How Do We Define Parent Involvement? The Bake Sale Model versus the Parent As Advocate Model

 

  At the March 20th Brooklyn Assembly School Governance Task Force Meeting  Pastor David Brawley of the St Paul Community Baptist Church and East Brooklyn Congregations (EBC) strongly supported mayoral control,

 
We’re here to say to the State Legislature put children first. Put children first, not unions, political interest or employment-seeking adults. This is not about Bloomberg control, but Mayoral Control. For when everyone is in charge, no one is in charge.
  
surprisingly he wanted one part of the law changed, he advocated for an “independent parent advocacy center.”
 
We know that there are sincere parents, interested parents who are not connected to a power organization, and they have legitimate concerns and needs that have not been heard. We certainly do propose a parental advocacy center whereby parents can bring their concerns.
  
Another speaker, David Jones, the President of the Community Service Society and a member of innumerable mayoral task forces, also spoke to the importance of parent voice.
 
The other (issue) is parent involvement. The stories we heard could help me lose my hair. This is really a difficult system. It was a difficult system even if everything is working fine. We have heard from parents who were dealing with special-ed problems. Their children had been assigned to special-ed, they couldn’t get an answer why … They were put through a sort of process that made them feel that no one was listening … This was a bureaucracy that’s huge and where people, particularly individuals without power, get lost immediately. So we have to find mechanisms that are real ….
 
As the Senate moves closer to a resolution of their gridlock over governance of their own, the question arises whether the Assembly bill will be passed on the Senate side, or, will the Senate pass its own bill? The latest snippets hint that the Senate will pass the Assembly bill, but, may pass a “chapter amendment,” perhaps establishing/clarifying the role of parents
 
Mayor Bloomberg made it quite clear to a WNYC reporter that he does not support any additions to the law, and was unsympathetic to suggestions from Senator Sampson,
 

SAMPSON: We’re not trying to prevent the mayor from having control of the Department of Education because, as anyone else, if I was mayor of the city of New York, and I’m responsible for educating 1.1 million children, I, too, would want to have control over that.

REPORTER: Sampson says he and his colleagues want …  more training for parents, to get them involved in their child’s education, and more accountability. Mayor Bloomberg brushed aside those suggestions.

BLOOMBERG: I have no idea what he’s talking about. I think that’s the nicest way to phrase it …. I want the teachers and the principals to run the schools, not the parents.

Parent advocacy requires a definition: do we mean a Center that will listen to parents and serve as a conduit to the Department of Education to resolve/reply to individual parent issues, or an organization independent of the Department that trains parents to be advocates for their schools and their children?

The Annenberg Institute for School Reform has long experience in training parents as advocates and leaders. In a 2008 Study,  Annenberg makes a firm case that parent activism and school improvement are inexorably linked.

 Norm Fruchter in, “Urban Schools, Public Will: Making Education Work For All Our Children,” sees parents as equal stakeholders, sitting at the table with principals and teachers, as partners in creating schools that work for all children.

The National Coalition for Parent Involvement in Education (NCPIE) serves as a national clearing house and supports the efforts of parent advocacy around the nation.

The Harvard Family Research Project and their Family Involvement Network of Educators conducts extensive research as well as bringing together thousands of educators nationwide.

State Education Departments support federally funded Parent Information Resource Centers (PIRC) around the nation, and there are sites around New York State and within New York City.

Will the Bloomberg/Klein views of school and school district leadership accept that a key component is the real involvement of parents, perhaps a conservative mayor who was the Secty of Education to a conservative governor paraphrasing Joel Klein’s favorite school thinker will resonate,

 In 2005, Richard Riordan, the former Los Angeles mayor who was Governor Arnold Schwarzenegger’s first secretary of education, evoked Professor Ouchi’s work when he wrote, “If you made a list of people’s silver bullets for public education — smaller classes, better pay for teachers, more phonics, longer school years, no social promotions — the concept of changing governance structure would be near the bottom of the list. None of the favorite silver bullets is going to work, though, unless principals are empowered and can in turn empower teachers and parents.”

 

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4 responses to “How Do We Define Parent Involvement? The Bake Sale Model versus the Parent As Advocate Model

  1. Wbile I understand your wanting to underscore the point of parent engagement, I think it is odd that you deleted the portions of the statements by Sampson and Bloomberg that were about arts education.

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  2. Pingback: Remainders: The other Ravitch takes center stage in Albany | GothamSchools

  3. Prevailing parent models have not been successful in urban schools of with ranges of API 1-3, I like to share with you a Bi-Cultural Recasting Parent Model that works in 21st Century. The first Framework written by parents of color of students that attend school of API ranges 1-3.Transfigurations of Parent Involvement That Works For 21st Century: Page 1

    Overview
    By Mary Johnson. Parent-U-Turn
    mjadvocate2004@yahoo.com

    Parent –U-Turn goal in this section is to improve on Epstein’s model to fit all parents in the 21st century.

    Since the majority of schools in urban communities are under performing, one model fix can’t fix all. Due to the lack of funding and resources that exist in urban schools, parents in the nonprofit created seven different Types of Parent Involvement for all parents in the 21st century. This is the first document created by Urban Parents regarding what is needed for parents of color to become advocates for their children. These seven keys help empower parents to make informed decisions on the education, safety, and health of their children. This is the first time that parents of urban students have written a document on engaging parents as equal partners the system with the goal of improving student achievement.

    When recasting Joyce Epstein’s six principles, we used her model as a guide. We included principles, which we, as parents of color, believe all parents need in order to successfully move our children beyond high school and into college. These are the seven types (REQUIRED)

    Type 1
    Access to Information and Data Collection
    Parents need to have access to timely and accurate information regarding their child’s education in order to best support their children’s academic success. This includes:

    • Parents using, analyzing, and collecting data about their schools
    • Parents understanding data and using data that drives reforms
    • Parents becoming empowered to investigate and document conditions at their schools by becoming researchers in their own communities.
    • Parent access to information about the resources, and rights to support their children.

    In Joyce Epstein’s “Six Keys Steps” she doesn’t mention anything regarding data collection. We now live in a data driven society. Type 1 is aligned with the intention of the 2001 NCLB section 1118 and California School Report Card. Research shows that an informed parent is a powerful instrument for social change.

    Type 2
    Parents In Decision-Making Roles
    Parents provide leadership in schools by being at the table with teachers and administrators to:
    1) Actively develop policies and be involved in the decisions along with school leadership teams.
    2) Ensure that the school has adequate resources and allocates them appropriately to carry out its mission.
    3) Provide training and evaluation of school structures, physical and academic
    4) Incorporate input from families and the community

    This might include:
    • Local Advisory Committees with genuine parent participation
    • Effective advocacy and education as a direct result of understanding how systems are structured (e.g. how decisions and power are distributed between schools, staff, parents and students)
    • Providing parents with knowledge, skills, and opportunities to be actively engage them in all levels of the decision-making process
    • Representation of parents on the school decision-making teams
    • Develop a parent workshops team to integral input from families and community and establish benchmarks.

    In recasting Type 2, Joyce Epstein addressed decision-making in her six keys. However, it was too general, and lacked content or suggestion on what it should look like in practice. It left too much open to interpretation. This left too much up to the school district to determine what it should look like.

    Our Type 2 actually correlates to Joyce Epstein’s Type 5, “Decision Making: including families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.”

    Type 3
    Parents as Student Advocates
    Parents need to know how to navigate and negotiate the school system. We need to support the creation of an environment where parents have access to information and support systems to be effective advocates by monitoring and directing the education of our children. This includes:
    • Parents need to know what children need, how to access resources and how to implement a plan of action.
    • Parents need to understand a “power map” detailing the functions and structures of the system. Parents need to understand and be able to communicate in an educational setting, using terms spoken by educational professionals.
    • Parents need to identify the areas of training and services needed.

    The recasting of Type 3 content wasn’t addressed in the six keys that the State of California adopted. Parents need to know how to engage grades K-12 if they are going to be public participants in their children’s education. Only when parents know the rules of engagement, can they hold the system accountable.

    Type 4
    Parent Leaders at Home and in the School-Community
    Parents need opportunities to build leadership and advocacy skills to enhance student-parent-community partnerships. Schools will serve the family and community needs for health and social service and provide resources and information for accessing those services:
    • Parents will learn intergenerational and cross-cultural communication strategies, with a special emphasis on immigrant families.
    • Parents will learn “twenty-first century parenting skills” such as how to develop boundaries, parent-child communication, identify risk factors- drugs, gang involvement, etc.)
    • Parents will understand the college requirement and financial aid process.
    • Leadership training will be offered that will include meeting facilitation, public speaking, conflict resolution and cross cultural training
    • Communications training for parents will be more effective in navigating their children through K-12 and to college.
    • Parents receive on-going support and technical assistance to equip them for effective participation.

    Joyce Epstein did discuss parent roles, but it was limited in content. There was a need to expand content beyond homework to address urban parents’ needs. Parents in urban schools need equal resources in the area of gang, drug, and criminal activities that go beyond basic parenting skills.

    Our Type 4 correlates to Joyce Epstein’s Type 1 , “PARENTING: Assisting families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assisting schools in understanding families.”

    Type 5
    Effective Two –Way Communication
    • Communication must be translated in languages that parents speak in their home.
    • Communication between home and school is regular, two-way, and meaningful.
    • There is a need to have computerized machines, newsletters, personal contact, letters/flyers and a marquee.
    • Parent Liaison roles include helping bridge the open communication between school and home and helping to create effective home/ school relationships.
    • Parent Liaisons will have the ability to work with all races of people.

    We enhanced and expanded on Type 5 because a major stakeholder was left out of the two-way communication. This was the Parent Liaison role that is the key to fostering relationships with parents and open communication between schools and communities.

    Our Type 5 correlates to Joyce Epstein’s Type –2, “COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.”

    Type 6
    District Level Support
    Structures are provided to build parent capacity that is well-defined, meaningful participation where dialogue, empowerment and action are critical components of educational reform. This mid-level structure will be fully funded and led by parent councils that will:

    • Provide parents with training and capacity building opportunities to effectively engage in school reform at the local and district level.
    • Provide parents with information and resources to meet the needs of the whole child.
    • Enable parents to support students and schools programs.
    • Create opportunities for collaboration in providing training and services jointly with parents such as in areas of: college fair, parenting classes. School leadership and PLC’s.

    Also, it very important that there be support at the District Level. We are looking at the district with a critical eye. We are hoping to see the District develop a forum that is led by parents, as we can’t continue with the status quo. There are many people in high places that are still limited in their perception of parent involvement. Parents at the district level need authentic roles that look similar to the ones describe in appendix:

    Please see the attached appendix

    Type 7
    Friendly Schools Atmosphere
    Schools will post welcome signs throughout the school in many languages including English. The staff of each school will provide mandatory customer service every year for the entire school. Parents will be asked to fill out a survey on services rendered.

    A friendly school atmosphere was also left out of the six keys that were adopted by the State of California. The number one complaint in urban schools from parents is that the school staff is rude and unfriendly. This is the major reason parents stop participating or volunteering at local schools.

    Appendix

    Role of Council Of Parents

    REVIEW SARC
    Review and comment on school SARCs at the same time that the Mayor’s council does.

    BUDGET
    Ability to review and have a full accounting for the Title 1 budget of each school, each mini-district, and of LAUSD as whole.

    GUIDE AND OVERSEE PARENT CENTER AND PARENT TRAINING
    Set the policies for the school-based parent centers and parent training programs. HEAR CONCERNS OF PARENTS
    • Organize regular public forums.
    • Gather information through parent surveys.
    • Report to the Council of Mayors and School Board on a regular basis.

    Create the Council of Parents (Required)
    • Each School chooses a liaison to the parent council;
    • Each mini-district chooses two of these liaisons to serve as members of the Parent Council (Total 16 members for LAUSD);
    • Parent Council members.

    Nowhere in the six keys by Joyce Epstein did she ever mention a role for the District level. Every school is under the District or Local Education Agency and the district plays a major role in the accountability and policies that govern the schools and effect parent’s rights.

    Review and Evaluate Work of Parent Centers and Parent Training Programs
    Parents can be powerful stakeholders of changes and reform in our public schools. In regions across the country, parents who are stereotyped by race, economic status, or language, are leading pioneers to improve school accountability and demanding quality education for all students.

    We believe that significant reform can happen in California:
    • when parents are genuinely engaged in their children’s education;
    • when a support structure for parent involvement is developed and strengthened.

    Require that a Parent Center be the Hub for all School Sites
    Three Levels of Parent Structures for 21st Century Parent Centers

    1. Building Local Parent Capacity:
    • Help parents navigate the school system
    • Provide parent counseling
    • Support individual and collective parent efforts to address issues and improve conditions on their campuses
    • Provide parents with training on leadership and governance skills.

