NEWCOMER TOOL KIT

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CHAPTER 5 SCHOOLWIDE TOOL Assessing the Effectiveness of Family-School-Community Partnerships School communities may wish to examine the effectiveness of their practices. Multiple data sources and datagathering processes such as interviews, focus groups and informal conversations can help identify what is working for families (Castellón et al., 2015). Once a vision and framework for newcomer parent engagement is in place, its effectiveness needs to be assessed. The Wisconsin Department of Public Instruction offers this tool to help schools evaluate their family engagement, with attention to six types of partnerships highlighted by the work of Dr. Joyce Epstein. Wisconsin Department of Public Education: Measuring Your Family-School-Community Partnerships—A Tool for Schools How does your school reach out to and involve families and the community in children’s learning? This tool is based on the six types of partnerships: parenting and family skills; communicating; learning at home; volunteering; decision making; and community collaboration. It may help your school do these three things: • Assess the strength of the partnerships it conducts. • Indicate the focus or direction of your partnerships. • Identify areas that can be changed. Your school may do all, some, or none of the activities or approaches listed. Not every activity is appropriate for every grade level. The items listed were selected because they show that schools in which they happen are meeting the challenge to involve families in many different ways. These activities can improve school climate, strengthen families, and increase student learning. Your school may also be conducting other activities. Be sure to add them under each type of involvement and include them in your school’s assessment of its key partnership practices. Family-Community Partnership with the Schools Parenting and Family Skills Communicating Learning at Home Framework for Participation Volunteering Decision Making Community Collaboration Student-Centered Environment Source: Wisconsin Department of Public Instruction. (n.d.). Family Community Learning and Partnerships (FSCP) [Web page]. Retrieved from http://dpi.wi.gov/sites/default/files/imce/fscp/pdf/tk-measure-prtshps.pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 15 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 5 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Purpose “The Three A’s”: Academics, Advocacy, and Awareness CORE COMPONENTS OF STRONG FAMILY ENGAGEMENT PROGRAMS (PLANNING TOOL) This exercise will help your school team build a common understanding of the core components of strong family engagement programs for newcomers (academics, advocacy, and awareness and use of resources), and reflect on your school’s practices related to each components. It includes a template to help organize your team’s thinking and planning. Preparation for Activity • A few days in advance, ask participants to read Chapter 5 of this tool kit. • Make a poster (or handout) that displays the “three A’s” of strong family engagement programs. • Make copies of Handouts A and B (one of each for each participant). Time Required for Activity 1 hour Instructions for Facilitator Step 1: Individual Reflection on Core Components Distribute Handout A and instruct participants as follows: This handout presents three core components (focus points) of strong family engagement programs that influence newcomer families’ experiences with schooling in the United States. It describes each component and summarizes the potential impact of well-designed activities for families in each of these focus areas. The handout also describes effective delivery methods for each area of support and, ultimately, who needs to share the responsibility for engaging families. Take a few minutes to study the chart, and underline areas that you think our school is not currently attending to and circle areas that are being addressed in our school, particularly with regard to newcomer families. (Allow about 10 minutes for individual reflection.) Step 2: Group Discussion Facilitate a group discussion to make participants’ thinking visible to the group. You might want to record main ideas on a flip chart or whiteboard. (Allow 5-10 minutes for discussion.) Step 3: Preparation for Planning Activity Distribute Handout B and instruct participants as follows: We will use this template to plan ways our school can address engagement of newcomer families in the coming year. Based on the exercise and discussion we just completed, and on what you know about research on effective parent engagement programs, jot down five U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 16 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Process and Practice Components of
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Practice and Process Components of
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Practice and Process Components of
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CHAPTER 2 CLASSROOM TOOL Connecting
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CHAPTER 2 SCHOOLWIDE TOOL New York
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 RESOURCES de Vise, D. (20
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CHAPTER 2 RESOURCES Plyler v. Doe,
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CHAPTER 2 RESOURCES U.S. Department
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Cultivating Global Competencies New
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These perspectives provide a platfo
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process; learning a second language
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES Robertson, K. (
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CHAPTER 3 RESOURCES U.S. Department
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