California State Parent Information Resource Center 1

1
California State -- Parent Information Resource
Center 1

• Innovations that Nurture Success
• in Parent Involvement to Reach Excellence

2

CABE Parent Information and Resource Center-1
Rationale for work with parents

• Parent EngagementStudent Success (Academic
  Societal)
• Families make a difference in the academic and
  social lives of children and youth.
• Family-strengthening intervention programs
  promote family involvement in childrens
  development and is a deliberate and sustained
  effort to ensure that parents have the necessary
  opportunities, relationships, networks, and
  supports to raise their children successfully.
• The goal is to increase parents abilities to
  guide their childrens learning and to create a
  community of support from which parents can draw
  over time.
• Taken from Caspe, M and Lopez, M.E, Harvard
  Family Research Project, Lessons from Framily
  Strengthening Interventions Learning from
  Evidence-Based Practice, October 2006
• (More information email - hfrp_pubs_at_gse.harvard.
  edu)

3
Project INSPIRE Program Goals

• To provide statewide leadership in the area of
  parent involvement and develop partnerships/collab
  orations with state agencies and other
  organizations working with parents.
• To have parents knowledgeable about high quality
  schooling options for their children and with the
  leadership skills to take action steps to ensure
  their children obtain high quality educational
  opportunities, especially parents from
  traditionally underserved groups.
• To have schools and districts serving
  disadvantaged students maintain high quality
  parent education/involvement and leadership
  programs.
• To have parent leaders provide parent leadership
  development to other parents and to effectively
  participate in local school reform efforts.
• To document the above through research.

4
What do we know aboutSchool Home Partnerships?

• There is a positive and convincing relationship
  between parent involvement and benefits for
  students, including improved academic
  achievement.
• This relationship holds across families of all
  economic, racial/ethnic, and educational
  backgrounds and for students at all ages.
• Karen L. Mapp, Ed.D., Deputy Superintendent,
  Boston Public Schools,

5
Congress is asking for scientifically based
findings.

• The CA State PIRC-1 is conducting a
  quantitative/qualitative study and evaluation of
  the services provided to parents to measure what
  effect this parent involvement has on their
  childrens academic achievement.

6
Project INSPIRE Curriculum

• CABEs Project INSPIRE offers a comprehensive
• parent leadership development training program
• Covering the following modules and workshop
  topics
• Importance of Parental Involvement
• Helping Your Childs Academic Success at Home
• Understanding the American System of Public
  Education
• State System of Accountability
• State Standards and Special Academic Programs
• Participation in Parent Advisory Committees
• School/Home/Community Connections
• Use of Technology and Online Resources
• Road to the University
• Parental Rights under No Child Left Behind Act
• Early Childhood/ Virtual Pre-K
• Goal Setting for Parents and Students
• Parent Involvement Policies

7
Parent Leadership Development

• Level 1 Focus is on one time presentations via
  conferences and workshops on some or all modules
  as well as other introductory level
  presentations.
• Short (usually an hour and a half)
• Conferences (one-time presentations)
• Brief series at school or district level (upon
  request)

8
Parent Leadership Development

• Level 2 Focus on in-depth continuous leadership
  development via all 12 PIRC modules with same
  parents (Groups of 25), with substantive
  activities to support reflection and development
  of individual action plans and parent journals to
  support their childrens learning.
• Information at a deeper level
• How does this affect my child? My school? My
  community?
• How can information be shared with others?
• Resources and tools for parents as leaders to
  implement school culture change at the
  school/district level (e.g., ELAC/DELAC,SSC, DAC,
  parent involvement policies etc.)

9
Parent Leaders

• Level 3 Focus on graduates from Level 2 PLD as
  potential leaders to become parent promotores
  to provide leadership development to other
  parents in their local communities, presenting
  workshops at local conferences to expand PIRC
  services to other communities in State. This
  involves in-depth coaching and mentoring on group
  facilitation, processes, and planning skill
  development.
• Parents as leaders and decision-makers
• School/District level committees
• State/National organizations
• Community organizations
• Board members

10
P
Parent Leadership Development Program
11
Satellite Target Areas

• CABE
• Baldwin Park, Garden Grove, Los Angeles,
  Montebello
• San Bernardino County
• Adelanto, Fontana , Rialto, San Bernardino City,
  Silver Valley Victor Valley
• Alameda County Office of Education
• San Jose, Woodland-Yolo County COE, Rio
  Linda-Sacramento, Hayward San Francisco
• pending

12
Program Improvement School DataFor Selecting
Level 2 School Sites

• Student Data
• Total students in school by grade level
• of kids by race/ethnicity
• kids who are ELs by primary language
• kids who have special needs by type of
  disability
• kids participating in free/reduced lunch program
  
• kids performing below grade level in reading and
  math
• School Level Data
• Identified as PI School
• of classroom teachers by grade level
• teachers by teaching credential
• Ancillary teachers by type of assignment
• of administrators and Ancillary Personnel
  
• Ancillary services available
• of total parents attending parent/teacher
  conferences
• Parent outreach services and participation
  opportunities
• Active parent participants
• Parent Resource Center

13
Summary Table of Training Assignment
14
Research and Evaluation

• The following evaluation data will be collected
• Training Evaluation Forms (pre and post) for all
  leadership sessions (Level 1-3)
• All Full-Treatment Schools within participating
  districts will participate in the following
• Parent Interview Protocol
• Principal Interview Protocol
• School Council Interview Protocol
• Student Achievement Data
• Principal Focus Groups
• Teacher Focus Groups
• Parent Focus Groups
• Trainer Focus Groups

15
Research and Evaluation

• Process Evaluation the process evaluation will
  focus on answering the following questions
• Were all project activities (i.e., key
  strategies) implemented as planned? (Timeliness
  and Quantity)
• How well were project activities implemented?
  (Quality)
• Were people trained as planned? (Timeliness and
  Quantity)
• school administrators,
• teachers, and
• parent leaders
• How well were participants trained? (Quality)
• school administrators,
• teachers, and
• parent leaders

16
Research and Evaluation

• Outcome Evaluation To assess the effectiveness
  of realizing project objectives and goals. The
  following evaluation questions will be addressed
  
• To what extent did parent understanding increase
  regarding
• NCLB requirements?
• To what extent did parents increase
• The type and amount of academic support they
  provide to their children?
• The type and amount of their involvement in
  school governance structures?
• Their access to and skills in technology use?
• To what extent did the academic achievement of
  students increase as a function of the amount of
  increased parental understanding of federal and
  State educational reform issues and the type and
  amount of their involvement in supporting their
  childrens learning?

17
CA STATE PIRC-1

• The final outcomes will be
• Improved home-school communication
• Increased student and school academic
• achievement
• Increased parent involvement in school planning
  and school review
• Increased parental involvement in school
  improvement process and
• Increased school readiness through early
  childhood education.

18
Expected Long-term Effects

• Enhanced parent knowledge of
• Educational process (e.g., NCLB, content
  standards, instructional programs, rights and
  regulations, etc.)
• How they can help their children at home
• Increased parent engagement in their childrens
  school and community
• Increased student academic achievement
• High level of parent satisfaction with quality of
  content and usefulness of services
• Increased capacity of satellite sites to sustain
  services after the funding period

19
Accomplishments to Date

• PIRC-Project Inspirethe first grant cycle
  (2003-2006) provided direct face-to-face parent
  professional development to over 15,857 parents,
  disseminated over 204,500 pieces of information
  about their childrens education and participated
  in radio and TV programs outreaching to an
  audience of over 1.3 million people.

20
Accomplishments to Date

• In 2006-2007
• Developed performance based Parent Education and
  Leadership Development programs (Level 1) and
  served 3,338 parents.
• The proportion of parents, whose children are
  traditionally under served, significantly
  exceeded targets 92.7 ethnic minorities, 73.9
  ELs, 70.8 Free and Reduced Lunch program
  participants, 13.8 special needs, and over
  two-thirds attending Program Improvement schools
  
• Provided Virtual Pre-K (VPK) program to 862
  preschool and kindergarten teachers.
• Collaborated with local educational agencies
  (SBCSS, ACOE, faith-based centers, school
  districts, parents, and existing parent education
  service providers such as the California PTA) to
  determine parent needs and the best means to
  deliver services

21
Accomplishments to Date

• Designed a randomized longitudinal study of the
  effectiveness of the parent education and
  leadership program in 18 Treatment and 18
  matched control sites from partnering districts
• Developed an intensive performance based on-going
  coaching and mentoring Parent Education and
  Leadership Development program (Level 2)
  integrating parents, administrators, and
  teachers.
• Parents consistently rated the Parent Education
  and Leadership Development series as
  outstanding/above average exceeding Project
  INSPIRE Objectives
• a) 92 parents receiving direct services rated
  the Quality of Content provided as outstanding
  and above average
• b) 89 of the parents rated the quality of
  learning activities as outstanding/above average
  
• c) 91 rated the quality of organization and
  preparation as outstanding/above average and
• d) 90 rated the quality of relevance and utility
  of the knowledge to family, job, school, and/or
  community efforts as outstanding/above average.

22
Parent Information Resource CentersUSDE Office
of Innovation Improvement

• 60 PIRCs nationwide served 2,643,421 parents
• Of parents served 2,618,465 of different racial
  and ethnic backgrounds
• 60 of parents (1, 537,433) low income
• 57 PIRCS served 645,945 EL parents
• Early Childhood Education presented to 106, 470
  parents
• Overall PIRCs served 17 Latino parents while CA
  PIRC- 1 served 83 Latino parents
• Disseminated 2,019,052 information packets
• Had 3,240,768 webpage views
• 13,299,863 Mass Media products to 4,428,646
  parents

23
California State PIRC-1

• CA State PIRC 1 CABE
• (Lead Agency Fiscal Manager)
• María Quezada, Ph.D.,Director
• CA State PIRC 1 SBCSS
• Erin Bostic-Mason, Co-Director
• CA State PIRC 1 ACOE
• Hector García, Co-Director

24
California State PIRC 1Project I.N.S.P.I.R.E.
Contact Information

• CA State PIRC 1 CABE
• ? 626-814-4441
• CA State PIRC 1 SBCSS
• ? 909-386-2696
• CA State PIRC 1 ACOE
• ? 510-670-4235

25
(No Transcript)