Presentation on theme: "Understanding the Six Types of Family Involvement"— Presentation transcript:
1Understanding the Six Types of Family Involvement Keys to SuccessfulFamily-School PartnershipsJanie KingFamily Consultant, Tennessee Department of EducationJulie SullivanFamily Voices of TennesseeReggie CurranUniversity of Tennessee Center for Literacy Studies
2Defining the TermsWhat does the research say about family involvement?Who is the “family” of family involvement?What is family involvement?
3Six Types of Family Involvement PARENTINGCOMMUNICATINGVOLUNTEERINGLEARNING AT HOMEDECISION MAKINGCOLLABORATING WITH THE COMMUNITY
4Parenting Assist families with: parenting and child-rearing skills understanding child and adolescent developmentsetting home conditions that support children as students at each age and grade levelAssist schools in understanding families.
5ChallengesProvide information to all families who want it or who need it, not just to the few who attend workshops or meetings at the school building.Enable families to share information with schools about background, culture, children's talents, goals, and needs.Make all information for families clear, usable,age-appropriate, and linked to children's success.
7Main PointWorkshop is not only a meeting on a topic held at the school building at a particular time, but also the content of a topic to be viewed, heard, or read at convenient times and varied locations.
8Possible Results STUDENTS Awareness of family supervision, respect for parentsPositive personal qualities, habits, beliefs, and values taught by familyBalance between time spent on chores, other activities, and homeworkRegular attendance, awareness of importance of schoolPARENTSSelf-confidence about parenting and knowledge of child/adolescent developmentAdjustments in home environment as children proceed through schoolAwareness of own and others' challenges in parentingFeeling of support from school and other parentsTEACHERSAwareness of own skills to share information on child developmentUnderstanding of families' backgrounds, cultures, concerns, goals, needs, and views of their childrenRespect for families' diversity, strengths and effort
9CommunicatingCommunicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
10ChallengesMake all memos, notices, and other print and non-print communications clear and understandable for all families.Consider parents who do not speak English well, do not read well, or need large type.Obtain ideas from families to improve the design and content of major communications such as newsletters, report cards, and conference schedules.Establish an easy-to-use two-way channel for communications from school-to-home and from home-to-school.
12Main PointCommunications about school programs and student progress are not only from school-to-home but from home-to-school, parent-to-parent, parent-to-child, child-to-parent, teacher-to-teacher, etc, etc, etc.
13Possible ResultsSTUDENTSAwareness of their own progress and skills, and knowledge of actions needed to maintain or improve gradesInformed decisions about courses and programsAwareness of their own role as courier and communicator in school-family partnershipsPARENTSUnderstanding school programs and policiesMonitoring and awareness of child's progress in subjects and skillsResponses to student problemsEase of interactions and communications with school and teachersHigh rating of school qualityTEACHERSDiversity of communications with familiesAbility to communicate clearlyUse of network of parents to communicate with all familiesAbility to understand family views and elicit help withchildren's progress
14VOLUNTEERINGImprove recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.
15ChallengesRecruit widely for volunteers so that all families know that their time and talents are welcome.Make flexible schedules for volunteers, assemblies, and events to enable working parents to participate.Provide training for volunteers, and match time and talent with school needs.
17Main PointVolunteer doesn’t just mean those who come to school during the day, but also those who support school goals and children's learning in any way, at any place, and at any time.
18Possible Results STUDENTS Learn communication skills through interaction with other adultsIncreased skills that are tutored or taught by volunteersAwareness of many skills, talents, occupations, and contributions of parents and other volunteersPARENTSSelf-confidence about ability to work in school and with childrenAwareness that families are welcome and valued at schoolUse of school activities at homeTEACHERSOrganization, training, and use of volunteersReadiness to involve families in new ways, including those who do not volunteer at schoolAwareness of parents' talents and interests in school and childrenIndividual attention to students because of help from volunteers
19Learning at HomeInvolve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions.
20ChallengesDesign and implement a regular schedule of interactive homework (e.g., weekly or bi-monthly) for which students take responsibility to discuss important things they are learning with their families.Coordinate family-linked interactive homework assignments if students have several teachers.Involve families and their children in all important curriculum-related decisions.
22Main Points"Homework" not only means work that students do alone, but also interactive activities that students share with others at home or in the community, linking schoolwork to real life."Help" at home means how families encourage, listen, react, praise, guide, monitor, and discuss schoolwork with their children, not how they "teach" children school skills.
23Possible Results STUDENTS Homework completion -skills, abilities, and tests scores are linked to homework and class workPositive attitude about homework and schoolView of parent a similar to teacher and of home as similar to schoolSelf-confidence in ability as learnerPARENTSKnowledge of how to support, encourage, and help student at homeDiscussions of school, class work, homework, and future plansUnderstanding of instructional program and what child is learning in each subjectAppreciation of teacher's skill and awareness of child as a learnerTEACHERSVaried designs of homework, including interactive assignmentsRespect of family timeRecognition of helpfulness of single-parent, dual-income, and all families in motivating and reinforcing student learning
24Decision MakingInclude families as partners in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.
25ChallengesInclude parent leaders from all racial, ethnic, socioeconomic, and other groups in the school.Offer training to enable parent leaders to develop skills to serve as representatives of other families.Include student representatives along with parents in decision-making groups.
27Main PointDecision making means a process of partnership, of shared views and actions toward shared goals, not just a power struggle between conflicting ideas.
28Possible Results STUDENTS Awareness of representation of families in school decisionsUnderstanding that student rights are protectedSpecific benefits linked to policies enacted by parent organizationsPARENTSInput into policies that affect children's educationFeeling of ownership of schoolAwareness of parents' voices in school decisionsShared experiences and connections with other familiesAwareness of school, district, and state policiesTEACHERSAwareness of perspectives of families in policy development and school decisionsAcceptance of equality of family representatives on school committees and in leadership roles
29Community Collaboration Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.
30ChallengesSolve turf problems of roles, responsibilities, funds, and places for collaborative activities.Inform all families and students about community programs and services.Assure equal opportunities for students and families to obtain services or participate in community programs.Match business and community volunteers and resources with school goals.
32Main PointCommunity means not only the neighborhoods where students' homes and schools are located, but also all neighborhoods or locations that influence their learning and development.Community is rated not only by low or high social or economic qualities, but also by strengths and talents available to support students, families, and schools.Community includes not only families with children in the schools, but also all who are interested in and affected by the quality of education.
33Possible Results STUDENTS Skills and talents from enriched curricular and extracurricular experiencesKnowledge and exploration of careers and options for future education and workSelf-confidence and feeling of value and belonging in the communityPARENTSInteractions with other families in community activitiesAwareness of community's contributions to the schoolParticipation in activities to strengthen the communityTEACHERSKnowledge and use of community resources to enrich curriculum and instructionKnowledge of referral processes for families and children with needs for specific services
34Family Involvement is a win-win situation for all! ConclusionFamily Involvement is a win-win situation for all!Questions??The content in this presentation is based on the work of Joyce Epstein. Please visit for more information.