Here are the key steps:
1. Define the problem clearly - Low parent involvement based on survey data
2. Analyze why it's happening - Consider barriers like work schedules, language, lack of understanding of how to help
3. Brainstorm solutions - Ideas like translated materials, flexible volunteer times, training on how to support learning at home
4. Choose a solution to implement - Pick one idea to try like offering an evening parenting workshop
5. Implement and evaluate - Hold the workshop, get feedback, and determine if it helped address the problem
6. Refine as needed - If it didn't work, regroup and tweak the approach or pick another solution to implement and evaluate
The
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement Module on Parent-Friendly IEPs
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
Navigating the Early County School System 2012-2013tstorey
This presentation is provided for parents of students in the Early County School System. It provides parents with knowledge of how the school system is structured and who to contact with the parents have questions about their child's education.
Parent Involvement Module on Parent-Friendly IEPs
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
Navigating the Early County School System 2012-2013tstorey
This presentation is provided for parents of students in the Early County School System. It provides parents with knowledge of how the school system is structured and who to contact with the parents have questions about their child's education.
The Concept of GO! The Franchise Stores is to develop an effective channel of Franchise Mart Business opportunities stores across the country with the entire support and development from the parent company and the understanding of the business across various markets and locations. GO! Franchise Stores shall be an effective channel for the penetration of franchise businesses and brands in to the various territories and regions with the sole intention of maximizing opportunities and developing investor’s psyche regarding Franchising as one of important and influential ways to promote their entrepreneurial spirit and working zeal.
With the ever-increasing role played by technology in every point of life , People are connecting every time through internet. At this time Technology is the real utility of Human life. FixSmith is here 24/7 at your service. DIAL US our Toll Free Number +1-877-255-3353 or Email US at info@fixsmith.com.
Alki is participating in National PTA's School of Excellence for the 2019-2020 school year. This presentation will provide information about the framework of family/school partnerships. The School of Excellence timeline and National Standards are also included.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Nurturing student growth and success in school works best when connections between caregivers and school personnel are marked by open lines of communication, earnest partnering, and respectful engagement. At Community Partnership School (CPS) in North Philadelphia, creating a culture of collaboration between home and school has become paramount in our ongoing work of fulfilling the school's mission. After reading The Essential Conversation by Sarah Lawrence-Lightfoot, the school redoubled its efforts at building healthy home-school partnerships, even tackling head-on the politeness and defensiveness that often operate just beneath the surface of this interaction.
Parent Involvement Module on Reading Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
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3. Can all of our families live up to our
definition?
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?
4. Benefits of Family Involvement
Higher achievement
Improved school attendance
Improved student sense of well-being
Improved student behavior
Better parent and student perceptions of classroom and school
climate
Better readiness to complete homework
Higher educational aspirations among students and parents
Better student grades
Increased educational productivity of the time that parents and
students spend together
Greater parent satisfaction with teachers
(Anfara, 2008)
5. 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.
(Epstein, Coates, Salinas, Sanders, & Simon,1
6. Continuum of Supports
Following Epstein’s Six Types
of Family Involvement
Activities
Communication
Parenting
Student
Learning
Volunteering
Decision
Making
Community
Collaboration
7. 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
8. Parenting
Training 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
9. Parenting Cont.
Survey families about types of training
Include community agencies to provide
support for parenting- consider meeting place
Parent resource library
10. Steps for Success
For 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!
11. 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
12. 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
13. Decision Making
Representative on PBIS Team
Drafts sent to PTO team members for
feedback
Involvement and support for meetings about
his/her child
14. 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
15. Recognition
Awards
Certificates of Recognition
Announcements
Interviews/ Articles
Donated gifts from the community
Tickets to events
16. Steps for Success
Training 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. If you identify
barriers, identify solutions.
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
17. 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>
(family, 2012)
18. Are we a part of a child’s
family?
How much time?
Responsible for teaching?
Guiding, shaping, teaching values?
Social skills, life-long learners?
Investment
Do we make children and their families feel that
we are an extension of their family?
19. Problem Solving Practice
Review the parent survey data and practice
the problem-solving process with your team.
Editor's Notes
Before schools can begin the work of increasing parent/family involvement, it is necessary to define what family involvement means. Strategy: you can use linoit or stixy to have teams post definitions or behaviors we think of when we talk about family involvement.
