positive Chat

� Nights for families to set academic goals

� Provide parents with individual student data

� Families discuss student performance

� Teachers share instructional strategies to do with children at home

Cessna Elementary, USD 259

Wichita, KS 67217

Matt Snodgrass, Principal

Marsha Geer, 1st Grade Teacher

Ashlei Matthews, 4th Grade Teacher

CESSNA UNIVERSITYSTAT NIGHTS

A KANSAS EXAMPLE OF APTT

http://youtu.be/iS6-TGa--2s

Cessna Elementary School

Wichita, Kansas

PROGRESS MONITORING GRAPH

� Think two-way conversation

� Ask questions

� Explain the term “Progress Monitoring”

� Explain each line on the chart

� Discuss and celebrate with parents the progress of their child

� Discuss what parents can do at home to support a child’s learning at home when a child is not progressing

� Allow time for questions

� Might share other data (i.e. class comparison)

� Ask questions

PROGRESS MONITORING DISCUSSION

KS EXAMPLE: SHARING DATA

Example #2: Mersadie (5th grade student)

Dear _________________,

As you know, one of Mersadie's academic goals is to increase her accuracy when reading sight words. Included is a graph that Mersadie has created in order to track her progress. She has definitely made progress since we began the school year!

Sight word accuracy is an important skill for students and leads to success in reading. The current benchmark for a 5th grade student at the beginning of the school year is 50% on the fifth grade sight word list. Mersadie is currently 78% accurate on the 4th grade sight word list.

I have also include an example of the word list that Mersadie is currently learning. In order to improve this skill even more, I'd encourage you to have Mersadie practice these words at home. It would also be extremely beneficial to have Mersadie read aloud to an adult for 15-20 minutes every evening.

Please let me know if you have any questions!

SHARING SIGHT WORD DATA

KS EXAMPLE: SHARING DATA

Example #1: Michael (5th grade student)

Dear ______,

As you know, one of Michael's academic goals is to increase his oral reading fluency, or the number of words that he reads in one minute. Included is a graph that Michael has created in order to track his progress. He has definitely made progress since we began the school year!

Oral Reading Fluency is an important measure for students and may predict success or failure in other academic areas. The current benchmark for a 5th grade student at the beginning of the school year is 132 words per minute and Michael is now almost there! He is currently averaging 129 words per minute.

I have also include an example of how we test this skill. In order to improve this skill even more, I'd encourage you to have Michael read aloud every evening for 15-20 minutes.

Please let me know if you have any questions!

ORAL READING FLUENCY DATA

PTA NATIONAL FAMILY SCHOOL PARTNERSHIP STANDARDS

1. Welcoming All Families Into the School Community - families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

2. Communicating effectively – families and school staff engage in regular, meaningful communication about student learning.

3. Supporting Student Success – families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

PTA NATIONAL FAMILY SCHOOL PARTNERSHIP STANDARDS (CONT.)

4. Speaking up for every Child – families are empowered to be advocates for their own children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

5. Sharing Power – families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices and programs.

6. Collaborating with Community – families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

INSIDE OUTSIDE CIRCLE

� Number off in 2’s

� Make inside circle and out side circle

� Walk in circle until music stops

� Stop find the person across from you

� Ask a question for review (Ex. What did you like most about the workshop? What is one thing you learned in this workshop? What do you want to do with the information from this workshop?)

� Walk when music starts and repeat

REFLECTION VOLLEYBALL