Family School and Community Partnerships in the Pacific Islands Katherine Ratliffe University of Hawaii

Agenda What are family, school and community partnerships? What are family, school and community partnerships? What does research say about FSCPs? What does research say about FSCPs? What do the laws say about FSCPs? What do the laws say about FSCPs? How do FSCPs work in the Pacific? What role does culture play in interpreting this concept? How do FSCPs work in the Pacific? What role does culture play in interpreting this concept? What skills/attitudes do teachers need to promote successful FSCPs? What skills/attitudes do teachers need to promote successful FSCPs? What resources are available to learn about FSCPs? What resources are available to learn about FSCPs?

What are FSCPs? Activity Activity Parents, educators and community members working together in many different ways to support and promote children’s learning. Parents, educators and community members working together in many different ways to support and promote children’s learning.

One Way To See Partnerships Epstein’s model of overlapping spheres Epstein’s model of overlapping spheres HomeSchool Community Child

What is Your Experience Activity: Work in small groups (3-4) Activity: Work in small groups (3-4) What have been your experiences as a parent in working with your children’s schools? OR What have been your experiences as a parent in working with your children’s schools? OR What have been your experiences as a student having your parents work with your school? What have been your experiences as a student having your parents work with your school?

Have you Ever?  Volunteered as a tutor.  Volunteered as a program coordinator or organizer.  Attended a college preparation meeting.  Attended strategy session for helping students with homework.  Participated in a parenting class.  Participated in an adult ESL class.  Participated in an adult literacy class.  Participated in an adult enrichment class.  Participated as a guest speaker or instructor.  Participated in facility planning or building meeting.  Participated in school-parent decision making activity.  Attended a school open house.  Attended a parent organization meeting.  Attended a meeting regarding student’s classroom behavior or achievement.  Participated in a parent-teacher conference.  Contributed funds or materials for school fundraiser or booster program.  Voted in a school election or bond issue.  Talked via phone about student’s behavior or achievement.  Accessed information about student’s assignments via , Internet, or phone.

Traditional Vs. Reciprocal Traditional Typically, takes the form of a request from the school for family or community member to act. Typically, takes the form of a request from the school for family or community member to act. In traditional interactions, school staff are generally the only ones who benefit from the involvement. In traditional interactions, school staff are generally the only ones who benefit from the involvement. Reciprocal Typically, has benefit for school and families equally. Programs that are characterized by reciprocal interactions among students, school staff, family, and community members have greater benefits to all involved.

What does research say about FSCPs? Activity: What do you think are the benefits of FSCPs? Activity: What do you think are the benefits of FSCPs? When families are more engaged with their children’s education: When families are more engaged with their children’s education: Children do better academically (grades, test scores) Children do better academically (grades, test scores) Children do better behaviorally (fewer suspensions, etc.) Children do better behaviorally (fewer suspensions, etc.) Children do better socially (make more friends, participate in more activities) Children do better socially (make more friends, participate in more activities) Henderson & Mapp, 2002

Family Involvement is associated with improved academic success across ethnic groups (Fan & Chen,2001; Jeynes, 2007) Subgroups with at-risk characteristics for academic underachievement (poor, English language learners, immigrants, single parent families, families with children with disabilities) may benefit even more (Dearing, Kreider, Simpkins, & Weiss, 2006; Tang, Dearing, &Weiss, 2012).

Three Elements of Success Parents' role construction defines parents' beliefs about what they are supposed to do in their children's education. Parents' role construction defines parents' beliefs about what they are supposed to do in their children's education. Second, parents' sense of efficacy (their belief that they can be successful) for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children's educational outcomes. Second, parents' sense of efficacy (their belief that they can be successful) for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children's educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents' perceptions that the child and school want them to be involved. Third, general invitations, demands, and opportunities for involvement refer to parents' perceptions that the child and school want them to be involved. Hoover-Dempsey & Sandler (1997)

Parents’ Role Constructions What parents believe about their roles in education depends on culture (Harkness & Super, 2002). Example: Mexican families believe they are responsible for children’s moral development and the school is responsible for academic development. Therefore, they often do not ask questions of teachers. Example: Chinese families believe that education is the child’s responsibility and families provide material resources only (pay for education, books, etc,). Activity: What are Pacific Island parents’ beliefs about their roles in education?

Parents’ Self Efficacy Self-Efficacy: Beliefs about how much they can help. Self-Efficacy: Beliefs about how much they can help. Parents may have little education of their own Parents may have little education of their own Parents may be unfamiliar with the school system Parents may be unfamiliar with the school system They may not feel confident to make choices about which high school classes their child should take, and other decisions. They may not feel confident to make choices about which high school classes their child should take, and other decisions. They may lack good language skills (English) They may lack good language skills (English) (Pena, 2000)

Perceptions that Schools Want Parents to be Involved Do schools/teachers invite parent involvement or provide opportunities for them? Do schools/teachers invite parent involvement or provide opportunities for them? Do parents feel that their help is welcomed by schools? Do parents feel that their help is welcomed by schools? Are parents very busy with making a living? Are parents very busy with making a living? Do parents live far from schools? Do parents live far from schools? Do parents know how to help? Do parents know how to help?

What do the laws say about FSCPs? NCLB (ESEA) (No Child Left Behind/Elementary and Secondary Education Act) NCLB (ESEA) (No Child Left Behind/Elementary and Secondary Education Act) Mandates that schools have plans for including parents on multiple levels in their children’s education Mandates that schools have plans for including parents on multiple levels in their children’s education IDEA (Individuals with Disabilities Education Act) IDEA (Individuals with Disabilities Education Act) Parents must be equal members of the IEP team Parents must be equal members of the IEP team Parents must be informed regarding all testing Parents must be informed regarding all testing

What About Culture? Activity (small groups): How could culture affect FSCPs on your island? BarrierReason BarrierReason Activity (small groups): What could FSCPs look like on your island? What would work to get parents more involved? Think broadly!