    2. Parent Space
    • Provide space for parent organizations to share ideas/strategies
    • Provide advanced training to engage parents in advocacy
    • Conduct independent analysis of policies affecting children
    • Provide forum for groups to express their concerns/issues

    3. Parent Center As Hub For School Site
    • Act as information clearinghouse
    • Refer parents to social service agencies
    • Research availability of data for parents
    • Provide information to parents and community members

    Appendix

    The following recommendations outline a comprehensive approach to parent engagement with the potential of making a significant impact to increase academic achievement and provide more equity and access to quality education in
    California. The following represents our vision and objectives to implement the best practices that would work in our California schools:

    Recommendation # 1 (Required)– Promote and improve parent engagement training so that parents are meaningfully involved in the education of their children at home, in their schools and in their communities.

    As highlighted above, because of numerous structural and personal barriers, many parents are prevented from being involved in their children’s education. What are needed are strength, encouragement and recognition for all parents. This must go hand-in-hand with advocacy training and engagement opportunities.

    Parent engagement and training includes, but is not limited to, helping their children with homework and help fundraise for the school. The continuum of parent training includes: 1) guiding their children’s education beyond high school to universities; 2) volunteering in the classroom and the schools; 3) playing a role in authentic decision-making for the school;

    Recommendation # 2 (Required)– Build and Support Independent Parent Engagement Structures.

    While PTAs often do play important roles in supporting the school programs and administration, they are often not able to address the needs and concerns of many parents. Some schools are forming their own parent booster clubs to support schools events.

    Recommendation# 3–Providing Leadership Training is another key role for parent center.
    It is often repeated in parent circles that school and district staff are following district directives and have vested interests in preserving the status quo rather than in training parent leaders to become advocates for their children…

    The trainings need to be provided to all parents in a friendly environment and be culturally friendly. Leadership training topics may include:
    • Training on how to volunteer in their school, how to navigate the school system, and how to advocate for the benefit of children;
    • Training on parental responsibilities, such as information on how to help your child with homework, how to participate in a parent teacher conference, and knowing the “A-G” requirements;
    • Training about parental and students’ rights so that they can be advocates for their children.
    • Training on how to collect, analyze and use data about their schools for effective advocacy;
    • Training on School Budget, Advisory Committees, School Councils, and Leadership Team to be equal partners as decision-making on campus;

    Recommendation # 4 (Required)–Parent Liaison will serve as connective function
    linking parents to community resources. This position should be full a time job, and
    not a three-hour position. (Required)

    The parent liaison center will also provide direct services to parents. Also the
    parent center will act as a resource to help meet the needs of the whole child and the
    whole family. Parents will receive referrals to local independent agencies in their
    area for assistance with school and education-related issues, and referrals to
    agencies for social services, health and other needs.

    Recommendation # 5(Required)– Parent Center will serve a research function for parents and community members.

    One on-going challenge parent’s face is the lack of accessible and user-friendly data
    on student achievement, school conditions or staffing, and other key issues. The
    center could assess the availability of this information and make recommendations
    on ways to improve the available of data to parents. The center could also
    disseminate data regarding the school site and district.

    Recommendation # 6 (Required)–The parent center can help build the capacity of parents for the school.

    Parents could go to the resource center when they need to find specific information to help meet their needs, or to learn about other parent engagement models or strategies.

    \\\

    Appendix

    Parent Report Card

    Objective

    To provide the content of a parent-generated School Report Card (Parent School Report Card) to promote community-based accountability in the Los Angeles Public Schools. (Required)

    3.0 Responsibility

    The Parent/Community Evaluation Group

    LAUSD Parent Collaborative will create a district level committee of parents and community members to train parents and evaluate the new Parent/Community Evaluation Group process. This trained group of parents will assist the parents at the various schools in initiating the research group process.

    Parents of students currently attending the school, and community members who volunteer at the school for a minimum of 15-20 hours/week are eligible to participate on the Parent/Community Evaluation Group.

    The Parent/Community Evaluation Group will be responsible for:

     Prioritizing the issues to be evaluated by the Parent/Community Evaluation Group during the coming year;
     Using this list of priorities to conduct an annual evaluation of school programs to develop the parent-generated School Report Card;
     Ensuring that the parent-generated Report Card is disseminated to all families of students currently attending the school, parents considering sending their children to the school, and the greater school community;
     Facilitating school community meetings to educate parents on the parent-generated Report Card, and the process of collecting this information;
     Recruiting and training new members for next year’s Parent/Community Evaluation Group.

