Families and Oregon s 21st Century Community Learning Centers Partnering to Support Children s Learning Success Oregon 21 st Century Community Learning Centers Fall Conference For children s learning to be successful, Expanded Learning Organizations Oregon Parent (ELOs) Information and parents & Resource need Center to work together in close partnership and move beyond information sharing and occasional parental participation in activities and events. Taking this next step will ensure that ELOs are contributing to children s learning in meaningful ways that complement what is taught in schools and other learning settings. Thus, parents and ELOs have a shared responsibility for promoting children s learning. ~ National Conference of State Legislatures Learning Facilitators: Moses Wambalaba Moses.Wambalaba@educationnorthwest.org 503-275-9608 Debbie Ellis Debbie.Ellis@educationnorthwest.org 503-275-9552 From: Education Northwest 101 SW Main #500 Portland, OR 97201 educationnorthwest.org Region X Equity Assistance Center educationnorthwest.org/equity-program
Families and 21st Century Community Learning Centers Partnering to Support Children s Learning Success Workshop for Oregon s 21 st CCLC Fall Conference What does effective "Family Engagement" look like in the elementary years? How does it look different in the middle and high school years? How can parents truly make an impact on academic achievement? Come explore these questions with us and, from our discussions, learn specific strategies and gain tools so that your 21 st CCLC can maximize parents' capabilities, knowledge, and resources for supporting their children s educational success. Session Goals During this session we will explore the latest standards for engaging families as partners in student learning/academic achievement, explore successes and dilemmas related to engaging diverse families during out-of-school time, and exchange best practices for successfully learning from, teaching, and reaching all families. Participants will learn about Playtime is Science a national model for parent involvement in early science education which can be used as a model to adapt your program activities and increase parent engagement in all sorts of learning activities. Participants will walk away with concrete tools and resources for increasing their partnerships and their ability to communicate with and engage all families. Session Agenda AGENDA ITEMS Welcome Introductions Defining Meaningful Family Engagement that Leads to Student Success Playtime is Science and other action oriented ways to engage families and motivate students! Engaging Families Taking Action! Tools and Resources Closing
Research on Engaging Diverse Families Definition of Family Involvement: All activities that parents undertake to help their children learn and do well in school and through life. This inclusive definition takes into account that family engagement takes place at home as well as in school and community settings, and that parents play multiple important roles in their children s education. Students With Involved Parents, No Matter What Their Background, Are More Likely To: Adapt well to school and attend regularly Have better social skills and behavior Earn higher grades and test scores Enroll in higher-level programs Be promoted and earn credits Graduate and go on to higher education Henderson, Anne. T. and Mapp, Karen L., A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, 2002, p. 7.
Re-defining Family Engagement Families play critical roles in student success. They support their children s learning, guide them through a complex school system, advocate for more and improved learning opportunities, and collaborate with educators and community organizations to achieve more effective educational opportunities. Families raise their children in multiple settings and across time, in collaboration with many others. Family engagement is: A shared responsibility in which schools and other community agencies and organizations are committed to engaging families in meaningful and culturally respectful ways, and families are committed to actively supporting their children s learning and development. Continuous across a child s life, spanning from Early Head Start programs to college preparation high schools. Carried out everywhere that children learn at home, in pre-kindergarten programs, in school, in after-school programs, in faith-based institutions, and in community programs and activities. This definition recognizes that family engagement needs to focus on activities that are linked to children s learning at home, at school, and in the community, and to reflect the many different ways in which families, community organizations, and schools engage with and support one another, from encouraging reading at home, to school governance and improvement. This definition also recognizes the role that parents and families play in advocating for educational opportunity and quality. Taken together, this definition supports the creation of family engagement pathways that honor the dynamic, multiple and complementary ways that children learn and grow, from cradle to career. The National Family, School, and Community Engagement Working Group (2009). Redefining Family Engagement in Education. Harvard Family Research Project.
Defining Meaningful Parent Engagement that Leads to Student Success PTA s National Standards for Family-School Partnerships Standard 1: Welcoming all Families into the School Community Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating Effectively Families and school staff engages in regular, meaningful communication about student learning. Standard 3: Supporting Student Success Families and school staff continuously collaborate to support students learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking up for Every Child Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Standard 5: Sharing Power Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with Community Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Kentucky s Standards for Family and Community Involvement Focused on Improving Student Achievement (1) Relationship Building The school staff builds productive, personal relationships with parents of all students. (2) Communications Two-way information in many forms flows regularly between school staff and parents about student s academic achievement and individual needs. (5) Learning Opportunities The school staff ensures that families have multiple opportunities to understand how to support their children s learning. (4) Advocacy For each student, the school staff identifies and supports a parent or other adult who can take personal responsibility for understanding and speaking for that child s learning needs. (3) Decision Making School staff encourages, supports, and expects parents to be involved in school improvement decisions and to monitor and assist improvement. (6) Community Partnerships The school staff engages and partners with community members to plan and implement substantive work to improve student achievement. Epstein s 6 Types of Involvement Type 1: Parenting [Parents] assist schools to better understand families. Type 2: Communicating Conduct effective communications from school-to-home and home-to school about school programs and student progress. Type 1: Parenting Assist families with parenting skills and setting home conditions to support children as students. Type 4: Learning at Home Involve families with their children on homework and other curriculumrelated activities and decisions. Type 5: Decision Making Include families as participants in school decisions, and develop parent leaders and representatives. Type 6: Collaborating with the Community Coordinate resources and services from the community for families, students, and the school, and provide services to the community. Type 3: Volunteering Organize volunteers and audiences to support the school and students. Provide volunteer opportunities in various locations and at various times.
