Session E6: Empowering Families to Facilitate Student Success Jennifer Grenke Dan Seaman grenkej@wisconsinpbisnetwork.org seamand@wisconsinrticenter.org Katheryn Tegge Butte des Morts Elementary Sheree Garvey Appleton Area School District teggek@mjsd.k12.wi.us garveysheree@aasd.k12.wi.us

Assessment Connection The content of this session connects to SIR - items 7, 25, 34, 43, 49 TFI - items 1.1, 1.11, 1.15

Wisconsin’s Framework For Equitable Multi-Level System of Supports Family & Community Engagement: Embrace: Through words and actions, staff convey a welcoming environment, respectful of families’ home cultures, values, and languages. Schools recognize families as the first teachers of and foremost experts on their child. Engage: Families participate meaningfully in school and district level decision making. Family perspectives are intentionally sought through two-way communication, paying particular attention to family input from populations underserved by the school and district. Empower: As children proceed through the system, schools and districts involve families as active partners in their child’s learning. Schools and districts empower families: through respectful relationships, with information and resources, and by connecting families with community assets

Partnering with Families Within an Equitable Multi-Level System of Support Lower Impact Higher Impact Celebrations Embrace Engage Empower P-T conferences to set goals Monthly positive phone calls/contacts Positive phone call Home visits Potlucks Back to school nights Data sharing folders Regular, personalized communication Read with child at home Literacy/math nights PBIS/RtI family brochures, website Share academic and behavioral expectations Fundraisers Class parties Using family surveys and feedback Parent representative(s) on PBIS/RtI universal team Modeling learning support strategies Adapted from the Class-wide Family Engagement Rubric created by Flamboyan Foundation. http://flamboyanfoundation.org/resources_and_publications/school-wide-family-engagement-rubric/ Communications done In home language Family resource room Acknowledgement system Performances Feature photos that represent families in your school Strategies highlighted in

Promising Practices in Parent Engagement Sheree Garvey Coordinator of School Improvement-PBIS and Parent Partnerships Appleton Area School District

Ethnicity Data 30.79% students of color

What type of parental engagement practices have the biggest impact? The two types of parental engagement practices that hold the most significant promise for supporting student achievement are: those that support learning at home (engaging parents directly with their students); and school/home communication activities (engaging parents directly with school personnel).

Three Examples in Appleton Area School District Practices of Learning at Home Practices at School Practices in Home-School Communication

Learning at Home Grade level parents & teacher meetings (APPT) • Student facilitated meetings with teacher and parent • 4:1 connections with families (School Goal?) • Positive Phone Calls/Postcards • Modeling of classroom connections to be implemented at home

Examples Intentional and systematic phone calls All based upon family preferences: • Modeling learning support strategies– video/paper/web-based/texting • Data sharing folders Intentional and systematic phone calls • Regular personalized communication-What the family wants and needs!! • Positive reinforcement 4:1 • Literacy/Math Night alternative options during the school day-learning in action during the evening

Intentional and systematic phone calls Jefferson Elementary Title One School Implementing PBIS since 2008-2009 Supporting students and families at all three tiers

Proactive Approach to Attendance Attendance Monitoring Team School-Wide Universal Strategy Every absence gets a response Positive Response-We missed you when you were gone! We are glad you are back!! After 1st full day absence classroom teacher make a positive phone call home We missed your child How did your child feel with the transition back? How is school going so far for your child? How can I best support your student?

Data to support this practice!!!

