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Dorothy Rich: Megaskills

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Confidence Motivation R Effort Responsibility To Ensure A Initiative Lifetime of Achievement Perseverance Caring CLINTON LIBRARY PHOTOCOPY Teamwork Common Sense Problem Solving HOME STADOL Focus COMMUNITY MegaSkills Education Center of The Home and School Institute 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 http://www.MegaSkillsHSI.org CLINTON LIBRARY PHOTOCOPY The Power of MegaSkills® ® Academics + Multiple Intelligences + Character Development = The MegaSkills Program CLINTON LIBRARY PHOTOCOPY MEGASKILLS Habits, Attitudes and Behaviors For Doing Well in School and on the Job CLINTON LIBRARY PHOTOCOPY HOME SCHOOL COMMUNITY The Home and School Institute / MegaSkills® Building Abilities To Achieve In An Era Of Technology And Change School / Community Leadership Development Training MegaSkills® Leader Training for Parent Workshops MegaSkills® Essentials for the Classroom The New MegaSkills® Bond The MegaSkills® School Program Discussion Groups What Do We Say? What Do We Do?® MegaSkills Conversation Method for Solving Common School / Home Problems Learning & Working for the Middle School Grades Business and Workplace Programs MegaSkills: "Our Inner Engines of Learning" The MegaSkills® Education Center of the nonprofit Home and School Institute Developing educational partnerships among schools, families and the community a My Steps To Success MEGASKILLS confidence effort pesi nsibility responsibility 3 caring Tearnwork common 1 sense prop problem em solving problem solving focus MegaSkillsEducationCentel Washington,D.C www.MegaSkIlsHSI.org WN A STATISTICAL PORTRAIT OF MEGASKILLS® PROGRAMS 1989-December 1998 MegaSkills is an "expanding universe": This portrait delineates the use of the MegaSkills Program nationally which began with the Parent Workshop Trainings in 1989. MegaSkills programs grow from the 30 year experience of the nonprofit Home and School Institute in the field of school and family/community involvement. States Represented 48 Schools Implementing the MegaSkills Programs 3,248 (Count began in 1993) Trained to Lead MegaSkills Parent Workshops 8,264 (1989-December 1998) Certified MegaSkills Leaders 1,727 (Leaders who have successfully completed five or more workshops for parents) Number of MegaSkills Workshops Conducted by Certified Leaders 10,588 Parents Participating in MegaSkills Workshop Programs 123,850 Teachers Trained to Teach MegaSkills Essentials in the Classroom 2,710 (This program began in 1993) Number of Children Learning MegaSkills in their Classrooms 66,200 Major Corporations and Businesses Sponsoring and Facilitating MegaSkills Programs for Employees and for the Community 221 (Note: This group includes Employee Service Initiatives and school/business partnerships, such as Fort Wayne and York Chambers of Commerce, The Sears Roebuck-Foundation, Kraft Foods, Merck, IBM, USAA Insurance Company, Houghton Mifflin, Xerox and TIME for Kids.) Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus ©The Home and School Institute, 1999 Based on MegaSkills@Building Children's Achievement for the Information Age by Dorothy Rich, Ed D. MegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202)466-3633 WWW MegaSkillsHSLorg MEGASKILLS® PROGRAM IMPACT The Austin, Texas Independent School District using the MegaSkills Leader Parent Program tracked 1196 students in grades pre K-6. Students whose parents attended MegaSkills Workshops showed: Higher scores on statewide achievement tests, fewer discipline problems, higher attendance rates and higher test scores than the national average. Parents indicated that they now feel more able to become involved in their children's education and have better communication with their children. Principals of the involved schools corroborate these findings and strongly support continuing the program. Memphis State University researchers, evaluating the impact on students and families participating in the MegaSkills Workshop Program in Tennessee, found a significant extension of learning time beyond the classroom: Homework Time: Children spending six hours a week on homework doubled, while those spending less than one hour decreased. TV Time: Average time children spend watching TV during the school week decreased 31 minutes per week. Time not spent on TV was spent on homework. Parent/Child Time: Average time parents spent with children each day increased after the workshop to 2.25 hours from 2.02 hours. In Louisville, KY, the first MegaSkills School under a grant from the US Department of Education Learning Choice Magnet Program, began at Maupin Elementary School. (This data is summarized from the University of Louisville Evaluation, 1994.) A MegaSkills School combines four major elements: school environment, parent involvement training, classroom training, and Bond training. All work towards the accomplishment of the MegaSkills School Achievement Ladder which includes reducing discipline incidents and building and sustaining parent involvement in the school and at home to support student achievement. Maupin school data indicate more than 90% of teachers have integrated the program into their individual class curriculum. More than 50% of the teachers use the specific MegaSkills curriculum units at least once a week. More than 75% of teachers using the MegaSkills Essentials found children having more respect for others, working more cooperatively, more able to concentrate and pay attention, having fewer discipline problems and showing greater responsibility in completing assignments. (Documentation on program impact for HSI/MegaSkills programs must be cited only in reference to HSI programs and is not applicable to other parent involvement programs.) Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus ©The Home and School Institute, 1999. Based on the book MegaSkills Building Children's Achievement for the Information Age by Dorothy Rich, Ed.D. MegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHSl.org An Interview with Dorothy Rich Recipes for School Success The KAPPAN - June 1999 in the early 1960s to construct "recipes" in its third edition with more than 350,000 BY MARK F. GOLDBERG and to generate modest ideas that would copies sold. The book has been endorsed teach parents how to help their children by Marian Wright Edelman. president of learn what they needed to the Children's Defense know to achieve academ- Fund: by Robert Chase. Mr. Goldberg talks with 11 ic success. She began of- president of the National fering workshops to par- Education Association; by woman who parlayed the ents. teachers, administra- Tipper Gore: and by former paraphernalia of daily home life tors, guidance counselors, senator and now Presiden- into a program that enables her and other school profes- tial candidate Bill Bradley. sionals. Rich's original pur- This is heady stuff for a to influence parent involvement poses were to teach par- woman raised in a modest across the country. ents the homespun meth- home in Michigan where ods they could use to help "chickens roamed in the their children get ready for backyard." N ENERGETIC. bright. deter- success in school and to A Dorothy Rich grew up mined. and plainspoken wom- show educators how they as the child of immigrant an, Dorothy Rich took the obvi- could help parents use parents in the 1930s and ous and the mundane and trans- these methods. It soon be- early 1940s in Monroe, formed them into a well-organ- came apparent to Rich that ized educational enterprise. Everyone in Dorothy Rich Michigan. "Mine is the selected parents and school first generation in my fam- education knows how crucial the family personnel could train other groups. ily to go to college." she relates. In fact. her is to a child's educational success, but rare- Dorothy Rich's recipes for school suc- parents were never comfortable with Eng- ly do educators do more than bemoan the cess became known to many community lish and spoke Yiddish at home. But they fact that a particular child is ill-prepared and educational organizations in the 1970s. did emphasize the extreme importance of to learn. During the 1960s and 1970s. when particularly in the Washington. D.C., area education to Dorothy and her brother. the continuing calls for school reform be- where Rich lived. Michael Casserly, execu- both of whom eventually earned doctorates. gan to sweep the profession as a result of tive director of the Council of the Great and they did everything they could to en- books by such people as John Holt. Chris- City Schools, lauds Rich as one of a hand- courage their children to do well in the topher Jencks, and Jonathan Kozol. it was ful of people who understood early on the "solid. excellent. supportive schools in the rare educator who thought to put to- important role families could play and who Monroe, where teachers really cared gether the hundreds of ways in which par- eventually influenced the parent involve- about you and taught with purpose." ents could be of specific help to children ment component of the federal Title 1 pro- When Dorothy was 13. her mother died in their homes. Almost all the reform and gram. Rich now works with the U.S. De- after a two-year illness, and the family support programs then and since - such partment of Education on ways in which moved to Detroit. Her older brother went as Head Start or programs to train teach- parents can be part of any improvement to college. and Dorothy found herself an ers and administrators to do things differ- or reform program. outsider in the city high school. "which ently in the school - have concentrated on The Home and School Institute - in- was too big and where it was difficult for offering help outside the home. corporated as a not-for-profit organization a teenager to break in socially if you didn't But Dorothy Rich took a different ap- in Washington, D.C., in 1972 with Dorothy know people from the earlier years." In proach. Using paper cartons, tables, lamps, Rich as its president - has to date trained spite of that. Dorothy did well in her school- chairs, electric bills. and other parapher- more than 100,000 families in 48 states in work. went to the University of Michigan nalia of daily life in a home. Rich began the art of using egg cartons. empty boxes. for two years. and completed her under- MARK F. GOLDBERG is an education the monthly rent or mortgage bills. vacuum graduate work at Wayne State University. writer and consultant who lives in East Sc- cleaners. and cars to help children both at By 1964 she had earned a master's degree tauket. N.Y. He recently published How to home and in school to get ready to learn. from Teachers College, Columbia Univer- Design an Advisory System for a Secondary Rich's book MegaSkills, first published by sity: had taught in two schools in different School (ASCD. 1998). Hi can be reached at Houghton Mifflin in 1988. organizes many states: had married and moved to Washing- [email protected]. of her ideas and specific lessons and is now ton. D.C.: and was the at-home mother of 770 PHI DELTA KAPPAN two small children. As a result of what she cation asked Rich to develop a program Place.' The special place is a simple box had learned in the previous few years at for special education. She "took rooms in at the front door. This is where the child, Teachers College and as a high school teach- two schools in Washington and turned them assisted by a parent if necessary, places er in Virginia, she began conducting work- into a replica of a home. Throughout this everything he or she will need for school shops for teachers and parents in the home I attached special education home- in the morning." The telephone is an ex- evening division of the University of Vir- learning recipes to walls, furniture. and cellent tool for teaching Confidence. "With ginia. lamps. The children would come in with a very young child, we do activities that When Rich taught high school in Vir- their parents, and we would demonstrate help the child to get confident about dial- ginia in the late 1950s and asked her col- how this works. It was called The Family ing numbers, dialing grandma, reading left leagues in several grades why so many Place, and I trained teachers and parapro- to right. With an older child, we use the youngsters did not seem prepared to learn, fessionals to do the training." Rich's pro- telephone to get information. When does she got a standard answer. "My high school gram kept expanding into areas such as the movie start, or when does the library colleagues said the junior high teachers bilingual training or training that concen- close?" didn't do the job; the junior high teachers trated on the specific needs of the Ameri- MegaSkills is not designed to substi- blamed the elementary teachers, who in can Postal Workers' Union or the Ameri- tute for the work of school, although the turn blamed the family. So I began to ask, can Red Cross or Parents Without Partners. program does link recipes to academic What do we want the family to do?" Moth- By 1987 Rich was able to "pull togeth- objectives. Looking at a mortgage state- erhood gave her considerable insight into er my work from many previous years and ment or an insurance policy with a young- just how rapidly and how much children programs" and develop it into an organized ster is linked to mathematics and reading. could learn at home. In the professional program with application to all groups in- Pointing out natural objects while walking literature, she was influenced by the work terested in education - but there was no down an ordinary street with a child links of Benjamin Bloom, who had "started to book to illustrate her accomplishment. to science. Nothing in the MegaSkills pro- measure what children learn before they Rich had received support from the Mott gram is extremely complex or demanding. come to school. Bloom was interested in Foundation and the John D. and Catherine That sort of work is left for school. This the role of the family - something that was T. MacArthur Foundation. She had also is basic preparation for success, and Rich never mentioned in any teacher-training taken the program around the country and is the first to acknowledge that her pro- work." Rich soon became convinced that had prepared several of the best partici- gram is "not rocket science." What is rock- there were skills that children needed to pants in her program to become trainers. et science about her program, however, is learn outside of school if they were going In addition. Rich had received her doctor- its organization into 11 categories, the hun- to do well in school subjects. ate from Catholic University, where her dreds and hundreds of elegantly simple and In 1964 Rich began a Sunday column work focused on the relationship between well-conceived recipes to support the cat- in the Washington Post called "Home and home learning and school achievement. Her egories, and the many applications for the School." Each week. she wrote about spe- doctoral work, of course, got her to think MegaSkills. No parent or teacher or group cific ways in which families could help more seriously about organizing her les- of parents and teachers could easily put children prepare for school. "This was be- sons, recipes, and training programs more together what more than 30 years of care- fore the time of self-help books and in- carefully and coherently. Just at that point, ful thought, accumulation of successful les- cluded recipes for promoting learning in Don Cameron of the National Education sons, and field-testing have created. English, social studies, mathematics, and Association, where Rich rented office space, MegaSkills is a brand name for the reci- other school subjects." The recipes began saw the piles of booklets and pamphlets pes it represents. But it is also a proven to pile up, Rich began to have a serious and materials all over her office and told and serious training program. "If you're readership, and she was now conducting her, "You're the Dr. Spock of education, going to call it MegaSkills, you must use more fully developed workshops for par- Dorothy, but not enough people know about the MegaSkills training activities, and you ents called "Success for Children Begins you. You've got to pull all this together in don't just put in positive parenting or some at Home." a book." Cameron's persistent encourage- other material that may be respectable but By 1972, when Rich established the ment was the impetus for Rich to write is not part of this program. This is not a Home and School Institute, she had hun- MegaSkills. management program of children; it is not dreds of recipes for learning that began to "The MegaSkills are the values, the at- a discipline program; it's a program de- form around such concepts as confidence titudes, and the behaviors that determine signed to build academics and character and responsibility - concepts that would success in school and on the job." she development in young people - basical- eventually become what Rich calls Mega- states. Over a period of years, the skills ly the habits and attitudes and behaviors Skills. The University of Virginia's North- that emerged were Confidence, Motivation, you need for learning and ultimately for em Virginia Center, Trinity College, and Effort, Responsibility, Initiative, Persever- job success." The focus is on using the home Catholic University began to support Rich's ance, Caring. Teamwork. Common Sense, to supplement what the school does. not work. In addition, "I had a considerable Problem Solving. and Focus. And it was to supplant it. The parents or the profes- following from the Washington Post col- around these 11 MegaSkills that Rich or- sionals who are going to train the parents umn, and school districts would often give ganized her book. There are dozens of reci- go through a fully configured workshop me a room where I could do training. Some- pes to go with each skill, and new recipes that includes warm-up activities, demon- times the schools paid for this, and some- are developed each year. "If I'm going to strations, lectures, and small-group activ- times parents paid." teach a youngster responsibility. for in- ities. There is considerable room for cre- In 1980 the U.S. Department of Edu- stance, one recipe is called 'My Special ativity on the part of the workshop leader JUNE 1999 771 in how things are presented. but the broad all of the books and materials that are and in turn train people in their local areas. outline and most of the activities are pro- needed for the session as well as any fol- In fact. MegaSkills training stresses the vided. low-up meetings. There are eight quali- obligation to share what you have learned All the publicity for MegaSkills is by fied trainers and 1.500 certified workshop with others. Altogether, these leaders have word of mouth. From Saipan to Alaska, leaders who have taught MegaSkills work- appeared in 3,000 schools in the U.S. from New York to Nebraska. MegaSkills shops in four countries and 48 states. These Dorothy Rich's work has been recog- workshops are held because some com- are all experienced people who have come nized and honored in many ways. She has munity group or school has requested a through the ranks of the organization. The received citations for the excellence and session. Usually there are 24 people tak- leaders work with Rich, are highly quali- usefulness of her work from the National ing part in a one- or two-day workshop. fied. and do all the original training of a Governors' Association and the U.S. De- although longer workshops can be pro- group. The trainers are some of the best partment of Education. In 1992 the Mega- vided. The cost of the workshops includes people who have gone through workshops Skills program received the A+ for Break- ing the Mold Award from the U.S. Depart- ment of Education after several school dis- The Dorothy Rich tricts reported good results. In Memphis. 'Learning Leaders' Awards Program for example. researchers from Memphis State University reported that MegaSkills students were watching less TV than oth- T HE Dorothy Rich Awards will consist of $500 cash grants from the Home er students. Research specialists from the and School Institute, which will be made to 10 individuals to support edu- schools in Austin reported that students cators' practical visions for a stronger educational future for children. exposed to MegaSkills got better scores Themes for the awards program. The awards focus on educators and parents on national and state achievement tests and who are helping one another to help children develop and maintain their love of had fewer discipline problems in school learning - putting across the educational values that really matter. The awards than other students. will focus on the work of educators in problem solving for at-risk children and on None of this completely satisfies Dor- the educational role of the family. othy Rich. She wants entire schools to be Eligibility requirements. To be eligible, teachers and administrators must be organized around MegaSkills. Indeed. she currently working in compensatory education with a record of demonstrated ex- even has a visionary plan for a MegaSkills perience in family/school efforts. Membership is required in one of the following city. Rich is certain that youngsters today national organizations that have a record of cooperation with the Home and School are less prepared to learn than they were Institute: Council of the Great City Schools, National Education Association. Na- 25 years ago. "MegaSkills can give students tional Association of Elementary School Principals, National Association of Fed- a structured program to move through the eral Education Program Administrators, and Phi Delta Kappa. mess and endless complexity of learning. Nomination procedures. Teachers, principals, and other administrators may Just because a teacher says something to submit nominations of individuals they know; self-nomination is acceptable, as a student doesn't mean the student has ab- well. A brief nomination form is available from the Home and School Institute. sorbed or learned it." Students need the It is to be accompanied by two brief recommendations from children, parents, or basic supporting structures to be able to colleagues. focus on learning: the 11 skills that en- Entry submissions. Lively and informative presentations are encouraged and able all important learning in school and in can be submitted in a variety of formats - written, audio, graphic - along with work. Rich is equally convinced that many an end product addressing these four items: 1) a key problem related to parent in- adults are also lacking in MegaSkills and volvement and children's school achievement; 2) actions taken to solve the prob- can't be proper role models for young peo- lem and the impact of those actions: 3) a statement of vision for a stronger learn- ple. In her characteristically energetic and ing community for children, along with a description of the nominee's efforts to creative way. Dorothy Rich continually build such a community; and 4) how the nominee plans to use the award to fur- thinks of new audiences. new recipes, new ther the vision. training ideas, and new ways to get peo- Criteria. Are the messages worth hearing? Worth sharing? What can others ple to pay attention to the MegaSkills pro- learn from them? Do the changes and ideas make a needed contribution to the gram. She has decided that. instead of field? Do they display a sense of innovation and a creative approach to problem putting "children first. I now believe it's solving and to improving the educational process, especially for children in need? parents and teachers first. We have to teach Entry deadline. The deadline for completed entries is 30 June 1999. Winners them MegaSkills. SO they can be proper will be announced through the participating national organizations, their newslet- role models. and SO they can teach those ters, and webpages; through press releases to media and school districts; and on skills to children." the Home and School Institute website. Those who would like to learn more about the MegaSkills program should write to For more information and the brief nomination form, contact: MegaSkills Dorothy Rich at the following address: Dor- Center. Home and School Institute, 1500 Massachusetts Ave. N.W., Washington, othy Rich. President. Home and School In- DC 20005; ph. 202/466-3633; fax 202/833-1400; e-mail: HSIDRA @erols.com; stitute, MegaSkills Center. 1500 Massa- website: www.MegaSkillsHSI.org. chusetts Ave. N.W., Washington, DC 20005: ph. 202/466-3633. 772 PHI DELTA KAPPAN HOME STABOL MEGASKILLS® EDUCATION CENTER 1500 Massachusetts Ave., NW Washington, DC 20005 of Tel: (202) 466-3633 The Home and School Institute, Inc. Fax: (202) 833-1400 COMMUNITY www.MegaSkillsHSl.org Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Members of the HSI Board Dorothy Rich President James Van Dien Treasurer John Bottum US Department of Agriculture WHAT MEGASKILLS AND THE HOME AND Miriam Bazelon Knox Public Member. Chair National Advisory Council SCHOOL INSTITUTE ARE ALL ABOUT Misbah Khan. M.D University of Maryland School of Medicine AND CAN DO FOR YOU National Advisory Council Ronald Blackburn-Moreno National Executive Director Aspira Association Don Cameron Executive Director Comprehensive Reform for True Learning National Education Association Elizabeth Campbell Vice President for Community Affairs WETA Michael Casserly Executive Director Council of the Great City Schools The nonprofit Home and School Institute designs and provides training and Harvey C. Dzodin Fice President ABC Television materials to build successful learning and achievement for children and adults Ameld Fege President Public Advocacy for Kids in school and beyond. After years of testing, these are now available to teachers, Susan Gurin Executive Director parents, employers and the wider community. National Association of School Psychologists Andrew Hartman Even Start/Literacy Programs Phillip Harris Director The unique and special focus of the Institute, founded by Dr. Dorothy Rich, is Center for Professional Development Ph: Delta Kappa Paul D. Houston MegaSkills. These are the habits, the behaviors, and attitudes vital for Executive Director American Association of School Administrators achievement. They are the inner engines of learning. David Imig President American Association of Colleges of Teacher Education A Sidney Johnson Executive Director This Institute offers award-winning MegaSkills training programs and Prevent Child Abuse America Leanna Landsmann President publications nationally and internationally. Evidence from these programs in TIME for Kids Evelyn Moore President over 3,000 schools indicates higher test scores, increased self-discipline for National Black Child Development Institute J. Douglas Phillips students and improved abilities of teachers and parents to become involved Executive Director, Strategic Planning (Ret , Merck & Co: Inc and successful. Harold P. Seamon Deputy Executive Director National School Boards Association Johnetta Smith Principal Charles Young School With thirty years of research and experience, the Institute delivers education for DC Public Schools James Van Erden Director, Workforce Development the information age. MegaSkills focus on the needs of adults and children as Goodwill Industries International Joan Worden President learners in school, in the workplace, in life. WNS Group Edward Zigler Sterling Professor of Psychology Yale University Harriett Stonehill Director MegaSkills Education Center Building the "Inner Engines of Learning" for Success in School and Beyond The Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization. e-mail: [email protected] 10:04 FAX SEN SCHUMER I 002 O:\KIN\KIN99.457 DISCUSSION DRAFT S.L.C. 106TH CONGRESS 1ST SESSION S. IN THE SENATE OF THE UNITED STATES Mr. SCHUMER introduced the following bill; which was read twice and referred to the Committee on A BILL To amend title II of the Elementary and Secondary Edu- cation Act of 1965 to provide grants for mentor teacher programs. 1 Be it enacted by the Senate and House of Representa- 2 tives of the United States of America in Congress assembled, 3 SECTION 1. SHORT TITLE. 4 This Act may be cited as the "21st Century Mentor 5 Teacher Act". 6 SEC. 2. MENTOR TEACHER PROGRAMS. 7 Title II of the Elementary and Secondary Education 8 Act of 1965 (20 U.S.C. 6601 et seq.) is amended— 9 (1) by redesignating part E as part G; and 10:09 FAX SEN SCHUMER 010 D:\KIN\KIN99.457 DISCUSSION DRAFT S.L.C. 9 1 velopment and training to local educational 2 agencies; and 3 "(B) have established partnerships or pro- 4 pose to establish partnerships with private busi- 5 ness entities or public 01' private nonprofit enti- 6 ties to carry out the activities described in sub- 7 section (d). 8 "(3) PRIORITY.-In awarding grants under 9 paragraph (1), the Secretary shall give priority to el- 10 igible entities that are in a partnership or propose 11 to be in partnership with a private business entity 12 or public or private nonprofit entity that is nation- 13 ally recognized for a record of providing effective 14 training, programs, and materials to promote family 15 and community involvement in education, such as 16 the Home and School Institute, Inc. 17 "(4) GEOGRAPHIC DISTRIBUTION.-To the 18 maximum extent practicable, the Secretary shall 19 award grants under paragraph (1) SO that such 20 grants are equitably distributed geographically 21 throughout the United States. 22 "(b) DURATION.-A grant awarded under subsection 23 (a) shall be awarded for a period of 5 years. 24 "(c) AMOUNT.-The amount of a grant awarded 25 under subsection (a) shall be determined based on- HOME SCHOOL MEGASKILLS® EDUCATION CENTER 1500 Massachusetts Ave., NW Washington, DC 20005 of Tel: (202) 466-3633 The Home and School Institute, Inc. COMMUN Fax: (202) 833-1400 www.MegaSkillsHSI.org Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Members of the HSI Board Dorothy Rich President October 1999 James Van Dien Treasurer John Bottum US Department of Agriculture Requested Response On Education Summit Paper Miriam Bazelon Knox Public Member, Chair Where Are The Parents? National Advisory Council Misbah Khan, MD. University of Maryland School of Medicine National Advisory Council I applaud the positive tenor of this most recent Education Summit. Yet, Ronald Blackburn-Moreno National Executive Director because I work with academic and character programs in over 3000 schools Aspira Association Don Cameron nationally. I am concerned and surprised about the lack of attention in the Executive Director National Education Association summit paper to the educational role and responsibilities of the family. Elizabeth Campbell Vice President for Community Affairs WETA This is the basic human connection in education. Governor Gray Davis in Michael Casserly Executive Director Council of the Great City Schools his remarks called parents the first teachers. Yes and not only are they first Harvey C. Dzodin they are also the continuing and reinforcing teachers. Vice President ABC Television Amold Fege President The reality is this. We can change the books, put in more teachers, fix Public Advocacy for Kids buildings. But kids won't learn (what we want them to learn) unless they Susan Gorin Executive Director National Association of have the will to learn. This reality derives in great part from children's out School Psychologists of school experience, especially in the home. Andrew Hartman Even Start/Literacy Programs Phillip Harris Director My message, drawn from over 30 years in the field, as a "pioneer" in family Center for Professional Development Phi Delta Kappa and community engagement in education is this: we have to find new and Paul D Houston Executive Director more ways to connect kids with adults and adults with adults. I call these American Association of School Administrators "Relationships for Learning." Columbine and more places than we want to David Imig President remember are continuing reminders of this critical need. American Association of Colleges of Teacher Education A. Sidney Johnson Executive Director At the same time, we have to develop students' capacities for ongoing Prevent Child Abuse America Leanna Landsmann learning and not just for this year's test. but for all the days and tests to President TIME for Kids come. I call these "MegaSkills" but by whatever name, they are essential for Evelyn Moore President real learning. We can build these abilities. That is why I urge the National Black Child Development Institute Education Summit to put the vital elements of family responsibilities and J. Douglas Phillips students' own desire to learn into their recommendations for improved Executive Director. Strategic Planning (Ret) Merck & Co., Inc. schooling. Harold P. Seamon Deputy Executive Director National School Boards Association Johnetta Smith Principal Charles Young School DC Public Schools James Van Erden Director. Workforce Development Goodwill Industries International Dorothy Rich, Ed. D. Joan Worden President Founder/President WNS Group Home and School Institute Edward Zigler Sterling Professor of Psychology Yale University Author of MegaSkills®: Building Harriett Stonehill Children's Achievement for the Director MegaSkills Education Center Information Age Building the "Inner Engines of Learning" for Success in School and Beyond The Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization. e-mail: [email protected] HOME STRODL MEGASKILLS® EDUCATION CENTER 1500 Massachusetts Ave., NW Washington, DC 20005 of Tel: (202) 466-3633 COMMUNITY The Home and School Institute, Inc. Fax: (202) 833-1400 www.MegaSkillsHSI.org Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Members of the HSI Board Dorothy Rich 1999 President James Van Dien Treasurer John Bottum US Department of Agriculture Students, Parents, Teachers Agree: MegaSkills uniquely build the achievement Minam Bazelon Knox Public Member, Chair and the character that students need for success in the information age-- National Advisory Council using instructional strategies for diverse, individual needs. Misbah Khan. M.D. University of Maryland School of Medicine National Advisory Council One principal tells another: "MegaSkills Works!" Ronald Areglado Associate Executive Director National Association of Dear Colleague: Elementary School Principals Ronald Blackburn-Moreno National Executive Director Aspira Association We are delighted to learn that you are interested in the MegaSkills® Training Don Cameron Programs. Program documentation indicates increased parental involvement, student Executive Director National Education Association attendance and test scores and decreased student discipline problems. Elizabeth Campbell Fice President for Community Affairs WETA Michael Casserly MegaSkills Programs are now being used with success by over 3000 schools in 48 Executive Director Council of the Great City Schools states. Compensatory Education Funds support these training materials and Harv C Dzodin Vice President programs. ABC Television Amold Fege President MegaSkills Leader Training: trains educators and community leaders to conduct Public Advocacy for Kids Jeremiah Floyd parent workshops to enable parents to become active educators of their children in Associate Executive Director National School Boards Association ways that provide increased academic achievement but do not duplicate the work Andrew Hartman Even Start/Lateracy Programs done by schools. Phillip Harris Director Center for Professional Development MegaSkills Essentials for the Classroom: trains teachers how to help students Phi Delta Kappa Paul D. Houston develop the behaviors and attitudes needed to succeed in school and beyond. The Executive Director American Association of program provides a specific curriculum and integrates into the regular work of the School Administrators classroom. A Sidney Johnson Executive Direc for National Committee to Prevent Child Abuse Leanna Landsmann New MegaSkills Bond: translates new legislative mandates and national President TIME for Kids educational goals into practical action for educators and parent leaders. The program Margaret Singleton Coordinator for Corporate focuses on building communications, writing compacts, coordinating resources, and and Community Relations DC Public Schools sharing strategies for Goals 2000. Evelyn Moore President National Black Child elopment Institute In an effort to meet school district needs, these programs are each conducted in a one Anna Perez or two day session. Trainings may be conducted on consecutive days. Coordinator. Bilingual Education and Cultural Diversity Baldwin Park. CA. USD J Douglas Phillips Check our web page (www.MegaSkillsHSI.org). Call or E-mail for more details. We Executive Director. Strategic Planning (Ret) Merck & Co. Inc. look forward to working with you. James Van Erden Senior Vice-President National Alliance of Business Joan Worden Harrett President WNS Group Harriett Stonehill Edward Zigler Sterling Professor of Psychology Director, MegaSkills Education Center Yale University Harriett Stonehill Director MegaSkils Education Center Building the "Inner Engines of Learning" for Success in School and Beyond The Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization. e-mail: [email protected] The Home and School Institute MegaSkills Program Origin/Scope IN BRIEF The Home and School The Home and School Institute MegaSkills Program Developer Dorothy Rich, HSI Institute is an independent, Year Established 1972 nonprofit, non-partisan # of Schools Served 3,405 through (1998) organization founded in 1972 by Level All Grades author/educator Dorothy Rich. Primary Goal To build high standards, habits, behaviors and attitudes that The Institute's original school, determine achievement in school community teacher training and beyond Main Features programs were first implemented Teacher training Classroom and parent program at Trinity College and Catholic Specially designed curricula University starting in 1972. In Synergy between school and home Linkage to work world 1988, the MegaSkills Training Multi-languages programs were begun. Through Educational values to build achievement the end of 1998, they are being Results Improvement in student used in more than 3000 schools in achievement and competencies 48 states. based on evidence drawn from field studies by school districts, universities, and feedback from all trainings. (See Implementation and General Description Achievement Sections attached) The Home and School Impact on Instruction integration of MegaSkills into Institute's MegaSkills is an school subjects Students more self-disciplined approach to education that is Increase in teacher abilities to based on the work of Dorothy reach diverse students Student referrals decreased Rich and described in the three Provides a common language for editions of her book, MegaSkills all participants Impact on Heightened teacher morale and (1988, 1992, 1998). The focus of Organization/Staffing ability to work in teams with the approach is on key personal students and with families Impact on Schedule No changes needed to competencies that the author calls accommodate the classroom "MegaSkills®' These are the program which fits into the regular school day. Parent workshops are habits, the behaviors, and the conducted at times convenient for attitudes vital to success in school on-site educators and parents Subject-Area Programs Yes. Classroom program provides and life. Children need adults, Provided by Developer integration activities for reading, teachers and parents, who can math, science, social studies and health. Academic objectives are teach these MegaSkills and indicated for all MegaSkills "connect" with the ways Students Served Title / Yes schooling is organized. This is a English-language Learners Yes two part process: 1) Building Urban Yes Competencies for Learning. 2) Rural Yes Parent Involvement MegaSkills is a basic parent Building Relationships for involvement model focusing on Learning. educational role of the family with specific curricula for home using The developer's work, home and community resources, which has evolved from thirty nonduplicative of the school yet reinforcing the academic objectives years of research and experience, of the school focuses on meeting the needs of Technology No special technology needed in the classroom. Institute's web site learners -- the adults and children services MegaSkills participants involved - rather than on with ongoing technical assistance Materials All curricula and related materials changing the administrative needed to conduct the program structure of schools. The changes (multi-language) provided to all participants as part of the trainings sought are personal changes (the MegaSkills). These in turn create the learning relationships that build and sustain educational achievement. MegaSkills determine achievement. They include Confidence, Motivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork, Common Sense, Problem Solving and Focus. The Institute's programs provide a unique and proven approach to teaching these skills. * MegaSkills Leader Training Seminars train leaders to conduct workshops for families to help children develop MegaSkills. * MegaSkills Essentials for the Classroom provides training for teachers to teach MegaSkills directly to children in the classroom. * MegaSkills Schools combine all of the trainings in an achievement process for school wide programs. The MegaSkills training programs (one and two day seminars with practicum that follows) have been identified as unique because they address simultaneously the social, and academic development of children. All trainings on-site include MegaSkills modules, complete directions and strategies for conducting and managing the program, and on-going technical assistance. A major feature of all MegaSkills Programs is that participants receive a complete program to use immediately. The training programs are designed to have ever widening impact: each participant trained presents workshops for parents and/or programs in the classroom for students. It is estimated conservatively, based on feedback surveys from sites using MegaSkills, that over 100,000 parents have participated in MegaSkills Parent Workshops, making this program the largest in the nation focusing on the educational role of the family. Results (See Student Academic Achievement: Other Data) Parent Involvement Program Schools using the MegaSkills Parent Workshop "rogram consistently report that students benefit from having their parents become more involved in their education. Memphis State University (1990) research found: Homework Time: Children spending six hours a week on homework doubled, while those spending less than one hour decreased. TV Time: Average time children spent watching TV during the school week decreased. Time not spent TV was spent on homework. Parent/Child Time: Average time parents spent with children each day increased. The Austin, Texas Independent School District (1991-1992) found that PreK-6 students whose parents attended MegaSkills Workshops showed: Higher scores on statewide achievement tests; fewer discipline problems; higher attendance rates. A large scale study of the implementation and impact of the MegaSkills parent involvement program in 25 schools in Broward County, FL and 14 schools in San Diego, CA is underway. This study will analyze achievement data of students whose parents substantially participated in the parent workshop program. Classroom Program A study conducted in 1996 at the University of Louisville on the impact of the program on students at the Maupin Elementary School, an inner city school in Louisville serving predominantly African-American students, found that high percentages of teachers identified student behavior and attitude gains, including more responsibility in doing school work, fewer discipline problems and more able to work cooperatively, after the program had been in effect for two years. Similar results have been obtained at the A.N Rice school in Weslaco, Texas, and the Emerson- Bandini School in San Diego, California (1996-ongoing), where the program has been in effect for one and two years respectively. Both these schools serve predominantly Hispanic-American students, including many with limited English proficiency. Test Scores on the Texas Assessment Skills (TAAS) increased considerably at the Rico School in grades 3 and 4 after the program had been in operation in only year (1998). Dramatic gains were made at the third grade level, which the school staff had chosen for special program emphasis. The number of children passing the reading test in 1997-98 rose to 91% from 69% in 1996-97. The number passing the math test rose to 95% in 1997-98 from 75% in 1996--97. Implementation Assistance Project Capacity: The Institute, as its programs have evolved, has identified a network of field associates. Each year the Institute staff and its consultants conduct 40-50 trainings under contract from individual school districts across the states. Each summer MegaSkills Programs are conducted at the Gabbard Institute of Phi Delta Kappa. In 1998 to date, 864 educators have participated in 47 trainings. They represent 500 plus schools. The Institute has a track record for service that extends over two decades. Faculty Buy In: This is encouraged but not required. MegaSkills works extensively with Title I parents/teachers. With the growing number of site councils, many come together to approve of the program before it is launched and to support it as it continues. Initial Training: Sites select participants for the training. Topics include presentations on MegaSkills, demonstrations of classroom and workshop sessions, instruction in the teaching and management of the program, evaluation, connections with the family, and problem solving strategies. Participants work in small study sections. Action plans are developed. Only persons receiving this training conduct this program. Follow-Up Coaching: MegaSkills provides a Leader Certification Process for parent workshop leaders, surveys and evaluation materials for classroom teachers for continuing involvement with HSI and for use in requesting technical assistance and problem solving. HSI also offers a "recalibration" program. Networking: MegaSkills supports an 800 line, E-mail support and an informational web site with a new private service for MegaSkills Network trainees. Implementation Review: MegaSkills staff contact all sites by phone, by E-mail and with surveys twice each year. Successes are shared and problems are addressed. The MegaSkills' office is known for its follow up efforts. Costs Individual site trainings are conducted for a minimum of 24 participants at $315 per person, plus travel costs for HSI trainer. All participants receive full curricula and all materials needed to conduct and maintain the program Fees include continuing assistance from HSI, certification for leaders conducting the parent program, surveys, evaluations, and learning materials for each participant to distribute to all families and students. A new trainer of trainer model is being developed and tested for large city systems. This involves a three year commitment and provides costs savings for large numbers of teachers to be trained. It develops an internal capacity for large districts to continue and expand the program. Call HSI for details. Student Populations MegaSkills Programs have been successfully conducted for diverse populations in diverse sites urban to rural in 48 states and all the way to the Northern Marianas Islands. Groups include African American, Hispanic, Native American, Pacific American, newly arriving immigrant families, and at-risk families. Materials are available in Spanish, Vietnamese, Chinese, Lao and Creole. Materials are culturally sensitive. Home-Learning-Activities for families to use with their children, are provided across the grades from pre-K to secondary school. Special Considerations The importance of this program for educational reform Many of our children are not acquiring the understandings they need about what it takes to succeed and the hope they need for themselves. The MegaSkills program builds these understandings, the true basics that sustain us even as the world around us changes. Today, more than ever, these need to be taught. MegaSkills have been called the "inner engines of learning." They are the qualities, skills and attitudes needed for success in school and beyond. The MegaSkills are based on the study of report cards, personnel records, and interviews with educators and employers. These are lifelong attributes taught and reinforced through this program in the classroom and at home. Selected Evaluations Developer Outside Researchers Rich, Dorothy. (In press 1999). Strengthening Children's Correa, Velda. (1998). Evaluating the Impact of the Abilities to Achieve by Building Relationships for Learning. MegaSkills Program. Audiotape Report. Weslaco, TX. Positive Outcomes for Children's Learning, edited by Arthur Reynolds and Herbert J. Walberg., Washington, DC. Child Welfare League Press Van Dien, James and Eakin, Sybil. (1997). Findings from the Edge, Denzil. (1996). Maupin MegaSkills School-Wide Final Field, The Emerson-Bandini School. Mott Foundation Study, Evaluation. University of Louisville. Louisville, KY Washington, DC. The Home and School Institute Memphis State University. (1990). Learning is HomeGrown. Final Evaluation, Memphis. TN. Office of Research and Evaluation. (1991-92). Austin Independent School District. Austin, Texas. Texas Education Agency. (1998). Third Grade Reading and Math Scores. Sample Sites MegaSkills sites are located in 48 states, the District of Columbia, and Saipan. Among the sites that offer special dimensions of the program: Maupin Elementary School Comer/MegaSkills Program Broward County The First "MegaSkills School" Integrating Comer Process and the 302 Teachers trained throughout MegaSkills Program the County San Diego Schools Broward Co. School System 1309 Catalpa St. 4100 Normal St., Room 2008 701 NW 31 Ave. Louisville, KY 40211 San Diego, CA 92103 Ft. Lauderdale, FL 33311 502-485-8310 619-293-8647 954-797-4654 Attn: Jan Deeb, Director Family Attn: Bea Fernandez, Attn: Vera Ginn, Director. Title I Resource Center Comer Resource Teacher Cynthia Williams, Parent Involvement Robin Dix, Principal Coordinator For more information, contact: The Home and School Institute 1500 Massachusetts Ave., NW Washington, DC 20005 Phone: 1-800-634-2872 Fax: 202-833-1400 Email: [email protected] Web Site: www.MegaSkillsHSl.org Education Center Bold print indicates and School swoh 04 Institute 04/10 two or more trainings in the same city On-Site MegaSkills Trainings 1989 - December 1998 MegaSkills Trainings are truly nationwide, from California to Vermont, from Florida to Alaska, from Texas to Michigan. Over 10,000 registrants have completed MegaSkills training programs now being conducted in 48 states. In 1998 alone, 1,044 registrants received training in the MegaSkills Parent Involvement and MegaSkills Essentials Programs. 