Family Engagement through Diverse Ages and Stages Engaging Parents in Middle and High School Definition of Family Engagement: Parents work with schools and with their children to benefit their children s educational outcomes and future success. (Hill, et.al., 2004) Home-Based Involvement School-Based Involvement Academic Socialization Elementary Years Middle School Years High School Years Involvement Strategies Parental reinforcement of learning at home: Engaging in educational activities at home; creating a learning environment at home (e.g., making educational materials accessible, such as books, newspapers, educational toys); supplementing instruction through involvement and exposure to educationally-based, cognitively stimulating activities and experiences (includes visiting museums, libraries, and other educational venues); providing structure for free time and homework time; providing assistance and clarification with homework; fostering involvement between the school and community agencies; and school support for parenting (i.e., parent training programs). Volunteering and being present at the school: Communications with children about school; active communication and connections between parents and teachers/school personnel; visits to the classroom and interactions with child s teachers; involvement/ participation in school governance; and visits to the school for events (e.g., Parent - Teacher conferences, PTA meetings, open houses, etc.). Communicating parental attitudes about school and expectations for education: Reflecting the value and utility of education; conveying the enjoyment of learning; linking schoolwork to current events/ real world; discussing learning strategies with youth (scaffolding independence around school work and providing additional school work); fostering educational and occupational aspirations; actively making preparations and plans for the future/ post high school; scaffolding adolescents decision-making and problem solving skills; and elucidating linkages between schoolwork and future goals. When the Strategies are Most Effective Within an elementary school context, school-based involvement is associated with children s achievement, because such involvement is likely to include visits to the classroom and interactions with children s teachers. Such interactions and exposure increase parents knowledge about the curriculum, enhance social capital, and increase the effectiveness of involvement at home. Further, interactions between teachers and parents may increase mutual respect and increase teachers perceptions about how much parents value education. Home-based involvement affirms the knowledge and instruction received at school and enhances and encourages motivation. In middle school, school-based involvement has been shown to change from assisting in the classroom to attendance at school activities. This type of involvement is less likely to provide parents with information about pedagogy and classroom context or the opportunity to create mutual respect between parents and teachers. For home-based involvement, by middle school, many parents feel less able to assist with homework or provide activities and experiences that increase their adolescents knowledge or achievement. Also, middle school structures do not support home- and school-based strategies in the same way as in elementary school. By high school, parents have gained experience with supporting more autonomous adolescents and larger, more bureaucratic schools.
Culturally Responsive Standards-Based Teaching Classroom to Community and Back I came to understand that the key to reaching my students and building Oregon community Parent was Information helping students & Resource excavate Center and reflect on their personal experiences, and connecting them to the world of language, literacy, and society. ~ Linda Christensen, Reading, Writing, and Rising Up Schools are not buildings, curriculum and machines. Schools are relationships and interactions among people. ~ David R. Johnson & Frank P. Johnson Culturally Responsive Standards-Based Teaching supports the development of teaching strategies that combine the knowledge, skills, experiences, and cultures of families and community members with high academic standards to enhance learning and increase student engagement. Today's schools and classrooms are more diverse than ever. The ability to welcome, understand, and affirm all students--including their cultural backgrounds--can promote student achievement, and family involvement, and be standards-based. Classroom to Community and Back is a practical guide for infusing students' home, family, and community culture into your classroom, school, or afterschool program.
