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BALTIMORE COUNTY PUBLIC SCHOOLS FAMILY- SCHOOL COLLABORATION MODEL: WORKING WITH VULNERABLE HOMELESS STUDENTS. VICTORIA COFIELD-ABER, LCSW-C JOANNA DURHAM, LCSW-C TANEKA HAMOND,LCSW-C . NATIONAL ASSOCIATION FOR THE EDUCATION OF HOMELESS CHILDREN AND YOUTH NOVEMBER 7, 2011. OBJECTIVES.

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slide1

BALTIMORE COUNTY PUBLIC SCHOOLS

FAMILY- SCHOOL COLLABORATION MODEL: WORKING WITH VULNERABLE HOMELESS STUDENTS

VICTORIA COFIELD-ABER, LCSW-C

JOANNA DURHAM, LCSW-C

TANEKA HAMOND,LCSW-C

NATIONAL ASSOCIATION FOR THE EDUCATION OF HOMELESS CHILDREN AND YOUTH

NOVEMBER 7, 2011

objectives
OBJECTIVES

By the end of this session participants will be able to:

Identify student engagement for youth experiencing homelessness.

Compare and contrast levels of student-parent engagement in the educational program.

Apply techniques to build and sustain engagement strategies.

awareness activity
AWARENESS ACTIVITY

Awareness of diversity among individuals experiencing homelessness.

Answer questions independently.

Share answers with your group.

myth or fact activity
MYTH OR FACT ACTIVITY

Families of color are over represented in the homeless population nationally.

42% of children experiencing homelessness are under age six.

Homelessness is a largely urban phenomenon.

As the recession continues to grow, working and middle-class Americans have been forced into shelters, motel rooms, and tents.

baltimore county public schools
BALTIMORE COUNTY PUBLIC SCHOOLS
  • 23rd largest school system in the U.S.
  • 3rd largest district in Maryland
  • 108,600 Students
  • 17,000 Employees
  • 8,200 Teachers
some things to ponder
SOME THINGS TO PONDER

What differences do you see in communicating with families experiencing homelessness and those who are not?

What are the reasons for the differences?

What are the challenges?

understanding
UNDERSTANDING
  • McKinney Vento Act
  • Free lunch
  • Free school supplies
  • Continue at same school if transportation feasible
  • Attend special programs and after school activities
  • Receive needed services as all other students
needs assessment
NEEDS ASSESSMENT

Answers Questions

Who are the stakeholders?

What are the expectations?

Why are the findings important?

examples of needs assessment
EXAMPLES OF NEEDS ASSESSMENT

Focus Groups

Key Informant Interviews

Mailed Surveys

Phone Surveys

In-Person Surveys

strengths based assessment
STRENGTHS-BASED ASSESSMENT

This bank of questions can be especially useful when families feel pressured or embarrassed by their life challenges.

Choose questions carefully and keep the wording simple.

parent education in homeless shelters
PARENT EDUCATION IN HOMELESS SHELTERS

Group sessions provide information in four areas:

  • Academic
  • Social
  • Behavioral
  • Emotional

Goal for parent sessions:

  • To improve relationships between parents and school to support students learning
home school collaboration group parent education
HOME-SCHOOL COLLABORATION GROUPPARENT EDUCATION

SESSION ONE:

FAMILY ORIENTATION

home school collaboration group parent education1
HOME-SCHOOL COLLABORATION GROUPPARENT EDUCATION

SESSION TWO:

MAINTAINING A POSITIVE ATTITUDE

home school collaboration group parent education2
HOME-SCHOOL COLLABORATION GROUPPARENT EDUCATION

SESSION THREE:

DEVELOPING RELATIONSHIPS

home school collaboration group parent education3
HOME-SCHOOL COLLABORATION GROUPPARENT EDUCATION

SESSION FOUR:

COMMUNICATION TECHNIQUES

outcomes
OUTCOMES

Dictionaries

Book drive

Read aloud

process for students in transition
PROCESS FOR STUDENTS IN TRANSITION
  • Establish a contact person for students in transition.
  • Coordinate services needed for families.
  • Contact appropriate staff and agencies as needed.
school administrators
SCHOOL ADMINISTRATORS

Meet monthly with school administrators for consultation.

Give recommendations, implement and review plans.

school staff
SCHOOL STAFF

Facilitate yearly staff development

Continue ongoing communication with contact person.

Provide information on services available to highly mobile student population.

shelter staff
SHELTER STAFF

Meet bi-monthly for consultation and updates on families.

Plan programs and schedule activities

Give recommendations, implement and review plans.

literacy drive in homeless shelters
LITERACY DRIVE IN HOMELESS SHELTERS

Thematic topics

    • Living your dreams
    • Love and resilience
    • Achievement
    • Go green
  • 270 parents and children participated.
  • Survey showed parents and children were motivated to read more often.
slide34

Read Aloud Survey

  • Read Aloud Evaluation Tool
  • 1. The book was easy to understand.
  • Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
  • 2. I would like to do this again.
  • Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
  • 3. I would like more time for this activity.
  • Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
  • 4. I would like less time to complete this activity.
  • Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
  • 5. I enjoyed the reading activity.
  • Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
  • 6. The activity makes me want to read more.
  • Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
what the research says
WHAT THE RESEARCH SAYS

Read Alouds can increase receptive vocabulary

(Senechal & Camell, 1993).

Read Alouds and discussion of the text assist with discovery of word meaning .

Discussions with peers and teachers are found to enhance knowledge.

Read Alouds improve students vocabulary and comprehension (Adams, 1990).

Read Alouds help to improve abstract thinking, story structure, organization, and predictions.

thinking and learning
THINKING AND LEARNING

Highly dependent on mood and emotional state (Jensen, 2008).

Interaction of cognition and emotion important for educators to understand.

Educators must engage students mind, body, and emotions (Jensen, 2008).

emotions thinking learning
EMOTIONS, THINKING, LEARNING

Foster positive emotional climate

Cognitive beliefs shape self-concept

Positive emotions enhance higher order thinking

Soft music shown to create relaxation and mental alertness (Hardiman, 2003).

reading comprehension
READING COMPREHENSION

Peer led literature discussion groups contribute to reading engagement and motivation

Construct meaning through discussion during reading

Ability to think metacognitively about comprehension processes (Bearn and Clark, 2008)

how can you use this information
HOW CAN YOU USE THIS INFORMATION?

What will you take with you?

Faces of homelessness change each year.

Caring, Communication, and Collaboration

references
REFERENCES

America’s youngest outcast: state report card on child homelessness. Newton, MA: Author National center of Family Homelessness, 2009.

Bearne, J. & Clark, K. (2008). Focusing literature discussion groups on comprehension strategies. The Reading Teacher, 62(1), 74-79.

Constable, R. (2006). School Social Work: Practice, Policy, and Research.

references1
REFERENCES

Hardiman, M. (2003). Connecting brain research with effective teaching: The brain based teaching model.

Jensen, E. (2008). Brain-based learning: The new paradigm of teaching.

Jozefowicz-Simbeni, D and Israel, Nathaniel (2006) Services to Homeless StudentsandFamilies. Children and Schools,28,35-43.

references2
REFERENCES

Music For Relaxation, VOL. 4 (1992). Decca Record Company Limited, London.

National Association for the Education of Homeless Children and Youth, website, The Economic Crisis Hits www.familyhomelessness.org