Coordina)on Team Weekly Mee)ng September 11, 2013 Rowena Lagrosa - PowerPoint PPT Presentation

Coordina)on Team Weekly Mee)ng September 11, 2013 Rowena Lagrosa Execu)ve Director

L A U S D ’ S F I V E G O A L S 1. 100% Gradua)on 2. Proficiency for All 3. 100% AMendance 4. Parent & Community Engagement 5. School Safety

L A U S D ’ S C O R E B E L I E F S Every LAUSD student will receive an educa)on in a safe, caring environment, and every student will be college‐prepared and career‐ready. 1. Start with students 2. Families are our partners 3. Success is in the classroom 4. Diversity is our strength 5. Effec)ve teaching, leadership, and accountability are the keys to our success

W h y F a m i l y E n g a g e m e n t ? If families are engaged, students of all ages and backgrounds tend to: • Earn higher grades and test scores • Enroll in higher level programs • Be promoted and earn credits • Adapt well to school and aMend regularly • Have beMer social skills and behavior • Graduate and go on to higher educa)on

P A R E N T I N V O L V E M E N T I N L A U S D • In 2010, the LAUSD Board of EducaGon adopted the resoluGon: Parents as Equal Partners in the Educa1on of their Children – Research based – Aligned with federal and state mandates – Aligned to the CA Family Engagement Framework

P A E P T A S K F O R C E R E C O M M E N D A T I O N S

P A R E N T S ’ B I L L O F R I G H T S A N D R E S P O N S I B I L I T I E S

P C S B S T R A T E G I C P L A N Parent Community Student Services Branch Strategic Plan Parent and Family Engagement in LAUSD Schools Key Research Findings Supporting Parent and Family Engagement The research on family involvement in education spans 30 years, although teachers observe that high‐achieving students often share a common characteristic: their families support learning at home. Anne T. Henderson and Nancy Berla noted in their review, A New Generation of Evidence: The Family Is Critical to Student Achievement , that the research on parent and family involvement was extremely positive concerning the impact on student performance. The ever‐expanding evidence is beyond dispute. When schools work together with families to support learning, children tend to succeed not just in school but also throughout life. In fact, the most accurate predictor of a student’s achievement in school is not income or social status but the extent to which the student’s family is able to: 1) create a home environment that encourages learning; 2) express high expectations for the child’s achievement and future career; and 3) become involved in the child’s education at school and in the community (Henderson and Berla, 1994). Other key findings indicate that when parents are involved in their children’s education, students: • Tend to achieve more, regardless of socioeconomic status, ethnic/racial background, or the parents’ education level • Have higher graduation rates and greater enrollment rates in postsecondary education • Generally have high grades and test scores, have better attendance, and complete homework more consistently • Show improved behavior and have lower rates of suspension and expulsion • Show decreased use of alcohol and drugs • Show decreased antisocial behavior and violence Los Angeles Unified School District (LAUSD) enrolls students from nearly every country in the world, and this rich diversity is an asset that also presents a challenge. Lower performing schools enroll larger numbers of English Learner (EL) students and African American students. These two groups have tested reform efforts ever since “education reform” became an inherent strategy to transform our schools. Underperforming schools that serve these student populations typically lack what teachers seek most: parental support in guiding and monitoring their children’s learning. Yet so many of these families are challenged by the public education system and often are uncertain as to their role, rights, and responsibilities within this system. The Parents as Equal Partners in the Education of

P C S B S T R A T E G I C P L A N • Based on research and findings about parent and family involvement • Aligned with federal guidelines, the CDE Family Engagement Framework, and the PAEP Resolu)on and Taskforce Final Report • PACE teams in each ESC provide a uniform but customized approach to parent engagement • PCSB and PACE teams offer individualized technical support and professional development to a variety of stakeholders • PCSB will iden)fy and develop appropriate tools and curriculum to help school staff engage parents and families

is working toward five school goals which are aligned to federal, state, and LAUSD mandates, policies, and research.

