“No! I don’t want to get involved!”

“No! I don’t want to get involved!” Overcoming barriers to parent engagement Data compiled by Susan Hamann; President-Elect, Oregon PTA Presented by Oregon PTA’s Executive Director, Carol Wire

Agenda • What is parent engagement and why is it important? • What are the challenges and barriers related to parent engagement? • How can I help parents at my site overcome these barriers? Oregon PTA www.oregonpta.org 503.234.3928

4 versions of partnership Review the four versions of Family-School Partnerships • Partnership School • Open-Door School • Come-if-We-Call School • Fortress School Follow the instructions on the rubric and score your site. • Where does your school fit? • Where does your program fit? • Is there a difference? • Share your results with your table mates. Source: Beyond the Bake Sale—The Essential Guide to Family-School Partnerships (2006) Oregon PTA www.oregonpta.org 503.234.3928

Why engage families? Boost grades and test scores Improve attendance Foster positive social skills Increase graduation rates and increase higher education attainment Improved relationships between parents and kids Improved outcomes for after school programs Source: Focus on Families! How to Build and Support Family-Centered Practices in After School. Harvard Family Research Project Build the Out-of-School Time Network (BOSTnet). 2006 Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Parenting: Helps all families establish environments to support children as students • Aligns with PTA Standard for Family-School Partnerships (#3) • Supporting Student Success: Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Sources: Joyce L. Epstein, Ph.D., et. al., Partnership Center for the Social Organization of Schools Ready, Set, Lead! PTA National Standards for Family-School Partnerships. 2009. Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Parenting: Helps all families establish environments to support children as students • Barriers and Challenges • Information is not accessible to all families • Translation and interpretation services are an added cost • Information may be too academic • Parent education opportunities should be linked to student success • A family’s financial situation may not support the home environments being promoted • Can they afford fresh, healthy food? • Parents work in the evening (can’t be there to help with homework) Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Parenting: Helps all families establish environments to support children as students • Ideas: • Offer parent education opportunities • Parenting, language, healthy living, helping with homework • GED, literacy, college credit • Neighborhood meetings that help parents understand school • Offer parent/teacher conference success tips • Offer parent involvement ideas to the community • Newsletter articles • Signs at site • Local newspaper Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Parenting: Helps all families establish environments to support children as students • Outcomes for kids • Increased respect for parents • Higher self-esteem • Better health • Students feel supported at home Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Communicating: Design effective school-to-home and home-to-school communications about school programs and children’s progress. • Aligns with PTA Standard for Family-School Partnerships (#2) • Families and school staff engage in regular, two-way, meaningful communication about student learning. Sources: Joyce L. Epstein, Ph.D., et. al., Partnership Center for the Social Organization of Schools Ready, Set, Lead! PTA National Standards for Family-School Partnerships. 2009 Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Communicating: Design effective school-to-home and home-to-school communications about school programs and children’s progress. • Barriers and Challenges: • Language – non-English speaking families • Translation and interpretation are an added cost to programs • Information sent home is: • Unclear • Too academic, full of teacher-ese and acronyms • Frequent communication adds to the work load of staff Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Communicating: Design effective school-to-home and home-to-school communications about school programs and children’s progress. • Ideas • Assist with parent teacher conferences • Find translation and interpretation services • Communicate frequently and consistently • Sponsor events that reach all parents • Events should allow staff and parents to mingle • Provide a calendar of school events Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Communicating: Design effective school-to-home and home-to-school communications about school programs and children’s progress. • Outcome for kids • Understanding of their own progress • Understanding of school policies • Informed decision making • Awareness of role in communication • Students as messengers of information • Back pack mail Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Volunteering: Recruit and organize parent help and support • ARTICLE: “It’s O.K. to Skip That Bake Sale” By Bruce Feiler • Barriers and challenges • Encouraging all families to participate • Scheduling • Working parents, parents with really little kids • Training volunteers for specific tasks • Matching talents with needs of the program • School culture may not support parent volunteers • Article: “A New Breed of Volunteer Calls for a New Volunteer Culture” by Thomas McKee http://www.ptaourchildren.org/ourchildren/20120809#pg1 • School climate survey Sources: Joyce L. Epstein, Ph.D., et. al., Partnership Center for the Social Organization of Schools Beyond the Bake Sale—The Essential Guide to Family-School Partnerships (2006) Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Volunteering: Recruit and organize parent help and support • Ideas • Recruit widely • Address school culture • Create a community room for: • Volunteer work • Meetings • Family resources • Organize volunteers • Create schedules • Offer specific tasks Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Volunteering: Recruit and organize parent help and support • Outcomes for kids: • Builds communication skills between children and adults • Targeted attention from volunteers builds skills • Increased awareness of talents in the community • Future occupations, hobbies Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Learning at Home: Provide information and ideas to help students at home with homework and other curriculum related activities, decisions and planning. • Aligns with PTA Standard for Family-School Partnerships (#3) • Supporting Student Success: Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Sources: Joyce L. Epstein, Ph.D., et. al., Partnership Center for the Social Organization of Schools Ready, Set, Lead! PTA National Standards for Family-School Partnerships. 2009. Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Learning at Home: Provide information and ideas to help students at home with homework and other curriculum related activities, decisions and planning. • Barriers and Challenges • Leaving the responsibility to students to communicate HW expectation, deadline and decisions • Involving families in curriculum related decisions • Language barrier • parents may feel uncomfortable helping kids with homework • Parents may dislike/distrust academic world • Parent time • Poverty stress, multiple children, multiple jobs or difficult working hours Oregon PTA www.oregonpta.org 503.234.3928

