We Are Family-Parent Engagement

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Transcript of We Are Family-Parent Engagement

1. WE ARE FAMILY: PARENT ENGAGEMENT PRACTICES FOR MENTORING/AFTERSCHOOL PROGRAMS United Way of Palm Beach County West Palm Beach, Florida August 28th 2. Thank Gary Graham Mentoring Initiative Director United Way of Palm Beach County Countess de Hoernle Community Campus 2600 Quantum Blvd. | Boynton Beach, FL 33426 O: 561.375.6638 | M: 561.715.5514 | F: 561.375.6666 3. Learning Objectives Objective 1: to identify organizational challenges with engaging parents of clients/customers Objective 2: to learn theories about parental engagement Objective 3:to learn and share cross-sector promising practices Objective 4: to demonstrate practices that improve parent engagement at their respective programs 4. Introductions Welcome Introductions who you are what organization job title what is the one thing you would like to learn 5. What do you want to learn? Parking Lot Questions Finish the sentence -Go around the room and complete one of these sentences (or something similar): The best job I ever had was.. The worst project I ever worked on was. The riskiest thing I have ever done was. This is a good technique for moving on to a new topic or subject. For example, when starting a class and you want everyone to introduce themselves, you can have them complete "I am in this class because..." You can also move on to a new subject by asking a leading question. For example if you are instructing time management, "The one time I 6. Challenges List the challenges that your organization has with engaging families? Take 10-15 minutes with group? 7. What is Parent Engagement? How does your organization define parent engagement? What does it look like? How does your organization define engagement? What does it look like? Mentoring After-school 8. Definition Parent engagement is ____________? Each organization must define this for itself and ensure that all staff internalize these core values 9. PARENT ENGAGEMENT Parent engagement is not a single event but a process that evolves over time. Kathleen Hoover-Dempsey and her colleagues have identified three factors in determining parent involvement: Whether parents believe they should play an active role in their childrens education and have a positive sense of self-efficacy for helping their children learn Whether the school welcomes and invites their involvement Whether parents life context (socioeconomic situation, knowledge, skills, time) supports 10. Parent Engagement Challenges Staff perceptions of parent disinterest Parent scheduleswork hours, 2-3 jobs Parentification of older youth Meeting fatigue Poor alignment of parent-staff of program/school event times 11. Parent Blaming-Disconnect http://www.washingt onpost.com/posteve rything/wp/2014/07/ 30/stop-blaming- black-parents-for- underachieving-kids/ Are Parents Disengaged? Are Programs/Schools Disengaged? DISCONNECT??? 12. What is Parent Engagement? Define for each program Sign contract to attend several events Availability Phone, lunch break, home visit on weekend, weekend activities, (parenting classes-teach how American educational system), check homework, encourage children to check the locker Helping staff understand the challenges of low income/working class/immigrant For example, Salvadorean immigrant takes kids to their jobs to keep out of trouble, or to finish work and be safe---take and do homework, go to sleep working Parent advocate, using the system, authentic voice, parent panelcredible messenger 13. Henderson & Mapp A New Wave of Evidence, 2002 Effective programs to engage families and community embrace a philosophy of partnership. The responsibility for childrens educational development is a collaborative enterprise a among parents, school staff, and community members...a comprehensive approach to improve student achievement is key. 14. What does the research say? Research findings Most of the literature is focused on school- parent engagement Very little in mentoring and afterschool But some information is transferrable 15. WHY DOES PARENT ENGAGEMENT IN SCHOOLS MATTER? No matter what their family income or background may be, students with involved parents are more likely to: Earn higher grades and test scores Be promoted, pass their classes, and earn credits Attend school regularly Have better social skills, show improved behavior, and adapt well to school Graduate and go on to postsecondary education. 16. 