GUIDE

Paseo Academy

INTRODUCTION

This guide is designed as a planning tool for Family Advocates at Paseo Academy. It explains how to organize and conduct meetings with students and communicate with families and colleagues. The guide explains the role and responsibilities of Family Advocates and provides suggestions for ways to implement the system.

Family Advocates are teachers who care about the students and know the importance of family involvement in the students’ education. Family Advocates contact families regularly and involve them and the students in setting and meeting academic and behavior goals. Family Advocates also work with their staff colleagues to help realize each student’s goals and to connect students and families to school and community resources as needed.

BENEFITS FOR STUDENTS

Students will feel more connected to a caring adult at Paseo who can help them

achieve high academic and behavior goals.

Students will know that adults in their family and adults at Paseo are working

together on their behalf.

BENEFIT FOR FAMILIES

Families will feel more connected to Paseo and will know what they can do to support their child’s success.

BENEFIT FOR ADVOCATES

School relationships with families and students will improve student motivation, behavior, and academic goals.

RESPONSIBILITIES OF FAMILY ADVOCATES

1. Meet the students at the beginning of the school year and get to know them.

2. Maintain personal contact with the students throughout the school year.

Private face-to-face check-ins At least five minutes per week Can occur before or after school, or between classes

3. Maintain regular contact with the families on at least a monthly basis.

By phone, e-mail, letter, or postcard Quick update on student progress Initiated by either the advocate or family

4. Hold at least two meetings per school year with the student and family

One meeting per semester Purposes

-Orientation to Family Advocacy-Review Academic and Behavior Profile-Set targets for the semester-Establish action plan for achieving targets

At least 30 minutes per conference

5. Monitor the student’s academic, social, and emotional development on an on-going basis.

6. Advocate for the student within the school.

7. Refer students and/or family to school and community support services as needed.

INITIAL PROCEDURES

Matching students and advocates will occur as near to the beginning of the school year as possible. The initial selection process will generally be random but adjustments can be made later.

Letters with a standard format will be available for advocates to complete and mail to their families.

Phone calls will be made by advocates to their families within the week after mailing their letters.

An initial gathering of advocates and their students will be planned near the beginning of the school year. At this time advocates will introduce themselves, get information from their students, answer questions, dialogue about school life, and begin to build relationships.

INDIVIDUAL MEETINGS WITH STUDENTS

Family Advocates will meet with each student at least once weekly throughout the school year. These meetings are private face-to-face sessions lastly at least five minutes. Meetings may occur before or after school, between classes, or whenever possible.

During the initial conversation, the advocate will get to know basic information about the student, such as family situation, ages of siblings, contact information for parents/guardians, etc.

Before the first family conference, the advocate will review the student’s academic and behavioral progress, his/her relationship and work with other teachers, and any support needed. This will be helpful prior to meeting with the family.

After the first conference and throughout the year, the advocate will follow up on commitments made by the student, family, and advocate to see that the student is receiving support. Regular conversations will keep the advocate apprised of ongoing academic and personal successes, as well as the challenges that the student faces.

It is important the tone of these conversations between the student and advocate be respectful and that meetings are participatory- both the student and the advocate speak and listen to each other. Since the the time is brief, the meeting will need to be focused. Finally, these weekly contacts should be balanced- with attention paid to both accomplishments and challenges.

WORKING WITH FAMILIES

Parents/guardians and Family Advocates will maintain regular contact throughout the year to monitor the student’s progress. At least once a month, the advocates will contact the family by phone, e-mail, or in writing. The families can also initiate contacts at any time.

The substance of the contact is a quick update on the student. Whenever possible, positive feedback should be offered. If challenges are mentioned, an accomplishment or other good news should also be communicated. If a postcard is used, the news should only be positive.

Students should be aware of the information that is communicated and advocates should check to see that the letters or postcards were received.

During the first semester, advocates will schedule a family conference with parents/guardians and students. This meeting should take place at Paseo. The first family conference serves several important purposes:-Orientation to the Freshman Team-Introduction to the Family Advocacy System-Getting to know each other (use appropriate questionnaires)-Introduction to the Academic and Behavior Profile-Completion of Action Plan-Review plans for monthly contacts

During the second semester, another family conference will be scheduled. This meeting should also be held at Paseo and serves the following purposes:-Reconnect with parents/guardians, asking about important family developments or something really positive that has happened since the last meeting.-Review the Academic and Behavior Profile.-Check on Action Plan progress. Revise as needed with new strategies, supports, and timelines.-Celebrate goals met or exceeded.

WORKING WITH COLLEAGUES

Family Advocates need to receive information about their students from colleagues so that they will be fully informed about their students’ accomplishments and challenges. Advocates also need to share information about their students with their colleagues for various purposes.

RED LIGHT: This signals a serious concern about a student’s academic progress or behavior that needs immediate attention.

YELLOW LIGHT: This signals a possible challenge or concern that is rising.

GREEN LIGHT: This signals a positive accomplishment.

Special “light” forms are used to receive and distribute information regarding students’ accomplishments and challenges. Samples of these forms are included in this guide.

