1. Parent Involvement in the Literacy Development of Homeless Children Lyn Burningham, Ed.D, lyn.burningham@jordan.k12.ut.us Connie Crosby, connie.crosby@jordan.k12.ut.us NAEHCY Conference November 11-14. 2006 Lyn Burningham, Ed.D, lyn.burningham@jordan.k12.ut.us Connie Crosby, connie.crosby@jordan.k12.ut.us NAEHCY Conference November 11-14. 2006

2. 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.

3. 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?

4. 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?

5. Statistics / Utah / 2003-2004 - 7882 children / 2004-2005 - 9258 children / 2005-2006 - 10,087 children / District / 2003-2004 - 1561 children / 2004-2005 - 1702 children / 2005-2006 - 2254 children / 62% rise in families with children / (Deseret News, March 23, 2006) / Utah / 2003-2004 - 7882 children / 2004-2005 - 9258 children / 2005-2006 - 10,087 children / District / 2003-2004 - 1561 children / 2004-2005 - 1702 children / 2005-2006 - 2254 children / 62% rise in families with children / (Deseret News, March 23, 2006)

6. 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

7. History / Large suburban school district / 87 schools / 77,000 students / 1702 identified homeless students (2004-2005) / 2254 identified homeless students (2005-2006) / McKinney Vento funding / $145,279 Formula / $30,000 Competitive / Large suburban school district / 87 schools / 77,000 students / 1702 identified homeless students (2004-2005) / 2254 identified homeless students (2005-2006) / McKinney Vento funding / $145,279 Formula / $30,000 Competitive

8. Demographics - Shelter / Age 20-50 yrs. / Gender Males - 19 Females - 52 / Ethnicity / 42 (58%) Caucasian / 19 (27%) Hispanic / 8 (11%) African American / 3 (4%) Native American / Age 20-50 yrs. / Gender Males - 19 Females - 52 / Ethnicity / 42 (58%) Caucasian / 19 (27%) Hispanic / 8 (11%) African American / 3 (4%) Native American

9. 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

10. 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

11. 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

12. 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

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

14. Epstein Framework CommunitySchool Family

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

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

17. FINDINGS

18. 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

19. 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

20. 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

21. 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

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

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

24. 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

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