FAMILIAFAMILIA::Families Are Mentors: Improving. Families Are Mentors: Improving.

Learning, Inspiring, AchievingLearning, Inspiring, Achieving

Bill BaneyBill BaneyPortland State UniversityPortland State UniversityCenter for Healthy Inclusive ParentingCenter for Healthy Inclusive Parenting615 SW Harrison615 SW HarrisonPortland, OR 97201Portland, OR 97201503.725.4815503.725.4815Baneyw@pdx.eduBaneyw@pdx.edu

Chuck SmithChuck SmithPortland State UniversityPortland State UniversityEarly Childhood Training CenterEarly Childhood Training Center615 SW Harrison615 SW HarrisonPortland, OR 97201Portland, OR 97201503.725.4815503.725.4815smithch@pdx.edusmithch@pdx.edu

OverviewOverview

Provide a structure and template for Provide a structure and template for approaching family engagement and approaching family engagement and family skill development in 21family skill development in 21stst Century Century Community Learning Centers in an Community Learning Centers in an individualized manner.individualized manner.

GoalsGoals

Enhance grantees’ ability to engage Enhance grantees’ ability to engage familiesfamilies

Enhance grantees’ ability to facilitate Enhance grantees’ ability to facilitate family skill developmentfamily skill development

Desired OutcomesDesired Outcomes

Identification of individualized actionable Identification of individualized actionable strategies for family engagement at the strategies for family engagement at the program levelprogram level

Create resource materials and training Create resource materials and training processprocess

Establish peer cluster groups throughout Establish peer cluster groups throughout the state the state

Who are you?Who are you? Small groupsSmall groups Each person will share three things about Each person will share three things about

themselves to the group: 2 should be true themselves to the group: 2 should be true and 1 should be falseand 1 should be false

Group will try to identify which is the false Group will try to identify which is the false commentcomment

FormatFormat

Individual, small, large group discussionsIndividual, small, large group discussions Parent panelParent panel Reciprocal or complimentary learningReciprocal or complimentary learning Celebrate success and program Celebrate success and program

enhancementenhancement SustainabilitySustainability

FAMILIA Guiding PrinciplesFAMILIA Guiding Principles We believe families are partners of the 21We believe families are partners of the 21stst

Century Community Learning Centers.Century Community Learning Centers. We value the diversity families bring to 21We value the diversity families bring to 21stst

Century Community Learning Centers.Century Community Learning Centers. We strive to ensure services reflect family We strive to ensure services reflect family

and community identified focus areas.and community identified focus areas. We acknowledge 21We acknowledge 21stst Century Community Century Community

Learning Center Grantees are partners Learning Center Grantees are partners with diverse strengths to contribute.with diverse strengths to contribute.

What are your expectations?What are your expectations?

Please use worksheet in the binderPlease use worksheet in the binder

Identify success story on small note cardsIdentify success story on small note cards

FAMILIA FrameworkFAMILIA Framework

AwarenessAwareness AssessmentAssessment DevelopmentDevelopment ImplementationImplementation Evaluation and RevisionEvaluation and Revision

Actionable ProcessActionable Process Concepts- Opening Sessions and Case StudyConcepts- Opening Sessions and Case Study

Strategies- Opening Sessions and Case StudyStrategies- Opening Sessions and Case Study

Application- Case Study and Cluster GroupsApplication- Case Study and Cluster Groups

Sustainability- Cluster Groups and Final SessionSustainability- Cluster Groups and Final Session

Most accurate predictor of a student’s Most accurate predictor of a student’s achievement is the extent to which the achievement is the extent to which the

student’s family is able to:student’s family is able to: Create a home environment that encourages Create a home environment that encourages

learninglearning

Express high (but not unrealistic) expectations Express high (but not unrealistic) expectations for their children’s achievement and future for their children’s achievement and future careerscareers

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

Notes from Research: Parent Involvement and Student AchievementNotes from Research: Parent Involvement and Student Achievement , San Diego County Office of Education, , San Diego County Office of Education, 1997.1997.

