1. Parent Involvement The Future of School Psychology Task Force on Family-School Partnership Margaret Beebe-Frankenberger University of Montana Gloria Miller University of Denver Lisa Persinger Tucson Unified School District (AZ)

2. Parent Involvement – PI Module Overview Parent Involvement – PI Definitions and Rationale Parent Involvement – PI Definitions and Rationale PI Relative to the Family School Partnerships PI Relative to the Family School Partnerships Characteristics of PI Characteristics of PI Our Module definition Our Module definition Three Evidence-based PI interventions Three Evidence-based PI interventions Parent Tutoring (PT) Parent Tutoring (PT) Parents Encourage Pupils (PEP) Parents Encourage Pupils (PEP) Reciprocal Peer Tutor and Parent Involvement (RPT-PI) Reciprocal Peer Tutor and Parent Involvement (RPT-PI) Enhancing PI & tying to a 3-tier delivery model Enhancing PI & tying to a 3-tier delivery model Further Resources Further Resources

3. Family School Partnerships - FSP A FSP is a relationship involving close cooperation between parties having joint rights and responsibilities. A FSP is a relationship involving close cooperation between parties having joint rights and responsibilities. Effective FSPs enhance success for students and improve children’s academic, social, emotional and behavioral experiences and outcomes. Effective FSPs enhance success for students and improve children’s academic, social, emotional and behavioral experiences and outcomes. (Christenson & Sheridan, 2001)

4. Review of the Characteristics for Effective Family-School Partnerships Parents are viewed as empowered partners. Parents are viewed as empowered partners. Interactions among partners are collaborative and bi- directional. Interactions among partners are collaborative and bi- directional. Relationships are cooperative, interdependent, and balanced. Relationships are cooperative, interdependent, and balanced. Maintenance of a positive relationship is a priority. Maintenance of a positive relationship is a priority. Services provided are flexible, responsive, and proactive. Services provided are flexible, responsive, and proactive. Differences in perspectives are seen as strengths. Differences in perspectives are seen as strengths. There is a commitment to cultural competence. There is a commitment to cultural competence. There is an emphasis on outcomes and goal attainment. There is an emphasis on outcomes and goal attainment. (Sheridan, 2004)

5. Review of the Characteristics for Effective Family-School Partnerships STOP here and Review: the “M & M’s of Parenting and Partnering”, see Slide 8 and Activity 1 of the Family-School Partnerships Overview. “Developing Pathways to Partnerships”, see Slide 32 and Handout #11 of the Family-School Partnerships Overview.

6. Review of Effective Methods for a Multicultural Approach to Partnerships STOP and Review the Creating Partnerships with Culturally Diverse Families in Module 1 Specific to PI interventions, please use techniques and methods shown on: Slide 10: Building trusting relationships Slide 11: Address diversity directly Slide 12: Implement a family-centered approach Slide 13: Enhance Communication Slide 14: Enhance Communication (cont’d)

7. Parent Involvement Definitions The participation of significant caretakers in the educational process of their children in order to promote academic and social well-being (Wolfendale, 1983). The participation of significant caretakers in the educational process of their children in order to promote academic and social well-being (Wolfendale, 1983). A school-initiated and directed engagement of the parent that, under optimal conditions, evolves into a home-school partnership working towards a mutually agreed upon goal with shared responsibilities that results in positive student/child outcomes (Christenson, 1995). A school-initiated and directed engagement of the parent that, under optimal conditions, evolves into a home-school partnership working towards a mutually agreed upon goal with shared responsibilities that results in positive student/child outcomes (Christenson, 1995). The active engagement in home, school, and community activities initiated and maintained by the parent that supports the healthy development of their child(ren) (Epstein, 1986, 1995). The active engagement in home, school, and community activities initiated and maintained by the parent that supports the healthy development of their child(ren) (Epstein, 1986, 1995).