8,264 MegaSkills Leaders are conducting parent workshops reaching over 120,000 families from diverse cultural, economic and social backgrounds. 3,248 teachers have been trained in Classroom Essentials reaching over 66,000 children and their parents. The Bond program, starting in 1995, has trained 1,158 participants to work in school teams. The numbers grow daily. Alabama District of Columbia Birmingham, Mobile, Montgomery Washington Alaska Florida Anchorage, Atka, Ambler, Buckland, Daytona Beach, Fort Lauderdale, Gainesville, Homer, Kenai, Kotzebue, Noatak, Noorvik, Jacksonville, Miami, Orlando, Pensacola, Safety Soldotna Harbor, Viera, West Palm Beach Arizona Georgia Flagstaff, Phoenix Atlanta, Forsythe, Lawrenceville, Marietta Arkansas Idaho Hot Springs Boise California Illinois Adelanto, Apple Valley, Bakersfield, Bloomington, Chicago, Decatur, Elgin, Baldwin Park, Banning, Brawley, Buena Park, East Peoria, Evanston, Grayslake, Naperville, Carson, Compton, Concord, Elk Grove, Rantoul, Rockford Escondido, Glendale, Hacienda Heights, Hesperia, Joshua Tree, La Puente, Long Beach, Los Indiana Angeles, Lynwood, Moreno Valley, Oakland, Bloomington, Centerville, Evansville, Fort Paradise, Red Bluff, Redlands, Richmond, Wayne, Indianapolis, Logansport, Michigan Riverside, Sacramento, Salinas, San Bernardino, City, New Albany, North Vernon, Richmond, San Diego, Visalia Spencer, West Terre Haute Colorado Kansas Denver, Vail Liberal Connecticut Kentucky Manchester, Milford, Norwalk Liberty, Louisville, Richmond Delaware Maryland Dover Baltimore ©The Home and School Institute, 1999. Based on the book MegaSkills®Building Children's Achievement for the Information Age by Dorothy Rich. Ed.D. MegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHS1.org Massachusetts Oregon Arlington, Boston, Holyoke, Marlborogh, Portland Springfield Pennsylvania Michigan Beaver Valley, Gettysburg, Smethport, York Caro, Clare, Detroit, Flint, Holland, Mason, Pontiac, Saginaw, Shelby Township, South Carolina Taylor, Ypsilanti Bennettsville, Columbia, Dillon, Moncks Corner, Newberry Minnesota Prior Lake, White Bear Lake Tennessee Memphis, Nashville Mississippi Biloxi, Columbus, Gulfport, Jackson, Vicksburg Texas Amarillo, Austin, Corpus Christi, Fort Worth, Missouri Houston, Huntsville, Lampasas, San Antonio, St. Louis South Padre Island, Sugar Land, Weslaco Montana Vermont Billings, Helena Middleburg, Richford Nevada Virginia Ely, Las Vegas, Lovelock Alexandria, Charles City, Bristol, Buena Vista, Manassas, Norfolk, Richmond, Stafford New Jersey Englewood, Hackensack, Newark, North West Virginia Brunswick, Parsippany, Passaic, Paterson, White Beckley, Brooke County, Clarksburg, Fairmont, House Station Fayetteville, Keyser, Lewisburg, Marion City Mineral, Point Pleasant, Weirton New York Bay Shore, Brooklyn, Forest Hills, Wisconsin New Rochelle, Olean, Patchogue, Peru, Rochester Eau Claire, Green Bay, Milwaukee, Oshkosh, Spooner North Carolina Burlington, Cary, Greenville, Lumberton, Wyoming Raleigh, Washington, Wilson, Winston-Salem Casper, Thermopolis North Dakota Saipan Bismarck, Minot, West Fargo Oklahoma Tulsa Ohio Barberton, Berlin, Brecksville, Cleveland, Columbus, Dayton, East Cleveland, Eaton, Lebanon, Middletown, Parma, Perrysburg, West Alexandria, Wilmington, Zanesville 'MegaSkills' JANUARY 19. 1998 maximize school learning By Tamara Henry USA TODAY As a parent of four, Dorothy Rich had heard it all: "The class is bor- ing." "The teacher doesn't like me." "The other kids made fun of me.' "I hate school." "I've just got to have that brand." Rather than throw her hands up in despair or take flight, as many par- ents are tempted to do, Rich estab- lished the Home and School Institute in Washington, D.C., 25 years ago to Education look for answers and develop ways for parents to help their children through the natural stresses and frus- trations of school life. Rich first began to see a need for such a program during the mid-1950s as a high school English teacher in Arlington, Va. Staff members con- stantly asked: "Why are these kids having trouble learning?" Even at home, when her children were too young for school, Rich says she was bombarded by their questions about learning and knowledge. By James Kegley for USA TODAY "This was long before Head Starts Foundations for learning: Former high school teacher Dorothy Rich, left. introduces Angela Harper and grandson and preschools," she says. "It was Christopher to her "MegaSkills. 'Parents can do a lot to help every child learn and do well in school.' Rich says. still in that dark ages period when we really did believe children started learning when they entered the school door. Exercises in achievement "A very radical idea started whis- pering in my head. saying: "Children Here are a few exercises suggested able to listen to your children when learn a lot outside of school. A home, by Dorothy Rich in her new book, they are young. chances are they'll every home, is a very important MegaSkills: Building Children continue to communicate with you as Achievement fo: the Information Age: they grow older. learning place, and parents can do a lot to help every child learn and do What Do I Do Right? ages 10-12 Homework System. ages 10-12 well in school.' Many of us spend a lot of time telling There is a better way than nagging To Rich. the three R's of respect, each other what we do wrong. This ac- children every day about homework. reassurance and recognition are es- tivity helps us focus on what we're do- This activity enables children to keep sential complements to reading. 'rit- ing right. You need paper and pencil. track on their own of what has to be Together think of and write down at ing and 'rithmetic. Rich has spent done. You need paper and a marker. least two things you like about your- decades teaching parents how to in- Use a sturdy. large piece of paper to selves. Example: "1 have a good still into their children 10 "Mega- make a homework chart to post on the sense of humor I like to share with Skills" - a word she coined in 1987 wall. Each day after school. your child others.' Talk about what others say makes checks to represent homework while talking with a group of educa- they like about you. assi7nments To show completed tors about the attitudes, behaviors Figure out together jobs and activi- homework. they circle the checks. At- and habits that are vital for success- ties at home that both you and your ful learning. child will feel proud of accomplishing. tach a marker or pen to the chart so that it is always handy. The MegaSkills are: confidence, Examples: Fixing something around the house, cooking a special dish. Talk about assignments with your motivation. effort, responsibility. ini- teaching the family a new game child after they're completed. This is tiative, perseverance, caring, team- Find some listening time in your dai- more of a conversation than a check- work, common sense and problem ly routine. Even a car ride to the mar- up. Was the assignment difficult? solving. In a book released this ket can be a good time for a chat. Try Easy? Would your child like to know month, MegaSkills: Building Chil- to set a time, if only for a few minutes. more? Consider follow-up trips to a to talk about the day's events. museum or library. Homework can be There are times when children need a starting point for your child's con- to share a secret or to ask a question tinuing interests - pursued with plea- that IS bothering them. If you avail- sure and without assignments. dren's Achievement for the Informa- And a University of Louisville evalu- tion Age ($14, Houghton Mifflin Co.), ation found the program improved she adds "focus" to the list and ex- school climate and work environ- plains how MegaSkills combine aca- ment. demics and character development. Jan Deeb, a family resource cen- Rich, short and grandmotherly ter coordinator, says the entire stu- with a quick wit, stresses that Mega- dent body of 540 preschool through Skills have always worked in virtual- fifth-grade students at Milburn T. ly every aspect of a child's life. But "I Maupin Elementary School, Louis- haven't been hitting people suffi- ville, has embraced the MegaSkills ciently over the head with the fact program - the first school in the na- that this is important academic tion to do so. For example, a math stuff," she says. "So I decided, 'No teacher may have children use a rec- more fooling around. We're going to ipe to bake cookies, telling them to hit them over the head.'' first match the right measurements Rich formulated the list of Mega- before mixing them. The children Skills by looking at school report become so preoccupied with wheth- cards and job evaluation forms. er one-fourth teaspoon of salt is more Some people mistakenly believe logical than one-fourth teaspoon of MegaSkills are innate, she says. Her flour that they don't realize that husband, Spencer, sharpened her fo- problem solving, perseverance and cus by calling the skills "the inner en- teamwork are all being used to get gines of learning." the cookies baked. "MegaSkills are reinforced at ev- "They are truly the never-ending report card," Rich says. ery opportunity," Deeb says. Rich and the staff of the Mega- MegaSkills have taken on a life of Skills Education Center, based in the their own. Rich's new book is the nation's capital, show parents and third MegaSkills edition. The first community groups, teachers and oth- was in 1988, and the latest is being ers how to use everyday things such released only a few months after an as doing laundry, pumping gas or interactive book "that adds whistles paying bills as a springboard to teach and bells" titled What Do We Say? common sense lessons. What Do We Do? ($12.95, Forge Educators at first scoffed at her publishers). homespun approach, but now her Rich sees the need for MegaSkills MegaSkills program is in 48 states every day. She takes note of an afflu- with nearly 3,000 schools supporting ent day-care center near her home the effort and encouraging special where parents drop off their chil- training for nearly 2,200 teachers dren in big luxury cars like Land and parents. Special school work- Rovers. shops have reached more than "They're not just buying bigger 100,000 families and their children cars, they're buying protection for from all ethnic groups. Even Chinese their children," Rich says. "Protec- publishers have approached Rich tion. They want to keep this ugly about making the program and her world out, and they want to keep all latest book available in China. these other people away. But the real protection that they ought to be buy- ing is inside that kid." Funding has come from a number of foundations, including the MacAr- thur Foundation, the Sears-Roebuck Foundation, IBM, Kraft Foods and the Mott Foundation. The cost of her workshops runs from $250 for one day to $335 for two days. What's the evidence that her pro- For More Information Contact: gram works? Rich says University of Memphis researchers reported tele- MegaSkills Education Center of vision watching for local children de- The Home and School Institute creased with increased time on 1500 Massachusetts Ave., NW homework as a result of MegaSkills. Austin, Texas, school district re- Washington, DC 20005 search shows MegaSkills students MegaSkillsHSI.org have higher scores on achievement tests with fewer discipline problems. EDUCATION WEEK American Education's Newspaper of Record Volume XVI, Number 23 March 5, 1997 © 1997 Editorial Projects in Education The Recipes of Dorothy Rich For years, educators scoffed at Dorothy Rich's homespun concoctions for involving parents in their children's education. Now, the creations that she has whipped up are in hot demand. By Ann Bradley Rich has had to strug- Washington gle every step of the way. For nearly 18 T hese days, when it seems as though years, her husband. everyone is paying homage to the im- Spencer. a Washington portance of families to their chil- Post reporter who cov- dren's educational success, it's hard to ers Social Security imagine the obstacles that Dorothy Rich and health-care is- faced 30 years ago. sues. was the insti- Back then, as a high school English tute's major financial teacher in Arlington, Va., she began puzzling supporter. During over why some of her students were having much of that time, the trouble learning. High school teachers cast Riches reared and blame on middle schools. Middle schools dis- helped educate two paraged elementary schools. And elemen- daughters, now a doc- tary schools pointed the finger at students' tor and a lawyer. in a home lives. spacious 100-year-old Rich decided to try to do something to help farmhouse in the families fulfill their educational role-a huge city's Cleveland Park one in her opinion. But other educators neighborhood. weren't convinced. Schools, after all. prided Although she does- themselves on having all the answers. Mean- n't intend to complain. while, teaching was becoming more of a pro- it's clear that Rich be- fession, Rich recalls. and what parents and lieves that her efforts kids did at home was viewed as "extraneous haven't gotten the to the real work of education." credit they deserve. "II In 1965. she created a class called Success I had been with Har- for Children Begins at Home. She used vard, if I had been "home-learning recipes" to help parents un- with Yale, or any of derstand how to use common household the prestigious uni- mate-rials, objects, and activities to teach their children the skills and attitudes that The reaction of most educators, she recol- Benjamin Tice Smith versities, and not the Home and School In- they would need to thrive in school. stitute, which I started. people would- lects, was:" Oh gosh. Dorothy, that's nice. but n't question it in the what we really need are reading specialists.' same way," she says of "They never quite said it outright like Do We Say? What Do We Do? a book to help her work. "When you do something on the this, but the impression I got was that that families cope with bad days at school. Her ground and very practical, it's very hard to was the sort of thing a woman would do." Home and School Institute, incorporated get the same level of respect as when you Now "old enough to know better." Rich re- here in 1972. has trained 100,000 families in produce a study. When somebody looks at fused to be deterred. And for the past three 48 states in the homespun arts of learning something that you've worked hard to make decades, she has pursued her work with zeal mathematics in the bathtub and playing easy to do-something that a parent can go and single-mindedness in a field whipsawed matching games with egg cartons. Rich also home and do something with-it doesn't by fads. has formed a new partnership with the carry the same level of seriousness. Now Along the way, she's managed to sell Council of the Great City Schools to try to that's got to change." 350,000 copies of her book MegaSkills; the reach more parents in urban districts. What has changed are attitudes toward third edition is due out this year. So is What These are no small accomplishments. but parent involvement. now regarded as a key MARCH 1997 EDUCATION WEEK 2 factor in students' achievement. And that de- Sheila lights Rich, although she thinks some people Teasley, left, are wasting their time in trying to involve Tanika parents in running schools. Larkins, and "There's a remarkable level of energy Rogina Holt, going into what I would call less productive holding her kinds of parental involvement." she observes. daughter, are "I have always been more interested, and I taught simple think the research evidence supports it. in ways to help what families do at home than in what they their children may do at school in a council or advisory learn at a panel. If I were given a choice between you MegaSkills volunteering in the classroom. or going training class around soliciting funds for your school, or for parents. coming to council meetings to discuss how long recess ought to be, I would opt to have you do reading or home-learning activities at home with your child. "How many of you are taking a walk Benjamin Tice Smith around the block and pointing to five differ- ent nature objects? Or how many have sat down and said to your child-which is one of "I always find it interesting what intelligent, the ground floor of a Massachusetts Avenue our high school learning activities-Come energetic, fair-minded people believe is im- apartment building. on. let's go look at our mortgage together. portant. It's like, 'Hey, come on guys. Three The NEA pays for MegaSkills training for Let's go look at our insurance policy to- points on a test is not where it's at.' Where teams of parents, teachers, and community gether.' I think the numbers are tiny. The it's at is, we're looking to help to create in workers in urban districts. The programs are parent doesn't know yet that that is a really this society responsible, motivated people now in seven cities, with an additional eight important task." who work hard, who know that they're going scheduled to start up this year. A judge in Not everyone, of course, agrees with her. to have to keep on learning all their lives." Trenton. N.J., has even mandated that some Phillip Harris, the director of professional Rich doesn't mention it. but she also has parents of troubled children get the training. development and services for the association. been instrumental in helping members of Con- "MegaSkills works with all people. regard- Phi Delta Kappan, notes that putting democ- gress to write legislation for the federal Title I less of their race. religion, or their back- racy into action by involving parents in deci- program, which provides school districts with ground." says Warlene Gary, the manager of sionmaking can be messy. extra funds to educate poor children. the NEA'S Center for the Revitalization of "I would describe Dorothy as someone Michael Casserly, the executive director of Urban Education. "Whether they don't read who likes to have things in order." says Har- the Council of the Great City Schools, says or have no education. they can really get into ris, a supporter of shared decisionmaking ef- Rich is one of only a handful of people who it. It really is a program that deals with peo- forts. "Her concern regarding whether par- influenced the parent-involvement compo- ple's value systems and how they were ents need to be that involved in running the nent of the law. Title I now requires greater raised and what they are transferring to school is a fairly traditional view." involvement of parents and community their kids." members through compacts that spell out Gary, who calls Rich "a real advocate," I f Dorothy Rich had her way, every parent the shared responsibility for improving notes that people sometimes scoff at in America would understand his or her achievement. She has worked closely with MegaSkills because it's S0 simple. "It's not educational role clearly. If she had her the Department of Education to write a book rocket-science stuff." she acknowledges. "But way. towns would become "learning cities," on how to form compacts. it's what families need." schools would work seamlessly with families Casserly has known Rich for some time. and communities, and home-learning recipes She persuaded him to submit a joint applica- tion for funding to Kraft Foods, which is un- just pour out of the gas stations and the gro- T he inspiration for the MegaSkills book would be everywhere. "All of this stuff could came from Don Cameron, the execu- derwriting the MegaSkills training in urban tive director of the nea and a member cery stores." she declares. districts. Rich, he says, is "focused like a of the Home and School Institute's board of "I've got all these plans ready to go," Rich laser" on parent involvement. directors. On a visit to her office, he urged says. "I've got another thing in my files-my "Maybe because I've been around a little Rich to take the home-learning recipes she'd files are golden if we can only make some of while now, too, I've learned to appreciate en- whipped up in various training programs these things happen-a whole public-infor- durance," he says. "She has it. Anytime you and put them into a book. suggesting that mation campaign for parents on what you have a conversation with her, it's like you've she could be the "Dr. Spock of education." can do, like math using the garbage can. I'm known her your entire life. She's very hard to First published in 1988, the book crystal- not ashamed about talking about what you say no to. She's very aggressive without lized Rich's thinking about what it really do with a rug and a chair and a lamp." being abrasive." takes for kids to make it. Its original title Make no mistake. though. Rich is also con- The Home and School Institute also works was along the lines of Basic Skills Plus, re- versant with more esoteric subjects and has closely with the National Education Associa- flecting the intense interest in fundamental done her share of swimming with the big fish tion. For many years, Rich had a small office skills at that time. But its author wasn't here in Washington. She sat on the National in the NEA'S building on 16th Street here and quite comfortable with the name. "It came to Assessment Governing Board, which sets pol- notes proudly that she always paid the rent. me that I was talking about something I con- icy for the national tests that are given peri- But when the teachers' union renovated the sidered more important. and my husband odically to gauge students' knowledge. But building into much grander quarters. she gave me this wonderful phrase: inner en- policy discussions don't touch her heart. was displaced by the soaring atrium and gines of learning" "I've been on some fancy panels." she says. moved around the corner to modest digs on The list of MegaSkills came from school MARCH 5. 1997 EDUCATION WEEK 3 report cards and job-performance evalua- BANK A mother and tions-what Rich calls life's "never-ending son work on a report card." They are confidence, motiva- home-learning tion, effort, responsibility, initiative, perse- recipe at verance, caring, teamwork, common sense, Harriet Tubman and problem solving. For the third edition of Elementary the book, she is adding focus because SO School in many children today seem distracted and Washington in a unable to concentrate. home While some people may think such traits environment are innate or the result of parenting that that Dorothy can't necessarily be taught, Rich begs to dif- Rich designed fer. She also insists that the MegaSkills ac- "touchy-feely stuff." The new edition of the book, in fact, will identify the academic ob- jectives for every activity. 1980 Photo/Home and School Institute in the 1970s. tivities are firmly grounded in academics and shun an emphasis on self-esteem and "I just want to make sure that people know that, gosh darn it, academics isn't just something that's sitting in a textbook." The home-learning activities were de- associates located across the country who television watching after parents and teach- signed to take up little time, be easy to do, provide one- and two-day workshops for ers had been trained. and cost nothing. But the payoffs can be groups of 20 to 25 teachers, social workers, Rich concedes that she's "a real fusspot great, Rich asserts. administrators, guidance counselors. and about program integrity." But she knows Take Mystery Word Box for ages 5 to 9. others. The training is expensive: $250 per that she's going to have to adapt if she wants With a recipe-card box, index cards, and al- person for one day, $335 for two days. If the to reach more people. Under the partnership phabet dividers, families can help their chil- participants conduct five successful work- with the Council of the Great City Schools. dren learn new words. The youngsters pick shops for parents. they can become certified she will use a trainer-of-trainer model in five words that appeal to them, and the par- as MegaSkills leaders and continue their three cities to prepare more teachers and ent writes them on the cards. Then families outreach to parents. There are now some others to work with families. discuss the words and save them to use an- 1,500 such leaders. The transition could be hard. Harris of other day. Rich herself did the exercises with The institute also offers a MegaSkills pro- Phi Delta Kappan recalls that Rich was hes- her daughters. gram for classroom teachers and provides itant about linking up five years ago. Now. "During the day, I would sometimes find training for schools and parent-leaders in the Home and School Institute trains teach- my child on her bed, the contents of the building effective partnerships. ers each year at PDK's summer institute in mystery word box set out before her," Rich Rich believes that teachers' most impor- Bloomington. Ind. writes. "These were her very own words, and tant job is to "make a synergy happen be- "I had to convince her that I would nurture she would be playing with them, saying tween the schoolroom and the home and the and protect MegaSkills. that we weren't going them aloud. caressing them with her voice." community." to be abusive in some way," Harris says. Older children, ages 7 to 9, can do The "There may still be some lack of vision Long Receipt, checking grocery purchases about what teachers really have to be able to against the supermarket receipt to make sure that the items match up correctly. do the job alone. Everybody nods, yes, yes, O ver the years, Rich has worked with do," she says. "Not even the best school can the District of Columbia public schools. She fondly recalls the "home- A favorite of hers is A Special Place for but we continue to teach teachers as if that's learning rooms" that she set up in the city's ages 4 to 9. Children decorate large cardboard what really happens." schools in the 1970s to help teach special ed- boxes any way they like and park them by the Rich's biggest customers are Title I ad- ucation parents to work with their children. front door to hold their belongings. ministrators, but the MegaSkills training Decorated to look like the kitchen. bedroom. "The box is the first stop for school items, has been purchased with Head Start, and living room of a house. the rooms were hat, toys, glasses," Rich writes. "It is the last dropout-prevention, drug-prevention, and used to demonstrate appropriate home- stop on the way out the door in the morning special education funds. to name a few. It learning recipes. "That's still a great design," Finished homework and supplies needed for also has spread beyond schools. Private com- she says. "I wish we could go back and do school are put in the box at night, ready for panies offer training for their employees, as some of that again." the next day." do some shelters for battered women and the Rich's influence is still felt through The exercise teaches children responsibil- homeless. MegaSkills, which is used by trainers in the ity, but also helps families get their act to- While the focus of MegaSkills is on the schools' parent-involvement office. gether. "We spend a lot of time in our pro- child, Rich says that the people who appear Janice Melvin, an associate with the dis- gram on how to organize your house SO that to benefit the most are parents-particularly trict's parent-involvement team, has been of- things are there and there's a sense of sched- those who lack confidence or have little edu- fering MegaSkills workshops at Birney Ele- uling," Rich says. cation. She's now studying Spanish to work mentary School in the Anacostia Although she would have been content to more closely with Hispanic parents, many of neighborhood for two years. Last year, only write the book and let it just "waft through whom haven't traditionally seen themselves six parents showed up. But last month, she the airwaves." Rich realized that she would as their children's first teachers. found 25 parents-including two fathers-in have to create a companion training pro- Independent evaluations of the programs' the school library for a session on Initiative gram if she were going to reach many people. impact have found fewer discipline problems. and Perseverance. The Home and School Institute's higher attendance rates, increased home- "Not many schools have this many par- MegaSkills Education Center has 15 field work and parent-child time, and reduced ents." Melvin says. "This is a good group. It's MARCH 5. 1997 EDUCATION WEEK 4 very responsive," she notes. For an hour, the group hunts through About HSI/MegaSkills Education Center newspapers in search of examples of people showing initiative, talks about how to get The major focus of the work of the nonprofit Home and children to follow through on tasks, and School Institute (HSI) and its MegaSkills® Education Center, is learns about activities that can replace to help families and educators build children's achievement in wasted television-viewing time. school and beyond. Since 1972, HSI has worked with school Melvin recommends My Special Garden, a districts, federal, state and local government agencies, recipe for growing seeds that enables young- businesses and community organizations. Family literacy and sters to see a finished product sprout on the needs of at-risk students are fundamental Institute their kitchen-window sill. One mother offers concerns. that her child was taking care of a plant that has since dried up. Rogina Holt pays close attention as she holds her sleeping 1-month-old daughter, La- MegaSkills Leader Training Seminars train instructors to Cora. "I like stuff like this," says Holt, who also conduct workshops for families to help children develop has 3-year-old twin boys. "I do all that stuff at MegaSkills. home. I go over their colors with them, and MegaSkills Essentials for the Classroom provides training their words with them, and their 1-2-3s." for teachers to teach MegaSkills directly to children in Carol Blassingame, the mother of a 5- the classroom. year-old Head Start child, says the tips are The New MegaSkills Bond builds school and family/ helpful. "We've been doing exercises in the community partnerships. book-making little cookies and playing lit- MegaSkills Schools combine all of the trainings in an tle games." achievement process for school wide programs. Melvin is thrilled to reach parents of preschool children to instill good habits early. She calls Rich "a down-to-earth person The work of HSI, has been featured in the Washington Post, anybody can talk to." New York Times, Chicago Tribune, Los Angeles Times, It is small victories like these that keep Reader's Digest, NBC Today, Good Morning America and Rich on track. numerous professional education publications. With over 20 "Every once in a while, somebody says, years of experience, the Institute provides coordinated, tested 'What made you keep on doing this?' she programs for educational progress. says. "I hate to sound self-righteous-that's a very dangerous thing-or virtuous, but I al- ways believed it was important. Always." MegaSkills Education Center of The Home and School Institute This article appeared in the On Assign- 1500 Massachusetts Avenue, NW Washington, DC 20005 ment section. Reprinted with permission (202) 466-3633 MegaSkillsHSl.org from Education Week, Vol. XVI, Number 23, March 5, 1997. EDUCATION WEEK American Education's Newspaper of Record Volume XVIII, Number 2 September 16, 1998 © 1998 Editorial Projects III Education You Can't Teach What You Don't Know Why 'Children First!' need more strength, more commitment, sense of themselves as learners.) more capacity as grownups. To have this Encourage children to go beyond their Is the Wrong strength, adults need support, encourage- typical homework to look up more words Educational Mantra ment, and specific help, inside and outside and take the next steps in the assignments. the classroom. (This assumes that parents demonstrate I know this from the teacher and parent learning initiative in their own lives.) groups I work with across the nation. There Help children set goals about their as- By Dorothy Rich is a sense of helplessness, even among well- signments and how much effort it will take educated parents and teachers. There is a to do well. (This assumes that parents are ex- fear and there is frustration about children's perienced goal-setters in their own lives.) education. If only worry could do the job, Talk with the teachers if there are prob- e're trained to say, "Children we'd be fine. Instead it takes personal and lems about homework. Is it too easy? Too W first!" I used to say it, too. It's professional adult competencies. That's why hard? Not enough? Too much? (This as- become a kind of mantra. But I say, "Parents and teachers first." sumes that parents have sufficient self-confi- really, it's putting the cart be- Recently. when some dismal teacher-test dence to have this kind of discussion with fore the horse. If we are to ed- scores were released in Massachusetts, teachers.) ucate our children well. I believe it should there arose a cry in our collective media con- be "Parents and teachers first!": first in the sciousness: "Teachers can't teach what they line of responsibility, first to have the abili- do not know!" And there was a national nod- hat's just for starters. The advice ties and the capacities to work with and do ding of heads in agreement. well by children. This concern isn't just about reading and T given to teachers sounds easy as well, but it's very hard to do. This is not about ungenerously looking out math. We make major assumptions about Among the recommendations: for the welfare of grownups when we should teachers' abilities well beyond test scores. Communicate with parents; moti- be thinking about children. Actually, when We expect that teachers can design effective vate kids; teach good study habits; make as- we say, "Children first," it sounds nice but homework assignments. We expect that signments focused and clear; set good rules it's based on the wrong-headed assumption they can talk knowledgeably with parents. and stick to them. that adults already know and have what We expect a lot and we usually don't pro- Just because we give people good advice they need in order to teach children. vide the training for it. does not mean this advice will be taken. This is not necessarily S0. Many adults Take, for example, the homely, everyday Those of us in the field produce long lists today feel overwhelmed by the complexity, business of homework and the advice given of studies, readings, and advice. For over 30 the sense of change, and the speed of daily to parents. This advice takes a myriad of years, I have been among the list-makers life. It's clear that many parents have a hard complex adult competencies to use. Here's and advice-givers. But it was not until I set time acting like parents. some picked at random from a typical list: about creating a comprehensive skills-de- Maybe adults just don't get made the way Set aside a study place and a regular velopment program in 1987 that I began to we thought they were made in the old study time. (This assumes that parents know understand more about what adults need in days-automatically responsible, with com- how to organize their own lives.) order to make use of all the data and the mon sense, wisdom, and mature judgment. Enforce the idea that homework takes models-no matter how good these are. Or maybe adults in the old days didn't highest priority over other activities. (This Adults need to feel able to take advice, need to be all that wise. But, today, they do. assumes that parents communicate to chil. even good advice. They need the confi- While it's a softer world in some ways, it's a dren the importance of a good education.) dence and the initiative and the common harder world in which to raise and educate Present and enforce meaningful conse- sense, among other attributes. that enable children. Virtually everyone I know who has quences for when homework is not com- them to benefit from advice. And children. grown children says, "I'm glad I don't have pleted. (This assumes that parents know Continued on Page 2 to raise children these days." how to discipline children in constructive There seems to be agreement that ways.) Dorothy Rich is the founder and presi- there's an erosion of what used to be Motivate children to do a good job on dent of the nonprofit Home and School In- "rules." We're inundated by rampant com- their homework. (This assumes that par. stitute in Washington. She is the author of mercialism and celebrity hype. There's a ents have strategies that can turn bored MegaSkills and the developer of the sleaze pollution, like dirty air, swirling all students into excited ones.) MegaSkills teacher training programs. Her about us. It's hard to protect our children, Build children's confidence in them- book MegaSkills Moments for Teachers is and it's very discouraging for adults. selves as good students. (This assumes available this fall from the National Edu- Teachers and parents. more than before, that parents themselves have (1 strong cation Association. September 16. 