Teamwork Makes the Dreamwork: A closer look at the effects of parent involvement Ppt

8/17/2019 Teamwork Makes the Dreamwork: A closer look at the effects of parent involvement Ppt

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the Dream Work:A closer look atthe efects o

parent

involvement

University o South Florida

Wendy aker! "ennierurnette! Darryan Fit#patrick!$ristina %reenwood! eth

&andy! $eith &aycock! %raceMadden! Marc Summa! 'arol

Tormoehlen! Tracy Wul

Sprin( )*+,



Description o in-uiry

• .erspectives o .rincipal! A.TT'hampion! 'lassroom Teacher!

.arents• /oles and responsi0ilities o in-uiryteam 1.rincipal! A.TT 'hampion!'lassroom Teacher! .re2service

Teachers and .artnership /esource Teachers3

• .reliminary Findin(s



.rincipal: Mr4 &aycock

Why move to Academic .arent Teacher Teams5

An overview4444



What is A.TT5

• 6ew way to conerence• Families and teachers workto(ether

• Focus on (rade2leveloundational skills

• Assess skills and set (oals• .ractice skills with amilies• 'ele0rate achievement

• uild community



'onte7t

.artnership School



'onte7t



'onte7t



/ationale

The purpose o our in-uiry is to discoverhow Academic .arent Teacher Teams1A.TT3 will afect the parent involvementat our school4 Due to a lack o parentinvolvement with our school8s previousparent teacher involvement! we arelookin( or ways to increase this de9cit4Accordin( to ower and %rin 1)*++3!;.arental involvement is seen as anefective strate(y to ensure student

success444< 1p4 ==34 We are interested indiscoverin( i this new approach to parentinvolvement at our school will alsoincrease student achievement4



&iterature

•'otton > Wikelund 1+?@?3 identi9es two 0arriers toparent involvement as lack o plannin( and lack omutual understandin( and provides (uidelines orproductive involvement4

• Dikkers 1)*+3 identi9es the si7 types o

involvement or parents! teachers! and communitymem0ers accordin( to the 6ational 6etwork o.artnership Schools 166.S34 Within each type oinvolvement! Dikkers provides e7amples oren(a(in( stakeholders throu(h this ramework4

• Tran 1)*+B3 su((ests new culturally responsivemethods or creatin( parent! teacher! andcommunity mem0er partnerships within the schoolconte7t to increase student achievement4

• Sparks 1)*+C3 outlines the process o Academic.arent Teacher Teams 1A.TT3 as a new model or



/esearch uestion

En what ways does theimplementation o the Academic

.arent Teacher Teams 1A.TT3 modelimpact parent involvement5

A.TT 'h i M



A.TT 'hampion: Mrs4%reenwood

Be fore AP T T Nig

h ts

• Train the Trainer sessions

• .ro vide school orien

ta tion

• Assis t to de termine founda

tional skills

• Train teachers on A.

T T presen ta tions

and (raphs

• Fs ta0lish success ful s tra te(ies

for

famil y a t tendance

• Gr(ani #e childcare

• Grder Supplies

APTT Process

Welcome and Ice

Breaker

Review Foundational

Skills

Review Student Data

Teacher Demonstrates

Skills

Parents Practice Skills



amp on: rs4%reenwood

Dur ing AP T T Night s• P r epar e sc hool• Ensur e f idelit y t hr ough c oac hing• Run a c

onf er enc e as a c lassr oom t eac her

A f t e r A P T

T N i g h t

H & i a i s o n 0 e t w

e e n

s c h o o l a n d

. a r e n t a l

E n v o l v e m e n t G

: c e

H A t t e n d d e 0

r i e 9 n (

s e s s i o n s

'l T h M



'lassroom Teacher: Ms4 Tormoehlen

• Trainin(

•.reparation•'onductin(I(radin( assessments!makin( copies!

preparin( parentolders! etc4

•'onerence 6i(ht



Data 'ollection

• Field 6otes• 7it slips

• Artiacts o studentperormance



Data Analysis2 ualitative

•Second round A.TTDecem0er ! )*+C• $2Cth (rade parent-uestions•Deductive andEnductive reasonin(1&ichtman! )*+3

'odes• JesI6o -uestions•'lariyin( -uestions•Student speci9c-uestions

•Enormation -uestions

• First round A.TTSeptem0er )B!)*+C

• Cth (rade parent

-uestions• Enductive reasonin(

1&ichtman! )*+3'odes

• JesI6o -uestions•'lariyin( -uestions

'l i + . t ti l d



'laim +: .arent -uestions revolvedaround clariyin( -uestions4

;For e7ample! as E was readin( the directions! as E hold up

the card! she has to (ive me the de9nition! meanin(! andsentence5< 1Cth (rade .arent! A.TT +! Septem0er )B3

;En this case! what is the minimal or ma7imum or this(raph5< 1Cth (rade .arent! A.TT +! Septem0er )B3

;Kow do you say the rhymin( term5< 1$inder(arten .arent!A.TT )! Decem0er 3

;Kow is the data ormed5< 1$inder(arten .arent! A.TT )!Decem0er 3

;What is the current e7pectation5< 1rd (rade .arent! A.TT)! Decem0er 3

;What can E take with me5< 1Cth (rade .arent! A.TT )!Decem0er 3

; <

'l i ) . k d J I6



'laim ): .arents asked JesI6o-uestions4

;Es she a0ove C*L5< 1Cth (rade .arent! A.TT +! Septem0er

)B3

;Was this 0eore pre97es were tau(ht5<1Cth (rade .arent!A.TT +! Septem0er )B3

;At home! should E correct place value mistakes5< 1+st(rade .arent! A.TT )! Decem0er 3

;That 0lue line at the top! is that the e7pectation o wherethey should 0e 0y the end o the year5< 1+st (rade .arent!A.TT )! Decem0er 3

;En the state test! will they 0e (iven a -uestion like this5<1Bth (rade .arent! A.TT )! Decem0er 3

;Do they have to know the de9nition5< 1Bth (rade .arent!A.TT )! Decem0er 3

;With the ost is it e7actl the same5< Cth rade .arent

'l i . t k d ti



'laim : .arents asked -uestionsspeci9c to the student4

;Kow do you see her doin(5< 1)nd (rade .arent!A.TT )! Decem0er 3

;Kow is student nameN doin( in readin(5< 1)nd(rade .arent! A.TT )! Decem0er 3

;Gn these (raphs! youOre sayin( that the top linesare the end o the year e7pectations! how cantheir (rade 0e lower even thou(h they arereadin( a0ove (rade level e7pectation5< 1rd

(rade .arent! A.TT )! Decem0er 3

;Kow is he doin(5< 1Bth (rade .arent! A.TT )!Decem0er 3

;What can prevent her rom (ettin( an PnO on her

'l i B . t k d i ti l



'laim B: .arents asked inormational-uestions4

;Jou donOt happen to have a way to te7tIemaileach other to stay in touch 1with the teacher35<1rd (rade .arent! A.TT )! Decem0er 3

;This (rade! how much is this (oin( to decide ithey (o on to the ne7t year5< 1Bth (rade .arent!A.TT )! Decem0er 3

;Kow can we have access to their (rades5< 1Bth(rade .arent! A.TT )! Decem0er 3

;What are the other tests that (o into (rades5<1Bth (rade .arent! A.TT )! Decem0er 3



Data Analysis2 ualitative

• First round A.TTSeptem0er )B!)*+C

• $2)nd and Cth

(rade parent e7itslips

• Enductive reasonin(1&ichtman! )*+3

'odes•StudentsO pro(resscomments

•Materials comments•&earnin( ways to helpstudents improvecomments

•'omparison to otherstudents comments

•Second round A.TTDecem0er ! )*+C• +st2 Bth (radeparent e7it slips•Enductive reasonin(1&ichtman! )*+3

'odes• JesI6o responses• Time spent practicin(responses•7perience usin(resources responses



a0out learnin( the pro(ress o theirstudent4

PE am a0le to see where my dau(hter isacademically and where she should 0e at thistime o the school year4< 1Cth (rade parent! A.TT+! Septem0er )B3

;To know what pro(ress my child needs to maketo 0e on level or her (rade4< 1Bth (rade parent!A.TT +! Septem0er )B3

;We learned a holistic view o his pro9ciency in

math and (rammar4< 1Cth (rade parent! A.TT +!Septem0er )B3

;&earnin( a0out where my dau(hter is with mathand readin(4< 1+st (rade parent! A.TT +!

Septem0er )B3

'l i ) . t d t



'laim ): .arents made commentsa0out 0ein( provided materials4

;Qery 0ene9cial meetin(! especially the materialthat was provided to help my child in his pro0lemareas4< 1Cth (rade parent! A.TT +! Septem0er )B3

;E like the act that tools were (iven to help

parents at home with the children4< 1Bth (radeparent! A.TT +! Septem0er )B3

;&iked the visual aids and the cards to take homeor practice4< 1+st (rade parent! A.TT +!

