1. PARENT, FAMILY, AND COMMUNITY ENGAGEMENT
PROMOTING FAMILY ENGAGEMENT
AND SCHOOL READINESS,
FROM PRENATAL TO AGE 8
Known in short as the “PFCE Framework”
This tool helps us see that when parent and family engagement activities are systemic and integrated across program foundations and program impact areas, family engagement outcomes are achieved, resulting in children who are healthy and ready for school.
The self-assessment is aligned with the PFCE framework.
Presented in collaboration:
Minnesota Head Start Association,
MN Department of Education,
Community Action Partnership of Ramsey and Washington Cos.
STGi, MN TTA Center

2. We all benefit Children will be better prepared for kindergarten
Families will be more engaged in your program and in the public school
Programs will achieve higher levels of quality
Communities will provide stronger supports to the next generation
In my work with schools, one thing I always bring up is: every study that I know of that looks at school success, or life success for that matter, has as its #1 or #2 variable parent/family involvement/support. What are you doing to enhance this?
We are in the Information Age, which requires a new type of learner. What does not involve continued learning in life and work (e.g. new phones, appliances, legal documents, PD, new trainings, etc)?
Do you think, if we had the research available, there would be a difference in learning outcomes between HS families and are highly involved versus those that are not?
Medical clinic analogy (the way staff treat you, the way things are set up, how attentive is the Dr., etc).
Isanti is a community that tries to be responsive, from safety to resources to keep children engaged (bike racing track, soccer complex, skateboard park, playground, etc).

3. What is Family?
Enduring relationship whether biological or non-biological, chosen or circumstantial, connecting a child/youth and parent/caregiver through culture, tradition, shared experiences, emotional commitment and mutual support.
Source: United Advocates for Children of California (205)
Family is impossible to define.
Intro to Parent Ed class the students go through this journey while trying to define family. In the end, they discover there is no one definition, rather the best is how the individual defines it.

4. What is Family Engagement?
Relationships
Beliefs, attitudes, behaviors and activities of families
Shared
responsibility
Relationships with families that support family well-being, strong parent-child relationships and ongoing learning and development of parents and children (this is not school district style family engagement).
A set of beliefs, attitudes, behaviors and activities of families that support their children’s positive development from early childhood through young adulthood.
Happening in the home, early childhood program, school and community
A shared responsibility with all those who support children’s learning.

5. Requires Full Engagement by ALL
Parents
Family Service Workers
Teachers/Home Visitors
Bus Drivers, Cooks, Janitors
Program Directors
Governing Boards
Community Partners
Moving from spools of thread to a quilt. As they say, it is the fabric of what we do.
TEAM concept.

6. How was the PFCE Framework Developed?
In partnership with programs, families, experts, and the National Center on Parent, Family, and Community Engagement.
Research-based approach to program change
Shows how an agency can work together to promote parent and family engagement and children’s learning and development.

7. Parent, Family, and Community Engagement (PFCE) Framework
The PFCE Framework is a road map for progress in achieving the kinds of outcomes that lead to positive and enduring
change for children
and families.
It is systemic, integrated
and comprehensive.
SYSTEMIC, INTEGRATED, and COMPREHENSIVE
Systemic means that parent, family and community engagement is anchored in leadership priorities, program management, continuous improvement systems and staff development.
Integrated – to be effective PFCE activities are carried out throughout the entire organization. For example, directors, teachers, assistant teachers, family support staff, home visitors, health and disabilities staff all play a role in engaging families and supporting school readiness.
Comprehensive approach, the full range of strengths, interests and needs of the adults and children in a family are considered and staff support families by connecting them with services and resources to achieve their goals.
ead%20Start%20Program/Program% 20Design%20and%20Management/H ead%20Start%20Requirements/IMs/ 2011/pfce-framework.pdf

8. Implementing PCFE Comprehensive Systemic Integrated
Comprehensive -The full range of strengths, interests and needs of the adults and children are considered and staff support families by connecting them with services and resources to achieve their goals
Systemic- PFCE is anchored in leadership priorities, program management, continuous improvement systems, and staff development.
Integrated-PFCE activities are carried out throughout the entire organization.

9. Head Start Parent, Family and Community Engagement Framework  Positive & Goal-Oriented Relationships Family Well-being
PROGRAM FOUNDATIONS
PROGRAM IMPACT AREAS
FAMILY ENGAGEMENT OUTCOMES
CHILD OUTCOMES
Program Leadership:
Ambitious goals and high expectations
Collaborative decision-making
Parent, Family and Community Engagement is a shared priority for all staff.
Continuous Program Improvement
Data about parent, family and community engagement efforts and outcomes drive decision-making
Professional Development
High quality training for all staff
Cross-service area teams
Career pathways and recognition
Program Environment
Welcoming and inviting setting
Cultural and linguistic responsiveness
System of regular communication with families
Family Partnerships
Families are partners in developing and achieving the goals in their family plan
Respectful, trusting relationships between staff and parents
Respectful, trusting relationships with parents and children in support of the parent-child relationships
Teaching and Learning
Parents partner to support children’s learning and development
Supporting families as lifelong educators
Supporting positive parent-child relationships
Support for transitions
Community Partnerships
Commitment to social support systems within programs and with larger community
Collaborative relationships for comprehensive services
Family Well-being
Parent-Child Relationships
Families as Lifelong Educators
Families as Learners
Family Engagement in Transitions
Family Connections to Peers and Community
Families as Advocates and Leaders
Children are ready for school and sustain development and learning gains through third grade
PFCE practices need to be incorporated into everything your program is and does.
Embed PFCE practices within the foundations of the program as well as the program impact areas (this chart shows the breadth and relation to outcomes – the self-assessment addresses the depth).

