Parents Helping Children Succeed in School Vanessa Arthur

Parents Helping Children Succeed in School Vanessa Arthur - Maritza Munzón - Judith Oron - Rose Waringa

Parents Need More Support to Help Children Succeed in School –Broken relationship between parents and teachers –Parents do not know how to contribute to their child’s learning

Parents Can Play an Important Role in Academic Success –Parents need to adopt new behaviors. ▪ Sitting down with the child ▪ Meeting with the teacher –Parents are the gatekeepers of schooling, but are not included in decision-making

Connecting Parents to Classroom Expectations IR 1: Parents’ perception of education quality improves IR 3: Children's’ Learning in school increased IR 3. 1 - Parental understanding of classroom expectation for children’s academic performance achieved. IR 3. 2 - Increased attendance and participation in Parent. Teacher meetings IR 3. 3 Parents more engaged at home in supporting children’s academic success. Intermediate Results Strategic Objective : By 2019, 30% of KC HH currently living under poverty ($2 per day/per person) will achieve sustainable livelihood. IR 2: Increased parental engagement in school instruction and governance

Changing Behaviors at Home to Build Success at School –Parental understanding of classroom –Home engagement leads to academic success. ▪ Examples : – Parents ask “Can you show me what you did at school today? ” – Parents check in on their children’s progress – Parents make everyday tasks into learning activities

Problem Tree A Web of Reasons Prevent Primary School Completion

Connecting Home and School Will Lead to Higher Reading and Math Scores Strategic Objective : By 2019, 30% of KC HH currently living under poverty ($2 per day/per person) will achieve sustainable livelihood. Log Frame Purpose To improve academic achievement of at-risk children in Kisumu County. Indicator By 2019, an annual increase of 15% is achieved over the baseline average of reading and maths readiness test scores of Primary 1 to Primary 3 students in targeted Kisumu County schools. Outputs • Network of parent/caregiver support groups • Two-way feedback system to connect home and school and strengthen child’s academic progress • Network of peer-to-peer providers of psycho-social support for children’s well-being • teacher-to-teacher support system.

Influencing Behavior Change with Information and Knowledge Mobilization Supply Improvement/Demand • Social Marketing Campaign • Promote Parental Engagement Organization Capacity Development Knowledge Generation • Committee Training on School Based Feeding Program • Provide Parents with Information Individual Capacity Development Materials • Outreach program meetings with community members • School Materials, Fees and Uniforms

Impact Continues After the Project Scale Up Adaptable Activities vs Not Adaptable Activities • Adaptable - The country government will be more active in integrating formal parent-teacher meeting into the education system • Not Adaptable -Communities begin to establish parent training workshops in other rural areas outside of OF’s target population • Not Adaptable - Parent support groups will actively taking a role in the management of the initial education program Sustainability • Parent workshops and trainings = new parenting skills • Parent support groups will continue to meet • Nutrition program will establish quality assurance procedures Exit Strategy • • Phase Down to Phase Out Reducing the number of workshops and trainings gradually Reducing the number of students monitored with graduations. Reducing the number of school materials being distributed as student graduate at the end of the third grade Gradually reducing the number of talk shows per year

Four Small Things that Make a HUGE Impact 1. Problem tree for project design 2. System map = Relationships 3. Keep the reader in mind when writing proposals. Make your proposal stand out! 4. Mary the Consumer