Presentation on theme: "School-Family-Community Partnerships: Partnerships are Influential"— Presentation transcript:
1School-Family-Community Partnerships: Partnerships are Influential presented byTanya Braden, Ed.S.State Support Team Region 1 Lynn McKahan, M.S., Director 2275 Collingwood Boulevard, Suite C, Toledo, Ohio [fax]
2PARENT PROFESSIONAL PARTNERSHIPS 4/12/2017PARENT PROFESSIONAL PARTNERSHIPS“Partnerships = relationships in which families and professionals build on each others’ expertise and resources for the purpose of making and implementing decisionsthat will directly benefit students and indirectly benefit the parents and professionals” (Turnbull et al., 2011, p. 107).
3The Importance of Parent Professional Partnerships 4/12/2017The Importance of Parent Professional Partnerships“The evidence is now beyond dispute. When schools and families work together to support learning, children tend to succeed not just in school but also throughout life.”(Henderson & Berla, 1997)
4Everyone wants CHILDREN to be HEALTHY and SUCCESSFUL STUDENTS 4/12/2017ExcellentSchoolsStrongFamiliesHealthyCommunities
5PARENT PROFESSIONAL PARTNERSHIPS 4/12/2017PARENT PROFESSIONAL PARTNERSHIPSNCLB: The law now says that parents are to be "afforded substantial and meaningful opportunities to participate in the education of their children." (Title I, Sec (12)) IDEA 2004: Parents as EQUAL partners in every aspect of their child’s education - federal regulations clearly define parent involvement in the special education process
6PARENT PROFESSIONAL PARTNERSHIPS 4/12/2017PARENT PROFESSIONAL PARTNERSHIPSOHIO:State Board of Education -Parent and Family Involvement Policy (7/07)Early Learning Program GuidelinesOhio Improvement ProcessSpecial Education Process
7PARENT PROFESSIONAL PARTNERSHIPS ENHANCE: 4/12/2017PARENT PROFESSIONAL PARTNERSHIPS ENHANCE:Academic Results Intellectual DevelopmentAchievementAnnual promotion and on-timehigh school graduationPhysical Health Good Nutrition, ExercisePrevention of alcohol, tobacco, anddrug use/abuseGood AttendanceEmotional Growth Positive attitudes about school,Self Concept, Good Behavior,Positive Relationships with peers,friends, family, teachersAppreciation of others
8Benefits of Partnerships: Results of Research 4/12/2017Benefits of Partnerships: Results of ResearchFor StudentsHigher grades and test scoresBetter attendanceImproved behavior at home and at schoolBetter social skills and adjustment to schoolMore classes passed and credits earnedIncreased enrollment in more challenging academic programs and graduation on time
9Benefits of Partnerships: Results of Research 4/12/2017Benefits of Partnerships: Results of ResearchFor ParentsStronger sense of support from school and other parentsMore awareness of student progress and effective responses to problemsIncreased self confidence about guiding student through schoolAppreciation of teachers’ work and skillsIncreased feeling of ownership of school
10Benefits of Partnerships: Results of Research 4/12/2017Benefits of Partnerships: Results of ResearchFor TeachersIncreased respect for families’ strengths and effortsIncreased understanding of families goals for their childrenGreater readiness to involve all families in new waysUse of community resources to enrich students’ experiencesIncreased satisfaction with teaching
11Parents vary in how much they presently are involved. WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement?4/12/2017Parents vary in how much they presently are involved.Parents are concerned about their children’s success in school.Students need multiple sources of support to succeed in school and in life.Schools must reach out in order to involve all families.Some teachers and administrators are initially resistant to increasing family involvement
124/12/2017WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement?Teachers and administrators in schools and districts need inservice, preservice, and advanced education on partnerships.Subject-specific practices involve families in ways that directly assist students’ learning and success.Partnership programs are most effective if they are research-based, customized for each community, evaluated, and continually improved to help meet important goals for students.