    4.0 Procedures
    The parent-generated School Report Card is designed to engage parents in the NCLB and California School Accountability Report Card process established by the
    Los Angeles County Unified School District schools and to establish guidelines for their engagement.

    5.0 Statement of Principles (Required)

    Parents have the right to send their children to schools that are safe and caring. Schools where:

     The principal and other administrators, teachers and other school staff are committed to providing a quality education to all students;
     Classrooms are staffed by permanent, highly qualified teachers who teach to a curriculum based on the standards and guidelines established by the California Department of Education and the LAUSD;
     All students receive State-Adopted textbooks in good condition in all core subjects;
     The counseling staffing is adequate to meet the needs of the student body;
     The principal is accessible to parents, and provides effective leadership to the school community;
     The principal and all staff views parents as partners in their children’s education, and encourage their involvement in educational decision-making;
     Parents are encouraged to observe classes and other services offered by the school, including the type and quality of food served to students, the condition of text books and other teaching materials, the condition of school facilities, the quality of the tutoring services and after school programs, and other services identified by the parent community;
     The principal and staff assist the Parent/Community Evaluation Group in collecting and evaluating school-related data that help parents understand the conditions in the school;
     The principal and other school staff assist the Parent/Community Evaluation Group in reporting their findings to official and other interested parent groups, local school districts, county and state boards of education.

    6.0 Parent Community Accountability Procedures

    When conducting research, the Parent/Community Evaluation Group will make every effort to minimize disruption to school routines. Parents are expected to report to the main school office prior to commencing to observe classes and other school activities, and collect data. This will permit the principal (or appropriate vice-principal) to greet the parent group, and facilitate the data collection process.

    Before starting their investigation, parents will:
    • Provide identification to the principal or principal’s designee;
    • Explain the purpose of the visit; and
    • Provide a written overview of the school campus location where data will be collected.

    The parents on the Parent/Community Evaluation Group will engage in a research process that includes:
     Identifying the concerns of the larger parent community;
     Prioritizing these concerns to identify the issues the Parent/Community Evaluation Group will study over the next school year;
     Analyzing the findings;
     Developing a Parent School Report Card to present the findings of their research;
     Conducting workshops and a media campaign to introduce the Parent School Report Card to local parent groups, school staff and school committees (e.g., School Site Council, English-Language Learners Advisory Council, District Advisory Council, etc.), the local school district and the board of education.

    Parents will use the information in the parent-generated School Report Card to work with the local school staff and school district to engage in a problem-solving process that effectively creates a process of progressive reduction of current identified issues.

    7.0 School Responsibility

    It is the responsibility of the local school district to ensure that parent community groups are welcomed and provided with reasonable accommodations to collect data about school facilities, participate in classroom observations and conduct parent surveys. Appropriate assistance includes: (Required)

     Meeting space for parent community groups;
     Ensuring that appropriate staff are accessible to meet with the Parent/Community Evaluation Group, to assist in the collection of data and information, and the interpretation of existing school data and reports;
     Inviting the Parent/Community Evaluation Group to participate in all data collection efforts;
     Providing space in teacher professional development meetings for the Parent/Community Evaluation Group to share their findings on school conditions; and
     Involving the Parent/Community Evaluation Group and other parents in problem solving on school issues.

    The school will also be responsible for posting the Parent Report Cards in the entry of every school and the principal’s office, and including it with the “back to school” flyer, the announcement advising parents of their right to enroll their children in tutoring, and the school compact.

    Appendix
    Parent Report Card Design

    Appendix:

    Services Cleanness
    1.Cafeteria A B C D F A B C D F

    Category Need repairs Clean Maintenance updated
    2. Facility A B C D F A B C D F A B C D F

    Category Accessible Friendly Outreach to parents/student Available
    3. Counselor A B C D F A B C D F A B C D F A B C D F

    Category Friendly/
    Environment Intervention/
    Prevention programs available Encourage parent involvement Every child is provided a Safe enviroment.
    4. School A B C D F A B C D F A B C D F A B C D F

    Category Effective leadership Accessible to parents/students Open door policy Approachable
    5. Principal A B C D F A B C D F A B C D F A B C D F

    Category Classroom textbook Textbook to take home Textbook in need of repair
    6. Textbook available A B C D F A B C D F A B C D F

