Family involvement for in school coachesPresentation Transcript
Defining Family Involvement What is your definition?
Can all of our families live up to ourdefinition? If not, how can we modify our definition to reflect our unique family contributions? Key questions- How would our families define family involvement? What can we do to value diverse contributions? How can we make every family believe they have something valuable to offer the school? How can we let families know about the enormous variety of opportunities to contribute (various times of day, various skills required, things can be done at home, etc)? What does it feel like to parents to come into our school? Do we need to develop a different definition of family involvement?
Benefits of FamilyInvolvement Students Higher grades, test scores, and graduation rates Better school attendance Increased motivation, better self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior Greater enrollment in postsecondary education Teachers Greater morale (and self-esteem) Teaching effectiveness (proficiency) increases Job satisfaction goes up Communication/relations with students, parents, families, and communities improves Community support of schools increases Parents Communication/relations with children and teachers improves Self-esteem goes up Education level/skills increase Decision-making skills become stronger Attitude toward school and school personnel improves
Epstein’s Six Types of Family Involvement Communicating Communication between home and school is regular, two-way, and meaningful. Parenting Parenting skills are promoted and supported. Student learning Parents play an integral role in assisting student learning. Volunteering Parents are welcome in the school, and their support and assistance are sought. Decision making Parents are full partners in the decisions that affect children and families. Collaborating with community Community resources are used to strengthen schools, families, and student learning. http://www.coso.jhu.edu/p2000/sixtypes.htm
Continuum of SupportsFollowing Epstein’s Six Typesof Family Involvement Activities Communication Parenting Student Learning Volunteering Decision Making Community Collaboration
Communication Newsletters Email Phone calls Meetings Surveys Things to communicate- Data Upcoming events Ways to participate Individual student progress (to individual parents) Successes Actions in response to Parent Survey results
ParentingTraining opportunities Universal Ex. general behavior management, how to set up expectations at home Secondary Ex. using behavior intervention plans, rewards at home Tertiary Ex. community agency supports, exceptional children process
Parenting Cont. Survey families about types of training Include community agencies to provide support for parenting- consider meeting place Parent resource library
Steps for SuccessFor Training and Support for Families Collect Data Tell Parents why it is important Plan Intervention Get Feedback Do Intervention Share data results Ex. Many students are struggling with letter identification. 65% could only identify 20 letters. We would expect 80% to have this skill at this time of year. We provided training and materials for families to work on this at home. Great Job Families- now we have 92% who can identify 20 letters!
Student Learning Make and Take Trainings Themed academic nights involving PBIS expectations “Respect Night” Teach skills to use at home Game show review night before tests Provide parents with questions and answers
Volunteering Ask parents about their talents, provide opportunities to share those skills Ex. music, art, organization, event planning, etc. Tutoring Mentoring Teacher Assistance Fund Raising Guest Speakers Variety in scheduling- day/evening, 1x mo, 1xyr
Decision Making Representative on PBIS Team Drafts sent to PTO team members for feedback Involvement and support for meetings about his/her child
Community Collaboration Letters about PBIS Providing PBIS expectations to post where students are (YMCA, Churches, restaurants) Request volunteers/support for activities and celebrations Ask for sponsorship of events- advertising
Recognition Awards Certificates of Recognition Announcements Interviews/ Articles Donated gifts from the community Tickets to events
Steps for SuccessTraining and Support with Staff Define family involvement Collect data Consider data about the current families that are involved as well as the families that are not involved Emphasize the importance Match efforts to the culture and values of your families Avoid saying that it won’t work Recognize the efforts of staff who work to build family involvement Incorporate activities that are helpful to staff Use the TIPS problem solving process to ensure that each of the 6 types of family involvement have been considered and addressed
Family is… 2 a: a group of persons of common ancestry : b: a people or group of peoples regarded as deriving from a common stock :3 a: a group of people united by certain convictions or a common affiliation : b: the staff of a high official (as the President)4: a group of things related by common characteristics: 5 a: the basic unit in society traditionally consisting of two parents rearing their children ; also : any of various social units differing from but regarded as equivalent to the traditional family <a single-parent family> http://www.merriam-webster.com/dictionary/family
Are we a part of a child’sfamily? How much time? Responsible for teaching? Guiding, shaping, teaching values? Social skills, life-long learners? InvestmentDo we make children and their families feel that we are an extension of their family?
Problem Solving Practice Review the parent survey data and practice the problem-solving process with your team.