Steve vitto and Jennifer Russell school family parterships

School/Family Partnerships An Overview

Jennifer RussellJennifer Russell Steven VittoSteven Vitto

Great Lakes Conference CenterMuskegon, Michigan

January 2012

Working Agreements

• Please turn cell phones off or to vibrate• Please limit side-bar conversations (or step

outside if you want to continue)• Please come together at signal• Please feel free to meet your needs…

Content for this training were based on the research and work of:

– Better Together Toolkit – New Mexico Public Education Dept (NMPED)

– Center for the Education & Study of Diverse Populations (CESDP)

– Harvard Family Research Project

– Joyce Epstein and the National Network of Partnership Schools

– Michigan (& National) Parent Teacher Association

– Sandra L. Christenson & Amy L. Reschly

– Anne T. Henderson & Karen Mapp

– Michigan Office of Field Services

– Rob Horner, PBIS University of Oregon

– Steven Constantino, Ed.D.

– Colorado Department of Education

– Ruby Payne

– Sharon Dietrich at Center for Educational Networking

– Caryn Pack Ivey & Michelle Miller at Michigan Alliance for Families

– Mary Bechtel -- Sue Mack --Kriya Gaillard --Melissa Nantais

– Kim St. Martin --April Goodwin --Steve Vitto

ACKNOWLEDGEMENTS

Purpose and Outcomes

• Please read the “purpose” and “outcomes” for today to yourself (handout)

• Pick one outcome that interests you the most and plan a 30 second speech around why that one is important for you

• Turn to an elbow partner and share with them which one you picked and why

Agenda

• Overview

• Establishing Systems

• High Impact Practices

• Using Data to Drive Decision Making

• Organize and Integrate

1.0 Successful School Family Partnerships:

Critical Beliefs, Characteristics & Behaviors

WHY is MiBLSi focusing on

School/Family Partnerships?

ACTIVITYACTIVITY

A Blast from the Past

1. Complete the questions INDEPENDENTLY at your table.

2. Come back together for discussion at the signal

Goals of MiBLSi

• Increase reading performance

• Reduce behavior problems

• Have accurate knowledge of behavior and reading performance

• Use student performance information to develop and implement interventions

MiBLSi & MI Alliance for Families School-Family Partnership GOALS

School staff will create a welcoming environment for ALL students and families and will share with families an understanding of the following:

• What children are expected to know & be able to do at the end of each grade level in Michigan schools (Common Core State Standards & Behavioral Expectations)

• How & when student progress - in relation to standards and other students in the class - is measured and reported to parents at each school (using rubrics, data graphs, etc.)

• What evidence-based practices (and potential modifications) teachers are implementing to help students meet standards or extend their learning if standards have been met

• How parents can support their student’s learning at home.

The Power of The Power of Partnership: Slide Partnership: Slide ShowShow

We all want the same thing…

It is time…

“…to move beyond random acts of parent involvement to a strategy for comprehensive partnerships to promote child competence.”

(Christianson & Reschly, 2010; Caspe & Lopez, 2006)

WHAT is Authentic School/Family Partnership?

“Relationships within which all participants’ observations and goals are respected, where information pertinent to the student’s learning success is offered and received, and where plans for each partner’s complementary contributions to student learning are made, and following implementation, are evaluated and adjusted as needed.”

(Christianson & Reschly, 2010; Hoover-Dempsey, Whitaker, Ice, 2010)

Characteristics of High-Performing Schools

1. A clear focus/shared understanding of goals and expectations for ALL involved in the school system that is clearly communicated among all stakeholders.

2. High standards and expectations for all students.

3. A strong cadre of leaders that provides support for the goals and expectations of the school and school community.


4. High levels of collaboration and communication among school staff

5. Curriculum, instruction, and assessments that are aligned with state standards

6. Frequent collection of data for the monitoring of teaching and learning.


7. Focused professional development

8. School staff establish strong, collaborative relationships with family & community partners.

Hope for Urban Education: A Study of Nine High Performing, High Poverty

Urban Elementary Schools (Mayer, D. P., Mullens, J. E., & Moore, M. T., 2000);

Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore &McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, SouthwestEducational Development Laboratory, 2006.