G o a l 1 Provide a welcoming environment for families and invite them to parGcipate as equal partners in the educaGon of their children

G o a l 1 Data measures the % of parents who indicate: • they feel like a partner at their school in decisions made about their children’s educa)on • they feel welcome to par)cipate at their school • the school informs them about school ac)vi)es in different ways • the school staff treats them with respect • the school provides verbal and wriMen informa)on they can understand

G o a l 2 Provide parents opportuniGes to acquire necessary informaGon, knowledge, and skills to support their children’s educaGon at home and at school

G o a l 2 Data measures the % of parents who indicate: • the school provides opportuni)es to help them support their children’s learning • teachers talk to them about – how to help their children learn at home – their children are expected to learn in class – their children’s academic progress • the parent center provides resources to help them support their children’s educa)on

G o a l 3 Engage parents in the school’s volunteer program so they can parGcipate in supporGng school‐wide, classroom, and parent involvement acGviGes

G o a l 3 Data measures the % of parents who indicate they volunteered: • in their children’s classroom • at their children’s school outside of the classroom

G o a l 4 Respond to parent concerns and/or complaints to ensure child’s educaGonal needs are met

G o a l 4 Data measures the % of parents who indicate school staff: • takes their concerns seriously • welcomes their sugges)ons • responds to their needs in a )mely manner

G o a l 5 Comply with all LAUSD, state, and federal requirements regarding parental involvement ELAC/DELAC CAC School Site Council (SSC)

G o a l 5 Data measures the # of: • non‐compliance items regarding parent involvement on FPM • complaints filed regarding opera)on of commiMees (UCPs)

P C S B F O C U S A R E A S

P C S B F o c u s A r e a s DELAC/ELAC, CAC, School Site Council • Bulle)ns • Guidelines • Training • Monitoring Parent Centers • Training of Parent Center personnel • Monitoring of Parent Center support to parents • Bond Oversight moderniza)on projects

P C S B F o c u s A r e a s English Learner Master Plan Parent Academy • Development of EL Master Plan parent modules • Delivery of modules Family Engagement AcGon Teams (FEATs) • Development of modules regarding training for FEATs in order to iden)fy four schools within each ESC for the implementa)on of FEATs during the 2013/2014 school year

P C S B F o c u s A r e a s Five Goals for Parent Engagement Toolkits • Development of modules and training in order to provide toolkits to schools which support the five goals for parent engagement Title I Study Groups • Comprised of Title I parents across all ESCs • Conduct annual review of District Title I Parent Involvement Policy

P C S B F o c u s A r e a s Community Outreach/Partnerships • Liaison with various community groups which focus upon student academic issues and parental engagement Volunteer Program • Revision and implementa)on of bulle)n, training, and processing of volunteers

P C S B F o c u s A r e a s Parent Access System • Par)cipa)ng in the development of the new system which will facilitate parents’ access to student data Professional Development for School Staff • Training school staff on how to effec)vely work with parents • Providing school staff with modules to use with other staff and parents

P C S B F o c u s A r e a s Parent Training regarding Support of InstrucGonal IniGaGves Development of modules which support Common Core, • Common Core Technology Component, Teaching and Learning Framework, and EL Master Plan and training by ESC staff Development of toolkit on A‐G and gradua)on • requirements Development of toolkits on link between Breakfast In the • Classroom and modules regarding good nutri)on Embed strategies for students with disabili)es into toolkits, • modules, and professional development Student A`endance Collabora)on between DELAC and the Student • Involvement, Development and Empowerment Unit regarding improving student aMendance

Who supports the work of the schools in each EducaGonal Service Center?

E S C P A C E O R G A N I Z A T I O N PACE Administrator Parent Parent Parent Parent Educator Educator Educator Educator Coach Coach Coach Coach Translator VISTA VISTA Clerical Service 130-200+ Schools