1. Welcome to GATE Advisory Engaging Families to Support Success
May 10, 2018

2. Welcome Everyone! OSPI Other State Agency Community Organization
ESD/District
School Building
Other?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

3. Superintendent Reykdal’s Vision for K12 Education
“The goal of our education system is to prepare all of our students for post- secondary aspirations, careers, and life.”
Superintendent Reykdal ‘s K-12 Vision has three phases — each lasting two years — from small improvements to a full redesign of the K-12 education system. 
The goal of our education system is to prepare all of our students for post secondary aspirations, careers, and life.
11/9/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

4. Role of the GATE Partnership Advisory
Identify and eliminate academic and non-academic barriers.
Develop a common educational vision.
Coordinate efforts across organizations and agencies.
Share information about successful programs.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

5. Today’s Meeting – focused on the power of family
Overview
K12 Family Engagement Panel (Direct and System)
Pre-K12 & Social Service Family Engagement Panel
Call for Personal Action

6. The Evolution of a focus on Family Engagement for Ensuring Student Success
Andrea Cobb, Executive Director, OSPI
Center for the Improvement of Student Learning
May 10, 2018

7. CISL Mission Our Mission
To connect people to the research and information they need to eliminate educational opportunity gaps and improve learning and teaching in Washington State.

8. What Does Research Say it Takes to Improve Schools? 1
Nine Characteristics of Highly Effective Schools (OSPI, 2003; 2007)
Turnaround Principles
(ESEA Waiver; 2011)
Essential Supports
(Consortium on Chicago School Research, 2006; 2010; ?)
Four Domains of Rapid School Improvement (WestED, 2017)
Clear and shared focus
High standards and expectations for all students
Effective school leadership
High levels of collaboration and communication
Curriculum, instruction, and assessments aligned with standards
Frequent monitoring of learning and teaching
Focused professional development
Supportive learning environment
High level of family and community involvement
Strong Leadership
Effective Teachers
Redesigning the school day, week, or year
Strengthening the instructional program
Using data to inform instruction
Establishing a school environment that improves school safety and discipline and addresses other non-academic factors
Providing ongoing mechanisms for family and community engagement
School Leadership
Parent-community ties
Professional Capacity
Student-centered learning climate
Instructional guidance
UPDATE LIST
Effective Leaders
Collaborative Teachers
Involved Families
Supportive Environment
Ambitious Instruction
Turnaround leadership
Talent development
Instructional Transformation
Culture shift
Is there one model or are there several models that inform our approach?
If you dig in to the details of each component of the various models you see that there is a great deal of similarity across all of the concepts they cover.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

9. Bronfenbrenner’s Ecological Systems Theory (1979)
The Ecology of Human Development
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

10. Overlapping Spheres of Influence (Epstein, 1987)
Home
School
Community
Schools, homes and communities are the main context for children’s education and greater collaboration by the people in these environments benefits children’s learning and development.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

11. A New Wave of Evidence (2002)
Earn higher grades and test scores, and enroll in higher-level programs.
Be promoted, pass their classes, and earn credits.
Attend school regularly.
Have better social skills, show improved behavior, and adapt well to school.
Graduate and go on to postsecondary education.
Students with involved parents, no matter their income or background are more likely to
earn higher grades and test scores, and enroll in higher-level programs.
be promoted, pass their classes, and earn credits.
attend school regularly.
have better social skills, show improved behavior, and adapt well to school.
graduate and go on to postsecondary education.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

12. Six Types of Parent Involvement (2005)
Parenting
Communicating
Volunteering
Learning at home
Decision-making
Collaborating with Community
The purpose of the framework is to assist educators in developing school and family partnership programs
Foundation of the National Network of Partnership Schools model
Member schools across the country
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

13. Dual Capacity Building Framework (2013)
At the same time we are seeing a rise in research and research-practice partnerships that are focusing on developing Equitable Parent-School Collaborations
An example of which is being led by Dr. Ann Ishimaru and her equitable collaboration project team at the University of Washington Seattle
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

14. Shift in ESSA to Focus on Family Engagement (2015)
Parent Involvement
Family Engagement
Shift from Parent Involvement to Parent and Family Engagement with an emphasis on meaningful engagement to support student success
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

15. What Does Research Say it Takes to Improve Schools? 2
Nine Characteristics of Highly Effective Schools (OSPI, 2003; 2007)
Turnaround Principles
(ESEA Waiver; 2011)
Essential Supports
(Consortium on Chicago School Research, 2006; 2010; ?)
Four Domains of Rapid School Improvement (WestED, 2017)
Clear and shared focus
High standards and expectations for all students
Effective school leadership
High levels of collaboration and communication
Curriculum, instruction, and assessments aligned with standards
Frequent monitoring of learning and teaching
Focused professional development
Supportive learning environment
High level of family and community involvement
Strong Leadership
Effective Teachers
Redesigning the school day, week, or year
Strengthening the instructional program
Using data to inform instruction
Establishing a school environment that improves school safety and discipline and addresses other non-academic factors
Providing ongoing mechanisms for family and community engagement
School Leadership
Parent-community ties
Professional Capacity
Student-centered learning climate
Instructional guidance
UPDATE LIST
Effective Leaders
Collaborative Teachers
Involved Families
Supportive Environment
Ambitious Instruction
Turnaround leadership
Talent development
Instructional Transformation
Culture shift
Is there one model or are there several models that inform our approach?
If you dig in to the details of each component of the various models you see that there is a great deal of similarity across all of the concepts they cover.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/9/2018

16. Creative Commons Information
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Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos are property of their respective owners.

17. Distinguished Panel Introduce yourself and briefly share your story.
What are the strategies you find useful in your work?
What are the biggest barriers you face, and have you found solutions?

18. Something to think about…
What are the similarities and differences
relative to key strategies and approaches?
Turn and Talk

19. Thinking Outside the Box…
What was reinforced relative to strategies and approaches between the panels?
Turn and Talk

20. Self Assessment and Action Planning
What did you hear that reinforces what you are doing?
What did you hear that inspires you to do something new?
What is one thing you will do as a result of what you learned today?

21. Using Systems Thinking to Promote Attendance
Please join us…
GATE Advisory Meeting
Using Systems Thinking to Promote Attendance
September 18, 2018
Capital Region ESD 113
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION