Presented by the Parent & Educator Partnership

Adapted from the Center for Parent Leadership, Lexington, KY.

Parent Leadership 101Day 2

Welcome back

Enjoy breakfast

Reconnect with folks you met yesterday

Complete any unfinished reflections from yesterday’s work

Parent Leadership 101 Objectives

Introduce the concept of parent leadership;Develop an awareness of your

communication style;Provide an overview of how the Illinois

Learning Standards and student performance data;

Identify ways partner with schools to engage more families; and

Develop a plan for reaching other parents and engaging with schools

A little housekeeping

Rest roomsRefreshmentsLunch NotebookEvaluationParking LotWord WallGround Rules

Working AgreementsEveryone shares knowledge and skills

Common courtesy

Avoid distracting side conversations

Share table supplies

What’s said here stays here, what’s learned here leaves

Law of two feet

Turn electronics to silent or vibrate mode

Call to action……

Standards

What do children learn in Illinois?

How do we evaluate success?

What are Standards?

Standards are simply what students are

expected to learn as they move from

grade to grade through school.

Where did the ‘new’ standards come from?Illinois and 47 other states brought together by the

National Governors Association and the Council of Chief State School Officers.

Subject-area experts, educators, college professors and business people from all fields and from across the nation helped develop the standards.

The NGA and CCSSO initiated the work after determining that it would be more efficient and effective if states agreed on standards for student learning.

Is This An Attempt To Nationalize Education Through The Federal Government?

NO! The governors and education department leaders decided to develop these; the federal government was not involved.

45 states and DC have voluntarily adopted these.

(Alaska, Nebraska, Montana, Texas and Virginia have not adopted yet)

Power of Common Standards•Compare student work from state to state

• Share tests, textbooks, technology

• Share teaching strategies

• One set of clear, consistent expectations

• Internationally competitive goals

• High expectations for all students

• Addresses student mobility

• Ensures a skilled workforce

• More efficient use of tax dollars

The goal of the standards: Ready for College and Career

College ready:

Academic skills that allow students to

perform college level work without

remediation

The goal of the standards:Ready for College and Career

Career ready:Academic skills that allow students to

function/excel in workplace or routine daily activities

Employability skills; critical thinking and responsibility; other skills for success in life

Technical and job-specific skills for jobs that offer life-sustaining wages

Common Core: Language ArtsStandards listing what students need to know and be able to do:

Reading, writing, speaking and listening, and language

Anchor definitions of students being ready for higher education and for jobs strong enough to support their own families

Grade-by-grade steps to reach anchors, with: literary and informational versions of reading for all

grades subject-specific versions for middle and high school

6th Grade ELA: Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Standards Go Deeper Each Year

GRADE 6 READING – LITERATURE: Key Ideas and DetailsDescribe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

GRADE 7 READING – LITERATURE: Key Ideas and DetailsAnalyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

GRADE 8 READING – LITERATURE: Key Ideas and DetailsAnalyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Common Core: MathematicsK-8 standards:

Short enough to allow deep learning

Designed for students to master each skill before moving the next (the way math is learned in many countries with stronger math achievement)

With every grade working to build key mathematical practices

High school standards:

Organized around six main categories, rather than grades, so that schools can teach those elements in more than one order of courses

With continuing work to build those key mathematical practices

Common Core: Mathematics

Six Conceptual Categories Number & quantity

Algebra

Functions

Modeling

Geometry

Statistics & probability

High School Math Courses Course titles remain the same, algebra

I and II, geometry, calculus, etc.

Middle school students may take high

school math courses but will still be

required to take 4 years of math in

high school.

AssessmentIllinois assessment system to measure

achievement of the new common core

standards is currently being developed

and will be comprised of four components.

Each component will be computer-

delivered and will leverage technology to

incorporate innovations.

Assessment componentsTwo summative assessment components

designed to

Make “college and career readiness” and “on-

track” determinations

Measure the full range of standards and full

performance continuum

Provide data for accountability uses, including

measures of growth

Summative Assessment ComponentsPerformance-Based Assessment (PBA)

administered as close to the end of the school

year as possible. The ELA/literacy PBA will focus

on writing effectively when analyzing text. The

mathematics PBA will focus on applying skills,

concepts, and understandings to solve multi-step

problems requiring abstract reasoning, precision,

perseverance, and strategic use of tools.

End-of-Year Assessment (EOY) administered

after approx. 90% of the school year.  The

ELA/literacy EOY will focus on reading

comprehension.  The mathematics EOY will

be comprised of innovative, machine-

scorable items.

