Collaborating with Families: Partnering for Success

1. Collaborating with Families: Partnering for Success

2. Why are Family Partnerships Important to You? • Engage group in open discussion

3. What does the Research Say about Collaborating with Families?? Related to school readiness, we know: • When parents are actively engaged in their child’s learning and schooling, there are important benefits for children, families, and schools • Parent-professional partnerships are predictive of increased academic performance, socioemotional benefits, better work habits, more consistent school attendance, school completion, and greater connections between home and school

4. What Do You Want From Families? • Brainstorming activity, in dyads • Go around room until all ideas are on the table

5. We Need to: • Help parents recognize that they are essential in their child’s learning and schooling early on, and continuing into preschool, elementary school and beyond • Help parents define a role for themselves as supporter, advocate, facilitator for their child • Help parents believe in their ability to be a meaningful contributor in their child’s education • Promote the notion of “the curriculum of the home”

6. What is the “Curriculum of the Home?” • Home support for learning • Actions, beliefs, communications to the child that support the child’s learning and emerging autonomy • Support of the home environment as a learning environment • Emphasis on family/parental influence on students academic, motivational, behavioral, and social growth and performance

7. What Makes Up the Curriculum of the Home? • Home Expectations and Attributions • Set realistic expectations • Attribute child success to effort, practice, hard work • Discipline Orientation • Authoritative child management style • Rules and consequences for behavior

8. What Makes Up the Curriculum of the Home? • Home-Affective Environment • Warmth and sensitivity • Attached relationships • Strength-building; affirmative • Parent Participation • School activities • Reading • Communication with educators • Open family discussions • Coordination of activities and tasks with teachers • Discussion and dialogue; language-rich environment • Everyday experiences for learning

9. What Makes Up the Curriculum of the Home? • Structure and Learning • Provide time, space, materials • Limit certain activities, such as TV viewing • Establish regular routines • Monitor homework completion • Examine leisure time

10. How Do We Encourage the Curriculum of the Home for All Students? • Remember the “4 A’s” • Approach, Atmosphere, Attitude are prerequisite to “Actions” • Collaboration and Partnering for Success

11. The 4 A’s: Developing Pathways to Partnerships Prerequisite Conditions: These “3 A’s” must be in place for Actions to be accepted and effective Approach Actions: Communicating a tone of partnership through two-way home-school communication and fostering family involvement in learning at home; Family involvement at school; Children’s learning at school Successful Learning Experiences & Outcomes for Students Attitudes Atmosphere

12. Atmosphere • What do you already do to create an atmosphere that is family-friendly, open, and inviting? • Get list on board…

13. Attitudes • You’ve already described why parents are important to you… • How do you convey this attitude to parents? • Brainstorming activity

14. To What Extent Do You Convey the Attitude That: • All families have strengths • Parents can learn ways to help their children if they are provided with the opportunity and necessary support • Parents have important information and perspectives that we need • Schools and families influence each other • No one is at “fault” – if a child is not succeeding, the partnership has not been utilized to its potential

15. Actions for Achieving “Engaged Partnerships” Communication andCollaboration

16. Engaged Partnerships… • Empower both families and schools • Are ongoing, mutual, reciprocal • Are coordinated interventions across home and school • Send congruentmessages across home and school • Require shared information and resources • Require open communication and dialogue • Promote collaboration and joint decision making in planning for the child – “Collaborative Planning”

17. The Importance of Communication and Trust • How do you communicate a tone of “partnership?” • What are some effective communication practices? • What strategies can be used when communication is difficult? • How can we build trust to engage “unengaged” parents? • Self-reflection activity

18. The Importance of Collaboration • What do we mean by “Collaborate?” • What do we mean by “Partner?” • What do we mean by “Partnership?”

19. Collaborate: to work jointly with others or together; to cooperate with or willingly assist Partner:one who shares Partnership: a relationship involving close cooperation between parties having specified and joint rights and responsibilities Definitions

20. What is a Collaborative Partnership? • A process wherein teachers and parents work together to meet a child’s developmental needs, address concerns, and achieve success by promoting the competencies of all parties

21. Goals of Family-School Collaboration • Determine the desires/needs that family members and teachers share for a child; make decisions jointly • Provide a context for families to feel empowered • Actively invite and use parents’ ideas and strengths to address concerns and goals • Establish collaborative partnerships

22. How Does It Look? Steps of Home-School Collaboration 1. Discuss child strengths and needs 2. Prioritize desires and needs 3. Define goals 4. Discuss what’s been tried -- What works? What doesn’t? 5. Brainstorm strategies and develop home-school plan to meet goals 6. Observe and reflect; assess progress toward goal 7. Follow up- recycle; promote linkages across time and setting

23. Insert flowchart??

24. Discuss Child’s Strengths and Needs • Parents and teachers focus discussion on observations that are most relevant to facilitate the child’s individualized learning and development • Strengthen parent’s confidence in their ability to note child strengths, preferences, and needs • Focus attention on what child is doing now, comment on observations, suggest areas that might be important for the child’s continued development

25. Prioritize Desires and Needs • Parents can discuss what is most important to them at home • Teachers can use school-based information to communicate about age-appropriate expectations, suggest areas for focus • Parents and professionals agree on priorities that make sense for the child’s ongoing development

26. Define Goals • Mutually decide on short term goals to facilitate the child’s ongoing learning and development • Start with a goal that the child is capable of achieving, or one that is slightly beyond where the child is at

27. Discuss What Has Been Tried • Discuss activities or strategies already attempted and their outcomes (Did it work well? Somewhat well? Not at all?) • Determine what has or has not worked, and why • Emphasize practices and strengths already brought to bear on the solution

28. Brainstorm Strategies and Develop Home-School Plan • Parents are encouraged to think about and describe what is appropriate and possible in their own home, including daily activities that can be embellished or strengthened to support new learning • Professionals can provide information about strategies, activities, and alternatives for teaching new skills • Parents and professionals select strategies that are acceptable and effective in helping the child meet the goal • A consistent plan is developed that supports child at home and at school • Emphasis is placed on strategies that can be used to promote continuity across home and school, including ways to enhance the curriculum of the home

29. Develop Home-School Plan • Discuss when, where, and who will be responsible • Encourage continued observations of child’s responsiveness and progress toward goals

30. Observe and Reflect –Assess Progress Toward Goal • Parents and teachers can assess child’s ongoing progress, including his/her response to selected strategies and implemented plan • Professionals can: • affirm competencies in parent related to parent-child interactions • elicit parent perceptions about comfort, confidence, competence in using strategies at home • Discuss modifications and ideas for strategy use at home and school

31. Follow Up and Form Linkages • Reflect on plan put into place at home and school • Ask: What did we do? How did it go? • Jointly decide whether to continue with the same goal and/or strategies, or select new ones • Plan for continuation: • Continue with goal • Establish new goal • Brainstorm strategies and continue cycle • Promote continued linkages over time and settings