Transcript Chapter 7 School-Based Programs Perry C. Hanavan, Au.D. It Takes an Entire Village to Educate a Child Society requires an educated citizenry Parents want their children to develop into productive.

Chapter 7
School-Based Programs
Perry C. Hanavan, Au.D.
It Takes an Entire Village to Educate a
Child
Society
requires an educated
citizenry
Parents
want their children to
develop into
productive intelligent,
mentally healthy
young adults
Schools
want to provide an
environment that
facilitates and teaches
children to become
fully functioning
young adults
Schools must do more than
encourage parents:
 Recognize the strengths of families
 Recognize the stresses affecting many families
 Recognize other community agencies that offer
resources for students
 Explore different models that reach out to families
 Inclusion of parent-school support in pre-service
classes, knowledge of resources and parent
programs by teachers and administrators
Seven Levels of Parent Involvement
1. Active partner and educational leader at home and at
school
2. Decision maker
3. Advocate for the school
4. Actively involved as volunteer or paid employee
5. Liaison between school and home to support
homework
6. Supporter of the educational goals of the school
7. Recipient of education and support
Issues and Concerns
 Parent-school cooperation in the education of the
classroom
 Power and decision making
 Advocacy
 Parent education and strengthening families
 Family literacy
 Comprehensive programs to meet the needs of all
family members
 Empowerment of families
Six Types of Involvement
1. Parenting – help parents with skills and
understanding of child development
2. Communicating – about children’s progress
3. Volunteering – flexible schedules, options
4. Learning at home – provide information to help
parents provide learning environments
5. Decision making – include parents in process
6. Collaborating with community – integrate services
and resources of the community with school to
strengthen families, school programs, student’s
development
Research on Involvement
 Students – even in middle school and high school
– want their parents to be more involved to be
available for guidance and knowledge about the
schools
 If schools invest in practices that involve families,
then parents respond, many parents who might not
have otherwise become involved
 Teachers who involve parents tend not to
stereotype families
Comer Three Principles
Consensus
Collaboration
No-blame
provides a climate in which parents, children,
and schools can thrive
Consensus Collaboration No-blame
Parent Team
Involves parents
at every level of
school activity
School Planning
and
Management Team
Plans and coordinates
School activities
Student and Staff
Support Team
Addresses schoolwide
prevention issues;
Manages individual
student cases
Comprehensive School Plan
•Curriculum, instruction, and assessment
•Sharing of information between
school and community
Assessment and
Modification
Periodic assessment creates
new information and identifies
new opportunities; permits
orderly change or adjustment
Staff Development
Created by need identified
in goals of the Comprehensive
school plan
Relationships
Child and Adolescent Growth Along the Six Developmental Pathways
Middle & Secondary Schools
Parents seem to reduce involvement after
elementary
Communication needs to be:
–
–
–
–
Immediate,
Frequent
Meaningful
Positive
Davies 5 for Collaborating
Early Childhood Programs
Head Start
Minnesota Early Childhood Family
Education Program
Child Health Services & Schools
Brookline Early Education Project (BEEP)
School-Based Parent Involvement
 League of Schools
 Parents in Touch
–
–
–
–
–
–
–
Dial-a-Teacher
Homework Hotline
Parent Line/Communicator
TIPS teacher involve parents
The Parent Focus Series
Work-site Seminars
Parent Advisory Council
 Nooners
U.S. Department of Education
Family and School collaborative efforts
– families
Helping Parents Work with Children
 Arts and crafts
 Read together
 Publishing
 Games
 Backyard science
 Front yard business
 Listening center
 Music center
 Communicate
 Homemaking activities
Helping Parents Work with Children
Take a walk
Visit the library
Visit a store
Explore museums
Visit historical buildings
Visit the airport, bus stations, subways, etc.
Virtual tours on the Web
Reaching Reticent Parents
Immigrant and refugee families
Single parents working
Two parents working
Reaching Reticent Parents
Families are stressed
Feel out of their element at school
May not realize importance of involvement
in their child’s education
Feel there are ulterior motives
Teachers do not know parent’s interests,
abilities and strengths
Parent Education for Teens
 About 1 million teenagers become pregnant yearly
–
–
–
–
–
1 in 3 have abortions
One in seven miscarry
More than half give birth
¼ are married
1/3 have a stable relationship
 Factors
– Poverty, low performance, grew up in single parent
home, more apt to drop out of school
Family Resource Centers
Families have primary responsibility for
children’s development and well-being
Healthy families are the foundation of a
healthy society
Families operate as part of a total system
The systems and institutions upon which
families rely for support must assist
families’ efforts to effectively raise their
children
Family Literacy
More than 23 million men and women in
the U.S. are illiterate
Another 45 million have skills at or below
the ninth grade level
Also hinders their children’s ability
National Center for Family Literacy
Teachers
Are you aware of all the resources in your
school and community to help families?
– List five resources available in your community
Do you focus on the child or the family?
– How will you do this?
– What are your family goals?