District Administration - January 2011 - (Page 64)

Holding on to Parent Voices support of closing the achievement gap.” The Blueprint starts from the standpoint that under current law, funding isn’t always targeted to the most effective practices. Duncan expanded on this theme in a speech to Congress last May. “In order to drive innovation, we will allow states to use another 1 percent of Title I dollars— about $145 million—for grant programs that support, incentivize, and help expand district-level, evidence-based parental involvement practices,” he stated. “We want districts to think big about family engagement—to propose new strategies and hone in on best practices that raise student achievement.” He added that PIRCs can compete with school districts, community-based organizations, and other nonprofit organizations for the funds. Sandra Abrevaya, the Department of Education press secretary, confirms that PIRCs can compete for a variety of funds but will not have a dedicated funding stream. “We believe this will give greater flexibility to states, districts and nonprofits, and will recognize, reward and scale up programs that are getting results,” Abrevaya says. Borrello and others hope the reauthorization includes some version of a bill introduced this term in the House of Representatives called the Family Engagement and Education Act. It would include the statewide PIRCs as a centerpiece (renamed Statewide Family Engagement Centers) and add a local tier of them. “PIRCs have been doing capacitybuilding,” he says. “This says, let’s do it in a bigger way.” Future of PIRCs But the administration’s tone to date concerns activists like Sue Ferguson, chair of the National Coalition for Parent Involvement in Education. “There’s plenty of research around family engagement that supports what PIRCs are doing,” she says, citing the 2008-2009 PIRC summary report which, in turn, cites research in part from the Consortium on Chicago School Research at the University of Chi64 January 2011 Parent Leaders in the Middlesex Public Schools in Middletown, Conn., participate in a 12-week program, which helps parents become leading school advocates for all children. Superintendent Michael Frechette, standing on left, supports the program. cago and National Center for Family and Community Connections with Schools. “If we lose them, I feel like we’re going backward. Having the PIRCs is the beginning of getting the support on the state level to the families and schools that need it,” Ferguson says. “They help to create a level of advocacy without making schools and families enemies. You have no idea how many families don’t know how to negotiate the system.” A 2008-2009 data book compiled by Wanted: Parents Embedded in the System A U.S. Department of Education forum aims to ensure parent and community engagement becomes part of a district’s system. In EArly novEmbEr, thE U.S. DEpArtmEnt of EDUcAtIon gAthErED togEthEr public school district administrators and representatives from teachers unions, philanthropic organizations and parent groups to discuss the importance of family and community engagement as a strategy to support student success. As the nation awaits reauthorization of the Elementary and Secondary Education Act, in which the obama administration recommends doubling funding for parent and family engagement, the national policy forum for family and community Engagement drew about 150 people who wanted to learn how to best involve parents and communities. four panels, including members of the Education Department, discussed relevant research and effective practices as well as ways to integrate and sustain engagement across education reform priorities. the forum was designed to serve as a catalyst for reframing what family and community engagement should look like in the 21st century and help in turnaround efforts for low-performing schools. “there is a substantial amount of innovation intentionally linking family engagement to learning, as well as a strong base of practice experience on which to build more systemic, integrated and sustained approaches,” according to a working paper that summarized the national forum. “In order for turnaround efforts to be successful, we have to figure something out about family engagement,” says Anna hinton, director of parental options and information in the Education Department’s office of Innovation and Improvement. “We won’t turn them [lowperforming schools] around unless the family is involved. And we’re still figuring out the federal government’s role and what a national strategy around family engagement should look like.” hinton stresses that family engagement cannot be “random, one-time acts,” as it often has been in the past, but that it must be embedded within the school system. the future of family and community engagement depends on each district. Some successful examples include the poway (calif.) Unified School District, which helps parents set “family goals” to reinforce learning goals that students and teachers developed, and the boston (mass.) public Schools, which offers a tool to help parents understand the content areas that their children need to master and practice tips for the home. —Angela Pascopella District Administration

Table of Contents for the Digital Edition of District Administration - January 2011

District Administration - January 2011
Contents
From the Editor
Letters
News Update
Administrator Profile
District Profile
Conversations
Crisis Response
Going Mobile
Online Edge
Professional Opinion
K12 Guide to Audio/Visual Solutions
Product Focus
What’s the Value in Value-Added?
The Politicization of Bullying
Holding On to Parent Voices
Tough New Issues Refocus Health Education
New Products
Books

District Administration - January 2011