8. Epstein’s 6 PI Categories (1987; 1995) Parenting – parents provide for basic needs: food, shelter, emotional support Parenting – parents provide for basic needs: food, shelter, emotional support Communicating – methods that help parents and schools stay in contact Communicating – methods that help parents and schools stay in contact Learning at Home - home practices in which parents interact, monitor, or assist children in educationally related activities Learning at Home - home practices in which parents interact, monitor, or assist children in educationally related activities Volunteering and/or Attending - parents coming into the school setting to either help or support Volunteering and/or Attending - parents coming into the school setting to either help or support Decision Making - parents participating in parent-teacher organizations and school advisory or governance Decision Making - parents participating in parent-teacher organizations and school advisory or governance Community Connections - parents collaborating with community and other agencies to facilitate students’ education Community Connections - parents collaborating with community and other agencies to facilitate students’ education

9. Evolving Definitions Over time PI has changed from exclusive focus on one type of specific activity to a wide range of parent activities that support learning and achievement. Over time PI has changed from exclusive focus on one type of specific activity to a wide range of parent activities that support learning and achievement. Now considered a multidimensional concept that can include parent behavioral, personal/emotional, and cognitive/intellectual overt actions and affective experiences in support of a child’s schooling (Grolnick & Slowiaczek, 1994). Now considered a multidimensional concept that can include parent behavioral, personal/emotional, and cognitive/intellectual overt actions and affective experiences in support of a child’s schooling (Grolnick & Slowiaczek, 1994).

10. Bottom-line Effective Parent Involvement is designed to extend the education mission of the school to help students be successful by informing and engaging parents in the education of their own child and in school improvement efforts.

11. Mandates for Parent Involvement STOP and Review Family-School Partnerships Overview; history and current federal mandates for PI: Slide 19: 1975, PL 94-142 Slide 20:1986, P.L. 99-457 and IDEA 1997 Slide 21:2002, The No Child Left Behind Act 2004 IDEA Part B and Part C

12. Characteristics of Effective PI Empowers parents as advocates and active participants in the education process. Empowers parents as advocates and active participants in the education process. Fosters teacher-parent collaborative relationships with a common goal of student success. Fosters teacher-parent collaborative relationships with a common goal of student success. Provides additional support for teachers and students in the classroom. Provides additional support for teachers and students in the classroom. Facilitates positive parent-child relationships implicitly related to educational success Facilitates positive parent-child relationships implicitly related to educational success

13. A Rationale for PI “No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together”. (Peterson & Cooper, 1989; pp. 229, 208). (Peterson & Cooper, 1989; pp. 229, 208).

14. Another Rationale for PI “Specific things families do facilitate a child’s learning & educational success more than specific descriptions of who families are.” (Kellaghan et al., 1993) (Kellaghan et al., 1993)

15. Support for PI Child Outcomes There is empirical evidence supports the relationship between PI and improvements in school achievement and students’ educational success. There is empirical evidence supports the relationship between PI and improvements in school achievement and students’ educational success. Parent Involvement was found to be the strongest moderator of literacy performance in fifth grade students across both low and high income families (Dearing, Kreider, Simpkins & Weiss, 2006) Parent Involvement was found to be the strongest moderator of literacy performance in fifth grade students across both low and high income families (Dearing, Kreider, Simpkins & Weiss, 2006)

16. Support for PI Parent Outcomes Parents indicate more involvement in learning activities at home and more positive attitudes and behavior towards and understanding of the work of schools (Epstein, 1986, 1995). Parents indicate more involvement in learning activities at home and more positive attitudes and behavior towards and understanding of the work of schools (Epstein, 1986, 1995). Contact and communication with educators increases and parents indicate a desire for more involvement (Hoover-Dempsey & Sandler, 1997). Contact and communication with educators increases and parents indicate a desire for more involvement (Hoover-Dempsey & Sandler, 1997). Parents report improved communication with their children, parent-child relationships, and develop effective parenting skills (Becher, 1984); Parents report improved communication with their children, parent-child relationships, and develop effective parenting skills (Becher, 1984);

17. Support for PI Teacher Outcomes PI also improves teacher and staff morale and satisfaction (Becher, 1984). PI increases classroom prosocial conduct PI increases academic achievement in other academic areas. (Heller & Fantuzzo, 1991)