CRSB Teaching Model School-Family- Community Partnerships In Education CRSB Teaching Standards- Based Practices Culturally Responsive Teaching Practices Academic Rigor Challenging Curriculum Improved Connections with Family and Community Engagement and Motivation in Learning Student Achievement and Youth Success
Culturally Responsive Teaching Culturally responsive teaching infuses family customs as well as community culture and expectations throughout the teaching and learning environment. By providing instruction in a context meaningful to students and in a way that values their culture, knowledge, and experiences, culturally responsive teaching fosters student motivation and engagement. Culturally responsive teaching is built on a foundation of knowledge and understanding of your own and your students family and community culture, which is critical to the process of teaching and learning. Becoming culturally responsive is an ongoing process that evolves as we learn more about ourselves, our world, and other cultures. To become culturally responsive, first look at your own culture, especially if it is part of our country s dominant culture. Have an open mind to what you don t understand; and be ready to learn new ways of looking at and doing things. Adapted From: Classroom to Community & Back: Using Culturally Responsive, Standards-Based Teaching To Strengthen Family and Community Partnerships and Increase Student Achievement, NWREL 2005, http://www.nwrel.org/partnerships/c2cb/c2c.pdf
Connecting Families and Schools: An assessment tool for educators working with culturally and linguistically diverse students. The Countywide Working Group for Latino Success Tools and Resources for Engaging Diverse Families Assessments Resource Title Benefit/Use Internet Address This assessment tool was developed using research based best practices on the importance of family involvement for students for whom English is not their home language; but it is also an excellent measure of whole school family engagement efforts. It can be used as an evaluation measure, as a guide to improving family involvement, and to promote reflection and discussion among staff. Culturally Responsive Standards-Based Teaching: Classroom to community and back. Corwin Press (2011) Successful Family Engagement in the Classroom: What teachers need to know and be able to do to engage families in raising student achievement. Flamboyan Foundation (March 2011) The Power of Partnerships Family Survey. National PTA This publication has multiple assessments that will help educators assess their own cultural backgrounds and determine how this impacts their teaching and the ways they relate with and communicate to their students and their students families. In addition, it provides strategies teachers can use to engage families directly into student learning through their standardsbased curriculum. The Classroom Family Engagement Rubric found with this article can help educators assess their beliefs and mindsets about engaging families, their relationship and communication skills, and their skills and aptitudes for involving families in the education of their child(ren). This assessment tool was designed so families can give input about how their school is doing in involving and engaging parents. It is based around the six national standards established by the National PTA and is available in both English and Spanish. web.multco.us/sites/default/files/sun/docum ents/connectingfamilyandschool.pdf www.corwin.com/books/book234785/revie ws www.hfrp.org/publicationsresources/browse-ourpublications/successful-family-engagementin-the-classroom-what-teachers-need-toknow-and-be-able-to-do-to-engage-familiesin-raising-student-achievement http://www.pta.org/files/power_of_partners hips-survey.pdf (English) http://www.pta.org/files/power_of_partners hips_family_survey_word_format_doc_es.doc (Spanish-Word doc)
Families, Schools, and the Adolescent: Connecting research, policy, and practice. Teachers College Press (August 2009) Tools and Resources for Engaging Diverse Families Standards Resource Title Benefit/Use Internet Address This publication introduces the latest research about store.tcpress.com/0807749958.shtml engaging parents in the middle and high school years. It defines three basic types of involvement strategies and explores which strategies are best for which ages. The Missing Piece of the Proficiency Puzzle: Recommendations for involving families and community in improving student achievement. Kentucky Department of Education (June 2007) National Standards, Goals, and Indicators for Family-School Partnership. National PTA This document introduces six objectives designed to involve families and the community in improving student achievement; including a rubric (pages 18-23) which will help educators assess their current procedures and provide guidance for improving their practices in all six areas. This tool reflects the recent research on engaging diverse families and provides a framework for strengthening parent/family involvement programs. These National Standards shift the focus from what schools should do to involve parents to what parents and schools can do together to support student achievement and lifelong success. Planning http://education.ky.gov/commofed/adv/do cuments/pacthemissingpiecev2.pdf http://www.pta.org/files/national_standards _2.pdf More resources regarding their standards can be found on: http://www.pta.org/programs/content.cfm?it emnumber=3126 Resource Title Benefit/Use Internet Address Alaska Family Engagement Action Plan How one state took the standards above and created action planning steps for each stakeholder. http://www.eed.state.ak.us/familyengagem entplan.pdf Partnerships by Design: Cultivating effective and meaningful school-familycommunity partnerships. Education Northwest (October 2002) This booklet provides easy-to-read information and an efficient planning process for creating effective and meaningful partnerships. This practical, realistic tool contains simple forms, worksheets, and activities that help schools and organizations write their own schoolfamily partnership plan. It also includes "Ideas for Action" - hints, tips, and suggestions for putting the plans into action. educationnorthwest.org/resource/444
Culturally Responsive Standards-Based Teaching: Classroom to community and back. Education Northwest (first edition) Tools and Resources for Engaging Diverse Families Activities Resource Title Benefit/Use Internet Address This link to the first edition has lots of snapshots of http://oregonpirc.org/webfm_send/19 schools and programs doing amazing things to tweak the curriculum to make it more engaging for students and engage family members. Read through some of the examples and see how you might be able to tweak what you are doing to engage families in your program. The publication has lots of planning tools to help you make your ideas a reality. Playtime is Science Educational Equity Concepts, Inc. Playtime Is Science is an innovative parent/child science activity program. The overall goal of the model is to enlarge the potential pool of students who are competent in science and technology to include more girls, children of color, children with disabilities, and children from low-income families. By engaging parents in partnership with schools and community organizations, Playtime Is Science will increase the science literacy of children as well as that of their parents and other adults in their lives. http://www.edequity.org/programs/scienceand-math-programs#22 Sample Activities: http://www.edequity.org/files//playtime%20 is%20science%20sample%20activity.pdf