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 g0BD7W025997; Fri, 11 Jan 2002 08:07:32 -0500 (EST) Date: Fri, 11 Jan 2002 08:07:32 -0500 (EST) Message-Id: <NCBBKFFJMKFIFAGAFGNECEFPCOAA.jlee@famlit.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: "Jon Lee" <jlee@famlit.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:604] PACT in School-Based X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1619 Lines: 36 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
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