1998 EDUCATION WEEK 2 to be effective learners, need adults who competencies for learning: and have the exhibit these competencies. patience and commitment it takes, not That is why my work has focused on just for more-immediate, better test meeting the needs of adults and children, scores, but to help children and their edu- rather than on the administrative struc- cating adults become stronger learners for ture of schools. The changes I seek are longer lives. personal changes. These in turn create the We can no longer ignore the needs of learning relationships that build and sus- teaching adults. We all live longer. We tain educational achievement. The role of keep learning longer. Student capacities the adult is the vital key. for learning are built by parents and Parents and teachers both are under at- teachers whose own capacities for learn- tack today as never before. We're told that ing are extended and reinforced. That's adults are letting kids down, not doing our what putting parents and teachers first is job, et cetera. As educators, we know more all about-meeting children's needs in the about children, more about learning. We most basic way of all. know more about what we, and especially parents. are supposed to do. But just be- cause we know more doesn't mean that we This article appeared in the Commentary are using what we've learned. When it section. Reprinted with permission from comes to education, the ability to use what Education Week, Vol. XVIII, Number 2. we know doesn't always come naturally. September 16, 1998. EDITORIAL & BUSINESS OFFICES: n an era when the education headlines Suite 100, 6935 Arlington Road I focus on test scores and technology Bethesda, MD 20814 (the two T's), we still have to focus on (301) 280-3100 the big R: relationships. It's all very FAX Editorial (301) 280-3200 well to spotlight test scores. But to FAX Business (301) 280-3250 build test scores, we first build people, kids and adults included. I am not talking about Education Week is published 43 times per vapid self-esteem concepts, but specific com- year by Editorial Projects in Education Inc. petencies every one of us can learn. Educa- tion is a very human, very "messy" enter- © 1998 Editorial Projects in Education prise. Even in the age of computers, it's still a person-to-person connection. Last year, the initial report from the Na- tional Longitudinal Study of Adolescent Health assessed the key variables in chil- dren's overall health and reported unequiv- ocally that "connectedness to family and to school" is the major determiner. (See Educa- tion Week, Sept. 17, 1997.) How do we build this connectedness? We do it by putting par- ents and teachers first, SO that basic rela- tionships build the safety net for student learning. To complete the tasks of their profession, educators today have a remarkable group of programs to choose among. In fact, there is such choice and such variety that it's often hard to know where to start. I'd like to suggest three criteria. Whatever pro- grams we select, including those for academ- ics and technology. need to: Simultaneously build the capacities of adults while building the abilities of the children. Remember the importance of relation- ships between the institution of school and the individual student and family. Use programs and strategies that provide specific, practical ways for families to build children's connections to schools. Focus on the real "basies" of education today: creating ongoing capacities and COMMUNITY INVOLVEMENT HRMagazine® Parents, Kids Learn the "Super-basics' BY STEPHENIE OVERMAN MegaSkills, the hat helps par- inner engines of learning," Dorothy community-based W ents hone their Rich developed the MegaSkills pro- skills, improves gram. After studying school report educational program, employees' cards and job performance evalua- problem-solv- tions, Rich concluded that there are gets an A+ from business ing skills on the job, and ensures a super-basics, or mega skills, that and parents. better-skilled workforce for the everyone needs. She has spent the future? MegaSkills, according to its past 27 years teaching parents how track record. to improve their children's academic To improve the "super-basics, the experience. "MegaSkills are the values, the atti- tudes, the behaviors that determine our success in school and on the job," SHRM's Initiative for Education she says. "They form what I call "The B ecause of concern that the sionals and their companies must Never-Ending Report Card." educational system in the become more deeply involved. Confidence United States was falling short in "It takes a village to educate a Motivation imparting critical values, attitudes child," Rivera quotes, and it takes Effort and behaviors, the Society for business leaders acting as village Human Resource Management elders to make sure the educa- Responsibility launched its own educational tional system succeeds. Initiative initiative in November 1993, The committee does not Perseverance "Becoming Workforce Ready: endorse any one educational pro- Caring Educating Today's Students for gram, says Rivera, vice president Teamwork Tomorrow's Workplace." The ini- of personnel operations for tiative focuses on kindergarten USAA in San Antonio, Texas, pre- Common sense through 12th grade. ferring to see human resource Problem solving Antonio Rivera, chairman of professionals use what works best A teacher and the founder of The SHRM's Education Committee, in their own communities. But, Home and School Institute, Rich says that since the U.S. education- like businesses and communities al system is not adequately prep around the country, his own com- wrote the first edition of the book ing all its students for the real pany has adopted the MegaSkills MegaSkills in 1988. Since then, more world, human resource profes- approach. than 3,500 leaders have been trained 68 HRMAGAZINE legular in the program and they, in turn, COMMUNITY-BASED SOLUTIONS ARE have provided workshops for more than 60,000 parents in 42 states. BEST, AND SMALL BUSINESSES ARE Rich's goal, she said in her book, was to "come up with a system that NATURAL LEADERS. works and share it. Don't make it too hard or too long. Make it look SO simple, so easy, that everyone can do executive director of the Center for define an issue as an economic it. Make it practical. Make it enjoy- Workplace Preparation and Quality issue-and we are at the stage now able. Remember, it doesn't take a lot Education, a nonprofit agency fund- where preparing youth to be respon- of time to do a lot of good." ed by the U.S. Chamber of sible citizens is an economic issue- Her program uses everyday Commerce. The chamber represents they have a vested interest and they things, like doing laundry or paying approximately 216.000 businesses, have credibility." bills, and familiar places, like super- 85 percent of them small businesses Nelson sees MegaSkills as a good markets or gas stations, as spring- with fewer than 100 employees. program for the business community boards for parents to teach The center advocates educational because "it is organized and operates common-sense lessons. reform through a grassroots network in a language business can understand. of small-business owners, the major- "Business and education operate BUSINESS/SCHOOL LINK ity of whom are parents themselves in different ways-education still uses and have a ready network of parents a top-down approach. Education is The MegaSkills program is ideal for in their workforces, Nelson says. where business was about 20 years the business community, and busi- "Community-based solutions are ago." With its practical strategy. nesses are an ideal conduit for the best, and small businesses are natural MegaSkills bridges that gap, she says. program, savs Rae Nelson. Nelson is leaders," she believes. "When they "It brings folks together. It may HRMAGAZINE 69 SINGLE PARENTS AND WORKING SPOUSES NEED HELP WITH CHILD REARING SO THAT DOMESTIC PROBLEMS DON'T BECOME PERFORMANCE ISSUES IN THE WORKPLACE. "It gives us in industry the oppor- tunity to interface with the educa- tional community on a program we agree on. The business community sound like simple common sense, has been at odds for years over the The human resource professional but it does what needs to be done." product educators were producing, is playing an increasingly critical role For too long, the trend to but we all agree on MegaSkills." in this area, according to Nelson, improve education has been scatter- identifying needs and keeping every- shot, according to Nelson. Business, one focused on those needs, identify- TURN HOME CHORES used to applying total quality princi- ing programs and seeing to it that INTO LESSONS ples, is interested in the long-term, they are implemented. strategic approach. "HR people have to figure out ways MegaSkills teaches parents how to get to keep on top of all this information," maximum results for their time by she says. "HR always has been a net- showing how to turn chores around "There's a move toward looking work facilitator. Now the HR person the house into simple lessons, Bentley at a strategic national focus," she has to become the coach, the person says. But a further benefit. he adds. is says, and "Rich has been able to who is positioning everybody." that "it's nice to know as a parent that vou're not an island. It's nice to share identify what works in a real con- The program, which Bentley first your successes. That's one of the real crete manner and has been working learned about through his local with individuals across the nation to benefits-people come out of the Chamber of Commerce, is in its explain what it takes. It's not just a program with a greater sense of third year in Fort Wayne. The advan- confidence." one-time approach." tage to MegaSkills is that "you can And, although MegaSkills is geared run your own program. Each one is toward children, it helps the parents' a separate training initiative. You're not dependent on lots of other peo- AVOIDING HOME/WORK PROBLEMS ple; there aren't a lot of costs. You can custom tailor the program to "Single parents and working spouses your audience, so that you're talking relationships with other peo- need help with child rearing so that about issues that are really on their ple as well, particularly co- minds." workers. domestic problems don't become performance issues in the work- The program applies to children of "People are able to look place," says James Bentley, director all ages, he says, with parents grouped at issues like motivation and of human resources for Fort Wayne by the ages of their children so that effort and see that these are the same issues that are Newspapers Inc. in Fort Wayne, Ind. Fort Wayne Newspapers Inc. has they can address specific issues. important at work. In teach- long had an active work/family com- The program does not necessarily ing parents. we get a residual effect- mittee with traditional family-friendly fall to the human resources depart- first parents are able to use the home policies such as job sharing, Bentley ment, Bentley adds. "I'm the one skills to help their children and then as says. "But when we started looking at who discovered it here, but social employees they learn some things issues that are of importance to our service agencies in Fort Wavne and themselves. They make the connec- people, when we looked at productivity teachers are now active. It's switched tion. They see how important it is to from industrial driven to education the child and also how that transcends issues, we found that home and work cannot be totally separated. If there are and social services driven. itself into the workplace." problems at home, they tend to find For more information about the program their way into the work environment." and Dorothy Rich's new book The New Stephenie Overman is senior writer for MegaSkills Bond. contact Home and School Institute. Megaskills Center, 1500 HRMagazine. Massachusetts Ave. N.W., Washington, D.C. 20005 (202)466-3633 Business Reactions to MegaSkills' R Austin, Texas "There exists a parallel relationship between the success of adults in both the role of the parent and employee. MegaSkills classes at IBM helped employees solidify their attitude and values in parenting as well as their performance on the job. Confidence, responsibility, teamwork, and common sense are just a few of the MegaSkills that can teach adults how to be successful both on the job, as a parent and to their child's success in school and life. Having the classes at IBM sent a strong message to employees that the company cared about their personal life, and the managers fully supported this program.: Sam Zigrossi, Executive Education Business Unit IBM, Austin, TX Fort Wayne, Indiana "Single parents and working spouses need help with child rearing so that domestic problems don't become performance issues in the workplace. MegaSkills is a turn-key program that relates to work/family issues and provides lifetime skills vs. short term impact, as well as off-the-shelf convenience to the instructor/facilitator. / recommend this program without reservation." James Bentley, Director, Human Resources Fort Wayne Newspapers Fort Wayne, IN Rahway, New Jersey "Business is looking for cost-effective, no-frills, direct action to improve education. / know of no better program than MegaSkills.' J. Douglas Phillips, Senior Director Corporate Planning Merck & Company, Inc. MegaSkills Education Center of The Home and School Institute 1500 Massachusetts Avenue, NW, Washington, DC 20005 (202) 466-3633 Col erpo Published by the National Association of State Directors of Special Education as a Service to Teachers and Administrators of Special Education Volume 16, Number 2 Winter 1995 within the school structure, as well as MegaSkills program a plus When I returned to Sacramento, I knew strengthening their role at home as their that if I didn't begin leading workshops children's first and most important teachers. right away, I would find dozens of reasons for children, parents, schools In this article, I will share briefly how I to stall and I'd probably never get started. In have seen MegaSkills fluence and increase MegaSk terminology, my confidence was I knew that, regardless of the language parental involvement - both at home and lacking but I was extremely motivated, so I Editor's Note: The legaSkills program, spoken at home, economic status or their within the school environment. took a deep breath and, with a gentle push created by veteran educator Dorothy Rich, own educational level, all these parents were In 1987, a Berkeley, Calif., bookstore from my school principal, jumped in. is a collection of activities that are taught to here because they wanted to help their chil- buyer gave me a preview copy of Dorothy At our April Open House, I announced parents so they can help their children learn Rich's book, MegaSkills - How Families the upcoming workshop series of free classes dren be more successful in school and in at home, do well in school and, ultimately, succeed in life. The program is part of the life. It was time to begin talking about Can Help Children Succeed in School and for four Monday evenings with childcare MegaSkills. Beyond. From the moment I began brows- provided, and signed up as many parents as Home and School Institute, Rich's nonprofit ing through it, I could feel my excitement I could. We sent announcements home in educational organization. Here, special edu- I don't recall much about that first parent workshop, but it certainly inspired me. Since grow. English, Spanish and Chinese, and I visited cation teacher Judy Brim of Sacramento, then, I have met hundreds of mothers, fa- This book presented hands-on, every class in the school, urging students to Calif., tells about her experiences with MegaSkills and how the program created a thers, grandparents, older siblings, foster easy-to-understand "recipes" for parents to bring their parents. situation in which her students, their par- parents, day-care workers and other child- help their children develop internal habits, I also made telephone calls to the parents care providers who enthusiastically partici- attitudes and behaviors leading to success in of my Resource Specialist Program stu- ents and her school came out winners. pated in a number of the four-week series of and out of school. These "inner engines of dents, urging them to attend. MegaSkills workshops in the Sacramento learning" were the 10 MegaSkills: confi- Our efforts and perseverance paid off. By Judy Brim City Unified School District. dence, motivation, effort, responsibility, That first night there were more than 30 I am firmly convinced that the MegaSkills initiative, perseverance, caring, teamwork, people present, an outstanding turnout for a It was 6 p.m. on a Monday night in May program creates a win-win-win setup. Par- common sense and problem solving. parent population that had a notoriously 1992 in our elementary school library. The ents, the first and most important teachers of Nobody I knew in Northern California cookies and punch were ready; sign-in sheets poor attendance record for conferences and our students, win as they learn ways to help had ever heard of MegaSkills, but I knew I and handouts were near the door, printed in PTA meetings. themselves and their children; schools win had discovered something very valuable English, Spanish and Cantonese. More than half of those present attended as parents empower themselves to partici- and tried to find out more about MegaSkills My two teen-age child-care providers at least three of the four workshops in the pate more actively at school; and, ultimately, and the Home and School Institute in Wash- were ready and waiting in the next class- series and proudly received certificates at the children win as home, school and com- ington, D.C. room. I took a deep breath and greeted the the end in our "graduation" ceremony. munity develop common vocabulary, closer It was not until March 1992, almost five rather apprehensive-looking woman who Even more gratifying, however, has been bonds and greater understanding of our came through the door to my very first years later. that, thanks to a frequent flyer the noticeable - and to me, unexpected - shared needs, strengths and goals. MegaSkills Parent Workshop. My heart voucher, an income-tax return, and change in group dynamics and in individu- From day one, I had absolute faith in the raced as more parents walked in, looked MegaSkill Six (perseverance), I finally man- als through the weeks of each workshop MegaSkills program to make a tremendous around and found seats. As my aged to get myself to a MegaSkills Leader series. difference in the ways parents could con- Chinese-speaking interpreter greeted a large Workshop in Washington, D.C. tribute to their children's school and life group of preschool parents, I was grateful to achievement. What didn't realize was what recognize some of the people who came in a significant effect it could have on the as parents of children in my Resource Spe- cialist Program. parents themselves, empowering them to (Over) move into meaningful roles as participants MegaSkills: Empowering schools, families, students The first night, most of the parents come Whenever possible, I call parents who weekly workshop stands alone, so parents in quietly, sit at tables stiffly and are reluc- have signed up to attend the day before to feel comfortable attending one or all within tant to participate in small or large group trying a number of the activities at home remind them of the day and time. I try to a series. discussions, especially with people they with her children, Rosa began volunteering keep child-care limited to ages 3 to 10. 1 Because learning is even more powerful haven't known prior to the workshop. As at school as a lunch-time playground super- send postcards to participants after the first when school and family understand the same the weeks pass, however, the energy in the visor. night, thanking them for their participation concepts and can use the same vocabulary, room changes dramatically: Parents who The following year, she stood up in front and encouraging them to return the follow- the MegaSkills Education Center devel- cannot speak each other's languages are of a large group and gave a spirited pitch in ing week. oped the MegaSkills Essentials for the smiling and nodding at one another, people Spanish for the MegaSkills workshops at I make sure there are snacks for both Classroom curriculum, which prepares bring treats to share, laughter and conversa- Back-to-School Night. She and Marco served children and parents. I try to schedule work- teachers to introduce MegaSkills to chil- tion are heard throughout each evening's as child-care providers for subsequent par- shops in early fall or late spring rather than, dren in classrooms at all the elementary activities. ent workshops, and she began assisting in say, November and February, because more grade levels. When parents turn to me, the workshop the school library. parents will attend when it stays light later Additionally, a number of private corpo- leader and perceived "expert" with a spe- Currently, Rosa is serving as president of into the evening. rations are now offering MegaSkills work- cific problem or concern, I turn it back to the our school's previously dormant PTA, as I now limit myself to one night a week; shops as part of their Employee Assistance group and members share what has worked well as other activities. Most recently, she trying to run two sets of classes concur- Programs in order to develop a more suc- for them at home. Brainstorming this way went through the MegaSkills training to rently was too confusing - and exhaust- cessful and productive work force for the often provides us with many more solutions become a Workshop Leader and plans to ing. present and future. than any of us could have dreamed possible. conduct workshops in Spanish for Latino Many MegaSkills graduates have been One parent of a 10-year-old girl con- parents in Sacramento. clamoring for additional classes so, in the For information about the programs of tacted me about six months after her partici- I have learned a lot since leading that first future, I hope to offer "MegaSkills II," a the Home and School Institute, contact the pation in the workshops to tell me she felt set of MegaSkills workshops. I would not series of different workshops with addi- MegaSkills Education Center at 1500 Mas- like she was living with a completely differ- conduct a workshop in more than two lan- tional activities. One of the many wonder- sachusetts Ave. N.W., Washington, DC ent child. We both laughed when I sug- guages again - ever. ful aspects of this program is that each 20005, (202) 466-3633. gested that perhaps the changes had not occurred solely within her daughter. Not only have I observed great changes occurring within groups because of MegaSkills, but I have also seen amazing growth in individual participants. One par- ticular participant stands out: Rosa, a gradu- ate of that very first workshop series. We met through her son Oscar, a second-grader NASISE in my Resource Specialist Program. Rosa, a ASSOCIATION mother for the first time at 14, had two babies when she graduated from high school; when she came to MegaSkills she had five EDUCATION, OF STATE children. Both she and her fiancé, Marco, SPECIAL attended the series of four workshops, cov- 30 DIRECTORS ering for each other when one could not be there. After participating in the workshop and comunidad Enseñando destrezas para POR JOHANNA BUCHHOLTZ-TORRES uando hablo del C papel educacio- nal de la familia, puede que suene algo anticuado. Sin embargo. muchos de los padres de hoy en día fundadora de The Home and School Institute hace una nunca aprendieron. 0 han La promesa de éxito con sus MegaSkills. mente. obtendre mi grado olvidado. lo que necesitan como enfermera. Mis niños hacer en casa para sentar que las escuelas podían seguramente se beneficia- los cimientos del éxito es- MegaSkills es una buena hacer el trabajo solas. En ran con todo esto". escribe colar de sus niños", afirma combinación de corazón y ese entonces no sabiamos Cruz en una carta. Dorothy Rich. presiden- mente. que ayuda al niño a la diferencia", asegura la nivel emocional. tanto educadora. Para Rich. no La clave de su éxito como académico. Es el tipo importa cuán buena sea la Según Rich. "el gran resul- de salud mental que todos educación formal que una tado de estos programas es necesitamos". declara. escuela ofrezca. los padres que los padres aprenden Desde que fundó The son siempre los primeros estas destrezas y se con- Home and School Institute maestros de un niño. vierten en modelos para en 1964. el llamado de esta sus hijos. Ellos no pueden pionera ha hecho eco en Gracias a MegaSkills darse el lujo de cruzarse de miles de personas y actual- Anna Cruz. de Nueva Jer- brazos. Tienen un papel mente tambien se escucha sey-es una madre que en- que jugar en la vida de sus mencionar en las más contro en el curso de adies- niños". agrega. grandes compañias de la tramiento de MegaSkills. Algunos de los más im- nación. ¿Cuál es su gran mucho más que una califi- presionantes logros obte- nidos con MegaSkills son: No podemos asumir que puntajes más altos en las pruebas escolares y que los la escuela será la única maestra niños pasen dos veces más tiempo haciendo sus tareas de nuestros niños que viendo la televisión. El ta de The Home Dorothy Rich éxito logrado se debe prin- and School Insti- cipalmente a que los estu- tute. en Washington. D.C. revelación? Rich reconoce cación. Con el propósito diantes se sienten más mo- Con palabras como es- que hay "mecanismos de de hacer un esfuerzo para tivados para aprender y los tas. Rich ha iluminado a aprendizaje que nos impul- ayudar a sus dos hijos. Cruz padres adquieren mayores cientos de familias a través san. sirven como cataliti- decidió registrarse en el destrezas para su crianza. del pais. Es por ello que su cos. Esto es lo que hacen programa. En la primera Al mismo tiempo. los pa- programa MegaSkills y el los MegaSkills. Estos son los reunión se encontro con dres comprenden mejor libro que tituló de la misma valores. las actitudes. los los mismos sentimientos las necesidades educa- manera. han sido tan acla- comportamientos que de- que llevaba sintiendo por 3 cionales de sus hijos y se mados por los maestros, terminan nuestro éxito en años: desorientación. baja involucran más en el pro- padres, presidentes de or- la escuela y luego en el tra- estima e inseguridad. ceso educacional. ganizaciones nacionales. bajo. Son los que definen la Sin embargo. no mucho Por otro lado, los maes- administradores de escue- confianza. esfuerzo. res- después vio que éste era tros observan menos pro- las y asociaciones educa- ponsabilidad. iniciativa. sólo el inicio de su reali- blemas de disciplina en sus cionales. Tipper Gore. es- perseverancia. trabajo en zación como mujer y como clases. los niños están me- posa del vicepresidente. equipo y capacidad para re- madre. "Gracias al apoyo y jor preparados y se ve una Al Gore. escribe en las solver problemas". añade. al aliento de MegaSkills. me mejor asistencia a la es- primeras páginas del libro: Asi Rich ha enseñado a he podido ver en una luz cuela. También se detecta "Los niños no aprenden SO- los padres la importancia distinta. Tengo más con- más participación de los lamente con sus mentes. de estos valores como he- fianza en mi misma. he de- padres en las actividades CORTE LOUISE KRAFFT Sus corazones tienen tam- rramientas que tienen a su cidido regresar a la escuela escolares y mejores rela- bién un importante papel. alcance. "Antes se pensaba para educarme y. eventual- ciones con la escuela. HSI/ MegaSkills Center 12 SER PADRES Die TEMBRE 95/ENERG'96 1500 Massachusetts Ave. NW Washington, DC 20005/ 202-166-3633 AMERICA2000 A for Breaking the Mold Award a Recognizing: MegaSkills For Efforts To Reach the National Education Goals MegaSkills Education Center of The Home And School Institute, Inc. * Helping families build children's achievement in school and beyond * 1500 Massachusetts Ave., NW. Washington, DC 20005 (202) 466-3633 KRAFT GENERAL FOODS To Whom It May Concern: I am writing this letter to share with you my personal experience with the Mega Skills Program. I recently became aware of the program and was instantly excited by the fact that it is a program that focuses on building a synergistic educational relationship between the school, the child's home and the community--a partnership which in my opinion is strongly in need of strengthening. As part of my exploration of Mega Skills, I visited a school where the program had been in place and personally met with teachers, parents and administrators. I was surprised at how the program was universally praised. Teachers reported that it was an excellent tool for them to use to supplement existing classroom work and they appear to truly value the Program as a tool versus viewing it as another "Program" being passed down to them which doesn't meet their in-class needs. Administrators reported that the program was relatively easy to implement and did not require significant resources from the schools. Most impressive, however, was the overwhelming excitement and appreciation for the program expressed by parents. I found that many of the parents had previously not come to school; did not participate as actively in their child's education as they do now; and were not augmenting in-school educational efforts with their own at home efforts as they do now. One mother commented that she used to think that being a good mother meant doing everything for her child, but now she knows that the children need to learn how to do for themselves, whether it's making their bed, cleaning their room or taking the trash out. 1 would encourage anyone interested in improving education, and who recognizes the important connection between the parents and the school, to consider Mega Skills. Sincerely, John P Munz Regional Human Resources Manager Western Region JPM/sl KRAFT GENERAL TOODS. INC 1515 1ASI KATHIA W.. ANAHHM CA92805 C14 85-2917 III 610 185-2918 RECYCHD Clinton Presidential Records Digital Records Marker This is not a presidential record. This is used as an administrative marker by the William J. Clinton Presidential Library Staff. This marker identifies the place of a publication. Publications have not been scanned in their entirety for the purpose of digitization. To see the full publication please search online or visit the Clinton Presidential Library's Research Room. HOME SCHOOL MegaSkills are ® G MEGASKILLS our Inner Engines of Learning. They are the superbasics... the habits, behaviors and attitudes that COMMUNITY determine our achievement in school and in life. Keys to Greater Success Opening New Doors to School, Home, and Community Involvement CONFIDENCE MOTIVATION MEGASKILLS PROBLEM SOLVING COMMON SENSE EFFORT TEAMWORK RESPONSIBILITY CARING INITIATIVE PERSEVERANCE MegaSkills Training Process Family Involvement Training Classroom Curriculum School-Wide Programs School Improvement Tested Results Program Benefits Title I Higher achievement scores Immediately reaches wide Literacy number of teachers and Fewer discipline problems Even Start families Head Start Higher attendance rates Cost effective: ongoing use of Special Education Increased homework time program years after original Bilingual Education Decreased TV time training Juvenile Justice Comer Schools Increased participation by all Integrates academic, social, and families in children's education and more emotional skills Compensatory Education Funds support MegaSkills training programs. Businesses and Chambers of Commerce also support the programs. ©Home and School Institute 1996 MegaSkills® Education Center, The Home and School Institute 1500 Massachusetts Ave., N.W., Washington, DC 20005 (202) 466-3633 P.01 THE THE MEGASKILLS® EDUCATION CENTER 1500 Massachusetts the.. VII Washington, DC 20005 of Tel: (202) 100-3633 The Home and School Institute, Inc. Fax: (202) 833-1400 www.MegaSkillsHSl.org enfidence Motivation . Effort Responsibility . Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Measher ⑇ the usi Board October 6, 1999 6 pps. inclusive Agreement 9a9 456-5581 Andy Rotherham From: Dororhy Rich invoices Council to P It was good meeting you today. Here as promised are a Eew more items. including a recent article from Education Week and an article in Spanish about our work. L enclose the 1 1 int page of the San Diego Report and can send more as you might wish. Hope you have .-) chance to check out the materials 1 left with you , the book, the web page-- lots of assignments, e.c. etc. - Talk to you SOOD again. And thanks for your advice. direction ...... Development Psychology it, Building the "Inner Engines of i.earning" for Success in School and Beyond The Home and School Institute Inc is & nonprofit. Section 50bew organization. e-mail: attitude and behaviors were consistently reported for over 2/3 of the students. These include more interest in learning (80% of students): more organized and ready for learning (74%); completes homework more regularly (78%); more able to work cooperatively (79%) Details on these findings are reported on the pages that follow Program Description San Diego was one of three large city schools selected for the implementation of the Home and School Institute's MegaSkills Parent Workshop Program under grants from Krafi Foods. jointly administered by The Home and School Institute and the Council of the Great City Schools. In the first year of the program seven Comer schools participated in the program. A endre of parent workshop leaders from each school was trained in how to give MegaSkills Parent Workshops. To serve San Diego's multi-ethnic population. the staff trained included native speakers of the major language groups served by the schools. and materials for parents were available in Spanish. Vietnamese. Lao, Cambodian and Somali translation. EDUCATION WEEK Bancotion Non-puper of Record Volume XVIII. Number 36 May 19, 1999 i' 1999 Editorial Project in Education Competing for Our Clients Winning the Hearts about education. demands that schools When parents opt our of the system begin to market themselves as busi- in favor of different schools. what are and Minds of Parents nesses do. 1- this demeaning? Crass? they looking for? They are seeking Degrading? I don't think so. standards. achievement. and high ex One of the basic questions : ask in the poctations. to be sure. But they are By Dorothy Rich training programs 1 conduct IS this: "In also seeking something more. Here's 0 two or three sentences. why would par- quick summary of what I hear from ublie schools no longer have a ents want to send their child to your parents across the nation: P built in zoned-in-public. school?" If people have trouble answer- They are seeking some greater Schools have to win their ing this, they may well have trouble form of personal control. some sense chents their students, the keeping their schools open. that they can express their consumer hard way The charters are It's certainly time that schools paid activism on behalf of their children. coming and :-11 are the vouchers. We more attention to parents and chil- They are seeking a code of behavior can't jusi say that they will go away. dren as customers. This doesn't mean and standards and expectations about They may run their course, but not bowing and scraping to make their how children should ad in school. und the test scores come in a fow every demand a reality. But it does They are seeking a school atmos- years down the way. mean making our schools more ap- phere that rewards high standards of meanure peating. We nave to pay attention. achievement and behavior and provides III can't run and hide. My recommen This is a message increasingly un- disincentives to out-of-control and dis- dation is that We get out in front and derstood by districts aeross the coun ruptive students. empete with these education attrac. try. A principal quoted in the Fort They are seeking a sense that imms. 1: can be a lot easier than We Myers, Fla., News-Press this year on achievement by their children can might think. that city's new public-school-choice mean something that when their For example, one of the attractions program put it this way: "Were selling children work hard. they will be in 1.1 charters and vouchers is the our programs and organization, which warded. H mise they seem to hold of more would be similar to what a business- They are seeking a sense of greater ersonal attention. This is a major man would do I think students will personal attention-that the school 1:' it force in education. We work with see us as a viable option for learning. cares about their child. their home. arents and community today not It's really a matter of if we're not and them. supply because the research says this pulling in the kids. then it have 11, i. the will 1.. raise achievement. W. work harden" in it because these are our clients. Parents have concerns beyond acad- bese realistic expectations de and they expect a level of personal emies for their younger children. service that parents in the past did Transportation is an issue. They want T serve to be met. They are not pie in the sky Public schools NOT Some parental expectations may that dismiss the message that schools close to home. 50 that their i.. 1:10 high. of course, even unrealis charters and vouchers an kids are not based across town. They i... but to disnuss them out of hand or want their children to be with the sending in it. at their peril. It is a use- 1. tail to work with parents to under. classmates they have know 0 in ear- ful message, a reminder We need. And stand limits and possibilities would be lier grades. Some parents may even public schools. with their resources Mothardy in :1 consumer age. move their children from school to and experience. are actually in ,1 The impact of it consumer culture. school until they get what they per- stronger position (11 neet these expec coupled with real worries parents have ceive to be the right fit. Continued on Page : P.02 comunidad Enseñando destrezas para POR JOHANNA TORRES rando hable act papel educacio- nal de !:I familia, puede que suene algo anticuado Sin embargo, muchos de los padres de hoy en dia fundadora de The Home and School Institute hace una nunca aprendieron. han olvidado, In que necesitan La promesa de éxito con sus MegaSkills. mente. obtendre fill grado como enterment. Mrs niños hacer (1) casa para sentar the las escuelas poden seguramente se beneficia los cimientos del CARD C.- McgaSkills " una buena bacer di trabajo solas En 1'.11) con todo cato escabe colar de NUS ninos' afrma combinación je corazon ere entonces 110 sabiamos 017 en und carta Dorothy Rich. presiden- mente. que avaida al nino la diferencia asegora I.I nivel email sonal. tanto educadora. Para Rich. no La clave de SU éxito como acaderated Es di tipo importa cuan buena sea la Segun Rich. tel gran result de salud mental que rodes educación formal que una Cado de estos programas es necesitamos declara. escuela ofrezen iv. padres que los padres aprenden Desde que rando The stempre in primeros CSLIS destrezas \ is con- Home and houl Institute nacstros de un nino vierien en modelos para on 1904. el fiamado de esta sus hubs Elios no pueden pronera ha '1'. the CCD en Gracias a MegaSkills dare el tupode cruzarse de miles de personas actual- Anna Cruz. de Nueva let brazos l'ignen an papel mente tambien ": escucha *?. is un. madre que en que jugar on in vala de -11- mencionar las mils centro en el (IIN) de adies. manos agreed grandes companias de 1.: tramiento do MegaSkills, Alganos de les mas it:- nacion. it ua! us 50 gran mucho mms que una caliti- presionantes legros obte " mdos con MegaSkills son. No podemos asumir que puntaies 111.05 altos en las has escolares que los la escuela será la única maestra numos pasen in years mas nempo haciendo SIN tareas de nuestros niños " que Mendo la relevision. II 1.1 de The Home Dorothy Rich extte logrado " debe prin- and School Insti- expaimente 3 yik los estu- Date. (1) Washington. DC revelación? RR is reconoce exción. Con of proposito diantes se sienten mas no- Con palabras como CA. que hay "med amsmos de de bacer un estuerzo para tivados para aprender y los LAS. Rich ha luminado aprendizaje que nos imput- udar a sus dos mos. Cruz padres adquiren mayores ientos de familias a traves san, sirven como cataliti- decidio registrarse on it destrezas para all crianza del p.us. Es por ello que su cos. Esto " 1.. que hacen programa. En la primera Al mismo ticinpo. los pa programa Megaskills V el los MegaSkills stop son los remion se encontro con dres comprenden memor hbro que ntulo de In misma valores. tas actitudes. los los mismos sentimientos las necesidades educa- manera. han sido can act. comportamientos que de- Jue levaba sintiendo por cionales de of Injos y SC mades por los maestros terminan nuestro exito en anos: desorientacion. bara involueran mas en al pro- padres, presidentes de or 1:1 escuela 1' luego on di tr.- estima C insegundad. educacional. 13 amizaciones nacionales bajo. Son los que definen la in embareo 11:) mucho For our lado. los macs- administradores de escue- confianza, estuerzo, res después vio que este CTI 1500 observan menos pro- las y asociaciones educa ponsabilidad. incrativa. and el inicio de su reale blemas de disc iplina en sus cionales. l'ipper Gore. CX- perseverancia. trabajo en zacton como mujer como clases. los nuos estan me- posa del vicepresidente. equipo capacidad para it madre. -Gracias :::: apovo or preparados 'C ve una Al Core escribe en las solver problems anade II! abento de Megaskills ne meior asistencia .1 la c. primeras paginas Jel libro: Asi Rich ha enseñado a be podido yer en 11110 111% cacla. l'ambien se detecta "Los ninos no aprenden los padres la importancia disonta. Tenen mas con. CLAS participacion de los Lenente con sus mentes de estos valores como he hanza on mi mismi. be de padres on lis actividades Sus corazones Genen tam- rramientas que benen : su cidido regresar .1 ! escuch escolares mejores rela- bien (ii) importante papel. alcance. "Antes " pensaba para educamic eventual- ciones con la escucit. HST 0 P.03 MegaSkills® News AUGUST 1999 MegaSkills Education Center of the Home and School Institute Communications Announcing Back To School with MegaSkills® and Reading WWW. MegaSkillsHSI.org Academic Achievement, Character Development Pleasurable and Instructive Reading! What a Combination They Come Together with MegaSkills® Parents and teachers across the nation are invited to check out www.MegaSkillsHSI.org to learn about how to teach children strong habits of character and strong habits for reading all at the same time. MegaSkills: Keeping Schools Safe and Children Learning As a special service, starting August 1, 1999, the nonprofit Home and School Institute, sponsor of MegaSkills. will assemble on its web site a select list of acclaimed books identified by teachers and librarians nationally. These books will cover the early elementary grades through middle/upper elementary years. This is the first time this list has been assembled for public use. In this list are age-old classics and books published within the last few years. The number and variety of books available for children today can be overwhelming. That is why the Institute is providing this service. MegaSkills formulated by Dr. Dorothy Rich, are the habits, the behaviors, and attitudes vital for achievement. Confidence, Effort, Motivation, Responsibility, Common Sense, Teamwork, Caring, Initiative, Perseverance, Problem Solving and Focus. These are the "inner engines of learning." With thirty years of research and experience, the nonprofit Home and School Institute, sponsor of www.MegaSkillsHSl.org provides services for schools and homes across the nation. Over 3000 schools use the MegaSkills Workshop Program with documented success in higher test scores and decreased discipline incidents. Contact www.MegaSkillsHSL.org for more information. MegaShille Education Center of the Home and School Institute 1500 Massachusetts Air NW M.W 2 ations than start up schools. how well the message is getting Many pare nis. in fact. talk about :11- through and the effectiveness of our tornatives 1.) the public schools with- service system? When parents say they ant really knowing what is involved. are moving their children from our what benefits they may realistically school, is there a sign-out process that speet. what pitfalls they may face. helps determine why they are making 11:- need 10 provide them with infor- this change" acation and leadership. One relatively How do I rank the overall service easy way to do this is to clip, save, and provided a: the school where [ teach? distribute all relevant articles and At the school where my children are studies on abernative forms of educa- enrolled? At the school I wish they men. Giving parents all the facts. and could attend? What changes would I just about the school trying to make to ensure that my school re- keep them. can be very persuasive. ceived more positive answers on this When businesses W()() customers. they questionnaire? 035988 their products and services and Just as in the business world, there 260 steps to make them stronger will always be the unappeasable, un- schools can dereven better. Here are CX- persuadable school client who can amples of the kinds of questions school never be satisfied. But when educa- personnel need to ask themselves. Call tors get more Yes answers than No's it :: personal school report card: and Not Situals on this modest survey. Do we know what our customers they will be well on the way to com- want? Do we care? peting effectively for their parents An we ready to provide the kind of and students rvice and outreach it takes to woo -- n.: win our customers? Dorothy Rich is the founder and Do we have ways (such as surveys' president of the nonprofit Home and !.. Gnd out what our customers care School Institute in Washington. She is about? Do we de this regularly? the author of MegaSkills and the de Do we have a written statement of veloper of the MegaShills teacher evices and written materials solicit- training program. use parent comments? Do He make strong efforts to in- THE our customers about issues in This article appeared 11! the com- education and the pros and cons of mentary section of Education Week. carious initiatives? Reprinted with permission from Do we give our enstomers the ben- Education Week, Vol. XVIII. Number on of our expertise? When we buy 36. May 19. 1999 care or cosmetics. there are consumer reports to check. Whom do parents MegaSkills I-ducation Center ask about schooling issues? 