Group Discussion • Parents without adequate resources often feel overwhelmed. Families suffering from economic stress must address their own needs for food, clothing, and shelter before they can see clear to become more involved in their children’s education. • Brainstorm some strategies with a neighbor. Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Learning at Home: Provide information and ideas to help students at home with homework and other curriculum related activities, decisions and planning. • Survey: How closely is your school’s parent involvement program linked to student learning? • Ideas • Accessible information for parents • Policies, guidelines, expectations, how to help with HW • HW schedules • Academic family activities at school • Goal setting, college planning • Open staff development to parents Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Learning at Home: Provide information and ideas to help students at home with homework and other curriculum related activities, decisions and planning. • Outcomes for kids • Gains in skills and abilities linked to homework • Higher grades due to homework completion • Higher self-esteem as a learner • Kids feel supported at home • Parent and school present a united front Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Decision Making: Include parents in school decisions, developing parent leaders and representatives • Aligns with PTA Standard for Family-School Partnerships (#5) • Sharing Power: Families and school staff are equal partners in decisions that affect children and families and together inform, influence and create policies, practices and programs. Sources: Joyce L. Epstein, Ph.D., et. al., Partnership Center for the Social Organization of Schools Ready, Set, Lead! PTA National Standards for Family-School Partnerships. 2009 Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Decision Making: Include parents in school decisions, developing parent leaders and representatives • SURVEY: How well does your school support parents as advocates? • Barriers and Challenges • Parents leaders are reflective of the all the groups at the site • Ethnic, SES, racial, LGBT • Offering training that is accessible to all • Including students in decision making Sources: Beyond the Bake Sale—The Essential Guide to Family-School Partnerships (2006) Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Decision Making: Include parents in school decisions, developing parent leaders and representatives. • Ideas • Organize parent groups (PTA!) • Parent Advisory Council • Site Council • How can parents support the school improvement plan? • Committees • Site level district level regional level  state level • Engage in local elections • Candidates forum, education • Create a parent involvement policy Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Decision Making: Include parents in school decisions, developing parent leaders and representatives. • Outcomes for kids • Students feel that their family has a voice • Students’ rights are protected • Benefits are linked to policiesenacted by parents and experienced by students Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Collaborating with the Community: Identify and integrate resources and services from the community to strengthen school programs, family practices and student learning and development. • Aligns with PTA Standard for Family-School Partnerships (#6) • Families and school staff collaborate with community members to connect students, families and staff to expand learning opportunities, community services and civic participation. Sources: Joyce L. Epstein, Ph.D., et. al., Partnership Center for the Social Organization of Schools Ready, Set, Lead! PTA National Standards for Family-School Partnerships. 2009 Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Collaborating with the Community: Identify and integrate resources and services from the community to strengthen school programs, family practices and student learning and development. • SURVEY: How well is your school sharing power and practicing democracy? • Barriers and Challenges • Communicating with families about opportunities • Equity • Whose responsibility is it? • Funds, staffing, locations • Community contributions should integrate with program needs Sources: Beyond the Bake Sale—The Essential Guide to Family-School Partnerships (2006) Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Collaborating with the Community: Identify and integrate resources and services from the community to strengthen school programs, family practices and student learning and development. • Ideas • Distribute resource information • Alumni participation • Reach out widely • Resource fair • Engage older adult community • Press relaeses • Service learning Oregon PTA www.oregonpta.org 503.234.3928

Epstein’s Framework of Six Types of Involvement • Collaborating with the Community: Identify and integrate resources and services from the community to strengthen school programs, family practices and student learning and development. • Outcomes for kids • Increased skills and talents • Greater awareness of career options, education opportunities • Linking resources to people who need them. Oregon PTA www.oregonpta.org 503.234.3928

Involved vs. Engaged • Whose energy drives it? • Involved: Ideas and energy come from the school/site. • Engaged: Ideas and energy come from parents • Invitation • Involved: “We’re” involving “them” • Engaged: Starts with building relationships. Parents are challenged to do something. • Roles of Parents and Staff • Involved: Families complete school/site directed tasks • Engaged: Community organizers who do things for themselves with the support of the school. Source: http://www.publicschoolinsights.org/LarryFerlazzoParentEngagement Oregon PTA www.oregonpta.org 503.234.3928

Questions? Comments? Oregon PTA www.oregonpta.org 503.234.3928

“No! I don’t want to get involved!”