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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
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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
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D:\KIN\KIN99.457
DISCUSSION DRAFT
S.L.C.
9
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velopment and training to local educational
2
agencies; and
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"(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).
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"(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
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to be in partnership with a private business entity
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or public or private nonprofit entity that is nation-
13
ally recognized for a record of providing effective
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training, programs, and materials to promote family
15
and community involvement in education, such as
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the Home and School Institute, Inc.
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"(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.
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"(b) DURATION.-A grant awarded under subsection
23 (a) shall be awarded for a period of 5 years.
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"(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.
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MegaSkills Training Overview
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Tested Results from
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What MegaSkills® and The
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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.