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Session 1: Supporting Effective Family Engagement
Transcript of Session 1: Supporting Effective Family Engagement
1.To equip SST and ESC staff members to work with local LEAs and schools to implement effective family engagement practices.
2.Provide a foundation in current research in family engagement
3.Provide tools and activities for addressing attitudes and values associated with family engagement.
4.Provide tools to use with district and building teams for planning family engagement strategies and action steps.
5.Familiarize you with the Ohio Department of Education’s Framework for Family, School and Community Partnerships (FSCP) for use with districts and schools
6.Build your capacity to use the FSCP processes and tools as a part of the Ohio Improvement Process to support District Leadership Teams’ and Building Leadership Teams’ development of effective family engagement systems and practices.
What is family engagement?
How family engagement works to improve student performance
Yep, students still benefit from parental involvement
Wartmand and Savage (2008)
Students still listen to parents - generation gap is getting smaller as students and parents maintain closer contact
Parents strong partners for school on issues such as mental health, drinking, economic practices....
Students who stay in contact with parents often follow advice, are more satisfied with college and are more involved in activities
Hoover-Dempsey and Sandler
For low achieving students, more intrusive help from mothers led to more failure
For average achievers the effect was less
For high achievers, more intrusive help from mothers led to more success
Parents of adolescents should take a less direct, supportive role when it comes to their students work.
Parenting - communication
1. Parenting: the values and attitudes parents have that affects how they raise their children
2. Home-School relationships: the relationship of the school to the family - formal and informal connections
3. Parents' emphasis on learning.
You Gotta Wanna:
Changing Attitudes of Schools
What type of school do you have?
Evanthia N. Patrikakou,September 2004
The further in school parents believed their adolescents would go, the higher the adolescents' academic achievement.
Parent Expectations => Student Perception of Parent Expectations => Student Expectations => Achievement
The further in school parents believed their adolescents would go, the clearer the adolescents' perception of such expectations, the higher their own academic expectations, the higher their academic achievement.
Parent Expectations => Perception of Parent Expectations => Time Spent on Homework => Achievement
The further in school parents believed their adolescents would go, the clearer the adolescents' perception of such expectations, the more time they spent on homework, the higher their academic achievement.
In agreement with findings from other studies (Catsambis, 2001), high educational expectations constitute a powerful way through which parents can encourage continuously the educational attainments of their adolescents in high school and beyond.
National School, Family and Community Engagement Working Group, 2009
Harvard Family Research Project
The involvement of parents and families in schools is often cited as one of the most important ways to improve education. High levels of parental involvement correlate with:
improved academic performance(Jeynes, 2001, Muller, 1998, Shaver & Walls, 1998)
higher test scores (Epstein, 1991)
more positive attitudes toward school
fewer placements in special education
lower dropout rates
fewer suspensions (The School Community Journal, 2008, Vol. 18, No. 2, p.53).
study skills and homework completion rates (Clark, 1993, Hoover-Dempsey et al., 2001)
school attendance rates (Sheldon & Epstein, 2004)
attitudes to school (Kellagahen et al., 1993)
emotional growth, self-esteem and behaviour (Brown, 1989, Hickman et al., 1995)
confidence & competence (Hoover-Dempsey et al., 1987)
involvement with curriculum (Gonzalez et al., 1995, Moll, 1992)
pupil-oriented teaching (Hoover-Dempsey et al., 2002)
teaching performance (Christenson, 1995)
job satisfaction (Christenson & Cleary, 1990)
relations with community (Coleman, 1991)
communication with children, parenting skills (Brown, 1989,Becher, 1984)
contacts and communication with educators, school involvement (Hoover-Dempsey & Sandler, 1997)
understanding of school work and attitudes to school (Brown, 1989, Epstein, 1986)
homework involvement (Epstein, 1995)
effectiveness ratings (Christenson & Sheridan, 2001)
school program (Christenson & Sheridan, 2001)
collaborative & caring in nature when working with community (Coleman, 1991, Henry, 1996, Noddings, 1992)
Strengths of Families
If a teacher views a family as dysfunctional or thinks the family does not value education, how will that effect how the teacher interacts with the family?
Narrow definitions are a problem - work with schools to expand their definition of parent involvement
Parent training to help with homework benefited students
Students benefit from enjoyable homework
Parents' positive attitudes toward homework benefited student performance
We must have the will and the skill.
Discussing future plans
Understanding courses/class requirements
2.Communicating with Families
4.Supportive Learning Environments
5.Leadership and Participation
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.
Effective Strategies Are...
Results-oriented - linked to outcomes
Family-centered & strength-based
Preventative and proactive
Readiness and fit
Adequate leadership and support
Shared ownership: parents have say
Home learning priority
Positive relationships are fostered
Well trained staff
Meaningful, enjoyable & engaging
Respond to basic needs
Build Social support/mutual support
Learning and skill development
Speaking English at home
Conversing with child
Developing trust with educators
Transitioning child to school
Barriers to Parental Involvement