10. PFCE in the Foundation of the Program
Program Leadership
Continuous Improvement
Professional Development
Program leadership: director, governing board, policy council, parent committees, management teams

11. Program Foundations 1. Program Leadership
Ambitious Goals and High Expectations
Collaborative Decision Making
Shared Priority for
All Staff
Does your program have a stated vision of PFCE that incorporates ambitious goals and high expectations?
How is your vision of PFCE shared with staff and families and integrated into the daily life of your program?
How do you measure your progress in moving toward this vision?
How do you engage in collaborative decision-making with families, staff and community partners?
How do you build a strong and meaningful commitment to PFCE as a priority for all staff members?

12. Does your program have a stated vision of PFCE that incorporates ambitious goals and high expectations?
How is your vision of PFCE shared with staff and families and integrated into the daily life of your program?
How do you measure your progress in moving toward this vision?
How do you engage in collaborative decision- making with families, staff and community partners?
How do you build a strong and meaningful commitment to PFCE as a priority for all staff members?

13. Program Foundations 2. Continuous Improvement
Using Data on PFCE Efforts to Make Decisions
Leadership is committed to continuously improving systems and activities to engage and support parents and families.
Use regular assessments, data and benchmarks to inform goal-directed and positive relationships with parents, families and communities.
How do you define and document progress in PFCE relationships and practices in your program?
How do you collect and use data on progress in all 7 OHS PFEO (family well-being, positive parent-child relationships, families as lifelong educators, families as learners, family engagement in transitions, family connections to peers and community and families as advocate and leaders?
How do you seek feedback from parents, families and community partners to inform your continuous improvement efforts?
How is the data you gather used to inform change in your community?

14. How do you define and document progress in PFCE relationships and practices in your program?
How do you collect and use data on progress in all 7 OHS PFEO (family well-being, positive parent-child relationships, families as lifelong educators, families as learners, family engagement in transitions, family connections to peers and community and families as advocate and leaders?
How do you seek feedback from parents, families and community partners to inform your continuous improvement efforts?
How is the data you gather used to inform change in your community?

15. Program Foundations 3. Professional Development
High quality Training for All Staff
Cross-Service Area Teams
Career Pathways and Recognition
High Quality Training
Cross-service area teams – “community of learners” finding mutual support to apply learning from training into practice and to gain new insights from working in cross-service teams. Support staff & parents are also members of the team.
Career pathways & recognition: training, supervision, support, recognition and information about career options related to PFCE
What high quality training do you provide?
How do your professional development efforts help staff apply what they learn to their everyday interaction with children, families and each other?
How do your professional development efforts support effective cross-service area staff team?
What opportunities do you provide for staff and parents to develop career pathways in PFCE?
How do you measure your effectiveness in providing PFCE professional development?

16. What high quality training do you provide?
How do your professional development efforts help staff apply what they learn to their everyday interaction with children, families and each other?
How do your professional development efforts support effective cross-service area staff team?
What opportunities do you provide for staff and parents to develop career pathways in PFCE?
How do you measure your effectiveness in providing PFCE professional development?

17. PFCE in the impact areas of the program
Program Environment
Family Partnerships
Teaching and Learning
Community Partnerships

18. Program Impact Areas 1. Program Environment
Welcoming and Inviting Setting
Cultural and Linguistic Responsiveness
System of Regular Communication
Families feel welcomed, valued, and respected
What does your program do to make the physical environment inviting to parents and other family members?
How does your program help families get to know one another? How do you help families create networks of support?
How are families actively involved in volunteering? How does their volunteering impact their family and child outcomes?
How do you ensure that your program respects the cultural and linguistic diversity of participating families?
How would you characterize communication and relationship-building among leadership, staff and families?
How do you document and assess your efforts in building an environment where families are welcome, valued and respected?

19. What does your program do to make the physical environment inviting to parents and other family members?
How does your program help families get to know one another? How do you help families create networks of support?
How are families actively involved in volunteering? How does their volunteering impact their family and child outcomes?
How do you ensure that your program respects the cultural and linguistic diversity of participating families?
How would you characterize communication and relationship-building among leadership, staff and families?
How do you document and assess your efforts in building an environment where families are welcome, valued and respected?

