Parent Involvement in the Literacy Development of Homeless Children Lyn Burningham, Ed.D, Connie Crosby,

Slides:

Advertisements

Similar presentations

The Principals Role in Systemic Change for Reading Commitment.

Advertisements

The National Center on Addiction and Substance Abuse at Columbia University ®

Transition to Kindergarten: A Collaboration RIDE Winter Leadership Institute RI Convention Center February 9, 2007.

Report to the KSD Board June 9, Provide Kent School District the necessary guidance and assistance to create an equitable, academically enriching,

Evidence Based Practices Lars Olsen, Director of Treatment and Intervention Programs Maine Department of Corrections September 4, 2008.

Assessment of Food Access and Availability, Hunger, and Nutrition among the Homeless in Rhode Island Thaneth Ban, Lady Carmona, Nahomie Delille, and Laywell.

Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled Sallee Beneke University of Illinois.

State Implementation Grants for Improving Services for Children with ASD and other Developmental Disabilities and the State Public Health Coordinating.

Research Experiences for Teachers (RET) in Engineering Program Engineering Education NSF Awardees Conference-Sept , 2007 Mary Poats, Program Manager-RET.

1 Virginia Head Start Annual Conference The Wonderful World of Transitioning: Home to Center.

A Logic Model for the Effective Implementation of Service Coordination: Culmination of Five Years of Research Michael Conn-Powers, Indiana University Julia.

Fostering STEM Diversity OPAS Vision for the Year All Oregonians have the opportunity to choose and successfully pursue engineering or applied science.

Developing Community Resources to Address Disproportionality Fond du Lac School District John von Tish, Director of Pupil Services Stan Kocos, CPO Fond.

2011 International Lifelong Learning Conference: Transforming Nations through Enculturation of Lifelong Learning November 2011 Kuala Lumpur/Open.

Shared Family Care: An Innovative Model for Supporting & Restoring Families through Community Partnerships Amy Price, Associate Director National Abandoned.

FOR YOUTH DEVELOPMENT FOR HEALTHY LIVING FOR SOCIAL RESPONSIBILITY PUTTING SUCCESS INTO WORDS Y Readers Charlotte, NC | Y READERS | ©2012 YMCA OF GREATER.

Understanding and Supporting Gender Equality in Schools

Presented by Margaret Shandorf

Components of Quality Program Assessment Tools.  “Inclusion has legal status in legislation mandating educational services for all children with disabilities.

Planning an Adult Literacy Program. Components of adult literacy Reading Writing Math English as a Second or Other Language (ESOL) Cultural literacy.

East Wayne Head Start Annual Report “The Nationally Accredited team at East Wayne Head Start focuses on improving families by putting families.

 Clients and Services  Outcomes ◦ Mobile Dental Clinic ◦ CARES Plus ◦ School Readiness.

It is the mission of Options and Advocacy to enhance and protect the lives of children and adults with disabilities. Options and Advocacy for McHenry County.

Strong Communities Strong Leaders Program

CHCCD412A Cluster 1.  s/pdf_file/0006/54888/CHAPS_Community- Services-Pathway-Flyer_v 4.pdf

November 18 th, 2010 San Diego, California CERA Conference The California Statewide ASES Evaluation.

Source: Postsecondary Education OPPORTUNITY Collaborating to Expand the Pipeline “Let’s Get Real” Presented by: Ed C. Apodaca November 3-5, 2005.

Classroom Teachers as Parent Educators Joyce Epstein Johns Hopkins Univ.

Building a Brighter Future for Our Kids and Families Multnomah County Department of School and Community Partnerships.

that keep families strong

November 1,  Clients and Services  Outcomes ◦ Mobile Dental Clinic ◦ CARES Plus ◦ Child Signature Program #2 ◦ School Readiness.

The Parent’s Role in Positively Impacting Student Achievement Catholic Community of Caring Culture and Climate: A Parent Resource.

May 20, Purpose of the Self- Assessment Required by the Head Start Performance Standards (i)(1) Head Start Ac 2007 Head Start Act Section.

2014 CANAR Conference Arizona Rehabilitation Services – Services for the Blind, Visually Impaired & Deaf.

Development and results of an older adult health communication program using the Theory of Planned Behavior Virginia Brown, DrPH; Lisa McCoy, MS The National.

Chase Bolds, M.Ed, Part C Coordinator, Babies Can’t Wait program Georgia’s Family Outcomes Indicator # 4 A Systems Approach Presentation to OSEP ECO/NECTAC.

Food Safety Professional Development for Early Childhood Educators Evaluation Plan.

Incarcerated Mothers: Their Histories of Victimization and the Consequences for Their Children Toni Johnson, Associate Professor

DuPage One Stop Services Career Resource Center Access to quality jobs Job Search Resources Career Planning Assistance Unemployment Insurance Job Training.

The challenge and promise of community based participatory research 1.