1500 Massachusetts Ave.. NW in we have front-line personnel Washington. DC 20005 trained and assigned to respond effec- (202) 466-3633 Fax (202) 833-1400 they to parent questions? This includes www.MegaSkillsHSL.org administrators, teachers. guidance coun- selors, and front office support staff What staff training needs to be pro- Education Week is published 43 rided? What parent training? times per year by Editorial Projects in 110 employees in all facets of the Education Iii. Subscriptions: U.S.: school's work know how to put across $69.94 for 43 issues. Canada: $96.59 the school's philosophy? Do they know for 43 issues. and bulieve in the basic message and the pluses of our school? (i) 1999 Editorial Projects in Education 1% we have .1 way to determine MegaSkills® MegaSkills® The Attitudes & Behaviors Expanded Edition Needed for Learning, Building Achievement for the Information Age Literacy and Success at School and in Dr. Dorothy Rich the Workplace Founder/President The Home and School Institute Comprehensive Reform for True Student Learning Introducing Confidence Career MegaSkills® Confianza Transition from school to career Secondary schools Motivation Vocational education Motivación Workforce initiatives Effort Plus Esfuerzo Leader Training for Responsibility Family Educational Responsabilidad Involvement: The Initiative MegaSkills Method Iniciativa Building Student Academic Perseverance Achievement: The Perseverancia MegaSkills Method Caring The Home and School Institute Aprecio (HSI), a nonprofit educational Teamwork organization, since 1972, Cooperación provides tested solutions for problems that face education Common today and determine adults' and Sense Sentido Común children's lives for tomorrow. Problem For Information: Solving Solución de MegaSkills Education Center problemas of The Home and School Focus Institute Enfoque 1500 Massachusetts Ave., NW STATE Washington, DC 20005 (202) 466-3633 www.MegaSkillsHSI.org EMMUNITY MegaSkills on the Web www.MegaSkillsHSI.org CLINTON LIBRARY PHOTOCOPY 1500 Massachusetts Ave., NW MegaSkills® News Washington, DC 20005 Tele: (202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org MegaSkills Education Center of the Home and School Institute Communications For Further Information: Rachel Z Ayala (202) 466-3633, [email protected] FOR IMMEDIATE RELEASE FALL 1999 New Training Initiative Announced for DC.Teen Parents MegaSkills® Connection for Family and Work WASHINGTON, D.C. - The Home and School Institute (HSI) and For Love of Children (FLOC) announce the launch on Saturday, October 16, 1999 of MegaSkills training for teen parents and for school and social service agency personnel serving teen parents. The initiative, MegaSkills Connection for Family and Work, prepares teen parents to develop habits, attitudes and behaviors necessary for success as a parent and as a employee. The program is funded through an Even Start grant. Career MegaSkills is an interactive learning system that focuses on behaviors that lead to developing and sustaining personal habits needed for continuing education and enhanced job performance. This training initiative also teaches strategies and techniques for increased parenting skills necessary for positive child development. (MORE) ©The Home and School Institute, 1999. MegaSkills Education Center, 1500 Massachusetts Ave., NW, Washington, DC 20005 Tele: (202)466.3633 Fax: (202)833.1400 Web: www.MegaSkillsHSI.org The MegaSkills to be taught are: Confidence, Motivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork, Common Sense, Problem Solving and Focus. Under this initiative, the Home and School will also provide professional training, MegaSkills Leader Training for Parent Involvement, to DC social service agency personnel and DC teachers to enable them to conduct MegaSkills Parent Workshops on a continuing basis at their own agencies and schools. The teen parent program will take place at Children's Hospital and the Family Place. It is led by Janice Melvin and Phyllis Kemp, MegaSkills leaders who have used the program in the District of Columbia Public Schools. The related professional development training, MegaSkills Leader Training for Parent Involvement to take place at Scott Montgomery School, is led by Harriett Stonehill, Director of the MegaSkills Education Program nationally. The work of the nonprofit Home and School Institute (HSI), with its MegaSkills Education Center, is to build achievement and literacy in school and beyond. HSI, founded by Dr. Dorothy Rich, beginning in 1964, has developed systematic trainings and materials for total community educational involvement with specific focus on needs of at-risk students. The Institute designs and provides training for educators and community leaders working with children and adults to build success through academics, literacy, and character building activities that teach the habits and attitudes it takes to achieve. The tested MegaSkills Programs, have involved more than 110,000 families and has trained over 10,000 MegaSkills Leaders. The work of HSI has been featured in the Washington Post, New York Times, Chicago Tribune, Los Angeles Times, Reader's Digest, NBC Today, and in numerous professional publications. For additional information, visit www.MegaSkillsHSI.org ©The Home and School Institute, 1999. MegaSkills Education Center, 1500 Massachusetts Ave., NW, Washington, DC 20005 Tele: (202)466.3633 Fax: (202)833.1400 Web: www.MegaSkillsHSI.org HOME SCHOOL MEGASKILLS® EDUCATION CENTER 1500 Massachusetts Ave., NW Washington, DC 20005 of Tel: (202) 466-3633 The Home and School Institute, Inc. Fax: (202) 833-1400 COMMUNITY www.MegaSkillsHSl.org Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Members of the HSI Board Dorothy Rich President James Van Dien Treasurer John Bottum US Department of Agriculture WHAT MEGASKILLS AND THE HOME AND Miriam Bazelon Knox Public Member, Chair National Advisory Council SCHOOL INSTITUTE ARE ALL ABOUT Misbah Khan. M.D. University of Maryland School of Medicine AND CAN DO FOR YOU National Advisory Council Ronald Blackburn-Moreno National Executive Director Aspira Association Don Cameron Executive Director Comprehensive Reform for True Learning National Education Association Elizabeth Campbell Vice President for Community Affairs WETA Michael Casserly Executive Director Council of the Great City Schools The nonprofit Home and School Institute designs and provides training and Harvey C. Dzodin Vice President ABC Television materials to build successful learning and achievement for children and adults Amold Fege President Public Advocacy for Kids in school and beyond. After years of testing, these are now available to teachers, Susan Gorm Executive Director National Association of parents, employers and the wider community. School Psychologists Andrew Hartman Even Start/Literacy Programs Phillip Harris Director The unique and special focus of the Institute, founded by Dr. Dorothy Rich, is Center for Professional Development Phi Delta Kappa Paul D Houston MegaSkills. These are the habits, the behaviors, and attitudes vital for Executive Director American Association of School Administrators achievement. They are the inner engines of learning. David Imig President American Association of Colleges of Teacher Education A Sidney Johnson Executive Director This Institute offers award-winning MegaSkills training programs and Prevent Child Abuse America Leanna Landsmann President publications nationally and internationally. Evidence from these programs in TIME for Kids Evelyn Moore President over 3,000 schools indicates higher test scores, increased self-discipline for National Black Child Development Institute J. Douglas Phillips students and improved abilities of teachers and parents to become involved Executive Director, Strategic Planning (Ret.) Merck & Co., Inc. and successful. Harold P Seamon Deputy Executive Director National School Boards Association Johnetta Smith Principal Charles Young School With thirty years of research and experience, the Institute delivers education for DC Public Schools James Van Erden Director. Workforce Development the information age. MegaSkills focus on the needs of adults and children as Goodwill Industries International Joan Worden President learners in school, in the workplace, in life. WNS Group Edward Zigler Sterling Professor of Psychology Yale University Harriett Stonehill Director MegaSkills Education Center Building the "Inner Engines of Learning" for Success in School and Beyond The Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization. e-mail: [email protected] HOME SCHOOL MEGASKILLS® EDUCATION CENTER 1500 Massachusetts Ave., NW Washington, DC 20005 of Tel: (202) 466-3633 COMMUNITY The Home and School Institute, Inc. Fax: (202) 833-1400 www.MegaSkillsHSl.org Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Members of the HSI Board Dorothy Rich Fact Sheet: About HSI/MegaSkills Education Center President James Van Dien Treasurer John Bottum US Department of Agriculture Mission: The major focus of the work of the nonprofit Home and School Institute (HSI) and Miriam Bazelon Knox Public Member, Chair its MegaSkills® Education Center, is to help families and educators build children's National Advisory Council achievement in school and beyond. Since 1972, HSI has worked with school districts, federal, Misbah Khan. M.D. University of Maryland state and local government agencies, businesses and community organizations. Family literacy School of Medicine National Advisory Council and the needs of at-risk students are fundamental Institute concerns. Ronald Areglado Associate Executive Director National Association of Programs/Publications: MegaSkills are the habits, attitudes and behaviors that determine Elementary School Principals Ronald Blackburn-Moreno achievement. They include Confidence, Motivation, Effort, Responsibility, Initiative, National Executive Director Aspira Association Perseverance, Caring, Teamwork, Common Sense, Problem Solving and Focus. The Institute's Don Cameron programs provide a unique and proven approach to teaching these skills. Executive Director National Education Association Elizabeth Campbell * Vice President MegaSkills Leader Training Seminars train instructors to conduct for Community Affairs WETA workshops for families to help children develop MegaSkills. Michael Casserly Executive Director Council of the Great City Schools MegaSkills Essentials for the Classroom provides training for teachers to Harvey C. Dzodin teach MegaSkills directly to children in the classroom. Vice President ABC Television The New MegaSkills Bond builds school and family/ community partnerships. Amold Fege President MegaSkills Schools combine all of the trainings in an achievement process for Public Advocacy for Kids school wide programs. Jeremiah Floyd Associate Executive Director National School Boards Association Andrew Hartman Conducted in 48 states, MegaSkills Workshops now are used in over 3000 schools and have Even Start/Literacy Programs reached over 100,000 families and their children. MegaSkills is recognized as the major Phillip Harris Director Center for Professional Development training program focusing on the educational role of the family. Families served by HSI Phi Delta Kappa programs include African-American, Asian, Hispanic, and Native American. Support for Paul D. Houston Executive Director American Association of MegaSkills Programs has come from Kraft Foods, MacArthur Foundation, The Sears-Roebuck School Administrators Foundation, and IBM. The program is a model in New Directions for Parent Involvement. The A. Sidney Johnson Executive Director workshops are based on the highly acclaimed book, MegaSkills, by Dr. Dorothy Rich, HSI National Committee to Prevent Child Abuse President. Related specially developed publications are also available from HSI. Leanna Landsmann President TIME for Kids Margaret Singleton Coordinator for Corporate and Community Relations Evaluation: Memphis State University and University of Louisville researchers reported TV DC Public Schools watching for children decreased with increased time on homework. Texas Educational Agency Evelyn Moore President National Black Child research indicates that students at the MegaSkills School in Weslaco showed higher scores on Development Institute achievement tests with fewer discipline problems. The MegaSkills Program has received the Anna Perez Coordinator. Bilingual Education A+ Award from the US Department of Education and the Golden Apple Award. and Cultural Diversity Baldwin Park, CA. USD J. Douglas Phillips Executive Director MegaSkills books have received Parents' Choice Awards. Strategic Planning (Ret.) Merck & Co., Inc. James Van Erden Senior Vice-President The work of HSI, has been featured in the Washington Post, New York Times, Chicago National Alliance of Business Tribune, Los Angeles Times, USA Today, Reader's Digest, NBC Today, Good Morning America Joan Worden President WNS Group and numerous professional education publications. With over 20 years of experience, the Edward Zigler Institute provides coordinated, tested programs for educational progress. Sterling Professor of Psychology Yale University Harriett Stonehill Director MegaSkills Education Center Building the "Inner Engines of Learning" for Success in School and Beyond The Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization. e-mail: [email protected] HOME SEADI MEGASKILLS® EDUCATION CENTER 1500 Massachusetts Ave., NW Washington, DC 20005 of Tel: (202) 466-3633 COMMUNITY The Home and School Institute, Inc. Fax: (202) 833-1400 www.MegaSkillsHSI.org Confidence Motivation Effort Responsibility Initiative Perseverance Caring Teamwork Common Sense Problem Solving Focus Members of the HSI Board Dorothy Rich President Spring 1999 James Van Dien Treasurer John Bottum US Department of Agriculture The Lessons of Littleton Minam Bazelon Knox Public Member. Chair What It Really Takes to Develop Successful Students and Citizens National Advisory Council Misbah Khan. M.D University of Maryland School of Medicine A Lesson from Dr. Dorothy Rich National Advisory Council Ronald Areglado Associate Executive Director The message from Littleton, Colorado is loud and clear: Along with academic National Association of Elementary School Principals achievement, students need the attitudes and behaviors of mind and heart that Ronald Blackbum-Moreno National Executive Director enable them to be productive and successful in school and beyond. Aspira Association Don Cameron Executive Director National Education Association That is what MegaSkills Programs uniquely provide. The MegaSkills Programs have Elizabeth Campbell documented stronger literacy, higher test scores along with sharp decreases in Pice President for Community Affuirs WETA discipline incidents. Compensatory Education Funds support these programs. Michael Casserly Executive Director Council of the Great City Schools Harvev C Dzodin The MegaSkills Process combines academic and emotional development. Vice President ABC Television MegaSkills are the basics for successful learning and living: Confidence, Amold Fege President Motivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork, Public Advocacy for Kids Common Sense, Problem Solving and Focus. MegaSkills enables teachers and Jeremiah Floyd Associate Executive Director National School Boards Association families today to teach the essential values of education, the pleasure of hard work, Andrew Hartman the delight in accomplishment, and the joys of working together. Even Start/Literacy Programs Phillip Harris Director Center for Professional Development I could sit in my office and write reports and hope for the best. But. I know-and Phi Delta Kappa Paul D Houston you know-that this is not enough. That's why the Home and School Institute Executive Director American Association of works with you directly in your schools. That's why we offer training programs on School Administrators site, with and for your teachers and parents. A. Sidney Johnson Executive Director National Committee to Prevent Child Abuse Leanna Landsmann Enclosed are brief materials. You will want these MegaSkills trainings. You President TIME for Kids will want these materials. They work. They will work for you and your Margarer Singleton Coordinator for Corporate students, your staff, and your families. Check our new, redesigned web page for and Community Relations DC Public Schools more details (www.MegaSkillsHSI.org) You will want to know that the newest Evelyn Moore dimension in our work for secondary school, plus vocational and adult President National Black Child Development Institute education is Career MegaSkills, available later this month. Anna Perez Coordinator Bilingual Education and Cultural Diversin Baldwin Park. CA USD Harriett Stonehill, Director of the MegaSkills Education Center, is ready to answer J. Douglas Phillips your questions, inform you about where you can see the programs in action, and set Executive Director Strategic Planning (Ret Merch & Co., Inc training dates with you. We look forward to hearing from you. James Van Erden Senior Vice-President National Alliance of Business Joan Worden President WNS Group Edward Zigler Sterling Professor of Psychology Yale University Harriett Stonehill Director MegaSkills Education Center Building the "Inner Engines of Learning" for Success in School and Beyond The Home and School Institute, Inc. IS a nonprofit, Section 501(c)(3) organization. e-mail: [email protected] Executive Summary Impact of the MegaSkills®Program for Students, Teachers, Parents School-Wide at A.N. (Tony) Rico Elementary Weslaco, Texas (1997-1999) This report documents the implementation and impact of the MegaSkills program, the school-wide influences that contributed to program success, and the outcomes achieved for students, teachers and parents. The MegaSkills program offered Rico's constituencies an opportunity for renewal by using new approaches, methods and materials to help students achieve academically, develop life competencies, and to acquire positive social abilities. The Rico Elementary School in rural south Texas, with the leadership of principal, Velda Correa, adopted the MegaSkills programs as part of its comprehensive school reform effort with funding from the Texas Education Agency In 1997-98 the MegaSkills Essentials in the Classroom Program and the MegaSkills Parent Workshop Program were implemented as the first stage of a two-year initiative for developing a school-wide focus on the MegaSkills. The eleven MegaSkills "the inner engines of learning," include Confidence, Motivation, Effort, Responsibility, Perseverance, Caring, Initiative, Teamwork, Problem Solving, Common Sense, and Focus. They are the attributes needed for success in both school and the workplace. Impact of the MegaSkills Program for Students Children's Achievement and Test Results Improved Interest in Learning Was Raised Understanding and Behavior Changed Gains were reported for the year on standardized tests of academic achievement: Texas Assessment of Academic Skills (TAAS) Percent Passing 1996-97 1997-98 Third Grade Reading 69% 91% Math 75% 95% Fourth Grade Reading 94% 95% Math 91% 97% Writing 83% 96% Funding for this program was provided by a grant from the Texas Education Agency under the area of Staff Development and Parent Training for Campus Deregulation and Restructuring for improvement of Student Achievement. The gains for the third grade, which was the focus of special program efforts, are dramatic. The fourth grade scores were considerably higher in the previous year; nevertheless, positive gains were made even at these high passing levels. Comparing these scores with two other district schools with similar student demographics indicates that Rico's passing rates are as much as 21 percent higher for Hispanic students overall, and 19 percent higher for the economically disadvantaged student group. Data from an end-of-year staff survey indicate the interest and commitment of students to the program and the pronounced effects of the program on student learning and behavior that staff observed. High percentages of staff responded positively to the following items: Students enjoyed and derived benefits from the MegaSkills curriculum 97% Students were able to identify MegaSkills in stories and/or in the behaviors of self/others. 94% Students showed considerable/some change in demonstrating responsibility and teamwork. 100% Students showed considerable/some change in attitudes and behaviors. 91% Student progress is closely monitored at Rico. Therefore, staff and administration noted positive change early on in children's achievement and behavior. Just three months after the MegaSkills training teachers (82%) reported positive change in student behaviors. They indicated students were more responsible about completing assignments, more interested in school work, more adept at working cooperatively, more able to concentrate and pay attention, and demonstrated more respect for others. These positive changes and gains were maintained throughout the year. Teachers, who had two-thirds of their students failing after the first marking period, had reduced that number to no more than five students with problems in May. Teachers at various grade levels reported that some students who had begun the year at very low achievement levels were performing better than others who began at higher levels by the end of the year. These improvements in academic and social skills resulted in fewer failing students. In a school population of over 600 with many limited English proficient and low socio-economic status students, only 27 were referred for summer school, a rate of less than 5%. A variety of data indicates the more positive attitudes demonstrated by students, many of whom had a history of frustration and academic failure at school. Eight students were on behavioral contracts at the beginning of the 1997 school year, but none by May, 1998. Parents also reported seeing beneficial changes in their children's attitudes and behaviors. Impact of the MegaSkills Program for Teachers Increased Effectiveness in the Classroom Higher Morale Among Staff Members Professional Growth for Staff 2 Teachers associated improved classroom management, more structure, better discipline, and increased student respect with using the MegaSkills Program in their classrooms. The principal identified exceptional motivation among staff members over the year to do something different, to have fewer children below grade level. She commented "I have used a lot of programs. MegaSkills is different. It helped us live together at a different level and has taken us to a unique stage of humanness MegaSkills connected the heart and the head.' Impact of the MegaSkills Program for Parents Parent Behavior Changed Parents Learned to Help Their Children Succeed in School. Parents Felt More Positive About the School Eight MegaSkills workshops were offered to Even Start parents in both Spanish and English. Attendance averaged 24 per session. Parents reported these positive changes in their own behaviors: Doing more reading with the child (ren) 100% Limiting the amount of TV the children are watching 100% Doing more checking to see that homework is completed. 92% Parents described the following changes in their children's attitudes and behavior: More willing to do homework 100% More eager to go to school each day 92% More often prepared for school 88% In addition, parents identified a positive change in their feelings toward the school. Impact of the MegaSkills Program School-Wide Success Expectations Were Heightened Discipline Improved Specialists, Resource Personnel and Classroom Teachers Developed Partnerships Implementation of the MegaSkills Program became the major objective of the school. By creating a continuous program focus on the MegaSkills, a school-wide environment of success was supported. The principal initiated the MegaSkills program and monitored implementation closely. MegaSkills were included in the classroom observation checklists, expected in teachers' lesson plans, reinforced with teachers after frequent classroom walk-throughs, and thus became pervasive throughout the school. 3 Staff conducted multiple activities to insure the success of the program. Specialists in music, physical and special education, computers/technology, counseling and the library/media taught the MegaSkills and provided additional support to the classroom program. Conclusions and Next Steps The principal and staff were ready to take action to meet the needs of students and to decrease the number of behavioral and academic low-achievers. The MegaSkills program was selected as the vehicle for school reform because of earlier success other schools in the district had in using components of the program. The MegaSkills program engaged both the minds and hearts of Rico's students, staff, and parents, and created feelings of improvement and success throughout the school. Participation in the program had a positive influence on teachers' classroom management and instructional decisions as they addressed student learning and behavioral issues. Students and parents shared the beneficial impact the MegaSkills had on themselves and their families. As a result, school improvement in Year One was multifaceted and broad- based. With a change in principals, (Rico is now headed by Yolanda Hernandez), Year Two of MegaSkills is set to begin February 1999. Program implementation will focus on expanding attempts to reach all parents, and increasing documentation of program impact on individual students, parents, and staff. With a new principal and staff, additional training is needed in the use of the MegaSkills Parent Workshop and Essentials for the Classroom programs. Introducing the new MegaSkill Focus, and providing support staff ( bus drivers, office staff, cafeteria workers, custodians, etc.) with increased opportunities to be part of the program is planned. Program implementation in Year Two will continue to expand and maintain Rico Elementary as a fully operational MegaSkills School, and to offer demonstration/outreach to other schools in Texas and beyond in the use of MegaSkills. Beverly A. Mattox January 1999 For Further Information Contact: MegaSkills Education Center of the Home and School Institute 1500 Massachusetts Ave., NW Washington, DC 20005 (202)466-3633 Fax (202)833-1400 www.MegaSkillsHSl.org 4 Department of Exceptional and School of Education Remedial Education University of Louisville Louisville, Kentucky 40292 Office: (502) 852-6421 Fax: (502) 852-1419 UNIVERSITYofIOUISVILLE Maupin MegaSkills® School-Wide Program (Spring 1996) Final Evaluation/Executive Summary Profile of the Maupin School Maupin School is an inner-city elementary school with an enrollment of approximately 450 students. The immediate neighborhood is 99% African-American, with large numbers of families living at or near the poverty line. As a magnet school, Maupin draws students from across the school system to achieve greater racial balance. Eighty percent (80%) of the total school enrollment qualify for free or reduced lunch. MegaSkills School-Wide provides complementary roles for all school staff and parents so that the MegaSkills are consistently taught and reinforced in the classroom, the home, and throughout the school. In addition the school chooses school improvement areas, such as discipline or attendance, upon which the MegaSkills programs can be expected to have impact, and develops strategies and activities to build these special achievement areas. Program Impact: Key Findings Students Data provided consistent findings of positive changes in student attitudes and behaviors: High percentage of teachers indicated that students had developed more positive behaviors and attitudes in a number of areas: More respectful and considerate of others (92%) More able to work cooperatively (93%) Fewer discipline problems (93%) More responsible (93%) More confident and self-reliant (86%) More interest in school (86%) Parents reported similar changes in their children's behaviors. Student self-report data from pre-test to post-test indicated growth in self- awareness and the ability to be self-critical in assessing their own behavior. 1 School: The data indicate that the program had school-wide effects: There was strong agreement among school staff (90% of the teachers and 100% of the parent workshop leaders) that the program had improved school climate. The program contributed to raising the expectations of student behavior at the school over the two year pilot period and staff reported improved discipline. The program helped to increase the involvement of parents in school activities and attendance at parent-teacher conferences. The program provided a common language about student attitudes and behaviors which facilitated understanding and communication among teachers, parents, students, and support staff. The common language and complementary roles for school staff and parents helped to develop a greater sense of community within the school. Parents Workshop leaders reported the following parent changes as a result of workshop participation: Better understanding of what their children do in school More willing and able to discuss with teachers how to treat their children More able to deal with their children's problems and monitor their activities More confident of their own abilities and strengths More supportive of each other More involved with school activities Parents reported similar behaviors: Ability to relate and communicate to their children better Talking about school with their children Realizing that school can be stressful and being supportive of their children Importance of communicating with other parents and finding how much they have in common The program has become institutionalized at the Maupin School over the two year period and is continuing without the support of external funding. Prepared by: Denzil Edge, Ph.D. Professor, School of Education, University of Louisville For a Longer Report on MegaSkills at Maupin and For More Information: The Home and School Institute, MegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 Tele: (202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org. 2 CARSON FAMILY RESOURCE CENTER 340 West 224th Street Carson, California 90745 310-513-8070 Phone 310-513-6766 Fax CARSON MEGASKILLS PROGRAM REPORT ON THE 1996-1997 ACADEMIC YEAR Serving the Carson Complex of Schools Los Angeles Unified School District For the 1996-97 school year Kraft General Foods, Inc., funded a parent Ambler Avenue education program, MegaSkills®, for three school sites in the City of Carson. MegaSkills is a nationally-renowned curriculum which has been used in Annalee Avenue hundreds of schools. In addition to the impact that the program has made on individual parents through the workshops themselves, we have also used this Bonita Street grant to support systemic change. This is a final report on both those aspects of the first year of the Carson MegaSkills program. Broadacres Avenue I. Impact on Families Caroidale LEARNing Community The Spanish-language class was an extraordinary success. Attendance averaged 25; some individual workshops drew 32 participants. In the Carson Street MegaSkills class, parents had an opportunity to discuss their own childhood experiences and compare and contrast them with those of Catskill Avenue their own children. For many parents, this was the first time that they were talking about their lives in this way. The classes were not just Del Amo about parenting; they also served as a new way to connect to the community and to each other. La Opinión, the Spanish language Dolores Street newspaper, visited the group at Dolores Street School and wrote an article on our MegaSkills classes. One of our staff was also a guest on Dominguez the interview program "Hola L.A." on Channel 32 (Telemundo), where she spoke about the MegaSkills program. Leapwood Avenue At the end of this first year of funding, over 200 parents in Carson and Towne Avenue Wilmington have attended at least one MegaSkills workshop. More than 100 parents have been awarded a MegaSkills certificate for attending a minimum of 232nd Place three workshops. Of those, some 75 came to celebrate at our MegaSkills celebration, where we honored the parents and the people of the community Camegie Middle School who made Carson MegaSkills Program a reality. Curtiss Middle School II. Impact on the System White Middle School When we instituted the MegaSkills program, we saw an opportunity to use this curriculum as a framework for our outreach into the Carson High School community. By shifting the training to our facility, we had sufficient funds from the Kraft grant to cover the training of ten people, SO we Eagle Tree High School began to conceptualize the program in a different way. We started to think about the straightforward language of MegaSkills as well-suited for communicating clearly with parents about what skills they and the schools need to encourage in our children. We saw that a common vocabulary would be a good starting place for stimulating the kinds of energetic discussion that could lead to change within the schools. We began looking at our MegaSkills program as context rather than content. With trained personnel at every school, we created a built-in network for outreaching to parents in every school. We used that network to get out information about the numerous other kinds of activities that we or our collaborative partners sponsor. We see a much wider response to our programs and the MegaSkills connection is the key. For example, the attendance at our latest Resource Coordinating Council Town Hall meeting was almost double the previous meeting. Parents from almost every school in the Carson complex were represented. Outreach to parents for other services (e.g. case management, Carson Child Guidance, immunizations, etc.) has used the MegaSkills network as a communication channel, with important success in case-finding and publicizing available services. Our greatest visible impact has been on the Latino communities of Carson and Wilmington. The consistently high attendance at the Dolores Street School workshops has been duplicated by the efforts of one of our parent-facilitators at Hawaiian Avenue School in Wilmington. Parents are grateful for the support network created through MegaSkills, and for the supplementary materials on subjects such as nonviolent discipline, which the Carson Family Resource Center supplied through the MegaSkills facilitators. The workshop have been crucial in strengthening the bonds of the parents to the school, thereby supporting the goal of increased parent involvement. Because of the interactive format of the MegaSkills workshops, a great. deal of informal information is exchanged among the parents and the facilitator. Parents are finding out about services and programs in other schools and are taking on responsibility for initiating those programs in their home school. Again, this supports the goal of increased parent involvement, as well as developing leadership capacity within individual schools. Weekly encounters with parents from other schools enhance the constructive conversation of parents about what they can actually do to make a difference in their children's education. Parents who were in MegaSkills workshops are now serving on various Task Forces of our Resource Coordinating Council; two are currently employed as Community Reps for the Carson Family Resource Center. Again, the nature of the program encourages a connectedness with the schools and the community. When parents experience acceptance and encouragement, they are more willing and feel more able to give back. The experience of MegaSkills has been a rich one for staff, parents and community. For a longer report on the Carson MegaSkills Program, contact the Home and School Institute, MegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHSI.org School and Parent/Community Involvement A Baker's Dozen for Reasons Why Schools Need MegaSkills® Training Programs 1. Distinctiveness of the MegaSkills Programs - What makes this program truly different is the practical, synergistic educational relationship it develops between the school and the home in support of all children's achievement. 2. MegaSkills as Unifier - MegaSkills is unique in that it unites and strengthens existing programs, integrating and reinforcing them, building people's capacity to work more effectively together. 3. MegaSkills Trainings Link Academic Objectives, Multiple Intelligences, Character Development - MegaSkills are the "inner engines of learning" needed to become a lifetime learner. MegaSkills programs build understanding of what it takes to succeed in an era of technology and change. 4. Program Effectiveness - Data from the field show that the MegaSkills Programs result in higher student interest in school, higher attendance, higher academic achievement, increased parent involvement and a significant extension of learning time beyond the school day. 5. Wide and Successful Use of the Program - MegaSkills, based on 30 years of research and field experience was begun as a training program in 1987. Since then, over 9,500 registrants have completed MegaSkills training. Programs, now being conducted in 2,905 schools in 48 states, reach families from diverse cultural, economic and social backgrounds. The numbers grow daily. 6. MegaSkills Effectiveness for Diverse Populations - MegaSkills Workshops have been successfully conducted for over 100,000 families including African American, Hispanic, Native American, Pacific American and at-risk families. Materials are available in Spanish. Materials available for all grades from pre-K to secondary are culturally sensitive and increase positive parent- child interaction for all groups. MegaSkills are the qualities, skills and attitudes needed for success in school and beyond. The eleven MegaSkills-Confidence, Motivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork, Common Sense, Problem Solving, and Focus have been identified by Dr. Dorothy Rich, president of The Home and School Institute, in her book MegaSkills. They are based on the study of report cards, personnel records, and interviews with educators and employers. ©The Home and School Institute, 1999. MegaSkills Education Center 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org 7. Complete Training and Materials On-Site - MegaSkills programs are conducted on site for individual schools or district wide. All the materials needed for each program are provided including reproducible materials for families and evaluations for the program. 8. MegaSkills Leader Training for Parents Workshops - Provides a complete program of 11 workshops for leaders to present to families. The workshops initiate positive change for families; families learn new ways to support the education of their children at home and become more involved in school activities. 9. MegaSkills Essentials for the Classroom - Keyed to student academic and character building learning objectives. It helps develop strong study skills and good work habits. It enables students to build self-discipline in coping with pressures and builds a strong value system. MegaSkills are integrated with academics - reading, language arts, science, math and critical thinking. 10. New MegaSkills Bond - Translates national education goals and mandates into practical action for educators and parent leaders working together, coordinating community resources for new partnerships and designing action plans for parent/community involvement. It builds professional growth for teachers/leaders and is ideal for school based management and school improvement plans. 11. New Dimensions in MegaSkills Programs to Ever-Evolving Public Needs. Among these new programs: Career MegaSkills: Learning Habits, Attitudes and Behaviors for Doing Well in School and on the Job. Finding Success in Transitioning Students from School to the Workplace; Nurturing the Educational Leader Within You: Building Personal and Professional Effectiveness Using MegaSkills. 12. Ongoing Technical Assistance from HSI - The MegaSkills Center provides technical assistance through feedback, phone calls, e-mail, and web site (www.MegaSkillsHSl.org.) Communications and networking are strongly supported nationally. Parent workshop leaders participate in the HSI certification process. 13. Funding for MegaSkills Programs - Compensatory Education Funds including Title I, II, Drug and Dropout Prevention, Vocational Education, Head Start, Even Start, Special Education, Bilingual Education, Migrant Education, and Staff Development are among funds used to pay for these MegaSkills training programs. Business is increasingly interested in supporting these programs. Contact HSI for materials to help you include MegaSkills training your proposal. MegaSkills Programs are tested, effective and ready for your use immediately. Check the Home and School Institute web page for more details (www.MegaSkillsHSI.org) or call/write us today. ©The Home and School Institute, 1999. MegaSkills Education Center 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org MEGASKILLS® PROGRAM Summary of End of Year Survey for Principals and Teachers in Continuing Programs (June 1998) 100% of respondents indicate that their students derive benefits from the MegaSkills curriculum. 100% of respondents indicate parents derive benefits from the MegaSkills workshops. More than 90% indicate considerable or some increase in use of MegaSkills resulting in positive "student changes in attitudes and behaviors." More than 70% indicate they can think of specific children who have benefited from the program. Survey respondents indicated "considerable and some change in attitudes and behaviors" in specific MegaSkills for participants in the MegaSkills Parent Workshop Program and the MegaSkills Essentials for the Classroom: Confidence 90% + Perseverance 80% + Motivation 90% + Caring 85% + Effort 90% + Teamwork 90% + Responsibility 95% + Common Sense 90% + Initiative 85% + Problem Solving 85% + Overall, what have been positive aspects of using MegaSkills with students and with parents? Parents began to talk about the need to talk to their children and spend time with them. They began to share how they put off other things and turned off the TV. Mary Shaefer, Carmichael, CA The student shows more confidence and in turn is showing more effort and initiative. Carol McFarland, Johnson Elementary, Barberton, OH Increased confidence and responsibility in parents. Parents spending more time with their children. Karen Shawver, Region XVI E.S.C, Amarillo, TX I've always had a great response to my workshops and parents seemed to enjoy them. Lanny Bertholf, Bonner Elementary, Daytona Beach, FI. Parents became more involved and aware of methods they can use to work with their children at home. Kay Pennington, Caledonia Middle, Caldonia, MS Students feel more confident in learning skills. Victoria Cooper, Holly Hill Elem., Holly Hill, FL ©The Home and School Institute, 1998. Based on the book MegaSkills Building Children's Achievement for the Information Age by Dorothy Rich, F.d.D. MegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHSI.org Students are more willing and confident in speaking. They are developing better class skills. Rachele A. Ackerman, Jackson Avenue Elementary School, Hackensack, NJ Parents want to keep the program going. Some are interested in being trained as workshop leaders. Sandra Donovan, Hollingsworth East, Eaton, OH Mutual understanding of the importance of school. Pauline Carriere, Holyoke Public Schools, Holyoke, MA We have had increased parent involvement. Kathy McNelley, Westside Elem., Daytona Beach, FL Parents seemed to really go away with ideas on how to put MegaSkills into their family to benefit their children. Mary Ellen Rain, Lebanon City Schools, Lebanon, OH Parents who participate in MegaSkills Program demonstrate greater achievement in confidence and responsibility. They feel empowered and a vital link in the education of children. Robin Dix, Milburn T. Maupin School, Louisville, KY These results of these surveys represent states across the country and include AK, CA, FL, KY, MA, MN, MS, NJ, OH, PA. The findings clearly indicate strong benefits to both parents and students in increasing their MegaSkills for continuing achievement. Clinton Presidential Records Digital Records Marker This is not a presidential record. This is used as an administrative marker by the William J. Clinton Presidential Library Staff. This marker identifies the place of a publication. Publications have not been scanned in their entirety for the purpose of digitization. To see the full publication please search online or visit the Clinton Presidential Library's Research Room. Take Action MegaSkills Training Overview Today! Read about MegaSkills, Share this news with Tested Results from colleagues, What MegaSkills® and The Register for MegaSkills® Programs Home and School Institute trainings. Higher achievement Are All About And Can Higher attendance rates Do For You Five Award Winning Fewer school discipline problems Trainings Increased participation by Comprehensive Reform for Researched and Tested families in education True Student Learning Culturally Diverse Training for educators and Successfully used by 3000 The work of the nonprofit Home schools in 48 states community leaders working with and School Institute (HSI), with children and adults to build its MegaSkills Education Center, success through academics, is to build achievement and literacy, and character building Leader Training for activities that teach the habits literacy in school and beyond. Family Educational and attitudes it takes to achieve. Involvement HSI, founded by Dr. Dorothy Rich, beginning in 1964, has The MegaSkills® Method The MegaSkills developed systematic trainings and materials for total community Confidence educational involvement with Building Student specific focus on needs of at-risk Academic Achievement Motivation students. The MegaSkills® Classroom Method The tested MegaSkills Programs, Effort led by Harriett Stonehill, has Nurturing the involved more than 110,000 Educational Leader Responsibility families and has trained over Within You 10,000 MegaSkills Leaders. Building Personal & Professional Initiative Effectiveness Using MegaSkills® HSI works with school districts, Perseverance federal, state and local government agencies, corporations and community Succeeding With Caring organizations. See list of partner Parent/Community organizations inside. Partnerships Teamwork The MegaSkills® Way The work of HSI has been Common Sense featured in the Washington Post, New York Times, Chicago Problem Solving Tribune, Los Angeles Times, Career MegaSkills® Reader's Digest, NBC Today, and Learning Habits, Attitudes and Focus in numerous professional Behaviors for Doing Well in School publications. and on the Job See new HSI Website for more details. All materials to conduct the programs are www.MegaSkillsHSl.org available in Spanish.

