A Parent Handbook For Improving Schools
Tutoring
College Readiness
Teacher Effectiveness
William Callison
Introduction: Responding to the Opportunity
The Introduction focuses on the role of parents, teachers and administrators in working with the school community to bring about change within the learning organization that is responsive to the challenges for school improvement. We have an excellent opportunity to make changes based on experience in many schools that are dealing with the need to set high standards and institute programs that will be successful. We will identify many programs that are working. How did they handle accountability and the program and staff evaluation that goes with it? These will be described briefly in the text. The challenges behind these successes will be looked at by our discussion with informants. We will indicate some of the real world complexity that leads to successful programs in language that is comfortable for parents.
What Parents Can Do To Help Their Children
In the following article we have marked 28 ways to move toward increased parent involvement.
Schools Get Creative With Parent Involvement
Education: From family dinners to tips on helping with homework, campuses
strive to improve student achievement by enlisting help from Mom and Dad.
By JESSICA GARRISON, Times Staff Writer [1]
At Wilson Elementary School in Costa Mesa, Spanish-speaking mental health
Education: From family dinners to tips on helping with homework, campuses
strive to improve student achievement by enlisting help from Mom and Dad.
By JESSICA GARRISON, Times Staff Writer [1]
At Wilson Elementary School in Costa Mesa, Spanish-speaking mental health
workers offer counseling to immigrant parents overwhelmed by cultural
differences. 1
differences. 1
At Madison Elementary in Redondo Beach, teachers serve dinner to families and
then watch and offer tips as parents help their children with homework. 2
then watch and offer tips as parents help their children with homework. 2
In the last few years, school officials around Southern California and the
rest of the state, who used to just throw up their hands in dismay when
parents didn't show their faces at school, are going to ever more
creative--and expensive--lengths to get them into the classroom.
"Schools are no longer saying, 'Oh, gee, we have back-to-school night, and
our parents don't come. They must not care,' " said Kris Powell, who oversees
parent programs for Orange County's Department of Education. "They are
finding ways to get parents in there."
Educators' sudden interest in the home front has been fueled by a growing
number of private grants, by a tidal wave of federal and state legislation
encouraging districts to get parents involved and by an expanding body of
research that suggests that getting Mom and Dad into the classroom raises
tests scores. 3
rest of the state, who used to just throw up their hands in dismay when
parents didn't show their faces at school, are going to ever more
creative--and expensive--lengths to get them into the classroom.
"Schools are no longer saying, 'Oh, gee, we have back-to-school night, and
our parents don't come. They must not care,' " said Kris Powell, who oversees
parent programs for Orange County's Department of Education. "They are
finding ways to get parents in there."
Educators' sudden interest in the home front has been fueled by a growing
number of private grants, by a tidal wave of federal and state legislation
encouraging districts to get parents involved and by an expanding body of
research that suggests that getting Mom and Dad into the classroom raises
tests scores. 3
The push includes both carrots--such as extra funding and awards
programs--and sticks. Schools that cannot show that they have involved
parents are no longer eligible for many grant programs or for the National
Blue Ribbon Awards. 4
programs--and sticks. Schools that cannot show that they have involved
parents are no longer eligible for many grant programs or for the National
Blue Ribbon Awards. 4
Maria Escobar has found the program at Wilson Elementary "a godsend." The
Families and Schools Together program, or FAST, 5 is funded by a hodgepodge of
private grants and state funds.
Escobar, who emigrated from Mexico 15 years ago, said she and her husband
were struggling with the different practices of raising children in the
United States.
Their 9-year-old son, Bryan, was spending too much time hanging out in the
street and was refusing to do his homework. Intimidated by English-speaking
school officials and not close to many of her neighbors, Escobar did not know
where to turn.
Families and Schools Together program, or FAST, 5 is funded by a hodgepodge of
private grants and state funds.
Escobar, who emigrated from Mexico 15 years ago, said she and her husband
were struggling with the different practices of raising children in the
United States.