Summative Assessment Components

Assessment componentsTwo interim assessment components

designed to:Generate timely information for

informing instruction, interventions, and professional development during the school year

In ELA/literacy, a third formative component will assess students’ speaking and listening skills

Interim Assessment ComponentsEarly Assessment designed to be an indicator of

student knowledge and skills so that instruction,

supports and professional development can be

tailored to meet student needs

Mid-Year Assessment comprised of performance-

based items and tasks, with an emphasis on hard-to-

measure standards.  After study, individual states

may consider including as a summative component

TestingThe target date for implementation of

the new assessment is the 2014‐15

school year.

For more information:

www.isbe.state.il.us

www.corestandards.org

www.pta.org

www.pepartnership.org

ReflectionsDay 2.7

What questions do I have about

standards-based education?

15 Minute Break

School DataWhat does school data mean?

How is it used?

ISAT scores grades 3-8PSAE scores HS, grade 11Explore/Plan scoresAYP statusSurveys from parents, teachers, and

studentsStudent gradesStudent enrollmentStudent attendanceGraduation rates

School Data Sources

School/District Report CardsNCLB requires all states and school

districts to prepare and distribute to all

parents a report card specifying how

every school and district as a whole are

performing.

The report card must include specific

information on school data.

Report Card Scavenger HuntUse your school report card and the

scavenger hunt provided to look more

closely at your school data.

SCHOOL REPORT CARD Scavenger Hunt

The No Child Left Behind Law (NCLB) requires all states and school districts to prepare and distribute a report card specifying how every school and district as a whole is performing. This applies to Title I and non-Title I schools, as well as charter schools. Beginning in the 2002-2003 school year, report cards must include specific information on school data. Use this scavenger hunt to decide if your school report card is in compliance with NCLB.

1. Which subgroups are identified on your school report card? (Race/ethnicity, gender, disability, etc.)

I f subgroups are identified, which groups of students are best served and which are least served? What achievement gaps are noted?

2. What are the percentages of students not tested?

Which groups were not tested?

3. Has your school made progress over a two-year period? In which subjects?

Day 2.8

What are my “ah-ha’s” or surprises

about my school’s data?

What are my concerns?

What can I do to help parents better

understand the school report card?

Reflections

QUESTION FORMULATION TECHNIQUE (QFT)

What skills do I have to ask good questions?

QUESTION FORMULATION TECHNIQUE (QFT)

Brainstorm a list of school issues

Select an issue

Ask questions about the issue

Question Formulation Technique

BrainstormWhat questions do you

have about the issue you have chosen?

PrioritizeChoose 3

questions that get you closer to

answers

Close vs. Open-Ended QuestionsIt is helpful to know when to use close-

ended or open-ended questions:

Close-ended questions are answered with a simple “yes” or “no”.

Open-ended questions require more explanation.

Close vs. Open-Ended QuestionsWhat are the advantages of CLOSE

ENDED questions?

What are the disadvantages of CLOSE ENDED questions?

Close vs. Open-Ended QuestionsWhat are the advantages of OPEN

ENDED questions?

What are the disadvantages of OPEN ENDED questions?

Review your list of questions

Change all close-ended questions to open-ended

Close vs. Open-Ended Questions

Question Formulation Technique1. Branch-OffChoose one of the three prioritized questions to focus on

2. Brainstorm3. Prioritize again

Choose three questions to focus on

Small Group Activity

1. BrainstormWhat questions do you have about the issue you

have chosen?

3. Branch-OffChoose one of the three

prioritizedquestions to focus on. --

Brainstorm

2. PrioritizeChoose three questions

that get you closer to answers

4. Prioritize againChoose three questions to

focus on.

ReflectionDay 2.9

How do I plan to use the QFT process?

ACTION PLANNING

DATA SOURCES:

School report card

District report card

School improvement plan

Research on parent involvement

Parents are most likely to become involved if:They understand they should be involved

They feel capable of making a contribution

They feel welcomed by the school and their children

Parent ACTION PLANSchool: _________________________________________________________________Parent Name: ________________________________________________________________

Things I plan to do to help parents feel more welcome at our school

I will recruit these parents to help me

Steps to complete activities

Start date-Completion date

Where does this fit into our school improvement plan?

1. Ask my principal to walk through the school with me and 2 other parents and complete the Welcoming Schools checklist

Martha Collins

Tyler Greene’s mom

Oct 2007

Nov 2007

Making efforts to welcome parents to become more engaged in the school

a. Ask the parents to help

b. Schedule a date and time that works for everyone

Things I plan to do to help parents

understand they should be involved in our

school

I will recruit these parents

to help me

Steps to complete activities

Start date-Completio

n date

Where does this fit into our school improvement plan?

Things I plan to do to help parents

understand what they can do to help our students be more

successful

I will recruit these parents to help me

Steps to complete activities

Start date-Completion date

Where does this fit into our school improvement plan?

After attending Parent Leadership 101, three steps I plan to take immediately are:

Reflection

“Alone we can do so little; together we can do so much.”

Helen Keller

WRAP UPQ’s & A’s

Next steps

Plus, Minus Delta

Evaluation