Our Goal: Help Families & Schools Move…

Parent Involvement School/family/community

partnerships

Responsibility on parents Part of school and

to make connections classroom organization

Being organized by a Part of comprehensive few parent leaders school improvement plan

Results focused on Results focused on studentparent/public relations achievement & climate

Activities incidental, Practices linked to results accidental, or off to the for students, parents,

side teachers, community

From…. To…

Adapted from School, Family & Community Partnerships: Your Handbook for Action, 3 rd Edition, Epstein, J. L., et. al. (2009).

Authentic Partnerships

The evidence is consistent, positive, and convincing: many forms of family and community involvement influence student achievement…

not just volunteering in the classroom or serving on the PTO (although these things are important too)

When programs and initiatives focus on building respectful and trusting relationships among school staff, families, and community members, they are more effective in creating and sustaining connections that support student achievement. (Christenson & Reschly, 2010)

Improve Student Outcomes through

StrongCollaborative Relationships

Build Trust

“Trust between parents and teachers has been shown to correlate with students’ credits earned, GPA…attendance, and to predict student achievement.”

(Christenson & Reschly, 2010; Adams & Christenson, 2000; Bryk & Schneider, 2002; Goddard et al., 2001)

“The amount of respect families feel from school personnel has been found to be more important in the family-school relationship than how much time families spend at school.”

(Grossmann, 1999; Christenson & Reschly, 2010)

Show Respect

Embrace Diversity

Parent involvement programs that are effective… engage diverse families, recognize cultural and class differences, address needs, and build on strengths.

Scribner, Young & Pedroza (1999), Chrispeels & Rivero (2000), Lopez (2001)

Be Welcoming & Needs-Focused

Actions that successfully connect with families and communities invite involvement, are welcoming, and address specific parental and community needs.

Hoover-Dempsey & Sandler (1997), Sanders & Harvey (2000), Pena (2000)

Share Power

Effective connections embrace a philosophy of partnership where power is shared—the responsibility for children’s educational development is a collaborative enterprise among parents, school staff, and community members.

(Power = information/data, decision-making)

Wang, Oates & Weishew (1997), Smrekar et al (2001), Moore (1998)

ACTIVITYACTIVITYCore Principals & Actions

Critical for Collaborative Relationships

1. Find a partner at your table.

2. Find the handout titled “Core Principles and Actions Critical for Collaborative Relationships in your packet.

3. At the signal, please read silently to yourself. Take notes, summarizing main ideas.

4. At the next signal, please be ready to discuss what you’ve read with a partner at your table

Do teachers and families share a

COMMON VISIONfor student success at your building?

Have you talked about it?

Have teachers and families clarified your various

Roles and Responsibilities

regarding children’s education

in your school?

TEACHER & FAMILY ROLES TEACHER & FAMILY ROLES & RESPONSIBILITIES& RESPONSIBILITIES

1. Find a partner at your table. Decide who will be a number “one” and who will be a number “two”.

2.Identify your reading assignment below.

3.At the signal, read your assigned section silently to yourself.

4.At the next signal, summarize your section for your partner.

Ones: Please read pages 1, 2 & 3 UP TO the section that says “Role Construction: Teachers” then STOP

Twos: Please read page 1 up to the section that says “Role Construction: Families” then STOP and move to page 3. Begin reading from “Role Construction Teachers” until the end of the document.

Roles & Responsibilities

BIG IDEA: Context influences both parents’ and teachers’ motivations for working together.

The way we impact context is through the development of SYSTEMS – to set everyone up for success! (Just like we do through PBIS).

We all want students to achieve, and we definitely think we

should be working together to accomplish this goal, BUT….

…there are realities that make implementation of partnership practices easier said than done…

1. What are some of the common challenges that teachers face in helping all students achieve at high levels?

2. What are some of the challenges teachers face in building strong partnerships with the families of all their students?

3. What are some of the common challenges that families face in helping to successfully support their children’s educational needs?

4. What are some of the challenges families face in building strong partnerships with their children’s teachers?

WHAT DO YOU THINK? WHAT DO YOU THINK?

See “Addressing Challenges” in your packet.

Compare the list your group generated with what researchers have found to be common challenges school staff and families face.

We will spending the rest of the day discussing how to build implementation plans to support staff as they work to implement selected evidence-based strategies to address some of these challenges!

CHALLENGESCHALLENGES

Family participation in education is twice as predictive of students’ academic success as family socioeconomic status. Some of the more intensive programs had effects that were 10 times greater than other factors.

Michigan Department of Education, Walberg (1984)

Don’t Miss this Opportunity…

2.0 How to Create Authentic School-Family Partnerships:

Overview

• Think about positive home school partnerships you have had…

• What are the components that have made them successful?