Strategic Modeling on how to teach expected behaviors Practices at School Strategic Modeling on how to teach expected behaviors Video, Coaching Tips Morning and Evening routine suggestions using the same language from school wide matrix Homework Incentives Homework Support

Morning and Evening Routine Suggestions using the same language from school wide matrix

Practices in Home-School Communication Consistent Language-School to Classroom Aligned with school mission and vision Based in family preference Multiple formats with same message Aligns with the current cultural make-up of your students and families

Consistent Language-School to Classroom Franklin Elementary Title One School Implementing PBIS since 2010-2011 Aligning Trauma Sensitive Practices to their PBIS Implementation through Social and Emotional Learning (SEL) Supporting students and families at all three tiers

Developing Consistency School-wide language in school newsletters and classroom newsletters are aligned School-wide announcements reinforce the same language Acknowledgement system connects to reinforce skills Focus is their School-Wide Celebrations and Recognitions Weekly home-school communication on the SEL theme and connect with home suggestions so parents can prompt and provide additional supports and additional teaching and practice

Appleton Area School District Contact Sheree Garvey Appleton Area School District garveysheree@aasd.k12.wi.us

Katie Tegge, Katie Fugar, Bethany Brunette, Kari Ewald, Lauren Visser Welcome to the Academic Parent Teacher Team (APTT) Meeting #3 Butte des Morts Elementary School Fourth Grade Staff Katie Tegge, Katie Fugar, Bethany Brunette, Kari Ewald, Lauren Visser APTT Meeting Dates: #3 April 26, 2018

Write a Note! There is paper and pen on the table. Take a minute to write your child a letter and hand it to their classroom teacher.

Welcome to APTT Team Meeting #3 APTT-where parents and teachers work together on strategies for learning and support for each other! Tegge Thank you for coming to tonight’s meeting. Share and explain your school’s Family Engagement Vision statement.

APTT Team Meeting #3 MEETING OUTCOMES MEETING AGENDA Today you will: Review your child’s progress since APTT #2 Know your child’s current progress in the skills. Practice the new foundational skills Set new S.M.A.R.T. goals 5:45– 6:00 Welcome & Team Building Activity 6:00 - 6:15 Review Foundational Grade Level Skills 6:15 - 6:20 Sharing Data 6:20 - 6:30 Model Activity 6:30-6:50 Practice Activities 6:50-7:00 Set SMART Goals Tegge

The APTT Model Tegge says: This slide provides an overview of the APTT model. The APTT model is comprised of 3 team meetings: Fall, Winter, Spring. Team meetings are when teachers facilitate a meeting in which all families from the class are present. Team meetings are 75 minutes in length and the format of the meeting consists of six essential elements. There are individual sessions scheduled In between team meeting 1 and 2. Individual sessions are when the teacher meets with the student and the family. Individual sessions are typically 30 minutes long and we have designed an agenda and format for these sessions as well. We will talk more about individual sessions as we walk through each APTT cycle. Closure: Typically, when teachers host traditional parent teachers conferences, they have 15 minutes with each family, and they have just enough time to review the child’s report card, and then most of the time the conversation evolves into something like, “ oh Johnny is a really great kid or Johnny is struggling with his behavior…. Okay 15 minutes is up, next parent please.” So you can see that the APTT Models offer a pathway for repurposing traditional parent teacher conferences.

APTT Team Building Activity: Beach Ball Goal: Your team must share out ideas and thoughts using the questions on the beach ball. One person in each team, start by throwing the ball to another team member. The second team member catches the ball, looks at the placement of their right thumb, and reads the question under their thumb to the group. The person catching the ball answers the question. (Anyone else can add on if they’d like.) Then the person reading the question can throw it to another team member and repeat the process. Brunette: TELL PARENTS WHY WE DO WHAT WE DO: Team building helps build trust and community and allow our classroom team to get to know one another and get stronger. We are a team and we will work together to achieve our goals. Team Building Activity: Each parent should receive their own bag of M & Ms ( snack size). You may want to make copies of the directions to hand out with the M & Ms. Sometimes the questions on the PowerPoint slide gets blocked because everyone is standing up. Explain and demonstrate the activity. Have parents mingle several times so that they have opportunities to get to know other families. Tell the group what your signal will be to get everyone back together as a group. Teacher, admin, champion should also participate. Whole Group: bring everyone back together and ask volunteers to share shat they learned form their discussions with others. Close this activity by asking a question that gets families to verbalize the importance of teamwork. For example: Why is it important that we get know each other? How can this benefit us? Please feel free to adjust the above bullets.

