1. INFORMING, EDUCATING, EMPOWERING FAMILIES
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2. How Educators Can Help Families Become More Involved in PBIS at School
Engaging Families
in PBIS
How Educators Can Help Families Become More Involved in PBIS at School

3. Webinar Overview
Why is it important that families are engaged in their children’s learning and education?
What is effective communication between home and school?
How can we support families to be on School Leadership Teams for PBIS?
What does effective family engagement look like in schools?

4. Why is it important that families are engaged in their children’s learning and education?

5. Overall findings from over 45 years of research show…
when families are involved at home and at school,
children do better in school…
AND
In A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, a 2002 research synthesis of more than 50 studies, Anne T. Henderson and Karen L. Mapp conclude that there is a positive and convincing relationship between family involvement and student achievement. This holds true regardless of race/ethnicity, class, or parents’ level of education.
…schools do better educating children
Henderson & Mapp 5

6. Engaged families support learning
No matter what their family income or background, children with involved parents are more likely to:
Attend school regularly
Have better social skills
Pass their classes
Earn higher grades and test scores
Graduate and go on to postsecondary education and careers
Whether parents are in the school on a regular basis or simply making sure their children go to school every day ready to learn and consistently instilling the importance of education, students will do better in school. Research has shown that 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.
However, there are family conditions that create barriers to family involvement that must be addressed if all children are to succeed.
Henderson & Mapp 6

7. Powerful keys to children’s educational success
Three factors that most accurately predict academic success:
Home environment that encourages learning;
Parents with high expectations for their children’s achievement and future;
Family involvement at school and in community.
Research consistently shows that family involvement is THE greatest predictor of student success. Your interest, involvement, and dedication are invaluable to your child’s success.
Top three home factors that predict student success.
However, research also shows that families that can incorporate two of the three also have improved student success. Do what you can--every little thing you do helps.

8. What is effective communication between home and school?

9. Families and teachers engage in meaningful communication
Involves two way communication.
Uses language that both parties are comfortable with.
Avoids jargon and acronyms.
Sets communication standard that is open, honest, and continuous.
As school professionals, we do not always do the best job in communicating with parents in ways that are accessible to families. Schools and teachers communicate with families often. However, that communication is often one way. It is the school or teacher telling families information without giving them the opportunity to respond. In order for teachers to meaningfully communicate with families, the conversation must be two- way. Parents not only need to receive information and outreach that is accessible but also need to feel and be heard. Some of the ways that we can facilitate meaningful communication is through using language that families are comfortable with, encouraging families to give input and value what families have to say, providing translation as often as we can.
Home language
Translations

10. Families have information
about their children.
Families should communicate with the school about what is going on at home.
Life events
Changes (divorce, new family member, move)
Anything that may impact the child in school
Child’s strengths, interests, and motivators
Teachers can do a much better job of meeting a child’s needs if they have necessary background information.
AS ABE practitioners, it is important to instill in families that they know their children best. Many families do not feel it necessary to share what is going on at home with their child’s teachers. However, teachers cannot address issues they don’t know about. If a child is going through major changes at home, it is likely there will be evidence of this in the classroom. Something as small as sharing the fact that a child had a difficult morning getting ready for school, can prepare a teacher for how to best respond to behaviors later that day. By encouraging families to share their unique perspective about what is going on with their child, they will help the teacher to know how to best support that child in the classroom. Parents and families should know the importance of sharing information with teachers like life events or changes in the family structure (divorce, new family member, death of a family member)
FEDERATION FOR CHILDREN
WITH SPECIAL NEEDS

11. Teachers have information about children’s education.
Teachers should communicate with families about how children are doing in school.
Academic progress
Comparative development
Social/emotional development
Friendships
Teachers can help families with their concerns about their children.
Ways families can help at home.
Information about school and community resources
Families may need to be reminded that they are the experts on their children. Families need to feel confident and comfortable addressing concerns they may have with a teacher. Most teachers are happy to have a conversation around what a family may be concerned about and will often be able to provide more consistent updates in regards to a specific issue. They may also be able to suggest additional resources or ways that parents can help with the issue at home.

12. Information Sharing or Exchange???
share
/SHer/
give a portion of (something) to another or others.
use, occupy, or enjoy (something) jointly with another or others.
ex·change
iksˈCHānj/
give something and receive something of the same kind in return.
give or receive one thing in place of another.

