Goals of this Session • Examine beliefs about parent/family involvement in schools • Identify barriers to parent/family involvement • Review key research findings • Identify keys to effective parent/family involvement
A critical component of SW-PBIS is……….. the selection and involvement of relevant stakeholders, especially families, in actively planning, implementing, and evaluating the supports provided. (Carr et. Al 2002)
Think about this…………….. • Family and parent will be used interchangeably. • Parent can also mean a primary caregiver, such as grandparent, aunt, uncle, neighbor, etc. • Therefore, the term family is more inclusive or representative of who might be filling a parent’s role.
Thinking about Parent Involvement.......... From a child’s perspective
Thinking about Parent Involvement…….. From a parent’s perspective
Thinking about Parent Involvement……… From an educator’s perspective
“ Understanding that family involvement may mean different things to different people can help both teachers and family members avoid misunderstandings and negative stereotyped assumptions.” School, Family, & Community Connections, National Center for Family and Community Schools, Annual synthesis 2003
Definition • Having a clear definition of parent/family involvement that is shared by all PBIS stakeholders is critical to the success of parent/family involvement.
Beliefs and Values • Examining your beliefs and values as they relate to working with families is a key factor that impacts the quality and success of involvement efforts.
Activity • Name one thing you believe about families today. • What do you believe is the key to effective family involvement? • What do you see as a barrier to effective family involvement?
Continued……. • What is one of the biggest challenges facing families you work with today? • Finish this statement “ Effective family involvement is based on . . . “
Not only is it important to know what you believe about parent/family involvement, it is equally important to consider what research says about the benefit of parent/family involvement. Consider the following. . .
…….. Be promoted, pass their classes and earn credits
……….Have better social skills and improved behavior
Parent/family involvement programs that are effective in engaging diverse families recognize cultural and class differences, address needs and build on strengths. Scribner, Young & Pedroza (1999), Chrispeels & Rivero (2000), Lopez (2001)
Families of all cultural backgrounds, education, and income levels can, and often do, have a positive influence on their children’s learning. Ho Sui-Chu & Willms (1996), Shaver & Walls (1998), Clark (1993)
Parent/family and community involvement that is linked to student learning has a greater effect on achievement than more general forms of involvement. Invernizzi, Rosemary, Richards & Richards (1997), Dryfoos (2000), Clark (2002)
Effective Connections embrace a philosophy of partnership where power is shared--- the responsibility for children’s educational development is a collaborative enterprise among parents, school staff, and community members. Wang, Oates & Weishew (1997), Smrekar et al (2001), Moore (1998)
Welcoming • Families are made to feel at home, comfortable, and a part of the school community.
Honoring • Family members are respected, validated and affirmed for any type of involvement or contribution they make.
Connecting • School staff and families put children at the center, and connect on education issues of common interest, designed to improve educational opportunities for the children.
From this point on………………………. • Continue to examine and revisit your team’s beliefs about family involvement • Remember the keys to effective involvement: Welcome families and community Honor families and community Connect with families and community
Review and continue to…………… • Identify strengths in your school related to family involvement • Identify barriers to family involvement • Identify 1 or 2 “next steps” to address family involvement