18. Tier 2: Targeted Group PI Interventions PI interventions for targeted groups of students identified as “at risk” for specific academic difficulties (ie. Reading, math). Example: Parents assist in reading or math intervention (Parent Tutoring; Reciprocal Peer Tutoring with Parent Involvement) How Parent Involvement Relates to Multi-tiered Family School Partnerships Tier 1 80-90% Tier 3 1-7% Tier 2 5-15% Tier 1: Universal PI Intervention Engaging parents as collaborative partners by involvement in their child’s education process. Examples: Homework expectations and “stations”; interactive conversations about progress; home rewards Tier 3: Intensive, Individual PI Interventions Parents as collaborative partners for individualized intervention for child with poor response to the first two tiers. Examples: parents as academic tutors at home for reading fluency (Parents Encourage Pupils)

19. Three Evidence-Based Parent Involvement Programs Fishel & Ramirez, 2005

20. 1.Parent Tutoring (PT) Duvall, Delquadri, Elliott & Hall (1992) Duvall, Delquadri, Elliott & Hall (1992) Hook & DuPaul (1999) Hook & DuPaul (1999) 2.Parents Encourage Pupils (PEP) Shuck, Ulsh, & Platt (1983) Shuck, Ulsh, & Platt (1983) 3.Reciprocal Peer Tutoring and Parent Involvement (RPT-PI) Heller & Fantuzzo, 1991 Heller & Fantuzzo, 1991

21. Evidenced-based Selection Criteria Evidenced-based Selection Criteria (Kratochwill & Stoiber, 2002) Strong empirical/theoretical foundation, design, and statistical qualities. Demonstrated effectiveness on school-based outcomes OR conducted in a school setting. Demonstrated efficacy under the conditions of implementation and practice. Evidence of external validity and utility. Also see Fishel & Ramirez, 2005

22. Similarities Across PI Programs Utilize collaborative parent-teacher instructional involvement efforts to improve students’ academic success. Parents learn to directly assist in their child’s education at school and/or at home through academic tutoring approaches. Employ parent reinforcement of positive academic behavior through praise, earning points for home/school rewards, and one-on-one parent-child attention. Parent-teacher partnerships are primarily directed by teachers and focus on a single specific home-based activity.

23. Enhancing PI Foster bi-directional communication Foster bi-directional communication Enhance problem solving across home and school Enhance problem solving across home and school Encourage shared decision making Encourage shared decision making Reinforce congruent home-school support Reinforce congruent home-school support Consider flex time to accommodate flexible scheduling Consider flex time to accommodate flexible scheduling Provide workshops and in-service training for teachers Provide workshops and in-service training for teachers Conduct scheduled home visits Conduct scheduled home visits Establish parent centers within schools Establish parent centers within schools Conduct activities/social events to increase parents opportunities to communicate with educators Conduct activities/social events to increase parents opportunities to communicate with educators

24. Enhancing PI Establish Universal climate Establish Universal climate Strategic and intensive – parent involvement is more targeted Strategic and intensive – parent involvement is more targeted PI in intervention – increased involvement with risk…produces culturally appropriate and more effective interventions and outcomes PI in intervention – increased involvement with risk…produces culturally appropriate and more effective interventions and outcomes Add here…..best practice…next is definition of PI specific to this training module for strategic and intensive interventions Add here…..best practice…next is definition of PI specific to this training module for strategic and intensive interventions

25. Additional Resources The Harvard Family Research Project has compiled and categorized a large body of resources on parent involvement to make it easier to access and use. The Harvard Family Research Project has compiled and categorized a large body of resources on parent involvement to make it easier to access and use. This resource guide contains web links to research, information, programs, and tools from over 100 national organizations. It provides information about parenting practices to support children's learning and development, home-school relationships, parent leadership development, and collective engagement for school improvement and reform. This resource guide contains web links to research, information, programs, and tools from over 100 national organizations. It provides information about parenting practices to support children's learning and development, home-school relationships, parent leadership development, and collective engagement for school improvement and reform. Available online at http://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/guide.ht ml Available online at http://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/guide.ht ml http://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/guide.ht ml http://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/guide.ht ml