Presentation on theme: "P ARENT I NVOLVEMENT Tips, Tools and Strategies for Parents and Professionals Oregon r.i.s.e. Center."— Presentation transcript:
P ARENT I NVOLVEMENT Tips, Tools and Strategies for Parents and Professionals Oregon r.i.s.e. Center
W HAT IS THE O REGON R. I. S. E. C ENTER We are a statewide organization that encourages, educates, and empowers children and young adults with disabilities, their parents, family members, and professionals to collaboratively achieve unlimited success. We are a regionalized model with staff living in the area that they serve.
Current Programs Partners Program Statewide Conferences ›Bullying Prevention and Awareness ›Diversity ›OrPTI ›Transition ›IEP Partners ›Transition Partners ›Mediation Partners ›Annual Parent Conference ›Building Futures ›Infant and Early Childhood Conference Special Education Helpline Monday-Friday, 9am to 3pm
“Coming together is a beginning, Keeping together is progress, Working together is success.” Henry Ford Oregon r.i.s.e Center/Parent Training and Information Program
R ESEARCH S HOWS Parent involvement in children's learning is positively related to achievement. The more intensively parents are involved in their children's learning, the more beneficial are the achievement effects. The most effective forms of parent involvement are those which engage parents in working directly with their children on learning activities in the home.
R ESEARCH SHOWS Considerably greater achievement benefits are noted when parent involvement is active--when parents work with their children at home, certainly, but also when they attend and actively support school activities and when they help out in classrooms or on field trips, and so on. The earlier in a child's education that parent involvement begins, the more powerful the effects will be.
F IVE GUIDING PRINCIPLES FOR INVOLVING PARENTS IN SCHOOLS Offer parents opportunities in the context of a well-organized and long lasting program Allow parents to choose from a range of participation options Engage parents in decision making at all available levels Intentionally design a parent friendly environment Communicate regularly and acknowledge parent involvement
O FFER PARENTS OPPORTUNITIES IN THE CONTEXT OF A WELL - ORGANIZED AND LONG LASTING PROGRAM Offer parent participation “inservice” during the year Develop parent involvement programs in instruction- at home, school and after school Develop a parent mentoring program that matches involved and uninvolved parents Provide professional development opportunities for parents
A LLOW PARENTS TO CHOOSE FROM A RANGE OF PARTICIPATION OPTIONS Options need to accommodate schedules, preferences and capabilities Offer short term and longer term projects Develop projects that can be done at home and brought back to school Assign “parent involvement” homework assignments (family history, daily schedules)
E NGAGE PARENTS IN DECISION MAKING AT ALL AVAILABLE LEVELS Invite parents to be part of classroom as well as school or district wide decision making Allow opportunities for parents to complete surveys or short feedback forms on specific topics Identify ways that parents can take a lead role is task forces or meetings Involve families in evaluating the effectiveness of family involvement programs
I NTENTIONALLY DESIGN A PARENT FRIENDLY ENVIRONMENT Recognize the community’s ethnic, linguistic and cultural composition and resources and reflect that in school Identify a parent center for parents to use while at school Give parents a badge that identifies them as a “parent partner” at school Hire and train a family coordinator
C OMMUNICATE REGULARLY AND ACKNOWLEDGE PARENT INVOLVEMENT Keep parents informed of their child’s performance through notes, , newsletters, etc. Be available for quick conversations with parents during drop off and pick up time Recognize parent participation in regular newsletters Provide social opportunities for teacher and parents.
F IVE G UIDING P RINCIPLES FOR P ARENTS W HO W ANT TO BE I NVOLVED Share attributes, strengths and skills that could support your child’s classroom or school Communicate with your child’s teacher Ask to participate in school improvement and decision making opportunities Support classroom curriculum and activities at home Participate in a positive, collaborative and trusting manner
S HARE ATTRIBUTES, STRENGTHS AND SKILLS THAT COULD SUPPORT YOUR CHILD ’ S CLASSROOM OR SCHOOL Organization, planning skills Clerical, copying Hobbies, crafts, talents, artistic abilities Special expertise
C OMMUNICATE WITH YOUR CHILD ’ S TEACHER , phone, written notes Attend Parent-Teacher conferences Attend school open house or other social events Before or after school check-ins
A SK TO PARTICIPATE IN SCHOOL IMPROVEMENT AND DECISION MAKING OPPORTUNITIES Site council Parent clubs or Parent-Teacher club activities Staff selection committees Special project task forces
S UPPORT CLASSROOM CURRICULUM AND ACTIVITIES AT HOME Make time and space for homework at home Follow through with assignments at home Make phone calls to other parents Prepare art projects or pieces at home for school projects
P ARTICIPATE IN A POSITIVE, COLLABORATIVE AND TRUSTING MANNER Follow through on tasks or commitments Develop relationships with school personnel Express concerns or needs with a friendly demeanor Be considerate of time that teachers have for one- on-one conversations Approach participation as adding to the education of ALL children
A TTRIBUTES OF S UCCESSFUL P ARTNERSHIPS Mutual respect Trust Shared problem solving Common vision and goals Conflicts, when present, are openly acknowledged and addressed Focus
E LEMENTS OF C OLLABORATION Inclusive decision making Caring attitudes Sharing information Consideration of cultural factors Trust Considering the whole child Responsive services Families as a resource
G ETTING TO THE “CORE” True collaboration occurs with CORE - when these ingredients are present: Connection Optimism Respect Empowerment
CORE Connection: Trust building Shared goals Common vision Conflict resolution Optimism: Problems are system, not individual, problems. (interface) No one person is to blame. (non-blaming, solution- oriented) All concerned parties are doing the best they can. (non-judgmental, perspective taking)
CORE Respect: Each person brings different, but equally valid expertise to the problem-solving process. Respect requires acceptance of differences, especially perceptions about a child’s performance. Empowerment: Both parties have strengths and competencies. Both parties believe they can help. Both parties have a role for which they feel comfortable. Both parties see that their efforts make a difference in the success of students’ education.
I NVOLVING THE U NINVOLVED Newer school practices include: Identifying families who are not responding to current outreach and making a personal contact. Keeping interaction focused on genuine interest in improving the child’s school success. Understanding parents’ goals for their children’s education. Being persistent about the importance of a family learning environment.
T HE F UTURE OF P ARENT I NVOLVEMENT How will generational changes influence parent’s expectation of participation? How will participation change as a result of the economic climate for schools? How can the schools need “to do more with less” and the potential of parent participation create a win-win solution? How will you use this discussion to increase parent participation at your school or workplace?
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