Partnering With Your School: How To Help Your Child Succeed
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Transcript of Partnering With Your School: How To Help Your Child Succeed
Partnering With Your School:
How To Help Your Child Succeed
Workshop Overview and Introduction
Education in the United States Benefits of family involvement Standards Measuring progress Accountability Successful parent-teacher conferences How to help your child succeed in school
A sweet way to meet
Green: What do you like to do on Sunday? Black: Where do you work? Orange: Age(s) of your child(ren) and what do
they like to do? Red: An example of the way you help other
people. Pink: What do you like to do as a family? Yellow: How do you help your child at home
with schoolwork? White: Describe the town you were born in.
A Sweet Way To Meet
All children in the United States are guaranteed a free and quality public education
Education in the United States
Elementary and Secondary Education Act (ESEA)
ESEA passed in 1965. Sets policies and procedures for public education in the
United States. Congress reauthorizes or revises ESEA every six years. Current version, No Child Left Behind, was signed by
President Bush in January 2002.
Many Differences in U.S. Schools
U.S. schools are run by local communities and not by the federal government.
Teachers can choose how to teach students; they do need to meet Annual Yearly Progress (AYP) requirements.
Many parents play an active role in their child’s education.
No Child Left Behind (NCLB)
NCLB introduced radical historical change in U.S. education.
Equal Opportunity Equal Outcome
for ALL students
No Child Left Behind (NCLB)
NCLB steps up annual testing requirements. School and district report cards are required. Adequate Yearly Progress (AYP) is required
for all schools. All groups of students must make AYP. All teachers must be highly qualified.
Learning English
Under the law, if your child is placed in an English language program, the school should contact you in a language you can understand.
You may ask for your child to attend a different English language program, if one is available.
Students will be tested once a year to see how well they are learning to read and write English.
Teacher Quality
All teachers must be highly qualified. Definition of “highly qualified” is different in each state. In Oregon, teachers need:
College degree (Bachelor’s degree)Oregon teaching certificateProof they know the subject they teach
Consequences If a Title I school has not made adequate progress during the past
two or more years, parents can transfer their children to a school that is making progress, or request supplemental services.
After three years, the school MUST provide supplemental services. After four years, corrective action will be taken. This can mean
replacing staff or implementing a new curriculum. After five years, the school is restructured or taken over by the
state department of education.
Benefits of family involvement
Fortress School
Goal: Protect schoolParents: Stay homeTeachers: TeachCommunication: One-way (newsletter)Parent groups: Hand-pickedDecisions: Principal
Come If We Call School
Goal: Share values
Parents: Reinforce school
Teachers: Conferences/Open houses
Communication: One-way (school handbook)
Parent groups: Meet monthly, principal speaks
Decisions: Principal and lead teachers
Open Door School
Goal: Enrich school
Parents: Share and help
Teachers: Know families/build on strengths
Communication: Mostly one-way; some two-way
Parent groups: Parent committees
Decisions: SBDM Council
Partnership School
All Kids Learn
Families and teachers: Know each other Serve on committees Make decisions Look at data Share information; mostly two-way
Students Benefit:
Earn higher grades and test scores Enroll in higher level programs Are promoted and earn credits Adapt well to school and attend regularly Have better social skills and behavior Graduate and go on to higher education Achieve greater success in life
Families Benefit:
More confidence in school Higher expectations of their children Higher teacher opinions of families More self-confidence More likely to continue their own education
Schools Benefit:
Improved teacher morale Higher teacher ratings by parents More support from families Higher student achievement Better reputation in the community
Standards
How can we make sure all children succeed in school?
Standards Definition: What every student should know and be able to do
Broad, clear statements of what students should know and be able to do.
Each Oregon standard describes the content students need to master by the end of each grade level.
Why do we have standards?
To be very clear about what every student should know and be able to do
To make sure students in one school learn the same things as students in another school
To have high expectations for all students
The Philosophy Behind Standards
All children can learn at higher levels If we expect more, we get more We must expect more of ALL students
More About Standards
Learning standards differ from state to state. Your child’s school is required to make sure ALL
students meet the standards in our state. Schools must use annual tests to find out if students
have met the standards.
Sample Standards
What students need to know and be able to do
English/Language Arts Standards
Read written directions, signs, captions, warning levels, and informational books by grade 3.
Use word origins to determine the meaning of unknown words and phrases by grade 5.
Understand and explain the use of a complex mechanical device (e.g., program a VCR) by following technical directions by grade 8.
Math Standards
Develop and acquire efficient strategies for determining multiplication and division facts 0–9 by grade 3.
