Capstone Project Plan

URBAN PARENT PERSPECTIVE 1
Urban Parent Perspective on the Importance of

Involvement in Their Childrens Education
Roxanne Rideout
EDU699
Professor Ajtum-Roberts


Abstract
The purpose of this project is to inform school faculty, staff and administration of parent
perspectives regarding their involvement in an elementary school located in Connecticut.
Parents were consulted in order to gain insight into dynamics that will help increase their
participation in their childrens education. Data was collected from parents of students enrolled
in the Early Start (summer school) program. Survey results were compiled, analyzed and used to
inform the creation of a professional development session, to be delivered to colleagues upon the
start of the 2014-2015 school year. The professional development presentation will utilize
lecture, small group activity and group discussion with the goal of helping teachers become
aware of how local parents feel about being involved in various aspects of their childrens
education, as well as feelings about involvement with this school, in particular. Based on the
survey results, teachers will be encouraged to build an action plan.


Introduction
When parents are actively engaged in their childrens education, achievement improves.
Shah (2009) asserts, Decades of research suggest that parental involvement is vital for positive
student academic achievement and thus one often-proposed solution to alleviate the poor
educational outcomes of minority students is to increase their parents participation in school (p.
212). There has been a districtwide push to increase parental involvement in such activities, and
the school has made efforts to comply. Yet, fewer than 20% of the families were represented at
the schools Open House, Family Math Night and Family Literacy Night Activities during the
2013-2014 school year. Reasons for the low turnout remain unclear.
Rationale
In the research literature, Horsford & HolmesSutton (2012) offer a possible for low
parent involvement when they assert, Perceptions by some educators that Black, Latino, low-
income, and/or immigrant families do not value education, coupled with the lack of trust some
workingclass families of color have for public institutions, erect barriers between the home and
school lives of historically underserved student populations (p. 1). Further, it must be
considered that parents may be involved outside of the school setting that may be unseen by
school staff and administration. For example, Crosnoe (2010) shares, if Latin American
immigrants have a different script of involvement than their childrens schools, they may score
low on behaviors favored by the U.S. script even if they are involved in their childrens
education in other ways that are not as rewarded by school personnel (p. 4). Since
approximately 75% of the schools population is Latin American, this is a relevant point for
consideration.

This project will help teachers understand ways parents currently contribute to, and are
involved in, their childrens education. These may be unseen efforts such as helping with
homework, checking to make sure homework is completed each night, or imparting the belief
that education is important and insisting that their children do their best. This information is to
be used to improve communication between the school and parent, as well as to create ways to
increase parental involvement.
Literature Review
Research shows that parental involvement increases student academic achievement. The
Michigan Department of Education (2002) states, Family participation in education was twice
as predictive of students academic success as family socioeconomic status (p. 1). If the school
can attract parents to participate in school-based activities, teachers can show them ways to help
their children learn. For example, this schools Literacy Team held Family Literacy Night with a
Story Time theme. Each grade level offered families an activity that centered around a story
the teacher chose to share. After the story was read, a learning activity was held, which
demonstrated comprehension strategies used by teachers, so parents could help at home.
Research has shown the value of this. Hornby & Lafaele (2011) state, There is now an
extensive research literature indicating that PI [parental involvement] is advantageous for
children of all ages. This includes home-based PI such as listening to children read and
supervision of homework as well as school-based PI such as attending parent education
workshops and parentteacher meetings (p. 37). The researchers 2
nd
grade Family Literacy
Night mini-lesson was followed by an activity where students used construction paper, crayons,
scissors and glue to create their own flip charts to take home. They glued on five higher-order