Empowering Parents. Ideas to improve parent engagement in four areas: Helping the classroom teacher Creating an ELL Parent Night Positioning the ESL teacher.

Resiliency and Overcoming Obstacles Ashley Doering & Samantha Wooten Advised By: Susan Wolfgram, Ph.D. University of Wisconsin-Stout Demographic Characteristics.

Do They Say Thank You? Evaluation of a Social Skills Curriculum in a Youth Development Program.

RSPH of Emory University Controlling our Bodies: Social Inequality and Risk for HIV Infection among Black Women Kimberly R. Jacob Arriola, Ph.D., MPH APHA.

Early Childhood Mental Health Consultation Early interventions with very young children (birth to 6 years of age) at risk of experiencing serious emotional.

COMMUNITY ACTION AGENY Children’s Programs Volunteer Engagement Plan.

Federal Support for World-Class Schools Gwinnett County Public Schools 4/18/13.

Evaluation of an Urban Crisis Intervention Service for Persons with a Housing Crisis Karen Parhar and Peter R. Grant University of Saskatchewan.

2009 OSEP Project Directors Meeting Martha Diefendorf, Kristin Reedy & Pat Mueller.

Lincoln Community Learning Centers A system of partnerships that work together to support children, youth, families and neighborhoods. CLC.

Parent Satisfaction Surveys What is the Parent Satisfaction Survey?  Each year schools from our district are selected to participate in the.

Building Collaborative Teams Susan Rasicot. Examine: The Statistics  Number of students on grade level  Number of students by grade below grade level.

Jaquanda Pugh Teacher assist II February 22, 2010.

Inclusion in Afterschool: Serving Students with Specific Needs THE WHY’S AND THE HOW’S TO MAKE IT HAPPEN!

Bill Wilson Center Bill Wilson Center’s vision is to prevent poverty in the next generation by connecting youth and families to housing, education, employment,

Family Homework Night Establishing Routines to Support Parent Involvement Kaitlyn Nykwest Homeless Children’s Education Fund 1.

Common Core Parenting: Best Practice Strategies to Support Student Success Core Components: Successful Models Patty Bunker National Director Parenting.

Cumberland County Schools Transition. Indicator 1 Graduation Percent of youth with IEPs graduating from high school with a regular diploma is.

2011 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career 2.0 Building Successful Collaboration between Parent Centers.

Interview Design Four Focal States Connecticut, Indiana, North Carolina, Massachusetts Additional States Arizona, Utah, Washington State Interview Protocol.

Success for All The government’s vision for doing better for learners with special education needs How we organise the resources and efforts of all, supported.

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.

CYNTHIA SPENCER THE BIG INTERVIEW. DESCRIBE YOUR PHILOSOPHY OF EDUCATION. Becoming a teacher is satisfying to many people for different reasons, but the.

Created By: Gaile Travis Edited: March 30, As a Child Development Professional, I…. Help children and their families overcome life’s most challenging.

21st Century Community Learning Centers Grant Partnership For

Supporting Trusting Family Partnerships

Professional Learning Communities Kick-off Day

State of the School Title I Meeting Folwell School, Performing Arts Magnet October 9, /8/2019.

Linda Mayo Willis and Carolyn Pope Edwards

Presentation transcript:

Parent Involvement in the Literacy Development of Homeless Children Lyn Burningham, Ed.D, Connie Crosby, NAEHCY Conference November Lyn Burningham, Ed.D, Connie Crosby, NAEHCY Conference November

Purpose / Collect information about the experiences, activities, characteristics, and outcomes of programs that increase parent involvement or act as barriers in the literacy development of children who are homeless.

Research Questions / What do principals, teachers, and parents perceive as strengths and weaknesses of programs currently in place to assist parents who are homeless to become engaged in their children’s literacy learning? / How are parents of children who are homeless participating in their children’s literacy learning? / What do principals, teachers, and parents perceive as strengths and weaknesses of programs currently in place to assist parents who are homeless to become engaged in their children’s literacy learning? / How are parents of children who are homeless participating in their children’s literacy learning?

Research Questions / What are the barriers to parent involvement? / What changes would be recommended to better meet the needs of children who are homeless? / What are the barriers to parent involvement? / What changes would be recommended to better meet the needs of children who are homeless?

