Learning Objectives

Department of State & Federal ProgramsOffice of Title I/31a Compliance"Brown Bag" Professional DevelopmentTopic: Title I Parental InvolvementPlanning & Implementation ProcessWednesday, March 10, 2010Developed byGwendolyn R. BostonBarbara Wells-McKeownWanda Roper-Jones

Learning Objectives At the end of this training participants will: 1. Understand purpose for Parental Involvement 2. Receive history of Parent Involvement (PI) 3. Know how to identify a Title I Parent 4. Identify PI stakeholders and each respective role 5. Understand why PI planning is necessary 6. Understand how to execute PI strategies

Purpose for Title I, Section 1118 Parental Involvement Program The intent of the Law is to bring all stakeholders together, families, educators, and communities, to improve teaching, learning and to build parents' capacity to increase student academic achievement in the four (4) core subject areas

Parental Involvement Statistics • The involvement of Parents in their children’s education and schools plays a critical roll • According to research, parents who are actively engaged in their child's education, regardless of a family’s educational, racial or socioeconomic background, those children are more likely to reap numerous academic and social benefits

Parental Involvement Statistics • Defining feature of a high-performing schools is that • parent involvement is a vital force for change and • improvement • 20 year study on family/school/community connections • conducted by researcher Anne T. Henderson and Karen L. Mapp found that: • - engaging families is linked to improving learning and students make greater gains. • - when schools build partnerships with families by responding to parents concerns and honor their contributions, relationships are established which serve to improve student achievement

Parental Involvement Statistics - when schools build partnerships with families by responding to parents concerns and honor their contributions, connections are established which serve to improve student achievement - when families and communities organize to hold poorly performing schools accountable, studies suggest that school districts make positive changes in policy, practice and resources - Keep in mind, that “Schools can’t improve without the help of parents". Rod Paige, USA TODAY, April 8, 2002 And finally.....

Parental Involvement Statistics - "In addition to educating our students by employing best practices, our continued employment is dependent upon parents' choice to educate their children in DPS schools" & - As partners Parents must keep in mind, that the education of their children is dependent upon Parents working with school leaders and Central office staff Gwendolyn Boston, Title I/31a Compliance March 10, 2010

Title I Parental Involvement (PI) is built upon Four (4) Principles 1. Accountability for results 2. LEAs are given local control and flexibility of PI funds 3. Expanded parental choice, i.e., SES & Choice programs 4. Parental Involvement activities should be scientifically based in order to be effective and successfully

Identification of Title I Parent • The term “parent” includes: - a natural parent - a legal guardian - or other person standing in loco parentis such as, a grandparent or stepparent with whom the child lives - or a person who is legally responsible for the child’s welfare

Title I Parental Involvement History - 1965 Parents role consisted of review of schools educational programs - 1970 Parents lobbied for bigger role - Parents role has since been a core principle of the Title I program - 1988 placed greater emphasis on PI & educational process by holding schools for responsible for helping to guide parents

Title I Parental Involvement History - 1994 language written to include full opportunities for language-minority and disabled parents to participate in Title I PI activities - 2001 NCLB greater emphasis on PI & greater enforcement (MEGS approval, findings, etc.)

Parental Involvement Funding Requirements • LEAs receiving Title I, Part A funds greater than $500,000 must set-aside at least 1% for PI activities • Of the 1% set-aside for PI, 95% must be forwarded to schools for identified allowable PI activities

Parental Involvement Expenditure Decisions should not be based on the following: • Past practices • Staff & Parent personal attitudes • Grocery list

Quote from the Good Book Write the vision, and make it plain upon tables, that he may run that readeth it. Habakkuk 2:1-3 PI Interpretation Write a clear and concise PI plan, so that together the team can execute the PI strategies Parental Involvement 1% Expenditure Planning

Parental Involvement 1% Expenditure Planning • 1st step in the planning process is to: • Pull together ALL stakeholders, consisting of SIP Team, Parents and community as appropriate, to begin the planning process • - Barbara Wells-McKeown will provide rationale for utilizing a Comprehensive Needs Assessment (CNA) • - Wanda Roper-Jones will provide us with the development of step by step strategies • - Finally the Implementation of the Plan will be explained by the team

Process for Determining PI Spending • How Do Schools Make a Sound Decision on How to Spend the PI Dollars? Data • What is the CNA (or the school process rubric)? • The Comprehensive Needs Assessment is a way of looking at the current state of schools in an organized systemic fashion • Mandated under the NCLB (Section 1114) • What are some of the other uses of the CNA? • Assesses the system processes and protocols • Aligned with the School Improvement Framework • Should be the centerpiece of the planning process

Comprehensive Needs Assessment • 5 components including : • Data Profile • Data Analysis, • Process Profile • Process Analysis • Summary • Most critical – analyzing the data • Most critical component – Analyzing the data

How does the CNA relate to Parental Involvement? • The CNA and Parental Involvement– it allows the school to focus on the needs of the parents based on the data collected on the students • Attendance • Literacy • Demographics • Gender • Etc. • Casual factors are identified, better strategies for improvement can be proposed and implemented

Sample - School A • Who do they serve? • What is our mission? • Closing the gap

After all stakeholders have an understanding of the CNA process, the following questions should be asked: • Where are we now? • Where do we want to be? • What and where are the gaps in student achievement? • What are the root causes for the gaps? • How will we get to where we want to be?

Where Are We Now • A review of data indicates that students demonstrate a lack of mastery on the state standards in the areas of reading and writing.

Where Do We Want To Be • Improve Student academic achievement in ELA reading and writing • Increase mean score on the reading and writing portion of the MME by 30% • Students will improve in the reading areas of comprehension and reading fluency • Increase student reading by one grade level

What and Where Are the Gaps • MME scores identified the student achievement gap in the ELA Reading/Writing content area • Data indicates that students score lowest in the areas of reading literature and culture

What Are the Causes for the Gaps • Students entering the school are Reading and Writing 1 to 3 grades below level • Students entering the school are At-Risk Alternative students • Students entering the school have poor study habits • Students entering the school have a Poor/Marginal Attendance Rate

How will we get to where we want to be? • PLAN • Utilize a Writing Across the Curriculum strategy and expressive writing activities in elective areas (health, business, music) • Create a reading lab to increase student recreational reading • Incorporate on-line soft ware (Plato, Focus and Scholastic Reading Inventory • Purchase supplementary reading/writing materials • Address Poor study habits and attendance • Hire Reading Specialist for students reading below grade level

Strategies • Create a reading lab within the parent resource room with same/similar books as students • Incorporate on-line software (Plato, Focus and Scholastic Reading Inventory • Purchase supplementary reading/writing materials

Strategies (cont’d) • Purchase books to encourage parents reading at home with their children • Sustained Workshops that address and assist parents in • Reading and Writing • Helping their child at home with poor study habits • Activities to help parents/students change the poor attendance rate • Reading/writing workshops for parents and students together • Attend field trips and reflect on their experiences through writing projects • Since DPS staff can be paid as consultants, this will be an incentive to work with parents

Implement • Shared with all stakeholders – every parent should have a copy • The focus for all Parental Improvement Meetings/Workshops • The driving force for all your Budget Expenditures

Parental Involvement Expenditure Calendar 2010 - School Year

Questions

Thank You!!!

Learning Objectives