thinking questions of their choice to use at home during their nightly reading. Only ten out of
eighty-seven second grade families attended the second grade session. That leaves seventy-
seven who missed this opportunity to help their children improve reading skills. Shah (2009)
says, Research over the past 30 years has shown that parents are critical contributors to student
achievement Parent involvement has been positively linked to indicators of teacher ratings of
student competence, student grades, and achievement scores (p. 212). Wong and Hughes
(2006) provide further evidence, stating, studies have provided convincing evidence that
parents make significant contributions to their children's school outcomes and when parents
participate at school and encourage or assist learning at home, children tend to be more
successful at all grade levels. Specifically, parent participation in education is associated with
increased student achievement, better school attendance, increased achievement motivation,
reduced dropout rate, better emotional adjustment, and improved social behavior and interactions
with peers (p. 646). With such poor parent attendance in school-based activities and so much at
stake, this issue must be addressed.
Project Implementation
The project is the creation of a professional development presentation that will be
presented to staff and administration upon the start of the 2014-2015 school year. The session
will focus on helping teachers understand how the schools parents feel about being involved.
The project discusses research literature results about increasing student achievement as it relates
to parental involvement, what experts suggest and what local parents suggest. There is time for a
brainstorming session in which teachers come up with ideas they can put into action this school
year. The professional development session was created using the backwards design model and

allows for different styles of learners, just as is expected for students. This helped ensure a solid
lesson design with activities that match the planned outcomes as well as making it more
interesting and appropriate for different types of learners.
Survey
Surveys were created and printed in English and Spanish since there is a large Spanish-
speaking population at the school. (See appendix A for survey in English and appendix B for
Spanish.) Data was collected from parents using a Likert-type scale and open-ended responses.
They answered survey questions that revealed how they feel about the school, the staff and
current activities offered. Each section included a place to write comments because it is
important for parents be able to express their thoughts rather than simply indicating how strongly
they agree or disagree with a statement. For example, they were asked, What does the term
parental involvement mean to you? and If you could change one thing about the school to
make it easier or more inviting for you to attend school-based activities, what would it be? This
allowed for suggestions that school staff or administrators may not have considered when trying
to improve relations. School enrollment is over 500, but, because only the parents of summer
school students provided data, it significantly reduced the number of surveys returned for
analysis. However, it provided data from parents of students who did not achieve according to
the schools and states requirements during the school year. This will prove beneficial in that it
gives the school information from families who may need the most help. Regardless, this
provided a sampling of parent voices from within the community, rather than depending upon
research conducted in far-removed areas.
Professional Development Session

When entering the professional development session, teachers are asked to think of three
words/phrases that come to mind when they hear the words Parental Involvement in
Education. (See PowerPoint attachment for professional development presentation.) If the
word/phrase relates to class/school, they write it on a yellow Post-It note. If it relates to home,
they write a blue note, and for community, they write on a pink note. A chart paper for each of
the three categories hangs in the room, and teachers place their note on the corresponding paper
for discussion.
The will begin with a summary of the literature from educational experts that emphasize
the importance of parental involvement in education. The presenter will then share the survey
results, discussing with the teachers what they can learn from these results. Next, in an effort to
improve communication between teachers and parents, a video is shown to demonstrate the
importance of teachers speaking to parents in clear language rather than using terms common to
the teaching profession. The presentation continues with a brainstorming session where teachers
come up with ways to help increase parental participation in the school-wide in-school activities,
classroom activities and activities at home. Finally, the teachers reflect on the session by writing
two things they learned, one way their thinking has changed and one thing they can do in their
classrooms to increase parental involvement
Project Outcomes
There are three desired outcomes of the project, which are interwoven. The first is to
have teachers better understand how the parents feel about being involved in their childrens
education and then become more involved in planning that will facilitate increased involvement.
The second is for parents to become increasingly involved in their childrens education both at

home and at in-school activities whenever possible. The third is for overall student academic
achievement to increase as a direct result of such involvement.
Success will be met with the first outcome through the sharing of survey results and the
brainstorming activity during the session. The second outcome is uncertain. This survey was
conducted during summer school, so only a small percentage of the schools parents were
included. Conducting the survey during the normal school year may yield different results, as
more parents would be included in the survey. Further, the summer school students were those
who did not meet school and/or state standards for learning during the regular school year. A
repeat survey would include parents of students with a wider range of academic achievement.
Many parents who commented, desired to have activities during weekday mornings. That may
happen, but it is currently unclear as to the extent that it will occur. The third outcome is still
uncertain, as the school year has not begun.
Key M.Ed. Outcomes
Through this Capstone project, Teaching and Learning concentration outcomes are
demonstrated.
Students will be able to design and develop curriculum, using models of curriculum
design such as Understanding by Design.
This was accomplished through the professional development session planning. The
professional development lesson, which includes a variety of learning activities, was created
using the backward design technique.
Students will be able to use selected advanced instructional strategies appropriate for
specific learning outcomes.