Benefits of Engaging FamiliesBenefits of Engaging FamiliesThrough After School ProgrammingThrough After School Programming Stronger connection: school, community, and programStronger connection: school, community, and program

Adult Educational DevelopmentAdult Educational Development

Improved relationship between primary caregiver Improved relationship between primary caregiver (parent) and child(parent) and child

Improved after school program implementation / Improved after school program implementation / outcomesoutcomes

Harris, E., & Wimer, C, (2004) Harris, E., & Wimer, C, (2004) Engaging with Families in Out of School LearningEngaging with Families in Out of School LearningIntercultural Center for Research in Education and National Institute on Out of School Time (2005)Intercultural Center for Research in Education and National Institute on Out of School Time (2005)

EASY

Working DefinitionsWorking Definitions

FamilyFamily

EngagementEngagement

CommunityCommunity

Family Skill DevelopmentFamily Skill Development

FamilyFamily ““Society’s definition of ‘family’ is rapidly Society’s definition of ‘family’ is rapidly

expanding and has come to include single expanding and has come to include single parents, biracial couples, blended families, parents, biracial couples, blended families, unrelated individuals living cooperatively, unrelated individuals living cooperatively, and homosexual couples, among others.  and homosexual couples, among others.  Unfortunately, family policy has been slow Unfortunately, family policy has been slow to catch up to changing trends in modern to catch up to changing trends in modern lifestyles” lifestyles”

Crawford, J.M.  (1999)  Crawford, J.M.  (1999)  Journal of Contemporary Human ServicesJournal of Contemporary Human Services

Family EngagementFamily Engagement Actively ConnectedActively Connected ““Real” lationshipReal” lationship MindsetMindset

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

Dr. James Comer, Professor of Child Psychology, Yale UniversityDr. James Comer, Professor of Child Psychology, Yale University

CommunityCommunity

GeographicGeographic

Self-IdentifiedSelf-Identified

Big C or little cBig C or little c

Family/Adult Skill DevelopmentFamily/Adult Skill Development

Specific to individual Specific to individual Related to the family structureRelated to the family structure Includes but not limited to:Includes but not limited to:

Life skills Life skills Parenting skills Parenting skills EmploymentEmployment Health and SafetyHealth and Safety

Family Engagement…Why?Family Engagement…Why?

Who benefits?Who benefits? ChildrenChildren FamiliesFamilies SchoolsSchools After School Programs After School Programs CommunitiesCommunities Others?Others?

EASY

AwarenessAwareness

What are guiding principles of 21What are guiding principles of 21stst Century Century Programs in relation to family Programs in relation to family engagement?engagement?

Think about how you view thisThink about how you view this

21st Century Community Learning 21st Century Community Learning CentersCenters

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

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

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

(0DE Family Involvement Toolkit)(0DE Family Involvement Toolkit)

ConsiderConsider Addressing families’ most critical needs Addressing families’ most critical needs

may be of great valuemay be of great value Critical needs seem to be beyond scope of Critical needs seem to be beyond scope of

programprogram Touch stone to the communityTouch stone to the community After School Program serves as vehicle for After School Program serves as vehicle for

families to connect with schoolfamilies to connect with school Engagement increases performance in Engagement increases performance in

and out of schooland out of school

PARTNERING WITH PARTNERING WITH FAMILIESFAMILIES

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

1.1. Knowledge of Your Role with Parents/ Knowledge of Your Role with Parents/ Children/ FamiliesChildren/ Families

2.2. Knowledge of the PlanKnowledge of the Plan3.3. Purposeful InteractionPurposeful Interaction

Case Study Exercise: AwarenessCase Study Exercise: Awareness

Individually create a list of words or brief phrases Individually create a list of words or brief phrases that describe what your program is and what you that describe what your program is and what you do (do (5-10 items5-10 items))

As a group, compile the lists on a large sheet. As a group, compile the lists on a large sheet. Eliminate repeated items. Leave room on the Eliminate repeated items. Leave room on the left side of the page to create 2 columnsleft side of the page to create 2 columns

Read the case study and imagine you are that Read the case study and imagine you are that family (family (consider the parents view and children’s consider the parents view and children’s viewview). Discuss and rate how “valuable” each ). Discuss and rate how “valuable” each item on the list is to the parents and children item on the list is to the parents and children (one column for each group). Use a rating of H= (one column for each group). Use a rating of H= High, M= Medium, L= Low. High, M= Medium, L= Low.

EASY

AssessmentAssessment

Key PointsKey Points Family assets & needs individual/collectiveFamily assets & needs individual/collective

Program level assessmentProgram level assessment

Community capacity and accessibilityCommunity capacity and accessibility

Potential Barriers - (All Levels)Potential Barriers - (All Levels)

Assessments StrategiesAssessments Strategies

Suggestion BoxSuggestion Box Formal and informal surveysFormal and informal surveys Parent forums and/or discussions groupsParent forums and/or discussions groups Informal ConversationInformal Conversation Children plan and host family event/activityChildren plan and host family event/activity

Focus on Families: Hard Family Research ProjectFocus on Families: Hard Family Research Project

Areas of family assetsAreas of family assets Family interests and activitiesFamily interests and activities Extended family and friendsExtended family and friends Religious, spiritual, or cultural beliefsReligious, spiritual, or cultural beliefs Family values and rulesFamily values and rules Employment and educationEmployment and education Emotional/psychological well-beingEmotional/psychological well-being Physical health and nutritionPhysical health and nutrition Shelter and safetyShelter and safety Income/money managementIncome/money management Family interactionFamily interaction

Consider: Consider: Potential Barriers and StrengthsPotential Barriers and Strengths

LogisticalLogistical

CulturalCultural

Psycho-socialPsycho-social

OrganizationalOrganizational

Case Study Exercise: AssessmentCase Study Exercise: Assessment

Groups will assess one aspect: Family, Groups will assess one aspect: Family, Program, or CommunityProgram, or Community

Prepare to present a summary of your Prepare to present a summary of your work to the large group.work to the large group.

Case Study Exercise: AssessmentCase Study Exercise: AssessmentProgramProgram

Identify capacities your program has and things Identify capacities your program has and things that you are able to do at this point that are that you are able to do at this point that are helpful in engaging families similar to the one in helpful in engaging families similar to the one in the case study.the case study.

Identify limitations and barriers you and your Identify limitations and barriers you and your program face in engaging families similar to the program face in engaging families similar to the one in the case study.one in the case study.

Case Study Exercise: AssessmentCase Study Exercise: AssessmentFamilyFamily

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

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

Case Study Exercise: AssessmentCase Study Exercise: AssessmentCommunityCommunity

What types of community resources are What types of community resources are available that may be relevant to families like the available that may be relevant to families like the one in the case study?one in the case study?

What types of connections do you have with What types of connections do you have with these community resources that might help these community resources that might help facilitate family engagement?facilitate family engagement?

What kinds of community resources and What kinds of community resources and connections are not available in your area that connections are not available in your area that could be valuable to families like the one in the could be valuable to families like the one in the case study?case study?

EASY

Goals DevelopmentGoals DevelopmentSMARTISMARTI

SpecificSpecific MeasurableMeasurable AttainableAttainable RelevantRelevant TimelinesTimelines IndividualizedIndividualized

SMARTI Goal Sample- Program LevelSMARTI Goal Sample- Program Level

SS- - Resource development, Employability skills developmentResource development, Employability skills development MM- - Volume of outreach to families, Number of follow upVolume of outreach to families, Number of follow up

discussions with families, Employment assistance referralsdiscussions with families, Employment assistance referralsmade and followed through, Collaborative servicemade and followed through, Collaborative servicearrangements with community partnersarrangements with community partners

AA- - Accessibility of resources, Known barriers can be addressedAccessibility of resources, Known barriers can be addressed RR-- Matches expressed family needs, Matches education level ofMatches expressed family needs, Matches education level of

families, Consistent with cultural values and norms of familiesfamilies, Consistent with cultural values and norms of families TT-- Activities are paced to maintain interest, Responsive to theActivities are paced to maintain interest, Responsive to the

other time demands on familiesother time demands on families II-- Direct family input on creating and revising the program goal Direct family input on creating and revising the program goal

Goal- Develop resources to enhance employability skill development among parents

Case Study Exercise: GoalsCase Study Exercise: Goals

Create a program goal that would be Create a program goal that would be relevant to families (particularly the relevant to families (particularly the parents) similar to the one in the case parents) similar to the one in the case study (study (you can “fill in the blanks” for any you can “fill in the blanks” for any specifics not covered in the case study specifics not covered in the case study descriptiondescription))

Review your goal to see if passes the Review your goal to see if passes the SMARTI testSMARTI test

EASY

ImplementationImplementation Key PointsKey Points

Roles and ResponsibilitiesRoles and Responsibilities• Who is doing what?Who is doing what?• When to refer out or ask for help?When to refer out or ask for help?

Within scope of programWithin scope of program• Coincide with the program’s mission/objectivesCoincide with the program’s mission/objectives

When to move to next stage/stepWhen to move to next stage/step• Are we there yet? How do you know?Are we there yet? How do you know?

Integrated into larger family engagement Integrated into larger family engagement systemsystem

Implementation Worksheet Implementation Worksheet Who is Responsible:_______________Who is Responsible:_______________

TaskTask Who is Who is involved?involved?

What is expected What is expected to be done by this to be done by this person?person?

TimelineTimeline FrequencyFrequency Who will Who will oversee oversee process?process?

Implementation Worksheet Implementation Worksheet SampleSample

Who is Responsible: Who is Responsible: BillBill

TaskTask Who is Who is involved?involved?

What is expected to What is expected to be done?be done?

TimelineTimeline FrequencyFrequency Who will Who will oversee oversee process?process?

Establish Family Establish Family Engagement Engagement Advisory GroupAdvisory Group

Parents,Parents,Family Family members, members, communitycommunity

Invite parents/family Invite parents/family members to members to participate; phone participate; phone calls, letters, pick up calls, letters, pick up and drop offand drop off

10/1510/15 Meet Meet MonthlyMonthly

SusanSusan(Site (Site Coordinator)Coordinator)

Identify Identify opportunities for opportunities for family skill family skill developmentdevelopment

Parents, Parents, staffstaff

Create interest Create interest survey: English, survey: English, Spanish, Russian; Spanish, Russian; meet with Advisory meet with Advisory Group for directionGroup for direction

10/3010/30 Distribute Distribute weekly; weekly; available at available at center center

SusanSusan

Establish formal Establish formal connection with connection with School Parent School Parent Involvement Involvement CoordinatorCoordinator

Linda Linda (school), (school), Sam (after Sam (after school school program)program)

Meet to identify areas Meet to identify areas for collaboration; for collaboration; schedule joint activity schedule joint activity for familiesfor families

10/3010/30 Meet Meet MonthlyMonthly

SusanSusan

Case Study Exercise: Case Study Exercise: ImplementationImplementation

Identify action steps your program might take to Identify action steps your program might take to implement the goal created to address the implement the goal created to address the needs of families similar to that in the case needs of families similar to that in the case study.study.

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

List the barriers you anticipate in being able to List the barriers you anticipate in being able to implement this goal in your program.implement this goal in your program.

EASY

Debrief ClusterDebrief Cluster

Elements of DiscussionElements of Discussion

Key IdeasKey Ideas

Supports / ResourcesSupports / Resources

On-going growth & developmentOn-going growth & development

HighlightHighlight

Tie in goals with the 3 identified criteriaTie in goals with the 3 identified criteria Student AchievementStudent Achievement Student AttendanceStudent Attendance Family EngagementFamily Engagement

Keep the focus within the frameworkKeep the focus within the framework

Internal discussion – roles, resources, scopeInternal discussion – roles, resources, scope

Remember your PartnersRemember your Partners

Big PBig P Explicit within the grantExplicit within the grant

Little PLittle P Some informal or developing based on Some informal or developing based on

communitycommunity Changes can be amendedChanges can be amended

Evaluations and RevisionsEvaluations and Revisions Methods Methods

SurveysSurveys• Staff and FamilyStaff and Family

InterviewsInterviews• Formal and InformalFormal and Informal

Communication LogsCommunication Logs• Points of Contact, Follow UpPoints of Contact, Follow Up

Sign-In SheetsSign-In Sheets• Events, Activities, VolunteerEvents, Activities, Volunteer

Adapted from Harvard Family Research ProjectAdapted from Harvard Family Research Project

Evaluations and RevisionsEvaluations and Revisions Key PointsKey Points

Evaluation is based on the needs of:Evaluation is based on the needs of:• OrganizationOrganization• Funding sourceFunding source• StakeholdersStakeholders• ChildrenChildren• SchoolSchool• FamiliesFamilies

Qualitative V. Quantitative Qualitative V. Quantitative Process V. ContentProcess V. Content

Meaningful IndicatorsMeaningful Indicators ProcessProcess

How well do we implement our efforts?How well do we implement our efforts? Ex. What are the strategies for getting parent input? Ex. What are the strategies for getting parent input?

What is the range of input we are receiving? How are What is the range of input we are receiving? How are we connecting with the school in a way that allows us we connecting with the school in a way that allows us to effectively advocate for a family/child?to effectively advocate for a family/child?

ContentContent Benefit to the customer of the efforts and activitiesBenefit to the customer of the efforts and activities Ex. Are kids maintaining their school status (not being Ex. Are kids maintaining their school status (not being

suspended)? Are parents using effective suspended)? Are parents using effective communication skills to work within the school system communication skills to work within the school system to address the needs of their children?to address the needs of their children?

Evaluations and RevisionsEvaluations and Revisions

RevisionsRevisions Evolving environmentEvolving environment

• PeoplePeople• ResourcesResources• StaffStaff• FundsFunds• ContextContext• Is it still relevant?Is it still relevant?

EASY

Key Program Outcome Evaluation Key Program Outcome Evaluation Criteria for 21Criteria for 21stst Century Programs Century Programs

(outlined by the funder)(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 ApplicationOutcomes Logic Model Application

GoalGoal Inputs and Inputs and ResourcesResources

Activities and Activities and OutputsOutputs

Can measure Can measure the processthe process

Initial Goal Initial Goal OutcomesOutcomesMeasured- Measured-

quantitative quantitative and qualitativeand qualitative

Long Term Long Term OutcomesOutcomesMeasured- Measured-

quantitative quantitative and qualitativeand qualitative

SMARTI SMARTI qualitiesqualities

StaffStaffFormal Formal

partnerspartnersCommunity Community

resourcesresources

Program Program activitiesactivities

Services by Services by partnerspartners

Utilization of Utilization of community community resourcesresources

Are the Are the measurable measurable indicators of the indicators of the goal being goal being realized?realized?The effect of The effect of the effortsthe efforts

How does this How does this contribute to the contribute to the overall purpose overall purpose of the program?of the program?The outcomes The outcomes you are being you are being judged onjudged 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

SummarySummary Meet families where they areMeet families where they are IndividualizedIndividualized ReciprocityReciprocity Evolving processEvolving process Beyond parenting classesBeyond parenting classes Work within the scope of your program designWork within the scope of your program design Impact beyond doorsImpact beyond doors Effective family engagement contributes to Effective family engagement contributes to

student achievementstudent achievement Family engagement is everyone’s responsibilityFamily engagement is everyone’s responsibility

EASY

On-line Resources On-line Resources www.tascorp.orgwww.tascorp.org

The After School CorporationThe After School Corporation www.ed.gov/programs/21stcclc/guidance2003.pdfwww.ed.gov/programs/21stcclc/guidance2003.pdf

2121stst Century Community Learning Center Century Community Learning Center www.afterschoolalliance.org/www.afterschoolalliance.org/

After School AllianceAfter School Alliance www.gse.harvard.edu/~hfrp/www.gse.harvard.edu/~hfrp/

Harvard Family Research ProjectHarvard Family Research Project www.naaweb.orgwww.naaweb.org

National After School AssociationNational After School Association www.npin.orgwww.npin.org

National Parent Involvement NetworkNational Parent Involvement Network www.niost.orgwww.niost.org

National Institute on Out of School TimeNational Institute on Out of School Time www.csos.jhu.edu/p2000/sixtypes.htmwww.csos.jhu.edu/p2000/sixtypes.htm

Epstein’s 6 Types of Family InvolvementEpstein’s 6 Types of Family Involvement www.nwrel.org/ecc/21century/publications/ost_tools.pdfwww.nwrel.org/ecc/21century/publications/ost_tools.pdf

Northwest Regional Educational LaboratoryNorthwest Regional Educational Laboratory

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