Orange County Department of Education 1 Working with Diverse Families and Communities Day 1 Diversity

Orange County Department of Education 2 Outcomes Demonstrate an understanding of the importance of incorporating the perspectives of families and community members into the decision-making process of the school. Identify existing gaps in incorporating family and community involvement. Implement a plan for addressing needs and capitalizing on strengths of family and community involvement. Develop a process for maintaining and assessing communication strategies. Be able to generate new strategies for communicating with families/community members.

Orange County Department of Education 3 Agenda Welcome Review of California Professional Standards for Educational Leaders Number Four Facilitating Parent Involvement and Parent Education Establishing Community Partnerships Communicating Regularly and Predictably Addressing Language Diversity in Schools Creating a PowerPoint presentation on Diverse Families Practicum and Days 9-12

Orange County Department of Education 4 Standard Number Four ACTIVITY Read CPSELS Standard Four and highlight three or four ideas that you recognize as being important for the site principal. Find a partner across the room that you do not know well. Have a standing discussion, exchanging your ideas from this standard.

Orange County Department of Education 5 Facilitating Parent Involvement and Parent Education ACTIVITY Debrief the two articles: 1. From Fundraising to Hell Raising 2. How Community Contributes to Achievement Two sets of questions have been posted around the room. Your group will be participating in a Carousel, answering the following questions: 1. How have you invited different cultures to participate at your school? 2. How does your staff ensure that parents feel welcome at your school? 3. How has your school involved parents from different cultures in decision making at your school?

Orange County Department of Education 6 Facilitating Parent Involvement and Parent Education  The recorder will write your group’s ideas on the chart and at the signal you will move in a clockwise direction to the next chart. If you agree with others’ comments/ideas, put a check mark and add your new ideas. When you have visited all three charts you will do a gallery walk to see what others have written.  Debrief as an entire group.

Orange County Department of Education 7 Establishing Community Partnerships Directions: Pack and stack and sit at a table with four people. A table may have a group of four people at each end.

Orange County Department of Education 8 Establishing Community Partnerships ACTIVITY A Snapshot of a School Continuity in Early Childhood: A Framework for Home, School, and Community Linkages is recognized in the educational community as an exemplary resource for developing partnership for all grade levels and schools.

Orange County Department of Education 9 Establishing Community Partnerships The document, in its second edition, was a result of collaboration among the Administration of Children, Youth, and Families (ACYF); U.S. Department of Health and Human Services; the Office of Educational Research and Improvement (OERI); U.S. Department of Education; and the Regional Educational Laboratories (RELs).

Orange County Department of Education 10 Establishing Community Partnerships Use the “Each Teach” strategy, from Adaptive Schools, by Garmston and Wellman. The Each Teach strategy checks understanding, integrates information, and identifies ideas that require clarification. Partners both read the first text. Partner A describes the reading to Partner B, as if the other person was not in the room. Partner B fills in any gaps that may have not been addressed by Partner A. The partners edit each other’s rendition until they agree on what was said.

Orange County Department of Education 11 Establishing Community Partnerships Use the excerpts from Continuity in Early Childhood: A Framework for Home, School, and Community Linkages. Table groups should consist of four members. Through the use of the Each Teach strategy, the group will discuss each of the topics. They should be given 2-3 minutes to read and 2-3 minutes to complete the strategy for each of the five sections: 1) Families as Partners (page 15); 2) Shared Leadership (pages 27-28); 3) Culture and Home Language (pages 53-54, 69); 4) Communication (pages 81-82); and 5) Knowledge and Skill Development (pages 93-94).

Orange County Department of Education 12 Establishing Community Partnerships Your group received the Snapshot of a School. Take some time to reflect on the data with the Framework in mind. Address each of the elements and complete the evaluation document in the Framework which, for example, is pages of the Families as Partners section. Cite evidences from the Snapshot of the School. This may take as long as 5 minutes. Groups will share out what they have found.