20. Program Impact Areas 2. Family Partnerships
Families are Partners in Developing and Achieving the Goals in their Family Plans
Respectful, Trusting Relationships Between Staff and Parents
Families work with staff to identify and achieve their goals and aspirations.
How do families and staff work together to develop family and child development goals and plans?
How do you know when staff and families are achieving goals, experiencing success and managing challenges?
How do families and staff work together to identify and develop strategies and services to identify and address the challenges of families living with adversity?
How does staff support families in seeking/accessing community services, including families and their children that need unique supports and resources?
How do staff and families work together to support parents in identifying and participating in opportunities for their own education, training and career development?
How does staff build relationships to foster family members becoming volunteers, advocates and leaders?

21. How do families and staff work together to develop family and child development goals and plans?
How do you know when staff and families are achieving goals, experiencing success and managing challenges?
How do families and staff work together to identify and develop strategies and services to identify and address the challenges of families living with adversity?
How does staff support families in seeking/accessing community services, including families and their children that need unique supports and resources?
How do staff and families work together to support parents in identifying and participating in opportunities for their own education, training and career development?
How does staff build relationships to foster family members becoming volunteers, advocates and leaders?

22. Program Impact Areas 3. Teaching and Learning
Parents Partner with Teachers to Support Children’s Learning and Development
Supporting Families as Lifelong Educators
Supporting Positive Parent-Child Relationships
Support for Transitions
Families are engaged as equal partners in their children’s learning and development.
Ideas – staff and parents create systems together that prioritize transition efforts
How do all staff engage with families to strengthen positive parent-child relationships and support families as lifelong educators?
How does your program individualize opportunities for each family to be involved in their children’s learning?
How does your program prepare families to understand and use data to support their child’s healthy development and school readiness?
How do you engage with families, schools and community partners to facilitate successful transitions to new learning environments?

23. How do all staff engage with families to strengthen positive parent-child relationships and support families as lifelong educators?
How does your program individualize opportunities for each family to be involved in their children’s learning?
How does your program prepare families to understand and use data to support their child’s healthy development and school readiness?
How do you engage with families, schools and community partners to facilitate successful transitions to new learning environments?

24. Program Impact Areas 4. Community Partnerships
Commitment to Social Support Systems within the Program and Larger Community
Collaborative Relationships for Comprehensive Services
Communities support families’ interests and needs and encourage parent and family engagement in children’s learning.
How do you build community partnerships that connect families to peers and social support systems?
How do you build community partnerships to provide relationships and comprehensive services to foster progress for families and children”?
How do you support families and staff in contributing to their community as volunteers, board members and advocates?

25. How do you build community partnerships that connect families to peers and social support systems?
How do you build community partnerships to provide relationships and comprehensive services to foster progress for families and children”?
How do you support families and staff in contributing to their community as volunteers, board members and advocates?

26. PFCE-Family Outcomes Family Well-Being Parent-Child Relationships
Families as Lifelong Educators
Families as Learners
Family Engagement in Transitions
Family Connections with Community
Families as Advocates and Leaders
Parent and family engagement is about building relationships with families that support family well-being, strong relationships between parents and their children, and ongoing learning and development for both parents and children.
The PFCE Framework is a road map for progress in achieving the kinds of outcomes that lead to positive and enduring change for children and families.

27. PFCE-Child Outcomes Children Ready for School
Children Sustain Development
and Learning Gains
Through
Third Grade

28. To Improve Child & Family Outcomes
Utilize a systematic strategy for assessing program practices
Embed PFCE throughout all areas of the program
Move beyond well intentioned but random parent engagement activities
Use data/information to measure progress and drive continuous improvement
Use the checklists here as examples of one strategic for self assessment
BRING TOGETHER stakeholders, i.e. leadership, staff, families and community partners
Develop a common understanding of the program foundations and program impact areas and how PFCE practices can be embedded throughout your program;
Gather and review data/information on what your program is already doing;
Talk about where your program is along a continuum of practice strategies;
Spark new ideas and creative thinking of what you might like to try to do; and
Take risks and dare to innovate – your children, families and staff will all benefit.

29. Next Steps: Implementing the PFCE Framework
1. Think about the PFCE Framework and what it means to your program
2. Develop a common understanding of the program Foundation and Impact areas
3. Gather and review data/information to understand where you are and where you might want to go
4. Spark new ideas and creative thinking

30. Self assessment-evaluating your PFCE
1. Convene a group of stakeholders – parents, staff, administrators, community partners 2. Review/discuss the foundation and impact areas: Review the descriptions of each area and explanation of indicators and progression 3. Record your thoughts about: What you are already doing – celebrate Challenges you need to face – be honest New ideas about PFCE – dream big 4. Consider the big picture: Across: Embed PFCE across all areas Down: Reach for deeper practices in all areas assessment pdf

31. When …
Parent and family engagement activities are systemic and integrated across program foundations and program impact areas,
… Family engagement outcomes are achieved, resulting in children who are healthy and ready for school.

32. Questions