1. Camille Catlett Frank Porter Graham Child Development Institute camille.catlett@unc.edu WSA National ConventionJuly 2016 Family Engagement: Evidence-based Investments for Tangible, Long-Term Outcomes

2. Why engage families?

3. 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

4. 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)

5. 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; L ópez, Barrueco, & Miles, 2006)

6. 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)

7. 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)

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

9. National Federal State Program

10. National Perspective 2016 Zero to Three 2,200 family members with young children

11. There is more that unites than divides family members 9 out of 10 (91%) say parenting is their greatest joy 7 out of 10 (73%) say parenting is their biggest challenge

12. Fathers are more than babysitters 63% of fathers agree that “Dads don’t get enough credit for their involvement in raising and caring for young children.” 64% of moms also agree with this statement, too.

13. Cheerleader dad https://www.youtube.com/watch?v=lNKiExT- A3Ihttps://www.youtube.com/watch?v=lNKiExT- A3I

14. The importance of the early years is both motivating and terrifying to parents Knowing how important the first five years are makes me feel...

15. Almost all parents feel judged, almost all the time Moms are more likely to feel judged than dads are, with one important exception: Dads feel more judged by their co-parents than moms do. 90% of moms and 85% of dads feel judged. 46% of moms and 45% of dads say they feel judged all the time or nearly all the time.

16. If you discipline your kids, another parent might think that you’re being abusive. If you don’t discipline your kids, then they’ll think you don’t care about your kids. (Mosetta, Dallas)

17. 54% of parents wish they had more information about how to be a better parent “Am I being too hard on him? Is he going to remember this 10 years from now? It’s hard, as a parent. You’re responsible for a human being. I question myself every day – if I’m doing the right thing.”

18. Families want... Good information and experts they can turn to, count on, and trust 47% of dads and 29% of moms say they don’t know where to find information they can trust

19. Tuesday Session #11 Tools and Strategies

20. Federal Perspective May 2016 Policy Statement

21. Challenges There may be a perception that family engagement practices are supplemental, rather than necessary, to successfully promote children’s learning and development. Systems and programs may place a low priority on family engagement and see that as outside their mission of directly supporting children.

22. Challenges There may be few requirements and limited official guidance at the State and local levels to support implementation of family engagement policies and practices. Educators are not typically prepared to implement effective family engagement practices.

23. Is this what effective family engagment looks like?

24. Interaction in family home with physical therapist https://www.youtube.com/wa tch?v=F2w78PRMA8s

25. Principles of Effective Family Engagement 1. Create continuity and consistency for children and families. 2. Value respectful and trusting relationships between families and professionals. 3. Develop goal-oriented relationships with famliies that are linked to children’s development and learning. 4. Engage families around children’s health, mental health, and emotional well-being. 5. Ensure that all family engagement opportunities are culturally and linguistically responsive.

26. Principles of Effective Family Engagement 6. Build staff capacity to implement family engagement practices. 7. Support families’ connections and capabilities. 8. Systematically embed effective family engagement strategies within early childhood systems and programs. 9. Develop strong partnerships with community partners that support families. 10. Continuously learn and improve.

27. Recommendations Plan for and prioritize family engagement as “a critical component in promoting children’s learning and development” Communicate consistent messages that support strong family engagement

28. Recommendations Invest and allocate Establish or enhance statewide technical assistance Hire a family engagement specialist Provide adequate compensation Evaluate and continuously improve

29. C2P2 (Confidence and Competence: Partners in Policymaking) Exemplary Pennsylvania Models Family-centered practices Family capacity-building Family-professional collaboration Building family leadership P 3 D (Parents as Partners in Professional Development) State Perspective

30. Program Perspective – DEC Recommended Practices

31. 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

34. 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

35. Sponsored by

36. Can we switch from parents to family or parents & family?

37. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

38. 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.

39. Are you practicing... family involvement? family engagement? Do you know the difference? Halgunseth et al, 2009

40. Ask your professional partners...  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?

42. The program director listened as the occupational therapist explained to the parent that her child needed R-O-M for his R-U-E. After a long explanation, the parent asked what an R-U-E was. When the therapist answered “right upper extremity,” the parent replied that in her family it was called an “A-R-M.” Feinberg, 1994

43. Dear Teacher (children tell adults what they need) https://www.youtube.com/watch?v=lTMLzXzgB_s

44. Ask your professional partners...  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?

46. Free resources at the National Center on Parent, Family and Community Engagement

47. Ask your professional partners...  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?

48. Use relevant, evidence-based curricula and instructional approaches

49. Ask your professional partners...  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?

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

52.  Organized around 10 principles  Every individual is rooted in culture  The cultural groups in the communities and families of each program are the primary sources for culturally relevant programming  Questions to support reflection, planning, and policy development

53. Tuesday Session #11 Tools and Strategies

54. Effective partnerships between family members and professionals require collaboration. Plopped right in the middle of that word you will find the word “labor.” Partnership is labor. It is hard work. [Professionals] are the midwives helping us give birth to a new relationship. Janice Fialka It matters: Lessons from my son