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Family Engagement: Let’s FACE it! Principles for Designing Effective Family and Community Engagement (FACE) Programs

www.laspdg.org. Family Engagement: Let’s FACE it! Principles for Designing Effective Family and Community Engagement (FACE) Programs. Presented by La Tefy G. Schoen, Ph.D . WELCOME On behalf of the Louisiana State Personnel Development Grant,

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Family Engagement: Let’s FACE it! Principles for Designing Effective Family and Community Engagement (FACE) Programs

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  1. www.laspdg.org Family Engagement:Let’s FACE it! Principles for Designing Effective Family and Community Engagement (FACE) Programs Presented by La Tefy G. Schoen, Ph.D.

  2. WELCOME On behalf of the Louisiana State Personnel Development Grant, I would like to welcome you to today’s webinar “FACE it! This is Part I in a series on effective Family and Community Engagement. My name is Dr. La Tefy Schoen and I am an educational consultant with Learning Innovations Educational Consultants in Baton Rouge. Considerations: *This webinar is being recorded and will be available for viewing at www.laspdg.org *To download the materials for today, you can click on the files in the file share pod on your screen and save them to your computer Questions & Comments: If you need to ask a question, please use the Chat Pod or Q & A Pod on your screen

  3. Please use your chat pod if you have questions related to this presentation. If time permits, we will answer them, during the webinar. If your question is not answered please email us after the webinar. • Content-related questions -Latefy@schoencpa.com • LaSPDG grant-related questions - Melanie Lemoinelemoinem@lsu.edu Questions?

  4. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

  5. At this time, EVERYONE please use your chat pod and type: • your first and lastname • district/LEA that you are representing • If you are in the room with others from your district, please identify those participants as well Roll Call

  6. POLL – participant roles Please select your role: • District level supervisor/coordinator • School level administrator • Special education teacher • Regular education/inclusion teacher • Other Please share with us the type of work you perform

  7. Purpose of this FACE it! Series:Webinar #1 (Concept)1. Introduce a research-based framework for effective FACE Programs – “SET for Success”2. Examine our current practicesWebinar #2 – 11/1/12 (Application)3. USE “SET for Success” framework todevelop/adapt FACE practices likely to have the greatest impact on student academic success Webinars #3 &4 – archived (Context Specific Strategies)4. Discuss specific strategies shown to be effective for various age groupsa. preschool & elementary b. middle & high school

  8. Over the past 2 decades… study after study has identified strongFamily and Community Engagement (FACE) as a component of:high performing schools improving schools -Mayer, Mullens, & Moore, 2000 -Charles A. Dana Center, 1999

  9. In response to the strong research base, most federal education programs for at risk and special needs students (ESEA/NCLB, IDEA)require that schools partner with families to better serve students’ needs. However, providing a few “parent involvement activities” does not constitute a partnership, nor an effective Family Engagement Program

  10. StructureExpectationsTrustFor Success! The Building Blocks of an effective FACE Program

  11. SET For Success Framework Two decades of research on FACE inform us that when ALL 3 COMPONENTS are in place …an effective home/school partnership emerges that positively impacts student learning!

  12. SET For Success framework… simple research-based principles that educators can use to create a program that meaningfully engages families and increases effectiveness of their work with students NOT a COOK BOOK Style How-to guide

  13. STRUCTURE Programs Policies Procedures Scheduling of TIME • Structure is important – it’s the “bones” of your FACE Program • Formalize your FACE Programs • Outline of FACE Program Policies, Procedures & School Contacts in writing • Publish in handbooks, newsletters, notes home, on websites and posters etc… • Allocate adequate time • Provide training for ALL staff (even non-instructional personnel)

  14. A common mistake schools make is to focus exclusively on structure and overlook establishing trust and setting expectations for family engagement. STRUCTURE is what we commonly think of when we think of programs…The Detailswhowhat whenwherehow to This leads to ineffective practices and programs.

  15. WE will discuss Structure more in the webinar #2 – complete the Professional Reflections Log / questionnaire before webinar 2 This questionnaire will help you analyze and describe the structure of your existing family engagement program These components can make or break your FACE program ! …even one with an excellent structure Today we’ll focus on the less tangible components of FACE programs

  16. What concept, in a parent’s mind, most strongly and consistently impacts… • whetherthey choose to be involved • and how they choose to be involved in school? CHAT PODWhy do parents become involved in their child’s school?

  17. Answer: Their Perception of their ROLE as a parent in this school Q: The strongest influence on whether parents become involved and how parents become involved in school is…

  18. Influences on Concepts of ROLE in parents MY role as parent at this school High Quality School FACE Programs impact these areas! -Sandler, 1997

  19. Once parents decide to be involved • Choices about HOW they choose to be involved are impacted by: • Perceptions of their own skills and possible contributions • Feeling welcome or that their actions are valued • Other demands on their time & energy • SPECIFIC invitations from school and suggestions from teachers • Perceptions of EXPECTATIONS from the school and other parents

  20. EXPECTATIONSin FACE Programs

  21. Expectations has to do with school culture. It involves how families of our students think about us as a school. Expectations

  22. Establish Expectations Expectations in family members Family & Community PERCEPTIONS Matter … What do school staff expect parents/community partners to do? What would I actually be doing? How often? Do I feel prepared for this? Are there concrete, well defined tasks, programs, processes for me to get involved in? Will my efforts will make a difference? How much time or effort it will require? Do other parents and community partners participate? Parent/student point of view: Put yourself in their place . Consider how THEY see the school and what it wants from them.