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    "ocrText": "Confidence\nMotivation\nR\nEffort\nResponsibility\nTo Ensure A\nInitiative\nLifetime of Achievement\nPerseverance\nCaring\nCLINTON LIBRARY PHOTOCOPY\nTeamwork\nCommon Sense\nProblem Solving\nHOME\nSTADOL\nFocus\nCOMMUNITY\nMegaSkills Education Center of The Home and School Institute\n1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633\nhttp://www.MegaSkillsHSI.org\nCLINTON LIBRARY PHOTOCOPY\nThe Power of MegaSkills® ®\nAcademics + Multiple Intelligences + Character Development =\nThe MegaSkills Program\nCLINTON LIBRARY PHOTOCOPY\nMEGASKILLS\nHabits, Attitudes and Behaviors\nFor Doing Well in School and on the Job\nCLINTON LIBRARY PHOTOCOPY\nHOME\nSCHOOL\nCOMMUNITY\nThe Home and School Institute / MegaSkills®\nBuilding Abilities To Achieve In An Era Of Technology And Change\nSchool / Community Leadership Development Training\nMegaSkills® Leader Training for Parent Workshops\nMegaSkills® Essentials for the Classroom\nThe New MegaSkills® Bond\nThe MegaSkills® School Program\nDiscussion Groups\nWhat Do We Say? What Do We Do?®\nMegaSkills Conversation Method for Solving\nCommon School / Home Problems\nLearning & Working for the Middle School Grades\nBusiness and Workplace Programs\nMegaSkills: \"Our Inner Engines of Learning\"\nThe MegaSkills® Education Center of the nonprofit Home and School Institute\nDeveloping educational partnerships among schools, families and the community\na\nMy Steps To Success\nMEGASKILLS\nconfidence\neffort\npesi nsibility responsibility 3\ncaring\nTearnwork\ncommon 1 sense\nprop problem em solving problem solving\nfocus\nMegaSkillsEducationCentel\nWashington,D.C\nwww.MegaSkIlsHSI.org\nWN\nA STATISTICAL PORTRAIT OF MEGASKILLS® PROGRAMS\n1989-December 1998\nMegaSkills is an \"expanding universe\": This portrait delineates the use of the\nMegaSkills Program nationally which began with the Parent Workshop Trainings in\n1989. MegaSkills programs grow from the 30 year experience of the nonprofit Home\nand School Institute in the field of school and family/community involvement.\nStates Represented\n48\nSchools Implementing the MegaSkills Programs\n3,248\n(Count began in 1993)\nTrained to Lead MegaSkills Parent Workshops\n8,264\n(1989-December 1998)\nCertified MegaSkills Leaders\n1,727\n(Leaders who have successfully completed five or more workshops for parents)\nNumber of MegaSkills Workshops Conducted by Certified Leaders\n10,588\nParents Participating in MegaSkills Workshop Programs\n123,850\nTeachers Trained to Teach MegaSkills Essentials in the Classroom\n2,710\n(This program began in 1993)\nNumber of Children Learning MegaSkills in their Classrooms\n66,200\nMajor Corporations and Businesses Sponsoring and Facilitating MegaSkills Programs\nfor Employees and for the Community\n221\n(Note: This group includes Employee Service Initiatives and school/business partnerships, such\nas Fort Wayne and York Chambers of Commerce, The Sears Roebuck-Foundation, Kraft\nFoods, Merck, IBM, USAA Insurance Company, Houghton Mifflin, Xerox and TIME for\nKids.)\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\n©The Home and School Institute, 1999 Based on MegaSkills@Building Children's Achievement for the Information Age by Dorothy Rich, Ed D.\nMegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202)466-3633 WWW MegaSkillsHSLorg\nMEGASKILLS® PROGRAM IMPACT\nThe Austin, Texas Independent School District using the MegaSkills Leader Parent\nProgram tracked 1196 students in grades pre K-6. Students whose parents attended\nMegaSkills Workshops showed: Higher scores on statewide achievement tests, fewer\ndiscipline problems, higher attendance rates and higher test scores than the national\naverage.\nParents indicated that they now feel more able to become involved in their children's\neducation and have better communication with their children. Principals of the involved\nschools corroborate these findings and strongly support continuing the program.\nMemphis State University researchers, evaluating the impact on students and families\nparticipating in the MegaSkills Workshop Program in Tennessee, found a significant\nextension of learning time beyond the classroom:\nHomework Time: Children spending six hours a week on homework doubled, while those\nspending less than one hour decreased.\nTV Time: Average time children spend watching TV during the school week decreased 31\nminutes per week. Time not spent on TV was spent on homework.\nParent/Child Time: Average time parents spent with children each day increased after the\nworkshop to 2.25 hours from 2.02 hours.\nIn Louisville, KY, the first MegaSkills School under a grant from the US Department\nof Education Learning Choice Magnet Program, began at Maupin Elementary School.\n(This data is summarized from the University of Louisville Evaluation, 1994.)\nA MegaSkills School combines four major elements: school environment, parent involvement\ntraining, classroom training, and Bond training. All work towards the accomplishment of\nthe MegaSkills School Achievement Ladder which includes reducing discipline incidents and\nbuilding and sustaining parent involvement in the school and at home to support student\nachievement.\nMaupin school data indicate more than 90% of teachers have integrated the program into\ntheir individual class curriculum.\nMore than 50% of the teachers use the specific MegaSkills curriculum units at least once a\nweek.\nMore than 75% of teachers using the MegaSkills Essentials found children having more\nrespect for others, working more cooperatively, more able to concentrate and pay attention,\nhaving fewer discipline problems and showing greater responsibility in completing\nassignments.\n(Documentation on program impact for HSI/MegaSkills programs must be cited only in reference to HSI\nprograms and is not applicable to other parent involvement programs.)\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\n©The Home and School Institute, 1999. Based on the book MegaSkills Building Children's Achievement for the Information Age by Dorothy Rich, Ed.D.\nMegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHSl.org\nAn Interview with Dorothy Rich\nRecipes for School Success\nThe KAPPAN - June 1999\nin the early 1960s to construct \"recipes\"\nin its third edition with more than 350,000\nBY MARK F. GOLDBERG\nand to generate modest ideas that would\ncopies sold. The book has been endorsed\nteach parents how to help their children\nby Marian Wright Edelman. president of\nlearn what they needed to\nthe Children's Defense\nknow to achieve academ-\nFund: by Robert Chase.\nMr. Goldberg talks with 11\nic success. She began of-\npresident of the National\nfering workshops to par-\nEducation Association; by\nwoman who parlayed the\nents. teachers, administra-\nTipper Gore: and by former\nparaphernalia of daily home life\ntors, guidance counselors,\nsenator and now Presiden-\ninto a program that enables her\nand other school profes-\ntial candidate Bill Bradley.\nsionals. Rich's original pur-\nThis is heady stuff for a\nto influence parent involvement\nposes were to teach par-\nwoman raised in a modest\nacross the country.\nents the homespun meth-\nhome in Michigan where\nods they could use to help\n\"chickens roamed in the\ntheir children get ready for\nbackyard.\"\nN ENERGETIC. bright. deter-\nsuccess in school and to\nA\nDorothy Rich grew up\nmined. and plainspoken wom-\nshow educators how they\nas the child of immigrant\nan, Dorothy Rich took the obvi-\ncould help parents use\nparents in the 1930s and\nous and the mundane and trans-\nthese methods. It soon be-\nearly 1940s in Monroe,\nformed them into a well-organ-\ncame apparent to Rich that\nized educational enterprise. Everyone in\nDorothy Rich\nMichigan. \"Mine is the\nselected parents and school\nfirst generation in my fam-\neducation knows how crucial the family\npersonnel could train other groups.\nily to go to college.\" she relates. In fact. her\nis to a child's educational success, but rare-\nDorothy Rich's recipes for school suc-\nparents were never comfortable with Eng-\nly do educators do more than bemoan the\ncess became known to many community\nlish and spoke Yiddish at home. But they\nfact that a particular child is ill-prepared\nand educational organizations in the 1970s.\ndid emphasize the extreme importance of\nto learn. During the 1960s and 1970s. when\nparticularly in the Washington. D.C., area\neducation to Dorothy and her brother.\nthe continuing calls for school reform be-\nwhere Rich lived. Michael Casserly, execu-\nboth of whom eventually earned doctorates.\ngan to sweep the profession as a result of\ntive director of the Council of the Great\nand they did everything they could to en-\nbooks by such people as John Holt. Chris-\nCity Schools, lauds Rich as one of a hand-\ncourage their children to do well in the\ntopher Jencks, and Jonathan Kozol. it was\nful of people who understood early on the\n\"solid. excellent. supportive schools in\nthe rare educator who thought to put to-\nimportant role families could play and who\nMonroe, where teachers really cared\ngether the hundreds of ways in which par-\neventually influenced the parent involve-\nabout you and taught with purpose.\"\nents could be of specific help to children\nment component of the federal Title 1 pro-\nWhen Dorothy was 13. her mother died\nin their homes. Almost all the reform and\ngram. Rich now works with the U.S. De-\nafter a two-year illness, and the family\nsupport programs then and since - such\npartment of Education on ways in which\nmoved to Detroit. Her older brother went\nas Head Start or programs to train teach-\nparents can be part of any improvement\nto college. and Dorothy found herself an\ners and administrators to do things differ-\nor reform program.\noutsider in the city high school. \"which\nently in the school - have concentrated on\nThe Home and School Institute - in-\nwas too big and where it was difficult for\noffering help outside the home.\ncorporated as a not-for-profit organization\na teenager to break in socially if you didn't\nBut Dorothy Rich took a different ap-\nin Washington, D.C., in 1972 with Dorothy\nknow people from the earlier years.\" In\nproach. Using paper cartons, tables, lamps,\nRich as its president - has to date trained\nspite of that. Dorothy did well in her school-\nchairs, electric bills. and other parapher-\nmore than 100,000 families in 48 states in\nwork. went to the University of Michigan\nnalia of daily life in a home. Rich began\nthe art of using egg cartons. empty boxes.\nfor two years. and completed her under-\nMARK F. GOLDBERG is an education\nthe monthly rent or mortgage bills. vacuum\ngraduate work at Wayne State University.\nwriter and consultant who lives in East Sc-\ncleaners. and cars to help children both at\nBy 1964 she had earned a master's degree\ntauket. N.Y. He recently published How to\nhome and in school to get ready to learn.\nfrom Teachers College, Columbia Univer-\nDesign an Advisory System for a Secondary\nRich's book MegaSkills, first published by\nsity: had taught in two schools in different\nSchool (ASCD. 1998). Hi can be reached at\nHoughton Mifflin in 1988. organizes many\nstates: had married and moved to Washing-\[email protected].\nof her ideas and specific lessons and is now\nton. D.C.: and was the at-home mother of\n770\nPHI DELTA KAPPAN\ntwo small children. As a result of what she\ncation asked Rich to develop a program\nPlace.' The special place is a simple box\nhad learned in the previous few years at\nfor special education. She \"took rooms in\nat the front door. This is where the child,\nTeachers College and as a high school teach-\ntwo schools in Washington and turned them\nassisted by a parent if necessary, places\ner in Virginia, she began conducting work-\ninto a replica of a home. Throughout this\neverything he or she will need for school\nshops for teachers and parents in the\nhome I attached special education home-\nin the morning.\" The telephone is an ex-\nevening division of the University of Vir-\nlearning recipes to walls, furniture. and\ncellent tool for teaching Confidence. \"With\nginia.\nlamps. The children would come in with\na very young child, we do activities that\nWhen Rich taught high school in Vir-\ntheir parents, and we would demonstrate\nhelp the child to get confident about dial-\nginia in the late 1950s and asked her col-\nhow this works. It was called The Family\ning numbers, dialing grandma, reading left\nleagues in several grades why so many\nPlace, and I trained teachers and parapro-\nto right. With an older child, we use the\nyoungsters did not seem prepared to learn,\nfessionals to do the training.\" Rich's pro-\ntelephone to get information. When does\nshe got a standard answer. \"My high school\ngram kept expanding into areas such as\nthe movie start, or when does the library\ncolleagues said the junior high teachers\nbilingual training or training that concen-\nclose?\"\ndidn't do the job; the junior high teachers\ntrated on the specific needs of the Ameri-\nMegaSkills is not designed to substi-\nblamed the elementary teachers, who in\ncan Postal Workers' Union or the Ameri-\ntute for the work of school, although the\nturn blamed the family. So I began to ask,\ncan Red Cross or Parents Without Partners.\nprogram does link recipes to academic\nWhat do we want the family to do?\" Moth-\nBy 1987 Rich was able to \"pull togeth-\nobjectives. Looking at a mortgage state-\nerhood gave her considerable insight into\ner my work from many previous years and\nment or an insurance policy with a young-\njust how rapidly and how much children\nprograms\" and develop it into an organized\nster is linked to mathematics and reading.\ncould learn at home. In the professional\nprogram with application to all groups in-\nPointing out natural objects while walking\nliterature, she was influenced by the work\nterested in education - but there was no\ndown an ordinary street with a child links\nof Benjamin Bloom, who had \"started to\nbook to illustrate her accomplishment.\nto science. Nothing in the MegaSkills pro-\nmeasure what children learn before they\nRich had received support from the Mott\ngram is extremely complex or demanding.\ncome to school. Bloom was interested in\nFoundation and the John D. and Catherine\nThat sort of work is left for school. This\nthe role of the family - something that was\nT. MacArthur Foundation. She had also\nis basic preparation for success, and Rich\nnever mentioned in any teacher-training\ntaken the program around the country and\nis the first to acknowledge that her pro-\nwork.\" Rich soon became convinced that\nhad prepared several of the best partici-\ngram is \"not rocket science.\" What is rock-\nthere were skills that children needed to\npants in her program to become trainers.\net science about her program, however, is\nlearn outside of school if they were going\nIn addition. Rich had received her doctor-\nits organization into 11 categories, the hun-\nto do well in school subjects.\nate from Catholic University, where her\ndreds and hundreds of elegantly simple and\nIn 1964 Rich began a Sunday column\nwork focused on the relationship between\nwell-conceived recipes to support the cat-\nin the Washington Post called \"Home and\nhome learning and school achievement. Her\negories, and the many applications for the\nSchool.\" Each week. she wrote about spe-\ndoctoral work, of course, got her to think\nMegaSkills. No parent or teacher or group\ncific ways in which families could help\nmore seriously about organizing her les-\nof parents and teachers could easily put\nchildren prepare for school. \"This was be-\nsons, recipes, and training programs more\ntogether what more than 30 years of care-\nfore the time of self-help books and in-\ncarefully and coherently. Just at that point,\nful thought, accumulation of successful les-\ncluded recipes for promoting learning in\nDon Cameron of the National Education\nsons, and field-testing have created.\nEnglish, social studies, mathematics, and\nAssociation, where Rich rented office space,\nMegaSkills is a brand name for the reci-\nother school subjects.\" The recipes began\nsaw the piles of booklets and pamphlets\npes it represents. But it is also a proven\nto pile up, Rich began to have a serious\nand materials all over her office and told\nand serious training program. \"If you're\nreadership, and she was now conducting\nher, \"You're the Dr. Spock of education,\ngoing to call it MegaSkills, you must use\nmore fully developed workshops for par-\nDorothy, but not enough people know about\nthe MegaSkills training activities, and you\nents called \"Success for Children Begins\nyou. You've got to pull all this together in\ndon't just put in positive parenting or some\nat Home.\"\na book.\" Cameron's persistent encourage-\nother material that may be respectable but\nBy 1972, when Rich established the\nment was the impetus for Rich to write\nis not part of this program. This is not a\nHome and School Institute, she had hun-\nMegaSkills.\nmanagement program of children; it is not\ndreds of recipes for learning that began to\n\"The MegaSkills are the values, the at-\na discipline program; it's a program de-\nform around such concepts as confidence\ntitudes, and the behaviors that determine\nsigned to build academics and character\nand responsibility - concepts that would\nsuccess in school and on the job.\" she\ndevelopment in young people - basical-\neventually become what Rich calls Mega-\nstates. Over a period of years, the skills\nly the habits and attitudes and behaviors\nSkills. The University of Virginia's North-\nthat emerged were Confidence, Motivation,\nyou need for learning and ultimately for\nem Virginia Center, Trinity College, and\nEffort, Responsibility, Initiative, Persever-\njob success.\" The focus is on using the home\nCatholic University began to support Rich's\nance, Caring. Teamwork. Common Sense,\nto supplement what the school does. not\nwork. In addition, \"I had a considerable\nProblem Solving. and Focus. And it was\nto supplant it. The parents or the profes-\nfollowing from the Washington Post col-\naround these 11 MegaSkills that Rich or-\nsionals who are going to train the parents\numn, and school districts would often give\nganized her book. There are dozens of reci-\ngo through a fully configured workshop\nme a room where I could do training. Some-\npes to go with each skill, and new recipes\nthat includes warm-up activities, demon-\ntimes the schools paid for this, and some-\nare developed each year. \"If I'm going to\nstrations, lectures, and small-group activ-\ntimes parents paid.\"\nteach a youngster responsibility. for in-\nities. There is considerable room for cre-\nIn 1980 the U.S. Department of Edu-\nstance, one recipe is called 'My Special\nativity on the part of the workshop leader\nJUNE 1999\n771\nin how things are presented. but the broad\nall of the books and materials that are\nand in turn train people in their local areas.\noutline and most of the activities are pro-\nneeded for the session as well as any fol-\nIn fact. MegaSkills training stresses the\nvided.\nlow-up meetings. There are eight quali-\nobligation to share what you have learned\nAll the publicity for MegaSkills is by\nfied trainers and 1.500 certified workshop\nwith others. Altogether, these leaders have\nword of mouth. From Saipan to Alaska,\nleaders who have taught MegaSkills work-\nappeared in 3,000 schools in the U.S.\nfrom New York to Nebraska. MegaSkills\nshops in four countries and 48 states. These\nDorothy Rich's work has been recog-\nworkshops are held because some com-\nare all experienced people who have come\nnized and honored in many ways. She has\nmunity group or school has requested a\nthrough the ranks of the organization. The\nreceived citations for the excellence and\nsession. Usually there are 24 people tak-\nleaders work with Rich, are highly quali-\nusefulness of her work from the National\ning part in a one- or two-day workshop.\nfied. and do all the original training of a\nGovernors' Association and the U.S. De-\nalthough longer workshops can be pro-\ngroup. The trainers are some of the best\npartment of Education. In 1992 the Mega-\nvided. The cost of the workshops includes\npeople who have gone through workshops\nSkills program received the A+ for Break-\ning the Mold Award from the U.S. Depart-\nment of Education after several school dis-\nThe Dorothy Rich\ntricts reported good results. In Memphis.\n'Learning Leaders' Awards Program\nfor example. researchers from Memphis\nState University reported that MegaSkills\nstudents were watching less TV than oth-\nT\nHE Dorothy Rich Awards will consist of $500 cash grants from the Home\ner students. Research specialists from the\nand School Institute, which will be made to 10 individuals to support edu-\nschools in Austin reported that students\ncators' practical visions for a stronger educational future for children.\nexposed to MegaSkills got better scores\nThemes for the awards program. The awards focus on educators and parents\non national and state achievement tests and\nwho are helping one another to help children develop and maintain their love of\nhad fewer discipline problems in school\nlearning - putting across the educational values that really matter. The awards\nthan other students.\nwill focus on the work of educators in problem solving for at-risk children and on\nNone of this completely satisfies Dor-\nthe educational role of the family.\nothy Rich. She wants entire schools to be\nEligibility requirements. To be eligible, teachers and administrators must be\norganized around MegaSkills. Indeed. she\ncurrently working in compensatory education with a record of demonstrated ex-\neven has a visionary plan for a MegaSkills\nperience in family/school efforts. Membership is required in one of the following\ncity. Rich is certain that youngsters today\nnational organizations that have a record of cooperation with the Home and School\nare less prepared to learn than they were\nInstitute: Council of the Great City Schools, National Education Association. Na-\n25 years ago. \"MegaSkills can give students\ntional Association of Elementary School Principals, National Association of Fed-\na structured program to move through the\neral Education Program Administrators, and Phi Delta Kappa.\nmess and endless complexity of learning.\nNomination procedures. Teachers, principals, and other administrators may\nJust because a teacher says something to\nsubmit nominations of individuals they know; self-nomination is acceptable, as\na student doesn't mean the student has ab-\nwell. A brief nomination form is available from the Home and School Institute.\nsorbed or learned it.\" Students need the\nIt is to be accompanied by two brief recommendations from children, parents, or\nbasic supporting structures to be able to\ncolleagues.\nfocus on learning: the 11 skills that en-\nEntry submissions. Lively and informative presentations are encouraged and\nable all important learning in school and in\ncan be submitted in a variety of formats - written, audio, graphic - along with\nwork. Rich is equally convinced that many\nan end product addressing these four items: 1) a key problem related to parent in-\nadults are also lacking in MegaSkills and\nvolvement and children's school achievement; 2) actions taken to solve the prob-\ncan't be proper role models for young peo-\nlem and the impact of those actions: 3) a statement of vision for a stronger learn-\nple. In her characteristically energetic and\ning community for children, along with a description of the nominee's efforts to\ncreative way. Dorothy Rich continually\nbuild such a community; and 4) how the nominee plans to use the award to fur-\nthinks of new audiences. new recipes, new\nther the vision.\ntraining ideas, and new ways to get peo-\nCriteria. Are the messages worth hearing? Worth sharing? What can others\nple to pay attention to the MegaSkills pro-\nlearn from them? Do the changes and ideas make a needed contribution to the\ngram. She has decided that. instead of\nfield? Do they display a sense of innovation and a creative approach to problem\nputting \"children first. I now believe it's\nsolving and to improving the educational process, especially for children in need?\nparents and teachers first. We have to teach\nEntry deadline. The deadline for completed entries is 30 June 1999. Winners\nthem MegaSkills. SO they can be proper\nwill be announced through the participating national organizations, their newslet-\nrole models. and SO they can teach those\nters, and webpages; through press releases to media and school districts; and on\nskills to children.\"\nthe Home and School Institute website.\nThose who would like to learn more about\nthe MegaSkills program should write to\nFor more information and the brief nomination form, contact: MegaSkills\nDorothy Rich at the following address: Dor-\nCenter. Home and School Institute, 1500 Massachusetts Ave. N.W., Washington,\nothy Rich. President. Home and School In-\nDC 20005; ph. 202/466-3633; fax 202/833-1400; e-mail: HSIDRA @erols.com;\nstitute, MegaSkills Center. 1500 Massa-\nwebsite: www.MegaSkillsHSI.org.\nchusetts Ave. N.W., Washington, DC 20005:\nph. 202/466-3633.\n772\nPHI DELTA KAPPAN\nHOME\nSTABOL\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nof\nTel: (202) 466-3633\nThe Home and School Institute, Inc.\nFax: (202) 833-1400\nCOMMUNITY\nwww.MegaSkillsHSl.org\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMembers of the HSI Board\nDorothy Rich\nPresident\nJames Van Dien\nTreasurer\nJohn Bottum\nUS Department of Agriculture\nWHAT MEGASKILLS AND THE HOME AND\nMiriam Bazelon Knox\nPublic Member. Chair\nNational Advisory Council\nSCHOOL INSTITUTE ARE ALL ABOUT\nMisbah Khan. M.D\nUniversity of Maryland\nSchool of Medicine\nAND CAN DO FOR YOU\nNational Advisory Council\nRonald Blackburn-Moreno\nNational Executive Director\nAspira Association\nDon Cameron\nExecutive Director\nComprehensive Reform for True Learning\nNational Education Association\nElizabeth Campbell\nVice President\nfor Community Affairs WETA\nMichael Casserly\nExecutive Director\nCouncil of the Great City Schools\nThe nonprofit Home and School Institute designs and provides training and\nHarvey C. Dzodin\nFice President\nABC Television\nmaterials to build successful learning and achievement for children and adults\nAmeld Fege\nPresident\nPublic Advocacy for Kids\nin school and beyond. After years of testing, these are now available to teachers,\nSusan Gurin\nExecutive Director\nparents, employers and the wider community.\nNational Association of\nSchool Psychologists\nAndrew Hartman\nEven Start/Literacy Programs\nPhillip Harris\nDirector\nThe unique and special focus of the Institute, founded by Dr. Dorothy Rich, is\nCenter for Professional Development\nPh: Delta Kappa\nPaul D. Houston\nMegaSkills. These are the habits, the behaviors, and attitudes vital for\nExecutive Director\nAmerican Association of\nSchool Administrators\nachievement. They are the inner engines of learning.\nDavid Imig\nPresident\nAmerican Association of\nColleges of Teacher Education\nA Sidney Johnson\nExecutive Director\nThis Institute offers award-winning MegaSkills training programs and\nPrevent Child Abuse America\nLeanna Landsmann\nPresident\npublications nationally and internationally. Evidence from these programs in\nTIME for Kids\nEvelyn Moore\nPresident\nover\n3,000\nschools\nindicates higher test scores, increased self-discipline for\nNational Black Child\nDevelopment Institute\nJ. Douglas Phillips\nstudents and improved abilities of teachers and parents to become involved\nExecutive Director,\nStrategic Planning (Ret ,\nMerck & Co: Inc\nand successful.\nHarold P. Seamon\nDeputy Executive Director\nNational School Boards Association\nJohnetta Smith\nPrincipal\nCharles Young School\nWith thirty years of research and experience, the Institute delivers education for\nDC Public Schools\nJames Van Erden\nDirector, Workforce Development\nthe information age. MegaSkills focus on the needs of adults and children as\nGoodwill Industries International\nJoan Worden\nPresident\nlearners in school, in the workplace, in life.\nWNS Group\nEdward Zigler\nSterling Professor of Psychology\nYale University\nHarriett Stonehill\nDirector\nMegaSkills Education Center\nBuilding the \"Inner Engines of Learning\" for Success in School and Beyond\nThe Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization.\ne-mail: [email protected]\n10:04 FAX\nSEN SCHUMER\nI\n002\nO:\\KIN\\KIN99.457\nDISCUSSION DRAFT\nS.L.C.\n106TH CONGRESS\n1ST SESSION\nS.\nIN THE SENATE OF THE UNITED STATES\nMr. SCHUMER introduced the following bill; which was read twice and referred\nto the Committee on\nA\nBILL\nTo amend title II of the Elementary and Secondary Edu-\ncation Act of 1965 to provide grants for mentor teacher\nprograms.\n1\nBe it enacted by the Senate and House of Representa-\n2 tives of the United States of America in Congress assembled,\n3 SECTION 1. SHORT TITLE.\n4\nThis Act may be cited as the \"21st Century Mentor\n5 Teacher Act\".\n6 SEC. 2. MENTOR TEACHER PROGRAMS.\n7\nTitle II of the Elementary and Secondary Education\n8 Act of 1965 (20 U.S.C. 6601 et seq.) is amended—\n9\n(1) by redesignating part E as part G; and\n10:09 FAX\nSEN SCHUMER\n010\nD:\\KIN\\KIN99.457\nDISCUSSION DRAFT\nS.L.C.\n9\n1\nvelopment and training to local educational\n2\nagencies; and\n3\n\"(B) have established partnerships or pro-\n4\npose to establish partnerships with private busi-\n5\nness entities or public 01' private nonprofit enti-\n6\nties to carry out the activities described in sub-\n7\nsection (d).\n8\n\"(3) PRIORITY.-In awarding grants under\n9\nparagraph (1), the Secretary shall give priority to el-\n10\nigible entities that are in a partnership or propose\n11\nto be in partnership with a private business entity\n12\nor public or private nonprofit entity that is nation-\n13\nally recognized for a record of providing effective\n14\ntraining, programs, and materials to promote family\n15\nand community involvement in education, such as\n16\nthe Home and School Institute, Inc.\n17\n\"(4) GEOGRAPHIC DISTRIBUTION.-To the\n18\nmaximum extent practicable, the Secretary shall\n19\naward grants under paragraph (1) SO that such\n20\ngrants are equitably distributed geographically\n21\nthroughout the United States.\n22\n\"(b) DURATION.-A grant awarded under subsection\n23 (a) shall be awarded for a period of 5 years.\n24\n\"(c) AMOUNT.-The amount of a grant awarded\n25 under subsection (a) shall be determined based on-\nHOME\nSCHOOL\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nof\nTel: (202) 466-3633\nThe Home and School Institute, Inc.\nCOMMUN\nFax: (202) 833-1400\nwww.MegaSkillsHSI.org\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMembers of the HSI Board\nDorothy Rich\nPresident\nOctober 1999\nJames Van Dien\nTreasurer\nJohn Bottum\nUS Department of Agriculture\nRequested Response On Education Summit Paper\nMiriam Bazelon Knox\nPublic Member, Chair\nWhere Are The Parents?\nNational Advisory Council\nMisbah Khan, MD.\nUniversity of Maryland\nSchool of Medicine\nNational Advisory Council\nI applaud the positive tenor of this most recent Education Summit. Yet,\nRonald Blackburn-Moreno\nNational Executive Director\nbecause I work with academic and character programs in over 3000 schools\nAspira Association\nDon Cameron\nnationally. I am concerned and surprised about the lack of attention in the\nExecutive Director\nNational Education Association\nsummit paper to the educational role and responsibilities of the family.\nElizabeth Campbell\nVice President\nfor Community Affairs WETA\nThis is the basic human connection in education. Governor Gray Davis in\nMichael Casserly\nExecutive Director\nCouncil of the Great City Schools\nhis remarks called parents the first teachers. Yes and not only are they first\nHarvey C. Dzodin\nthey are also the continuing and reinforcing teachers.\nVice President\nABC Television\nAmold Fege\nPresident\nThe reality is this. We can change the books, put in more teachers, fix\nPublic Advocacy for Kids\nbuildings. But kids won't learn (what we want them to learn) unless they\nSusan Gorin\nExecutive Director\nNational Association of\nhave the will to learn. This reality derives in great part from children's out\nSchool Psychologists\nof school experience, especially in the home.\nAndrew Hartman\nEven Start/Literacy Programs\nPhillip Harris\nDirector\nMy message, drawn from over 30 years in the field, as a \"pioneer\" in family\nCenter for Professional Development\nPhi Delta Kappa\nand community engagement in education is this: we have to find new and\nPaul D Houston\nExecutive Director\nmore ways to connect kids with adults and adults with adults. I call these\nAmerican Association of\nSchool Administrators\n\"Relationships for Learning.\" Columbine and more places than we want to\nDavid Imig\nPresident\nremember are continuing reminders of this critical need.\nAmerican Association of\nColleges of Teacher Education\nA. Sidney Johnson\nExecutive Director\nAt the same time, we have to develop students' capacities for ongoing\nPrevent Child Abuse America\nLeanna Landsmann\nlearning and not just for this year's test. but for all the days and tests to\nPresident\nTIME for Kids\ncome. I call these \"MegaSkills\" but by whatever name, they are essential for\nEvelyn Moore\nPresident\nreal learning. We can build these abilities. That is why I urge the\nNational Black Child\nDevelopment Institute\nEducation Summit to put the vital elements of family responsibilities and\nJ. Douglas Phillips\nstudents' own desire to learn into their recommendations for improved\nExecutive Director.\nStrategic Planning (Ret)\nMerck & Co., Inc.\nschooling.\nHarold P. Seamon\nDeputy Executive Director\nNational School Boards Association\nJohnetta Smith\nPrincipal\nCharles Young School\nDC Public Schools\nJames Van Erden\nDirector. Workforce Development\nGoodwill Industries International\nDorothy Rich, Ed. D.\nJoan Worden\nPresident\nFounder/President\nWNS Group\nHome and School Institute\nEdward Zigler\nSterling Professor of Psychology\nYale University\nAuthor of MegaSkills®: Building\nHarriett Stonehill\nChildren's Achievement for the\nDirector\nMegaSkills Education Center\nInformation Age\nBuilding the \"Inner Engines of Learning\" for Success in School and Beyond\nThe Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization.\ne-mail: [email protected]\nHOME\nSTRODL\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nof\nTel: (202) 466-3633\nCOMMUNITY\nThe Home and School Institute, Inc.\nFax: (202) 833-1400\nwww.MegaSkillsHSI.org\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMembers of the HSI Board\nDorothy Rich\n1999\nPresident\nJames Van Dien\nTreasurer\nJohn Bottum\nUS Department of Agriculture\nStudents, Parents, Teachers Agree: MegaSkills uniquely build the achievement\nMinam Bazelon Knox\nPublic Member, Chair\nand the character that students need for success in the information age--\nNational Advisory Council\nusing instructional strategies for diverse, individual needs.\nMisbah Khan. M.D.\nUniversity of Maryland\nSchool of Medicine\nNational Advisory Council\nOne principal tells another: \"MegaSkills Works!\"\nRonald Areglado\nAssociate Executive Director\nNational Association of\nDear Colleague:\nElementary School Principals\nRonald Blackburn-Moreno\nNational Executive Director\nAspira Association\nWe are delighted to learn that you are interested in the MegaSkills® Training\nDon Cameron\nPrograms. Program documentation indicates increased parental involvement, student\nExecutive Director\nNational Education Association\nattendance and test scores and decreased student discipline problems.\nElizabeth Campbell\nFice President\nfor Community Affairs WETA\nMichael Casserly\nMegaSkills Programs are now being used with success by over 3000 schools in 48\nExecutive Director\nCouncil of the Great City Schools\nstates. Compensatory Education Funds support these training materials and\nHarv C Dzodin\nVice President\nprograms.\nABC Television\nAmold Fege\nPresident\nMegaSkills Leader Training: trains educators and community leaders to conduct\nPublic Advocacy for Kids\nJeremiah Floyd\nparent workshops to enable parents to become active educators of their children in\nAssociate Executive Director\nNational School Boards Association\nways that provide increased academic achievement but do not duplicate the work\nAndrew Hartman\nEven Start/Lateracy Programs\ndone by schools.\nPhillip Harris\nDirector\nCenter for Professional Development\nMegaSkills Essentials for the Classroom: trains teachers how to help students\nPhi Delta Kappa\nPaul D. Houston\ndevelop the behaviors and attitudes needed to succeed in school and beyond. The\nExecutive Director\nAmerican Association of\nprogram provides a specific curriculum and integrates into the regular work of the\nSchool Administrators\nclassroom.\nA Sidney Johnson\nExecutive Direc for\nNational Committee to\nPrevent Child Abuse\nLeanna Landsmann\nNew MegaSkills Bond: translates new legislative mandates and national\nPresident\nTIME for Kids\neducational goals into practical action for educators and parent leaders. The program\nMargaret Singleton\nCoordinator for Corporate\nfocuses on building communications, writing compacts, coordinating resources, and\nand Community Relations\nDC Public Schools\nsharing strategies for Goals 2000.\nEvelyn Moore\nPresident\nNational Black Child\nelopment Institute\nIn an effort to meet school district needs, these programs are each conducted in a one\nAnna Perez\nor two day session. Trainings may be conducted on consecutive days.\nCoordinator. Bilingual Education\nand Cultural Diversity\nBaldwin Park. CA. USD\nJ Douglas Phillips\nCheck our web page (www.MegaSkillsHSI.org). Call or E-mail for more details. We\nExecutive Director.\nStrategic Planning (Ret)\nMerck & Co. Inc.\nlook forward to working with you.\nJames Van Erden\nSenior Vice-President\nNational Alliance of Business\nJoan Worden\nHarrett\nPresident\nWNS Group\nHarriett Stonehill\nEdward Zigler\nSterling Professor of Psychology\nDirector, MegaSkills Education Center\nYale University\nHarriett Stonehill\nDirector\nMegaSkils Education Center\nBuilding the \"Inner Engines of Learning\" for Success in School and Beyond\nThe Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization.\ne-mail: [email protected]\nThe Home and School Institute MegaSkills Program\nOrigin/Scope\nIN BRIEF\nThe Home and School\nThe Home and School Institute MegaSkills Program\nDeveloper\nDorothy Rich, HSI\nInstitute is an independent,\nYear Established\n1972\nnonprofit, non-partisan\n# of Schools Served\n3,405\nthrough (1998)\norganization founded in 1972 by\nLevel\nAll Grades\nauthor/educator Dorothy Rich.\nPrimary Goal\nTo build high standards, habits,\nbehaviors and attitudes that\nThe Institute's original school,\ndetermine achievement in school\ncommunity teacher training\nand beyond\nMain Features\nprograms were first implemented\nTeacher training\nClassroom and parent program\nat Trinity College and Catholic\nSpecially designed curricula\nUniversity starting in 1972. In\nSynergy between school and home\nLinkage to work world\n1988, the MegaSkills Training\nMulti-languages\nprograms were begun. Through\nEducational values to build\nachievement\nthe end of 1998, they are being\nResults\nImprovement in student\nused in more than 3000 schools in\nachievement and competencies\n48 states.\nbased on evidence drawn from field\nstudies by school districts,\nuniversities, and feedback from all\ntrainings. (See Implementation and\nGeneral Description\nAchievement Sections attached)\nThe Home and School\nImpact on Instruction\nintegration of MegaSkills into\nInstitute's MegaSkills is an\nschool subjects\nStudents more self-disciplined\napproach to education that is\nIncrease in teacher abilities to\nbased on the work of Dorothy\nreach diverse students\nStudent referrals decreased\nRich and described in the three\nProvides a common language for\neditions of her book, MegaSkills\nall participants\nImpact on\nHeightened teacher morale and\n(1988, 1992, 1998). The focus of\nOrganization/Staffing\nability to work in teams with\nthe approach is on key personal\nstudents and with families\nImpact on Schedule\nNo changes needed to\ncompetencies that the author calls\naccommodate the classroom\n\"MegaSkills®' These are the\nprogram which fits into the regular\nschool day. Parent workshops are\nhabits, the behaviors, and the\nconducted at times convenient for\nattitudes vital to success in school\non-site educators and parents\nSubject-Area Programs\nYes. Classroom program provides\nand life. Children need adults,\nProvided by Developer\nintegration activities for reading,\nteachers and parents, who can\nmath, science, social studies and\nhealth. Academic objectives are\nteach these MegaSkills and\nindicated for all MegaSkills\n\"connect\" with the ways\nStudents Served\nTitle /\nYes\nschooling is organized. This is a\nEnglish-language Learners\nYes\ntwo part process: 1) Building\nUrban\nYes\nCompetencies for Learning. 2)\nRural\nYes\nParent Involvement\nMegaSkills is a basic parent\nBuilding Relationships for\ninvolvement model focusing on\nLearning.\neducational role of the family with\nspecific curricula for home using\nThe developer's work,\nhome and community resources,\nwhich has evolved from thirty\nnonduplicative of the school yet\nreinforcing the academic objectives\nyears of research and experience,\nof the school\nfocuses on meeting the needs of\nTechnology\nNo special technology needed in\nthe classroom. Institute's web site\nlearners -- the adults and children\nservices MegaSkills participants\ninvolved - rather than on\nwith ongoing technical assistance\nMaterials\nAll curricula and related materials\nchanging the administrative\nneeded to conduct the program\nstructure of schools. The changes\n(multi-language) provided to all\nparticipants as part of the trainings\nsought are personal changes (the\nMegaSkills). These in turn create\nthe learning relationships that build and sustain educational achievement. MegaSkills determine\nachievement. They include Confidence, Motivation, Effort, Responsibility, Initiative,\nPerseverance, Caring, Teamwork, Common Sense, Problem Solving and Focus. The Institute's\nprograms provide a unique and proven approach to teaching these skills.\n*\nMegaSkills Leader Training Seminars train leaders to conduct workshops for families to help\nchildren develop MegaSkills.\n*\nMegaSkills Essentials for the Classroom provides training for teachers to teach MegaSkills\ndirectly to children in the classroom.\n*\nMegaSkills Schools combine all of the trainings in an achievement process for school wide\nprograms.\nThe MegaSkills training programs (one and two day seminars with practicum that follows)\nhave been identified as unique because they address simultaneously the social, and academic\ndevelopment of children. All trainings on-site include MegaSkills modules, complete directions\nand strategies for conducting and managing the program, and on-going technical assistance. A\nmajor feature of all MegaSkills Programs is that participants receive a complete program to use\nimmediately.\nThe training programs are designed to have ever widening impact: each participant trained\npresents workshops for parents and/or programs in the classroom for students. It is estimated\nconservatively, based on feedback surveys from sites using MegaSkills, that over 100,000 parents\nhave participated in MegaSkills Parent Workshops, making this program the largest in the nation\nfocusing on the educational role of the family.\nResults (See Student Academic Achievement: Other Data)\nParent Involvement Program\nSchools using the MegaSkills Parent Workshop \"rogram consistently report that students benefit\nfrom having their parents become more involved in their education.\nMemphis State University (1990) research found:\nHomework Time: Children spending six\nhours a week on homework doubled, while those spending less than one hour decreased.\nTV Time:\nAverage time children spent watching TV during the school week decreased. Time not spent TV was spent\non homework.\nParent/Child Time: Average time parents spent with children each day increased.\nThe Austin, Texas Independent School District (1991-1992) found that PreK-6 students whose\nparents attended MegaSkills Workshops showed: Higher scores on statewide achievement tests; fewer\ndiscipline problems; higher attendance rates.\nA large scale study of the implementation and impact of the MegaSkills parent involvement program\nin 25 schools in Broward County, FL and 14 schools in San Diego, CA is underway. This study will analyze\nachievement data of students whose parents substantially participated in the parent workshop program.\nClassroom Program\nA study conducted in 1996 at the University of Louisville on the impact of the program on students\nat the Maupin Elementary School, an inner city school in Louisville serving predominantly African-American\nstudents, found that high percentages of teachers identified student behavior and attitude gains, including\nmore responsibility in doing school work, fewer discipline problems and more able to work cooperatively,\nafter the program had been in effect for two years.\nSimilar results have been obtained at the A.N Rice school in Weslaco, Texas, and the Emerson-\nBandini School in San Diego, California (1996-ongoing), where the program has been in effect for one and\ntwo years respectively. Both these schools serve predominantly Hispanic-American students, including many\nwith limited English proficiency.\nTest Scores on the Texas Assessment Skills (TAAS) increased considerably at the Rico School in\ngrades 3 and 4 after the program had been in operation in only year (1998). Dramatic gains were made at the\nthird grade level, which the school staff had chosen for special program emphasis. The number of children\npassing the reading test in 1997-98 rose to 91% from 69% in 1996-97. The number passing the math test rose\nto 95% in 1997-98 from 75% in 1996--97.\nImplementation Assistance\nProject Capacity: The Institute, as its programs have evolved, has identified a network of\nfield associates. Each year the Institute staff and its consultants conduct 40-50 trainings\nunder contract from individual school districts across the states. Each summer MegaSkills\nPrograms are conducted at the Gabbard Institute of Phi Delta Kappa. In 1998 to date, 864\neducators have participated in 47 trainings. They represent 500 plus schools. The Institute\nhas a track record for service that extends over two decades.\nFaculty Buy In: This is encouraged but not required. MegaSkills works extensively with\nTitle I parents/teachers. With the growing number of site councils, many come together to\napprove of the program before it is launched and to support it as it continues.\nInitial Training: Sites select participants for the training. Topics include presentations on\nMegaSkills, demonstrations of classroom and workshop sessions, instruction in the teaching\nand management of the program, evaluation, connections with the family, and problem\nsolving strategies. Participants work in small study sections. Action plans are developed.\nOnly persons receiving this training conduct this program.\nFollow-Up Coaching: MegaSkills provides a Leader Certification Process for parent\nworkshop leaders, surveys and evaluation materials for classroom teachers for continuing\ninvolvement with HSI and for use in requesting technical assistance and problem solving.\nHSI also offers a \"recalibration\" program.\nNetworking: MegaSkills supports an 800 line, E-mail support and an informational web site\nwith a new private service for MegaSkills Network trainees.\nImplementation Review: MegaSkills staff contact all sites by phone, by E-mail and with\nsurveys twice each year. Successes are shared and problems are addressed. The MegaSkills'\noffice is known for its follow up efforts.\nCosts\nIndividual site trainings are conducted for a minimum of 24 participants at $315 per\nperson, plus travel costs for HSI trainer. All participants receive full curricula and all materials\nneeded to conduct and maintain the program\nFees include continuing assistance from HSI, certification for leaders conducting the\nparent program, surveys, evaluations, and learning materials for each participant to distribute to\nall families and students.\nA new trainer of trainer model is being developed and tested for large city systems. This\ninvolves a three year commitment and provides costs savings for large numbers of teachers to be\ntrained. It develops an internal capacity for large districts to continue and expand the program.\nCall HSI for details.\nStudent Populations\nMegaSkills Programs have been successfully conducted for diverse populations in\ndiverse sites urban to rural in 48 states and all the way to the Northern Marianas Islands.