Their 9-year-old son, Bryan, was spending too much time hanging out in the
street and was refusing to do his homework. Intimidated by English-speaking
school officials and not close to many of her neighbors, Escobar did not know
where to turn.
In the 10-week FAST program, she and her husband learned to praise their son 6
more and scold him less--"the American way," she said.
"Now he is more disciplined himself," she said. But what's more, Escobar now
knows 10 other Spanish-speaking mothers 7 at Wilson whom she can turn to for
support. Together, the women have begun volunteering to supervise during
lunch at the school and feel comfortable talking to the principal and
teachers.
more and scold him less--"the American way," she said.
"Now he is more disciplined himself," she said. But what's more, Escobar now
knows 10 other Spanish-speaking mothers 7 at Wilson whom she can turn to for
support. Together, the women have begun volunteering to supervise during
lunch at the school and feel comfortable talking to the principal and
teachers.
Their newfound ease has rubbed off on their children, said another program
participant, Maricela Vasquez. Since completing the program, Vasquez and her
husband have made a point of working with their children on homework every
night. 8
"My children are happier with me because I am participating in their school,"
Vasquez said.
participant, Maricela Vasquez. Since completing the program, Vasquez and her
husband have made a point of working with their children on homework every
night. 8
"My children are happier with me because I am participating in their school,"
Vasquez said.
A few miles away, Karla Wells, principal of Lambert Elementary School in
Santa Ana, cited the campus' involved parents as a major reason for the
school's success. Lambert this year posted the highest gains of any school in
Orange County on the state's new Academic Performance Index. 9*
When she arrived two years ago at the school, where most students are Latino,
only a handful of parents were PTA members.
This year, there are 150.10 Hundreds more parents participated at the beginning
of the year in seminars about the U.S. education system.
Santa Ana, cited the campus' involved parents as a major reason for the
school's success. Lambert this year posted the highest gains of any school in
Orange County on the state's new Academic Performance Index. 9*
When she arrived two years ago at the school, where most students are Latino,
only a handful of parents were PTA members.
This year, there are 150.10 Hundreds more parents participated at the beginning
of the year in seminars about the U.S. education system.
And, with grants from the school and a private organization, parents have opened
an off-campus center in a nearby apartment complex where children can go for help with
homework. 11
homework. 11
It was successes at schools like Lambert that first made officials pay
attention to the link between involved parents and successful students, said
Carol Dickson, a consultant on parent involvement at the state Department of
Education. 12
attention to the link between involved parents and successful students, said
Carol Dickson, a consultant on parent involvement at the state Department of
Education. 12
In recent years administrators believed that socioeconomic levels were the single
biggest factor in determining how well children did in school. But then educators began
to look at schools in high poverty-areas that were succeeding and wondering what their
secret was. The finding: "There was one thing that trumps socioeconomic factors,
and that was parental involvement," Dickson said. 13
More studies were done, and many education experts were
convinced that getting parents into schools was the modern form of campus
medicine.
Bringing about such a sea change in school officials' attitudes, however, did
not happen overnight, especially among busy educators trained to believe that
it is teachers who know best about the education of their students. In
addition, many traditional ways of getting parents involved in school, such
as the PTA, did not work with immigrant parents, who were alienated by the
formal rules. 14
convinced that getting parents into schools was the modern form of campus
medicine.