Orange County Department of Education 13 Communicating Regularly and Predictably Activity Communicating the Vision for Partnering Objective: To learn about strategies for incorporating your vision for partnering into your print media. Directions: Continue to work with your partner from the previous activity. Take out both of your school newsletters. Choose one to focus on. Evaluate your school newsletter using the five elements from A Framework for Home, School, and Community Linkages. Dialogue about your “ahas.” If partnerships with families and community are a part of your schools vision, how is this value communicated in the newsletter? How could this newsletter be changed to better communicate the school’s vision for partnerships?

Orange County Department of Education 14 Communicating Regularly and Predictably Reflection Considering the vision you wrote in the Vision course, does your vision include a focus on partnerships? How should your print/web media communicate this vision?

Orange County Department of Education 15 Addressing Language Diversity in Schools Activity Using the information that you gathered from your school’s Schools Accountability Report Card and other sources as a table group of no more than six participants, chart the following: 1. Languages spoken 2. Ways that the school and/or districts meet these parents’ needs 3. Core values of these groups

Orange County Department of Education 16 Addressing Language Diversity in Schools Working with your table group, outline the steps you would take as a principal to improve communication with various groups. Select a spokesperson to share with the total group your table’s action plan.

Orange County Department of Education 17 Staff Meeting Presentation on Diverse Families ACTIVITY Scenario: You have a diverse middle school campus with twenty different home languages spoken. Forty percent of your student population is considered English learners. One half of these students are currently enrolled in an English Learner language arts course in addition to their language arts core program. A district survey was sent to families recently and the data indicate that the students and their parents do not feel they are involved in a meaningful way.

Orange County Department of Education 18 Staff Meeting Presentation on Diverse Families Create an eight-minute presentation that includes PowerPoint that could be used at a staff meeting with the teachers at the school described above. This presentation should address the needs and a plan to include diverse families at the school site. Each group of six members may use one of the computers provided. Keep in mind you have 40 minutes to create the PowerPoint and the presentation material. Presentations may include one or more presenters. Use the provided feedback forms.

Orange County Department of Education 19 Presentations 1. Everyone participates 2. Instructor will use presentation feedback form 3. Each group will do one presentation, choices are: 1. Staff development plan on Diversity 9 months – one hour each month Include classified and certified staff List materials and/or curricula Include specific outcomes 2. Parent Involvement Plan Involve different parent groups List materials and/or curricula Include specific outcomes

Orange County Department of Education 20 Presentation Feedback Form Name: _________________________________Instructor: ________________________________ Date of Presentation: _____________________Title of Work: ______________________________ CriteriaPoints 1234 Organization Audience cannot understand presentation because there is no sequence of information Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. _____ Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required) with explanations and elaboration _____

Orange County Department of Education 21 Presentation Feedback Form Name: _________________________________Instructor: ________________________________ Date of Presentation: _____________________Title of Work: _____________________________ CriteriaPoints 1234 Visuals Student used no visuals. Student occasionally used visuals/charts that rarely support text and presentation. Visuals/charts related to text and presentation. Student used visuals/charts to reinforce screen text and presentation. _____ Mechanics Student’s presentation had four or more spelling errors and/or grammatical errors. Presentation had three misspellings and/or grammatical errors. Presentation had no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. _____

Orange County Department of Education 22 Presentation Feedback Form Name: _________________________________Instructor: __________ Date of Presentation: _____________________Title of Work: _____________________________ CriteriaPoints 1234 Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in back of class to hear. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student’s voice is clear. Student pronounces most words correctly. Student used a clear voice and correct, precise pronunciation of terms. _____ Total  _____ Comments: ___________________________________________________________________________________________

Orange County Department of Education 23 Homework Read What Families Want by Wadsworth and Hamill Remaley. Write no more than two paragraphs on the following prompt: How should we refocus our energies on redesigning schools to fit changing demographics? Place your response on the Wikispaces, Diverse Families and Communities web site. Optional: Respond to your colleague’s contribution.