• Think about more challenging home school partnerships you have had…

• What were the variables that made it difficult?• What were some strategies that made an impact

on those relationships ?– maintaining or improving

“In a collaborative relationship, trust develops over time as the

result of a series of positive interactions.”

USE DATAStaff Surveys &

Self-Assessments

Family Surveys

Student Achievement Data

BUILD SYSTEMS Clear Expectations & Responsibilities

Adequate Resources

Implementation Plans

Feedback Loops

IMPLEMENT HIGH-IMPACT PRACTICES Be Welcoming

Support Student SuccessSpeak for EVERY child

Communicate frequentlyShare Power

Core Principles of Response to Intervention (RtI)

• We can effectively teach ALL children when we…• Intervene early (instead of waiting for them to fail)• Use a multi-tiered model of service delivery • Use problem-solving logic to make data-driven decisions• Use research-based, scientifically validated

interventions/instruction to the extent available• Monitor student progress to inform instruction• Use data to make decisions• Use assessment for three different purposes: 1)

screening; 2) diagnosis; and 3) progress monitoring.

Core Principles of Response to Intervention (RtI)

Applied to School-Family Partnership

We can effectively teach ALL children when we…

• Intervene/communicate with families early and positively (instead of waiting for a problem to arise)

• Use a multi-tiered model of service delivery (to meet the needs of ALL our families)

• Use problem-solving logic to make data-driven decisions (in collaboration with other staff and with families)

• Use research-based, scientifically validated interventions/instruction to the extent available (and educate people who care for each of our students how they can use or support effective academic and behavior support strategies at home and in the community)

• Monitor student progress to inform instruction and action planning (and communicate results and related action plans plans to our families)

• Use data to make decisions (and share data with families and use data to make decisions about the success of our partnership efforts)

• Use assessment for three different purposes: 1) screening; 2) diagnosis; and 3) progress monitoring. (and educate families about these different types of assessment)

RtI Applied to School-Family Partnership

5-10%

80-90%

Secondary Interventions• Some families (at-risk)•Targeted community supports• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Universal Interventions• All families•Businesses, faith-based organizations, non-profits, etc.• Preventive, proactive

Designing School-Wide Systems for Student Success through

School, Family & Community Partnership

External Resources Internal Systems & Practices Tertiary Interventions

• Few students• Intense, durable procedures

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Tertiary Interventions•Few families•Involvement of specialized community supports•High intensity

1-5%

Universal Interventions• All students• Preventive, proactive

5-10%

80-90%

Secondary Interventions• Some families (at-risk)•Targeted community supports• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Universal Interventions• All families•Businesses, faith-based organizations, non-profits, etc.• Preventive, proactive

Designing School-Wide Systems for Student Success through

School, Family & Community Partnership

External Resources Internal Systems & Practices Tertiary Interventions

• Few students• Intense, durable procedures

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Tertiary Interventions•Few families•Involvement of specialized community supports•High intensity

1-5%

Universal Interventions• All students• Preventive, proactive

MTSS

Multi-Tiered Systems of Support

Create a Welcoming Environment: Focus efforts to engage families on developing trusting and respectful relationships. Recognize that all parents, regardless of income, education level, or cultural background are involved in their children's education and want their children to do well in school.

Establish One &Two Way Communication Loops

Support Student Success (Learning at School & Home): Link family and community engagement efforts to student learning. Create initiatives that will support families to guide their children's learning, from preschool through high school.

HOW do we create authentic school/family partnerships?

Two Way Communication

HOW do we create authentic school/family partnerships?

Speak up for EVERY child.

Share Power: Embrace a philosophy of partnership and be willing to share power with families. Make sure that parents and school staff understand that the responsibility for children's educational development is a collaborative enterprise.

Collaborate with Community: Develop the capacity of school staff to work with families;

National & Michigan PTA Standards for Family Involvement

List your current school-wide, targeted, and intensive school-family partnership practices on the Mini-Audit Tool.

Team Time Team Time


Establishing Effective & Durable Systems

The Science of Implementation

• An “intervention” is one set of activities

(What we do with students)

• “Implementation” is a very different set of activities. (What we do with staff so they can effectively teach their students).