What skills/attitudes do teachers need for successful FSCPs? Good listening skills Good listening skills Creativity Creativity Ability to develop relationships/trust Ability to develop relationships/trust Respect for differences Respect for differences Support from principal/school/other teachers Support from principal/school/other teachers Time and a plan (a flexible one) Time and a plan (a flexible one)

Charlotte Danielson’s Framework for Teaching Domain 1: Planning and Preparation Domain 1: Planning and Preparation Demonstrating knowledge of content and pedagogy Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Demonstrating knowledge of students Domain 2: The Classroom Environment Domain 2: The Classroom Environment Creating an environment of respect and rapport Creating an environment of respect and rapport Managing student behavior Managing student behavior Domain 3: Professional Responsibilities Domain 3: Professional Responsibilities Communicating with families Communicating with families Domain 4: Instruction Domain 4: Instruction Communicating with students Communicating with students Engaging students in learning Engaging students in learning

Do FSCPs fit with Standards?

Types of Family & Community Connections with Schools Fostering Supportive Home Environments Fostering Supportive Home Environments Promoting Shared Decision Making Promoting Shared Decision Making Expanding Family, Community, and School Communication Expanding Family, Community, and School Communication Coordinating Resources and Services Coordinating Resources and Services Fostering Volunteer Support Fostering Volunteer Support Supporting Youth Development Supporting Youth Development Supporting Learning Outside of School (and) Supporting Learning Outside of School (and) Expanding Community Development Expanding Community Development Southwest Educational Development Laboratory, 2005

Fostering Supportive Home Environments Strategies that assist families with parenting skills & help create home conditions to support student academic achievement. Strategies that assist families with parenting skills & help create home conditions to support student academic achievement. Parenting classes Parenting classes Homework that includes family members Homework that includes family members Benefits Benefits Increased student academic achievement because students receive more support for classroom learning activities at home Increased student academic achievement because students receive more support for classroom learning activities at home Greater knowledge and skill for family members about how to support their children not only academically but physically and emotionally Greater knowledge and skill for family members about how to support their children not only academically but physically and emotionally

Promoting Shared Decision Making Strategies that include families and community members as partners in school decisions. Strategies that include families and community members as partners in school decisions. Invite family members to sit on school committees Invite family members to sit on school committees Have community meetings to discuss upcoming decisions about curriculum, facilities or testing Have community meetings to discuss upcoming decisions about curriculum, facilities or testing Benefits Benefits Enhanced family-school interactions that bring about improved relations among all those involved and support for the school’s academic efforts Enhanced family-school interactions that bring about improved relations among all those involved and support for the school’s academic efforts Additional resources for school improvement efforts Additional resources for school improvement efforts

Expanding Family, Community, and School Communication Strategies that help to promote effective two- way communications among schools, families, and community members or groups. Strategies that help to promote effective two- way communications among schools, families, and community members or groups. Suggestion boxes Suggestion boxes Bulletin boards Bulletin boards Principal tea or coffee hour Principal tea or coffee hour Communication books (for younger students) Communication books (for younger students) Benefits Benefits Greater knowledge and access to programs that support student, family, school, and community needs Greater knowledge and access to programs that support student, family, school, and community needs More involvement in school and community programs More involvement in school and community programs

Fostering Volunteer Support Strategies that organize and support family and community members in their efforts to support the school and its students. Strategies that organize and support family and community members in their efforts to support the school and its students. School clean up days School clean up days Opportunities for parents to help in classrooms Opportunities for parents to help in classrooms Field trip chaperones Field trip chaperones Benefits Benefits Greater support for student academic success and for school improvement efforts Greater support for student academic success and for school improvement efforts Positive perception of school staff, efforts, and programs Positive perception of school staff, efforts, and programs

Supporting Learning Outside of School Supporting Learning Outside of School Strategies that involve families and partner organizations to support learning in a variety of settings other than the classroom. Strategies that involve families and partner organizations to support learning in a variety of settings other than the classroom. Internships in local businesses for students Internships in local businesses for students Opportunities for field trips and community partnerships Opportunities for field trips and community partnerships School-community partnerships to raise money to provide school lunches School-community partnerships to raise money to provide school lunches Benefits Benefits Additional support for student learning and personal development that might lead to increased academic achievement Additional support for student learning and personal development that might lead to increased academic achievement Additional support and resources for school improvement efforts Additional support and resources for school improvement efforts

What Does Your School Do? Activity: Form small groups of 3-4 Activity: Form small groups of 3-4 What school activities foster supportive home learning environments in your school? What school activities foster supportive home learning environments in your school? What school activities foster shared decision making in your school? What school activities foster shared decision making in your school? What school activities foster family, community and school communication in your school? What school activities foster family, community and school communication in your school? What school activities foster volunteer support in your school? What school activities foster volunteer support in your school? What school activities foster learning outside of school in your school? What school activities foster learning outside of school in your school?

Make a Plan In your small group: In your small group: Decide on 2-3 things each of you would like to get started in your school to improve family, community and school partnerships at your school. Decide on 2-3 things each of you would like to get started in your school to improve family, community and school partnerships at your school. How will you get started? List three steps you will take. How will you get started? List three steps you will take. What supports will you look for in order to be successful? What supports will you look for in order to be successful?

What resources are available to learn about FSCPs? Research Research AFFECT Project ( AFFECT Project ( SEDL ( SEDL (

AFFECT Project Website

AFFECT Modules

AFFECT Video library

Thank You!