Parent InvolvementParent Involvement

The Future of School Psychology The Future of School Psychology Task ForceTask Force

on Family-School Partnershipon Family-School Partnership

Margaret Beebe-Frankenberger Margaret Beebe-Frankenberger University of MontanaUniversity of Montana

Gloria Miller Gloria Miller University of DenverUniversity of Denver

Lisa Persinger Lisa Persinger Tucson Unified School District (AZ)Tucson Unified School District (AZ)

Parent Involvement – PI Parent Involvement – PI Module Overview Module Overview

Parent Involvement – PI Definitions and RationaleParent Involvement – PI Definitions and Rationale PI Relative to the Family School PartnershipsPI Relative to the Family School Partnerships Characteristics of PICharacteristics of PI Our Module definition Our Module definition

Three Evidence-based PI interventionsThree Evidence-based PI interventions Parent Tutoring (PT)Parent Tutoring (PT) Parents Encourage Pupils (PEP)Parents Encourage Pupils (PEP) Reciprocal Peer Tutor and Parent Involvement (RPT-PI)Reciprocal Peer Tutor and Parent Involvement (RPT-PI)

Enhancing PI & tying to a 3-tier delivery modelEnhancing PI & tying to a 3-tier delivery model Further Resources Further Resources

Family School Partnerships Family School Partnerships - FSP- FSP

A FSP is a relationship involving close A FSP is a relationship involving close cooperation between parties having joint cooperation between parties having joint rights and responsibilities. rights and responsibilities.

Effective FSPs Effective FSPs enhance success for enhance success for students and improve children’s students and improve children’s academic, social, emotional and academic, social, emotional and behavioral experiences and outcomes.behavioral experiences and outcomes.

(Christenson & Sheridan, 2001)(Christenson & Sheridan, 2001)

Review of the Review of the Characteristics for Effective Characteristics for Effective Family-School PartnershipsFamily-School Partnerships

Parents are viewed as Parents are viewed as empowered partnersempowered partners.. Interactions among partners are Interactions among partners are collaborative collaborative andand bi- bi-

directional.directional. Relationships are Relationships are cooperative, interdependentcooperative, interdependent, and , and

balancedbalanced.. Maintenance of a Maintenance of a positive relationshippositive relationship is a priority. is a priority. Services provided are Services provided are flexible, responsiveflexible, responsive, and , and

proactiveproactive.. Differences Differences in perspectives are seen as strengths.in perspectives are seen as strengths. There is a commitment to There is a commitment to cultural competencecultural competence.. There is an emphasis on There is an emphasis on outcomesoutcomes and and goal goal

attainment.attainment.

(Sheridan, 2004)(Sheridan, 2004)

Review of the Review of the Characteristics for Effective Characteristics for Effective Family-School PartnershipsFamily-School Partnerships

STOP here and Review:

the “M & M’s of Parenting and Partnering”, see Slide 8 and Activity 1 of the Family-School Partnerships Overview.

“Developing Pathways to Partnerships”, see Slide 32 and Handout #11 of the Family-School Partnerships Overview.

Review of Effective Methods Review of Effective Methods for a Multicultural Approach to for a Multicultural Approach to

PartnershipsPartnerships

STOP and Review the Creating Partnerships with Culturally Diverse Families in Module 1 Specific to PI interventions, please use

techniques and methods shown on: Slide 10: Building trusting relationships Slide 11: Address diversity directly Slide 12: Implement a family-centered approach Slide 13: Enhance Communication Slide 14: Enhance Communication (cont’d)

Parent Involvement Parent Involvement Definitions Definitions

The participation of significant caretakers in the The participation of significant caretakers in the educational process of their children in order to educational process of their children in order to promote academic and social well-being (Wolfendale, promote academic and social well-being (Wolfendale, 1983). 1983).

A school-initiated and directed engagement of the A school-initiated and directed engagement of the parent that, under optimal conditions, evolves into a parent that, under optimal conditions, evolves into a home-school partnership working towards a mutually home-school partnership working towards a mutually agreed upon goal with shared responsibilities that agreed upon goal with shared responsibilities that results in positive student/child outcomes results in positive student/child outcomes (Christenson, 1995). (Christenson, 1995).

The active engagement in home, school, and The active engagement in home, school, and community activities initiated and maintained by the community activities initiated and maintained by the parent that supports the healthy development of their parent that supports the healthy development of their child(ren) (Epstein, 1986, 1995).child(ren) (Epstein, 1986, 1995).

