A Facilitation Guide for School, Family, and Community Connections Beyond the Building: A Facilitation Guide for School, Family, and Community Connections June 8, 2006 Chris Ferguson Southwest Educational Development Laboratory 211 E. 7th, Austin, TX 78701 512.476.6861  800.476.6861 x 281 cferguso@sedl.org  www.sedl.org/connections Lacy Wood Southwest Educational Development Laboratory 211 E. 7th, Austin, TX 78701 512.476.6861  800.476.6861 x 225 lwood@sedl.org  www.sedl.org/connections

SEDL - Southwest Educational Development Laboratory Overview The Southwest Educational Development Laboratory (SEDL) is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. For nearly 40 years, improving teaching and learning has been at the heart of SEDL’s work. SEDL staff have worked with professionals in schools, districts, service agencies, and states to solve significant problems facing educational systems and communities to ensure a quality education for all learners.

SEDL - Southwest Educational Development Laboratory Our work . . . Connecting Disability Research to Practice Improving School Performance Integrating Technology Into Learning and Teaching Involving Family and Community in Student Learning Strengthening Teaching and Learning in Mathematics and Science Strengthening Teaching and Learning in Reading and Language

SEDL - Southwest Educational Development Laboratory Projects . . . National Center for Family and Community Connections with Schools National Partnership for Quality Afterschool Learning Disability Law Resource Project National Center for the Dissemination of Disability Research Research Utilization Support and Help Southeast Comprehensive Center Texas Comprehensive Center Comprehensive School Reform Program Evaluation Services Smaller Learning Communities Reading First Awards Database

School Improvement Research 1. A shared understanding of goals and expectations for all involved in the school system is clearly communicated and shared with all stakeholders. [Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore & McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, and others]

School Improvement Research 2. High academic standards clearly define what students are to know and be able to do. [Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore & McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, and others]

School Improvement Research 3. A strong cadre of leaders provides support for the goals and expectations of the school and the school community. [Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore & McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, and others]

School Improvement Research 4. Procedures for purposeful collection and analysis of data on students, programs, and staff underpin all decisions. [Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore & McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, and others]

School Improvement Research 5. School staff establish strong, collaborative relationships with family and community partners. [Berman & Chambliss, 2000; McLaughlin, 1990, Cuban 1988; Elmore & McLaughlin, 1998; Fullan, 1993; Griffen & Barnes, 1984, and others]

Children in the US - The Reality A child from a low-income family enters kindergarten with a listening vocabulary of 3,000 words, while a child of a middle-income family enters with a listening vocabulary of 20,000 words. [Hart & Risley, 1995]

Children in the US - The Reality… Children who score at the 90th percentile on a reading test spend five times as many minutes per day reading books as children at the 50th percentile. [Anderson, Wilson, & Fielding, 1988

Children in the US - The Reality… Fourth-graders who reported having 25 books or more at home had higher scores on the NAEP reading test than children who reported they didn’t have that many books. [NCES, 2004]

Family & Community Involvement Research Pedro Noguera says… When student’s aren’t successful, it’s not about testing or lack of performance–it’s about what efforts are being made to meet student needs? [Noguera, 2003]

Family & Community Involvement Research Pedro Noguera says… We need to challenge the way failure has become normalized—the way we have grown comfortable with predictable failure. [Noguera, 2003]

Family & Community Involvement Cascading Elements . . . Historic Context Cultural Context Geographic Context Service Organizations Support Agencies Government Community Services Business Local Youth Organizations Support Groups Media Extended Family Industry Friends Teachers School Family Administrators The Education of the Child

Family & Community Involvement Research “The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school & throughout life.” [Henderson & Mapp, A New Wave of Evidence, 2003]

Family & Community Involvement Research “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, & like school more.” [Henderson & Mapp, A New Wave of Evidence, 2003]

Family & Community Involvement Research Well-developed programs often demonstrate . . . Upgraded school facilities Improved school leadership & staffing Higher quality learning programs for students New resources & programs to improve instruction, curriculum, and assessment Increased social & political capital for the participants [Henderson & Mapp, A New Wave of Evidence, 2003]

School-Parent Compact NCLB - Action Mandates Written Parental Involvement Policy - “developed jointly” - School-Parent Compact

NCLB - Monetary Considerations Family and Community Involvement Efforts = 1 % of Title I Allocation

NCLB - Family Involvement Mandates “Developed Jointly” Written Parental Involvement Policy Support Student Learning School-Parent Compact Multi-faceted Approach

NCLB - Family Involvement NCLB requires that parents Have the opportunity to play an integral role in the education of their child

NCLB - Family Involvement NCLB requires that parents Have the opportunity to be actively involved in the education of their child

NCLB - Family Involvement NCLB requires that parents Are given the opportunity to be full partners in the education of their child

NCLB - School-Parent Compact Schools collaboratively develop Description of a plan to ensure that all students achieve academic achievement standards

NCLB - School-Parent Compact Schools collaboratively develop Description of the process to be used for staff-parent communication

NCLB - School-Parent Compact Schools collaboratively develop Description of the ways parents will provide support for children’s learning

Build parents capacity for involvement NCLB - School’s Responsibility to Parents Schools is required to Build parents capacity for involvement

NCLB - School’s Responsibility to Parents Schools is required to Build parent understanding of state’s standards, accountability system, school-parent compact, & effective methods to support student academics

NCLB - School’s Responsibility to Parents Schools is required to Address issues related to parent lack of education that impacts support of child's academic needs

Plan and Implement these efforts through “meaningful consultation” NCLB - Action Mandates Schools is required to Plan and Implement these efforts through “meaningful consultation”

NCLB - School-Parent Compact How do schools put the pieces together? ?