134/12/2017WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement?Effective family engagement is a set of INTENDED day-to-day practices, attitudes, beliefs and interactions which support learning at home, at school, afterschool and during the summer.To ensure that the students of today are ready for the careers of tomorrow, families, schools, and community groups need to work together to promote engagement that is systemic, sustained, and integrated into school improvement efforts.Source: Harvard Family Research Projectschool-and-community-engagement-webinar-series
14PARENT PROFESSIONAL PARTNERSHIPS 4/12/2017PARENT PROFESSIONAL PARTNERSHIPS
157 PRINCIPLES OF PARTNERSHIPS 4/12/20177 PRINCIPLES OF PARTNERSHIPSCommunication: friendly, listen, clear, honest, informativeProfessional Competence: quality education, high expectations, continue to learnRespect: cultural diversity, affirm strengths, treat with dignityTrust: reliable, sound judgment, maintain confidentiality, trust yourselfCommitment: sensitive to other needs, be available and accessible, go “above and beyond”Equality: share power, foster empowerment, provide optionsAdvocacy: prevent problems, pinpoint and document problems, form alliances, seek solutionsTurnbull, A., Turnbull, R., Erwin, E., & Soodak, L. (2006). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnershipsand Trust, 5th Ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
16STAFF - Points to consider 4/12/2017PARTNERSHIPSSTAFF - Points to considerLet them see you as a person, too – from a family / with a familyLet them know how your experiences can help them / their childBuild on your students’ and their families’ vision for the futureProve your commitmentTrust them as parents doing the best to their abilityProvide a school resource contactStudent focused discussions / meetingsFocus on solutions, not problemsBe honest when you don’t have the knowledge – seek out
17PARENT PROFESSIONAL PARTNERSHIPS PRINCIPLES Professional Competence 4/12/2017CommunicationPARENT PROFESSIONAL PARTNERSHIPS PRINCIPLESAdvocacyProfessional CompetenceTrustEqualityRespectCommitment
18STAFF - Questions to consider 4/12/2017PARTNERSHIPSSTAFF - Questions to considerWhat are my beliefs about how families, schools and communities support learning?What is my role as a family, school, or community member to support children’s school success?What are my expectations of others?
20THE KEYS TO SUCCESSFUL SCHOOL -FAMILY-COMMUNITY PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENTPARENTING: Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.Type 1Type 2COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.VOLUNTEERING: Improve recruitment, training, work, andschedules to involve families as volunteers and audiences at school or in other locations to support students and school programs.Type 3Type 4LEARNING AT HOME: Involve families with their children inlearning activities at home, including homework, other curriculum-related activities, and individual course and program decisions.Type 5DECISION MAKING: Include families as participants in schooldecisions, governance, and advocacy through PTA/PTO, schoolcouncils, committees, action teams, and other parent organizations.Type 6COLLABORATING WITH COMMUNITY: Coordinate resourcesand services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.
21PARENTING: Basic Responsibilities of Families Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.Type 1Housing, health, nutrition, clothing, safety Understand child and adolescent development and parenting skills for all age levels Home conditions that support children as students at all grade levels Information and activities to help schools understand children and families
22COMMUNICATING: Basic Responsibilities of Schools Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.Type 2SCHOOL-TO-HOMEMemos, notices, report cards, conferences, newsletters, phone calls, computerized messages, s, Web sitesInformation to help familiesUnderstand school programs and children’s progressUnderstand state tests, report cards, and other assessmentsChoose or change schoolsChoose or change courses, placements, programs, and activitiesHOME-TO-SCHOOLTwo-way channels of communication for questions, suggestions, and interactions
23Your Challenge Type 2 - COMMUNICATING Make all memos, notices, and other print and non-printcommunications clear and understandable for ALLfamilies.Obtain ideas from families to improve the design andcontent of communications such as newsletters, report cards, andconference schedules.Establish easy-to-use two-way channels for communications fromschool to home and from home to school.Redefinitions“Communications about school programs and student progress” go not only from school to home, but also from home to school, and within the community.
24Assist administrators, teachers, students, or parents as VOLUNTEERING: Involvement at and for the SchoolImprove recruitment, training, work, and schedules to involve families as volunteers and audiences at schoolor in other locations to support students and school programs.Type 3VOLUNTEERSAssist administrators, teachers, students, or parents asaides, tutors, coaches, boosters, monitors, lecturers,chaperones, mentors, or in other waysAssist school programs and student activities fromany location at any timeAUDIENCESAttend assemblies, performances, sports events,recognition, and award ceremonies, celebrations, andother student activities
25Your Challenge Type 3 - VOLUNTEERING Recruit widely for volunteers so that all families knowthat their time and talents are welcome.Make flexible schedules for volunteers, assemblies, andevents to enable working parents to participate.Provide training for volunteers, and match time andtalent with school needs.Recognize volunteers and audiences for their supportand assistance at school and in other locationsRedefinitions“Volunteer” not only means someone who comes to school during the day, but also anyone who supports school goals and children’s learning and developmentin any way, at any place, and at any time.