Is it possible for all families to live up to the definition that we have created for family involvement in our school? Would they define it in the same way? If not, the team will need to consider the need to develop a definition of family involvement that is not only attainable and realistic, but also reflective of the families they serve.
There are many very important benefits of family involvement. These outcomes serve as a reminder to school teams of the value in striving to increase family involvement in their schools. Standards for Parent/Family Involvement Programs:http://www.pta.org/archive_article_details_1118251710359.html
One model of family involvement is Esptein’s Six Types of Family Involvement. This model provides a broad range of approaches to meaningful involvement of families.
For schools implementing PBIS, consider how each of the 6 types of family involvement should be addressed across the continuum of supports offered in the school. Starting with the Universal level, this would include a whole school approach to including families. At the secondary and tertiary level the team can consider how to address each of the six types of family involvement for families involved with the corresponding levels of intervention support. So, what would families of students receiving secondary supports need with regard to communication or parenting skills, etc.? The same would be true for families of students with the highest level of need. How can the school ensure that these families are aware of community agencies and are included in student learning opportunities and decision making. The main idea is that families in our schools might have different needs and different ways of being involved depending upon the level of support being provided for students. Having said that, emphasis should be placed on school-wide approached to family involvement, which includes all families.
Communication is an essential component when considering family involvement. It is important to remember that this is not unilateral communication coming only from the school, rather it is about ensuring the voice of families is solicited and responded to as well. Listening and accepting feedback is essential for schools striving to increase family involvement.
Parenting support is another way that families can be involved with the school. While some families might be resistant to receiving training on parent skills, it can be a great benefit to assist parents in developing skills that they would be most interested in learning more about. Such topics might include, how to talk to you teenager, understanding internet safety, how to help your child with homework, etc. Making sure the topics are relevant and interesting could be a great help. For school-wide teams it is also a great way to include families in PBIS strategies at home by helping families establish corresponding expectations at home (What does Responsible behavior look like at bedtime?). Families could learn how to make their own behavioral matrix to post at home. Parents might also be interested in academic learning opportunities to help them develop skills to assist their children. Having parents indicate the topics of most interest will be important for ensuring the trainings are well-received.
Surveying families will ensure the topics are most relevant to their needs. Be sure to include outside agencies as presenters to increase awareness about community supports/ resources. Offering to establish a parent resource library where information about a variety of topics is available at no cost is a great way to support on-going family learning.
When you prepare parenting training, consider following the steps outlined above.
Involving families in student learning can take place through a variety of creative opportunities. Families need to have the opportunity to learn about the strategies and then have the tools to follow through with their own child.
Volunteering should move beyond the narrow definition of helping in the class or making copies. Soliciting a list of talents and skills from families increases the likelihood that the family member would be more motivated to share their area of expertise at the school. It is essential to offer a variety of times when asking parents/families to volunteer, such as in the evening, weekends, or less often than a regular commitment.
Family members input must be considered in decision making processes. This is more than having a teacher sit on the team who is also a parent. The team must find creative ways to solicit feedback and input in decisions that are being made at the school.
Many PBIS teams already collaborate with community businesses and agencies to support student success. The team should develop a plan for finding ways to include community agencies and establish a way to share information about the community supports with families as well. Having community agencies support the work of the school increases consistency for students.
When families are involved and participate, the team should consider ways to acknowledge and recognize their contribution.
Overall, when beginning the process of exploring family involvement you will need to start by developing a definition that fits the school culture and the vision of the families themselves. You will also need to collect data to determine the areas of need. Be sure to evaluate which families are already represented and which are not, as this will be important for ensuring family involvement efforts match the diversity of your school. Make family involvement efforts a high priority and don’t immediately reject ideas that have not worked in the past. Identify staff who do a great job with establishing family involvement and solicit their strategies. Finally, make sure that staff can incorporate the involvement of families in ways that are meaningful to their efforts to teach students.
Merriam-webster provides the following definition for families. As you read the definition, ask yourself, “Based on this definition, is our school a family?” Perhaps, our efforts to only consider what family means as it related to students and their parents, we might miss the notion that our schools could be a family. Are we not a group of people united by certain convictions or a common affiliation?
If we are a part of a child’s family, do we make children and their families feel that way?