• Leadership teams and principals must hold both of these concepts and issues simultaneously

• Today we are going to discuss “Implementation” of School-Family Partnership Practices

Implementation Science

Effective NOT Effective

Effective

NOT Effective

IMPLEMENTATION

INT

ER

VE

NT

ION Student

Benefits

(Institute of Medicine, 2000; 2001; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education,1983; Department of Health and

Human Services, 1999)

Stages of Implementationfor the Implementation of School-Family

Partnership Practices Exploration/Adoption

InstallationInitial

Implementation Elaboration

Continuous Regeneration

Development Commitment

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Creating the systems and materials to prepare for

implementation; Set Up Data

Systems

The Need for A Tightly Defined Implementation Plan

Implementation is Loosely Defined

• Signs of this error:

– Results across buildings/grade levels are inconsistent

– There are long delays between decisions

– There are times when action plans do not seem to come to an “end”

(VanDerHeyden & Tilly, 2010)

“Unstable results are bound to weaken the implementation effort and cause users to begin to abandon implementation.”

(VanDerHeyden & Tilly, 2010; p. 9)

Adapted from: Barry Sweeney, 2002

Partnership Practices

Building an Effective Implementation Plan

1. Select high-impact, evidence-based practices

2. Train staff to use the practices– Develop an initial training plan – Develop ongoing training plan (for new staff, etc.)

3. Develop an implementation support plan – Select practice coaches, if possible – Provide implementation fidelity checklists – Coordinate co-implementation among staff – Schedule reflection time at staff/grade-level meetings

4. Evaluate effectiveness – Collect data – Review & analyze data

“We are faced with the paradox of non-evidence-based implementation of

evidence-based programs.”

(Drake, Gorman, & Toreey, 2002)

Intervention Implementation Fidelity

The extent to which instruction or intervention is implemented as intended or designed.

(Fixsen et al., 2005; Gresham, 1989)

Without fidelity of implementation of the instruction or intervention, teams will be unable to determine if a student failed to respond to a

well-implemented intervention or failed to respond because the intervention was

implemented inaccurately or inconsistently.(Cook et al., 2010)

Ensuring Interventions Are Delivered As Designed

Training, Modeling, & Feedback

• Self-Report

• Permanent Products

• Direct Observation


High Impact Practices

EFFECTIVENESS RANKING ACTIVITY

• Look at the list of family home partnership practices

• As a table, choose two practices you think are high impact, and two you think are low-impact

• Write each practice on a separate post-it note

• Place each post it on the wall to represent your table’s ranking of effectiveness

• Parent Coordinators• Parent Volunteers• Parent Training Events• Parent Goal Setting • Weekly Data Sharing Folders• Regular, Personalized Communication• Fundraisers• Back to School Night• Parent Resource Rooms• Potlucks• Parent Social-Services• Parent Teacher Conferences• Positive Phone Calls Home• Home Visits• Student Performances• Generic School newsletters• Classroom Observations or Mini-lessons• Interactive Homework, Tools & Tips for Home Learning

High-Impact Practices

“Regardless of parent education, family size, student ability, or school level…parents are more likely to become partners in their children’s education if they perceive that the schools have strong practices to involve parents at the school.”

Epstein & Dauber from “Beyond the Bake Sale”, 2007

Implementing High-Impact School-Family Partnership Practices

Create the context for staff to implement evidence-based practices and create a welcoming environment for all families• Select which behaviors & practices staff will be

encouraged and held-accountable to implement

• Organize the materials, time, training and opportunities for reflection that staff need to both implement AND evaluate how they are implementing the practices

High Impact Practice Need Areas /Categories

• Create a Welcoming Environment

• Use One &Two Way Communication Strategies

• Support Student Success (Learning at School & Home)

• Speak up for EVERY child.

• Share Power

• Collaborate with Community

High Impact Practices

Sponsored by the U.S. Dept. of Education in partnership with United Way Worldwide, National PTA, SEDL, and the Harvard Family Research Project

High Impact Practices –

Meet Multiple Needs With One Strategy

In Defense of Potlucks

Need Category: Create a Welcoming Environment

How? • Have regular personalized communication• Examine assumptions about families • Create an accepting environment for ALL families • Use welcoming signs, words and gestures

“

Partner Study Activity Partner Study Activity

Read “Tips for Creating a Welcoming Environment” in your “Creating a Welcoming Environment” tool kit.

1) Underline strategies you believe your school is doing well. Circle strategies you believe your school could improve.

2) Share with a partner: Why did you underline & circle what you did?

3) Review together the “Staff Self-Assessment – Creating a Welcoming Environment”. How could this tool be used back in your building?

