Reaching and Teaching Parents Precedes Reaching and Teaching Students

By Michael B. "Mike" Smurthwaite

Adopting and Adapting Successful Reform Processes the El Paso Schools Could Enhance Effectivness of Gilroy's Reform Efforts

Want proof? In 1996-97 twice as many students as in 1992-93 passed all sections of the TAAS (Texas Assessment of Academic Skills) mathmatics test, with most increases coming among Hispanic and African Amercian students! In fact, in Ysleta School, located in a poor Hispanic neighborhood just across the border from Juarez, the percentage of students passing all three sections of the TAAS INCREASED from less than 20 percent in 1992-93 to 1997 scores of 70 percent passing the reading section,71 percent the writing section, and 76 perecent the math section! Think of it. In four years, a largely Hispanic student popoulation increased from and average of 20 percent to a TAAS average of 70 percent. That's remarkable!

How did they do it? Can we adopt and adapt any of their methods? If they can do it, we can do it!

REFORM COLLABORATIVE CREATED A UNITED VISION TO ENGAGE PARENTS IN CHILD'S EDUCATION. First, realizing the need to establish a broad-based collaborative, they created the El Paso Collaborative for Academic Excellence including the superintendents of three large school districts, college and university leaders, and community, business and civic leaders. This group issued new standards for teaching and learning in easy to understand language for 4th, 8th, and 12th graders.

These leaders were united in the vision that reforms grounded in standards-based instruction could not be actualized until parents fully understand the standards. This would allow parents to then become engaged in their child's learning process working closely with teachers to assure high quality performance. "In an urban, low wealth community, you cannot educate students until you educate their parents," said the Ysleta District Superintendent.

RESULTS?

• Uniting around the new standards,the collaborative created a radical shift in attitudes about teaching and learning in the classroom.

• Hundreds of local school parents attended hour-long "Math Learning Nights" and Science Learning Strategies forums where parents learned the same things the students learned using game formats and hands-on activities. Door prizes boosted attendance.

• Parent Centers were established in each school where full-time coordinators taught parents the same material students were learning in class. Spanish-speaking parents were read the same stories and taught to identify the literature charactersitics and meanings, the same type information their children would be required to know to pass the TAAS test.

• Parents and teachers worked together to develop high quality scoring guidelines for assessing student work. The students, who used the guidelines to assess their own work, fully accepted the standards. Parents overcame a feeling of intimidation, became familiar with schools, and learned how to communicate with teachers and staff.

• The University of Texas El Paso (UTEP), which recieves 85 percent of its students from El Paso schools, and where 70 percent of its 500 teaching graduates become employed, created a new teacher training curriculum which emphasized parent engagement. It emphasized parent communication, especially how to treat unschooled parents with respect. Student teacher intern time was doubled and included home visits to discover what was imporatant to the parents.

• Actual school level involvment from the business community has increased but has been mixed. Twenty one local companies are volunteering employee time to serve as classroom guest lecturers, readers, or resource people. This has increased the understanding of school reform dialogue between business and schools, but much more can be done.