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FAMILIA Families Are Mentors Imp

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					             FAMILIA:
  Families Are Mentors: Improving.
   Learning, Inspiring, Achieving
Bill Baney                               Chuck Smith
Portland State University                Portland State University
Center for Healthy Inclusive Parenting   Early Childhood Training Center
615 SW Harrison                          615 SW Harrison
Portland, OR 97201                       Portland, OR 97201
503.725.4815                             503.725.4815
                                         smithch@pdx.edu
Baneyw@pdx.edu
               Overview
 Provide a structure and template for
 approaching family engagement and
 family skill development in 21st Century
 Community Learning Centers in an
 individualized manner.
                   Goals
 Enhance   grantees‟ ability to engage
 families

 Enhance  grantees‟ ability to facilitate
 family skill development
          Desired Outcomes
 Identificationof individualized actionable
  strategies for family engagement at the
  program level
 Create resource materials and training
  process
 Establish peer cluster groups throughout
  the state
            Who are you?
 Small groups
 Each person will share three things about
  themselves to the group: 2 should be true
  and 1 should be false




      will try to identify which is the false
 Group
 comment
                 Format
            small, large group discussions
 Individual,
 Parent panel
 Reciprocal or complimentary learning
 Celebrate success and program
  enhancement
 Sustainability
   FAMILIA Guiding Principles
 We  believe families are partners of the 21st
  Century Community Learning Centers.
 We value the diversity families bring to 21st
  Century Community Learning Centers.
 We strive to ensure services reflect family
  and community identified focus areas.
 We acknowledge 21st Century Community
  Learning Center Grantees are partners
  with diverse strengths to contribute.
  What are your expectations?
 Please     use worksheet in the binder




 Identify   success story on small note cards
       FAMILIA Framework
 Awareness
 Assessment
 Development
 Implementation
 Evaluation   and Revision
            Actionable Process
   Concepts- Opening Sessions and Case Study

   Strategies- Opening Sessions and Case Study

   Application- Case Study and Cluster Groups

   Sustainability- Cluster Groups and Final Session
    Most accurate predictor of a student’s
    achievement is the extent to which the
          student’s family is able to:
   Create a home environment that encourages
    learning

   Express high (but not unrealistic) expectations
    for their children‟s achievement and future
    careers

   Become involved in their children‟s education at
    school and in the community.

    Notes from Research: Parent Involvement and Student Achievement, San Diego County Office of Education,
    1997.
  Benefits of Engaging Families
Through After School Programming
    Stronger connection: school, community, and program

    Adult Educational Development

    Improved relationship between primary caregiver
     (parent) and child

    Improved after school program implementation /
     outcomes
Harris, E., & Wimer, C, (2004) Engaging with Families in Out of School Learning
Intercultural Center for Research in Education and National Institute on Out of School Time (2005)
EASY
           Working Definitions
 Family


 Engagement


 Community


 Family   Skill Development
                                     Family
 “Society‟s  definition of „family‟ is rapidly
   expanding and has come to include single
   parents, biracial couples, blended families,
   unrelated individuals living cooperatively,
   and homosexual couples, among
   others. Unfortunately, family policy has
   been slow to catch up to changing trends
   in modern lifestyles”

Crawford, J.M. (1999) Journal of Contemporary Human Services
        Family Engagement
   Actively Connected
   “Real” lationship
   Mindset



“Parental engagement is about relationships
  and building a strong school community.”

                     Dr. James Comer, Professor of Child Psychology, Yale University
                  Community
 Geographic


 Self-Identified


 Big   C or little c
Family/Adult Skill Development
 Specificto individual
 Related to the family structure
 Includes but not limited to:
     Life skills
     Parenting skills
     Employment
     Health and Safety
  Family Engagement…Why?
 Who   benefits?
    Children
    Families
    Schools
    After School Programs
    Communities
    Others?
EASY
                 Awareness
 Whatare guiding principles of 21st Century
 Programs in relation to family
 engagement?

     Think about how you view this
    21st Century Community Learning
                 Centers
● A school district, private school, or community-based organization
  using Title IV funds to operate a 21st Century Community Learning
  Center should meaningfully involve parents in the development and
  administration of the center, for example, as members of the site
  council or advisory council that oversees center operation.

● Schools or community-based organizations using Title IV funds to
  operate a 21st Century Community Learning Center must inform
  parents of the services available for students and family members.

● The school or organization also must inform parents about the
  results of evaluations of the center.