13. Information Exchange Between Families and Teachers about PBIS
Use of similar terms and language
Mutual understanding of expectations
Reinforcement of students’ positive behaviors
Other information and/or data

14. How can we support families to be on School Leadership Teams for PBIS?

15. Develop strategies to build and support leadership skills
Recruit more than one parent to serve
Find and use leadership building programs
Serving on Groups that Make Decisions: A Guide for Families
Federation for Children with Special Needs
Provide up-front information about purpose of team, logistics, role, responsibilities, and expectations
Provide individualized ongoing support, i.e., transportation, child care, etc.

16. Develop ground rules for School Leadership Team

17. What does effective family engagement look like in schools?

18. Massachusetts Family, School and Community Partnership Fundamentals

19. Key Functions of the Fundamentals
Provide a framework for positive effective family and community engagement
Offer guidance for families, schools and community to examine current strategies
Explore new possibilities and expansion of practice
Correlate with other family and community engagement initiatives

20. Key Features of the Fundamentals
Provide a welcoming space for families
Outreach to all families
Share information with families in multiple ways and in multiple languages
Emphasize reciprocal communication with families
Offer multiple opportunities for engagement
Focus on student learning outcomes

21. Key Uses of the Fundamentals
Tool for assessing current family and community engagement practice
Source of ideas for new activities to enhance family and community engagement practice
Assist in development of family engagement goals for School Improvement Plans
Guide for educators in documenting Family Engagement Standard in Educator Evaluations
Basis for bringing families, school and community together to work on common goals

22. Overview of the Fundamentals
Welcoming All Stakeholders
Communicating Effectively
Supporting the Success of Children and Youth
Advocating for Each Child and Youth
Sharing Power and Responsibility
Partnering with the Community

23. Fundamental 1: Welcoming All Stakeholders Schools create and ensure a welcoming culture and environment for all families, children and youth, school staff, and community members. Stakeholders are valued and connected to each other in support of high academic expectations, achievement, and healthy development.
Indicators
Level 1: Initiating
Basic level of development and implementation
Level 2: Progressing
Functioning level of development and implementation
Level 3: Mastering
Highly functioning level of development and implementation embedded throughout school practice
Current Status
Date _______________
A. Creating a respectful
atmosphere for stakeholders
The school maintains clear signage that is welcoming to parents and visitors in the main languages used by families in the district.
The school is a welcoming place with a designated space such as a family center where families can connect with each other and staff to address issues, share information, and plan family engagement activities.
The school and district share responsibility with stakeholders from all neighborhoods and backgrounds to identify and break down barriers to family engagement related to race, ethnicity, family structure, religion, physical and mental abilities, educational background, and socioeconomic status of families.
Not here yet
B. Developing
personal
relationships
The school offers opportunities for families to connect with school staff and visit classrooms.
Parents and community members volunteer to work in the school office to welcome visitors and provide information and support to families and students.
Family volunteers from diverse neighborhoods and backgrounds are trained to serve as mentors to help other families become more engaged in the school. Families are greeted in their home language by friendly front office staff.
C. Providing
opportunities
for volunteering
The school invites families to volunteer in field trips, fundraising activities, and varied learning opportunities.
The school has a family engagement action team that organizes a formal volunteer program. Parent group members, other parents, and community members are welcome to volunteer their services in the school or individual classrooms.
The school volunteer program reaches out to families and community members across all neighborhoods and backgrounds, acknowledging unique experiences and skills, and offering varied volunteer opportunities at home, at school, and in the community.
D. Ensuring
accessible
programming by removing
economic
obstacles to
participation
The school identifies external resources and after-school/ enrichment programs that are free or low cost, and refers families to them.
Family and student activities and events are free. All stakeholders collaborate to cover the costs through the school budget, parent group fundraising, and contributions from community businesses and organizations.
The school and district share responsibility with stakeholders to plan and implement high quality family programs to be held at the school and in community locations such as libraries, community centers, faith-based centers, homes in different neighborhoods, and/or work sites.

24. Action Planning Using the Fundamentals
Within district, prioritize the six Fundamentals.
Select one Fundamental for focus of today’s discussion.
Address both Discussion Questions.
Plan next steps for School Leadership Team.

25. Resources on Family and Community Engagement
National PTA Standards for Family-School Partnerships,
Connecting Family and Community Engagement to Student Learning and Educator Effectiveness, Mass. Department of Elementary and Secondary Education
Harvard Family Research Project