3 Types of Parent Engagement Practices Involving Engaging and Serving Collaborating What type of practice is your organization using? Why? 17. Chronicle on Youth Mentoring One of the more complicated aspects of running a youth mentoring program is figuring out how and when to engage parents and other family members. Parents can play a crucial role in supporting the relationship between a mentor and mentee, but programs often struggle to facilitate their authentic engagement and define parent roles and responsibilities. Some programs offer a wealth of services and supports to parents to nurture their engagement, while other programs dont ask parents for much beyond just allowing their child to participate 18. Afterschool Program Engagement A research review examining the characteristics and activities that effectively support parent engagement found that the most successful programs share a number of key characteristics. Many successful afterschool programs: Promote a welcoming environment Address misconceptions that may be held by teachers and parents about the role of parent engagement Use resources toward supporting increased parent involvement, Understand the effect of children's home environment on their academic performance, Organize the program structure to encourage parent engagement, and Provide parents with the information and tools to support their children's academic success 19. Parent Engagement Research Best Practices--Findings 20. Spencer and Basualdo-Delmonico, A. Engaging and serving families: This approach is characterized by active effort on the part of the staff to incorporate parents in the mentoring process in meaningful and productive ways that were attuned to both the strengths possessed by the family and the challenges they faced (pg. 79). Staff engage in practices that serve to strengthen the relationship with parents including home visits to get to know the family system. Staff convey value and respect for parents including communicating the value that parent check-ins/reports add, and the understanding that mentors are added support rather than replacements within youths existing family system. Programs adhere to the philosophy that healthier families lead to healthier mentor-youth matches and thus use their community connections to broker access to resources for families when possible. Programs create opportunities for families to learn from and support one another (e.g., parent advisory councils and parent only social nights). 21. Collaborating with families: This approach is characterized by an articulation of a team approach to promoting the youths development and supporting the mentor-youth dyad, with the parent serving as an equal and significant member of this team (pg. 79-80). Parents are experts of their childs needs and are enlisted as assets/allies with a voice within the mentoring process. Staff engage parents in a respectful and non- judgmental manner in order to facilitate bidirectional communication and perspective taking between parents and mentors. Program practices acknowledge parents decision-making power (e.g., parent-mentor meeting prior to match initiation). 22. P.E. Toolkit Building a parent engagement toolkit? What does your program do currently that works or doesnt work? Spend 10-15 minutes writing down how your organization connects with parents. 23. What do schools do? http://education.ohio.gov/Topics/Other-Resources/Family-and- Community-Engagement/Getting-Parents-Involved/Sample-Best- Practices-for-Parent-Involvement-in-Sc https://www.youtube.com/watch?v=KiHMZuxsgUw 24. Target Marketing Know your audience Strategies that work for middle class parents dont work with low-income families and vice- versa 25. Parent Engagement Research http://www.albany.edu/chsr/UnderstandingPare ntEngagementtoEnhanceMentoringOutcomes. shtml 26. Parent Engagement Reunification parent and child Partner with InMed Parenting Skills Discipline with Dignity Parent Advocacy in system/schools 27. Best Practices Accommodate parents' work schedules. Accommodate language and cultural differences. - See more at: http://www.educationworld.com/a_curr/curr200 .shtml#sthash.1BicxfKz.dpuf 28. Scenarios Develop scenarios for training Mentoring After-school 29. Scenario 1 Mentoring or Afterschool Program is organizing a Parent Orientation to explain program details 30. Research has shown that engaging families through youth development and after-school programs may benefit children. Boys & Girls Clubs of Americas Family PLUS initiative. 31. Review Parent Engagement Topics http://www.practicalparent.org/toc-english.html 32. Challenges Yet families and programs face numerous challenges to implementing family strengthening and engagement efforts. Parents work schedules and time con- straints, transportation and child care needs, family culture and language, and residence outside of the neighborhood create obstacles to family engagement (Debord, Martin, & Mallilo, 1996; Weiss & Brigham, 2003). Inadequate staff- ing and funding as well as negative staff attitudes towards families or an overall unwelcoming atmosphere prevent some programs from effectively attracting families (Intercultural Center for Research in Education, 2005; James & Par- tee, n.d.; Robinson & Fenwick, 2007; Weiss & Brigham, 2003). 33. Section 3. Communicating within the