eric.ed.gov har udgivet: Parent, school, and community engagement is widely established as a collaborative strategy to improve the school experience and educational outcomes for children and youth (Epstein & Sanders, 2006; SEDL, 2013; Weiss, Lopez, & Rosenberg, 2011; Barr & Saltmarsh, 2014). Consistent with this viewpoint, the Houston Independent School District (HISD), through the Family and Community Engagement (FACE) Department, initiated the Parent Engagement Representatives (PERs) program. The PERs program is funded by the Title I, Part A Parent Involvement grant. The program was aligned with the Dual Capacity-Building Framework for Family-School Partnerships. This home to school partnership model incorporates activities that are designed to enhance parent/teacher conference participation and parent awareness of district and community programs and resources. PERs partnered with school staff at 20 HISD elementary, middle, and… Continue Reading →
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eric.ed.gov har udgivet: Children benefit academically when parents and educators work together. For this reason, parents’ involvement in their children’s education is a priority of the “No Child Left Behind Act of 2001.” But a strong connection between parents and educators does not come about automatically. Both parties may need to learn new roles and skills and develop the confidence to use them, especially as parents move beyond traditional activities, like helping children with homework, and toward shared responsibility for school improvement. Intermediary organizations, like federally funded Parental Information and Resource Centers (PIRCs), can help. Drawing on lessons learned from five PIRCs across the country that have been meeting this challenge, this guide shares promising strategies for increasing effective parent involvement. It explains “how to” strategies that the Parent Information… Continue Reading →
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eric.ed.gov har udgivet: This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control, examined student-, teacher-, and parent-reported outcomes, as well as math and reading scores and school attendance. Multilevel analyses suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negative school contacts for students at risk for behavior problems. Implementation, however, was hampered by several challenges, including school funding cuts, lack of staff time to provide parenting supports, and staff turnover. Given that preventive interventions are generally cost effective, it is critical that… Continue Reading →
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eric.ed.gov har udgivet: The idea of using plastic bottle caps to enhance children’s literacy and math skills was introduced in a pre-kindergarten methods and field class at West Chester University. We wanted an essentially cost-free way to create fun, hands-on, educational games for young students to learn basic skills supporting the Common Core State Standards (adopted by 45 states, www.corestandards.org/in-the-states). University education students began bringing plastic bottle caps, packaging them into kits, and taking them into local schools to help children learn. We have now not only formalized the Cap Kits program, but we have also conducted dozens of teacher trainings and parent workshops and have given away thousands of Cap Kits. By placing these materials into the hands of children, we are giving them manipulatives that can be used… Continue Reading →
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eric.ed.gov har udgivet: HIPPY targeted parents of children zoned to 100 Houston Independent School District (HISD) elementary campuses during the 2018-2019 academic year, which reflected an increase from 80 campuses the previous year. Academic performance of students whose parents participated in HIPPY was assessed using the kindergarten 2018 Logramos and Iowa assessments, the prekindergarten CIRCLE assessment, and the combined English and Spanish STAAR 3-8. HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the Logramos reading and mathematics subtests compared to the district, and comparable Iowa mathematics subtest scores as the district. CIRCLE results revealed that the majority of HIPPY students met benchmark by EOY on English and Spanish mathematics subtests. However, by EOY, students’ performance fell below the district on most CIRCLE English math subtests. Students… Continue Reading →
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