Premier DeKalb District-Wide Parental Involvement Framework

Dr. Crawford Lewis, Superintendent DeKalb County School System

Decatur, Georgia

Parental Involvement Task ForceDr. Frankie Callaway, Deputy Superintendent for Administration

Mrs. Gloria Talley, Deputy Superintendent for Curriculum and Instruction

Dr. Sonja Alexander, Director of Professional Learning

Dr. Audria Berry, Executive Director of the Office of School Improvement

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Mr. Barry Cross, Parent and Community Liaison Specialist, OSI, Co-Chair

Ms. Jackie Marshall, Parent and Community Liaison Specialist, OSI, Co-Chair

Dr. A. Clifton Myles, Coordinator, Department of Professional Learning, Co-Chair

Mrs. Anderia Russell, Parent and Community Liaison Specialist, OSI, Co-Chair

Ms. Karen Baron, Director of Special Education

Dr. James Berry, Principal, Atherton Elementary School

Ms. Cari Cato, DeKalb’s Parent Advisory Board, Tucker High School

Ms. Marcia Coward, Vice President, DeKalb County Council of PTAs

Mrs. Susan Freeman, Principal, Ronald E. McNair Middle School

Mr. Douglas Hrabe, Director, Fernbank Science Center

Mrs. Anquinette Guthrie, Principal, Dresden Elementary School

Ms. Ramona Jackson, Vice President, DeKalb County Council of PTAs

Mrs. Angela Moton, Principal, Lakeside High School

Mr. John L. O'Connor, Executive Director for Special Services

Mr. Nathaniel Paxton, President, DeKalb County Council of PTAs

Mrs. Deirdre P. Pierce, Immediate Past President, DeKalb County Council of PTAs

Dr. Dionne Rosser-Mims, Assistant Professor, MSPSE Program Coordinator,

Troy University

Parental Involvement Framework -District Coordination

Dr. Crawford LewisSuperintendent

Dr. Frankie CallawayDeputy Superintendent for

Administration

Mrs. Gloria TalleyDeputy Superintendent for Curriculum and Instruction

Parental Involvement Task Force

Parental Involvement Framework

Department of Professional Learning

Office of School Improvement

School’s Parental Involvement Plan

Superintendent’s Charge

To develop a District-Wide Parental Involvement Framework with measurable goals that identify how parental involvement increases student achievement.

Mission: Premier DeKalb’s Framework for Parental Involvement

• The Mission of the DeKalb County School System is to form a collaborative effort between home and school that maximizes students’ social and academic potential preparing them to compete in a global society.

• This Mission establishes the Framework and collective responsibilities from the District, School, Student and Parent to build those collaborations that will not only enhance school culture, but ultimately impact student achievement.

Goal: Premier DeKalb Framework for Parental Involvement

To form a collaborative effort between home, school and

the community that maximizes students’ social

and academic potential.

Essential Question?How do skillful administrators use a variety of research-based strategies to develop school-based parental involvement plans that will:

A) increase student achievement

B) obtain fully operational level on the Student, Family, Community

Involvement and Support Standards of the Georgia Keys

to Quality

Six Types of Parental InvolvementResearch by Joyce L. Epstein, Ph.D.

Dr. Epstein’s research highlights six types of Parental Involvement and they are as follows:

1). Parenting…Providing for the health and safety and encouraging learning and good behavior in school

2). Communicating…Schools reaching out to parents with information about all that is happening

3). Volunteering…Parents having significant involvement with school functions and the environment and the school being flexible to make this happen

4). Learning at home…Assisting children with homework and other activities with the guidance and support of the school

5). Decision-making…Parents, with the school’s encouragement, taking part in decision-making

6). Collaboration with the community…Schools can help families and community groups collaborate in student achievement

Georgia Keys to Quality: Student, Family, and Community

Involvement Strand

• Student, Family, and Community Involvement and Support Standard 1: The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community.

• Student, Family, and Community Support Standard 2: The school has organizational structures and processes to ensure that students, families, and community members play an active and sustained role in school governance, decision-making, and problem-solving.

• Student, Family, and Community Support Standard 3: The school addresses student, family, and community needs through appropriate services and cross-institutional partnerships.

Student, Family, and Community Involvement and Support Standard 1: The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community.

• SFC 1.1 Communication Between School and Parents and Community

• SFC 1.2 School Promotes Parenting Skills• SFC 1.3 Parent Outreach and Training

Programs• SFC 1.4 Parents and Community Members

Feel Welcomed in the School

Student, Family, and Community Involvement and Support Standard 2: The school has organizational structures and processes to ensure that students, families, and community members play an active and sustained role in school governance, decision-making, and problem solving.