  23. Parents’ Expectations are influenced by what they See/hear and experience

  24. Consider the norms in your schools and districts. T Do teachers’ actions routinely communicate that they value family involvement in school? parents as partners To what extent do teachers think of parents as paDo teachers routinely communicate rtners

  25. Expectations How do we create the mindset in parents that …Their assistance is wanted by school faculty Their input is valuedTheir role is crucial to their child’s success CHAT RESPONSES Now

  26. Expectations • State the school’s position that ALL parents are valued as partners in helping their child learn – regardless of home language, religion, marital status, custody arrangements, race, culture, income, work type, schedule or any other circumstance • State it more than once, in more than one way • Define for parents what they can do to help their child – be concrete • Provide good examples; demonstrate what you want • Do not limit “engagement” to only things parents do at school • Invite /encourage /remind parents to assist regularly • Ask for help on specific projects • Create a checklist with variety of standing things a parent can do to help that includes both at-home and at-school activities • Honor parents’ contributions – acknowledge publicly • Create a space for parents to work at school where they feel welcome and comfortable • Provide access to school resources, such as computers, art supplies at times when parents can work with their child on school-related activities (for example: after-school workroom hours) • Provide training for parents in tasks they can perform • Provide materials /resources that parents can use independently • Say Thank You! – personally – not a form letter. Creating Expectations for Positive and Effective Family Engagement

  27. POLL What is one of the most common ways schools learn about perceptions of families? • Monitor the gossip mill • Discuss it with parents at open house • Exit interviews • Parent Surveys

  28. Expectations D. Surveys are one of the best way to find out how families perceive the school and its expectations for families CAUTION: BE RESPONSIVE & INCLUSIVE Do not survey parents then NOT use the results. THIS SENDS THE MESSAGE YOU ARE JUST GOING THRU THE MOTIONS! ALSO – efforts should be made to be INCLUSIVE of special needs & home culture !

  29. TRUSTING Relationships in FACE Programs

  30. The quality of teacher-parent relationships was the best predictor of the degree of school improvement- Payne & Kaba, 2001

  31. “When programs & initiatives focus on buildingtrusting relationships among school staff and families…they are effective in creating & sustaining connections with the school.”-Mapp, 2002

  32. Parents are much more likely to fully engage in school activities when they know & trust teachers. And kids SUCEED!

  33. Build People do not engage with people they do not trust! Questions impacting parent decisions to be actively involved in their child’s school: Trust How well do I know the school staff/other parents? Do they know me by name/sight? Do I feel accepted, welcomed and appreciated? Are they sincere when they say they want help from families/community members? Does the school staff value my time, ideas, efforts? Will they show me/teach me everything I need to know to be successful with the tasks they want me to perform? Will my efforts be accepted, even if I am not sure at first how to do this? Do they really care whether or not this gets done- is it important? Relationships matter!

  34. Build Trust hinges on personal relationships Trust Rule 1 Teachers must get to know parents Rule 2 Teachers must convince parents that they really care about their child and WANT them to succeed Rule 3 Parents must believe that teachers or “school people” respect them and would never embarrass or humiliate them or their child intentionally

  35. In Title I schools, in WV, standardized test scores rose 40% higher in schools that reported strong parent outreach programs.-Shaver & Walls, 1998 PARENT OUTREACH • Direct contact one-on-one contact with parents by a teacher • providing specific personalized instructions • Regular contact • Positive feedback • Specific invitations issued

  36. When teachers contact parents directly, parents are more likely to: • Talk about school more frequently • Discuss college and/or employment plans • Assist with homework • Network with other parents to help their child • Attend parent meetings & functions • Volunteer at school An excellent way to engage parents in the activities that make the most difference for students is to have a strong direct outreach program where teachers call regularly – regardless of any problems.

  37. How can we encourage greater family engagement? ProvideStructure to your program EstablishExpectations BuilTrust

  38. PROFESSIONAL REFLECTION Are weSETfor Success ? Begin THE PROFESSIONAL REFLECTION LogComplete one set of entriesBEFORE THE NEXT WEBINARThis is the first step toward building a stronger FACE Program

  39. StructureExpectationsTrustFor Success!

  40. Studies in this presentation are summarized in A New Wave of Evidence: The Impact of School Family, and Community Connections on Student Achievement. (2002) by Anne Henderson & Karen Mapp. For a full bibliography or for consulting services please contact: Dr. La Tefy Schoen www.Learning-innovations.com or Latefy@schoencpa.com

  41. www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

  42. Questions? • Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not please email questions to contacts below) • After this webinar, you may email any content-related questions to La Tefy Schoen Latefy@schoencpa.com • You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

  43. We Want Your Feedback! • We are going to open a brief survey on your screen for you to offer feedback now • When you are finished, you may exit out of the webinar • If you would prefer to offer feedback at a later time, please do so at http://www.surveymonkey.com/s/fewebinar • Thank you!

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