(0DE Family Involvement Toolkit)
               Consider
 Addressing   families‟ most critical needs
  may be of great value
 Critical needs seem to be beyond scope of
  program
 Touch stone to the community
 After School Program serves as vehicle for
  families to connect with school
 Engagement increases performance in
  and out of school
  PARTNERING WITH FAMILIES

   Ongoing, collaborative, and purposeful
   working relationships between staff and
   families

1. Knowledge of Your Role with Parents/
   Children/ Families
2. Knowledge of the Plan
3. Purposeful Interaction
    Case Study Exercise: Awareness
 Individually create a list of words or brief phrases
  that describe what your program is and what you
  do (5-10 items)
 As a group, compile the lists on a large sheet.
  Eliminate repeated items. Leave room on the
  left side of the page to create 2 columns
 Read the case study and imagine you are that
  family (consider the parents view and children’s
  view). Discuss and rate how “valuable” each
  item on the list is to the parents and children
  (one column for each group). Use a rating of H=
  High, M= Medium, L= Low.
EASY
                 Assessment
 Key   Points
     Family assets & needs individual/collective

     Program level assessment

     Community capacity and accessibility

     Potential Barriers - (All Levels)
              Assessments Strategies
 Suggestion  Box
 Formal and informal surveys
 Parent forums and/or discussions groups
 Informal Conversation
 Children plan and host family event/activity



Focus on Families: Hard Family Research Project
    Areas of family assets
 Family interests and activities
 Extended family and friends
 Religious, spiritual, or cultural beliefs
 Family values and rules
 Employment and education
 Emotional/psychological well-being
 Physical health and nutrition
 Shelter and safety
 Income/money management
 Family interaction
             Consider:
  Potential Barriers and Strengths
 Logistical


 Cultural


 Psycho-social


 Organizational
Case Study Exercise: Assessment

 Groupswill assess one aspect: Family,
 Program, or Community

 Prepare to present a summary of your
 work to the large group.
Case Study Exercise: Assessment
           Program
   Identify capacities your program has and things
    that you are able to do at this point that are
    helpful in engaging families similar to the one in
    the case study.

   Identify limitations and barriers you and your
    program face in engaging families similar to the
    one in the case study.
Case Study Exercise: Assessment
            Family

 Identify the assets of this family and
  similar families you have worked with in
  the past.

 Identifythe needs of this family and similar
  families you have worked with in the past.
Case Study Exercise: Assessment
          Community
 What types of community resources are
  available that may be relevant to families like the
  one in the case study?
 What types of connections do you have with
  these community resources that might help
  facilitate family engagement?
 What kinds of community resources and
  connections are not available in your area that
  could be valuable to families like the one in the
  case study?
EASY
             Goals Development
                   SMARTI
 Specific
 Measurable
 Attainable
 Relevant
 Timelines
 Individualized
SMARTI Goal Sample- Program Level
Goal- Develop resources to enhance employability skill development
among parents

 S-     Resource development, Employability skills development
 M-     Volume of outreach to families, Number of follow up
         discussions with families, Employment assistance referrals
         made and followed through, Collaborative service
         arrangements with community partners
 A-     Accessibility of resources, Known barriers can be addressed
 R-     Matches expressed family needs, Matches education level of
         families, Consistent with cultural values and norms of families
   T-   Activities are paced to maintain interest, Responsive to the
         other time demands on families
   I-   Direct family input on creating and revising the program goal
     Case Study Exercise: Goals

 Create  a program goal that would be
  relevant to families (particularly the
  parents) similar to the one in the case
  study (you can “fill in the blanks” for any
  specifics not covered in the case study
  description)
 Review your goal to see if passes the
  SMARTI test
EASY
                Implementation
 Key   Points
     Roles and Responsibilities
       • Who is doing what?
       • When to refer out or ask for help?
     Within scope of program
       • Coincide with the program‟s mission/objectives
     When to move to next stage/step
       • Are we there yet? How do you know?
     Integrated into larger family engagement
      system
      Implementation Worksheet
Who is Responsible:_______________

    Task           Who is      What is expected     Timeline   Frequency   Who will
                   involved?   to be done by this                          oversee
                               person?                                     process?
            Implementation Worksheet
                                         Sample
Who is Responsible: Bill

  Task                Who is       What is expected to       Timeline   Frequency      Who will
                      involved?    be done?                                            oversee
                                                                                       process?