\nGroups include African American, Hispanic, Native American, Pacific American, newly arriving\nimmigrant families, and at-risk families. Materials are available in Spanish, Vietnamese,\nChinese, Lao and Creole. Materials are culturally sensitive. Home-Learning-Activities for\nfamilies to use with their children, are provided across the grades from pre-K to secondary\nschool.\nSpecial Considerations\nThe importance of this program for educational reform Many of our children are not\nacquiring the understandings they need about what it takes to succeed and the hope they need for\nthemselves. The MegaSkills program builds these understandings, the true basics that sustain us\neven as the world around us changes. Today, more than ever, these need to be taught.\nMegaSkills have been called the \"inner engines of learning.\" They are the qualities,\nskills and attitudes needed for success in school and beyond. The MegaSkills are based on the\nstudy of report cards, personnel records, and interviews with educators and employers. These are\nlifelong attributes taught and reinforced through this program in the classroom and at home.\nSelected Evaluations\nDeveloper\nOutside Researchers\nRich, Dorothy. (In press 1999). Strengthening Children's\nCorrea, Velda. (1998). Evaluating the Impact of the\nAbilities to Achieve by Building Relationships for Learning.\nMegaSkills Program. Audiotape Report. Weslaco, TX.\nPositive Outcomes for Children's Learning, edited by Arthur\nReynolds and Herbert J. Walberg., Washington, DC. Child\nWelfare League Press\nVan Dien, James and Eakin, Sybil. (1997). Findings from the\nEdge, Denzil. (1996). Maupin MegaSkills School-Wide Final\nField, The Emerson-Bandini School. Mott Foundation Study,\nEvaluation. University of Louisville. Louisville, KY\nWashington, DC. The Home and School Institute\nMemphis State University. (1990). Learning is HomeGrown.\nFinal Evaluation, Memphis. TN.\nOffice of Research and Evaluation. (1991-92). Austin\nIndependent School District. Austin, Texas.\nTexas Education Agency. (1998). Third Grade Reading and\nMath Scores.\nSample Sites\nMegaSkills sites are located in 48 states, the District of Columbia, and Saipan. Among the sites\nthat offer special dimensions of the program:\nMaupin Elementary School\nComer/MegaSkills Program\nBroward County\nThe First \"MegaSkills School\"\nIntegrating Comer Process and the\n302 Teachers trained throughout\nMegaSkills Program\nthe County\nSan Diego Schools\nBroward Co. School System\n1309 Catalpa St.\n4100 Normal St., Room 2008\n701 NW 31 Ave.\nLouisville, KY 40211\nSan Diego, CA 92103\nFt. Lauderdale, FL 33311\n502-485-8310\n619-293-8647\n954-797-4654\nAttn: Jan Deeb, Director Family\nAttn: Bea Fernandez,\nAttn: Vera Ginn, Director. Title I\nResource Center\nComer Resource Teacher\nCynthia Williams, Parent Involvement\nRobin Dix, Principal\nCoordinator\nFor more information, contact:\nThe Home and School Institute\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nPhone: 1-800-634-2872\nFax: 202-833-1400\nEmail: [email protected]\nWeb Site: www.MegaSkillsHSl.org\nEducation Center\nBold print indicates\nand School swoh 04 Institute 04/10\ntwo or more trainings\nin the same city\nOn-Site MegaSkills Trainings\n1989 - December 1998\nMegaSkills Trainings are truly nationwide, from California to Vermont, from Florida to Alaska, from Texas\nto Michigan. Over 10,000 registrants have completed MegaSkills training programs now being conducted in\n48 states. In 1998 alone, 1,044 registrants received training in the MegaSkills Parent Involvement and\nMegaSkills Essentials Programs.\n8,264 MegaSkills Leaders are conducting parent workshops reaching over 120,000 families from diverse\ncultural, economic and social backgrounds. 3,248 teachers have been trained in Classroom Essentials\nreaching over 66,000 children and their parents. The Bond program, starting in 1995, has trained 1,158\nparticipants to work in school teams. The numbers grow daily.\nAlabama\nDistrict of Columbia\nBirmingham, Mobile, Montgomery\nWashington\nAlaska\nFlorida\nAnchorage, Atka, Ambler, Buckland,\nDaytona Beach, Fort Lauderdale, Gainesville,\nHomer, Kenai, Kotzebue, Noatak, Noorvik,\nJacksonville, Miami, Orlando, Pensacola, Safety\nSoldotna\nHarbor, Viera, West Palm Beach\nArizona\nGeorgia\nFlagstaff, Phoenix\nAtlanta, Forsythe, Lawrenceville, Marietta\nArkansas\nIdaho\nHot Springs\nBoise\nCalifornia\nIllinois\nAdelanto, Apple Valley, Bakersfield,\nBloomington, Chicago, Decatur, Elgin,\nBaldwin Park, Banning, Brawley, Buena Park,\nEast Peoria, Evanston, Grayslake, Naperville,\nCarson, Compton, Concord, Elk Grove,\nRantoul, Rockford\nEscondido, Glendale, Hacienda Heights, Hesperia,\nJoshua Tree, La Puente, Long Beach, Los\nIndiana\nAngeles, Lynwood, Moreno Valley, Oakland,\nBloomington, Centerville, Evansville, Fort\nParadise, Red Bluff, Redlands, Richmond,\nWayne, Indianapolis, Logansport, Michigan\nRiverside, Sacramento, Salinas, San Bernardino,\nCity, New Albany, North Vernon, Richmond,\nSan Diego, Visalia\nSpencer, West Terre Haute\nColorado\nKansas\nDenver, Vail\nLiberal\nConnecticut\nKentucky\nManchester, Milford, Norwalk\nLiberty, Louisville, Richmond\nDelaware\nMaryland\nDover\nBaltimore\n©The Home and School Institute, 1999. Based on the book MegaSkills®Building Children's Achievement for the Information Age by Dorothy Rich. Ed.D.\nMegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHS1.org\nMassachusetts\nOregon\nArlington, Boston, Holyoke, Marlborogh,\nPortland\nSpringfield\nPennsylvania\nMichigan\nBeaver Valley, Gettysburg, Smethport, York\nCaro, Clare, Detroit, Flint, Holland,\nMason, Pontiac, Saginaw, Shelby Township,\nSouth Carolina\nTaylor, Ypsilanti\nBennettsville, Columbia, Dillon, Moncks Corner,\nNewberry\nMinnesota\nPrior Lake, White Bear Lake\nTennessee\nMemphis, Nashville\nMississippi\nBiloxi, Columbus, Gulfport, Jackson, Vicksburg\nTexas\nAmarillo, Austin, Corpus Christi, Fort Worth,\nMissouri\nHouston, Huntsville, Lampasas, San Antonio,\nSt. Louis\nSouth Padre Island, Sugar Land, Weslaco\nMontana\nVermont\nBillings, Helena\nMiddleburg, Richford\nNevada\nVirginia\nEly, Las Vegas, Lovelock\nAlexandria, Charles City, Bristol, Buena Vista,\nManassas, Norfolk, Richmond, Stafford\nNew Jersey\nEnglewood, Hackensack, Newark, North\nWest Virginia\nBrunswick, Parsippany, Passaic, Paterson, White\nBeckley, Brooke County, Clarksburg, Fairmont,\nHouse Station\nFayetteville, Keyser, Lewisburg, Marion City\nMineral, Point Pleasant, Weirton\nNew York\nBay Shore, Brooklyn, Forest Hills,\nWisconsin\nNew Rochelle, Olean, Patchogue, Peru, Rochester\nEau Claire, Green Bay, Milwaukee, Oshkosh,\nSpooner\nNorth Carolina\nBurlington, Cary, Greenville, Lumberton,\nWyoming\nRaleigh, Washington, Wilson, Winston-Salem\nCasper, Thermopolis\nNorth Dakota\nSaipan\nBismarck, Minot, West Fargo\nOklahoma\nTulsa\nOhio\nBarberton, Berlin, Brecksville, Cleveland,\nColumbus, Dayton, East Cleveland, Eaton,\nLebanon, Middletown, Parma, Perrysburg, West\nAlexandria, Wilmington, Zanesville\n'MegaSkills'\nJANUARY 19. 1998\nmaximize school learning\nBy Tamara Henry\nUSA TODAY\nAs a parent of four, Dorothy Rich\nhad heard it all: \"The class is bor-\ning.\" \"The teacher doesn't like me.\"\n\"The other kids made fun of me.' \"I\nhate school.\" \"I've just got to have\nthat brand.\"\nRather than throw her hands up in\ndespair or take flight, as many par-\nents are tempted to do, Rich estab-\nlished the Home and School Institute\nin Washington, D.C., 25 years ago to\nEducation\nlook for answers and develop ways\nfor parents to help their children\nthrough the natural stresses and frus-\ntrations of school life.\nRich first began to see a need for\nsuch a program during the mid-1950s\nas a high school English teacher in\nArlington, Va. Staff members con-\nstantly asked: \"Why are these kids\nhaving trouble learning?\" Even at\nhome, when her children were too\nyoung for school, Rich says she was\nbombarded by their questions about\nlearning and knowledge.\nBy James Kegley for USA TODAY\n\"This was long before Head Starts\nFoundations for learning: Former high school teacher Dorothy Rich, left. introduces Angela Harper and grandson\nand preschools,\" she says. \"It was\nChristopher to her \"MegaSkills. 'Parents can do a lot to help every child learn and do well in school.' Rich says.\nstill in that dark ages period when we\nreally did believe children started\nlearning when they entered the\nschool door.\nExercises in achievement\n\"A very radical idea started whis-\npering in my head. saying: \"Children\nHere are a few exercises suggested\nable to listen to your children when\nlearn a lot outside of school. A home,\nby Dorothy Rich in her new book,\nthey are young. chances are they'll\nevery home, is a very important\nMegaSkills: Building Children\ncontinue to communicate with you as\nAchievement fo: the Information Age:\nthey grow older.\nlearning place, and parents can do a\nlot to help every child learn and do\nWhat Do I Do Right? ages 10-12\nHomework System. ages 10-12\nwell in school.'\nMany of us spend a lot of time telling\nThere is a better way than nagging\nTo Rich. the three R's of respect,\neach other what we do wrong. This ac-\nchildren every day about homework.\nreassurance and recognition are es-\ntivity helps us focus on what we're do-\nThis activity enables children to keep\nsential complements to reading. 'rit-\ning right. You need paper and pencil.\ntrack on their own of what has to be\nTogether think of and write down at\ning and 'rithmetic. Rich has spent\ndone. You need paper and a marker.\nleast two things you like about your-\ndecades teaching parents how to in-\nUse a sturdy. large piece of paper to\nselves. Example: \"1 have a good\nstill into their children 10 \"Mega-\nmake a homework chart to post on the\nsense of humor I like to share with\nSkills\" - a word she coined in 1987\nwall. Each day after school. your child\nothers.' Talk about what others say\nmakes checks to represent homework\nwhile talking with a group of educa-\nthey like about you.\nassi7nments To show completed\ntors about the attitudes, behaviors\nFigure out together jobs and activi-\nhomework. they circle the checks. At-\nand habits that are vital for success-\nties at home that both you and your\nful learning.\nchild will feel proud of accomplishing.\ntach a marker or pen to the chart so\nthat it is always handy.\nThe MegaSkills are: confidence,\nExamples: Fixing something around\nthe house, cooking a special dish.\nTalk about assignments with your\nmotivation. effort, responsibility. ini-\nteaching the family a new game\nchild after they're completed. This is\ntiative, perseverance, caring, team-\nFind some listening time in your dai-\nmore of a conversation than a check-\nwork, common sense and problem\nly routine. Even a car ride to the mar-\nup. Was the assignment difficult?\nsolving. In a book released this\nket can be a good time for a chat. Try\nEasy? Would your child like to know\nmonth, MegaSkills: Building Chil-\nto set a time, if only for a few minutes.\nmore? Consider follow-up trips to a\nto talk about the day's events.\nmuseum or library. Homework can be\nThere are times when children need\na starting point for your child's con-\nto share a secret or to ask a question\ntinuing interests - pursued with plea-\nthat IS bothering them. If you avail-\nsure and without assignments.\ndren's Achievement for the Informa-\nAnd a University of Louisville evalu-\ntion Age ($14, Houghton Mifflin Co.),\nation found the program improved\nshe adds \"focus\" to the list and ex-\nschool climate and work environ-\nplains how MegaSkills combine aca-\nment.\ndemics and character development.\nJan Deeb, a family resource cen-\nRich, short and grandmotherly\nter coordinator, says the entire stu-\nwith a quick wit, stresses that Mega-\ndent body of 540 preschool through\nSkills have always worked in virtual-\nfifth-grade students at Milburn T.\nly every aspect of a child's life. But \"I\nMaupin Elementary School, Louis-\nhaven't been hitting people suffi-\nville, has embraced the MegaSkills\nciently over the head with the fact\nprogram - the first school in the na-\nthat this is important academic\ntion to do so. For example, a math\nstuff,\" she says. \"So I decided, 'No\nteacher may have children use a rec-\nmore fooling around. We're going to\nipe to bake cookies, telling them to\nhit them over the head.''\nfirst match the right measurements\nRich formulated the list of Mega-\nbefore mixing them. The children\nSkills by looking at school report\nbecome so preoccupied with wheth-\ncards and job evaluation forms.\ner one-fourth teaspoon of salt is more\nSome people mistakenly believe\nlogical than one-fourth teaspoon of\nMegaSkills are innate, she says. Her\nflour that they don't realize that\nhusband, Spencer, sharpened her fo-\nproblem solving, perseverance and\ncus by calling the skills \"the inner en-\nteamwork are all being used to get\ngines of learning.\"\nthe cookies baked.\n\"MegaSkills are reinforced at ev-\n\"They are truly the never-ending\nreport card,\" Rich says.\nery opportunity,\" Deeb says.\nRich and the staff of the Mega-\nMegaSkills have taken on a life of\nSkills Education Center, based in the\ntheir own. Rich's new book is the\nnation's capital, show parents and\nthird MegaSkills edition. The first\ncommunity groups, teachers and oth-\nwas in 1988, and the latest is being\ners how to use everyday things such\nreleased only a few months after an\nas doing laundry, pumping gas or\ninteractive book \"that adds whistles\npaying bills as a springboard to teach\nand bells\" titled What Do We Say?\ncommon sense lessons.\nWhat Do We Do? ($12.95, Forge\nEducators at first scoffed at her\npublishers).\nhomespun approach, but now her\nRich sees the need for MegaSkills\nMegaSkills program is in 48 states\nevery day. She takes note of an afflu-\nwith nearly 3,000 schools supporting\nent day-care center near her home\nthe effort and encouraging special\nwhere parents drop off their chil-\ntraining for nearly 2,200 teachers\ndren in big luxury cars like Land\nand parents. Special school work-\nRovers.\nshops have reached more than\n\"They're not just buying bigger\n100,000 families and their children\ncars, they're buying protection for\nfrom all ethnic groups. Even Chinese\ntheir children,\" Rich says. \"Protec-\npublishers have approached Rich\ntion. They want to keep this ugly\nabout making the program and her\nworld out, and they want to keep all\nlatest book available in China.\nthese other people away. But the real\nprotection that they ought to be buy-\ning is inside that kid.\"\nFunding has come from a number\nof foundations, including the MacAr-\nthur Foundation, the Sears-Roebuck\nFoundation, IBM, Kraft Foods and\nthe Mott Foundation. The cost of her\nworkshops runs from $250 for one\nday to $335 for two days.\nWhat's the evidence that her pro-\nFor More Information Contact:\ngram works? Rich says University of\nMemphis researchers reported tele-\nMegaSkills Education Center of\nvision watching for local children de-\nThe Home and School Institute\ncreased with increased time on\n1500 Massachusetts Ave., NW\nhomework as a result of MegaSkills.\nAustin, Texas, school district re-\nWashington, DC 20005\nsearch shows MegaSkills students\nMegaSkillsHSI.org\nhave higher scores on achievement\ntests with fewer discipline problems.\nEDUCATION WEEK\nAmerican Education's Newspaper of Record\nVolume XVI, Number 23\nMarch\n5,\n1997\n© 1997 Editorial Projects in Education\nThe Recipes of Dorothy Rich\nFor years, educators scoffed at Dorothy Rich's homespun concoctions for involving parents in\ntheir children's education. Now, the creations that she has whipped up are in hot demand.\nBy Ann Bradley\nRich has had to strug-\nWashington\ngle every step of the\nway. For nearly 18\nT\nhese days, when it seems as though\nyears, her husband.\neveryone is paying homage to the im-\nSpencer. a Washington\nportance of families to their chil-\nPost reporter who cov-\ndren's educational success, it's hard to\ners Social Security\nimagine the obstacles that Dorothy Rich\nand health-care is-\nfaced 30 years ago.\nsues. was the insti-\nBack then, as a high school English\ntute's major financial\nteacher in Arlington, Va., she began puzzling\nsupporter. During\nover why some of her students were having\nmuch of that time, the\ntrouble learning. High school teachers cast\nRiches reared and\nblame on middle schools. Middle schools dis-\nhelped educate two\nparaged elementary schools. And elemen-\ndaughters, now a doc-\ntary schools pointed the finger at students'\ntor and a lawyer. in a\nhome lives.\nspacious 100-year-old\nRich decided to try to do something to help\nfarmhouse in the\nfamilies fulfill their educational role-a huge\ncity's Cleveland Park\none in her opinion. But other educators\nneighborhood.\nweren't convinced. Schools, after all. prided\nAlthough she does-\nthemselves on having all the answers. Mean-\nn't intend to complain.\nwhile, teaching was becoming more of a pro-\nit's clear that Rich be-\nfession, Rich recalls. and what parents and\nlieves that her efforts\nkids did at home was viewed as \"extraneous\nhaven't gotten the\nto the real work of education.\"\ncredit they deserve. \"II\nIn 1965. she created a class called Success\nI had been with Har-\nfor Children Begins at Home. She used\nvard, if I had been\n\"home-learning recipes\" to help parents un-\nwith Yale, or any of\nderstand how to use common household\nthe prestigious uni-\nmate-rials, objects, and activities to teach\ntheir children the skills and attitudes that\nThe reaction of most educators, she recol-\nBenjamin Tice Smith\nversities, and not the\nHome and School In-\nthey would need to thrive in school.\nstitute, which I\nstarted. people would-\nlects, was:\" Oh gosh. Dorothy, that's nice. but\nn't question it in the\nwhat we really need are reading specialists.'\nsame way,\" she says of\n\"They never quite said it outright like\nDo We Say? What Do We Do? a book to help\nher work. \"When you do something on the\nthis, but the impression I got was that that\nfamilies cope with bad days at school. Her\nground and very practical, it's very hard to\nwas the sort of thing a woman would do.\"\nHome and School Institute, incorporated\nget the same level of respect as when you\nNow \"old enough to know better.\" Rich re-\nhere in 1972. has trained 100,000 families in\nproduce a study. When somebody looks at\nfused to be deterred. And for the past three\n48 states in the homespun arts of learning\nsomething that you've worked hard to make\ndecades, she has pursued her work with zeal\nmathematics in the bathtub and playing\neasy to do-something that a parent can go\nand single-mindedness in a field whipsawed\nmatching games with egg cartons. Rich also\nhome and do something with-it doesn't\nby fads.\nhas formed a new partnership with the\ncarry the same level of seriousness. Now\nAlong the way, she's managed to sell\nCouncil of the Great City Schools to try to\nthat's got to change.\"\n350,000 copies of her book MegaSkills; the\nreach more parents in urban districts.\nWhat has changed are attitudes toward\nthird edition is due out this year. So is What\nThese are no small accomplishments. but\nparent involvement. now regarded as a key\nMARCH 1997 EDUCATION WEEK\n2\nfactor in students' achievement. And that de-\nSheila\nlights Rich, although she thinks some people\nTeasley, left,\nare wasting their time in trying to involve\nTanika\nparents in running schools.\nLarkins, and\n\"There's a remarkable level of energy\nRogina Holt,\ngoing into what I would call less productive\nholding her\nkinds of parental involvement.\" she observes.\ndaughter, are\n\"I have always been more interested, and I\ntaught simple\nthink the research evidence supports it. in\nways to help\nwhat families do at home than in what they\ntheir children\nmay do at school in a council or advisory\nlearn at a\npanel. If I were given a choice between you\nMegaSkills\nvolunteering in the classroom. or going\ntraining class\naround soliciting funds for your school, or\nfor parents.\ncoming to council meetings to discuss how\nlong recess ought to be, I would opt to have\nyou do reading or home-learning activities at\nhome with your child.\n\"How many of you are taking a walk\nBenjamin Tice Smith\naround the block and pointing to five differ-\nent nature objects? Or how many have sat\ndown and said to your child-which is one of\n\"I always find it interesting what intelligent,\nthe ground floor of a Massachusetts Avenue\nour high school learning activities-Come\nenergetic, fair-minded people believe is im-\napartment building.\non. let's go look at our mortgage together.\nportant. It's like, 'Hey, come on guys. Three\nThe NEA pays for MegaSkills training for\nLet's go look at our insurance policy to-\npoints on a test is not where it's at.' Where\nteams of parents, teachers, and community\ngether.' I think the numbers are tiny. The\nit's at is, we're looking to help to create in\nworkers in urban districts. The programs are\nparent doesn't know yet that that is a really\nthis society responsible, motivated people\nnow in seven cities, with an additional eight\nimportant task.\"\nwho work hard, who know that they're going\nscheduled to start up this year. A judge in\nNot everyone, of course, agrees with her.\nto have to keep on learning all their lives.\"\nTrenton. N.J., has even mandated that some\nPhillip Harris, the director of professional\nRich doesn't mention it. but she also has\nparents of troubled children get the training.\ndevelopment and services for the association.\nbeen instrumental in helping members of Con-\n\"MegaSkills works with all people. regard-\nPhi Delta Kappan, notes that putting democ-\ngress to write legislation for the federal Title I\nless of their race. religion, or their back-\nracy into action by involving parents in deci-\nprogram, which provides school districts with\nground.\" says Warlene Gary, the manager of\nsionmaking can be messy.\nextra funds to educate poor children.\nthe NEA'S Center for the Revitalization of\n\"I would describe Dorothy as someone\nMichael Casserly, the executive director of\nUrban Education. \"Whether they don't read\nwho likes to have things in order.\" says Har-\nthe Council of the Great City Schools, says\nor have no education. they can really get into\nris, a supporter of shared decisionmaking ef-\nRich is one of only a handful of people who\nit. It really is a program that deals with peo-\nforts. \"Her concern regarding whether par-\ninfluenced the parent-involvement compo-\nple's value systems and how they were\nents need to be that involved in running the\nnent of the law. Title I now requires greater\nraised and what they are transferring to\nschool is a fairly traditional view.\"\ninvolvement of parents and community\ntheir kids.\"\nmembers through compacts that spell out\nGary, who calls Rich \"a real advocate,\"\nI\nf Dorothy Rich had her way, every parent\nthe shared responsibility for improving\nnotes that people sometimes scoff at\nin America would understand his or her\nachievement. She has worked closely with\nMegaSkills because it's S0 simple. \"It's not\neducational role clearly. If she had her\nthe Department of Education to write a book\nrocket-science stuff.\" she acknowledges. \"But\nway. towns would become \"learning cities,\"\non how to form compacts.\nit's what families need.\"\nschools would work seamlessly with families\nCasserly has known Rich for some time.\nand communities, and home-learning recipes\nShe persuaded him to submit a joint applica-\ntion for funding to Kraft Foods, which is un-\njust pour out of the gas stations and the gro-\nT\nhe inspiration for the MegaSkills book\nwould be everywhere. \"All of this stuff could\ncame from Don Cameron, the execu-\nderwriting the MegaSkills training in urban\ntive director of the nea and a member\ncery stores.\" she declares.\ndistricts. Rich, he says, is \"focused like a\nof the Home and School Institute's board of\n\"I've got all these plans ready to go,\" Rich\nlaser\" on parent involvement.\ndirectors. On a visit to her office, he urged\nsays. \"I've got another thing in my files-my\n\"Maybe because I've been around a little\nRich to take the home-learning recipes she'd\nfiles are golden if we can only make some of\nwhile now, too, I've learned to appreciate en-\nwhipped up in various training programs\nthese things happen-a whole public-infor-\ndurance,\" he says. \"She has it. Anytime you\nand put them into a book. suggesting that\nmation campaign for parents on what you\nhave a conversation with her, it's like you've\nshe could be the \"Dr. Spock of education.\"\ncan do, like math using the garbage can. I'm\nknown her your entire life. She's very hard to\nFirst published in 1988, the book crystal-\nnot ashamed about talking about what you\nsay no to. She's very aggressive without\nlized Rich's thinking about what it really\ndo with a rug and a chair and a lamp.\"\nbeing abrasive.\"\ntakes for kids to make it. Its original title\nMake no mistake. though. Rich is also con-\nThe Home and School Institute also works\nwas along the lines of Basic Skills Plus, re-\nversant with more esoteric subjects and has\nclosely with the National Education Associa-\nflecting the intense interest in fundamental\ndone her share of swimming with the big fish\ntion. For many years, Rich had a small office\nskills at that time. But its author wasn't\nhere in Washington. She sat on the National\nin the NEA'S building on 16th Street here and\nquite comfortable with the name. \"It came to\nAssessment Governing Board, which sets pol-\nnotes proudly that she always paid the rent.\nme that I was talking about something I con-\nicy for the national tests that are given peri-\nBut when the teachers' union renovated the\nsidered more important. and my husband\nodically to gauge students' knowledge. But\nbuilding into much grander quarters. she\ngave me this wonderful phrase: inner en-\npolicy discussions don't touch her heart.\nwas displaced by the soaring atrium and\ngines of learning\"\n\"I've been on some fancy panels.\" she says.\nmoved around the corner to modest digs on\nThe list of MegaSkills came from school\nMARCH 5. 1997 EDUCATION WEEK\n3\nreport cards and job-performance evalua-\nBANK\nA mother and\ntions-what Rich calls life's \"never-ending\nson work on a\nreport card.\" They are confidence, motiva-\nhome-learning\ntion, effort, responsibility, initiative, perse-\nrecipe at\nverance, caring, teamwork, common sense,\nHarriet Tubman\nand problem solving. For the third edition of\nElementary\nthe book, she is adding focus because SO\nSchool in\nmany children today seem distracted and\nWashington in a\nunable to concentrate.\nhome\nWhile some people may think such traits\nenvironment\nare innate or the result of parenting that\nthat Dorothy\ncan't necessarily be taught, Rich begs to dif-\nRich designed\nfer. She also insists that the MegaSkills ac-\n\"touchy-feely stuff.\" The new edition of the\nbook, in fact, will identify the academic ob-\njectives for every activity.\n1980 Photo/Home and School Institute\nin the 1970s.\ntivities are firmly grounded in academics\nand shun an emphasis on self-esteem and\n\"I just want to make sure that people\nknow that, gosh darn it, academics isn't just\nsomething that's sitting in a textbook.\"\nThe home-learning activities were de-\nassociates located across the country who\ntelevision watching after parents and teach-\nsigned to take up little time, be easy to do,\nprovide one- and two-day workshops for\ners had been trained.\nand cost nothing. But the payoffs can be\ngroups of 20 to 25 teachers, social workers,\nRich concedes that she's \"a real fusspot\ngreat, Rich asserts.\nadministrators, guidance counselors. and\nabout program integrity.\" But she knows\nTake Mystery Word Box for ages 5 to 9.\nothers. The training is expensive: $250 per\nthat she's going to have to adapt if she wants\nWith a recipe-card box, index cards, and al-\nperson for one day, $335 for two days. If the\nto reach more people. Under the partnership\nphabet dividers, families can help their chil-\nparticipants conduct five successful work-\nwith the Council of the Great City Schools.\ndren learn new words. The youngsters pick\nshops for parents. they can become certified\nshe will use a trainer-of-trainer model in\nfive words that appeal to them, and the par-\nas MegaSkills leaders and continue their\nthree cities to prepare more teachers and\nent writes them on the cards. Then families\noutreach to parents. There are now some\nothers to work with families.\ndiscuss the words and save them to use an-\n1,500 such leaders.\nThe transition could be hard. Harris of\nother day. Rich herself did the exercises with\nThe institute also offers a MegaSkills pro-\nPhi Delta Kappan recalls that Rich was hes-\nher daughters.\ngram for classroom teachers and provides\nitant about linking up five years ago. Now.\n\"During the day, I would sometimes find\ntraining for schools and parent-leaders in\nthe Home and School Institute trains teach-\nmy child on her bed, the contents of the\nbuilding effective partnerships.\ners each year at PDK's summer institute in\nmystery word box set out before her,\" Rich\nRich believes that teachers' most impor-\nBloomington. Ind.\nwrites. \"These were her very own words, and\ntant job is to \"make a synergy happen be-\n\"I had to convince her that I would nurture\nshe would be playing with them, saying\ntween the schoolroom and the home and the\nand protect MegaSkills. that we weren't going\nthem aloud. caressing them with her voice.\"\ncommunity.\"\nto be abusive in some way,\" Harris says.\nOlder children, ages 7 to 9, can do The\n\"There may still be some lack of vision\nLong Receipt, checking grocery purchases\nabout what teachers really have to be able to\nagainst the supermarket receipt to make\nsure that the items match up correctly.\ndo the job alone. Everybody nods, yes, yes,\nO\nver the years, Rich has worked with\ndo,\" she says. \"Not even the best school can\nthe District of Columbia public\nschools. She fondly recalls the \"home-\nA favorite of hers is A Special Place for\nbut we continue to teach teachers as if that's\nlearning rooms\" that she set up in the city's\nages 4 to 9. Children decorate large cardboard\nwhat really happens.\"\nschools in the 1970s to help teach special ed-\nboxes any way they like and park them by the\nRich's biggest customers are Title I ad-\nucation parents to work with their children.\nfront door to hold their belongings.\nministrators, but the MegaSkills training\nDecorated to look like the kitchen. bedroom.\n\"The box is the first stop for school items,\nhas been purchased with Head Start,\nand living room of a house. the rooms were\nhat, toys, glasses,\" Rich writes. \"It is the last\ndropout-prevention, drug-prevention, and\nused to demonstrate appropriate home-\nstop on the way out the door in the morning\nspecial education funds. to name a few. It\nlearning recipes. \"That's still a great design,\"\nFinished homework and supplies needed for\nalso has spread beyond schools. Private com-\nshe says. \"I wish we could go back and do\nschool are put in the box at night, ready for\npanies offer training for their employees, as\nsome of that again.\"\nthe next day.\"\ndo some shelters for battered women and the\nRich's influence is still felt through\nThe exercise teaches children responsibil-\nhomeless.\nMegaSkills, which is used by trainers in the\nity, but also helps families get their act to-\nWhile the focus of MegaSkills is on the\nschools' parent-involvement office.\ngether. \"We spend a lot of time in our pro-\nchild, Rich says that the people who appear\nJanice Melvin, an associate with the dis-\ngram on how to organize your house SO that\nto benefit the most are parents-particularly\ntrict's parent-involvement team, has been of-\nthings are there and there's a sense of sched-\nthose who lack confidence or have little edu-\nfering MegaSkills workshops at Birney Ele-\nuling,\" Rich says.\ncation. She's now studying Spanish to work\nmentary School in the Anacostia\nAlthough she would have been content to\nmore closely with Hispanic parents, many of\nneighborhood for two years. Last year, only\nwrite the book and let it just \"waft through\nwhom haven't traditionally seen themselves\nsix parents showed up. But last month, she\nthe airwaves.\" Rich realized that she would\nas their children's first teachers.\nfound 25 parents-including two fathers-in\nhave to create a companion training pro-\nIndependent evaluations of the programs'\nthe school library for a session on Initiative\ngram if she were going to reach many people.\nimpact have found fewer discipline problems.\nand Perseverance.\nThe Home and School Institute's\nhigher attendance rates, increased home-\n\"Not many schools have this many par-\nMegaSkills Education Center has 15 field\nwork and parent-child time, and reduced\nents.\" Melvin says. \"This is a good group. It's\nMARCH 5. 1997 EDUCATION WEEK\n4\nvery responsive,\" she notes.\nFor an hour, the group hunts through\nAbout HSI/MegaSkills Education Center\nnewspapers in search of examples of people\nshowing initiative, talks about how to get\nThe major focus of the work of the nonprofit Home and\nchildren to follow through on tasks, and\nSchool Institute (HSI) and its MegaSkills® Education Center, is\nlearns about activities that can replace\nto help families and educators build children's achievement in\nwasted television-viewing time.\nschool and beyond. Since 1972, HSI has worked with school\nMelvin recommends My Special Garden, a\ndistricts, federal, state and local government agencies,\nrecipe for growing seeds that enables young-\nbusinesses and community organizations. Family literacy and\nsters to see a finished product sprout on\nthe needs of at-risk students are fundamental Institute\ntheir kitchen-window sill. One mother offers\nconcerns.\nthat her child was taking care of a plant that\nhas since dried up.\nRogina Holt pays close attention as she\nholds her sleeping 1-month-old daughter, La-\nMegaSkills Leader Training Seminars train instructors to\nCora. \"I like stuff like this,\" says Holt, who also\nconduct workshops for families to help children develop\nhas 3-year-old twin boys. \"I do all that stuff at\nMegaSkills.\nhome. I go over their colors with them, and\nMegaSkills Essentials for the Classroom provides training\ntheir words with them, and their 1-2-3s.\"\nfor teachers to teach MegaSkills directly to children in\nCarol Blassingame, the mother of a 5-\nthe classroom.\nyear-old Head Start child, says the tips are\nThe New MegaSkills Bond builds school and family/\nhelpful. \"We've been doing exercises in the\ncommunity partnerships.\nbook-making little cookies and playing lit-\nMegaSkills Schools combine all of the trainings in an\ntle games.\"\nachievement process for school wide programs.\nMelvin is thrilled to reach parents of\npreschool children to instill good habits\nearly. She calls Rich \"a down-to-earth person\nThe work of HSI, has been featured in the Washington Post,\nanybody can talk to.\"\nNew York Times, Chicago Tribune, Los Angeles Times,\nIt is small victories like these that keep\nReader's Digest, NBC Today, Good Morning America and\nRich on track.\nnumerous professional education publications. With over 20\n\"Every once in a while, somebody says,\nyears of experience, the Institute provides coordinated, tested\n'What made you keep on doing this?' she\nprograms for educational progress.\nsays. \"I hate to sound self-righteous-that's a\nvery dangerous thing-or virtuous, but I al-\nways believed it was important. Always.\"\nMegaSkills Education Center of\nThe Home and School Institute\nThis article appeared in the On Assign-\n1500 Massachusetts Avenue, NW Washington, DC 20005\nment section. Reprinted with permission\n(202) 466-3633 MegaSkillsHSl.org\nfrom Education Week, Vol. XVI, Number 23,\nMarch 5, 1997.\nEDUCATION WEEK\nAmerican Education's Newspaper of Record\nVolume XVIII, Number 2 September 16, 1998\n© 1998 Editorial Projects III Education\nYou Can't Teach What You Don't Know\nWhy 'Children First!'\nneed more strength, more commitment,\nsense of themselves as learners.)\nmore capacity as grownups. To have this\nEncourage children to go beyond their\nIs the Wrong\nstrength, adults need support, encourage-\ntypical homework to look up more words\nEducational Mantra\nment, and specific help, inside and outside\nand take the next steps in the assignments.\nthe classroom.\n(This assumes that parents demonstrate\nI know this from the teacher and parent\nlearning initiative in their own lives.)\ngroups I work with across the nation. There\nHelp children set goals about their as-\nBy Dorothy Rich\nis a sense of helplessness, even among well-\nsignments and how much effort it will take\neducated parents and teachers. There is a\nto do well. (This assumes that parents are ex-\nfear and there is frustration about children's\nperienced goal-setters in their own lives.)\neducation. If only worry could do the job,\nTalk with the teachers if there are prob-\ne're trained to say, \"Children\nwe'd be fine. Instead it takes personal and\nlems about homework. Is it too easy? Too\nW\nfirst!\" I used to say it, too. It's\nprofessional adult competencies. That's why\nhard? Not enough? Too much? (This as-\nbecome a kind of mantra. But\nI say, \"Parents and teachers first.\"\nsumes that parents have sufficient self-confi-\nreally, it's putting the cart be-\nRecently. when some dismal teacher-test\ndence to have this kind of discussion with\nfore the horse. If we are to ed-\nscores were released in Massachusetts,\nteachers.)\nucate our children well. I believe it should\nthere arose a cry in our collective media con-\nbe \"Parents and teachers first!\": first in the\nsciousness: \"Teachers can't teach what they\nline of responsibility, first to have the abili-\ndo not know!\" And there was a national nod-\nhat's just for starters. The advice\nties and the capacities to work with and do\nding of heads in agreement.\nwell by children.\nThis concern isn't just about reading and\nT\ngiven to teachers sounds easy as\nwell, but it's very hard to do.\nThis is not about ungenerously looking out\nmath. We make major assumptions about\nAmong the recommendations:\nfor the welfare of grownups when we should\nteachers' abilities well beyond test scores.\nCommunicate with parents; moti-\nbe thinking about children. Actually, when\nWe expect that teachers can design effective\nvate kids; teach good study habits; make as-\nwe say, \"Children first,\" it sounds nice but\nhomework assignments. We expect that\nsignments focused and clear; set good rules\nit's based on the wrong-headed assumption\nthey can talk knowledgeably with parents.\nand stick to them.\nthat adults already know and have what\nWe expect a lot\nand we usually don't pro-\nJust because we give people good advice\nthey need in order to teach children.\nvide the training for it.\ndoes not mean this advice will be taken.\nThis is not necessarily S0. Many adults\nTake, for example, the homely, everyday\nThose of us in the field produce long lists\ntoday feel overwhelmed by the complexity,\nbusiness of homework and the advice given\nof studies, readings, and advice. For over 30\nthe sense of change, and the speed of daily\nto parents. This advice takes a myriad of\nyears, I have been among the list-makers\nlife. It's clear that many parents have a hard\ncomplex adult competencies to use. Here's\nand advice-givers. But it was not until I set\ntime acting like parents.\nsome picked at random from a typical list:\nabout creating a comprehensive skills-de-\nMaybe adults just don't get made the way\nSet aside a study place and a regular\nvelopment program in 1987 that I began to\nwe thought they were made in the old\nstudy time. (This assumes that parents know\nunderstand more about what adults need in\ndays-automatically responsible, with com-\nhow to organize their own lives.)\norder to make use of all the data and the\nmon sense, wisdom, and mature judgment.\nEnforce the idea that homework takes\nmodels-no matter how good these are.\nOr maybe adults in the old days didn't\nhighest priority over other activities. (This\nAdults need to feel able to take advice,\nneed to be all that wise. But, today, they do.\nassumes that parents communicate to chil.\neven good advice. They need the confi-\nWhile it's a softer world in some ways, it's a\ndren the importance of a good education.)\ndence and the initiative and the common\nharder world in which to raise and educate\nPresent and enforce meaningful conse-\nsense, among other attributes. that enable\nchildren. Virtually everyone I know who has\nquences for when homework is not com-\nthem to benefit from advice. And children.\ngrown children says, \"I'm glad I don't have\npleted. (This assumes that parents know\nContinued on Page 2\nto raise children these days.\"\nhow to discipline children in constructive\nThere seems to be agreement that\nways.)\nDorothy Rich is the founder and presi-\nthere's an erosion of what used to be\nMotivate children to do a good job on\ndent of the nonprofit Home and School In-\n\"rules.\" We're inundated by rampant com-\ntheir homework. (This assumes that par.\nstitute in Washington. She is the author of\nmercialism and celebrity hype. There's a\nents have strategies that can turn bored\nMegaSkills and the developer of the\nsleaze pollution, like dirty air, swirling all\nstudents into excited ones.)\nMegaSkills teacher training programs. Her\nabout us. It's hard to protect our children,\nBuild children's confidence in them-\nbook MegaSkills Moments for Teachers is\nand it's very discouraging for adults.\nselves as good students. (This assumes\navailable this fall from the National Edu-\nTeachers and parents. more than before,\nthat parents themselves have (1 strong\ncation Association.\nSeptember 16. 1998 EDUCATION WEEK\n2\nto be effective learners, need adults who\ncompetencies for learning: and have the\nexhibit these competencies.\npatience and commitment it takes, not\nThat is why my work has focused on\njust for more-immediate, better test\nmeeting the needs of adults and children,\nscores, but to help children and their edu-\nrather than on the administrative struc-\ncating adults become stronger learners for\nture of schools. The changes I seek are\nlonger lives.\npersonal changes. These in turn create the\nWe can no longer ignore the needs of\nlearning relationships that build and sus-\nteaching adults. We all live longer. We\ntain educational achievement. The role of\nkeep learning longer. Student capacities\nthe adult is the vital key.\nfor learning are built by parents and\nParents and teachers both are under at-\nteachers whose own capacities for learn-\ntack today as never before. We're told that\ning are extended and reinforced. That's\nadults are letting kids down, not doing our\nwhat putting parents and teachers first is\njob, et cetera. As educators, we know more\nall about-meeting children's needs in the\nabout children, more about learning. We\nmost basic way of all.\nknow more about what we, and especially\nparents. are supposed to do. But just be-\ncause we know more doesn't mean that we\nThis article appeared in the Commentary\nare using what we've learned. When it\nsection. Reprinted with permission from\ncomes to education, the ability to use what\nEducation Week, Vol. XVIII, Number 2.\nwe know doesn't always come naturally.\nSeptember 16, 1998.\nEDITORIAL & BUSINESS OFFICES:\nn an era when the education headlines\nSuite 100, 6935 Arlington Road\nI\nfocus on test scores and technology\nBethesda, MD 20814\n(the two T's), we still have to focus on\n(301) 280-3100\nthe big R: relationships. It's all very\nFAX Editorial (301) 280-3200\nwell to spotlight test scores. But to\nFAX Business (301) 280-3250\nbuild test scores, we first build people, kids\nand adults included. I am not talking about\nEducation Week is published 43 times per\nvapid self-esteem concepts, but specific com-\nyear by Editorial Projects in Education Inc.\npetencies every one of us can learn. Educa-\ntion is a very human, very \"messy\" enter-\n© 1998 Editorial Projects in Education\nprise. Even in the age of computers, it's still\na person-to-person connection.\nLast year, the initial report from the Na-\ntional Longitudinal Study of Adolescent\nHealth assessed the key variables in chil-\ndren's overall health and reported unequiv-\nocally that \"connectedness to family and to\nschool\" is the major determiner. (See Educa-\ntion Week, Sept. 17, 1997.) How do we build\nthis connectedness? We do it by putting par-\nents and teachers first, SO that basic rela-\ntionships build the safety net for student\nlearning.\nTo complete the tasks of their profession,\neducators today have a remarkable group\nof programs to choose among. In fact, there\nis such choice and such variety that it's\noften hard to know where to start. I'd like\nto suggest three criteria. Whatever pro-\ngrams we select, including those for academ-\nics and technology. need to:\nSimultaneously build the capacities of\nadults while building the abilities of the\nchildren.\nRemember the importance of relation-\nships between the institution of school\nand the individual student and family.\nUse programs and strategies that provide\nspecific, practical ways for families to\nbuild children's connections to schools.\nFocus on the real \"basies\" of education\ntoday: creating ongoing capacities and\nCOMMUNITY INVOLVEMENT\nHRMagazine®\nParents, Kids Learn\nthe \"Super-basics'\nBY STEPHENIE OVERMAN\nMegaSkills, the\nhat helps par-\ninner engines of learning,\" Dorothy\ncommunity-based\nW\nents hone their\nRich developed the MegaSkills pro-\nskills, improves\ngram. After studying school report\neducational program,\nemployees'\ncards and job performance evalua-\nproblem-solv-\ntions, Rich concluded that there are\ngets an A+ from business\ning skills on the job, and ensures a\nsuper-basics, or mega skills, that\nand parents.\nbetter-skilled workforce for the\neveryone needs. She has spent the\nfuture? MegaSkills, according to its\npast 27 years teaching parents how\ntrack record.