Develop and evaluate strategies for computing with decimals and fractions by grade 5.
Develop and analyze algorithms and compute with rational numbers by grade 8.
Compute with integer exponents and whole number roots by grades 9–12.
Science Standards
Describe the basic needs of living thing by grade 3. Classify organs by the system to which they belong
by grade 5. Identify differences and similarities between plant
and animal cells by grade 8. Identify unique structures in cells from plants,
animals, and prokaryotes by grades 9–12.
Measuring Progress
How do we know if a student can do the things described in the standards?
Students Take Tests
Students take state tests: English Language Arts (grades 3–12) Mathematics (grades 3–12) Social Science (grades 5, 8–12) Science (grades 5, 8–12) English Language Proficiency
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
How do we know if a student can do those things?
Students provide work samples: Writing Mathematics problem solving Speaking Scientific inquiry Social science analysis
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Students and Schools
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
How can you find out if your child is successful in school?
How can you find out if your school is doing a good job helping students learn?
Getting Information About Your School
Homework Classroom tests Student report card State test results
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Tests
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
State tests measure how well students have met the standards.
The student gets one of three “grades” Exceeded standards (did better than required) Met standards Did not meet standards
Sample Test Questions
Mathematics, Grade 6
The state fair was in town, and everyone was excited. The carnival games were the most popular attractions. The first day the fair was open, two people won stuffed animals. The second day four people won, the third day six people won, and so on. If the fair was open for n days, how many people would win on the nth day, if this pattern continued?
A. 2 + n B. 2n C. 2n + 2 D. n2
Sample Test Questions
Mathematics, Grade 8
About 60% of the used white paper is recycled at Lance's school. The school uses 1,260 pounds of paper per month. Which is the best estimate for the number of pounds of white paper recycled per month?
A. 500–560 B. 600–660 C. 720–780 D. 850–910
Sample Test Questions
Social Science
The following event or events led to World War I:
I. Formation of the League of Nations
II. The assassination of Archduke Franz Ferdinand
III. A system of competing alliances
IV. The desire for nationalism in European countries
A. I only B. II only C. II, III, IV D. II and III
Sample Test Questions
Science, Grade 8
Compared to coastal areas, interior areas of large continents tend to have:
A. Higher amounts of rainfall throughout the yearB. A greater incidence of fog during summer monthsC. An increased risk of hurricanes during the spring monthsD. More extreme temperature differences between winter and
summer.
Test Taking Tips
Before the test: Develop a positive attitude. Tell yourself, “I will do
my best on this test.” Get a good night’s sleep the night before the test. Get up early enough to avoid hurrying to get ready
for school. Eat a good breakfast (and lunch, if your test is in the
afternoon).
Test Taking Tips
During the test: Stay calm. Listen carefully to directions from the teacher. Ask questions if you don’t understand what to do. This is not a timed test. If you need more time to
finish the test, tell your teacher.
Test Taking Tips
After the test:• Before you turn your test in, check it over. Change
an answer only if you have a good reason. Generally, it is better to stick with your first choice.
• Make sure you have marked an answer for every question, even if you had to guess.
• Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks.
Accountability
Getting information about your child, your school, and your district
Your Child’s Report Card
• Student report cards are different for each school district.
• The report card gives you specific information about your student such as:Test scoresGrades or marks in specific subjectsAttendance
Oregon’s High School Diploma Requirements
Current Requirements (Classes of 2008 & 2009) Language Arts – 3 credits Mathematics – 2 credits Science – 2 credits Social Science – 3 credits Applied Arts, Fine Arts, Second Language – 1 credit Physical Education – 1 credit Health Education – 1 credit Elective credits to meet at least 22 credits.
Oregon’s High School Diploma Requirements
New Requirements (Classes of 2010 & 2011) Language Arts – 4 credits Mathematics – 3 credits Science – 2 credits Social Science – 3 credits Applied Arts, Fine Arts, Second Language – 1 credit Physical Education – 1 credit Health Education – 1 credit Elective credits to meet at least 24 credits.
Oregon’s High School Diploma Requirements
New Requirements (Classes of 2012, 2013, & 2014) Language Arts – 4 credits Mathematics – 3 credits Science – 3 credits Social Science – 3 credits Applied Arts, Fine Arts, Second Language – 3 credits Physical Education – 1 credit Health Education – 1 credit Elective credits to meet at least 24 credits.
Oregon’s High School Diploma Requirements
In 2012 and 2013 science classes must be inquiry based in which students investigate the physical and living world.
In 2014, all math classes must be at the level of Algebra I and above.