Activities planned for the session have been differentiated for a variety of learning styles and
include questions that require higher-order thinking.
Students will be able to apply a variety of formative and summative assessment strategies
to evaluate and improve teaching and learning.
The lesson begins with a formative assessment, to be given at the beginning of the professional
development session. Teachers will write words or phrases that come to mind when they hear
the words Parental Involvement. The PowerPoint presentation and article read will inform the
teachers about local parent opinions and concerns as well as cultural differences that may affect
how teachers understand the parents. Teachers will then reflect on what they have learned by
explaining two things they learned, one way their thinking has changed and something they can
do in their classrooms to increase parental involvement.
Evaluation
Evaluation is critical in creating a high-quality professional development session. This
capstone project used three means of evaluation. The school principal evaluated and approved
the parent questionnaire and the project (PowerPoint slide show and handouts) before the
presentation. A rubric for self-evaluation was used upon project completion. (See Scoring
Rubric for Professional Development attachment.) It was developed by the Washington State
Department of Early Learning. The rubric consists of three sections including:
Content measures whether a trainer applicant shows an understanding of the training
material. Organization measures whether the training is organized and flows in a
logical way. Plan and Method for Instruction measures whether a trainer applicant
shows an ability to set learning objectives and make sure that these objectives are met
through an engaging training plan and whether a trainer applicant includes the right
content and supporting material for the training audience (p. 1).


Finally, colleagues will fill out session evaluation slips that tell what they learned and what
strategies they will employ in an attempt to increase parental involvement. (See appendix D for
teacher reflection form.)
Reflection
This project on parental involvement was chosen because I believe that the parents at my
school needed to be heard. The first step was to create a survey. This pilot survey turned out to
be a much bigger undertaking than originally anticipated. Creating and choosing only questions
that would be the most beneficial proved to be extremely time-consuming. They needed to be
worded and reworded to express precisely what I intended. Approximately 75% of the families
in the school are Latin-American, many of whom are immigrants. So, I needed to find someone
who had the ability and would be willing to translate the entire survey and introduction letter into
Spanish. The translator approached me with the importance of switching two of the questions
around and rewording one of them because the people of her culture would not take it the way it
was intended. This proved the significance of learning as much as one can about the various
cultures with which they work.
Creating the professional development session was also more complicated than
anticipated. When reflecting on sessions I have attended, I concluded that there needed to be a
variety of visuals and activities rather than simply watching a PowerPoint slide show. Further, it
is important to teach to more than one learning style. Thus, the session begins with teachers
thinking, writing and posting their ideas on Post-It notes and chart paper, which is followed by a
discussion. Next is the PowerPoint slide show that discusses parent survey data. It also includes
a short video showing how difficult it is for others to understand what is being said when

professionals speak using words common to their field. The purpose is to illustrate what it is like
for many families who talk with teachers about their children but dont really understand what
the teachers are saying because they dont understand the words commonly used in the teaching
profession. In this schools urban setting, the parents dont often question what is being said. As
a result, they may leave conferences not fully understanding where their children stand
academically, exactly where help is needed, or how to help.
A jigsaw activity using an article that addresses cultural competence, is also included.
Teachers count off by 4s and get into groups by number. Everyone reads two sections that are
important for general understanding in order to move forward. Then, each group reads an
assigned section, and teachers place a Post-It note on something that stands out for them. They
share and discuss within their groups and then share out to the whole group.
The session ends with a teacher reflection. This helps the presenter to see one level of
effectiveness of the project presentation. Further evidence will present itself as the year
progresses, based upon the level of increased parental involvement in the school.
The children are the ultimate beneficiaries of the survey. Thus, moving forward, it is
hoped that the survey will be used again, early in the school year, to get the feelings and opinions
of the schools entire parent population, rather than just a small sampling from those of summer
school attendees.

