PARENTAL/FAMILY INVOLVEMENT:

AN OPPORTUNITY FOR SUCCESS

By:Kathy Saunders and Charon Williams

Parental Involvement vs. Engagement Parents often struggle with their own view of

schools Other responsibilities contribute to challenge

(work, children, etc.) Building parent relationship is significant Cultural disconnect impedes growth“…Parent “engagement" can offer a superior

opportunity for schools to work with families to improve their communities, their children’s academic achievement, and their futures” (Ferlazzo, 2009).

Parental Engagement Opportunities Decline by High School

Source: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education/Civic Involvement Survey (PFI/CI:1996) and Parent Survey (Parent:1999) of the National Household Education Surveys Program, 1996 & 1999 and the Child Trends Databank. (2003). (www.childtrendsdatabank.org/indicators/39parentalinvolvementinschools.cfm)

Challenges at Home: Poverty High degree of transiency Frequent moves within short area Absenteeism Hunger Child Care

“The poorest districts experience the highest rate of student transiency” (Poverty, Housing Insecurity…2010)

Single Parent Households Mother often head of household Financial strains Healthcare issues Poor health High rate of depression Transportation Parental issues trickle-down to children

Learning Challenges in Urban, Rural and Suburban Settings

Poor pre-natal care Exposure to lead paint Hunger Time constraints interfere with:

Daily readingHelp with homework

Parent behavior is due to stressors and long work hours that are not conducive to reading/homework support (Barton, 2004).

What Happens After School…

Source: http://www.ruraledu.org/articles.php?id=2285

Disconnect From School/ Challenges

Physical distance/transportation Negative prior experiences Teacher misconception of:

LazinessLack of concernNeglect“Working parents, language differences, economic

and cultural divisions, and a history of schools regarding parents as intruders and critics rather than partners have built walls” (Star, 2005).

Community

Tied to success of students Removed from education Centered in declining economic sectors:

FinancialManufacturingFarmingLabor

The community is required to embrace the school through services and relationship in order to impact student achievement (Budge, 2006).

Concerns

Lack of educational importance Learning challenges Sense of place Limited technology Limited English ProficiencyStudents in higher poverty schools are revealed to be

at a greater risk of educational failure or low academic achievement (Khattri, 1997).

School Strategies Make school community center

Invite parents in Consider attendance issues Flexibility in meeting and communication In-school Social Services programs Mentoring students Computers at home for LEP families

In a depressed economy, students need to remain to their home life while seeking measures like an education to sustain or rise above the poverty level (Budge, 2006).

Teacher Opportunities Promote parental role in school Retain/hire qualified teachers Model value for community role Professional development:

Poverty issuesLearning challengesEmotional challenges

Parent view is driven by negative encounters that unfairly portrayed the individual as coming from a family that just did not care (Lott, 2001).

Classroom Strategies Open communication with flexible schedules Dispel powerless perception by parents Initiate parent-teacher cooperation Modify opportunities for parent-teacher

cooperation Value parent interest Encourage parent participation“Parent engagement is about leading with our ears

instead of our mouths” (Ferlazzo, 2009).

Fostering Family Inclusion in School

The Family

Many Hands Raise a School: Embrace Diversity

Source: http://cmsweb2.loudoun.k12.va.us/512_3151883935/blank/browse.asp?a=383&bmdrn=2000&bcob=0&c=68417

Invite parents/culture into the classroom through celebration:•Heritage days•Cultural blending•Integrated lessons•Differentiated lessons

Sources Barton, P. E. (2004, November). Why Does the Gap Persist? Educational Leadership , pp. 8-13. Budge, K. (2006). Rural Leaders, Rural Places: Problem, Privilege, and Possibility. Journal of

Research in Rural Education (21(13)). Ferlazzo, L. (2009, November 3). A Parent Engagement Model That Works. Retrieved

June 10, 2010, from Education World: http://www.educationworld.com/a_curr/profdev/profdev168.shtml

Khattri, N. R. (1997). Students at Risk in Poor; Rural Areas: A Review of the Research. Journal of Research in Rural Education , 13, 79-100.

Lott, B. (2001). Low-Income Parents and the Public Schools. Journal of Social Issues , 247-259.

Poverty, Housing Insecurity and Student Transiency in Rural Areas. (2010). Retrieved April 12, 2010, from http://www.ed.psu.edu/educ/crec/research/poverty

Rural Assistance Center. (2003). Women's Health. Retrieved April 9, 2010, from raconline.org: http:www.raconline.org/infoguides/

Schwartz, W. (2004). After School and Community Technology Programs. ERIC Clearinghouse on Urban Education , 183. Retrieved March 19, 2010 from ERIC

Star, L. (2005, October 7). Parents and Teachers Working Together. Retrieved June 10, 2010, from Education World: http://www.educationworld.com/a_curr/profdev/profdev124.shtml