Statistics / Utah / children / children / ,087 children / District / children / children / children / 62% rise in families with children / (Deseret News, March 23, 2006) / Utah / children / children / ,087 children / District / children / children / children / 62% rise in families with children / (Deseret News, March 23, 2006)

Type of Study / Qualitative study using phenomenological methods / Lived experiences of families / Philosophical perspectives / Social Constructivist Lens / Reality / Knowledge / Learning / Qualitative study using phenomenological methods / Lived experiences of families / Philosophical perspectives / Social Constructivist Lens / Reality / Knowledge / Learning

History / Large suburban school district / 87 schools / 77,000 students / 1702 identified homeless students ( ) / 2254 identified homeless students ( ) / McKinney Vento funding / $145,279 Formula / $30,000 Competitive / Large suburban school district / 87 schools / 77,000 students / 1702 identified homeless students ( ) / 2254 identified homeless students ( ) / McKinney Vento funding / $145,279 Formula / $30,000 Competitive

Demographics - Shelter / Age yrs. / Gender Males - 19 Females - 52 / Ethnicity / 42 (58%) Caucasian / 19 (27%) Hispanic / 8 (11%) African American / 3 (4%) Native American / Age yrs. / Gender Males - 19 Females - 52 / Ethnicity / 42 (58%) Caucasian / 19 (27%) Hispanic / 8 (11%) African American / 3 (4%) Native American

Demographics (cont.) / Children in Family 0-7 / Marital Status / Single 18 / Married 27 / Separated 15 / Divorced 9 / Education / Some high school16 / High school grad/GED21/6 / Some college18 / College grad3 / Other8 / Children in Family 0-7 / Marital Status / Single 18 / Married 27 / Separated 15 / Divorced 9 / Education / Some high school16 / High school grad/GED21/6 / Some college18 / College grad3 / Other8

Sites / 5 Shelters in district / 3 shelters used for study / Seasonal conditional use shelter / Families with children / Domestic abuse shelter / Men and women w/wo families / Transitional female shelter / Women w/children to 10 yrs / 5 Shelters in district / 3 shelters used for study / Seasonal conditional use shelter / Families with children / Domestic abuse shelter / Men and women w/wo families / Transitional female shelter / Women w/children to 10 yrs

Data Collection / Triangulation mixed methods design / 8 months - December 2004-July 2005 / 93 unduplicated participants / Parents - 75 / Principals - 3 / Classroom & shelter teachers - 13 / Shelter staff - 2 / Triangulation mixed methods design / 8 months - December 2004-July 2005 / 93 unduplicated participants / Parents - 75 / Principals - 3 / Classroom & shelter teachers - 13 / Shelter staff - 2

Data Collection (cont.) / Surveys / 72/75 returned - 96% return rate / Focus groups / 35 parents / 10 educators / 2 shelter staff / Individual interviews / 3 principals / 8 teachers / Surveys / 72/75 returned - 96% return rate / Focus groups / 35 parents / 10 educators / 2 shelter staff / Individual interviews / 3 principals / 8 teachers

Epstein Framework / School / Community / Family Epstein, J. (1995). Phi Delta Kappan 77(9) / School / Community / Family Epstein, J. (1995). Phi Delta Kappan 77(9)

Epstein Framework CommunitySchool Family

Framework Themes / Educational Support / Parent Literacy Involvement / Involvement Barriers

Revised Framework Educational Support (Shelter/Community) Educational Support (School) Parent Literacy Involvement

FINDINGS

Educational Support (school) / 75% supported schools / 44% didn’t know or participate in parenting classes / Communication / Positive notes / Daily reports, contracts, homework folders / Motivation/Self Confidence / Processes and Procedures / District Support Teams / 75% supported schools / 44% didn’t know or participate in parenting classes / Communication / Positive notes / Daily reports, contracts, homework folders / Motivation/Self Confidence / Processes and Procedures / District Support Teams

Educational Support (shelter) / Strong collaboration between schools/shelters / After-school programs / Parent classes / GED / Adult literacy classes / Parenting skills / Literacy materials / Strong collaboration between schools/shelters / After-school programs / Parent classes / GED / Adult literacy classes / Parenting skills / Literacy materials

Parent Literacy Involvement / Highly involved - different perceptions / Importance of reading to and with children / Wanted children to listen/pay attention / Concerned with stress on children / Wanted to help but needed “know-how” / Wanted to play an active role / Highly involved - different perceptions / Importance of reading to and with children / Wanted children to listen/pay attention / Concerned with stress on children / Wanted to help but needed “know-how” / Wanted to play an active role

Involvement Barriers Educational Support (Shelter/Community) Educational Support (School) Parent Literacy Involvement Literacy Materials Facilities School Expectations: Time Parent Skills Knowledge Special Programs Special Ed. Early Childhood School Access Transportation No Car Disabled Access Bureaucracy Red Tape Family Issues Stress Health Money Childcare

Recommendations / Educational Support / Develop a school training module / Organize a parent resource center / Develop snapshot parenting classes

Recommendations / Parent Literacy Involvement / Provide a literacy kit for parents / Collaborate with shelters for structure and consistency during reading time

Recommendations / Overcoming Involvement Barriers / Build positive relationships / Provide an activity bus / Provide childcare for school activities / Promote a volunteer center at the shelters / Encourage healthcare classes / Obtain access to job opportunities

Future Implications / Collaborate with local & state agencies / Approach research from an educational level / Enhance a study using participant observation / Encourage professional development