\nto improve their children's academic\nTo improve the \"super-basics, the\nexperience.\n\"MegaSkills are the values, the atti-\ntudes, the behaviors that determine\nour success in school and on the job,\"\nSHRM's Initiative for Education\nshe says. \"They form what I call \"The\nB\necause of concern that the\nsionals and their companies must\nNever-Ending Report Card.\"\neducational system in the\nbecome more deeply involved.\nConfidence\nUnited States was falling short in\n\"It takes a village to educate a\nMotivation\nimparting critical values, attitudes\nchild,\" Rivera quotes, and it takes\nEffort\nand behaviors, the Society for\nbusiness leaders acting as village\nHuman Resource Management\nelders to make sure the educa-\nResponsibility\nlaunched its own educational\ntional system succeeds.\nInitiative\ninitiative in November 1993,\nThe committee does not\nPerseverance\n\"Becoming Workforce Ready:\nendorse any one educational pro-\nCaring\nEducating Today's Students for\ngram, says Rivera, vice president\nTeamwork\nTomorrow's Workplace.\" The ini-\nof personnel operations for\ntiative focuses on kindergarten\nUSAA in San Antonio, Texas, pre-\nCommon sense\nthrough 12th grade.\nferring to see human resource\nProblem solving\nAntonio Rivera, chairman of\nprofessionals use what works best\nA teacher and the founder of The\nSHRM's Education Committee,\nin their own communities. But,\nHome and School Institute, Rich\nsays that since the U.S. education-\nlike businesses and communities\nal system is not adequately prep\naround the country, his own com-\nwrote the first edition of the book\ning all its students for the real\npany has adopted the MegaSkills\nMegaSkills in 1988. Since then, more\nworld, human resource profes-\napproach.\nthan 3,500 leaders have been trained\n68 HRMAGAZINE\nlegular\nin the program and they, in turn,\nCOMMUNITY-BASED SOLUTIONS ARE\nhave provided workshops for more\nthan 60,000 parents in 42 states.\nBEST, AND SMALL BUSINESSES ARE\nRich's goal, she said in her book,\nwas to \"come up with a system that\nNATURAL LEADERS.\nworks and share it. Don't make it too\nhard or too long. Make it look SO\nsimple, so easy, that everyone can do\nexecutive director of the Center for\ndefine an issue as an economic\nit. Make it practical. Make it enjoy-\nWorkplace Preparation and Quality\nissue-and we are at the stage now\nable. Remember, it doesn't take a lot\nEducation, a nonprofit agency fund-\nwhere preparing youth to be respon-\nof time to do a lot of good.\"\ned by the U.S. Chamber of\nsible citizens is an economic issue-\nHer program uses everyday\nCommerce. The chamber represents\nthey have a vested interest and they\nthings, like doing laundry or paying\napproximately 216.000 businesses,\nhave credibility.\"\nbills, and familiar places, like super-\n85 percent of them small businesses\nNelson sees MegaSkills as a good\nmarkets or gas stations, as spring-\nwith fewer than 100 employees.\nprogram for the business community\nboards for parents to teach\nThe center advocates educational\nbecause \"it is organized and operates\ncommon-sense lessons.\nreform through a grassroots network\nin a language business can understand.\nof small-business owners, the major-\n\"Business and education operate\nBUSINESS/SCHOOL LINK\nity of whom are parents themselves\nin different ways-education still uses\nand have a ready network of parents\na top-down approach. Education is\nThe MegaSkills program is ideal for\nin their workforces, Nelson says.\nwhere business was about 20 years\nthe business community, and busi-\n\"Community-based solutions are\nago.\" With its practical strategy.\nnesses are an ideal conduit for the\nbest, and small businesses are natural\nMegaSkills bridges that gap, she says.\nprogram, savs Rae Nelson. Nelson is\nleaders,\" she believes. \"When they\n\"It brings folks together. It may\nHRMAGAZINE 69\nSINGLE PARENTS AND WORKING SPOUSES NEED\nHELP WITH CHILD REARING SO THAT DOMESTIC\nPROBLEMS DON'T BECOME PERFORMANCE\nISSUES IN THE WORKPLACE.\n\"It gives us in industry the oppor-\ntunity to interface with the educa-\ntional community on a program we\nagree on. The business community\nsound like simple common sense,\nhas been at odds for years over the\nThe human resource professional\nbut it does what needs to be done.\"\nproduct educators were producing,\nis playing an increasingly critical role\nFor too long, the trend to\nbut we all agree on MegaSkills.\"\nin this area, according to Nelson,\nimprove education has been scatter-\nidentifying needs and keeping every-\nshot, according to Nelson. Business,\none focused on those needs, identify-\nTURN HOME CHORES\nused to applying total quality princi-\ning programs and seeing to it that\nINTO LESSONS\nples, is interested in the long-term,\nthey are implemented.\nstrategic approach.\n\"HR people have to figure out ways\nMegaSkills teaches parents how to get\nto keep on top of all this information,\"\nmaximum results for their time by\nshe says. \"HR always has been a net-\nshowing how to turn chores around\n\"There's a move toward looking\nwork facilitator. Now the HR person\nthe house into simple lessons, Bentley\nat a strategic national focus,\" she\nhas to become the coach, the person\nsays. But a further benefit. he adds. is\nsays, and \"Rich has been able to\nwho is positioning everybody.\"\nthat \"it's nice to know as a parent that\nvou're not an island. It's nice to share\nidentify what works in a real con-\nThe program, which Bentley first\nyour successes. That's one of the real\ncrete manner and has been working\nlearned about through his local\nwith individuals across the nation to\nbenefits-people come out of the\nChamber of Commerce, is in its\nexplain what it takes. It's not just a\nprogram with a greater sense of\nthird year in Fort Wayne. The advan-\nconfidence.\"\none-time approach.\"\ntage to MegaSkills is that \"you can\nAnd, although MegaSkills is geared\nrun your own program. Each one is\ntoward children, it helps the parents'\na separate training initiative. You're\nnot dependent on lots of other peo-\nAVOIDING HOME/WORK\nPROBLEMS\nple; there aren't a lot of costs. You\ncan custom tailor the program to\n\"Single parents and working spouses\nyour audience, so that you're talking\nrelationships with other peo-\nneed help with child rearing so that\nabout issues that are really on their\nple as well, particularly co-\nminds.\"\nworkers.\ndomestic problems don't become\nperformance issues in the work-\nThe program applies to children of\n\"People are able to look\nplace,\" says James Bentley, director\nall ages, he says, with parents grouped\nat issues like motivation and\nof human resources for Fort Wayne\nby the ages of their children so that\neffort and see that these are\nthe same issues that are\nNewspapers Inc. in Fort Wayne, Ind.\nFort Wayne Newspapers Inc. has\nthey can address specific issues.\nimportant at work. In teach-\nlong had an active work/family com-\nThe program does not necessarily\ning parents. we get a residual effect-\nmittee with traditional family-friendly\nfall to the human resources depart-\nfirst parents are able to use the home\npolicies such as job sharing, Bentley\nment, Bentley adds. \"I'm the one\nskills to help their children and then as\nsays. \"But when we started looking at\nwho discovered it here, but social\nemployees they learn some things\nissues that are of importance to our\nservice agencies in Fort Wavne and\nthemselves. They make the connec-\npeople, when we looked at productivity\nteachers are now active. It's switched\ntion. They see how important it is to\nfrom industrial driven to education\nthe child and also how that transcends\nissues, we found that home and work\ncannot be totally separated. If there are\nand social services driven.\nitself into the workplace.\"\nproblems at home, they tend to find\nFor more information about the program\ntheir way into the work environment.\"\nand Dorothy Rich's new book The New\nStephenie Overman is senior writer for\nMegaSkills Bond. contact Home and School\nInstitute. Megaskills Center, 1500\nHRMagazine.\nMassachusetts Ave. N.W., Washington,\nD.C. 20005 (202)466-3633\nBusiness Reactions to MegaSkills' R\nAustin, Texas\n\"There exists a parallel relationship between the success of adults in both the role of\nthe parent and employee. MegaSkills classes at IBM helped employees solidify their\nattitude and values in parenting as well as their performance on the job. Confidence,\nresponsibility, teamwork, and common sense are just a few of the MegaSkills that can\nteach adults how to be successful both on the job, as a parent and to their child's\nsuccess in school and life. Having the classes at IBM sent a strong message to\nemployees that the company cared about their personal life, and the managers fully\nsupported this program.:\nSam Zigrossi, Executive\nEducation Business Unit\nIBM, Austin, TX\nFort Wayne, Indiana\n\"Single parents and working spouses need help with child rearing so that domestic\nproblems don't become performance issues in the workplace. MegaSkills is a turn-key\nprogram that relates to work/family issues and provides lifetime skills vs. short term\nimpact, as well as off-the-shelf convenience to the instructor/facilitator. / recommend\nthis program without reservation.\"\nJames Bentley, Director, Human Resources\nFort Wayne Newspapers\nFort Wayne, IN\nRahway, New Jersey\n\"Business is looking for cost-effective, no-frills, direct action to improve education.\n/ know of no better program than MegaSkills.'\nJ. Douglas Phillips, Senior Director\nCorporate Planning\nMerck & Company, Inc.\nMegaSkills Education Center of The Home and School Institute\n1500 Massachusetts Avenue, NW, Washington, DC 20005 (202) 466-3633\nCol\nerpo\nPublished by the National Association of State Directors of Special Education\nas a Service to Teachers and Administrators of Special Education\nVolume 16, Number 2\nWinter 1995\nwithin the school structure, as well as\nMegaSkills program a plus\nWhen I returned to Sacramento, I knew\nstrengthening their role at home as their\nthat if I didn't begin leading workshops\nchildren's first and most important teachers.\nright away, I would find dozens of reasons\nfor children, parents, schools\nIn this article, I will share briefly how I\nto stall and I'd probably never get started. In\nhave seen MegaSkills fluence and increase\nMegaSk terminology, my confidence was\nI knew that, regardless of the language\nparental involvement - both at home and\nlacking but I was extremely motivated, so I\nEditor's Note: The legaSkills program,\nspoken at home, economic status or their\nwithin the school environment.\ntook a deep breath and, with a gentle push\ncreated by veteran educator Dorothy Rich,\nown educational level, all these parents were\nIn 1987, a Berkeley, Calif., bookstore\nfrom my school principal, jumped in.\nis a collection of activities that are taught to\nhere because they wanted to help their chil-\nbuyer gave me a preview copy of Dorothy\nAt our April Open House, I announced\nparents so they can help their children learn\nRich's book, MegaSkills - How Families\nthe upcoming workshop series of free classes\ndren be more successful in school and in\nat home, do well in school and, ultimately,\nsucceed in life. The program is part of the\nlife. It was time to begin talking about\nCan Help Children Succeed in School and\nfor four Monday evenings with childcare\nMegaSkills.\nBeyond. From the moment I began brows-\nprovided, and signed up as many parents as\nHome and School Institute, Rich's nonprofit\ning through it, I could feel my excitement\nI could. We sent announcements home in\neducational organization. Here, special edu-\nI don't recall much about that first parent\nworkshop, but it certainly inspired me. Since\ngrow.\nEnglish, Spanish and Chinese, and I visited\ncation teacher Judy Brim of Sacramento,\nthen, I have met hundreds of mothers, fa-\nThis book presented hands-on,\nevery class in the school, urging students to\nCalif., tells about her experiences with\nMegaSkills and how the program created a\nthers, grandparents, older siblings, foster\neasy-to-understand \"recipes\" for parents to\nbring their parents.\nsituation in which her students, their par-\nparents, day-care workers and other child-\nhelp their children develop internal habits,\nI also made telephone calls to the parents\ncare providers who enthusiastically partici-\nattitudes and behaviors leading to success in\nof my Resource Specialist Program stu-\nents and her school came out winners.\npated in a number of the four-week series of\nand out of school. These \"inner engines of\ndents, urging them to attend.\nMegaSkills workshops in the Sacramento\nlearning\" were the 10 MegaSkills: confi-\nOur efforts and perseverance paid off.\nBy Judy Brim\nCity Unified School District.\ndence, motivation, effort, responsibility,\nThat first night there were more than 30\nI am firmly convinced that the MegaSkills\ninitiative, perseverance, caring, teamwork,\npeople present, an outstanding turnout for a\nIt was 6 p.m. on a Monday night in May\nprogram creates a win-win-win setup. Par-\ncommon sense and problem solving.\nparent population that had a notoriously\n1992 in our elementary school library. The\nents, the first and most important teachers of\nNobody I knew in Northern California\ncookies and punch were ready; sign-in sheets\npoor attendance record for conferences and\nour students, win as they learn ways to help\nhad ever heard of MegaSkills, but I knew I\nand handouts were near the door, printed in\nPTA meetings.\nthemselves and their children; schools win\nhad discovered something very valuable\nEnglish, Spanish and Cantonese.\nMore than half of those present attended\nas parents empower themselves to partici-\nand tried to find out more about MegaSkills\nMy two teen-age child-care providers\nat least three of the four workshops in the\npate more actively at school; and, ultimately,\nand the Home and School Institute in Wash-\nwere ready and waiting in the next class-\nseries and proudly received certificates at\nthe children win as home, school and com-\nington, D.C.\nroom. I took a deep breath and greeted the\nthe end in our \"graduation\" ceremony.\nmunity develop common vocabulary, closer\nIt was not until March 1992, almost five\nrather apprehensive-looking woman who\nEven more gratifying, however, has been\nbonds and greater understanding of our\ncame through the door to my very first\nyears later. that, thanks to a frequent flyer\nthe noticeable - and to me, unexpected -\nshared needs, strengths and goals.\nMegaSkills Parent Workshop. My heart\nvoucher, an income-tax return, and\nchange in group dynamics and in individu-\nFrom day one, I had absolute faith in the\nraced as more parents walked in, looked\nMegaSkill Six (perseverance), I finally man-\nals through the weeks of each workshop\nMegaSkills program to make a tremendous\naround and found seats. As my\naged to get myself to a MegaSkills Leader series.\ndifference in the ways parents could con-\nChinese-speaking interpreter greeted a large\nWorkshop in Washington, D.C.\ntribute to their children's school and life\ngroup of preschool parents, I was grateful to\nachievement. What didn't realize was what\nrecognize some of the people who came in\na significant effect it could have on the\nas parents of children in my Resource Spe-\ncialist Program.\nparents themselves, empowering them to\n(Over)\nmove into meaningful roles as participants\nMegaSkills: Empowering schools, families, students\nThe first night, most of the parents come\nWhenever possible, I call parents who\nweekly workshop stands alone, so parents\nin quietly, sit at tables stiffly and are reluc-\nhave signed up to attend the day before to\nfeel comfortable attending one or all within\ntant to participate in small or large group\ntrying a number of the activities at home\nremind them of the day and time. I try to\na series.\ndiscussions, especially with people they\nwith her children, Rosa began volunteering\nkeep child-care limited to ages 3 to 10. 1\nBecause learning is even more powerful\nhaven't known prior to the workshop. As\nat school as a lunch-time playground super-\nsend postcards to participants after the first\nwhen school and family understand the same\nthe weeks pass, however, the energy in the\nvisor.\nnight, thanking them for their participation\nconcepts and can use the same vocabulary,\nroom changes dramatically: Parents who\nThe following year, she stood up in front\nand encouraging them to return the follow-\nthe MegaSkills Education Center devel-\ncannot speak each other's languages are\nof a large group and gave a spirited pitch in\ning week.\noped the MegaSkills Essentials for the\nsmiling and nodding at one another, people\nSpanish for the MegaSkills workshops at\nI make sure there are snacks for both\nClassroom curriculum, which prepares\nbring treats to share, laughter and conversa-\nBack-to-School Night. She and Marco served\nchildren and parents. I try to schedule work-\nteachers to introduce MegaSkills to chil-\ntion are heard throughout each evening's\nas child-care providers for subsequent par-\nshops in early fall or late spring rather than,\ndren in classrooms at all the elementary\nactivities.\nent workshops, and she began assisting in\nsay, November and February, because more\ngrade levels.\nWhen parents turn to me, the workshop\nthe school library.\nparents will attend when it stays light later\nAdditionally, a number of private corpo-\nleader and perceived \"expert\" with a spe-\nCurrently, Rosa is serving as president of\ninto the evening.\nrations are now offering MegaSkills work-\ncific problem or concern, I turn it back to the\nour school's previously dormant PTA, as\nI now limit myself to one night a week;\nshops as part of their Employee Assistance\ngroup and members share what has worked\nwell as other activities. Most recently, she\ntrying to run two sets of classes concur-\nPrograms in order to develop a more suc-\nfor them at home. Brainstorming this way\nwent through the MegaSkills training to\nrently was too confusing - and exhaust-\ncessful and productive work force for the\noften provides us with many more solutions\nbecome a Workshop Leader and plans to\ning.\npresent and future.\nthan any of us could have dreamed possible.\nconduct workshops in Spanish for Latino\nMany MegaSkills graduates have been\nOne parent of a 10-year-old girl con-\nparents in Sacramento.\nclamoring for additional classes so, in the\nFor information about the programs of\ntacted me about six months after her partici-\nI have learned a lot since leading that first\nfuture, I hope to offer \"MegaSkills II,\" a\nthe Home and School Institute, contact the\npation in the workshops to tell me she felt\nset of MegaSkills workshops. I would not\nseries of different workshops with addi-\nMegaSkills Education Center at 1500 Mas-\nlike she was living with a completely differ-\nconduct a workshop in more than two lan-\ntional activities. One of the many wonder-\nsachusetts Ave. N.W., Washington, DC\nent child. We both laughed when I sug-\nguages again - ever.\nful aspects of this program is that each\n20005, (202) 466-3633.\ngested that perhaps the changes had not\noccurred solely within her daughter.\nNot only have I observed great changes\noccurring within groups because of\nMegaSkills, but I have also seen amazing\ngrowth in individual participants. One par-\nticular participant stands out: Rosa, a gradu-\nate of that very first workshop series. We\nmet through her son Oscar, a second-grader\nNASISE\nin my Resource Specialist Program. Rosa, a\nASSOCIATION\nmother for the first time at 14, had two\nbabies when she graduated from high school;\nwhen she came to MegaSkills she had five\nEDUCATION,\nOF\nSTATE\nchildren. Both she and her fiancé, Marco,\nSPECIAL\nattended the series of four workshops, cov-\n30\nDIRECTORS\nering for each other when one could not be\nthere.\nAfter participating in the workshop and\ncomunidad\nEnseñando destrezas para\nPOR JOHANNA\nBUCHHOLTZ-TORRES\nuando hablo del\nC\npapel educacio-\nnal de la familia,\npuede que suene\nalgo anticuado.\nSin embargo. muchos de\nlos padres de hoy en día\nfundadora de The Home and School Institute hace una\nnunca aprendieron. 0 han\nLa promesa de éxito con sus MegaSkills.\nmente. obtendre mi grado\nolvidado. lo que necesitan\ncomo enfermera. Mis niños\nhacer en casa para sentar\nque las escuelas podían\nseguramente se beneficia-\nlos cimientos del éxito es-\nMegaSkills es una buena\nhacer el trabajo solas. En\nran con todo esto\". escribe\ncolar de sus niños\", afirma\ncombinación de corazón y\nese entonces no sabiamos\nCruz en una carta.\nDorothy Rich. presiden-\nmente. que ayuda al niño a\nla diferencia\", asegura la\nnivel emocional. tanto\neducadora. Para Rich. no\nLa clave de su éxito\ncomo académico. Es el tipo\nimporta cuán buena sea la\nSegún Rich. \"el gran resul-\nde salud mental que todos\neducación formal que una\ntado de estos programas es\nnecesitamos\". declara.\nescuela ofrezca. los padres\nque los padres aprenden\nDesde que fundó The\nson siempre los primeros\nestas destrezas y se con-\nHome and School Institute\nmaestros de un niño.\nvierten en modelos para\nen 1964. el llamado de esta\nsus hijos. Ellos no pueden\npionera ha hecho eco en\nGracias a MegaSkills\ndarse el lujo de cruzarse de\nmiles de personas y actual-\nAnna Cruz. de Nueva Jer-\nbrazos. Tienen un papel\nmente tambien se escucha\nsey-es una madre que en-\nque jugar en la vida de sus\nmencionar en las más\ncontro en el curso de adies-\nniños\". agrega.\ngrandes compañias de la\ntramiento de MegaSkills.\nAlgunos de los más im-\nnación. ¿Cuál es su gran\nmucho más que una califi-\npresionantes logros obte-\nnidos con MegaSkills son:\nNo podemos asumir que\npuntajes más altos en las\npruebas escolares y que los\nla escuela será la única maestra\nniños pasen dos veces más\ntiempo haciendo sus tareas\nde nuestros niños\nque viendo la televisión. El\nta de The Home\nDorothy Rich\néxito logrado se debe prin-\nand School Insti-\ncipalmente a que los estu-\ntute. en Washington. D.C.\nrevelación? Rich reconoce\ncación. Con el propósito\ndiantes se sienten más mo-\nCon palabras como es-\nque hay \"mecanismos de\nde hacer un esfuerzo para\ntivados para aprender y los\ntas. Rich ha iluminado a\naprendizaje que nos impul-\nayudar a sus dos hijos. Cruz\npadres adquieren mayores\ncientos de familias a través\nsan. sirven como cataliti-\ndecidió registrarse en el\ndestrezas para su crianza.\ndel pais. Es por ello que su\ncos. Esto es lo que hacen\nprograma. En la primera\nAl mismo tiempo. los pa-\nprograma MegaSkills y el\nlos MegaSkills. Estos son los\nreunión se encontro con\ndres comprenden mejor\nlibro que tituló de la misma\nvalores. las actitudes. los\nlos mismos sentimientos\nlas necesidades educa-\nmanera. han sido tan acla-\ncomportamientos que de-\nque llevaba sintiendo por 3\ncionales de sus hijos y se\nmados por los maestros,\nterminan nuestro éxito en\naños: desorientación. baja\ninvolucran más en el pro-\npadres, presidentes de or-\nla escuela y luego en el tra-\nestima e inseguridad.\nceso educacional.\nganizaciones nacionales.\nbajo. Son los que definen la\nSin embargo. no mucho\nPor otro lado, los maes-\nadministradores de escue-\nconfianza. esfuerzo. res-\ndespués vio que éste era\ntros observan menos pro-\nlas y asociaciones educa-\nponsabilidad. iniciativa.\nsólo el inicio de su reali-\nblemas de disciplina en sus\ncionales. Tipper Gore. es-\nperseverancia. trabajo en\nzación como mujer y como\nclases. los niños están me-\nposa del vicepresidente.\nequipo y capacidad para re-\nmadre. \"Gracias al apoyo y\njor preparados y se ve una\nAl Gore. escribe en las\nsolver problemas\". añade.\nal aliento de MegaSkills. me\nmejor asistencia a la es-\nprimeras páginas del libro:\nAsi Rich ha enseñado a\nhe podido ver en una luz\ncuela. También se detecta\n\"Los niños no aprenden SO-\nlos padres la importancia\ndistinta. Tengo más con-\nmás participación de los\nlamente con sus mentes.\nde estos valores como he-\nfianza en mi misma. he de-\npadres en las actividades\nCORTE LOUISE KRAFFT\nSus corazones tienen tam-\nrramientas que tienen a su\ncidido regresar a la escuela\nescolares y mejores rela-\nbién un importante papel.\nalcance. \"Antes se pensaba\npara educarme y. eventual-\nciones con la escuela.\nHSI/ MegaSkills Center\n12 SER PADRES Die TEMBRE 95/ENERG'96\n1500 Massachusetts Ave. NW\nWashington, DC 20005/ 202-166-3633\nAMERICA2000\nA for Breaking the Mold\nAward\na\nRecognizing:\nMegaSkills\nFor Efforts To Reach the National Education Goals\nMegaSkills Education Center\nof\nThe Home And School Institute, Inc.\n*\nHelping families build children's achievement in school and beyond\n*\n1500 Massachusetts Ave., NW. Washington, DC 20005 (202) 466-3633\nKRAFT GENERAL FOODS\nTo Whom It May Concern:\nI am writing this letter to share with you my personal experience with the Mega Skills Program. I\nrecently became aware of the program and was instantly excited by the fact that it is a program that\nfocuses on building a synergistic educational relationship between the school, the child's home and\nthe community--a partnership which in my opinion is strongly in need of strengthening.\nAs part of my exploration of Mega Skills, I visited a school where the program had been in place\nand personally met with teachers, parents and administrators. I was surprised at how the program\nwas universally praised. Teachers reported that it was an excellent tool for them to use to\nsupplement existing classroom work and they appear to truly value the Program as a tool versus\nviewing it as another \"Program\" being passed down to them which doesn't meet their in-class needs.\nAdministrators reported that the program was relatively easy to implement and did not require\nsignificant resources from the schools. Most impressive, however, was the overwhelming\nexcitement and appreciation for the program expressed by parents. I found that many of the parents\nhad previously not come to school; did not participate as actively in their child's education as they\ndo now; and were not augmenting in-school educational efforts with their own at home efforts as\nthey do now. One mother commented that she used to think that being a good mother meant doing\neverything for her child, but now she knows that the children need to learn how to do for\nthemselves, whether it's making their bed, cleaning their room or taking the trash out.\n1 would encourage anyone interested in improving education, and who recognizes the important\nconnection between the parents and the school, to consider Mega Skills.\nSincerely,\nJohn P Munz\nRegional Human Resources Manager\nWestern Region\nJPM/sl\nKRAFT GENERAL TOODS. INC\n1515 1ASI KATHIA W.. ANAHHM CA92805\nC14 85-2917 III 610 185-2918\nRECYCHD\nClinton Presidential Records\nDigital Records Marker\nThis is not a presidential record. This is used as an administrative\nmarker by the William J. Clinton Presidential Library Staff.\nThis marker identifies the place of a publication.\nPublications have not been scanned in their entirety for the purpose\nof digitization. To see the full publication please search online or\nvisit the Clinton Presidential Library's Research Room.\nHOME\nSCHOOL\nMegaSkills are\n®\nG\nMEGASKILLS\nour Inner Engines of Learning.\nThey are the superbasics...\nthe habits, behaviors and attitudes that\nCOMMUNITY\ndetermine our achievement\nin school and in life.\nKeys to Greater Success\nOpening New Doors to School, Home, and Community Involvement\nCONFIDENCE\nMOTIVATION\nMEGASKILLS\nPROBLEM SOLVING\nCOMMON SENSE\nEFFORT\nTEAMWORK\nRESPONSIBILITY\nCARING\nINITIATIVE\nPERSEVERANCE\nMegaSkills Training Process\nFamily Involvement Training\nClassroom Curriculum\nSchool-Wide Programs\nSchool Improvement\nTested Results\nProgram Benefits\nTitle I\nHigher achievement scores\nImmediately reaches wide\nLiteracy\nnumber of teachers and\nFewer discipline problems\nEven Start\nfamilies\nHead Start\nHigher attendance rates\nCost effective: ongoing use of\nSpecial Education\nIncreased homework time\nprogram years after original\nBilingual Education\nDecreased TV time\ntraining\nJuvenile Justice\nComer Schools\nIncreased participation by all\nIntegrates academic, social, and\nfamilies in children's education\nand more\nemotional skills\nCompensatory Education Funds support MegaSkills training programs. Businesses and Chambers of Commerce also support the programs.\n©Home and School Institute 1996\nMegaSkills® Education Center, The Home and School Institute 1500 Massachusetts Ave., N.W., Washington, DC 20005 (202) 466-3633\nP.01\nTHE\nTHE\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts the.. VII\nWashington, DC 20005\nof\nTel: (202) 100-3633\nThe Home and School Institute, Inc.\nFax: (202) 833-1400\nwww.MegaSkillsHSl.org\nenfidence\nMotivation\n.\nEffort\nResponsibility\n.\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMeasher ⑇ the usi Board\nOctober 6, 1999\n6 pps. inclusive\nAgreement\n9a9\n456-5581\nAndy Rotherham\nFrom: Dororhy Rich\ninvoices Council\nto P\nIt was good meeting you today.\nHere as promised are a Eew more items. including\na recent article from Education Week and an article\nin Spanish about our work.\nL enclose the 1 1 int page of the San Diego Report and can send\nmore as you might wish.\nHope you have .-) chance to check out the materials\n1 left with you , the book, the web page-- lots of\nassignments, e.c. etc.\n-\nTalk to you SOOD again. And thanks for your advice.\ndirection\n......\nDevelopment\nPsychology\nit,\nBuilding the \"Inner Engines of i.earning\" for Success in School and Beyond\nThe Home and School Institute Inc is & nonprofit. Section 50bew organization.\ne-mail:\nattitude and behaviors were consistently reported for over\n2/3 of the students. These include more interest in learning (80% of students): more\norganized and ready for learning (74%); completes homework more regularly (78%);\nmore able to work cooperatively (79%)\nDetails on these findings are reported on the pages that follow\nProgram Description\nSan Diego was one of three large city schools selected for the implementation of the Home and School\nInstitute's MegaSkills Parent Workshop Program under grants from Krafi Foods. jointly administered by The\nHome and School Institute and the Council of the Great City Schools.\nIn the first year of the program seven Comer schools participated in the program. A endre of parent\nworkshop leaders from each school was trained in how to give MegaSkills Parent Workshops. To serve San\nDiego's multi-ethnic population. the staff trained included native speakers of the major language groups\nserved by the schools. and materials for parents were available in Spanish. Vietnamese. Lao, Cambodian and\nSomali translation.\nEDUCATION WEEK\nBancotion Non-puper of Record\nVolume XVIII. Number 36 May 19, 1999\ni' 1999 Editorial Project in Education\nCompeting for Our Clients\nWinning the Hearts\nabout education. demands that schools\nWhen parents opt our of the system\nbegin to market themselves as busi-\nin favor of different schools. what are\nand Minds of Parents\nnesses do. 1- this demeaning? Crass?\nthey looking for? They are seeking\nDegrading? I don't think so.\nstandards. achievement. and high ex\nOne of the basic questions : ask in the\npoctations. to be sure. But they are\nBy Dorothy Rich\ntraining programs 1 conduct IS this: \"In\nalso seeking something more. Here's 0\ntwo or three sentences. why would par-\nquick summary of what I hear from\nublie schools no longer have a\nents want to send their child to your\nparents across the nation:\nP\nbuilt in zoned-in-public.\nschool?\" If people have trouble answer-\nThey are seeking some greater\nSchools have to win their\ning this, they may well have trouble\nform of personal control. some sense\nchents their students, the\nkeeping their schools open.\nthat they can express their consumer\nhard way The charters are\nIt's certainly time that schools paid\nactivism on behalf of their children.\ncoming and :-11 are the vouchers. We\nmore attention to parents and chil-\nThey are seeking a code of behavior\ncan't jusi say that they will go away.\ndren as customers. This doesn't mean\nand standards and expectations about\nThey may run their course, but not\nbowing and scraping to make their\nhow children should ad in school.\nund the test scores come in\na\nfow\nevery demand a reality. But it does\nThey are seeking a school atmos-\nyears down the way.\nmean making our schools more ap-\nphere that rewards high standards of\nmeanure\npeating. We nave to pay attention.\nachievement and behavior and provides\nIII can't run and hide. My recommen\nThis is a message increasingly un-\ndisincentives to out-of-control and dis-\ndation is that We get out in front and\nderstood by districts aeross the coun\nruptive students.\nempete with these education attrac.\ntry. A principal quoted in the Fort\nThey are seeking a sense that\nimms. 1: can be a lot easier than We\nMyers, Fla., News-Press this year on\nachievement by their children can\nmight think.\nthat city's new public-school-choice\nmean something that when their\nFor example, one of the attractions\nprogram put it this way: \"Were selling\nchildren work hard. they will be in\n1.1 charters and vouchers is the\nour programs and organization, which\nwarded.\nH mise they seem to hold of more\nwould be similar to what a business-\nThey are seeking a sense of greater\nersonal attention. This is a major\nman would do I think students will\npersonal attention-that the school\n1:' it force in education. We work with\nsee us as a viable option for learning.\ncares about their child. their home.\narents and community today not\nIt's really a matter of if we're not\nand them.\nsupply because the research says this\npulling in the kids. then it have 11,\ni. the will 1.. raise achievement. W.\nwork harden\"\nin it because these are our clients.\nParents have concerns beyond acad-\nbese realistic expectations de\nand they expect a level of personal\nemies for their younger children.\nservice that parents in the past did\nTransportation is an issue. They want\nT\nserve to be met. They are not\npie in the sky Public schools\nNOT Some parental expectations may\nthat dismiss the message that\nschools close to home. 50 that their\ni.. 1:10 high. of course, even unrealis\ncharters and vouchers an\nkids are not based across town. They\ni... but to disnuss them out of hand or\nwant their children to be with the\nsending in it. at their peril. It is a use-\n1. tail to work with parents to under.\nclassmates they have know 0 in ear-\nful message, a reminder We need. And\nstand limits and possibilities would be\nlier grades. Some parents may even\npublic schools. with their resources\nMothardy in :1 consumer age.\nmove their children from school to\nand experience. are actually in ,1\nThe impact of it consumer culture.\nschool until they get what they per-\nstronger position (11 neet these expec\ncoupled with real worries parents have\nceive to be the right fit.\nContinued on Page :\nP.02\ncomunidad\nEnseñando destrezas para\nPOR JOHANNA\nTORRES\nrando hable act\npapel educacio-\nnal de !:I familia,\npuede que suene\nalgo anticuado\nSin embargo, muchos de\nlos padres de hoy en dia\nfundadora de The Home and School Institute hace una\nnunca aprendieron. han\nolvidado, In que necesitan\nLa promesa de éxito con sus MegaSkills.\nmente. obtendre fill grado\ncomo enterment. Mrs niños\nhacer (1) casa para sentar\nthe las escuelas poden\nseguramente se beneficia\nlos cimientos del CARD C.-\nMcgaSkills \" una buena\nbacer di trabajo solas En\n1'.11) con todo cato escabe\ncolar de NUS ninos' afrma\ncombinación je corazon\nere entonces 110 sabiamos\n017 en und carta\nDorothy Rich. presiden-\nmente. que avaida al nino\nla diferencia asegora I.I\nnivel email sonal. tanto\neducadora. Para Rich. no\nLa clave de SU éxito\ncomo acaderated Es di tipo\nimporta cuan buena sea la\nSegun Rich. tel gran result\nde salud mental que rodes\neducación formal que una\nCado de estos programas es\nnecesitamos declara.\nescuela ofrezen iv. padres\nque los padres aprenden\nDesde que rando The\nstempre in primeros\nCSLIS destrezas \\ is con-\nHome and houl Institute\nnacstros de un nino\nvierien en modelos para\non 1904. el fiamado de esta\nsus hubs Elios no pueden\npronera ha '1'. the CCD en\nGracias a MegaSkills\ndare el tupode cruzarse de\nmiles de personas actual-\nAnna Cruz. de Nueva let\nbrazos l'ignen an papel\nmente tambien \": escucha\n*?. is un. madre que en\nque jugar on in vala de -11-\nmencionar las mils\ncentro en el (IIN) de adies.\nmanos agreed\ngrandes companias de 1.:\ntramiento do MegaSkills,\nAlganos de les mas it:-\nnacion. it ua! us 50 gran\nmucho mms que una caliti-\npresionantes legros obte\n\"\nmdos con MegaSkills son.\nNo podemos asumir que\npuntaies 111.05 altos en las\nhas escolares que los\nla escuela será la única maestra\nnumos pasen in years mas\nnempo haciendo SIN tareas\nde nuestros niños\n\"\nque Mendo la relevision. II\n1.1 de The Home\nDorothy Rich\nextte logrado \" debe prin-\nand School Insti-\nexpaimente 3 yik los estu-\nDate. (1) Washington. DC\nrevelación? RR is reconoce\nexción. Con of proposito\ndiantes se sienten mas no-\nCon palabras como CA.\nque hay \"med amsmos de\nde bacer un estuerzo para\ntivados para aprender y los\nLAS. Rich ha luminado\naprendizaje que nos imput-\nudar a sus dos mos. Cruz\npadres adquiren mayores\nientos de familias a traves\nsan, sirven como cataliti-\ndecidio registrarse on it\ndestrezas para all crianza\ndel p.us. Es por ello que su\ncos. Esto \" 1.. que hacen\nprograma. En la primera\nAl mismo ticinpo. los pa\nprograma Megaskills V el\nlos MegaSkills stop son los\nremion se encontro con\ndres comprenden memor\nhbro que ntulo de In misma\nvalores. tas actitudes. los\nlos mismos sentimientos\nlas necesidades educa-\nmanera. han sido can act.\ncomportamientos que de-\nJue levaba sintiendo por\ncionales de of Injos y SC\nmades por los maestros\nterminan nuestro exito en\nanos: desorientacion. bara\ninvolueran mas en al pro-\npadres, presidentes de or\n1:1 escuela 1' luego on di tr.-\nestima C insegundad.\neducacional.\n13 amizaciones nacionales\nbajo. Son los que definen la\nin embareo 11:) mucho\nFor our lado. los macs-\nadministradores de escue-\nconfianza, estuerzo, res\ndespués vio que este CTI\n1500 observan menos pro-\nlas y asociaciones educa\nponsabilidad. incrativa.\nand el inicio de su reale\nblemas de disc iplina en sus\ncionales. l'ipper Gore. CX-\nperseverancia. trabajo en\nzacton como mujer como\nclases. los nuos estan me-\nposa del vicepresidente.\nequipo capacidad para it\nmadre. -Gracias :::: apovo\nor preparados 'C ve una\nAl Core escribe en las\nsolver problems anade\nII! abento de Megaskills ne\nmeior asistencia .1 la c.\nprimeras paginas Jel libro:\nAsi Rich ha enseñado a\nbe podido yer en 11110 111%\ncacla. l'ambien se detecta\n\"Los ninos no aprenden\nlos padres la importancia\ndisonta. Tenen mas con.\nCLAS participacion de los\nLenente con sus mentes\nde estos valores como he\nhanza on mi mismi. be de\npadres on lis actividades\nSus corazones Genen tam-\nrramientas que benen : su\ncidido regresar .1 ! escuch\nescolares mejores rela-\nbien (ii) importante papel.\nalcance. \"Antes \" pensaba\npara\neducamic\neventual-\nciones con la escucit.\nHST\n0\nP.03\nMegaSkills® News\nAUGUST 1999\nMegaSkills Education Center of the Home and School Institute\nCommunications\nAnnouncing\nBack To School with MegaSkills® and Reading\nWWW. MegaSkillsHSI.org\nAcademic Achievement, Character Development\nPleasurable and Instructive Reading!\nWhat a Combination\nThey Come Together with MegaSkills®\nParents and teachers across the nation are invited to check out www.MegaSkillsHSI.org\nto\nlearn about how to teach children strong habits of character and strong habits for reading\nall at\nthe same time.\nMegaSkills: Keeping Schools Safe and Children Learning\nAs a special service, starting August 1, 1999, the nonprofit Home and School Institute,\nsponsor of MegaSkills. will assemble on its web site a select list of acclaimed books identified\nby teachers and librarians nationally. These books will cover the early elementary grades\nthrough middle/upper elementary years.\nThis is the first time this list has been assembled for public use. In this list are age-old\nclassics and books published within the last few years. The number and variety of books\navailable for children today can be overwhelming. That is why the Institute is providing this\nservice.\nMegaSkills formulated by Dr. Dorothy Rich, are the habits, the behaviors, and\nattitudes vital for achievement. Confidence, Effort, Motivation, Responsibility,\nCommon Sense, Teamwork, Caring, Initiative, Perseverance, Problem Solving and\nFocus. These are the \"inner engines of learning.\"\nWith thirty years of research and experience, the nonprofit Home and School\nInstitute, sponsor of www.MegaSkillsHSl.org provides services for schools and homes\nacross the nation. Over 3000 schools use the MegaSkills Workshop Program with\ndocumented success in higher test scores and decreased discipline incidents. Contact\nwww.MegaSkillsHSL.org for more information.\nMegaShille Education Center of the Home and School Institute 1500 Massachusetts Air NW\nM.W 2\nations than start up schools.\nhow well the message is getting\nMany pare nis. in fact. talk about :11-\nthrough and the effectiveness of our\ntornatives 1.) the public schools with-\nservice system? When parents say they\nant really knowing what is involved.\nare moving their children from our\nwhat benefits they may realistically\nschool, is there a sign-out process that\nspeet. what pitfalls they may face.\nhelps determine why they are making\n11:- need 10 provide them with infor-\nthis change\"\nacation and leadership. One relatively\nHow do I rank the overall service\neasy way to do this is to clip, save, and\nprovided a: the school where [ teach?\ndistribute all relevant articles and\nAt the school where my children are\nstudies on abernative forms of educa-\nenrolled? At the school I wish they\nmen. Giving parents all the facts. and\ncould attend? What changes would I\njust about the school trying to\nmake to ensure that my school re-\nkeep them. can be very persuasive.\nceived more positive answers on this\nWhen businesses W()() customers. they\nquestionnaire?\n035988 their products and services and\nJust as in the business world, there\n260 steps to make them stronger\nwill always be the unappeasable, un-\nschools can dereven better. Here are CX-\npersuadable school client who can\namples of the kinds of questions school\nnever be satisfied. But when educa-\npersonnel need to ask themselves. Call\ntors get more Yes answers than No's\nit :: personal school report card:\nand Not Situals on this modest survey.\nDo we know what our customers\nthey will be well on the way to com-\nwant? Do we care?\npeting effectively for their parents\nAn we ready to provide the kind of\nand students\nrvice and outreach it takes to woo\n--\nn.: win our customers?\nDorothy Rich is the founder and\nDo we have ways (such as surveys'\npresident of the nonprofit Home and\n!.. Gnd out what our customers care\nSchool Institute in Washington. She is\nabout? Do we de this regularly?\nthe author of MegaSkills and the de\nDo we have a written statement of\nveloper of the MegaShills teacher\nevices and written materials solicit-\ntraining program.\nuse parent comments?\nDo He make strong efforts to in-\nTHE our customers about issues in\nThis article appeared 11! the com-\neducation and the pros and cons of\nmentary section of Education Week.\ncarious initiatives?\nReprinted with permission from\nDo we give our enstomers the ben-\nEducation Week, Vol. XVIII. Number\non of our expertise? When we buy\n36. May 19. 1999\ncare or cosmetics. there are consumer\nreports to check. Whom do parents\nMegaSkills I-ducation Center\nask about schooling issues?\n1500 Massachusetts Ave.. NW\nin we have front-line personnel\nWashington. DC 20005\ntrained and assigned to respond effec-\n(202) 466-3633 Fax (202) 833-1400\nthey to parent questions? This includes\nwww.MegaSkillsHSL.org\nadministrators, teachers. guidance coun-\nselors, and front office support staff\nWhat staff training needs to be pro-\nEducation Week is published 43\nrided? What parent training?\ntimes per year by Editorial Projects in\n110 employees in all facets of the\nEducation Iii. Subscriptions: U.S.:\nschool's work know how to put across\n$69.94 for 43 issues. Canada: $96.59\nthe school's philosophy? Do they know\nfor 43 issues.\nand bulieve in the basic message and\nthe pluses of our school?\n(i) 1999 Editorial Projects in Education\n1% we have .1 way to determine\nMegaSkills®\nMegaSkills®\nThe Attitudes & Behaviors\nExpanded Edition\nNeeded for Learning,\nBuilding Achievement for the\nInformation Age\nLiteracy and Success at\nSchool and in\nDr. Dorothy Rich\nthe Workplace\nFounder/President\nThe Home and School Institute\nComprehensive Reform for True\nStudent Learning\nIntroducing\nConfidence\nCareer MegaSkills®\nConfianza\nTransition from school to career\nSecondary schools\nMotivation\nVocational education\nMotivación\nWorkforce initiatives\nEffort\nPlus\nEsfuerzo\nLeader Training for\nResponsibility\nFamily Educational\nResponsabilidad\nInvolvement: The\nInitiative\nMegaSkills Method\nIniciativa\nBuilding Student Academic\nPerseverance\nAchievement: The\nPerseverancia\nMegaSkills Method\nCaring\nThe Home and School Institute\nAprecio\n(HSI), a nonprofit educational\nTeamwork\norganization, since 1972,\nCooperación\nprovides tested solutions for\nproblems that face education\nCommon\ntoday and determine adults' and\nSense\nSentido Común\nchildren's lives for tomorrow.