Activity Activity

Take ten minutes to review, discuss & generally familiarize yourselves with the materials in your “Create a Welcoming Environment” tool kit.

Cultural Competence: Need More Information?

• Leisa Gallagher, Director, Reaching & Teaching Struggling Learners

[email protected]

• Arezell Brown, MiBLSi Urban Schools Liaison [email protected]

Cultural Diversity

Effective Parent-Teacher Communication

One-way communication is linear and limited because it occurs in a straight line from sender to receiver and serves to inform, persuade, or command.

Two-way communication always includes feedback from the receiver to the sender that lets the sender know the message has been received accurately. In two-way communication both sender and receiver listen to each other and work toward a clear understanding.

Increase Student Outcomes by Using Both One & Two-Way Communication

Examples

One-way: Two-way:

Class/School Newsletters

Bulletin boards

School handbooks

Progress notes/

Teacher notes

Report cards

Mass emails

Informal conversations

Rubrics/data folders with request for parent response/questions

Collaborative problem solving and goal-setting

Surveys & Focus Groups

Personalized e-mail or phone calls with questions

EXAMPLES:

One & Two-Way Communication Strategies, Sharing Data

& Supporting Learning at HomeIn a study of Title I elementary schools, researchers found that teacher outreach to parents improve student progress in reading and math by 40 – 50 % when teachers did these three things:

1) Met face to face with each family in their class at the beginning of the year (to discuss a common vision for student success, review grade-level goals and clarify teacher & parent roles & responsibilities)

2) Sent materials each week to families on specific ways to help their children at home 3) Telephoned routinely with news about how their children were doing, not just when they were acting up or having problems. (Mapp, et. al, 2007)

Make positive phone calls to each child’s home at least two or three times during the school year to:

• introduce yourself to the parent/guardian;• comment on specific positive progress the child is

making;• share particular strengths of the child and an

anecdote/story about the child’s school experience;• invite parents to open house, conferences, volunteer

opportunities and other school functions;• describe the school curriculum.

Improve Student Outcomes by Making Positive Phone

Calls Home

Phone Call Video

Activity Activity

Quickly review the handout titled “Positive Phone Calls Make a Difference”.

Share as a group at your table whether this is a practice staff in your building are implementing, and if so, how your practice compares to the practice description.

Why do you think this is an evidence-based practice?

Improve Student Outcomes by

Engaging in Collaborative Goal Setting & Data/Progress Reporting

• To create a culture of accountability, parents and teachers should stay in constant touch with each other and with families about high-quality teaching and learning

• Teachers should share grade level goals/ standards, rubrics, data graphs, and examples of student work regularly with families

• SHARING EXAMPLES OF STUDENT WORK

Improve Student Outcomes by Sharing Information about Standards

• Distribute information about grade-level standards to families through…– Emails, your school website, and electronic

newsletters with links to PTA Standard Guides for families and the Common Core Initiative website

– Share hard copies of grade-level standards – Notify families about Common Core phone

applications

• Consider scheduling PTA family trainings on the Common Core State Standards

Improve Student Outcomes with Weekly Data

Folders & Action Plans

Group Activity Group Activity

Split into two groups at your table.

Group one: Review the materials titled “Examples of How to Help Teachers Discuss Standards with Parents”

Group Two: Review “What are Data Folders?”, “Data Folders – Description from the Classroom” and “Student Data Folders Sample”.

At the signal, group one summarize what you read for your partner. Then switch. Discuss whether these are practices staff in your building are consistently implementing, and if so, how your practice compares to the examples shared.

Why do you think these are evidence-based practices?

Increase Student Outcomes by

Preparing Families for Meaningful Conferences

• Prepare families to ask about both academics and behavior

• Schedule family workshops about how to ask good questions at conferences and meetings with teachers

• Have family members practice and do role-plays

• Families should not only be asking “How is my child behaving?” but “At what level is my child reading?”

