Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0BJfk006193; Fri, 11 Jan 2002 14:41:46 -0500 (EST) Date: Fri, 11 Jan 2002 14:41:46 -0500 (EST) Message-Id: <1AA13FF9A007D5118FE7009027A8F38DB02A18@wx5.benton.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: Jan Richter <jan@benton.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:607] RE: PACT in School-Based X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 6845 Lines: 223 This has been a very interesting, and lively discussion. Shani Yaro makes a great point about the need for teacher training in developing real partnerships between families and schools. Another partner in the process has to be the student! Some students really don't want their parents getting too involved in their school life. I think family literacy practitioners might want to make some of these same points for a wider audience. Our website, www.connectforkids.org is hosting an on-line discussion based on the work of the Family Involvement Network of Educators, from Jan. 14 to Jan. 21, which uses a case study about the attitudes of kids, families and teachers towards each other and the home-school connection as a starting point. I invite you to take a look and join in? Jan Richter, Outreach specialist for Connect for Kids jan@benton.org 202-454-5628 -----Original Message----- From: Laura Bercovitz To: Multiple recipients of list Sent: 1/11/2002 12:30 PM Subject: [NIFL-FAMILY:605] RE: PACT in School-Based This is a multi-part message in MIME format. ------=_NextPart_000_0014_01C19A92.0B642620 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit What a great way to empower parents and having them become the change agents. Usually in schools the change agent role belongs to school staff. Laurie Bercovitz -----Original Message----- From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov]On Behalf Of Jon Lee Sent: Friday, January 11, 2002 7:06 AM To: Multiple recipients of list Subject: [NIFL-FAMILY:604] PACT in School-Based What a wonderful focus and discussion this week! In a family literacy program in Colorado - PACT Time for elementary aged students became a school wide focus of interactions with all parents. The staff realized the positive attributes of PACT (parent - child focus, child motivated) and the significance of the PACT process, preparing, acting on that preparation, and reviewing. Teaching teams took it upon themselves to remove the burden of activities generally associated with "parent involvement" from the parent and provide them the responsibly associated with supporting their child's literacy development. Families were taught the PACT processes of Prepare, Act, Review and teachers exemplified this by providing details about classroom activities and means to support children within those activities to each parent who ventured in. It became quite a process to watch adults from the family literacy program who were asked to lead this school wide change, educating teachers and parents alike in the PACT Time process. Overall the impact student performance was measurable. Teachers focused on how parents impact student learning, and how to facilitate this by sharing with parents strategies and learning experiences within the classroom and as extensions for the home. Each family became the "change agent" in their own children's lives and teachers grew to count on each families interactions and carry over to their homes. No process is as smooth as I just described above, however, training, "buy-in", ownership, and a school wide focus seemed to be the catalysts in this particular case. Jon Lee ------=_NextPart_000_0014_01C19A92.0B642620 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN"> <HTML> <HEAD> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; = charset=3DWindows-1252"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange Server version = 6.0.4417.0"> <TITLE>RE: [NIFL-FAMILY:604] PACT in School-Based</TITLE> </HEAD> <BODY> <!-- Converted from text/plain format --> <P><FONT SIZE=3D2>What a great way to empower parents and having them = become the change agents. Usually in schools the change agent role = belongs to school staff. </FONT></P> <P><FONT SIZE=3D2>Laurie Bercovitz</FONT> </P> <P><FONT SIZE=3D2>-----Original Message-----</FONT> <BR><FONT SIZE=3D2>From: nifl-family@nifl.gov [<A = HREF=3D"mailto:nifl-family@nifl.gov">mailto:nifl-family@nifl.gov</A>]On = Behalf Of Jon</FONT> <BR><FONT SIZE=3D2>Lee</FONT> <BR><FONT SIZE=3D2>Sent: Friday, January 11, 2002 7:06 AM</FONT> <BR><FONT SIZE=3D2>To: Multiple recipients of list</FONT> <BR><FONT SIZE=3D2>Subject: [NIFL-FAMILY:604] PACT in = School-Based</FONT> </P> <BR> <P><FONT SIZE=3D2>What a wonderful focus and discussion this = week!</FONT> </P> <P><FONT SIZE=3D2>In a family literacy program in Colorado - PACT Time = for elementary aged</FONT> <BR><FONT SIZE=3D2>students became a school wide focus of interactions = with all parents.</FONT> </P> <P><FONT SIZE=3D2>The staff realized the positive attributes of PACT = (parent - child focus,</FONT> <BR><FONT SIZE=3D2>child motivated) and the significance of the PACT = process, preparing, acting</FONT> <BR><FONT SIZE=3D2>on that preparation, and reviewing.</FONT> </P> <P><FONT SIZE=3D2>Teaching teams took it upon themselves to remove the = burden of activities</FONT> <BR><FONT SIZE=3D2>generally associated with "parent = involvement" from the parent and provide</FONT> <BR><FONT SIZE=3D2>them the responsibly associated with supporting their = child's literacy</FONT> <BR><FONT SIZE=3D2>development.</FONT> </P> <P><FONT SIZE=3D2>Families were taught the PACT processes of Prepare, = Act, Review and teachers</FONT> <BR><FONT SIZE=3D2>exemplified this by providing details about classroom = activities and means</FONT> <BR><FONT SIZE=3D2>to support children within those activities to each = parent who ventured in.</FONT> </P> <P><FONT SIZE=3D2>It became quite a process to watch adults from the = family literacy program</FONT> <BR><FONT SIZE=3D2>who were asked to lead this school wide change, = educating teachers and</FONT> <BR><FONT SIZE=3D2>parents alike in the PACT Time process.</FONT> </P> <P><FONT SIZE=3D2>Overall the impact student performance was measurable. = Teachers focused on</FONT> <BR><FONT SIZE=3D2>how parents impact student learning, and how to = facilitate this by sharing</FONT> <BR><FONT SIZE=3D2>with parents strategies and learning experiences = within the classroom and as</FONT> <BR><FONT SIZE=3D2>extensions for the home. Each family became the = "change agent" in their own</FONT> <BR><FONT SIZE=3D2>children's lives and teachers grew to count on each = families interactions</FONT> <BR><FONT SIZE=3D2>and carry over to their homes.</FONT> </P> <P><FONT SIZE=3D2>No process is as smooth as I just described above, = however, training,</FONT> <BR><FONT SIZE=3D2>"buy-in", ownership, and a school wide = focus seemed to be the catalysts in</FONT> <BR><FONT SIZE=3D2>this particular case.</FONT> </P> <P><FONT SIZE=3D2>Jon Lee</FONT> </P> </BODY> </HTML> ------=_NextPart_000_0014_01C19A92.0B642620--
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