Your School’s Report Card
You can learn: If students in your school are making progress
from year to year If different groups of students in your school
are meeting standards How students in your school compare to those
in your school district If your school is doing well overall
Adequate Yearly Progress (AYP)
Schools use guidelines set by the federal government to set goals for how much students should improve each year.
Students in every group–white, African American, Hispanic, low-income, special education–must meet goals.
If all students meet the goals, and 95% are tested, the school “meets” Adequate Yearly Progress (AYP).
“Grades” for Your School
Your school gets graded based on: How well students do on tests Student attendance and dropout rates Whether the school is improving The percentage of students taking the tests
Schools may be graded as exceptional, strong, satisfactory, low, or unacceptable.
Your District’s Report Card
Federal Adequate Yearly Progress (AYP) rating: If all student groups meet targets in
English/Language Arts and Mathematics, AND The district meets targets for attendance or
graduation, THEN
The district is designated as Meeting AYP.
Your District’s Report Card
School Ratings: Student performance rating – based on state assessment
tests Student behavior rating – based on attendance and dropout
rates Improvement rating – based on changes in students’
performance and behavior ratings for past four years School characteristics rating – based on percentage of
students taking all state assessment tests
Your District’s Report Card
Federal Designation for Title I Schools: Identified for School Improvement – Schools not
meeting AYP in the same content area for two or three consecutive years
Identified for Corrective Action - Schools not meeting AYP in the same content area for four consecutive years
Your District’s Report Card
Accountability Information:
• Student Achievement: The student group must meet the statewide academic target, or reduce the percentage of tests not meeting standards by 10%, and meet the state target for graduation.
• Graduation Rate: Compares the number of students receiving a standard diploma with the number of students who drop out.
Academic Targets
School Yr. English/Language Arts Mathematics2002–2003 40% 39%2006–2007 50% 49%2007–2008 60% 59%2008–2009 60% 59%2009–2010 60% 59%2010–2011 70% 70%2011–2012 80% 80%2012–2013 90% 90%2013–2014 100% 100%
Your District’s Report Card
District Information: Percentage of students meeting standards Testing participation Attendance District staffing Percentage of highly qualified teachers Special populations Financial data
Keys to Successful Parent-Teacher Conferences
What to do: Before the conference During the conference After the conference
Before the Conference
Talk to your children about what they would like you to discuss.
Write a list of questions you want to ask. If you do not speak English, make sure the school
has someone who can translate or take someone with you who can.
During the Conference
Refer to the notes you made before the conference so you can ask the questions that are the most important.
If your child is having any problems, ask what the school is doing to change that and what you can do.
If your child is excelling in certain areas, ask what the school is doing to provide challenging work.
During the Conference
Ask questions about your child’s friends, cooperation in class, social skills.
Share information about your student such as any special needs or changes in the family.
If any problems are discussed, make sure you work out a plan to help your child improve.
Take notes so you can remember what was said.
After the Conference
Tell your child about the conference. Stress those things that are positive.
Talk to your child about ways to improve. Start the action plan for improvement right away. Observe how your child is responding to the action
plan. Talk to the teacher about any concerns.
How to help your child succeed in school
How To Help Your Child Succeed in School
Praise, praise, praise your child for hard work at school.
Keep home stocked with books, magazines, and newspapers that interest your student.
Ask your student to write. Diaries, journals, letters, and e-mails help sharpen writing skills.
How To Help Your Child Succeed in School
Get to know your student’s teachers and principal. Ask how your child is being prepared to meet high standards.
Keep track of what’s happening at school. Watch for test dates, parent-teacher conferences, classroom activities, and celebrations.
How To Help Your Child Succeed in School
Don’t wait for report cards to find out how your student is doing. Ask your child about what he or she is learning.
Make sure your child is completing homework on time.
Put limits on watching TV, talking with friends on the telephone, and playing video games.
How To Help Your Child Succeed in School
Give your child a quiet place to do homework. Schedule a regular time for homework. Don’t let anyone invade the time and space your student sets aside for doing homework.
Encourage your child to use computers at home, at school, or at the library. Ask your student to teach you how to use the computer if you don’t know how.
How To Help Your Child Succeed in School
Make sure your child gets to school on time. Make sure your child goes to school every day. Get involved:
Volunteer in the classroom. Offer to share your work or life experiences with students in
the classroom. Help with decisionmaking by joining and/or attending site
council meetings, parent clubs, or other activities.
Where To Find More Information
You will find a list of helpful resources in your Parent Involvement Toolkit.
Questions?
Thank you. We look forward to seeing you at school!