Let’s FACE it! A Guide to Designing Effective Family and Community Engagement (FACE) Programs – Part 2

La Tefy G. Schoen, Ph. D.

November 1, 2012 www.laspdg.org

WELCOME

On behalf of the Louisiana State Personnel Development Grant, I would like to welcome you to today’s webinar “

Let’s FACE it!”

This is Part 2 in a series on effective Family and Community Engagement.

My name is Dr. La Tefy Schoen and I am an educational consultant with Learning Innovations in Baton Rouge.

Recording Webinar This webinar is being recorded and will be available for viewing at www.laspdg.org

2

Questions?

*Please type questions into the chat pod.

• • *If your question is not answered please email it to us, after the webinar.

Content-related questions [email protected]

LaSPDG grant-related questions - Melanie Lemoine [email protected]

People First Language

“People First Language puts the person before the disability and describes what a person has, not who a person is .”

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

Roll Call

At this time, IF YOU HAVE NOT ALREADY, please • • use your chat pod & type: district/LEA that you are representing Also indicate other participants that are in the room with you I am in Baton Rouge

POLL – participant roles

Who is with us today?

• • • • • Please select your role: SPDG Family Facilitator Federal Programs Director District supervisor/coordinator School level administrator Teacher (General ed./Special ed. /Inclusion)

Purpose of this

Let’s FACE it!

Series:

1. Review Research on Effective FACE Programs 2. Examine our current practices 3. Develop/adapt practices that have greater impact on student academic success

Students

who perceive

high levels of

support from parents AND teachers

consistently achieve more .

- National Longitudinal Study (NELS, 88) US. DOE

Federal Funding for

education programs serving at risk and special needs students (ESEA/NCLB, IDEA) require that schools partner with families to better serve students’ needs.

But how do we know our Family Engagement programs are effective?

POLL

What feedback mechanisms do you have in place that allow you to assess the effectiveness of your family engagement activities?

Parent Surveys Walk Through Observations Informal Communication with Parents Other

Feedback from those we serve is one of the best ways monitor our effectiveness

The Building Blocks of an effective FACE Program

tructure xpectations rust

For Success

!

For Success

Framework

Structure Expect ations The SET framework is built on over 20 years of research on Family Engagement in education.

Trust

When ALL 3 COMPONENTS are in place an effective home/school partnership emerges that positively impacts student learning! A common mistake

schools make is to focus exclusively on structure.

NEVER overlook

establishing trust & setting expectations

for family engagement.

This leads to ineffective practices & programs!

If you completed the

Professional Reflection

Exercise provided with Part 1 of this

Let’s Face it! Series , please refer to it as we begin to discuss the Structure of your

FACE Program. You can also download it now in your Files Pod.

Influences on Concepts of ROLE in parents Review: Parent Perceptions of their ROLE in the school predicts Whether & HOW they get involved

School FACE Programs can impact

Parent Sense of Self-Efficacy

these areas!

-Sandler, 1997 Groups I belong to

MY ROLE AS A PARENT In this school Support for Parents in guiding Home Learning

Beliefs about childrearing

Expectations in family members Family & Community PERCEPTIONS …

Are a primary determining factor in parents decision to be involved in school Parents’ Point of view: What is expected of me to be considered a good parent at this school?

What do I need to DO?

Relationships matter!

TRUST

“ mis -trust” = “ dis -engagement “ Trust is always personal- not institutional.

STRUCTURE

• • • • • • Programs Policies Procedures Scheduling of TIME Use of Resources Organization Structure is important – it’s the “bones” of your FACE Program Formalize your FACE Programs • Put them in writing in handbooks, websites, newsletters, etc… • Be sure to allocate adequate time and staff training to establish & sustain all structures

What is the goal or desired outcome of your FACE Program?

Are current structures effectively getting the job done ?

As needs change, so should the structures that serve those needs!

Effective Structures can be elaborate or simplistic The structures in place in a district or school should serve our purposes. There is no static design that works for every context.

2 Basic Types of Family Engagement POLL Activities done at Home:

– Assistance with homework/projects – Monitoring out-of-school activities – – Monitoring grades/test scores Discussing school, preparing for future

Which do you think has a greater impact on student achievement?

Activities done at School:

– Attending school events – Participation on committees, meetings – Volunteering at school – Conferencing with teachers

Answer: Parent engagement in assisting their child in the home was most closely associated with high student achievement.

-Willms, 1996

Especially… discussing the future & planning for work or education beyond high school.

A Review of the Literature indicates

• • • • • • •

A multi-faceted approach to engaging families

Organized Volunteer Program Providing School Information Parent Education Program Home Learning Resources Two Way Communication Systems Student Assistance Programs Staff Development Program • • •

An annual review/revision process

Feedback from multiple stakeholders Goal focused/action oriented Informed by current research on best practices Build a strong & effective FACE Program

Well Organized Volunteer Program

• • • •

Benefits

Build Trust & Transparency Relieve Workload Build Efficiency Reduce Costs • •

Could Include

Office & Clerical tasks Tasks for teachers such as: – – – – Making copies, Help with bulletin boards Assist with special activities Student tutorials

VOLUNTEER TRAINING & CONSISTENCY

(PROCESSES, PLACES, & TIMES) make a huge difference in how much benefit a volunteer program is to the school

Providing School Information

• • • • •

Benefits

Clarity on important topics Empowers families Empowers teachers Unifies people around common goals, ideas, processes and procedures Minimizes confusion & conflict • • • • • • • • • • • • • • •

Includes

Calendar of events & holidays Curriculum(subject/grade) State/district promotion/graduation standards Grading policies Standardized testing dates/policies School/class rules Disciplinary processes Consequences-Suspension/expulsion Incentives/award programs Supports available to families Contact information Special Programs available Student placement processes Homework Tips Community resources available

Parent Education Program

• • • •

Benefits

Empowers parents & families Builds rust & goodwill Builds knowledge & skills that enhance student achievement Minimizes parent frustration, anxiety & hostility • • • •

Possible Topics

Grade /subject specific expectations for students & families Grade /subject specific compacts Topics Relevant to Parents: “How to help your child with ____________” Parenting Workshops: Characteristics & Strategies for Sub-sets of Children (age group, disability, circumstance)

Home Learning Resources

• • •

Benefits

Families have materials and processes in hand that are recommended by the school Families are much more likely to feel like their help will make a difference for the child Fewer parents will be frustrated over not knowing how to assist their child • • • • • • • • •

Could include

Homework materials that correlate with the curriculum Effective techniques/methods /ways to support learning Recommended websites Interactive Home Learning assignments with specific instructions for how families should help Digital texts or dual textbook sets for students Lists of school & community resources to assist with specific tasks Home learning tasks using everyday materials Online project descriptions, study guides, study helps Co-ordinated calendars with test & homework schedules, due dates , events etc. for multiple teachers

Two-way Communication Systems

• • • • • •

Benefits

Improved student standardized test scores Better mutual understandings Improved relationships & trust Empowers teachers Empowers families Eliminates the need for “child-as the-go-between” • • • • •

Could include

Parent Outreach Program – teachers call all parents routinely Access to Information – Comprehensive parent handbook – – Information easily available online Information in minority languages – Contact information provided Access to Personnel – Conference times available & posted – Messaging system for rapid response to parent contacts – Family input & feedback solicited/accepted – Supports for meeting attendance (childcare, snacks, transportation) Consistent reporting system Multiple methods of communication

Student Assistance Programs

• • • • • •

Benefits

Easy for families to utilize Student gets help in targeted areas, based on individual needs Affordable Individualized one-on-one help/tutoring Supports students with less access to family assistance Additional help for students with special challenges • • • • • • •

Could include

Trained family, student or community volunteers Interventions specially designed for the student Routine daily/weekly support for students Guidance from teachers Help with homework Reinforcing concepts taught in class Remediation/building basic skills

Staff Development Program

• • • •

Benefits

Raises awareness of the impact of family engagement on student achievement Unifies efforts Builds Capacity Increases effectiveness • • • • • • •

Should include

Networking with organizations or schools beyond the LEA Professional Development for all teachers & administrators Training for non-instructional staff All members of FACE Committee A research-based approach Annual Revision processes based on data and research-based approach Parent-Leadership Training

Staff & Professional Development on Family Engagement

impacts the success of a FACE program.

“Home-grown” FACE programs with …

  

strong input from parents collaborative planning by teachers guidance & support from administrators are as effective as purchased programs, when they are built upon research on effective family engagement practices!

“Teacher professional development & faculty outreach to families of students are consistently related to high student achievement. “ -Westat 2001

for Success

The

SET

acronym focuses us on the most important aspects as in a FACE program, based on a wealth of research. In FACE programs that build strong

structures , expectations , and trusting relationships

, research indicates you can expect to see:       Higher GPAs Higher standardized test scores More high school credits earned More difficult courses taken Better attendance Fewer discipline problems at home & school Start by planning structures expectations and build trust !

that establish positive

Structuring FACE Programs – Key Concepts & Actions – School level

• • • • • • • • • • • • • • • • Provide constant online access to information Collaborate to create a grade/subject specific School Parent Compacts.

List materials needed parents need to help children at home & include with parent-school compacts. Provide home learning resources for all. Provide materials at school for families in need. Organize FACE leadership team – include parent leadership training.

Develop a Network of External (to LEA) FACE Supports Review FACE plan annually- survey parents & use results to improve. Develop a schoolwide Parent Outreach plan - each teacher contacts each parent on a regular basis.

Invite Inform The “I”s have it!

– be specific & personal -make information available Provide time for teachers to provide outreach to parents and engage with them. Provide consistent 2 way communication structures Examine your Student Assistance Programs Communicate in multiple ways , frequently Include -ask for input/help Incorporate Incentivize Educate parents on topics of importance .

Structure the volunteer program - provide training . Network with others outside the district on FACE ideas.

-act on what families say – Tell why parent help is important; recognize efforts

Structuring FACE Programs– Key District – level Actions

• • • • • • • • • Provide a consistent infrastructure across schools. (Develop & sponsor same programs) Provide teacher & administrator FACE PD specific to the instructional level.

Provide FACE training for non-instructional staff Designate a FACE sponsor staff member at each school. Support Parent –Leadership Training in FACE Provide materials for grade-level parent packets & parent training sessions.

Consider the effectiveness of mass communication methods with parents: websites, handbooks, automated calling Conduct, analyze & distribute results of a FACE opinion survey each year. Include questions suggested by parents & teachers. Encourage school FACE committees to network with other LEAs & FACE organizations Professional Reflection 1.Which of these supports do you currently have in place ?

2. Which would be beneficial to add/revisit/revise?

Most of the studies in this presentation are summarized in

A New Wave of Evidence: The Impact of School Family, and Community Connections

on Student Achievement. (2002) by Anne Henderson & Karen Mapp.

For a full bibliography or for consulting services please contact: Dr. La Tefy Schoen www.Learning-innovations.com [email protected]

tructure xpectations

rust

For Success

!

www.laspdg.org

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

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