1. By: Kathy Saunders and Charon Williams

2. Parental Involvement vs. Engagement  Parents often struggle with their own view of schools  Other responsibilities contribute to challenge (work, children, etc.)  Building parent relationship is significant  Cultural disconnect impedes growth “…Parent “engagement" can offer a superior opportunity for schools to work with families to improve their communities, their children’s academic achievement, and their futures” (Ferlazzo, 2009).

3. Parental Engagement Opportunities Decline by High School Source: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education/Civic Involvement Survey (PFI/CI:1996) and Parent Survey (Parent:1999) of the National Household Education Surveys Program, 1996 & 1999 and the Child Trends Databank. (2003). (www.childtrendsdatabank.org/indicators/39parentalinvolvementinschools.cfm)

4. Challenges at Home: Poverty  High degree of transiency  Frequent moves within short area  Absenteeism  Hunger  Child Care “The poorest districts experience the highest rate of student transiency” (Poverty, Housing Insecurity…2010)

5. Single Parent Households  Mother often head of household  Financial strains  Healthcare issues  Poor health  High rate of depression  Transportation  Parental issues trickle-down to children

6. Learning Challenges in Urban, Rural and Suburban Settings  Poor pre-natal care  Exposure to lead paint  Hunger  Time constraints interfere with: Daily reading Help with homework Parent behavior is due to stressors and long work hours that are not conducive to reading/homework support (Barton, 2004).

7. What Happens After School… Source: http://www.ruraledu.org/articles.php?id=2285

8. Disconnect From School/ Challenges  Physical distance/transportation  Negative prior experiences  Teacher misconception of: Laziness Lack of concern Neglect “Working parents, language differences, economic and cultural divisions, and a history of schools regarding parents as intruders and critics rather than partners have built walls” (Star, 2005).

9. Community  Tied to success of students  Removed from education  Centered in declining economic sectors: Financial Manufacturing Farming Labor The community is required to embrace the school through services and relationship in order to impact student achievement (Budge, 2006).

10. Concerns  Lack of educational importance  Learning challenges  Sense of place  Limited technology  Limited English Proficiency Students in higher poverty schools are revealed to be at a greater risk of educational failure or low academic achievement (Khattri, 1997).

11. School Strategies  Make school community center Invite parents in  Consider attendance issues  Flexibility in meeting and communication  In-school Social Services programs  Mentoring students  Computers at home for LEP families In a depressed economy, students need to remain to their home life while seeking measures like an education to sustain or rise above the poverty level (Budge, 2006).

12. Teacher Opportunities  Promote parental role in school  Retain/hire qualified teachers  Model value for community role  Professional development: Poverty issues Learning challenges Emotional challenges Parent view is driven by negative encounters that unfairly portrayed the individual as coming from a family that just did not care (Lott, 2001).

13. Classroom Strategies  Open communication with flexible schedules  Dispel powerless perception by parents  Initiate parent-teacher cooperation  Modify opportunities for parent-teacher cooperation  Value parent interest  Encourage parent participation “Parent engagement is about leading with our ears instead of our mouths” (Ferlazzo, 2009).

14. Fostering Family Inclusion in School

15. The Family

16. Many Hands Raise a School: Embrace Diversity Source: http://cmsweb2.loudoun.k12.va.us/512_3151883935/blank/browse.asp?a=383&bmdrn=2000&bcob=0&c =68417 Invite parents/culture into the classroom through celebration: Heritage days Cultural blending Integrated lessons Differentiated lessons

17. Sources  Barton, P. E. (2004, November). Why Does the Gap Persist? Educational Leadership, pp. 8-13.  Budge, K. (2006). Rural Leaders, Rural Places: Problem, Privilege, and Possibility. Journal of Research in Rural Education (21(13)).  Ferlazzo, L. (2009, November 3). A Parent Engagement Model That Works. Retrieved June 10, 2010, from Education World: http://www.educationworld.com/a_curr/profdev/profdev168.shtml  Khattri, N. R. (1997). Students at Risk in Poor; Rural Areas: A Review of the Research. Journal of Research in Rural Education, 13, 79-100.  Lott, B. (2001). Low-Income Parents and the Public Schools. Journal of Social Issues, 247- 259.  Poverty, Housing Insecurity and Student Transiency in Rural Areas. (2010). Retrieved April 12, 2010, from http://www.ed.psu.edu/educ/crec/research/poverty  Rural Assistance Center. (2003). Women's Health. Retrieved April 9, 2010, from raconline.org: http:www.raconline.org/infoguides/  Schwartz, W. (2004). After School and Community Technology Programs. ERIC Clearinghouse on Urban Education, 183. Retrieved March 19, 2010 from ERIC  Star, L. (2005, October 7). Parents and Teachers Working Together. Retrieved June 10, 2010, from Education World: http://www.educationworld.com/a_curr/profdev/profdev124.shtml