References
Crosnoe, R. (2010, July). Two generation strategies involving immigrant parents in children's
education. The Urban Institute. Retrieved from

http://www.urban.org/uploadedpdf/412204-Immigrant-Parents-Childrens-Education.pdf
Hornby, G., & Lafaele, R. (2011, February). Barriers to parental involvement in education: an
explanatory model. Educational Review, 63(1), 37-52.
Horsford, S. D., & HolmesSutton, T. (2012, August). Parent and family engagement: The
missing piece in urban education reform. The Lincy Institute Policy Brief Education
Series No 2. University of Nevada, Las Vegas. Retrieved from
http://www.unlv.edu/sites/default/files/24/Brief-Parent-Engagement-August2012.pdf
Michigan Department of Education. (2002, March). What research says about parent
involvement in childrens education. Retrieved from
http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pd
f
Shah, P. (2009, March). Motivating participation: The symbolic effects of Latino representation
on parent school involvement. Social Science Quarterly, 90(1), 212-230.
DOI:10.1111/j.1540-6237.2009.00612.x
Washington State Department of Early Learning (2012, April). Scoring rubric description for the
professional development unit example. Retrieved from
http://www.del.wa.gov/publications/PD/docs/Scoring_Rubric.pdf
Wong, S.W., & Hughes, J.N. (2006). Ethnicity and language contributions to dimensions of
parent involvement. School Psychology Review, 35(4), 645-662.


Appendices

Appendix A Parent Survey: English

Parent/Guardian Survey


Dear Parents/Guardians,

To complete my Master of Education coursework, I am surveying parents/guardians of
ABC Schools students to find out what our families think about parental involvement
in education. As teachers, we understand the value of parents/guardians in their
childrens education, and I am looking for your thoughts. It will take approximately 10
minutes to complete the survey.

There are no foreseeable risks with this project, but if you are uncomfortable answering
any of the questions, you can skip them or stop completely. Your support is greatly
appreciated and will be very helpful to our school community! Your responses will be
anonymous and strictly confidential, and will be used to help us better serve you.

Thank you!

Please return this survey to the school office by
FRIDAY, JULY 25
th

Please answer carefully. Your honest thoughts and opinions are very important!
*Childs/Childrens grade this coming fall (circle all that apply) K 1 2 3 4 5
1. What are your previous experiences with schools, schooling, teachers, etc. (either yours or
your childs)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. As a parent/guardian, what does parental involvement in education mean to you?
______________________________________________________________________________
______________________________________________________________________________


School Environment

3. When I enter the school, I feel like I am welcome there.
Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

4. I feel comfortable asking questions and talking with office staff and/or the principal.

5. I feel comfortable asking questions and talking with my childs teacher.
Comments on school environment: _____________________________________________
_____________________________________________________________________________

Learning at Home

6. I can help my child with his/her learning.
Please explain ________________________________________________________________
______________________________________________________________________________

Home-School Communication
7. Where do you get most of your information about the school? (Please check one)

-mail ite

Which ways work best for you? _________________________________________________
______________________________________________________________________________

8. The school or teachers keep me informed about what my child is doing at school.

9. I feel that teachers need to be aware of problems at home that may affect my child.

The following help improve communication between your family and the school:

10. Open House activities (beginning of school year)

11. Parent-teacher conferences (3 per year)

12. PTO meetings (monthly)

13. Monthly school newsletter

Comments on Home-School Communication: ______________________________________
______________________________________________________________________________

In-School Activities

14. Do you attend the following in-school activities?

Family Literacy Night
Parent-
I do attend these activities because _______________________________________________

_____________________________________________________________________________

I do not attend these activities because ____________________________________________
______________________________________________________________________________

15. Would you like to volunteer in the following areas?
Helping in your childs classroom
Organizing a PTO or school event
Participating on an advisory committee
Other _______________________________

16. Would you be interested in attending a session on how parents can help their children learn
more at home?
s
If you answered Yes, please answer #17 and #18.
If you answered No, please go directly to question #19.