MAKING REFERRALS

Family Advocates are NOT social workers, psychologists, guidance counselors, law enforcement officers, and/or juvenile officers. They do NOT solve problems of homelessness, hunger, abuse, neglect, and runaways.

Family Advocates are required by state law to report child abuse to the Children’s Division of the State of Missouri. See an administrator as needed.

A special referral form is used to communicate the need for a referral. Referral requests will be to the appropriate counselor. A sample form is included in this guide.

letter to parents/guardians

Dear Parents/Guardians,

At Paseo Academy we have Family Advocates for our freshman students. A “Family Advocate” is a caring teacher who will develop a special relationship with your child. In addition, your child’s Family Advocate will work to build strong, lasting relationships with you in an effort to support your child’s academic and behavioral goals. These goals will be set and revisited with you on a regular basis.

Your Family Advocate is someone your child can trust and will meet with on a regular basis. Your advocate will contact you monthly and will hold a conference with you and your child once each semester to review goals and progress. As a parent/guardian you are encouraged to also contact your advocate as needed and attend the scheduled conferences. This is a great way for us to share the good news about your child that often goes unmentioned as well as discuss challenges he or she may be facing.

We are so excited to work as partners with you in supporting your child!

Your Family Advocate is _______________________________________________.

Your Family Advocate’s e-mail address is _________________________________.

The following are important dates to mark on your calendar:

Sincerely,

RED LIGHT

TO:________________________________________________

FROM:_____________________________________________

RE:________________________________________________

DATE:_____________________________________________

MESSAGE (be as specific as possible):

YELLOW LIGHT

TO:_______________________________________________

FROM:____________________________________________

RE:_______________________________________________

DATE:____________________________________________

MESSAGE (be as specific as possible):

GREEN LIGHT

TO:_______________________________________________

FROM:____________________________________________

RE:_______________________________________________

DATE:____________________________________________

MESSAGE (be as specific as possible):

FAMILY ADVOCATE REFERRAL

FROM:_____________________________________________

RE:________________________________________________

DATE:_____________________________________________

MESSAGE (be as specific as possible):

STUDENT PROFILEACCORDING TO THE STUDENT!

Student Name_______________________________________________

Student ID__________________________________

I am motivated when…

My strengths, gifts, talents, and abilities are…

I am successful when…

I have difficulty with…

I enjoy activities that allow me to be…

I perform in class best when…

STUDENT PROFILEACCORDING TO PARENTS/GUARDIANS!

Student Name___________________________________________

My child:

Is motivated when…

Has strengths, gifts, talents, and abilities that include…

Is successful when…

Has difficulty with…

Enjoys activities that allow him/her to be…

Something you may not know about my child is…

STUDENT/FAMILY INFORMATION

Student Name_______________________________________________

Student ID_____________________________ DOB________________

Parents/Guardians___________________________________________

Address_____________________________________________________

Home Phone_________________________________________________

Work Phone(s)_______________________________________________

Cell Phone(s)________________________________________________

E-Mail______________________________________________________

Other Information as Needed:

ACTION PLAN

Student Name_____________________________________________

Student ID_________________________________________

Date of Conference__________________________________

THE STUDENT WILL: __________________________________________________

__________________________________________________

__________________________________________________

THE FAMILY WILL: __________________________________________________

__________________________________________________

__________________________________________________

THE ADVOCATE WILL: __________________________________________________

__________________________________________________

__________________________________________________

SIGNATURES:

__________________________________ __________________________(student) (parent/guardian)

__________________________________(advocate)

ACADEMIC AND BEHAVIOR PROFILE

Student Name__________________________________________

Student ID_______________________________________

Date of Profile____________________________________

ATTENDANCE

Current Status# Days Present_____ # Days Absent_____ Attendance %_____

____ GREEN LIGHT (95% > attendance)____ YELLOW LIGHT (80-94% attendance)____ RED LIGHT (79% < attendance)

TargetBy____________________________________ (date)

____ GREEN LIGHT____ YELLOW LIGHT

DAYS TARDY

Current Status# Days on Time_____ # Days Tardy_____ On-Time %_____

____ GREEN LIGHT (95% > On-Time)____ YELLOW LIGHT (80- 94% On-Time)____ RED LIGHT (79% < On-Time)

TargetBy____________________________________ (date)

____ GREEN LIGHT____ YELLOW LIGHTStudent Name________________________________________________

SUSPENSIONS

Current Status# Days ISS_____ # Days OSS_____ Suspension %_____

_____ GREEN LIGHT (no suspensions)_____ YELLOW LIGHT (5-10 % suspension)_____ RED LIGHT (> 10% suspension)

TargetFrom this date to____________________________________ (date)No suspensions

GRADES

1 Q Mid GPA _____ 1Q GPA _____

2 Q Mid GPA _____ 2 Q GPA _____ 1 Semester GPA _____

3 Q Mid GPA _____ 3 Q GPA _____

4 Q Mid GPA _____ 4 Q GPA _____ 2 Semester GPA _____

TargetCumulative GPA _____

Progress

_____ GREEN LIGHT_____ YELLOW LIGHT_____ RED LIGHT