    Category Provide services to families Respect Parents/students Accessible
    7. School staff A B C D F A B C D F A B C D 5F
    A= Excellent, School always … B= Good,
    C= Sufficient, but school seldom… D=. Needs Improvement
    F= Unacceptable

    Assessment to measures for Implementation and Accountability: We would like to see a provision that says that schools will be assessed on how well they achieve each of these goals. This assessment could draw on a Parent Community Evaluator data and assign Independent Monitor assigned to Parent Task Force.
    .
    Appendix

    Parent Report Card Rubric Assessment

    Parent Report Card Rubric
    By Mary Johnson, Parent Collaborative Chairperson

    Cafeteria Rubric

    5. Exemplary level of Implementation
    • Every thing is in order with no repair or improvement needed.
    • Inside and outside Food area of Cafeteria have no Trash present
    • All tables in eating areas are spotless
    • Numerous windows open to serve students lunches
    • Enough cafeteria staffs to serve student in timely manner.
    • Exemplary groom staff
    • Food preparation area spotless
    • Good food handling practices

    4. Fully functioning and operational level of implementation
    • Everything in order, but need little improvement in services or customer service
    • Inside cafeteria and outside food areas have little amount of trash present.
    • All tables in eating areas are clean/spotless
    • Ample windows open to serve students lunches
    • Above average groom staff
    • Food preparation area above average clean
    • Adequate food handling practices

    3. Average functioning and operational level
    • Everything in order by Standards needs minimum repairs and improvement.
    • Inside and outside food areas trashes found in both areas.
    • Majority of tables in the eating areas is clean
    • Enough of window open to serve students lunches
    • Average groom staff
    • Food preparation area acceptable
    • Minimally acceptable food handling practices

    2. Partial functioning and operational level
    • Something are In order a little below standard
    • Inside and outside food areas majority of food is dirty.
    • Very few windows are open to serve students lunches
    • Some tables in both area inside and outside of cafeteria are clean
    • Gloves not use property
    • Poor grooming staff
    • Poor food handling practices

    1. Low or no evidence of functional and operational level
    • Not coming up to standards in either area of services and cleanliness
    • Inside and outside food areas found filthy
    • Hardly no window are open to serve students lunches
    • No tables in both area inside and outside of cafeteria are clean
    • No hairnet or gloves
    • Poor groom staff
    • Unacceptable food handling practices

    Facility Rubric

    5. Exemplary level of Implementation
    • Classrooms are in excellent condition
    • School ground equipment are I excellent condition
    • No visible health or safety condition inside of classroom or on school ground
    • No visible health and safety threat to students, teachers and staff safety
    • No visible observation of structure damages
    • No safety report on files at school site

    4. Fully functioning and operational level of implementation
    • Classrooms are in above average condition with central heating system, and lighting.
    • School ground equipments are in Above average working condition
    • Few visible health or safety condition inside of classroom or on school ground
    • No visible heath and safety threat to students, teachers and staff
    • Few teachers safety report on file at school Site

    3. Average functioning and operational level
    • Meeting minimum requirement of William settlement
    • School ground equipment are in working condition
    • Some Visible heath and safety threat to students, teachers and staff
    • Several teachers safety report on file at school site
    • Some visible heath or safety condition inside of classrooms or on school ground

    2. Partial functioning and operational level
    • Fall below William Settlement Standard
    • Majority of school equipments are missing parts for operational function
    • Visible health and safety condition, loose wiring, structure damages, missing tiles, lack of heating or air condition.
    • Visible sign of rodents and mildew
    • Very few working water fountain, toilets.
    • Many teachers safety report o file at school site

    1. Low or no evidence of functional and operational level
    • Far below William Settlement Standard
    • Classroom are in poor condition
    • Facilities are in unusable condition
    • Poor condition exist that cause threat to students, teachers and staff heath and safety.

    Textbook Rubric

    5. Exemplary level of Implementation
    • All students have a set of textbook for classroom and home
    • All student have textbook for after school homework
    • Other Instructional material are excellent condition
    • All Students textbook are in excellent condition.

    4. Fully functioning and operational level of implementation
    • Majority of students have a set of textbook for classroom
    • Majority of students have a set of textbook to take home
    • Majority of students have textbook for after school homework
    • Other Instructional material are in above average Condition
    • Majority of students textbook are in above average condition

    3. Average functioning and operational level
    • Meet William Settlement Minimum Standard
    • Students have a set of textbook for classroom
    • Other instruction material are in average condition
    • Textbook are in average condition

    2. Partial functioning and operational level
    • Fall below William Settlement Standard
    • Some Students have set of textbook for classroom
    • Other Instruction material are in below average condition
    • Many textbook are in below standard in poor condition
    • Few textbooks are available to students for after school homework.