Bringing about such a sea change in school officials' attitudes, however, did
not happen overnight, especially among busy educators trained to believe that
it is teachers who know best about the education of their students. In
addition, many traditional ways of getting parents involved in school, such
as the PTA, did not work with immigrant parents, who were alienated by the
formal rules. 14
The first major move for change came in 1989, when the State Board of
Education adopted a policy calling for schools to get parents involved. 15 Then,
in 1992, a state task force laid out plans for how to do so. 16
Education adopted a policy calling for schools to get parents involved. 15 Then,
in 1992, a state task force laid out plans for how to do so. 16
Two years later, the federal government joined the game with the overhaul of
the Title I program. From then on, schools receiving funds from the massive
anti-poverty program had to show that they had involved parents. 17
the Title I program. From then on, schools receiving funds from the massive
anti-poverty program had to show that they had involved parents. 17
In 1998, state legislators passed a parents bill of rights, giving parents
the right to visit their children's classrooms, talk to teachers and receive
progress reports. 18
the right to visit their children's classrooms, talk to teachers and receive
progress reports. 18
Also in 1998, Proposition 227 ended most bilingual education. Along with that
came state funding to teach English to adults. Many districts used that money
to start English classes for parents, which brought them into the schools. 19**
came state funding to teach English to adults. Many districts used that money
to start English classes for parents, which brought them into the schools. 19**
Then there was the Academic Performance Index, which ranks all schools
according to how well students do on standardized tests, and how much they
improve from year to year. The rankings are published in newspapers and on
the Internet, and school officials say they have sparked an outpouring of
parent interest in the schools. 20
according to how well students do on standardized tests, and how much they
improve from year to year. The rankings are published in newspapers and on
the Internet, and school officials say they have sparked an outpouring of
parent interest in the schools. 20
"Schools have realized that they have to get parents to buy in," said Robert
Barbot, superintendent of the Newport-Mesa Unified School District, who has
made getting parents involved one of the major priorities of his administration. 21
Barbot, superintendent of the Newport-Mesa Unified School District, who has
made getting parents involved one of the major priorities of his administration. 21
The API scores have given parents a concrete way to evaluate their children's
schools, he said, which has made them feel much more comfortable about asking
principals and teachers for explanations of what is going on in the
classroom. 22
schools, he said, which has made them feel much more comfortable about asking
principals and teachers for explanations of what is going on in the
classroom. 22
All this was given an added push in 1999, when the Legislature authorized $15
million to copy a Sacramento Unified School District program statewide. 23
million to copy a Sacramento Unified School District program statewide. 23
The program, which began at the request of local religious
leaders, pays teachers extra to go to the homes of students at
lower-achieving schools, to help parents feel connected to school and
understand how to help their children. 24
leaders, pays teachers extra to go to the homes of students at
lower-achieving schools, to help parents feel connected to school and
understand how to help their children. 24
Legislators also set aside $5 million to train parents to be involved in
school. 25 Sixteen schools in Orange County and 146 in Los Angeles received
grants. Among them are Madison Elementary in Redondo Beach and Washington
Elementary in Santa Ana.
school. 25 Sixteen schools in Orange County and 146 in Los Angeles received
grants. Among them are Madison Elementary in Redondo Beach and Washington
Elementary in Santa Ana.
Recently Washington began one of the state's first comprehensive parent
programs. Every morning, parents are encouraged to go to their children's
classrooms for the first half hour and read to them, said Principal Robert
Anguiano. 26
programs. Every morning, parents are encouraged to go to their children's
classrooms for the first half hour and read to them, said Principal Robert
Anguiano. 26
The school also hosts family literacy nights, including workshops on poetry,
opera, computer technology and how to get children into college. Last summer,
the school began offering English classes for parents. Teachers also ask
parents to read books to their children and write about the experience. Then
the teachers write back to the parents. 27
opera, computer technology and how to get children into college. Last summer,
the school began offering English classes for parents. Teachers also ask
parents to read books to their children and write about the experience. Then
the teachers write back to the parents. 27
"It's had a tremendous effect on the school," said campus parent coordinator
Bertha Benavides. "We have hardly any discipline problems at school. Just
opening the doors to the parents has enabled them to be aware of what's going
. . . and test scores have gone up." 28
Bertha Benavides. "We have hardly any discipline problems at school. Just
opening the doors to the parents has enabled them to be aware of what's going
. . . and test scores have gone up." 28
We will connect each of these 28 parent involvement efforts with strategies for
implementing them in the chapters ahead.