Septem0er )B3

;E love the tools they provided to help assist in mychildOs academic pro(ress4< 1)nd (rade parent!A.TT +! Septem0er )B3



to meetin( their child8s readin( andmath (oals4



2hours a week usin( the materialsprovided4

'laim C .arents rated their e7perience



'laim C: .arents rated their e7perienceusin( the materials (ood or very (ood4

a a na ys s



a a na ys s2uantitative

APTT 1 APTT 2 APTT 3

Grade 2 Sight Word luency Addition acts !"2!

Sight Word luency Addition acts !"2!Sight Word SpellingSu#traction acts !"2!

Sight Word SpellingSu#traction act !"2!

Grade $ Prefi%es&ultiplication acts

Prefi%es&ultiplication actsSuffi%es'i(ision acts

Suffi%es'i(ision acts

Grade ) Prefi%es&ultiplication acts

Prefi%es&ultiplication acts



S*ills

Green + Pre"test, -range + Post"test

'laim +: Student achievement



'laim +: Student achievementincreased



'onclusion

As mem0ers and acilitators o the Academic.arent Teacher Teams! it is evident that A.TThas proved 0ene9cial in increasin( parentinvolvement and student achievement4 Enaddition! the eed0ack received rom parents in

the orm o e7it slips! -uestions! and commentsdemonstrates that parents are ea(er to activelyparticipate in their studentOs education (iventhe materials and support provided at A.TT4Data on student achievement shows that

students increased on the skills that werepracticed and assessed4 %eneral attitudes onA.TT were positive! however! data was notcollected on parents who did not attend4



Emplications

• uestions or parents and (uardians onthe e7it slips need to 0e more speci9c4

• When presentin( to parents! we need to0e more precise with the lan(ua(e usedre(ardin( e7planations o studentperormance and instructions orsupportin( students at home4



Future Wonderin(s

• Kow could the A.TT model 0eefectively implemented in a lar(erschool5

• Kow do we continue to increase parentinvolvement throu(h A.TT5

i



uestionsI'omments

Thank you

Gur contact inormation is located at the

0ottom o the e7it slip handout



/eerences.o/er0 A0 Griffin0 ' 42!115 6an the epstein model of parental in(ol(ement /or* in a high"minority0 high"po(erty

elementary school7 A case study Professional School Counseling, 15 4250 88"98 doi:

http:;;d%doiorg;1!)33!;PS6n2!11"1)88

6otton0 < Wi*elund0 < R 41=9=5 Parent >n(ol(ement in Education Education Northwest.

http:;;multiculturaleducolep#/or*scom;/;file;fetch;))3188$?;Parent>n(ol(ementiEducationpdf

Reid0 < S 42!1)5 Parent engagement on rise as priority for schools0 'istricts Education Week 0 3443250 =

http:;;eds#e#scohostcom;eds;detail;detail7sid+8!?$3)c3"1?)1"$e11"=?3#"!2aa!)f!)#39@$!sessionmgr11

2(id+1hid+122#data+nBpdGC=DWRFW%pdmC@3dAB+1!3!$!8!9d#+eft

Schools engage families to help turn schools around 42!1)5 Education Digest 0 ! 4950 )8"?!

http:;;eds#e#scohostcom;eds;detail;detail7sid+))$=$)a!"?e3d"$=e8"a?cf"9c8=3)!=d211@$!sessionmgr1

13(id+!hid+122#data+nBpdGC=DWRFW%pdmC@3dAB+1!18983=1d#+aph

Spar*s0 S ' 42!1)5 Parent"teacher conferences get a ma*eo(er Education Week 0 4!?5

http:;;eds#e#scohostcom;eds;detail;detail7sid+!28f##)#"e#c1"$c3!"=a82"eafc9a3=)238@$!sessionmgr1=

9(id+!hid+122#data+nBpdGC=DWRFW%pdmC@3dAB+edsgcl$313)98!9d#+edsgo(

http://dx.doi.org/10.5330/PSC.n.2011-15.77

http://multiculturaleducole.pbworks.com/w/file/fetch/55317746/ParentInvolvementiEducation.pdf

http://eds.b.ebscohost.com/eds/detail/detail?sid=706435c3-1651-4e11-963b-02aa05f05b38@sessionmgr112&vid=1&hid=122&bdata=JnNpdGU9ZWRzLWxpdmU=%23AN=103040708&db=eft


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http://multiculturaleducole.pbworks.com/w/file/fetch/55317746/ParentInvolvementiEducation.pdf

http://dx.doi.org/10.5330/PSC.n.2011-15.77

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Teamwork Makes the Dreamwork: A closer look at the effects of parent involvement Ppt