  Establish Family    Parents,     Invite parents/family     10/15      Meet           Susan
  Engagement          Family       members to                           Monthly        (Site
  Advisory Group      members,     participate; phone                                  Coordinator)
                      community    calls, letters, pick up
                                   and drop off
  Identify            Parents,     Create interest           10/30      Distribute     Susan
  opportunities for   staff        survey: English,                     weekly;
  family skill                     Spanish, Russian;                    available at
  development                      meet with Advisory                   center
                                   Group for direction
  Establish formal    Linda        Meet to identify areas    10/30      Meet           Susan
  connection with     (school),    for collaboration;                   Monthly
  School Parent       Sam (after   schedule joint activity
  Involvement         school       for families
  Coordinator         program)
            Case Study Exercise:
              Implementation
   Identify action steps your program might take to
    implement the goal created to address the
    needs of families similar to that in the case
    study.

   Which staff members might be responsible for
    the different action steps?

   List the barriers you anticipate in being able to
    implement this goal in your program.
EASY
              Debrief Cluster
 Elements    of Discussion

     Key Ideas

     Supports / Resources

     On-going growth & development
                   Highlight
 Tie   in goals with the 3 identified criteria
     Student Achievement
     Student Attendance
     Family Engagement


Keep the focus within the framework

Internal discussion – roles, resources, scope
       Remember your Partners
 Big    P
      Explicit within the grant
 Little   P
      Some informal or developing based on
       community
 Changes       can be amended
            Evaluations and Revisions
    Methods
           Surveys
               • Staff and Family
           Interviews
               • Formal and Informal
           Communication Logs
               • Points of Contact, Follow Up
           Sign-In Sheets
               • Events, Activities, Volunteer

Adapted from Harvard Family Research Project
      Evaluations and Revisions
 Key      Points
     Evaluation is based on the needs of:
       •   Organization
       •   Funding source
       •   Stakeholders
       •   Children
       •   School
       •   Families
     Qualitative V. Quantitative
     Process V. Content
            Meaningful Indicators
   Process
       How well do we implement our efforts?
       Ex. What are the strategies for getting parent input?
        What is the range of input we are receiving? How are
        we connecting with the school in a way that allows us
        to effectively advocate for a family/child?

   Content
       Benefit to the customer of the efforts and activities
       Ex. Are kids maintaining their school status (not being
        suspended)? Are parents using effective
        communication skills to work within the school system
        to address the needs of their children?
      Evaluations and Revisions
 Revisions
     Evolving environment
       •   People
       •   Resources
       •   Staff
       •   Funds
       •   Context
       •   Is it still relevant?
EASY
Key Program Outcome Evaluation
Criteria for 21st Century Programs
                (outlined by the funder)

   Improved academic achievement by
    participating students (pre and post evaluation
    on targeted academic area)
   Improved school attendance by
    participating students
   Overall academic achievement
    improvement by the school (over 3 years)
      Outcomes Logic Model Application
   Goal        Inputs and    Activities and      Initial Goal        Long Term
               Resources        Outputs          Outcomes            Outcomes
                             Can measure         Measured-           Measured-
                              the process       quantitative        quantitative
                                               and qualitative     and qualitative
SMARTI        Staff         Program          Are the             How does this
qualities     Formal         activities       measurable          contribute to the
               partners      Services by      indicators of the   overall purpose
              Community      partners         goal being          of the program?
               resources     Utilization of
                                               realized?           The outcomes
                              community        The effect of       you are being
                              resources        the efforts         judged on

       Key outcomes logical model question for family engagement in
       21st Century programs:
       What is the connection between family engagement and
       student academic achievement and attendance?
EASY
                 Summary
 Meet families where they are
 Individualized
 Reciprocity
 Evolving process
 Beyond parenting classes
 Work within the scope of your program design
 Impact beyond doors
 Effective family engagement contributes to
  student achievement
 Family engagement is everyone‟s responsibility
EASY
                        On-line Resources
   www.tascorp.org
        The After School Corporation
   www.ed.gov/programs/21stcclc/guidance2003.pdf
        21st Century Community Learning Center
   www.afterschoolalliance.org/
        After School Alliance
   www.gse.harvard.edu/~hfrp/
        Harvard Family Research Project
   www.naaweb.org
        National After School Association
   www.npin.org
        National Parent Involvement Network
   www.niost.org
        National Institute on Out of School Time
   www.csos.jhu.edu/p2000/sixtypes.htm
        Epstein‟s 6 Types of Family Involvement
   www.nwrel.org/ecc/21century/publications/ost_tools.pdf
        Northwest Regional Educational Laboratory

        http://www.ode.state.or.us/search/page/?id=576

				
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