Conduct High Quality Parent-Teacher Conferences

BEFORE CONFERENCES

•Send invitations •Review student work •Prepare thoughts and materials •Send reminders •Create a welcoming environment

BEFORE CONFERENCES

•Send invitations •Review student work •Prepare thoughts and materials •Send reminders •Create a welcoming environment

DURING CONFERENCES

•Use data to discuss progress and growth•Use examples•Ask questions and listen actively•Share ideas for supporting learning•Seek solutions collaboratively•Make an action plan•Establish lines of communication

DURING CONFERENCES

•Use data to discuss progress and growth•Use examples•Ask questions and listen actively•Share ideas for supporting learning•Seek solutions collaboratively•Make an action plan•Establish lines of communication

AFTER CONFERENCES

•Follow up with families•Communicate regularly•Connect in-class activities to goals & action plans

AFTER CONFERENCES

•Follow up with families•Communicate regularly•Connect in-class activities to goals & action plans

Preparing Families for a Meaningful Conference Example

• Presenter will read assignment aloud

Increase Student Outcomes by:

Scheduling Classroom Observations or Mini-Lessons, Parent Trainings & Tools

& Tips for Home Learning• Schedule grade-level & classroom events that are

linked directly to learning and student achievement

• Explain what students are learning in class

• Demonstrate a learning activity and explain how the activity will develop those skills

• Give materials to each family, along with advice on how to use them

• Help parents know how to assess children’s progress on activities and steer children to the next steps

Team Jigsaw & Sharing Activity Team Jigsaw & Sharing Activity

1. Count off 1 to 4 at your table.

2. Determine your reading assignment on the next slide.

3. At the signal, read silently to yourself. Jot down main ideas.

4. At the next signal, summarize for your team/table partners the main ideas of your resource.

Team Jigsaw & Sharing Activity Team Jigsaw & Sharing Activity

Person One: Review the “Parent-Teacher Conference Tip Sheet” from the Harvard Family Research Project.

Person Two: Read “Making Parent-Teacher Conferences Meaningful” from the New Mexico Department of Education Working Together Toolkit.

Person Three: Read “Academic Teacher-Parent Teams: Reorganizing Parent-Teacher Conferences around Data” from the Harvard Family Research Project

Person Four: Read “Making Use of DIBELS Data In Effective New Mexico Reading First Schools”

Look again at the practices you have in place in your school…

How do the practices you have in place compare to those that have been found to have high-impact on student achievement?

Discuss with your team one or two high-impact strategies you would like to select for implementation back in your building.

Team Time Team Time

Implementation Plan: Training Ideas

• Allocate time during staff meetings, grade-level meetings, or scheduled PD time to introduce & demonstrate selected practices to staff

• Provide staff with all of the materials they need to implement selected practices

Train Teachers to Reach Out to Parents

“A district in Los Angeles developed a curriculum for teachers to discuss student work with parents. At every grade level (K-12), teachers know how to have a conversation with parents around the state standards. The teacher explains what the standard means, what is expected of the child, and how parents can help the child meet the standard”. (Mapp, et. al, 2007)

Implementation Plan: Implementation Support IdeasDetermine who, when, and how will staff be supported during their initial implementation of your selected practices. For example: – Schedule time for follow-up after implementation

has taken place during grade-level or department meetings, staff meetings, or PD time to compare actual practices to practice profiles and reflect on implementation goals.

– Ask staff and parents how the implementation is going during scheduled meetings, with surveys

– Use practice/peer coaches, self-assessment checklists

Implementation Plan: Implementation Plan: Training & Implementation Training & Implementation

Supports Supports

As a Team, Complete the As a Team, Complete the Implementing Section of Implementing Section of the Implementation Planthe Implementation Plan

Activity


Using Data to Drive Decision-Making

THE POWER OF PARTNERSHIPS

Without data, how can we know if we’re on track to get where we want to go?

Implementation Plan: Evaluating

How will you know…– If ALL the families of students in your

building feel welcome at your school? – If the families of ALL of your students are

getting the information and support they need to support their children’s learning?

– If teachers have the information, materials, training and support they need to communicate effectively with their student’s families?

School/Family Partnership Data Sources

• Schoolwide Systems Checklists

• Teacher Practice Checklists

• Family/Community Perception Surveys

• Staff Perception Surveys

• Student Achievement Data – CBM– Formative Assessments– Summative Assessments

Review the School-Family Partnership Systems Checklist and Teacher Reflection Tools with your team.

Evaluation: Team Time #1Evaluation: Team Time #1

Implementation Plan: Implementation Plan: EvaluatingEvaluating

As a Team, Complete the As a Team, Complete the Evaluating Section of the Evaluating Section of the

Implementation PlanImplementation Plan

Evaluation: Team Time #2

The work you are doing is so important. Thank you for being a

part of our learning community and for all that you do for students!

Safe travels Home!

Steve vitto and Jennifer Russell school family parterships

Education

Transcript of Steve vitto and Jennifer Russell school family parterships