17. Please check off the types of workshops you would want to attend, to help you help your
child learn:
with homework

h as a second language -image
ng technology (computer skills)

18. When would you like these meetings to be held?
After school
before school starts
Morning, during a weekday
Afternoon, during a weekday


19. I have the following interest/hobbies and/or work experience that I would be willing to share
with students, teachers or parents/guardians: ______________________________________
______________________________________________________________________________

Comments on in-school activities: _______________________________________________
______________________________________________________________________________
______________________________________________________________________________

***************************************************
20. As a parent/guardian, is there something you would like more assistance with?
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

21. Are there any resources or services you would like to see made available at the school?
______________________________________________________________________
______________________________________________________________________________

22. If you could change one thing about the school to make it easier or more inviting for you to
attend in-school activities, what would it be? ___________________________________
______________________________________________________________________________
______________________________________________________________________________

Some questions adapted from:

Root Elementary School. (2007, March 6). Parental Involvement Survey. Retrieved from
http://schoolcenter.fayar.net/education/components/docmgr/default.php?sectiondetailid=26576&
fileitem=10637&catfilter=3641


Appendix B - Parent Survey: Spanish
Encuesta para Padres y/o Guardianes

Estimados Padres y/o Guardianes;

Para completar mi educacion magisterial, estoy realizando una encuesta a los padres y/o
guardianes de la escuela ABC, con el fin de que nuestras familias piensen sobre lo que representa
la participacion de los padres en la educacion. Como maestros, entendemos el valor de los
padres y/o guardianes en la educacion y estoy interezada en sus opiniones. Esta encuenta le
tomara aproximadamente diez minutos.

No existe probables riezgos con este proyecto, pero si usted se siente incomodo al responder
alguna pregunta puede pasar a la siguiente o darlo por terminado. !Su apoyo es gratamente
apreciado y sera de mucha ayuda para nuestra comunidad! Sus respuestas seran anonimas y

estrictamente confidenciales y seran usadas usadas para poder ayudarlo mejor.

Gracias!
Por favor responda cuidadosamente, !sus pensamientos y opiniones honestas son muy
importantes!

Nino o ninos que empiezan el proximo otono (haga un circulo en el que aplique) K 1 2 3 4 5

1. Cuales son sus experiencias previas en escuelas, estudiantado, maestras etc, (sea su
experiancia o la de su nino)? _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. En la educaion de su hijo que significa participacion de los padres para usted?
______________________________________________________________________________
______________________________________________________________________________

Ambiente Escolar

3. Cuando usted ingresa a la escuela ABC, se siente bienvenido?
Totalmente de acuerdo De acuerdo Ni de acuerdo o desacuerdo Desacuerdo Totalmenteen
desacuerdo
4. Se siente comodo al responder preguntas y hablar con el personal de la oficina y/o el Director
de la escuela?
desacuerdo
5. Se siente comodo al realizar preguntas y hablar con el maestro de su nino?
desacuerdo
Comentarios sobre el ambiente escolar: _________________________________________________
______________________________________________________________________________

Aprendizaje en Casa
6. Puede usted ayudar a su nino en su aprendisaje?
desacuerdo

Porfavor explique ___________________________________________________________________
___________________________________________________________________________________
7. Donde obtiene mayor informacion sobre la escuela? (Porfavor marque una opcion)

Diario de la escuela Amigos Ninos Maestros Director
Folder de tareas de su nino Correo Electronico Television Website
Diario del maestro Otro

Cual es la mejor forma para usted? _______________________________________________
______________________________________________________________________________

