Camille Catlett Frank Porter Graham Child Development Institute National Smart Start Conference May 4, 2016 Family Engagement: Evidence-based Investments for Tangible, Long-Term Outcomes

Traditional Models of Parent Education or Family Involvement Have not been tremendously effective at engaging families, especially those that are culturally, linguistically, and ability diverse Often convey the attitude that the professionals have all the answers Often disregard the knowledge-base and strengths of the family (Halgunseth, 2009)

Effective Models of Family Engagement View families as “involved” and “invested” in their children’s learning View family members as having unique skills and interests Ask the question “how are we engaging family interests and skills in our program?”

Effective Models of Family Engagement – Emphasize a reciprocal relationship (not one-sided) – Take a partnership approach to children’s learning, in which both programs and families collaborate – Emphasize respect for families and a value for their expertise – Promote two-way communication and co-planning

Higher preschool performance and promotion to next grade More positive engagement with peers, adults, and learning Buffers negative impact of poverty on academic and behavioral outcomes (Harvard Family Research Project, 2006; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Mantizicoupoulos, 2003; McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004) Family Engagement Helps Children to Succeed

When families are engaged, children improve in... Early Literacy Skills Print familiarity and letter recognition Identifying beginning and ending sounds Word reading and vocabulary Reading comprehension (Durand, 2011; Lin, 2003)

When families are engaged, children improve in... Cognitive and Language Development Attention Task persistence Receptive vocabulary skills Oral language skills (Fantuzzo, McWayne, Perry, & Childs, 2004; Farver, Xu, Eppe, & Lonigan, 2006; Raikes, et al, 2006; López, Barrueco, & Miles, 2006)

When families are engaged, children improve in... Academic Achievement Greater motivation to learn Higher preschool performance and promotion to next grade More positive attitude toward learning Greater academic competence (Yan & Lin, 2002; Suizzo et al, 2012; Perez- Mendez & Moore, 2009)

When families are engaged, children improve in... Behavior and Social- Emotional Development Lower conduct problems Better social functioning in school More self-control More pro-social behaviors (cooperation, responsibility) (Lin, 2003; Fantuzzo et al, 2004; McWayne, Fantuzzo, & McDermott, 2004)

Families can become lifelong partners or lifelong bystanders based on how we engage them in the process of supporting their child.

Commitments that Support Family Engagement Clarify your values and terms, together Communicate, communicate, communicate Acknowledge and respect diversity Use relevant, evidence- based curricula and instructional practices Assume nothing

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC Clarify your values and terms

Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.

Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.

Ask yourself...  Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)?  Do you have guiding principles to underscore your shared commitment to families in all aspects of your work?  Have they been developed collaboratively with families?

Communicate, communicate, communicate The Chinese characters that make up the verb “to listen” tell us something significant about communication.

The words we use make a big difference

Switch from parents to family or parents & family

Choose your words wisely Use people first language Cognitive or intellectual disability instead of mentally retarded Individual with autism instead of autistic person Ask individuals what they prefer

Video clip from CONNECT module 4 of Clara Perez- Mendez talking with a mother in the family home

Ask yourself...  Is communication with family members shaping the quality of your work?  Are family members helping you to intentionally and effectively support practices that connect home cultures and languages to their learning?

Acknowledge and respect diversity Video clip of diverse approaches to feeding young children from Diversity: Contrasting Perspectives perspectives perspectives

Ask yourself...  Do you welcome all families and all family structures, sizes, and arrangements?  Are you building the capacity of diverse families to support the capability and success of their children?

Use relevant, evidence-based curricula and instructional approaches

Evidence-Based Lenses that Yield Good Returns NAEYC Framework Head Start Framework State early learning guidelines/standards DEC Recommended Practices: Family

NAEYC

NAEYC Principle 1: Programs invite families to participate in decision making and goal setting for their child

NAEYC Family Engagement Forms and Tools

Parent, Family, and Community Engagement Interactive Framework Office of Head Start Roadmap for progress Research-based and outcomes driven Interactive In English and Spanish

Use state early learning guidelines/ standards As a starting point for conversations about learning and development To develop a shared lens on what children need to be successful in school To help families develop an evidence-based lens for what they should expect to see in programs supporting their children

DEC Recommended Practices

Family Practices F1. Practitioners build trusting and respectful partnerships with the family through interactions that are sensitive and responsive to cultural, linguistic, and socio- economic diversity. F3. Practitioners are responsive to the family’s concerns, priorities, and changing life circumstances. F5. Practitioners support family functioning, promote family confidence and competence, and strengthen family- child relationships by acting in ways that recognize and build on family strengths and capacities

Checklists of Evidence- Based Practices

Family Practices

Ask yourself...  Have you identified specific competencies related to evidence-based practices for supporting each young child, including those who are culturally, linguistically, and ability diverse, and their families?  Do you have explicit requirements for early childhood professionals in developing their capacity to support each young child and their family?

CONNECT Modules Evidence- Based Inclusion Practices Professional Development focused on Inclusion Practices

Assume nothing – My Beautiful Woman

"You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.“ Jane Goodall