• SFC 2.1 Organizational Structures and Processes Encourage Student, Family, Community Involvement

Student, Family, and Community Involvement and Support Standard 3: The school addresses student, family, and community needs through appropriate services and cross-institutional partnerships.

• SFC 3.1 Seamless Connection Between School and Community Agencies

• SFC 3.2 Cross-Institutional Partnerships

STUDENT, FAMILY, AND COMMUNITY INVOLVEMENT AND SUPPORT - The school as a Community of learning involves parents and community members as active participants. There is consistent and growing evidence of parental involvement and volunteerism, participation in workshops and enrichment activities, and a process of two-way communication. Everyone collaborates to help the school achieve its continuous improvement targets and short- and long-range goals. Student, Family, and Community Involvement and Support Standard 1: The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community . SFC 1.1 Communication Between School and Parents and Community.

Not addressed

Emergent Operational Fully Operational

There is little if any communication between the school and parents and community members other than during situations involving problems such as student discipline or during compliance events (e.g., annual school conferences, report cards

There is some communication between the school and parents and community members beyond problem-based situations and compliance events. However, the school would benefit greatly from a much greater emphasis upon regular, two-way, and meaningful communication related to ways parents and community members might enhance the achievement of school improvement plan targets, especially student achievement targets.

There is ongoing communication between the school and parents and community members regarding both discipline and compliance events as well as some areas of overall student achievement. However, even further emphasis might be given to fostering parent and community two-way communication, particularly emphasizing ways these groups can support achievement of student performance targets.

Communication between the school and parents and community members is consistently regular, two-way, and meaningful with clear and comprehensive evidence of its contribution to short- and long- range school improvement plan goals, particularly student achievement targets.

Implementation Resource Guide

Phase I-Parental Involvement Framework (PIF) Rollout –

January 2009

• Develop Framework with Parental Involvement Task Force.

• Guide administrators through the process of data collection to establish initial metrics for the PIF using a self-assessment process based upon the GA Keys to Quality rubric, Implementation Resource Guide and CSIP.

Phase II- PIF-Framework RolloutFebruary – March 2009

• At the end of February through the beginning of March 2009, the Parental Involvement Task Force members from OSI and PL will visit and review Site-Based Parental Involvement Plans for all schools. This will be approximately 100 schools for OSI and 50 schools for PL.

• These visits will only need to last an hour or less. We will ask Principals for specific artifacts (examples will be embedded in the Framework such as newsletters, sign-in sheets, flyers for events, etc.) that support the 3 Standards also embedded in the Parental Involvement Framework.

Phase III - Summer of 2009

• Train Administrative teams on the board approved Parental Involvement Framework

Next Steps

• Communication• Self-Assessment/OSI Review• Parent Policy• Parent-Student-Teacher Compact• Identify a Parent Place

– Wall – Corner– Room

• Parent Survey

Communication

District Level WebpageA link to a parent involvement page should be added

to the district's homepage. The parent involvement page should include:

• The Parent, Community, and School Standards of the Georgia School Keys

• District Level Policy (Board Policy and Title I) • Dates of Events at the District Level • Information (district office personnel responsible

for parent involvement) • Access to Parent Portal • Access to School Lunch Payment Program • Parent Right to Know Letters • Information and/or link to Title I Parent Resource

Centers • Parent University

Local School WebpageA parent interactive page should be added to each school's website. This

page should include:

• Evidence of how the school meets the three Georgia School Keys Standards

• Parent Involvement Policy • School-Teacher-Parent-Student Compact • Dates of events-vertically and updated monthly • Information, i.e. Hotline Number, PTA and School Council Information

• Access to Parent Portal • Access to School Lunch Payment Program • Information and/or link to Title I Parent Resource Centers

• Student Handbook • Discipline Handbook and Plan

• Consolidated School Improvement Plan

• Volunteer Opportunities• Parent Right to Know Letters • School Newsletter (if you currently publish)• Community Partners

Self-Assessment

• GAPSS Analysis• Implementation Resource Guide• Evidence and Artifacts

Parent Policy

The Parental Involvement Policy must be:

• Developed jointly with and agreed to by parents of children• Written in an understandable format and provided in a

language parents can understand• Distributed to all parents • Made available to the local community and updated

periodically to meet the changing need of parents and the school

Handouts• Checklist• Exemplar

Parent Compact

The Parent Compact must describe:

• The school’s responsibility is to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children served under Title I to meet the State’s student academic achievement standards

• Ways in which parents will be responsible for supporting their children’s learning

• The importance of communication between teachers and parents on an ongoing basis

Handout• Exemplar

Parent Place

Parent Survey

• District Level Created• Local School Created

Thanks Administrators

for

Your Support!!