    1. Low or no evidence of functional and operational level
    • Students do not have required book and material to use in class.
    • Students does not have textbook to use at home
    • Students does not have textbook to us for after school homework.
    • Textbooks are in poor and unusable conditions.

    Principal Leadership Rubric

    5 Exemplary level of leadership
    • Creates a school culture that supports continuous improvement.
    • Promotes a school culture that supports ongoing team learning and improvement
    • Creates experiences for teachers to serve as instructional leaders within the school
    • Participates in professional learning to become a more effective leader.
    • Involves the faculty in planning the implementing high quality professional learning for the school
    • Articulates the intended results of school –based staff development
    • Advocates for high-quality school-based professional learning.
    • Include parents on all decision-making
    • Include and respect all stakeholders of the school as equal decision maker
    • Meet with parents and community members regarding their concern.
    • Principal to focus attention on diverse learners, special education students, English learners, African American students.
    • Regular parent meeting twice a month

    4 Above Average level of leadership
    • Create a friendly school culture
    • Welcome a school culture that support team learning
    • Create a think tank to include instructional leaders.
    • Listen to faculty in planning the implementing high quality professional
    • Discuss and share school vision and objectives for student’s achievement with
    • faculty and parents.
    • Advocates for resources to increase students achievement
    • Respect and include all stakeholders in decision-making.
    • Principal focus attention on diverse learners
    • Principal meeting twice a month with parents

    3 Average level of leadership
    • Create a stability school culture
    • Develop a school culture that support team learning
    • Work collaborative with faculty in planning the implementing high quality professional
    • Include some instructional leader to participate in professional learning to become a more
    effective leader
    • Discuss and share school vision and objectives for student’s achievement with faculty.
    • Outreach to parents only on school councils
    • Meet minimum NCLB Standard
    • Principal focus on students that fall below average on State standardize test
    • Principal meeting once a month with parents

    2. Below average level of leadership
    • Fall below NCLB standard
    • Inconsistent school culture
    • Lack ongoing school culture that support team learning
    • Very little collaborative with faculty and parents
    • Majority of decision are make my principal, with little input from all stakeholders.
    • Little but none visible sign of parent or community members involvement participating in decision-making.
    • Principal meeting every others month with parent

    1 Far below Average level of leadership
    • Far below NCLB Standard
    • No school culture
    • No ongoing school culture that support team learning
    • No parent Participation in decision
    • No collaboration with parents or faculty
    • No training or professional learning environment
    Counselor Rubric

    5 Exemplary level Counseling
    • Schedule all students to college A-G requirement.
    • Counseling all students on careers choices.
    • All students have a checklist of A-G classes.
    • Available to students/parents before, after school and lunch period.
    • Students refer for resources outside and inside school.
    • High expectation for all students.
    • Mentor Students.
    • Promotes college-going culture.
    • Work collaborative with college advisory on campus.
    • Counselor outreach to parents on students pathway to college requirement, including financial aids,

    4 Above Average level of Counseling
    • Majority of students are program will college
    • Above average numbers of students are counsels on career choice.
    • Majority of students have a check off list of A-g classes.
    • Majority of counselors are available to meet with students/parents before, after school and lunch period.
    • High expectation for some students and medium for others.
    • Believed in college going culture.
    • Some counselors work collaborative with college advisory on campus
    • Some counseling outreach to parents on careers choices for their children. .

    3. Average level of Counseling
    • Some students are program with college A-G requirement.
    • Average numbers of students are counsel on careers choices.
    • Some students have check off list of A-G college requirement.
    • Some counselors are available to meet with students and parents before after school and doing lunch period.
    • Some expectation for some students and little for others.
    • Believed in college going culture
    • Some collaborative with college advisory.
    • Counselors outreach to parents doing back to school night.

    2 Below average level of Counseling
    • Few students are program with college A-G requirement.
    • Below average numbers of students are counsels on careers choices.
    • Few students have check off list of A-G college requirement.
    • Few counselors are available to meet with students/parents before, after school and doing lunch period.
    • Little expectation for all students.
    • Little collaborative with college advisory.

