Download ppt - 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


Students and Schools


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


Tests


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


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


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


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.


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.


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.


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.


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


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


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%


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.


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.


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.


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.


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!