2. Session E6: Empowering Families to Facilitate Student Success
Jennifer Grenke
Dan Seaman
Katheryn Tegge
Butte des Morts Elementary
Sheree Garvey
Appleton Area School District

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

4. 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

5. 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.
Communications done In home language
Family resource room
Acknowledgement system
Performances
Feature photos that represent families in your school
Strategies highlighted in

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

8. Ethnicity Data
30.79% students of color

9. 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).

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

11. 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

12. 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

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

14. 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?

15. Data to support this practice!!!

16. 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

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

18. 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

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

20. 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

21. Appleton Area School District
Contact
Sheree Garvey
Appleton Area School District

22. 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

23. 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.

24. 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.

25. 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

26. 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.

27. 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.

28. 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.

29. 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.

30. Foundational Grade Level Skill Video
The steps to memorization:
What stage is your child currently on?
Video:

31. 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.

32. 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?

33. 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

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

35. 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:
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.

36. 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

37. 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.

38. 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

39. 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

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

41. 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

42. 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:
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.

43. 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

44. 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

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

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

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

48. 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.

49. 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

50. Thank You! brunetteb@mjsd.k12.wi.us fugark@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

56. bsession.questionpro.com