Family and Community Engagement - PowerPoint Presentation

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Family and Community Engagement

Center on Innovation & ImprovementOffice of Elementary and Secondary EducationU. S. Department of Education

Webinar 1: A Walk Through the HandbookFraming the DiscussionFamilies and LearningSlide2

Welcome!

Download the Handbook free from: www.families-schools.orgOr purchase the published version from:

Information Age Publishingwww.infoagepub.com Slide3

How the Handbook is Organized?

Part I: Framing the DiscussionPart II: Families and LearningPart III: Families and SchoolsPart IV: Checklist of Suggested PracticesSlide4

Why the Handbook?

Bring best research together in one placeAdd the wisdom of many voicesPresent in a straight-forward mannerProvide practical applicationInclude ample references and resourcesLeaven with a dash of reality with vignettesSlide5

The Introduction

Finding the themes that thread through the HandbookWeaving together the varied voices into a symphonyCharging the reader with the task of finding personal meaning and applying it

“The Handbook’s recommendations point to an urgent need to build the capacity of schools, themselves, to effectively reach out to and engage their community and their families.” Helen WestmorelandSlide6

Part I: Framing the Discussion

New Directions for Title IThe School CommunityMaking Data Matter in Family EngagementEngaging Families and Communities in School TurnaroundsSocial, Emotional, and Academic LearningEngaging the Entire CommunitySlide7

New Directions for Title I Family and Community Engagement: Expanding Opportunity from a Tradition of Commitment

Oliver Moles & Arnold Fege

“We need to visualize a much broader concept of education to move beyond “schooling” and into areas of child development and parent empowerment.” Slide8

The School Community:

Working Together for Student Success Sam Redding “A school community rests upon mutual respect, strong relationships, shared responsibility, and focused attention to students’ academic, personal, social, and emotional learning.”Slide9

Making Data Matter in Family Engagement

Heather Weiss & M. Elena Lopez“Families want to know how their child is doing in school so that they can help them at home. They benefit from timely and relevant data on attendance, behavior, and academic progress and performance.”Slide10

Engaging Families and Communities in School Turnarounds: When Students Can’t Wait

Lauren Morando Rhim

“Turnaround efforts require a substantive and long-term engagement of key stakeholders that influence students and the schools they attend. Parents and the broader community are uniquely positioned to advocate for high-quality schools.”Slide11

Social, Emotional, and Academic Learning: Complementary Goals for School-Family Partnerships

Amy Mart, Linda Dusenbury, & Roger P. Weissberg

“Social and emotional competencies develop in dynamic relationship with others as they are practiced, modeled, and reinforced across contexts.”Slide12

Engaging the Entire Community:

The Community Schools’ WayMarty Blank“Partnerships build relationships among schools and other sectors of the community with a vested interest in the well-being of children and families.”Slide13

Pause to Reflect

What struck a chord with you in these Part I chapters? – Jot a couple notes for the discussion later.Slide14

Part II: Families and Learning

Aspiration and ExpectationsSelf-Efficacy: Up to the ChallengeCurriculum of the Home Homework and Study Habits Engaging Families in Reading Reading and Literacy

College and Career ReadinessSlide15

Aspiration and Expectations:

Providing Pathways to Tomorrow William Jeynes

“Myriad studies now confirm that high parental expectations of their children as expressed in their behavior, attitudes, and communication are associated with higher scholastic outcomes among children in school. To the degree that educators foster these expectations, American children can flourish.”Slide16

Self-Efficacy:

Up to the ChallengeKathleen Hoover-Dempsey“Self-efficacy is central to understanding how individuals make decisions about the kinds of activities they will undertake in various domains of their lives. For parents, decisions about the activities they will engage in supporting their students’ school learning are among the most important that they make.” Slide17

Curriculum of the HomeHerbert J. Walberg

“The first six years of life and the ‘curriculum of the home’ may be decisive influences on academic learning. These effects appear pervasive in school learning, including the development of reading comprehension and verbal literacy. Therefore, reaching out to families to encourage academically constructive child practices is time well spent.”Slide18

Homework and Study Habits

Lee Shumow “Anecdotal reports regularly appear in mass media describing homework with war metaphors. To the contrary, one recent study found that, when adolescents were doing homework with their parents, they enjoyed it more than when alone and concentrated better than with peers.” Slide19

Engaging Families in ReadingHolly

Kreider “Research clearly points to third grade as a watershed moment in children’s education. Third grade reading fluency is highly predictive of children’s long-term school success, including high school performance and college enrollment. Parents and other primary caregivers are instrumental in fostering language, reading, and literacy skills so essential for school success”Slide20

Reading and LiteracyDiana Hiatt-Michael

“Reading and literacy are the heart of the educational process. Parents affect children’s interest and reading ability in a number of ways. Parental expectations, speaking and reading to children, number of books in the home, parental interest in written and oral communication, parental knowledge of language arts development, and parental enjoyment of reading foster student achievement in reading.” Slide21

College and Career Readiness

Mary R. Waters and John Mark Williams“When classroom time has no relevance to the students’ legitimate aspirations, the resulting disengagement makes them casualties of the educational system. “Slide22

Pause to Reflect

What struck a chord with you in these Part II chapters on Families and Learning? – Jot a couple notes for the discussion later.Slide23

The Vignettes

Jessica, by William JeynesAnnabelle, by Marilyn MurphyTyler, by Lee

ShumowXiomara, by Georganne Morin and Holly Kreider Alicia, by Diana Hiatt-Michael Slide24

Discussion

What struck a chord with you in Parts I and II, and how does it relate to your role?What question do you have that one of the webinar participants or facilitators might be able to answer?