Moving Education Beyond the Building A Facilitation Guide for School, Family, and Community Connections Introduction Family and Community Connections with Schools Build common understandings about central themes found in current research on this topic Exploring the Syntheses Investigate current research findings on this topic Investigating the Research Build an understanding of evidence and best practices that support effective programs Moving to Practical Applications Apply new knowledge to building and expanding programs

Effective Family & Community Programs Deliberately build a school culture that promotes common Characteristics & Actions [Ferguson, Beyond the Building, 2006]

Effective Programs - Characteristics Relationships among family, community members, & school staff that foster trust and collaboration. Recognition of families’ needs & class & cultural differences that encourage greater understanding & respect among all involved. Involvement of all stakeholders in shared partnerships & mutual responsibility for student learning. [Ferguson, Beyond the Building, 2006]

Effective Programs - Actions Prepare all of those involved, staff and families, to do the work. Focus the work on meaningful outcomes and purposes that relate directly to what students are expected to learn. Advocate an inclusive educational culture that involves all stakeholders in the work to support students in their academic pursuits. [Ferguson, Beyond the Building, 2006]

Effective Family & Community Involvement For programs to be effective, schools, in collaboration with family & community, have to create a structure that encourages & supports family & community members in their efforts to assist students in academic performance. [Ferguson, Beyond the Building, 2006]

Resources Accessed through SEDL Website Syntheses Strategy Briefs Interactive Modules Symposium Proceedings Connection Collection Other Information http://www.sedl.org/connections/

What Does the Research Say? Who Benefits from Increased Involvement? For students Additional support for learning and personal development Increased academic achievement [Henderson & Mapp, A New Wave of Evidence, 2003]

What Does the Research Say? Who Benefits from Increased Involvement? For families Access to additional resources to support family needs Knowledge of how to help children academically Positive family-school interactions Opportunities for learning parenting and life skills [Henderson & Mapp, A New Wave of Evidence, 2003]

What Does the Research Say? Who Benefits from Increased Involvement? For schools Additional support for increasing student achievement Positive perception of school staff, efforts, and programs Access to additional resources for school improvement efforts [Henderson & Mapp, A New Wave of Evidence, 2003]

What Does the Research Say? Who Benefits from Increased Involvement? For communities Access to and development of additional resources and clients Additional support for existing outreach programs [Henderson & Mapp, A New Wave of Evidence, 2003]

Supporting Learning Outside of School Family & Community Connections Types of Involvement Supporting Learning Outside of School Strategies that involve families & partner organizations to support learning in a variety of settings other than the classroom [Henderson & Mapp, A New Wave of Evidence, 2003]

Promoting Shared Decision Making Family & Community Connections Types of Involvement Promoting Shared Decision Making Strategies that include family & community members as partners in school decisions [Henderson & Mapp, A New Wave of Evidence, 2003]

Expanding Family, Community, & School Communication Family & Community Connections Types of Involvement Expanding Family, Community, & School Communication Strategies that help to promote effective two-way communications among schools, families, & community members or groups [Henderson & Mapp, A New Wave of Evidence, 2003]

Coordinating Resources & Services Family & Community Connections Types of Involvement Coordinating Resources & Services Strategies that unite efforts & programs to provide services for families, students, school, & community [Henderson & Mapp, A New Wave of Evidence, 2003]

Fostering Volunteer Support Family & Community Connections Types of Involvement Fostering Volunteer Support Strategies that organize & support family & community members in their efforts to support the school & its students [Henderson & Mapp, A New Wave of Evidence, 2003]

Supporting Youth Development Family & Community Connections Types of Involvement Supporting Youth Development Strategies that provide services for students, such as health & physical development, creative expression, & leadership development [Henderson & Mapp, A New Wave of Evidence, 2003]

Fostering Parenting Skills Family & Community Connections Types of Involvement Fostering Parenting Skills Strategies that assist families with parenting skills & help create home conditions to support student academic achievement [Henderson & Mapp, A New Wave of Evidence, 2003]

Expanding Community Development Family & Community Connections Types of Involvement Expanding Community Development Strategies that involve the school in community planning & decision making as a community institution, as well as create opportunities for the community to utilize the school’s resources [Henderson & Mapp, A New Wave of Evidence, 2003]