Building Partnerships with Parents, Families and Communities With PGCPS

1. Building Partnerships with Parents, Families and CommunitiesWith PGCPS Michael A. Robinson, Coordinating Supervisor, Parental Engagement Kelly L. Alexander, Community Outreach Officer

2. Purpose Participants will identify the basic ingredients of an effective parent involvement program in order to create a school climate that increases parent participation.

3. Process • PowerPoint Presentation • Interactive Activities • Sharing with Other Participants

4. Payoff • A better understanding of the benefits of parental involvement • Strategies to increase parents participation in after school programming • An understanding of how parental involvement creates good will ambassadors for PGCPS • Strategies to improve and increase communication between home and school

5. Workshop Norms • Participate Freely • Encourage Others’ Participation • Practice Respectful Listening • Refrain From Side Conversation, Reading Newspapers, Phone Calls, etc. • Have Fun

6. Two Heads Are Better Than One

7. Define Parental Involvement

8. Definition of Parental Involvement The new definition of parental involvement uses the terminology “parent and family engagement.” These words indicate the desire to create true partnerships based upon mutual trust and respect. An effective partnership between school, parents/families, and community means the mutual collaboration, support and participation of key adult stakeholders in efforts that directly and positively affect the academic achievement and psychosocial development of students.

9. Definition continued… Since 1991, Davies and other researchers have defined parent/family engagement from a shifting perspective. As society restructures itself, so should we transform our approach to parent/family and community engagement: Changing the Definitions of Parental Involvement Old Paradigm New Paradigm From: To: Parent Focus Family Focus Family Community Agencies School Home/Neighborhood Setting Accessible Parents Hard-to-Reach Families Administrator/Teacher Agenda Family Priorities Deficit View of Families Inherent strengths of Families

10. What the Research Says About Parent/Family Involvement and Participation • All parents/families have hopes and goals for their children. • The home is one of several spheres that influence a child. • The parent/family is the chief contributor to a child’s education. • Parent/family involvement must be a legitimate element of education. • Successful parent/family involvement and participation strengthens bonds between home and school, parent and educator, parent and child, and school and community.

11. What the Research Says About Parent/Family Involvement and Participation • Effective parent/family involvement requires a vision, a policy, a framework, and a consensus of understanding. • Parents’ interactions with their own children is the cornerstone of involvement and participation. • Barriers to parent/family involvement are found within school practices, not within parents. • Parents must be approached individually: they are not defined by gender, ethnicity, family situation, education, or income. • Parent/family involvement and engagement is a process, not a program.

12. Comer and Family InvolvementLevels of parent involvement in Comer SDP School. Level 1 • 50-100% of parents support the school’s program through attending parent-teacher conferences, reinforcing learning at home, and participating in the school’s social programs. Level 2 • 10-50% of parents are actively engaged in the daily life of the school by being present on-site and constructively involved in supporting the authentic learning activities. Level 3 • 1-10% of parents are truly representatives, participating in collaborative decisions with school staff, students, and other identified persons on the SPMT

13. Six Types of Parent Involvement Epstein (1995) describes six types of parental involvement in schools: Parenting. The basic obligations of parents include housing, health, nutrition, and safety for their children. Parents also should provide home conditions for learning at all levels. Communicating. The basic obligations of schools include school-to-home communication such as memos, notices, newsletters, report cards, conferences, and phone calls plus information on the school, courses, programs, and activities.

14. …Types of Parent Involvement Volunteering. Parents volunteer their time and talents at school activities and fundraising. Learning at Home. Parents help their children with homework and with setting educational goals.

15. …Types of Parent Involvement • Decision Making. Parents participate in PTA/PTO organizations and school decisions on policy, leadership, and advocacy. 6. Collaborating with the Community. Parents encourage partnerships with community resources and services.

16. Integration of Comer & Epstein School Management 5-10% (Type 5) School Governance, Leadership and Advocacy Improves Student Achievement Level III Level II Active Daily Participation 30% (Type 3) Volunteering in Schools (Type 6) Community Linked Services Improves School Effectiveness Broad Participation and General Support 60% (Type 6) Community –Linked Services (Type 4) Learning Activities at Home (Type 2) Two-way Home –to-School Communication Improves School Climate Level I

17. Positive Outcomes of School, Family, and Community Partnerships

18. Share Your Outcomes

19. Access Granted-Get Involved in Education • Parent Engagement Plan • Parent Liaisons • Parents Observing Classrooms • Parents Assisting Teachers (PAT) • Volunteers • Community Outreach • Bring Your Child To School On The First Day • August 24, 2009 • Make A Difference • October 12, 2009

20. Back To The First Activity

21. What Have You Learned TodayThat You Can Use or Share?

22. Q & AEvaluationDoor Prizes

23. How to Reach UsDepartment of Family and Community Outreach William Paca Elementary School 7801 Sheriff Road Room 307 Landover, Maryland 20785 301-925-2531

24. Notes: