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Parent Outreach andCultural Diversity

February 16, 2011

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Parent Outreach and Cultural Diversity

Introductions Shereen Tabrizi, Supervisor, Special Populations Unit

Frank Garcia, Migrant ConsultantPam Kies-Lowe, Homeless ConsultantMary Larson, Regional Consultant

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Parent OutreachRequirements Under the Law

Title I Section1118 and 3302•Local Educational Agencies (LEAs) must include parents in decision making, ensuring access in a language they can understand

Title III Section 3115(d)(6)•LEAs must provide effective outreach to parents of English Language Learners (ELL) students to involve them in helping their children to improve their academic achievement and becoming active participants in the education of their children.

Title X Section 722 and 723 McKinney-Vento Homeless Assistance Act

•LEAs must educate parents of homeless children on enrollment and educational rights & opportunities in ‘parent native language

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I.D.E.A. – Local Educational Agencies must…Section 637 (b)(7) ensure meaningful involvement of underserved groups, including minority, low-income, homeless, and rural families and children with disabilities who are wards of the State, in the planning and implementation of all the requirements of this partSection 650 (1)(11)(B) ensure the involvement of parents in planning and decision-making with respect to early intervention, educational, and transitional servicesSection 652 (b)(2)(E) parent training and information centers or community parent resource centers funded under sections 671 & 672Section 671(b)(10) establish cooperative partnerships with community parent resource centers funded under section 672

Parent OutreachRequirements Under the Law

Summary of the Research

Schools in need of improvement: student disengagement. Six areas for addressing barriers to learning including:

1) Classroom-focused interventions for re-engaging student learning2) Crisis assistance and intervention 3) Support for transitions4) Home involvement in support of engagement in schooling 5) Community involvement and support6) Personalized student and family assistance

By School Mental Health Project at the University of California Los Angeles (SMHP-UCLA) Feb., 2011.

Summary of the ResearchMcNair and Rusch (1991)

• In the absence of special funding or special programs, parental involvement is the primary determinant of success in transition programs.

• In practice, however, parents and professionals experience difficulty in achieving collaborative working relationships. (Goldberg & Kuriloff, 1991; Thornin & Irvin, 1992; Todis & Singer, 1991; Turnbull & Turnbull, 1990).

Journal article by Mary E. Morningstar, Ann P. Turnbull, H. Rutherford Turnbull III; Exceptional Children, Vol. 62, 1995

Summary of the Research

Components of effective family engagement identified in the literature include:

• Engaging and supporting families in a wide range of activities from preschool through high school (Epstein, Simon, & Salinas, 1997; Henderson & Berla, 1994; Henderson & Mapp, 2002; James & Partee, 2003; Kalyanpur, Harry, & Skrtic, 2000; Sanders & Epstein, 2000)

• Collaborative plans based on annual feedback (Kessler-Sklar & Baker, 2000; Mapp, 1997)

Summary of the Research

• Regular staff development on student and family involvement (Boethel, 2003; Furney, & Salembier, 2000; Harry, 2002; Harry, & Skrtic, 2000; James & Partee, 2003; Kalyanpur, Harry, & Skrtic, 2000; Kohler, 1998;; Lamorey, 2002; National PTA, 1997; Rutherford & Billing, 1995)

• Clear information on school or program expectations, activities, services, and options (Catsambis, 1998; Grigal & Neubert, 2004; Hoover-Dempsey, & 2001; National PTA, 1997; Phelps & Hanley-Maxwell, 1997 Sandler, 1997; Leuchovius, Hasazi, & Goldberg,).

Barriers to Parent EngagementAt your table:

1. Brainstorm some barriers to parent engagement

2. Discuss possible strategies to overcome ONE barrier.

Barrier: English language proficiencyStrategies & Activities:• Discuss the value of learning languages. Offer classes during or

after school• Provide bilingual /language activity nights• Attempt to learn another language commonly used in your

community• Feature a different language weekly or monthly for school

announcements, newsletters shared with families• Use comprehensible input vs. educational jargon

Barrier: English language proficiency

Strategies & Activities:• Avoid reversal of roles due to language barriers• Communicate through bilingual staff at all levels• Conduct bilingual meetings with interpreters• Provide bilingual newsletters/website resources• Establish a clearing house of bilingual resources• Provide ESL and literacy adult classes.

Barrier: Mismatch Between School Culture and Home Culture

Strategies & Activities:• Provide cultural competence training to staff• Value & understand communication styles (time and

space; overt and covert cultural characteristics)• Understand how different cultures address disabilities

and provide necessary support • Seek collaborative projects with community organizations

to provide outreach services tat are culturally sound• Incorporate (across curriculum) contributions of other

nationalities. Honor international leaders/invite diverse figures as role models

Barrier: Mismatch Between School Culture and Home Culture

Strategies & Activities, continued

• Include cultural celebration or recognition in school performances and announcements

• Open schools for evening activities for families (technology, enrichment, parenting, literacy)

• Use information about family culture and practices to strengthen family and school relationships and enrich classroom instruction, sharing cultural values with school community

• Bridge school and home expectations; the value of shared educational responsibility & its impact on student achievement.

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Socioeconomic Status & Educational Level

Barriers Strategies ActivitiesFinancial – inability to provide enrichment materials, activities, resources, child care

1. Provide child care for activity or meeting nights

2. Use school buses to transport parents to activities and conference nights

3. Hold educational meetings and events in community based organizations (CBOs) at which parents are comfortable in attending

4. Pay registration fees for parent conferences/parenting workshops

1. Introduce families to activities not typical for lower SES groups (ballet, theater, symphony, etc.)

2. Offer enrichment materials as incentives for attendance at school events and meetings3. Establish parent lending libraries including books, CDs, educational and enrichment games, lap tops, etc.

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Socioeconomic Status & Educational Level

Barriers Strategies Activities

Educational -Logistical less than positive past experiences in school

1. Helping parents overcome their own personal “bad” school experiences by teaching them to teach their children how to avoid similar stumbling blocks

2. Assist parents in understanding report cards and assessment tools

3. Assist parents on effective ways of communicating with school personnel

1. Introduce families to activities not typical for lower SES groups (ballet, theater, symphony, etc.)

2. Parent University - classes for parents on child development, positive discipline, helping with homework, etc.

3. Initiate, encourage & expect Parent-School Compacts

School-Based Barriers

Barriers Strategies ActivitiesSchool friendliness and positive communication

1. Decorate your hallways to represent your inclusive thinking.

2. Make your entrance ways ‘welcoming’.3. Include parents in planning and teaching

strategies.4. Vary meeting places to include places

where parents gather.

1. Get students involved in sharing their family traditions and culture.

2. Find ways to involve students in family/community events that teaches them about differences

3. Get parents involved in ‘teaching’ but more importantly, get students involved in families and communities.

4. Have school departments (PTA/PTO’s) establish meeting areas.

Parent’s Level of Education-disjunction between home and school

1. Understand how families value education and learning.

2. Use this information to build home/school relationships.

3. Hold educational meetings and events in community based organizations, rather than in schools

1. Provide PD for staff to increase knowledge and awareness of educational values etc.

2. Work with community based organizations to inform parents of neighborhood, community, state and national issues and needs

School-Based Barriers

Barriers Strategies ActivitiesExistence of school Policies

1. Invite/personally send invitation to parents to join review teams

2. Review policies for biases and confusing language.

3. Demonstrate understanding of diverse cultures via establishment of building policies and procedures.

1. Establish policies that refrain from conflicting with cultures in your community.

2. Find ways to involve parents in the development of policies and procedures.

3. Get school staff to understand the needs of the family and vice versa.

4. Have school departments and parents work together to formulate policies as well as the guidance documents explaining their purpose etc.

School Leadership 1. Understand how families value education and learning.

2. Use this information to build home/school relationships.

3. Hold educational meetings and events in community based organizations, rather than in schools

1. Provide PD for school leaders with a focus on the diverse populations within your learning community.

2. Develop policies that reflect a desire to learn more about families and family needs.

3. Form partnerships by inviting parents to be on significant committees.

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Independence vs. Emancipation

Barrier: Children who are beginning to mature have a growing need to develop a sense of self and independence that is separate from their families, while parents continue to offer support and love, they begin giving their children more and more room in order to show their respect for their children’s growing independence and their understanding for the maturing process.• How much room does a parent allow their child to spread their

wings, without falling out of the nest and hurting everyone involved?

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Independence vs. Emancipation

Strategies: Stay Involved in Middle and High School• Attend all activities your child’s involved in• Know your child’s friends, age appropriate• Administrators insist on student-led conferences • Recruit parents to volunteer for school activities; clean-

up day at school, Prom Night, Senior Night, Band Boosters, etc.

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Independence vs. Emancipation

Strategies continue…• Beginning of every school year hold a family “Activity

Opportunity Night”• Don’t allow parents to just drop off students at school

activities• Have family activity nights; ‘finger food’ night (after

parent meeting)

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Independence vs. Emancipation

Strategies continue…• Encourage parents to come to school often, even if it’s

just to say “hi” to the teachers (let the child see them at school)

• Encourage your children to go as a “group”

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REFLECTIONS

Two things I have learned…

One question I still have …

One action I will take as a result of this session…

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Dr. Shereen Tabrizi, Special Populations Unit ManagerTabriziS@michigan.gov

Pam Kies-Lowe, Homeless Consultant Kies-LoweP@michigan.gov

Mary Larson, Office of Field Services Education Consultant

LarsonM4@michigan.gov

Francisco Garcia, Migrant ConsultantGarciaF1@michigan.gov

Oralia Cooper, Title III Consultant CooperO@michigan.gov