8. La escuela o maestros lo mantienen informado sobre lo que su hijo esta haciendo en la
escuela?
desacuerdo

9. Siente que los maestros necesitan mantenerse alejados de los problemas que puedan afectar a su
hijo? Totalmente de acuerdo De acuerdo Ni de acuerdo o desacuerdo Desacuerdo
Totalmenteen desacuerdo

Lo siguiente ayuda a mejorar la comunicacion entre su familia y la escuela:

10. Actividades de Apertura de Casa ( a principios del ano escolar)

desacuerdo

11. Conferencia de Padres y Maestros (3 por ano)

desacuerdo
12. PTO reuniones(mensualmente)


desacuerdo
13. Diario escolar mensual
desacuerdo

Actividades en la escuela

14. Usted atiende a las siguientes actividades en la escuela?

Apertura de Casa ( inicio del ano escolar ) Si No Algunas veces

PTO reuniones ( mensualmente) Si No Algunas veces

Noche de Matematicas en Familia Si No Algunas veces

Noche de Literatura en Familia Si No Algunas veces

Conferencia de Padres y Maestros (3 veces al ano) Si No Algunas veces

Yo atiendo a estas actividades porque ______________________________________________
______________________________________________________________________________

Yo no atiendo a estas actividades porque ____________________________________________
______________________________________________________________________________

15. Le gustaria ser voluntario en las siguientes areas?

Ayudando en el salon de clase de su nino Si No Algunas veces
Organizando un PTO or evento escolar Si No Algunas veces
Participando en un comite de consejeria Si No Algunas veces
Otro ____________________________ Si No Algunas veces

16. Le gustaria estar interesado en atender a una sesion en como los padres pueden ayudar a sus
ninos aprender mas en casa?
Si No


Si su respuesta es Si, porfavor responda el numero 17 y 18.
Si su respuesta es No, porfavor vaya directamente a la pregunta numero 19.

17. Porfavor marque los tipos de reuniones de trabajo al que le gustaria atender, para ayudar a su
nino aaprender:

Ayudando con Tareas Mejorando en habilidades de lectura
Mejorando en actividades matematicas Programas de prueba y que representan
Ingles como segunda lengua Mejorando la imagen de su nino
Usando Tecnologia (abilidades en computacion) Construyendo su propia habilidad como
padre

18. Cuando le gustaria que que estas reuniones se lleven a cabo?
Despues de la escuela
Temprano antes que la escuela comience
En la manana, durante dias de semana
En la tarde, durante dias de semana

19. Tengo los siguientes intereces o hobbies y/o experiencia de trabajo que me gustaria compartir
con estudiantes, maestros, padres o guardians: _______________________________________
______________________________________________________________________________

Comentarios fuera y dentro de las actividades escolares: ____________________________
______________________________________________________________________________
______________________________________________________________________________
*********************************************************
20. Como padre y/o guardian, hay algo en lo que le gustaria mayor asistencia?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

21. Hay algun recurso o servicios que le gustaria ver disponible en la escuela ABC?

______________________________________________________________________________
______________________________________________________________________________

22. Si pudiere cambiar algo sobre la escuela Parkvile para hacer mas facil invitarlo a atender en
las actividades escolares, Cual podria ser este? _______________________________________
______________________________________________________________________________
______________________________________________________________________________

Some questions adapted from:

Root Elementary School. (2007, March 6). Parental Involvement Survey. Retrieved from
http://schoolcenter.fayar.net/education/components/docmgr/default.php?sectiondetailid=26576&
fileitem=10637&catfilter=3641

Appendix C Professional Development Lesson Plan
Desired Results
Urban Parent Perspective on the Importance of Involvement in Their Childrens Education


Established Goals
Teachers will:
discuss how local parents feel about participating in their childrens education
apply information learned to create action plans that will increase parent participation
both at home and in school
Understandings
Teachers will recognize
how the parents feel about different aspects of ABC School.
how the parents feel about involvement in their childrens education.