Foundational Grade Level Skill # 1 Content Area: Math Skill: Math Fact Fluency Fugar: TELL PARENTS WHY WE DO WHAT WE DO: Explain to parents why this foundational skill is so important and what assessment was used to measure this skill.

Foundational Grade Level Skill Multiplication Fact Fluency What is Math Fact Fluency? Why is Math Fact Fluency Important? Multiplication math fact fluency is demonstrating speed and accuracy in multiplication facts 0-9 Knowing multiplication facts is like knowing your basic sight words in reading. It allows your brain to be able to focus on higher level problem solving skills and multistep problems.

Foundational Grade Level Skill Video The steps to memorization: https://www.youtube.com/watch?v=LqFW5WvNAM4 What stage is your child currently on? Video: https://www.youtube.com/watch?v=cY1vzO3wV3E&feature=em-share_video_user

4th grade Math Fact Fluency Classroom Data TELL PARENTS WHY WE DO WHAT WE DO: It is really important to understand what your child knows and is able to do based on grade level achievement expectations. Data help us pace the amount of practice support the student needs, and it shows us how fast they are growing in that particular skill. Also, tell parents that you will continue to support students on this skill in class and that parents need to continue their efforts at home. Remind parents that the top line is an end of the year goal and that those who have not reached it still have time and with continued support will make it. Bottom horizontal line (orange) is the current benchmark Top Line (pink) is the end of the year benchmark.

Skill # 1 Math Fact Practice Talk at your tables. What are some ways you help your children with math when they are at home? What were some things that you do to help your child use their math facts at home? What are some math games that your family has really enjoyed?

Tracking Fluency at Home At the end of every 2 weeks, have your child take one of the timed tests we enclosed. Give them one minute to complete as many as they can. They cannot skip problems and must continue on in a straight line (up or down doesn’t matter). On the Fluency Graph, mark the number of problems your child had correct as well as the date of the test. If you are practicing throughout the week, your child will see an increase in their score. Celebrate! Bethany and Kari

I Do, We Do, You Do... Bethany vs Kari

Practice Activity: Multiples of ______________ Directions Choose a game board. (Factors 2- 9 are provided) Player 1 spins to create a multiplication problem. eg: if the multiples of 3 game board is used and player 1 spins a 5, then player 1 creates the problem 3 x 5. Player 1 states the number sentence (3x5 = 15) and places a counter on the product. Player 2 repeats. Players take turns until 1 player has 3 counters in a row. Bethany and Kari This activity is taken from: http://deceptivelyeducational.blogspot.com/2013/06/division-1-racing-printable-math-game.html TELL PARENTS WHY WE DO WHAT WE DO: Practice makes perfect! The more they practice this activity and others, students will develop speed and accuracy with division facts. Teachers provides step-by-step activity directions on this slide, this needs to be included in the Family Folder.

Foundational Grade Level Skill Content Area: Reading Skill: Vocabulary/Prefixes Tegge: TELL PARENTS WHY WE DO WHAT WE DO: Explain to parents why this foundational skill is so important and what assessment was used to measure this skill. When students know and feel confident with multiplication facts, they are better prepared to learn and understand other more difficult and complex math skills such as long multiplication, division, and algebra. This is a cornerstone skill taught in fourth grade Review of grade level data and item analysis of state testing shows a deficit in this area We will start with nonfiction and then move to fiction in the latter part of the year. We will work on it in class, but could use parent help in developing this skill

Prefixes Teaching prefixes and suffixes is an important part of building better readers. Prefixes, suffixes, and roots are the essential building blocks of all words.

