1. Assertive Family Engagement
May 4, 2017
Rudyane Rivera-Lindstrom, MEd

2. Culturally Responsive refers to the implicit use of the cultural knowledge, prior experiences, frames of reference, and performance styles of diverse individuals (students) in order to make learning more appropriate and effective for them.
In other realms of education this is also referred to as “variability”.
Thinking about the situation from the family’s perspective.
Leveling the playing field.
Working to prevent damaging the relationship.
Establishing positive relationships.
Developing skills and practices- in order to increase your tools in your toolbox. 
Focus on Engagement

3. Putting it all together
Culturally Responsive Teaching
Assertive Engagement
Your capacity to :
Care
Communicate
Plan Curriculum
Implement Instruction
There are three “sets”:
Skill Set
Mind Set
Heart Set

4. Going Deeper Mind Set Skill Set
When thinking about engagement set your mind to the following:
Leveling the playing field
Belief in family’s capacity and ability
Empathy
Listening
Real is better than perfect
Ask-Offer-Ask
Patience, persistence, and creativity
DON’T take things personally
Providing parenting skills and support:
Limits and standards
Incentives and consequences
Relationship building
Consistency and role modeling
Use of time and attention
Avoiding power struggles
Family Meetings
Positives 4:1
Self Care

5. What Doesn’t Work/ What Works
Studies show that increasing the amount of service delivered does not improve the outcome of service. Research has shown that only 15% of client success is attributable to the model used.
Example: Having a parent meeting 1-3 a year to satisfy the expectation of reaching out when no relationships have been built before that. .
85% of factors identified for successful outcomes come from client factors, hope, and the relationship between the provider and the client.
Example: In order to build the relationship, taking into account the societal factors that surround the family: class/poverty, gender, race/ethnicity, health and mental health, employment, etc…

6. Our Pitfalls…
Hierarchy Trap- we think we are in a higher position due to our role and education. The reality is the client (family) is in charge.
Seeing only our own perspective Trap- we try to solve or do things how we would do it, and not take into account that its not always that simple or the only way to do things.
Judgment Trap- it can be easy to write the family off because they are difficult or aren’t active in the student’s life, Or looking at the student and the family in a deficit way.
Righting reflex- we want to immediately fix the situation.
Information Trap: sometimes our desire to Give advise is much higher than our client’s desire to Receive advise. We must learn to ASK- OFFER-ASK.
Feelings Trap: Making the situation about your feelings and not theirs. Taking things personally.
Control Trap: wanting to do it all because of lack of faith in the family or student. Not empowering.
Rules Trap: Getting stuck in the policy that continues to perpetuate negative institutionalized systems.
Rigidity Trap: Not allowing yourself the flexibility to find a solution.

7. The HEART Set: HOW is more important than what…
Focus on capacity, strength, and opportunity rather than on problems, failures, and obstacles.
Our families know what they want and need to change
Arguments for change must come from the families not us.
The most important skill set we have is listening! We listen with our ears, eyes, minds, and hearts. Its imperative to understand that we must show our families that we are listening and we care.
Its about HOPE.
Stay Persistent.
Be Creative.
Help to support and motivate.
Don’t judge.
Being real is better than being perfect.

8. Activity time…
With a partner, discuss a time where you fell into one of the pitfalls that were presented.
What did you do and why?
Knowing what you know now, how could you have responded differently?
What can you do now that could enhance the work you are currently doing with your students and their families?

9. Supporting Safety for our students and their families
LISTEN
Pay attention to any behavior changes
Inquire about how they are doing or feel
PROTECT
Remind students that they are safe and that bullying, harassment, discrimination is not acceptable
MODEL
Show that its ok to ask for help
Maintain calm and problem solve
CONNECT
Know the steps to report an incident- to principal, the police, department of justice, crisis hotlines
TEACH
Encourage to report immediately
Speak up and ask for help
Identify a safe adult connection
Know their rights

10. Evaluating your program
Alignment to HB 3499 efforts and ESSA
Researched Best Practice Tool
- REL NW- English Learner Systems Rubric
Systemic Equity Analysis
- Pocket Equity Lens
- Root Cause Analysis

11. Group Discussion Read through the tools hand outs.
What are your immediate responses or thoughts to the questions asked?
Does your current system allow for this type of in depth analysis?
What are your supports and barriers?

12. Resources Supporting Families and Addressing Safety Concerns
Research information on Assertive engagement came from:
Community Service Division in Department of Human Services of Multnomah County
EBIS & RTI work being done in David Douglas School District.
Supporting Families and Addressing Safety Concerns
Oregon Law Center
Latino Network
Oregon ACLU
Support Tools to use for Evaluation of Programs
Pocket Equity Lens
Root Cause Analysis Tool
REL NW EL Systems Rubric

13. THANK YOU!!! Rudyane Rivera-Lindstrom
Education Equity and EL Specialist
ODE Office of Equity, Diversity, and Inclusion