Essential Questions:
How do the parents of ABC School feel about the school (staff, faculty, programs)?
How do the parents of ABC School feel about involvement in their childrens
education?
What can the faculty and staff do to increase parental involvement of in-school and
at-home activities?
Skills:
Teachers will demonstrate the ability to
Audience: School faculty/staff
Subject: Schools parents perspective on their involvement in their childrens education
Topic: What parents think/feel
Lesson Designer: Roxanne Rideout
Time Frame: 1 1-hour session
Materials: formative assessment, PowerPoint presentation, pens and medium-sized
Post-It notes on tables, projector, chart paper (1 for each section of article assigned),
summative assessment, small treats for each table

identify parts of a cultural competence article that stand out for them.
develop action plans that:
create a more welcoming environment, support learning at home
increase home-school communication
show that the school values parental contributions
help to increase in-school parent participation.
Assessment Evidence
Performance Tasks:
Performance Task 1: Formative Assessment: Teachers list 3 words/phrases that come to
mind when they hear the words Parental Involvement in
Education.

Performance Task 2: Jigsaw: Teachers will read and discuss section of article, and
explain one part that stands out for them.

Performance Task 3: Plan of Action: Based on evidence collected from parent survey
and presented in professional development session, teachers
will apply what they have learned to create plans of action
that will increase parental involvement in their childrens
education.

Performance Task 4: Reflection: Teachers will describe two ways the professional
development session has impacted their beliefs about parental
involvement.
Key Criteria:
Key Criteria for Performance Task 1:
- Did teachers list 3 appropriate responses?
- Did teachers read assigned sections?
- Did teachers place Post-It note on part of article that stands out for them?
- Did teachers share their findings with their small group?
- Do plans of action correspond with all areas addressed in presentation?
- Are all plans of action in accordance with data collected from parent survey?
- Do responses align with discussions and survey responses?
- Do ideas for classroom application align with discussions and survey responses?
Other Evidence:

Appropriate responses to article shared out to whole group.
Teachers place Post-It notes on chart paper in meeting room.
On-task discussions of article.

Presenters Self-Assessment and Reflection:
Complete self-assessment rubric at the end of the unit.

Learning Plan
Learning Activities
1. Formative assessment. At beginning of session, teachers read displayed PowerPoint
slide. They think of and write 3 words or phrases onto Post-It notes that come to mind
when they hear the words Parental Involvement in Education, and place notes on
corresponding chart papers that are hung around room. (H)
2. PowerPoint: Slide 2 teachers discuss what the term parental involvement means to
them. (H)
3. Purpose slide with objectives. (W)
4. Post quotes from experts for all to read. (W,E)
5. Teachers read and discuss displayed parent survey results. (E)
6. Watch video on speaking in understandable ways and read following slide. (E,R)
7. Article Bridging Cultures in Our Schools: New Approaches That Work
*JIGSAW: In groups of approximately 6, ALL teachers will read the introduction on
page 1 and Table 1, entitled Salient Features of Individualism and
Collectivism, on page 2.
*Each group reads pre-arranged assigned sections, selecting ideas that stand out
for them. (E,R)
8. Teachers explain their section and share out what stood out for them. (E,R)
9. Based on evidence collected from parent survey, teachers will apply what they have
learned to create plans of action that will increase parental involvement in their childrens
education. (R,E)
10. Teachers will write ideas on paper provided (headings: Home, School, Community) and
share out. (E)
11. Teachers will use reflection paper to describe two ways the professional development
session has impacted their beliefs about parental involvement. (E)

Reference

Wiggins, G. & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA:
Associate for Supervision and Curriculum Development.


Appendix D Teacher Reflection Form

Teacher Reflections on Parent Perspective on Involvement In Their Childrens Education

1. Two things I have learned from this session are:
____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. One way my thinking has changed:
____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Something I can do in my classroom to try to increase parental involvement:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________


Appendix E Self-Evaluation Rubric for Professional Development Creation
(Please see attached)

Appendix F Article Used in Professional Development Session
(Please see attached)

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