Parents main interest is in seeing that their child receives the best instruction possible. Education has many technical terms that a parent needs to understand in order to work with teachers and administrators to operate the school as a team. We think the article from the Los Angeles Times is a good example of what parents can do.
The Obama education plan follows.
The American Recovery and Reinvestment Act invested heavily in education both as a way to provide jobs now and lay the foundation for long-term prosperity.
· The Act includes $5 billion for early learning programs, including Head Start, Early Head Start, child care, and programs for children with special needs.
· The Act also provides $77 billion for reforms to strengthen elementary and secondary education, including $48.6 billion to stabilize state education budgets (of which $8.8 billion may be used for other government services) and to encourage states to:
o Make improvements in teacher effectiveness and ensure that all schools have highly-qualified teachers;
o Make progress toward college and career-ready standards and rigorous assessments that will improve both teaching and learning;
o Improve achievement in low-performing schools, through intensive support and effective interventions; and
o Gather information to improve student learning, teacher performance, and college and career readiness through enhanced data systems.
· The Act provides $5 billion in competitive funds to spur innovation and chart ambitious reform to close the achievement gap.
· The Act includes over $30 billion to address college affordability and improve access to higher education.
Guiding Principles
Providing a high-quality education for all children is critical to America’s economic future. Our nation’s economic competitiveness and the path to the American Dream depend on providing every child with an education that will enable them to succeed in a global economy that is predicated on knowledge and innovation. President Obama is committed to providing every child access to a complete and competitive education, from cradle through career.
Focus on Early Childhood Education
The years before a child reaches kindergarten are among the most critical in his or her life to influence learning. President Obama is committed to providing the support that our youngest children need to prepare to succeed later in school. The President supports a seamless and comprehensive set of services and support for children, from birth through age 5. Because the President is committed to helping all children succeed – regardless of where they spend their day – he will urge states to impose high standards across all publicly funded early learning settings, develop new programs to improve opportunities and outcomes, engage parents in their child’s early learning and development, and improve the early education workforce.
Reform and Invest in K-12 Education
President Obama will reform America’s public schools to deliver a 21st Century education that will prepare all children for success in the new global workplace. He will foster a race to the top in our nation’s schools, by promoting world-class academic standards and a curriculum that fosters critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career. He will push to end the use of ineffective, "off-the-shelf" tests, and support new, state-of-the-art assessment and accountability systems that provide timely and useful information about the learning and progress of individual students.
Teachers are the single most important resource to a child’s learning. President Obama will ensure that teachers are supported as professionals in the classroom, while also holding them more accountable. He will invest in innovative strategies to help teachers to improve student outcomes, and use rewards and incentives to keep talented teachers in the schools that need them the most. President Obama will invest in a national effort to prepare and reward outstanding teachers, while recruiting the best and brightest to the field of teaching. And he will challenge State and school districts to remove ineffective teachers from the classroom.
The President believes that investment in education must be accompanied by reform and innovation. The President supports the expansion of high-quality charter schools. He has challenged States to lift limits that stifle growth among successful charter schools and has encouraged rigorous accountability for all charter schools.
Restore America’s Leadership in Higher Education
President Obama is committed to ensuring that America will regain its lost ground and have the highest proportion of students graduating from college in the world by 2020. The President believes that regardless of educational path after high school, all Americans should be prepared to enroll in at least one year of higher education or job training to better prepare our workforce for a 21st century economy.
To accomplish these overarching goals, the President is committed to increasing higher education access and success by restructuring and dramatically expanding college financial aid, while making federal programs simpler, more reliable, and more efficient for students. The President has proposed a plan to address college completion and strengthen the higher education pipeline to ensure that more students succeed and complete their degree. His plan will also invest in community colleges to equip a greater share of young people and adults with high-demand skills and education for emerging industries.
This is the agenda through 2020. Financial considerations are limiting the implementation but will improve we choose to believe.
