Parent Involvement Works!

Slides:



Advertisements
Similar presentations
Foster Grandparent Program
Advertisements

1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.
1-1 Chapter 1: Introduction to the Resource Guide Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning ©2012.
Understanding the Six Types of Family Involvement
Presented by: Mary LindseyDabaram Rampersad Marsha BlackDonna Kmetz Brenda Brinson HIPPY Home Instruction for Parents of Preschool Youngsters.
+ District of Columbia Department of Health Home Visitation Program.
Supporting Homeless Students & Families Internship: A School District/University Partnership Alyssa Bogdanowicz, Sarah Forte, and Bill Stover.
Sheltered Instruction Observation Protocol
BIRTH THROUGH 3 RD GRADE (B3) KCUSD Implementation.
CHFS ANNUAL MEETING April 14, 2014 Baby Basics John Ladd, MNO Cuyahoga County Office of Early Childhood Invest in Children.
1 Virginia Head Start Annual Conference The Wonderful World of Transitioning: Home to Center.
Early Achievers Overview Starting Strong – August 15, 2012.
*There will be overlap in activities and outputs across levels. P-3 Alignment Overarching Logic Model ActivitiesOutputsShort-to-Medium Term Outcomes Long-Term.
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.
Reducing Child Welfare Involvement: The Promise and Limitations of Early Intervention Deborah Daro.
High Quality Kindergarten Programs 8/6/2015 Division of Early Childhood Education.
FOR YOUTH DEVELOPMENT FOR HEALTHY LIVING FOR SOCIAL RESPONSIBILITY PUTTING SUCCESS INTO WORDS Y Readers Charlotte, NC | Y READERS | ©2012 YMCA OF GREATER.
Two Generations of Success Family Engagement in Full Service Community Schools Coalition for Community Schools April, 2010.
UNDERSTANDING THE CLASS
What is the Parent Involvement Plan (PIP)? Why do we have a Parent Involvement Plan (PIP)? (PIP) PARENT INVOLVEMENT PLAN 1.
Speakers Dr. Blanca Enriquez, Director, Office of Head Start
DC Home Visiting Summit Tuesday Nov. 27, 2012 The Family Place Washington, DC Haley Wiggins Executive Director
School’s Cool in Childcare Settings
1 Promoting Third Grade Reading Proficiency National Governor’s Association Policy Institute May, 2012 Dorothy S. Strickland, Ph.D. Professor of Education.
March 2010 what the school readiness data mean for Harford County’s children ©
Implementation School Readiness Assessment System and the READ Act Webinar January 23, :00-6:00 pm.
ELIZABETH BURKE BRYANT MAY 9, 2012 Building a Solid Foundation for Governors’ Education Reform Agendas through Strong Birth-to-3 rd Grade Policies.
United Way of Greater Toledo - Framework for Education Priority community issue: Education – Prepare children to enter and graduate from school.
National Head Start Association Leadership Institute January 29, 2009 Presentation by Joan Lombardi, Ph.D. Early Childhood Development: At the dawn of.
Bilingual Library Services Providing Spanish language services cuando no se habla español.
School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!
Early Childhood Education The Research Evidence Deborah Lowe Vandell December 11, 2003.
A Project Sponsored by the McCormick Foundation LINC Consortium Meeting August 9, 2011.
A Quality Rating and Improvement System (QRIS) for Early Care and Education Settings.
Resources for Supporting Engagement for Each and Every Family 1.
United Way Born Learning® Academy Driven by Toyota.
Food Safety Professional Development for Early Childhood Educators Evaluation Plan.
