2 THANK YOU TO OUR PARTNERS… Dr. Kathleen LaneProfessor of Special Education,University of KansasDr. Lucille EberIllinois PBIS Network DirectorDr. Joanne MalloyAssistant Clinical Professor, University of New HampshireCenter for SW-PBSCollege of EducationUniversity of Missouri
4 NATIONAL*PTA 6 Core Standards*Individuals with Disabilites Educaction Improvement Act 2004 (IDEA)*No Child Left Behind/Title 1STATE (MO)*Regular 2way communication b/w home and school*Inclusion of parents as full partners in decision making affecting their children*Promotion of safe and open atmosphere for families to visit schoolDISTRICT*Demonstrate a commitment to family engagement as a core strategy to improve teaching and learning*Respect and honor existing knowledge and their potential contributions to the work of schoolsSCHOOL*Engage in initiatives with families (academic, social, areas of need, behavioral)
5 DEFINING FAMILY PARTNERSHIP We will precorrect family engagement/partnership here
6 DEFINITION OF FAMILY ENGAGEMENT Family engagement is:• A shared responsibility in which schools and other community agencies and organizations are committed to engaging families in meaningful and culturally respectful ways, and families are committed to actively supporting their children’s learning and development.• Continuous across a child’s life, spanning from Early Head Start programs to college preparation high schools.• Carried out everywhere that children learn – at home, in pre-kindergarten programs, in school, in after-school programs, in faith-based institutions, and in community programs and activities.
7 WHAT THE LITERATURE TELLS US ABOUT PARENT & FAMILY ENGAGEMENT Studies of families show that what the family does with children is more important to student success than family income or the education level of the parents.Both students and schools benefit from active participation by families in the process of education children.Parent involvement is more than good attendance at school-sponsored events or having a strong volunteer programThe need for strong family involvement starts by the time children are in preschool and continues through high school.Take from Dr. Tim Lewis, Chicago National PBIS Conference
8 What can make family engagement feel so exhausting?!?!?
9 “Strong leadership by principals, teachers, and parent and community leaders”…”have learned that well-executed partnership goes hand in hand with school improvement, whether prompted by their own desire to create a better school or in the process of effectively implementing state educational reform efforts and federal programs including NCLB.”Beyond the Bake Sale: The Essential Guide to Family Partnership
10 Successful Partnerships Begin With Positive Beliefs about Families Core Belief #1: All parents have dreams for their children and want the best for themCore Belief #2: All parents have the capacity to support their child’s learningCore Belief #3: Parents and school staff should be equal partnersCore Belief #4: The responsibility for building partnerships between school and home rests primarily with school staff, especially school leadersTaken from Beyond the Bake Sale
11 EPSTEIN'S FRAMEWORK OF SIX TYPES OF INVOLVEMENT Joyce L. Epstein, Ph.D., et. al., PartnershipCenter for the Social Organization of Schools
12 EPSTEIN’S FRAMEWORK OF 6 TYPES OF INVOLVEMENT Type 1: ParentingType 2: CommunicatingType 3: VolunteeringType 4: Learning at HomeType 5: Decision MakingType 6: Collaborating with CommunityJoyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsParenting-allows for schools and families to learn from one anotherCommunicating-focus for the dayVolunteering-offering a variety of initial and specific opportunities across thresholdLearning at Home-helping families be a valued player in their child’s successDecision Making-Including family voiceCollaborating with Community-Coordinating Resources for all stakeholder benefit
13 TYPE 1: PARENTINGHelp all families establish home environments to support children as students.Create PBS at home classes for parentsJoyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsHome visits at transition points to pre-school, elementary, middle, and high schoolNeighborhood meetings to help families understand schools AND to help schools understand families.Workshops, videotapes, computerized phone messages on parenting, child rearing at each age, grade level
14 TYPE 2: COMMUNICATINGdesign effective forms of school-to-home & home-to- school communications about school programs and children’s progresscreate multiple 2 and 3 way communication systems ( , newsletter, survey’s, twitter)Joyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsConferences with every parent at least once a year, with follow-ups as needed.x Language translators to assist families as needed.x Weekly or monthly folders of student work sent home for review and comments.x Parent/student pickup of report card, with conferences on improving grades.x Regular schedule of useful notices, memos, phone calls, newsletters, and other communications.x Clear information on choosing schools or courses, programs, and activities within schools.x Clear information on all school policies, programs, reforms, and transitions.
15 TYPE 3: VOLUNTEERING recruit and organize parent help and support being initial and specific while providing a variety of volunteering opportunities that get families “across the threshold”Joyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsSchool and classroom volunteer program to help teachers, administrators, students, and other parents.x Parent room or family center for volunteer work, meetings, resources for families.x Annual postcard survey to identify all available talents, times, and locations of volunteers.x Class parent, telephone tree, or other structures to provide all families with needed information.x Parent patrols or other activities to aid safety and operation of school programs.
16 TYPE 4: LEARNING AT HOMEprovide info and ideas to families about how to help students at home with homework & other curriculum-related activities, decisions, & planningeducating/equipping parents so that they are knowledgeable and comfortable with the content coming homeJoyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsInformation for families on skills required for students in all subjects at each grade.x Information on homework policies and how to monitor and discuss schoolwork at home.x Information on how to assist students to improve skills on various class and school assessments.x Regular schedule of homework that requires students to discuss and interact with families on whatthey are learning in class.x Calendars with activities for parents and students at home.x Family math, science, and reading activities at school.x Summer learning packets or activities.x Family participation in setting student goals each year and in planning for college or work
17 TYPE 5: DECISION MAKINGinclude parents in school decisions, developing parent leaders and representativeshaving a parent sit in on PBS team and other school meetingsbeing flexible with meeting times and locationsJoyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsActive PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum,safety, personnel) for parent leadership and participation.x Independent advocacy groups to lobby and work for school reform and improvements.x District-level councils and committees for family and community involvement.x Information on school or local elections for school representatives.x Networks to link all families with parent representatives.
18 TYPE 6: COLLABORATING WITH THE COMMUNITY identify & integrate resources & services from the community to strengthen school programs, family practices, & student learning and developmentpartnering with community groups around expectationsJoyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsInformation for students and families on community health, cultural, recreational, social support, andother programs or servicesx Information on community activities that link to learning skills and talents, including summerprograms for students.x Service integration through partnerships involving school; civic, counseling, cultural, health,recreation, and other agencies and organizations; and businesses.x Service to the community by students, families, and schools (e.g., recycling, art, music, drama, andother activities for seniors or others).x Participation of alumni in school programs for students.
19 “ATTENDANCE” EXAMPLEParenting: “Attendance Summit” for parents on the importance of student attendance. Speakers may include school administrators, counselors, legal experts, teachers, health service provider, students and family membersCommunicating: Recognition post-cards for good or improved attendanceVolunteering: Family volunteers as attendance monitors; Family members handing out PBIS tickets for kids making it to schoolLearning at Home: Interactive homework for students and family partners to create poster as to why good attendance is importantDecision Making: PTA/PTO communications, translated as needed, for all families on requirements for student attendance and on-time arrival, and steps to take when students return to school after illnessCollaborating with Community: Agreement with local businesses to post signs that students are welcome only during non school hours.
20 Joyce L. Epstein, PhD. , et al Joyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of Schools
21 Joyce L. Epstein, PhD. , et al Joyce L. Epstein, PhD., et al., Partnership Center for the Social Organization of SchoolsRG