Partnering With Your School: How To Help Your Child Succeed.

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    24-Dec-2015

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  • Slide 1
  • Partnering With Your School: How To Help Your Child Succeed
  • Slide 2
  • 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
  • Slide 3
  • A sweet way to meet
  • Slide 4
  • 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
  • Slide 5
  • All children in the United States are guaranteed a free and quality public education Education in the United States
  • Slide 6
  • 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.
  • Slide 7
  • 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 childs education.
  • Slide 8
  • No Child Left Behind (NCLB) NCLB introduced radical historical change in U.S. education. Equal Opportunity Equal Outcome for ALL students
  • Slide 9
  • 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.
  • Slide 10
  • 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.
  • Slide 11
  • Teacher Quality All teachers must be highly qualified. Definition of highly qualified is different in each state. In Oregon, teachers need: College degree (Bachelors degree) Oregon teaching certificate Proof they know the subject they teach
  • Slide 12
  • 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.
  • Slide 13
  • Benefits of family involvement
  • Slide 14
  • Fortress School Goal:Protect school Parents:Stay home Teachers:Teach Communication:One-way (newsletter) Parent groups:Hand-picked Decisions:Principal
  • Slide 15
  • 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
  • Slide 16
  • 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
  • Slide 17
  • Partnership School All Kids Learn Families and teachers: Know each other Serve on committees Make decisions Look at data Share information; mostly two-way
  • Slide 18
  • 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
  • Slide 19
  • 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
  • Slide 20
  • Schools Benefit: Improved teacher morale Higher teacher ratings by parents More support from families Higher student achievement Better reputation in the community
  • Slide 21
  • Standards How can we make sure all children succeed in school?
  • Slide 22
  • 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.
  • Slide 23
  • 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
  • Slide 24
  • 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
  • Slide 25
  • More About Standards Learning standards differ from state to state. Your childs 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.
  • Slide 26
  • Sample Standards What students need to know and be able to do
  • Slide 27
  • 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.
  • Slide 28
  • 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.
  • Slide 29
  • 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.
  • Slide 30
  • Measuring Progress How do we know if a student can do the things described in the standards?
  • Slide 31
  • 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: Maslows Hierarchy of Needs, adapted from Lapides & Lapides
  • Slide 32
  • 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: Maslows Hierarchy of Needs, adapted from Lapides & Lapides
  • Slide 33
  • Students and Schools Source: Maslows Hierarchy of Needs, adapted 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?
  • Slide 34
  • Getting Information About Your School Homework Classroom tests Student report card State test results Source: Maslows Hierarchy of Needs, adapted from Lapides & Lapides
  • Slide 35
  • Tests Source: Maslows Hierarchy of Needs, adapted 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
  • Slide 36
  • 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
  • Slide 37
  • 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
  • Slide 38
  • 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
  • Slide 39
  • 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 year B. A greater incidence of fog during summer months C. An increased risk of hurricanes during the spring months D. More extreme temperature differences between winter and summer.
  • Slide 40
  • Test Taking Tips Before the test: Develop a positive attitude. Tell yourself, I will do my best on this test. Get a good nights 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).
  • Slide 41
  • Test Taking Tips During the test: Stay calm. Listen carefully to directions from the teacher. Ask questions if you dont understand what to do. This is not a timed test. If you need more time to finish the test, tell your teacher.
  • Slide 42
  • 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.
  • Slide 43
  • Accountability Getting information about your child, your school, and your district
  • Slide 44
  • Your Childs Report Card Student report cards are different for each school district. The report card gives you specific information about your student such as: Test scores Grades or marks in specific subjects Attendance
  • Slide 45
  • Oregons 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.
  • Slide 46
  • Oregons 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.
  • Slide 47
  • Oregons 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.
  • Slide 48
  • Oregons 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.
  • Slide 49
  • Your Schools 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
  • Slide 50
  • 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 groupwhite, African American, Hispanic, low-income, special educationmust meet goals. If all students meet the goals, and 95% are tested, the school meets Adequate Yearly Progress (AYP).
  • Slide 51
  • 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.
  • Slide 52
  • Your Districts 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.
  • Slide 53
  • Your Districts 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
  • Slide 54
  • Your Districts 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
  • Slide 55
  • Your Districts 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 targe...