Why do we need to know about prefixes? The Reasons: Students who read grade level text ( Q,R,S) encounter words like those below in the text. This is an example of the vocabulary portion of our Benchmark Assessment System that we use to assess student reading proficiency. Students who have the ability to break apart words, and use what they know about prefixes are better able to decode and understand these words. Katie T

4th grade Prefix Identification Classroom Data TELL PARENTS WHY WE DO WHAT WE DO: It is really important to understand what your child knows and is able to do based on grade level achievement expectations. Data help us pace the amount of practice support the student needs, and it shows us how fast they are growing in that particular skill. Also, tell parents that you will continue to support students on this skill in class and that parents need to continue their efforts at home. Remind parents that the top line is an end of the year goal and that those who have not reached it still have time and with continued support will make it. Top line(pink) is the end of the year benchmark

I Do, We Do, You Do... Bethany vs Kari

Practice Activity-Prefix Card Activity Directions: Cut out cards Lay blue prefix cards face down in one area. In another area, lay out the green base word cards face down. One player at a time turns over one prefix and one baseword card. If they can be combined to make a word, the player keeps the pair. If they do not, the player turns the card and the next player takes a turn. Play continues until all cards are paired up. Repeat every week/every other week for practice. Katie and Kari

Progress Monitoring-Prefix Assessments Directions You have 6 assessments. After playing the card game for a week or so, see how you do on the the assessment. Then work on the cards again, and do another. Use definition cards if you need to while teaching it to your child. Kari This activity is taken from: http://deceptivelyeducational.blogspot.com/2013/06/division-1-racing-printable-math-game.html TELL PARENTS WHY WE DO WHAT WE DO: Practice makes perfect! The more they practice this activity and others, students will develop speed and accuracy with division facts. Teachers provides step-by-step activity directions on this slide, this needs to be included in the Family Folder.

Turn and Talk How will you incorporate these activities into your routine at home? Turn to the person next to you. Take turns responding to the question. Kari

Specific Measurable Actionable Realistic Time-Bound What is a S.M.A.R.T. Goal? Specific Know exactly what you want your child to accomplish. How will you know your child met the goal? Create a plan outlining exactly how the goal will be reached. Make sure the goal is not too far to reach, but far enough to be challenging When do you want your child to meet the goal? Measurable Actionable Kari- TELL PARENTS WHY WE DO WHAT WE DO: Goals are at the center of APTT! Setting goals help us stay on track to improvement. In order to stay on track we have to be specific about how we are going to do the work and how often we are going to do the activities. Every student is different, your child’s goal may be different from the goals of other students, that is okay. We just need to see measurable improvement. Please use your bar graph to guide your goal setting. You should practice activities at least four times per week to see measurable improvement, the more your child practices the activities, the sooner you will meet your goal. It is okay to practice over the weekend. Students need to stay busy. Make practice fun for the whole family. Realistic Time-Bound

Turn and Talk Why is goal setting important? Turn to the person next to you. Take turns responding to the question. Kari-

Teacher Model: S.M.A.R.T. Goal Kari-

Teacher Model: S.M.A.R.T. Goal Kari-

Setting S.M.A.R.T. Goals Write your child’s S.M.A.R.T. Goal: Look at your child’s current progress on the graph Write a realistic S.M.A.R.T. goal for your child Top = Teacher copy Bottom = Family copy Kari- TELL PARENTS WHY WE DO WHAT WE DO: Working hard and reaching goals help students develop confidence and good study habits. It is a way to build pride, accountability and commitment with our children. When children meet their goal, treat them to something special they value. Specially family time together. Tell parents to place the goal sheet in a visible place/surface in the house, like the refrigerator door for all to see. The whole family should get involved in helping the child meet the goal.

What to Take Home In your folder are two different baggies; one with the prefix activity and one with the math activity. Each of these can go home as well as your copy of the smart goal. You can also take home your copy of the graphs. Please give your other copy of the smart goals to your child’s classroom teacher. Please leave your folder. Tegge

Thank You! brunetteb@mjsd.k12.wi.us fugark@mjsd.k12.wi.us teggek@mjsd.k12.wi.us ewaldk@mjsd.k12.wi.us visserl@mjsd.k12.wi.us Facilitator Says: Tell families you are happy to meet with them anytime Have families write the dates down, take a picture, or put them in the calendar on their phone. Emphasize the important of coming back to get results from their goals and learn another skill

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