    1. Far below Average level of Counseling
    • Far below standard in meeting students need.
    • Very little students are program with college A-G requirement.
    • No collaborative with college advisory.
    • No high expectation for all students.
    • Few but none counselors available to meet with students/parents before, after school and lunch periods.

    School Environment Rubric

    5. Exemplary level schools
    • Promotes positive behaviors
    • Support safe, caring and nurturing environment for all students
    • Zero Tolerance for criminal activities, gangs, drugs, bullying.
    • Invention and prevention support for behaviors programs.
    • Safe school routes to and from school
    • Safe school zone around the school area
    • High expectation for all students and stakeholders
    • Discipline policy develop by parents, students and staff
    • All rest rooms available to students and staff
    • All rest rooms adequately stocked with toilet paper, soap and paper towels.
    • Rest rooms maintain in excellent sanitary condition.

    4. Above Average School Environment
    • Promotes positive behaviors
    • Zero tolerance for Criminal activities
    • Many invention and prevention support for behaviors problems.
    • Zero tolerance for criminal activities
    • Safe school plan procedure available
    • Medium expectation for all students and stakeholders.
    • Discipline policy available, written by staff and some parent/students/
    • Majority of rest rooms available for use by students and staff.
    • Rest rooms maintain in above average sanitary condition.
    • Support caring and nurturing behaviors
    • Rest rooms is adequately stocks

    3 Average school Environment
    • Zero Tolerance for Criminal activities
    • Some invention and prevention supporting some students with behaviors program.
    • Medium expectation for all students and stakeholders in academic and behaviors.
    • Discipline policy available, written by staff
    • Half of rest rooms available for students and staff
    • Rest room maintain in average condition.
    • Support caring and nurturing for some students and not all.
    • Rest rooms are adequately stocks.

    2 Below average school environment
    • No school plan procedure available
    • Zero tolerance for criminal activities
    • Discipline policy available written by staff
    • Very few rest rooms available for students and staff
    • Little expectation for Students and staff
    • Rest rooms lack stock, such as soap, toilet papers
    • Little but none invention and prevention supporting students with behavior problem.
    • Limited support for a caring and nurturing for students and staff.

    1 Far below average school environment
    • No supporting caring and nurturing environment for students and staff.
    • Rest rooms not in sanitary condition
    • No working displinlary policy
    • Few restrooms available for students and staff
    • Majority restrooms are locked.
    • Restrooms are not adequate stocked.
    • No authentic invention and prevention program available for behavior problem,
    • No expectation for students and staff

    Appendix
    Parent Report Card Curriculum Training

    Contact:
    Audience: Parents

    Time: 9:00 a.m. -12:00 p.m. 8 weeks

    Place:

    * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ~ ~ Agenda:
    DATE TIME PRESENTER TOPIC

    TBA 12:30 – 2:30 TBA How to Collect Data 2hrs

    TBA 9:30-11:30 TBA How to Analyze Data 2hrs

    TBA 12:30-2:30 TBA Different Method of Collecting Data

    TBA 9:30-11:30 TBA Developing a check off list

    TBA 12:30-2:30 TBA Strategies/Skills for Observation

    TBA 9:30-1:30 TBA School Observations Tour

    TBA 9:30-11:30 TBA Create Rubric for Grading Schools

    TBA 12:20-2:30 TBA Analyze of School Accountability (SARC)

    TBA 9:30-12:30 TBA Create Action Plan

    Appendix

    (District Role) Requirement)

    a) Create Parent Task force to oversee Implementation
    • Independent Monitor assigned by Parent Task force, that report directly to Task Force
    • Funding for Independent Monitor

    School compacts— is authentic role for parents and this should be required not and optional. Under NC LB section 1118 this is mandate by laws, not an optional.

    School liaison. Will be trained and report to a central parent office in addition being responsible to the school site principal. (Required)

    A-G classes for parents on how to navigate their children beyond high school to college are a MUST. (Required)

    Parent Orientation Model (Parent Roles) Required

    a) School structures
    b) Parents/Students rights
    c) Attendance Policy
    d) Discipline Policy
    e) A-G requirement
    f) Dress Codes

    Possible funding source for this model for parents is Adult School funds.

    MJ 8/7/08
    Revised

    .

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  4. Pingback: Rubik’s Cube: How Can Superintendents, Support Organizations, ISCs, CFNs, etc. Provide a Value-Added Fully Integrated Support to Children and Teachers? « Ed In The Apple

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