Visit our website at ONE GOAL SUMMER CONFERENCE Hyatt Regency Hotel, Tampa, FL July 20, 2007 Parent Success = Child Success:
Quincy School District “Ready to ROAR" Parent, Family and Community Engagement Program.
Karen Seay PARENTAL INVOLVEMENT 101 – Writing a compliant policy and compact We’re all in this together:  State Department of Education 
Practitioner Support: Indirect Language Stimulation Techniques to Promote English Language Development in Preschool Students Research Team: Drs. Carolyn.
Scaling a Proven Solution to Bridging the Achievement Gap Plan for Growth 2011 Sarah E. Walzer Executive Director
1 National Dropout Prevention Conference January 15-18, 2008 Daytona Beach, Florida Parent Involvement is One of the Keys to Dropout Prevention.
Planning and Integrating Curriculum: Unit 4, Key Topic 3http://facultyinitiative.wested.org/1.
The Center for IDEA Early Childhood Data Systems Sharing is Good for Kids Kathy Hebbeler NERCC Part C Coordinators Meeting April 24, 2013.
Dual HPS. Welcome! Thanks for being here.
2.01 CHILD CARE PROGRAM COMPARISON. Private Home-Based Care: Caring for children in one’s own home; a caregiver who comes to the home.
Action Plan: Fully Implementing Goal 4 Early Childhood, Special Education and Title Services | Kansas State Department of Education |
1 Early Childhood Assessment and Accountability: Creating a Meaningful System.
OKLAHOMA EARLY READING FIRST What We Are Learning Priscilla Griffith University of Oklahoma Go Sooners!
E NGLISH L ANGUAGE A CQUISITION. Fernando Guidice Director Family Empowerment.
Family Homework Night Establishing Routines to Support Parent Involvement Kaitlyn Nykwest Homeless Children’s Education Fund 1.
Intensive Core French January Agenda Welcome ICF Program Overview Questions.
Introduction to the Pennsylvania Kindergarten Entry Inventory.
Ready schools... Ready schools... Ready Children... Ready Families... Ready Schools... Ready Communities Ready Schools Virginia’s Definition of School.
State Systemic Improvement Plan (SSIP) Office of Special Education January 20, 2016.
THE HIPPY MODEL. Home Instruction for Parents of Preschool Youngsters Home-based, parent involved early learning Provides solutions that strengthen.
Early Learning Board Presentation March 2, 2016.
Meeting the LEAPS Act May 5, PEI: Building Rigorous and Robust PreK-3 Family Engagement 1.
Working With Parents as Partners To Improve Student Achievement Taylor County Schools August 2013.
Prepared for the Office of Head Start by ICF International School Readiness Goals: Using Data to Support Child Outcomes.
The PDA Center is funded by the US Department of Education Office of Special Education Programs Stories from the Field and from our Consumers Building.
Preparing ELL Children for Success By Yolanda Hairston.
Spring 2016 Title I Parent Meeting. AGENDA  School Wide Plan  School/Parent Compact  Parent involvement Policy  Teacher training on parental involvement.
A GUIDE FOR CANTON PUBLIC SCHOOL DISTRICT’S PARENTS AND STAKEHOLDERS The Mississippi Literacy-Based Promotion Act
Early Childhood Outcomes Trying to Get The Word Out Maria Synodi, 619 Coordinator Connecticut State Department of Education NECTAC National TA Meeting.
Governor Wolf’s Budget Proposal FY 17-18
What is does it mean to be a Title I School?
Dorothy S. Strickland, Ph.D. Rutgers, The State University of NJ
Linda Mayo Willis and Carolyn Pope Edwards
Presentation transcript:

Parent Involvement Works! Mary Lindsey, Ph.D. Director, Florida HIPPY Training & Technical Assistance Center Dabaram Rampersad Assistant Director, Florida HIPPY Training & Technical Assistance Center Marsha M. Black, Ph.D. Research Assistant Professor Department of Child and Family Studies University of South Florida Tampa, Florida

Workshop Agenda Welcome & Introductions Background/History of HIPPY Essential Features of the HIPPY Model: Staff, Curriculum, Role Play, Home Visits/Group Meetings HIPPY Program Demonstration Model for Building Parent and Child Involvement Highlights from Parent Involvement Research/Evaluation Findings Questions & Answers

What is HIPPY? HIPPY is an international evidence-based home visiting early childhood intervention program focused on parent-involved learning for preschool age children. The goal of HIPPY is to increase parental involvement in early educational activities to promote children’s school readiness and long term school success.

HIPPY International 9 Countries Argentina, Australia, Canada, Germany, Israel, Italy, New Zealand, South Africa, and USA

Serving more than 15,000 families HIPPY USA 135 Local Sites 21 States & District of Columbia Serving more than 15,000 families

Florida HIPPY 11 Counties 1,600 Children 11 Coordinators 70 Home Visitors

Background/History of HIPPY Established in 1969 at Hebrew University in Israel as a research and demonstration project for : Families experiencing economic disadvantage Limited English proficiency Immigrant families Established in the US in 1984 and serves more than 15,000 families across 135 communities in 21 states. Currently in 9 countries.

Essential Features of the HIPPY Model

Cost per Child $1,500 - $2,000* Approximately Program operating with Based on Program operating with approximately 150 children Program is in its 3rd year of operation or beyond * HIPPY USA national figures.

Promoting Parent Involvement Program Factors Low supervisory caseload Stable funding Low levels of staff turnover Program’s ability to offer tangible incentives such as goods and services Parent Involvement in Family Support Programs: An Integrated Theory. Karen McCurdy and Deborah Daro, Family Relations, 2001, 50, 113-121. The structure and capacity of a program to support its workers shapes the content in which services are delivered. Low supervisory caseload – ensures that direct service personnel receive the support they need to avoid frustration and burnout. Stable funding – Promotes smooth service delivery and reduces staff turnover Low levels of staff turnover –avoid service disruption Program’s ability to offer tangible incentives such as goods and services – entices parents to remain in the program

How HIPPY Parent Involvement Works!

Parent Involvement

What Research Says About Parent Involvement

Parent Involvement in Home Educational Activities National Research Experimental study to examine the effects of HIPPY on children’s early language skills, emergent literacy and parent involvement. Randomized control trial design was used with a sample of low-income immigrant Mexican American families. Mothers reported significant more involvement with their children after 15 weeks of HIPPY compared to the control group in providing home based literacy and language opportunities, quality instruction and interaction, and frequent modeling of literacy activities. Necoehea. D.M. 2007 – unpublished doctoral dissertation

Parent Involvement in Home Educational Activities National Research HIPPY researchers in Texas investigated the relationship of HIPPY parents to mothers’ involvement in education at home and school, student school readiness in kindergarten, and student academic outcomes in the third grade. Parent involvement surveys were administered at the start of HIPPY and again after one program year to 87 HIPPY mothers (79% Latina and 76% Spanish-speaking). Results: Within group analysis revealed a significant increase in report parent engagement in academic-related activities at home. Johnson, Martinez-Cantu, Jacobson & Weir, 2012

Parent Involvement in Home Educational Activities National Research HIPPY researchers in Texas conducted a quasi-experimental research study to investigate the effects of HIPPY on parents and children. A randomly selected sample of 54 HIPPY mothers and 54 wait-listed parents completed a one-time assessment on the HOME (Home Observation Measurement of the Environment) Results: Families in HIPPY had more learning materials in their home and offered their preschool children a greater variety of learning experiences than families on the waiting list. Nievar, Jacobson, Chen, Johnson, & Dier (2011)

Parent Involvement in Home Educational Activities Florida Research Parents completing their first year of a HIPPY program were surveyed on type and level of direct involvement with their young children. Responses of a matched sample of 366 pairs of HIPPY parents and 366 parents from the 2007 National Household Education Survey data set were compared on a number of home and community based educational activities using propensity scoring matching procedures. Results: HIPPY parents were found to not only engage in more frequent early literacy activities with their preschool age children, they also reported significantly higher use of research based dialogic reading strategies and a higher level of participation in community based educational activities compared to a demographically matched national sample of parents.

Parent Outcomes Enriched home language environment. Improved confidence and parenting efficacy High levels of involvement when children enter school. Gain confidence in their role as their child’s most influential teacher.

Parent Outcomes Learn to initiate, monitor and direct children’s educational experiences in the home. Become familiar with child development concepts Increase their communication skills

Child Outcomes Acquire skills and values that display a predisposition to learning Are more self-confident in their role as learners Gain increased self-reliance and self-sufficiency Increase literacy in home environments