26Involve families with their children in LEARNING AT HOME: Involvement in Academic ActivitiesInvolve families with their children inlearning activities at home, including homework, other curriculum-related activities, and individual course and program decisions.Type 4INFORMATION FOR FAMILIES ON…How to help at home with homeworkRequired skills to pass each subjectCurriculum-related decisions by and forthe studentDevelopment of students’ other skills and talents
27Your Challenge Type 4 - LEARNING AT HOME Design and implement interactive homework on aregular schedule that guides students to discussclasswork, demonstrate skills, and share ideas withtheir families.Involve families and their children in importantcurriculum-related decisions in a timely way.Redefinitions“Homework” not only means work that students do alone, but also interactive activities that students discuss with others at home, linking schoolwork to real life. “Help” at home means how families encourage, listen, praise, guide, and discuss schoolwork with their children, not whether or how they “teach” school subjects.
28DECISION MAKING: Participation and Leadership Include families as participants in school decisions, governance, and advocacy through PTA/PTO, schoolcouncils, committees, action teams, and other parent organizations.Type 5School Council or School Improvement TeamAction Team for PartnershipsPTA/PTO membership, participation, leadership, representationTitle I advisory and other school or districtcommitteesIndependent advisory and advocacy groups
29Your Challenge Type 5 - DECISION MAKING Include parent leaders from all racial, ethnic, linguistic,socioeconomic, and other major groups on councilsteams, and committees.Offer training for parent leaders to develop leadershipskills and to represent other families.Include student representatives along with parents ondecision-making committees in high schools.Redefinitions“Decision making” means a process of partnership – sharing views, solving problems, and taking actiontoward shared goals, not an endless power struggle.Parent “leader” means a representative who shares information with and obtains ideas from other families,not just a parent who attends school meetings.
30COLLABORATING WITH COMMUNITY: Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.Type 6 Community contributes to schools, students, and familiesBusiness partnersCultural and recreational groupsHealth servicesSenior citizen organizationsFaith-based organizationsGovernment and military agenciesOther groups, agencies, and organizations Schools, students, and families to contribute to the communityService learning and other special projects
31Your Challenge Type 6 - COLLABORATING WITH THE COMMUNITY Prevent or solve problems among partners of turf,goals, responsibilities, and funds.Inform all families and students about communityprograms and ensure equal opportunities forparticipation and services.Redefinitions“Community” is rated not only on low or high social or economic qualities, but also on the strengths and talents of individuals and groups who may support students, families, and schools.“Community” includes not only families with children inthe schools, but also others who are interested in children’s success and who are affected by the quality of education.
32Studies show that each type of involvement promotes different kinds of results.Type 1 – ParentingStudents improve when families are provided information on child development and school expectations at each grade level (e.g., to support student health, behavior, attendance).Type 2 – CommunicatingStudents Increase awareness of their own progress in subjects and skills when teachers, students, and parents communicate about class work.Type 3 – VolunteeringStudents gain academic skills that are tutored or taught by volunteers.Type 4 – Learning At HomeStudents complete more homework in specific subjects when teachers guide parents in how to interact on assignments.Type 5 – Decision MakingStudents benefit from policies and projects conducted and supported by parent organizations and partnership teams.Type 6 – Collaborating with theCommunityStudents gain skills and talents in curricular, extra-curricular, and afterschool projects with community partners.
34TYPE 1 TYPE 2 TYPE 3 TYPE 4 TYPE 5 TYPE 6 PARTNERSHIP GOAL EXAMPLES for a One-Year Action Planto CREATE A CLIMATE OF PARTNERSHIPSPARTNERSHIP GOALWelcomeTYPE 1Parent support groups to discuss parenting approaches and school issues with other families and with school counselorsTYPE 2“Good news” postcards, phone calls, and other two-way communications (e.g., , voice mail, Web sites) to connect teachers and families about student progress and successTYPE 3Volunteers for safe schools to greet, assist, or deter visitorsTYPE 4Quarterly interactive homework assignments for students toreview report card grades with family partners and to discuss academic and behavior goals for the next grading periodTYPE 5PTA/PTO-sponsored “Showcase the School Day” with boothsand displays on school programs, student clubs, academic departments, the parent association, and partnership activitiesTYPE 6Periodic community forums for educators, students, parents, and citizens to discuss school improvement topics, family andcommunity support for education, and other education issues…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT
35RELATIONSHIPS “Coming together is a beginning, 4/12/2017RELATIONSHIPS“Coming together is a beginning,staying together is progress, & working together is success.“Henry Ford
36Q and A What questions do you have about GETTING STARTED and MOVING FORWARDwith YOUR process of school, family, and community relationships ?
37IDEA Part-B Funds Disclosure Statement There are no copyright restrictions on this document/product/software; however, please cite and credit the source when copying all or part of this document/product/software. This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H027A130158, CFDA A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.