\nProblem\nFor Information:\nSolving\nSolución de\nMegaSkills Education Center\nproblemas\nof The Home and School\nFocus\nInstitute\nEnfoque\n1500 Massachusetts Ave., NW\nSTATE\nWashington, DC 20005\n(202) 466-3633\nwww.MegaSkillsHSI.org\nEMMUNITY\nMegaSkills on the Web\nwww.MegaSkillsHSI.org\nCLINTON LIBRARY PHOTOCOPY\n1500 Massachusetts Ave., NW\nMegaSkills® News\nWashington, DC 20005\nTele: (202) 466-3633\nFax: (202) 833-1400\nwww.MegaSkillsHSI.org\nMegaSkills Education Center of the Home and School Institute\nCommunications\nFor Further Information:\nRachel Z Ayala\n(202) 466-3633, [email protected]\nFOR IMMEDIATE RELEASE\nFALL 1999\nNew Training Initiative Announced for\nDC.Teen Parents\nMegaSkills® Connection for Family and Work\nWASHINGTON, D.C. - The Home and School Institute (HSI) and For Love of Children (FLOC)\nannounce the launch on Saturday, October 16, 1999 of MegaSkills training for teen parents and\nfor school and social service agency personnel serving teen parents.\nThe initiative, MegaSkills Connection for Family and Work, prepares teen parents to develop\nhabits, attitudes and behaviors necessary for success as a parent and as a employee. The\nprogram is funded through an Even Start grant.\nCareer MegaSkills is an interactive learning system that focuses on behaviors that lead to\ndeveloping and sustaining personal habits needed for continuing education and enhanced job\nperformance. This training initiative also teaches strategies and techniques for increased\nparenting skills necessary for positive child development.\n(MORE)\n©The Home and School Institute, 1999. MegaSkills Education Center, 1500 Massachusetts Ave., NW, Washington, DC 20005\nTele: (202)466.3633 Fax: (202)833.1400 Web: www.MegaSkillsHSI.org\nThe MegaSkills to be taught are: Confidence, Motivation, Effort, Responsibility, Initiative,\nPerseverance, Caring, Teamwork, Common Sense, Problem Solving and Focus.\nUnder this initiative, the Home and School will also provide professional training, MegaSkills\nLeader Training for Parent Involvement, to DC social service agency personnel and DC teachers\nto enable them to conduct MegaSkills Parent Workshops on a continuing basis at their own\nagencies and schools.\nThe teen parent program will take place at Children's Hospital and the Family Place. It is led by\nJanice Melvin and Phyllis Kemp, MegaSkills leaders who have used the program in the District\nof Columbia Public Schools.\nThe related professional development training, MegaSkills Leader Training for Parent\nInvolvement to take place at Scott Montgomery School, is led by Harriett Stonehill, Director of\nthe MegaSkills Education Program nationally.\nThe work of the nonprofit Home and School Institute (HSI), with its MegaSkills Education\nCenter, is to build achievement and literacy in school and beyond. HSI, founded by Dr.\nDorothy Rich, beginning in 1964, has developed systematic trainings and materials for total\ncommunity educational involvement with specific focus on needs of at-risk students.\nThe Institute designs and provides training for educators and community leaders working with\nchildren and adults to build success through academics, literacy, and character building\nactivities that teach the habits and attitudes it takes to achieve. The tested MegaSkills Programs,\nhave involved more than 110,000 families and has trained over 10,000 MegaSkills Leaders.\nThe work of HSI has been featured in the Washington Post, New York Times, Chicago Tribune, Los\nAngeles Times, Reader's Digest, NBC Today, and in numerous professional publications.\nFor additional information, visit www.MegaSkillsHSI.org\n©The Home and School Institute, 1999. MegaSkills Education Center, 1500 Massachusetts Ave., NW, Washington, DC 20005\nTele: (202)466.3633 Fax: (202)833.1400 Web: www.MegaSkillsHSI.org\nHOME\nSCHOOL\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nof\nTel: (202) 466-3633\nThe Home and School Institute, Inc.\nFax: (202) 833-1400\nCOMMUNITY\nwww.MegaSkillsHSl.org\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMembers of the HSI Board\nDorothy Rich\nPresident\nJames Van Dien\nTreasurer\nJohn Bottum\nUS Department of Agriculture\nWHAT MEGASKILLS AND THE HOME AND\nMiriam Bazelon Knox\nPublic Member, Chair\nNational Advisory Council\nSCHOOL INSTITUTE ARE ALL ABOUT\nMisbah Khan. M.D.\nUniversity of Maryland\nSchool of Medicine\nAND CAN DO FOR YOU\nNational Advisory Council\nRonald Blackburn-Moreno\nNational Executive Director\nAspira Association\nDon Cameron\nExecutive Director\nComprehensive Reform for True Learning\nNational Education Association\nElizabeth Campbell\nVice President\nfor Community Affairs WETA\nMichael Casserly\nExecutive Director\nCouncil of the Great City Schools\nThe nonprofit Home and School Institute designs and provides training and\nHarvey C. Dzodin\nVice President\nABC Television\nmaterials to build successful learning and achievement for children and adults\nAmold Fege\nPresident\nPublic Advocacy for Kids\nin school and beyond. After years of testing, these are now available to teachers,\nSusan Gorm\nExecutive Director\nNational Association of\nparents, employers and the wider community.\nSchool Psychologists\nAndrew Hartman\nEven Start/Literacy Programs\nPhillip Harris\nDirector\nThe unique and special focus of the Institute, founded by Dr. Dorothy Rich, is\nCenter for Professional Development\nPhi Delta Kappa\nPaul D Houston\nMegaSkills. These are the habits, the behaviors, and attitudes vital for\nExecutive Director\nAmerican Association of\nSchool Administrators\nachievement. They are the inner engines of learning.\nDavid Imig\nPresident\nAmerican Association of\nColleges of Teacher Education\nA Sidney Johnson\nExecutive Director\nThis Institute offers award-winning MegaSkills training programs and\nPrevent Child Abuse America\nLeanna Landsmann\nPresident\npublications nationally and internationally. Evidence from these programs in\nTIME for Kids\nEvelyn Moore\nPresident\nover 3,000 schools indicates higher test scores, increased self-discipline for\nNational Black Child\nDevelopment Institute\nJ. Douglas Phillips\nstudents and improved abilities of teachers and parents to become involved\nExecutive Director,\nStrategic Planning (Ret.)\nMerck & Co., Inc.\nand successful.\nHarold P Seamon\nDeputy Executive Director\nNational School Boards Association\nJohnetta Smith\nPrincipal\nCharles Young School\nWith thirty years of research and experience, the Institute delivers education for\nDC Public Schools\nJames Van Erden\nDirector. Workforce Development\nthe information age. MegaSkills focus on the needs of adults and children as\nGoodwill Industries International\nJoan Worden\nPresident\nlearners in school, in the workplace, in life.\nWNS Group\nEdward Zigler\nSterling Professor of Psychology\nYale University\nHarriett Stonehill\nDirector\nMegaSkills Education Center\nBuilding the \"Inner Engines of Learning\" for Success in School and Beyond\nThe Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization.\ne-mail: [email protected]\nHOME\nSCHOOL\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nof\nTel: (202) 466-3633\nCOMMUNITY\nThe Home and School Institute, Inc.\nFax: (202) 833-1400\nwww.MegaSkillsHSl.org\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMembers of the HSI Board\nDorothy Rich\nFact Sheet: About HSI/MegaSkills Education Center\nPresident\nJames Van Dien\nTreasurer\nJohn Bottum\nUS Department of Agriculture\nMission: The major focus of the work of the nonprofit Home and School Institute (HSI) and\nMiriam Bazelon Knox\nPublic Member, Chair\nits MegaSkills® Education Center, is to help families and educators build children's\nNational Advisory Council\nachievement in school and beyond. Since 1972, HSI has worked with school districts, federal,\nMisbah Khan. M.D.\nUniversity of Maryland\nstate and local government agencies, businesses and community organizations. Family literacy\nSchool of Medicine\nNational Advisory Council\nand the needs of at-risk students are fundamental Institute concerns.\nRonald Areglado\nAssociate Executive Director\nNational Association of\nPrograms/Publications: MegaSkills are the habits, attitudes and behaviors that determine\nElementary School Principals\nRonald Blackburn-Moreno\nachievement. They include Confidence, Motivation, Effort, Responsibility, Initiative,\nNational Executive Director\nAspira Association\nPerseverance, Caring, Teamwork, Common Sense, Problem Solving and Focus. The Institute's\nDon Cameron\nprograms provide a unique and proven approach to teaching these skills.\nExecutive Director\nNational Education Association\nElizabeth Campbell\n*\nVice President\nMegaSkills Leader Training Seminars train instructors to conduct\nfor Community Affairs WETA\nworkshops for families to help children develop MegaSkills.\nMichael Casserly\nExecutive Director\nCouncil of the Great City Schools\nMegaSkills Essentials for the Classroom provides training for teachers to\nHarvey C. Dzodin\nteach MegaSkills directly to children in the classroom.\nVice President\nABC Television\nThe New MegaSkills Bond builds school and family/ community partnerships.\nAmold Fege\nPresident\nMegaSkills Schools combine all of the trainings in an achievement process for\nPublic Advocacy for Kids\nschool wide programs.\nJeremiah Floyd\nAssociate Executive Director\nNational School Boards Association\nAndrew Hartman\nConducted in 48 states, MegaSkills Workshops now are used in over 3000 schools and have\nEven Start/Literacy Programs\nreached over 100,000 families and their children. MegaSkills is recognized as the major\nPhillip Harris\nDirector\nCenter for Professional Development\ntraining program focusing on the educational role of the family. Families served by HSI\nPhi Delta Kappa\nprograms include African-American, Asian, Hispanic, and Native American. Support for\nPaul D. Houston\nExecutive Director\nAmerican Association of\nMegaSkills Programs has come from Kraft Foods, MacArthur Foundation, The Sears-Roebuck\nSchool Administrators\nFoundation, and IBM. The program is a model in New Directions for Parent Involvement. The\nA. Sidney Johnson\nExecutive Director\nworkshops are based on the highly acclaimed book, MegaSkills, by Dr. Dorothy Rich, HSI\nNational Committee to\nPrevent Child Abuse\nPresident. Related specially developed publications are also available from HSI.\nLeanna Landsmann\nPresident\nTIME for Kids\nMargaret Singleton\nCoordinator for Corporate\nand Community Relations\nEvaluation: Memphis State University and University of Louisville researchers reported TV\nDC Public Schools\nwatching for children decreased with increased time on homework. Texas Educational Agency\nEvelyn Moore\nPresident\nNational Black Child\nresearch indicates that students at the MegaSkills School in Weslaco showed higher scores on\nDevelopment Institute\nachievement tests with fewer discipline problems. The MegaSkills Program has received the\nAnna Perez\nCoordinator. Bilingual Education\nA+ Award from the US Department of Education and the Golden Apple Award.\nand Cultural Diversity\nBaldwin Park, CA. USD\nJ. Douglas Phillips\nExecutive Director\nMegaSkills books have received Parents' Choice Awards.\nStrategic Planning (Ret.)\nMerck & Co., Inc.\nJames Van Erden\nSenior Vice-President\nThe work of HSI, has been featured in the Washington Post, New York Times, Chicago\nNational Alliance of Business\nTribune, Los Angeles Times, USA Today, Reader's Digest, NBC Today, Good Morning America\nJoan Worden\nPresident\nWNS Group\nand numerous professional education publications. With over 20 years of experience, the\nEdward Zigler\nInstitute provides coordinated, tested programs for educational progress.\nSterling Professor of Psychology\nYale University\nHarriett Stonehill\nDirector\nMegaSkills Education Center\nBuilding the \"Inner Engines of Learning\" for Success in School and Beyond\nThe Home and School Institute, Inc. is a nonprofit, Section 501(c)(3) organization.\ne-mail: [email protected]\nHOME\nSEADI\nMEGASKILLS® EDUCATION CENTER\n1500 Massachusetts Ave., NW\nWashington, DC 20005\nof\nTel: (202) 466-3633\nCOMMUNITY\nThe Home and School Institute, Inc.\nFax: (202) 833-1400\nwww.MegaSkillsHSI.org\nConfidence\nMotivation\nEffort\nResponsibility\nInitiative\nPerseverance\nCaring\nTeamwork\nCommon Sense\nProblem Solving\nFocus\nMembers of the HSI Board\nDorothy Rich\nPresident\nSpring 1999\nJames Van Dien\nTreasurer\nJohn Bottum\nUS Department of Agriculture\nThe Lessons of Littleton\nMinam Bazelon Knox\nPublic Member. Chair\nWhat It Really Takes to Develop Successful Students and Citizens\nNational Advisory Council\nMisbah Khan. M.D\nUniversity of Maryland\nSchool of Medicine\nA Lesson from Dr. Dorothy Rich\nNational Advisory Council\nRonald Areglado\nAssociate Executive Director\nThe message from Littleton, Colorado is loud and clear: Along with academic\nNational Association of\nElementary School Principals\nachievement, students need the attitudes and behaviors of mind and heart that\nRonald Blackbum-Moreno\nNational Executive Director\nenable them to be productive and successful in school and beyond.\nAspira Association\nDon Cameron\nExecutive Director\nNational Education Association\nThat is what MegaSkills Programs uniquely provide. The MegaSkills Programs have\nElizabeth Campbell\ndocumented stronger literacy, higher test scores along with sharp decreases in\nPice President\nfor Community Affuirs WETA\ndiscipline incidents. Compensatory Education Funds support these programs.\nMichael Casserly\nExecutive Director\nCouncil of the Great City Schools\nHarvev C Dzodin\nThe MegaSkills Process combines academic and emotional development.\nVice President\nABC Television\nMegaSkills are the basics for successful learning and living: Confidence,\nAmold Fege\nPresident\nMotivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork,\nPublic Advocacy for Kids\nCommon Sense, Problem Solving and Focus. MegaSkills enables teachers and\nJeremiah Floyd\nAssociate Executive Director\nNational School Boards Association\nfamilies today to teach the essential values of education, the pleasure of hard work,\nAndrew Hartman\nthe delight in accomplishment, and the joys of working together.\nEven Start/Literacy Programs\nPhillip Harris\nDirector\nCenter for Professional Development\nI could sit in my office and write reports and hope for the best. But. I know-and\nPhi Delta Kappa\nPaul D Houston\nyou know-that this is not enough. That's why the Home and School Institute\nExecutive Director\nAmerican Association of\nworks with you directly in your schools. That's why we offer training programs on\nSchool Administrators\nsite, with and for your teachers and parents.\nA. Sidney Johnson\nExecutive Director\nNational Committee to\nPrevent Child Abuse\nLeanna Landsmann\nEnclosed are brief materials. You will want these MegaSkills trainings. You\nPresident\nTIME for Kids\nwill want these materials. They work. They will work for you and your\nMargarer Singleton\nCoordinator for Corporate\nstudents, your staff, and your families. Check our new, redesigned web page for\nand Community Relations\nDC Public Schools\nmore details (www.MegaSkillsHSI.org) You will want to know that the newest\nEvelyn Moore\ndimension in our work for secondary school, plus vocational and adult\nPresident\nNational Black Child\nDevelopment Institute\neducation is Career MegaSkills, available later this month.\nAnna Perez\nCoordinator Bilingual Education\nand Cultural Diversin\nBaldwin Park. CA USD\nHarriett Stonehill, Director of the MegaSkills Education Center, is ready to answer\nJ. Douglas Phillips\nyour questions, inform you about where you can see the programs in action, and set\nExecutive Director\nStrategic Planning (Ret\nMerch & Co., Inc\ntraining dates with you. We look forward to hearing from you.\nJames Van Erden\nSenior Vice-President\nNational Alliance of Business\nJoan Worden\nPresident\nWNS Group\nEdward Zigler\nSterling Professor of Psychology\nYale University\nHarriett Stonehill\nDirector\nMegaSkills Education Center\nBuilding the \"Inner Engines of Learning\" for Success in School and Beyond\nThe Home and School Institute, Inc. IS a nonprofit, Section 501(c)(3) organization.\ne-mail: [email protected]\nExecutive Summary\nImpact of the MegaSkills®Program\nfor Students, Teachers, Parents School-Wide\nat\nA.N. (Tony) Rico Elementary\nWeslaco, Texas\n(1997-1999)\nThis report documents the implementation and impact of the MegaSkills program, the school-wide\ninfluences that contributed to program success, and the outcomes achieved for students, teachers and\nparents. The MegaSkills program offered Rico's constituencies an opportunity for renewal by using\nnew approaches, methods and materials to help students achieve academically, develop life\ncompetencies, and to acquire positive social abilities.\nThe Rico Elementary School in rural south Texas, with the leadership of principal, Velda Correa, adopted\nthe MegaSkills programs as part of its comprehensive school reform effort with funding from the Texas\nEducation Agency In 1997-98 the MegaSkills Essentials in the Classroom Program and the MegaSkills\nParent Workshop Program were implemented as the first stage of a two-year initiative for developing a\nschool-wide focus on the MegaSkills.\nThe eleven MegaSkills \"the inner engines of learning,\" include Confidence, Motivation, Effort,\nResponsibility, Perseverance, Caring, Initiative, Teamwork, Problem Solving, Common Sense, and Focus.\nThey are the attributes needed for success in both school and the workplace.\nImpact of the MegaSkills Program for Students\nChildren's Achievement and Test Results Improved\nInterest in Learning Was Raised\nUnderstanding and Behavior Changed\nGains were reported for the year on standardized tests of academic achievement:\nTexas Assessment of Academic Skills (TAAS)\nPercent Passing\n1996-97\n1997-98\nThird Grade\nReading\n69%\n91%\nMath\n75%\n95%\nFourth Grade\nReading\n94%\n95%\nMath\n91%\n97%\nWriting\n83%\n96%\nFunding for this program was provided by a grant from the Texas Education Agency under the area\nof Staff Development and Parent Training for Campus Deregulation and Restructuring for\nimprovement of Student Achievement.\nThe gains for the third grade, which was the focus of special program efforts, are dramatic. The fourth grade\nscores were considerably higher in the previous year; nevertheless, positive gains were made even at these\nhigh passing levels.\nComparing these scores with two other district schools with similar student demographics indicates that\nRico's passing rates are as much as 21 percent higher for Hispanic students overall, and 19 percent higher for\nthe economically disadvantaged student group.\nData from an end-of-year staff survey indicate the interest and commitment of students to the program and\nthe pronounced effects of the program on student learning and behavior that staff observed. High\npercentages of staff responded positively to the following items:\nStudents enjoyed and derived benefits from the MegaSkills curriculum\n97%\nStudents were able to identify MegaSkills in stories and/or in the\nbehaviors of self/others.\n94%\nStudents showed considerable/some change in demonstrating\nresponsibility and teamwork.\n100%\nStudents showed considerable/some change in attitudes and\nbehaviors.\n91%\nStudent progress is closely monitored at Rico. Therefore, staff and administration noted positive change\nearly on in children's achievement and behavior. Just three months after the MegaSkills training teachers\n(82%) reported positive change in student behaviors. They indicated students were more responsible about\ncompleting assignments, more interested in school work, more adept at working cooperatively, more able to\nconcentrate and pay attention, and demonstrated more respect for others.\nThese positive changes and gains were maintained throughout the year. Teachers, who had two-thirds\nof their students failing after the first marking period, had reduced that number to no more than five students\nwith problems in May. Teachers at various grade levels reported that some students who had begun the year\nat very low achievement levels were performing better than others who began at higher levels by the end of\nthe year. These improvements in academic and social skills resulted in fewer failing students. In a school\npopulation of over 600 with many limited English proficient and low socio-economic status students, only 27\nwere referred for summer school, a rate of less than 5%.\nA variety of data indicates the more positive attitudes demonstrated by students, many of whom had a\nhistory of frustration and academic failure at school. Eight students were on behavioral contracts at the\nbeginning of the 1997 school year, but none by May, 1998. Parents also reported seeing beneficial changes\nin their children's attitudes and behaviors.\nImpact of the MegaSkills Program for Teachers\nIncreased Effectiveness in the Classroom\nHigher Morale Among Staff Members\nProfessional Growth for Staff\n2\nTeachers associated improved classroom management, more structure, better discipline, and increased\nstudent respect with using the MegaSkills Program in their classrooms.\nThe principal identified exceptional motivation among staff members over the year to do something\ndifferent, to have fewer children below grade level. She commented \"I have used a lot of programs.\nMegaSkills is different. It helped us live together at a different level and has taken us to a unique stage of\nhumanness MegaSkills connected the heart and the head.'\nImpact of the MegaSkills Program for Parents\nParent Behavior Changed\nParents Learned to Help Their Children Succeed in School.\nParents Felt More Positive About the School\nEight MegaSkills workshops were offered to Even Start parents in both Spanish and English. Attendance\naveraged 24 per session. Parents reported these positive changes in their own behaviors:\nDoing more reading with the child (ren)\n100%\nLimiting the amount of TV the children are watching\n100%\nDoing more checking to see that homework is completed.\n92%\nParents described the following changes in their children's attitudes and behavior:\nMore willing to do homework\n100%\nMore eager to go to school each day\n92%\nMore often prepared for school\n88%\nIn addition, parents identified a positive change in their feelings toward the school.\nImpact of the MegaSkills Program School-Wide\nSuccess Expectations Were Heightened\nDiscipline Improved\nSpecialists, Resource Personnel and Classroom Teachers\nDeveloped Partnerships\nImplementation of the MegaSkills Program became the major objective of the school. By creating a\ncontinuous program focus on the MegaSkills, a school-wide environment of success was supported. The\nprincipal initiated the MegaSkills program and monitored implementation closely. MegaSkills were\nincluded in the classroom observation checklists, expected in teachers' lesson plans, reinforced with teachers\nafter frequent classroom walk-throughs, and thus became pervasive throughout the school.\n3\nStaff conducted multiple activities to insure the success of the program. Specialists in music, physical and\nspecial education, computers/technology, counseling and the library/media taught the MegaSkills and\nprovided additional support to the classroom program.\nConclusions and Next Steps\nThe principal and staff were ready to take action to meet the needs of students and to decrease the number of\nbehavioral and academic low-achievers. The MegaSkills program was selected as the vehicle for school\nreform because of earlier success other schools in the district had in using components of the program.\nThe MegaSkills program engaged both the minds and hearts of Rico's students, staff, and parents, and\ncreated feelings of improvement and success throughout the school. Participation in the program had a\npositive influence on teachers' classroom management and instructional decisions as they addressed student\nlearning and behavioral issues. Students and parents shared the beneficial impact the MegaSkills had on\nthemselves and their families. As a result, school improvement in Year One was multifaceted and broad-\nbased.\nWith a change in principals, (Rico is now headed by Yolanda Hernandez), Year Two of MegaSkills is set to\nbegin February 1999. Program implementation will focus on expanding attempts to reach all parents, and\nincreasing documentation of program impact on individual students, parents, and staff. With a new principal\nand staff, additional training is needed in the use of the MegaSkills Parent Workshop and Essentials for the\nClassroom programs. Introducing the new MegaSkill Focus, and providing support staff ( bus drivers, office\nstaff, cafeteria workers, custodians, etc.) with increased opportunities to be part of the program is planned.\nProgram implementation in Year Two will continue to expand and maintain Rico Elementary as a fully\noperational MegaSkills School, and to offer demonstration/outreach to other schools in Texas and beyond in\nthe use of MegaSkills.\nBeverly A. Mattox\nJanuary 1999\nFor Further Information Contact:\nMegaSkills Education Center of the Home and School Institute\n1500 Massachusetts Ave., NW Washington, DC 20005\n(202)466-3633 Fax (202)833-1400 www.MegaSkillsHSl.org\n4\nDepartment of Exceptional and\nSchool of Education\nRemedial Education\nUniversity of Louisville\nLouisville, Kentucky 40292\nOffice: (502) 852-6421\nFax: (502) 852-1419\nUNIVERSITYofIOUISVILLE\nMaupin MegaSkills® School-Wide Program\n(Spring 1996)\nFinal Evaluation/Executive Summary\nProfile of the Maupin School\nMaupin School is an inner-city elementary school with an enrollment of approximately\n450 students. The immediate neighborhood is 99% African-American, with large\nnumbers of families living at or near the poverty line. As a magnet school, Maupin\ndraws students from across the school system to achieve greater racial balance. Eighty\npercent (80%) of the total school enrollment qualify for free or reduced lunch.\nMegaSkills School-Wide provides complementary roles for all school staff and parents\nso that the MegaSkills are consistently taught and reinforced in the classroom, the\nhome, and throughout the school. In addition the school chooses school improvement\nareas, such as discipline or attendance, upon which the MegaSkills programs can be\nexpected to have impact, and develops strategies and activities to build these special\nachievement areas.\nProgram Impact: Key Findings\nStudents\nData provided consistent findings of positive changes in student\nattitudes and behaviors:\nHigh percentage of teachers indicated that students had developed more positive\nbehaviors and attitudes in a number of areas:\nMore respectful and considerate of others (92%)\nMore able to work cooperatively (93%)\nFewer discipline problems (93%)\nMore responsible (93%)\nMore confident and self-reliant (86%)\nMore interest in school (86%)\nParents reported similar changes in their children's behaviors.\nStudent self-report data from pre-test to post-test indicated growth in self-\nawareness and the ability to be self-critical in assessing their own behavior.\n1\nSchool:\nThe data indicate that the program had school-wide effects:\nThere was strong agreement among school staff (90% of the teachers and 100% of the\nparent workshop leaders) that the program had improved school climate.\nThe program contributed to raising the expectations of student behavior at the school\nover the two year pilot period and staff reported improved discipline.\nThe program helped to increase the involvement of parents in school activities and\nattendance at parent-teacher conferences.\nThe program provided a common language about student attitudes and behaviors which\nfacilitated understanding and communication among teachers, parents, students, and\nsupport staff.\nThe common language and complementary roles for school staff and parents helped to\ndevelop a greater sense of community within the school.\nParents\nWorkshop leaders reported the following parent changes as a result of\nworkshop participation:\nBetter understanding of what their children do in school\nMore willing and able to discuss with teachers how to treat their children\nMore able to deal with their children's problems and monitor their activities\nMore confident of their own abilities and strengths\nMore supportive of each other\nMore involved with school activities\nParents reported similar behaviors:\nAbility to relate and communicate to their children better\nTalking about school with their children\nRealizing that school can be stressful and being supportive of their children\nImportance of communicating with other parents and finding how much they have in\ncommon\nThe program has become institutionalized at the Maupin School over the two year period\nand is continuing without the support of external funding.\nPrepared by: Denzil Edge, Ph.D. Professor, School of Education, University of Louisville\nFor a Longer Report on MegaSkills at Maupin and For More Information:\nThe Home and School Institute, MegaSkills Education Center, 1500 Massachusetts Ave., NW\nWashington, DC 20005 Tele: (202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org.\n2\nCARSON FAMILY RESOURCE CENTER\n340 West 224th Street\nCarson, California 90745\n310-513-8070 Phone 310-513-6766 Fax\nCARSON MEGASKILLS PROGRAM\nREPORT ON THE 1996-1997 ACADEMIC YEAR\nServing the Carson Complex of Schools\nLos Angeles Unified School District\nFor the 1996-97 school year Kraft General Foods, Inc., funded a parent\nAmbler Avenue\neducation program, MegaSkills®, for three school sites in the City of Carson.\nMegaSkills is a nationally-renowned curriculum which has been used in\nAnnalee Avenue\nhundreds of schools. In addition to the impact that the program has made on\nindividual parents through the workshops themselves, we have also used this\nBonita Street\ngrant to support systemic change. This is a final report on both those aspects\nof the first year of the Carson MegaSkills program.\nBroadacres Avenue\nI.\nImpact on Families\nCaroidale LEARNing\nCommunity\nThe Spanish-language class was an extraordinary success. Attendance\naveraged 25; some individual workshops drew 32 participants. In the\nCarson Street\nMegaSkills class, parents had an opportunity to discuss their own\nchildhood experiences and compare and contrast them with those of\nCatskill Avenue\ntheir own children. For many parents, this was the first time that they\nwere talking about their lives in this way. The classes were not just\nDel Amo\nabout parenting; they also served as a new way to connect to the\ncommunity and to each other. La Opinión, the Spanish language\nDolores Street\nnewspaper, visited the group at Dolores Street School and wrote an\narticle on our MegaSkills classes. One of our staff was also a guest on\nDominguez\nthe interview program \"Hola L.A.\" on Channel 32 (Telemundo), where\nshe spoke about the MegaSkills program.\nLeapwood Avenue\nAt the end of this first year of funding, over 200 parents in Carson and\nTowne Avenue\nWilmington have attended at least one MegaSkills workshop. More than 100\nparents have been awarded a MegaSkills certificate for attending a minimum of\n232nd Place\nthree workshops. Of those, some 75 came to celebrate at our MegaSkills\ncelebration, where we honored the parents and the people of the community\nCamegie Middle School\nwho made Carson MegaSkills Program a reality.\nCurtiss Middle School\nII.\nImpact on the System\nWhite Middle School\nWhen we instituted the MegaSkills program, we saw an opportunity to\nuse this curriculum as a framework for our outreach into the\nCarson High School\ncommunity. By shifting the training to our facility, we had sufficient\nfunds from the Kraft grant to cover the training of ten people, SO we\nEagle Tree High School\nbegan to conceptualize the program in a different way. We started to\nthink about the straightforward language of MegaSkills as well-suited for\ncommunicating clearly with parents about what skills they and the schools need to encourage in\nour children. We saw that a common vocabulary would be a good starting place for stimulating\nthe kinds of energetic discussion that could lead to change within the schools. We began looking\nat our MegaSkills program as context rather than content.\nWith trained personnel at every school, we created a built-in network for outreaching to parents in\nevery school. We used that network to get out information about the numerous other kinds of\nactivities that we or our collaborative partners sponsor. We see a much wider response to our\nprograms and the MegaSkills connection is the key. For example, the attendance at our latest\nResource Coordinating Council Town Hall meeting was almost double the previous meeting.\nParents from almost every school in the Carson complex were represented.\nOutreach to parents for other services (e.g. case management, Carson Child Guidance,\nimmunizations, etc.) has used the MegaSkills network as a communication channel, with\nimportant success in case-finding and publicizing available services.\nOur greatest visible impact has been on the Latino communities of Carson and Wilmington. The\nconsistently high attendance at the Dolores Street School workshops has been duplicated by the\nefforts of one of our parent-facilitators at Hawaiian Avenue School in Wilmington. Parents are\ngrateful for the support network created through MegaSkills, and for the supplementary materials\non subjects such as nonviolent discipline, which the Carson Family Resource Center supplied\nthrough the MegaSkills facilitators. The workshop have been crucial in strengthening the bonds\nof the parents to the school, thereby supporting the goal of increased parent involvement.\nBecause of the interactive format of the MegaSkills workshops, a great. deal of informal\ninformation is exchanged among the parents and the facilitator. Parents are finding out about\nservices and programs in other schools and are taking on responsibility for initiating those\nprograms in their home school. Again, this supports the goal of increased parent involvement, as\nwell as developing leadership capacity within individual schools. Weekly encounters with parents\nfrom other schools enhance the constructive conversation of parents about what they can\nactually do to make a difference in their children's education.\nParents who were in MegaSkills workshops are now serving on various Task Forces of our Resource\nCoordinating Council; two are currently employed as Community Reps for the Carson Family\nResource Center. Again, the nature of the program encourages a connectedness with the schools\nand the community. When parents experience acceptance and encouragement, they are more\nwilling and feel more able to give back.\nThe experience of MegaSkills has been a rich one for staff, parents and community.\nFor a longer report on the Carson MegaSkills Program, contact the Home and School Institute,\nMegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633\nwww.MegaSkillsHSI.org\nSchool and Parent/Community Involvement\nA Baker's Dozen for Reasons Why Schools Need\nMegaSkills® Training Programs\n1. Distinctiveness of the MegaSkills Programs - What makes this program truly different is the\npractical, synergistic educational relationship it develops between the school and the home in\nsupport of all children's achievement.\n2. MegaSkills as Unifier - MegaSkills is unique in that it unites and strengthens existing programs,\nintegrating and reinforcing them, building people's capacity to work more effectively together.\n3. MegaSkills Trainings Link Academic Objectives, Multiple Intelligences, Character\nDevelopment - MegaSkills are the \"inner engines of learning\" needed to become a lifetime learner.\nMegaSkills programs build understanding of what it takes to succeed in an era of technology and\nchange.\n4. Program Effectiveness - Data from the field show that the MegaSkills Programs result in higher\nstudent interest in school, higher attendance, higher academic achievement, increased parent\ninvolvement and a significant extension of learning time beyond the school day.\n5. Wide and Successful Use of the Program - MegaSkills, based on 30 years of research and field\nexperience was begun as a training program in 1987. Since then, over 9,500 registrants have\ncompleted MegaSkills training. Programs, now being conducted in 2,905 schools in 48 states, reach\nfamilies from diverse cultural, economic and social backgrounds. The numbers grow daily.\n6. MegaSkills Effectiveness for Diverse Populations - MegaSkills Workshops have been\nsuccessfully conducted for over 100,000 families including African American, Hispanic, Native\nAmerican, Pacific American and at-risk families. Materials are available in Spanish. Materials\navailable for all grades from pre-K to secondary are culturally sensitive and increase positive parent-\nchild interaction for all groups.\nMegaSkills are the qualities, skills and attitudes needed for success in school and beyond. The eleven\nMegaSkills-Confidence, Motivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork,\nCommon Sense, Problem Solving, and Focus have been identified by Dr. Dorothy Rich, president of The\nHome and School Institute, in her book MegaSkills. They are based on the study of report cards, personnel\nrecords, and interviews with educators and employers.\n©The Home and School Institute, 1999. MegaSkills Education Center 1500 Massachusetts Ave., NW Washington, DC 20005\n(202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org\n7. Complete Training and Materials On-Site - MegaSkills programs are conducted on site for\nindividual schools or district wide. All the materials needed for each program are provided\nincluding reproducible materials for families and evaluations for the program.\n8. MegaSkills Leader Training for Parents Workshops - Provides a complete program of 11\nworkshops for leaders to present to families. The workshops initiate positive change for families;\nfamilies learn new ways to support the education of their children at home and become more\ninvolved in school activities.\n9. MegaSkills Essentials for the Classroom - Keyed to student academic and character building\nlearning objectives. It helps develop strong study skills and good work habits. It enables students\nto build self-discipline in coping with pressures and builds a strong value system. MegaSkills are\nintegrated with academics - reading, language arts, science, math and critical thinking.\n10. New MegaSkills Bond - Translates national education goals and mandates into practical action for\neducators and parent leaders working together, coordinating community resources for new\npartnerships and designing action plans for parent/community involvement. It builds professional\ngrowth for teachers/leaders and is ideal for school based management and school improvement\nplans.\n11. New Dimensions in MegaSkills Programs to Ever-Evolving Public Needs. Among these new\nprograms: Career MegaSkills: Learning Habits, Attitudes and Behaviors for Doing Well in School\nand on the Job. Finding Success in Transitioning Students from School to the Workplace;\nNurturing the Educational Leader Within You: Building Personal and Professional Effectiveness\nUsing MegaSkills.\n12. Ongoing Technical Assistance from HSI - The MegaSkills Center provides technical assistance\nthrough feedback, phone calls, e-mail, and web site (www.MegaSkillsHSl.org.) Communications\nand networking are strongly supported nationally. Parent workshop leaders participate in the HSI\ncertification process.\n13. Funding for MegaSkills Programs - Compensatory Education Funds including Title I, II, Drug\nand Dropout Prevention, Vocational Education, Head Start, Even Start, Special Education, Bilingual\nEducation, Migrant Education, and Staff Development are among funds used to pay for these\nMegaSkills training programs. Business is increasingly interested in supporting these programs.\nContact HSI for materials to help you include MegaSkills training your proposal.\nMegaSkills Programs are tested, effective and ready for your use immediately. Check the Home\nand School Institute web page for more details (www.MegaSkillsHSI.org) or call/write us today.\n©The Home and School Institute, 1999. MegaSkills Education Center 1500 Massachusetts Ave., NW Washington, DC 20005\n(202) 466-3633 Fax: (202) 833-1400 www.MegaSkillsHSI.org\nMEGASKILLS® PROGRAM Summary of End of Year Survey\nfor Principals and Teachers in Continuing Programs (June 1998)\n100% of respondents indicate that their students derive benefits from the MegaSkills curriculum.\n100% of respondents indicate parents derive benefits from the MegaSkills workshops.\nMore than 90% indicate considerable or some increase in use of MegaSkills resulting in positive\n\"student changes in attitudes and behaviors.\"\nMore than 70% indicate they can think of specific children who have benefited from the program.\nSurvey respondents indicated \"considerable and some change in attitudes and behaviors\" in specific MegaSkills\nfor participants in the MegaSkills Parent Workshop Program and the MegaSkills Essentials for the Classroom:\nConfidence\n90% +\nPerseverance\n80% +\nMotivation\n90% +\nCaring\n85% +\nEffort\n90% +\nTeamwork\n90% +\nResponsibility\n95% +\nCommon Sense\n90% +\nInitiative\n85% +\nProblem Solving\n85% +\nOverall, what have been positive aspects of using MegaSkills with students and with parents?\nParents began to talk about the need to talk to their children and spend time with them. They began to share\nhow they put off other things and turned off the TV.\nMary Shaefer, Carmichael, CA\nThe student shows more confidence and in turn is showing more effort and initiative.\nCarol McFarland, Johnson Elementary, Barberton, OH\nIncreased confidence and responsibility in parents. Parents spending more time with their children.\nKaren Shawver, Region XVI E.S.C, Amarillo, TX\nI've always had a great response to my workshops and parents seemed to enjoy them.\nLanny Bertholf, Bonner Elementary, Daytona Beach, FI.\nParents became more involved and aware of methods they can use to work with their children at home. Kay\nPennington, Caledonia Middle, Caldonia, MS\nStudents feel more confident in learning skills. Victoria Cooper, Holly Hill Elem., Holly Hill, FL\n©The Home and School Institute, 1998. Based on the book MegaSkills Building Children's Achievement for the Information Age by Dorothy Rich, F.d.D.\nMegaSkills Education Center, 1500 Massachusetts Ave., NW Washington, DC 20005 (202) 466-3633 www.MegaSkillsHSI.org\nStudents are more willing and confident in speaking. They are developing better class skills.\nRachele A. Ackerman, Jackson Avenue Elementary School, Hackensack, NJ\nParents want to keep the program going. Some are interested in being trained as workshop leaders.\nSandra Donovan, Hollingsworth East, Eaton, OH\nMutual understanding of the importance of school. Pauline Carriere, Holyoke Public Schools, Holyoke, MA\nWe have had increased parent involvement. Kathy McNelley, Westside Elem., Daytona Beach, FL\nParents seemed to really go away with ideas on how to put MegaSkills into their family to benefit their\nchildren. Mary Ellen Rain, Lebanon City Schools, Lebanon, OH\nParents who participate in MegaSkills Program demonstrate greater achievement in confidence and\nresponsibility. They feel empowered and a vital link in the education of children.\nRobin Dix, Milburn T. Maupin School, Louisville, KY\nThese results of these surveys represent states across the country and include AK, CA, FL, KY, MA, MN, MS,\nNJ, OH, PA. The findings clearly indicate strong benefits to both parents and students in increasing their\nMegaSkills for continuing achievement.\nClinton Presidential Records\nDigital Records Marker\nThis is not a presidential record. This is used as an administrative\nmarker by the William J. Clinton Presidential Library Staff.\nThis marker identifies the place of a publication.\nPublications have not been scanned in their entirety for the purpose\nof digitization. To see the full publication please search online or\nvisit the Clinton Presidential Library's Research Room.\nTake Action\nMegaSkills Training Overview\nToday!\nRead about\nMegaSkills,\nShare this\nnews with\nTested Results from\ncolleagues,\nWhat MegaSkills® and The\nRegister for\nMegaSkills® Programs\nHome and School Institute\ntrainings.\nHigher achievement\nAre All About\nAnd Can\nHigher attendance rates\nDo For You\nFive Award Winning\nFewer school discipline\nproblems\nTrainings\nIncreased participation by\nComprehensive Reform for\nResearched and Tested\nfamilies in education\nTrue Student Learning\nCulturally Diverse\nTraining for educators and\nSuccessfully used by 3000\nThe work of the nonprofit Home\nschools in 48 states\ncommunity leaders working with\nand School Institute (HSI), with\nchildren and adults to build\nits MegaSkills Education Center,\nsuccess through academics,\nis to build achievement and\nliteracy, and character building\nLeader Training for\nactivities that teach the habits\nliteracy in school and beyond.\nFamily Educational\nand attitudes it takes to achieve.\nInvolvement\nHSI, founded by Dr. Dorothy\nRich, beginning in 1964, has\nThe MegaSkills® Method\nThe MegaSkills\ndeveloped systematic trainings\nand materials for total community\nConfidence\neducational involvement with\nBuilding Student\nspecific focus on needs of at-risk\nAcademic Achievement\nMotivation\nstudents.\nThe MegaSkills® Classroom Method\nThe tested MegaSkills Programs,\nEffort\nled by Harriett Stonehill, has\nNurturing the\ninvolved more than 110,000\nEducational Leader\nResponsibility\nfamilies and has trained over\nWithin You\n10,000 MegaSkills Leaders.\nBuilding Personal & Professional\nInitiative\nEffectiveness Using MegaSkills®\nHSI works with school districts,\nPerseverance\nfederal, state and local\ngovernment agencies,\ncorporations and community\nSucceeding With\nCaring\norganizations. See list of partner\nParent/Community\norganizations inside.\nPartnerships\nTeamwork\nThe MegaSkills® Way\nThe work of HSI has been\nCommon Sense\nfeatured in the Washington Post,\nNew York Times, Chicago\nProblem Solving\nTribune, Los Angeles Times,\nCareer MegaSkills®\nReader's Digest, NBC Today, and\nLearning Habits, Attitudes and\nFocus\nin numerous professional\nBehaviors for Doing Well in School\npublications.\nand on the Job\nSee new HSI Website for more details.\nAll materials to conduct the programs are\nwww.MegaSkillsHSl.org\navailable in Spanish."
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