PARENT TUTORING Context and p roblems Existing parental involvementexpectations Aims and objectives Initial project period Target group children and parents ID: 650802
Download Presentation The PPT/PDF document "PAIRED READING PLANNING" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
PAIRED READING PLANNING –– PARENT TUTORING
Context
and
p
roblems
Existing
parental involvement/expectations
Aims
and objectives
Initial
project period
Target
group
:
children and parents
Staff
trainingSlide2
PAIRED READING PLANNING –– PARENT TUTORINGBook
access
–
sources
Recruitment of
parents
Training of
parents and children
Support
and monitoring
Feedback
and re-contracting
EvaluationSlide3
CONTEXTAge range of school
Head
teacher interested?
Other
teachers interested
?
Project c
oordinatorSlide4
CONTEXTSize of school Ethnic
minorities
Social
advantages/disadvantages
Size of
catchment area and ease
of
access
to
school
Other
information
about
catchment areaSlide5
CONTEXTSchool reading standards – data?
T
eaching of reading in
the
school
Head
teacher/school
development
plan
Aims/wider problems
Estimated likely
response of
staffSlide6
CONTEXTHistory of parental involvement:
(a) Social
and fund-raising
events
(b) Response
to open evenings,
etc.
(c) Specific
parental work in
school
(d) Contact
with parents of target
children
Other
re:
quality of
school–community relationships
Any likely
problemsSlide7
OBJECTIVESTarget Group Ages (tutees
)
Classes
Number
Distribution of
reading attainmentSlide8
OBJECTIVESTutors Natural parents
Parent v
olunteers
Staff
volunteers
Other combinationSlide9
OBJECTIVESProject period (initial
‘trial’
period
)
Specific
objectives
:
______________________
______________________
______________________
______________________
_______________________Slide10
MATERIALS
Child’s free selection/guided child
s
election
(how guided
?)
For each source
of books,
current and
proposed access
and
loan recording
system
School
library
Classroom l
ibraries
Internal
special collectionsSlide11
MATERIALSLoan
special collection
Reading
scheme (basal
r
eaders)
School
bookshop
Community l
ibrary
Other/special eventsSlide12
RECRUITMENT
A. First
introductory letter:
with
school
report/newsletter
at/after open evening?
timing?
B. Detailed
invitation
to
meeting(s):
timing?
reply
slip?
C.
Reminder:
timing?
reply slip?Slide13
RECRUITMENT
Consider:
Mail or child delivery?
Invitation in person to parents who come into school?
How to
energise
children to
persuade
parents into coming?
What advance build-up in school?
Advance target group children meeting?
Telephone contact with parents?
Home visits for personal invitation?
Posters or public notices as well?
Local press publicity?Slide14
TRAININGInitial
staff briefing/training
Time
Date
Duration
Response/reactions?
Who subsequently
practised?Slide15
TRAINING FOR TUTORS/TUTEES: OUTLINE
One meeting or two
?
Two-stage training or two parallel meetings
?
With children (what
about
siblings
?)?
Time(s
)?
Day(s)
and date(s)?
Transport provided
?Slide16
PLACEPosition of electric points
Access
to TV/OHP
Access to books for
practice (pre-chosen?)
Practice
space
Crèche/childminding/play space
Arrangement for
refreshments
W
hen?Slide17
TRAINING FOR TUTORS/TUTEES: DETAILWho will do what
?
Welcome
Introduction
How
not
t
o
d
o
i
t
:
video
or role play
?
Talk:
how
t
o
d
o it
Demonstration
Video/live
role
play/live
child
demo
Practice (
m
onitors?)
Questions
Talk on
access
to
books/home–school records/other follow-upSlide18
SUPPORT AND MONITORING
For
children
and p
arents
(
1
) Home–school
r
ecords
:
Cards,
sheets
or
books?
Returned
to whom and when?
(
2
)
Meetings in school:
Surgery or booster
?
Individual or group or both
?
With whom?
When?
How often
?
(
3
)
Home
Visits
:
By whom
?
To whom
?Slide19
SUPPORT AND MONITORING
For
project
staff
Mid-
p
roject
r
eview
:
Time?
Date?
Consultant to visit?
End of project
r
eview
:
Time? Date?
Consultant to visit?Slide20
FEEDBACKFeedback meeting:
Individual:
children
present?
Group?
Children/parents together/separate/both?
Time(s
)?
Date(s
)?
Place?Slide21
FEEDBACKFormat: School perceptions
P
arent
perceptions
C
hild
perceptions
E
valuation
results
Client
critique of training/follow-up
O
ptions
for continuation (e.g. continue as now, continue with reduced frequency, continue with adjusted method, stop with view to later restart if required)
Pair decision
re: continuation
and
record of this
Certificates or other commendation for childrenSlide22
EVALUATIONReading tests/assessments already in use in school:
Frequency?
Time of
year?
How far back does data exist
?Slide23
EVALUATIONMeasurement:
Standardised
r
eading
t
est(s
):
Individual?
Group?
Pre-
/post-/baselined/control
g
roup
?
Criterion-referenced
r
eading assessments
(IRIs
, Cloze tests, Word
lists
,
etc.)?
Other: e
rror
frequency counts,
rate
,
no
. of books read,
etc.?Slide24
EVALUATIONAttitudinal/affective/subjective outcomes:
Attitude or
self-esteem
s
cales
?
Structured
teacher
o
bservations
:
checklist
or
interview?
Structured
child
o
bservations
:
questionnaire
or
interview?
Structured
parent
o
bservations
:
questionnaire
or
interview?Slide25
EVALUATIONWas the project well organised (process
)?
Which of your objectives were met? To what extent
?
How would you improve it next time?
How to collect data for long-term follow-up?
In 6/12/18/24
months?