Epstein’s 6 PI CategoriesEpstein’s 6 PI Categories (1987; 1995)(1987; 1995)

ParentingParenting – parents provide for basic needs: food, – parents provide for basic needs: food, shelter, emotional supportshelter, emotional support

CommunicatingCommunicating – – methods that help parents and methods that help parents and schools stay in contact schools stay in contact

Learning at HomeLearning at Home - home practices in which parents - home practices in which parents interact, monitor, or assist children in educationally interact, monitor, or assist children in educationally related activitiesrelated activities

Volunteering and/or AttendingVolunteering and/or Attending - parents coming - parents coming into the school setting to either help or supportinto the school setting to either help or support

Decision MakingDecision Making - parents participating in parent- - parents participating in parent-teacher organizations and school advisory or governanceteacher organizations and school advisory or governance

Community ConnectionsCommunity Connections - parents collaborating - parents collaborating with community and other agencies to facilitate students’ with community and other agencies to facilitate students’ educationeducation

Evolving DefinitionsEvolving Definitions Over time PI has changed from exclusive Over time PI has changed from exclusive

focus on one type of specific activity to a focus on one type of specific activity to a wide range of parent activities that support wide range of parent activities that support learning and achievement.learning and achievement.

Now considered a multidimensional Now considered a multidimensional concept that can include parent behavioral, concept that can include parent behavioral, personal/emotional, and personal/emotional, and cognitive/intellectual overt actions and cognitive/intellectual overt actions and affective experiences in support of a child’s affective experiences in support of a child’s schooling (Grolnick & Slowiaczek, 1994).schooling (Grolnick & Slowiaczek, 1994).

Bottom-lineBottom-line

Effective Parent Involvement is Effective Parent Involvement is designed to extend the designed to extend the

education mission of the school education mission of the school to help students be successful to help students be successful

by informing and engaging by informing and engaging parents in the education of parents in the education of

their own child and in school their own child and in school improvement efforts. improvement efforts.

Mandates for Parent Mandates for Parent InvolvementInvolvement

STOP and Review Family-School Partnerships Overview; history and current federal mandates for PI: Slide 19: 1975, PL 94-142 Slide 20: 1986, P.L. 99-457 and IDEA 1997 Slide 21: 2002, The No Child Left Behind

Act 2004 IDEA Part B and Part C

Characteristics of Characteristics of Effective PIEffective PI

Empowers parents as advocates and active Empowers parents as advocates and active participants in the education process.participants in the education process.

Fosters teacher-parent collaborative Fosters teacher-parent collaborative relationships with a common goal of student relationships with a common goal of student success.success.

Provides additional support for teachers and Provides additional support for teachers and students in the classroom. students in the classroom.

Facilitates positive parent-child relationships Facilitates positive parent-child relationships implicitly related to educational success implicitly related to educational success

A Rationale for PI A Rationale for PI

““No matter how skilled professionals No matter how skilled professionals are, or how loving parents are, are, or how loving parents are,

each cannot achieve alone what each cannot achieve alone what the two parties, working hand-in-the two parties, working hand-in-hand, can accomplish together” .hand, can accomplish together” .

(Peterson & Cooper, 1989; pp. 229, 208).(Peterson & Cooper, 1989; pp. 229, 208).

Another Rationale for PIAnother Rationale for PI

““Specific things families Specific things families dodo facilitate a child’s learning & facilitate a child’s learning &

educational success more than educational success more than specific descriptions of who specific descriptions of who

families families areare.”.”

(Kellaghan et al., 1993)(Kellaghan et al., 1993)

Support for PISupport for PIChild Outcomes Child Outcomes

There is empirical evidence supports the There is empirical evidence supports the relationship between PI and improvements relationship between PI and improvements in school achievement and students’ in school achievement and students’ educational success. educational success.

Parent Involvement was found to be the Parent Involvement was found to be the strongest moderator of literacy strongest moderator of literacy performance in fifth grade students across performance in fifth grade students across both low and high income families (Dearing, both low and high income families (Dearing, Kreider, Simpkins & Weiss, 2006)Kreider, Simpkins & Weiss, 2006)

Support for PISupport for PIParent Outcomes Parent Outcomes

Parents indicate more involvement in learning Parents indicate more involvement in learning activities at home and more positive attitudes activities at home and more positive attitudes and behavior towards and understanding of the and behavior towards and understanding of the work of schools (Epstein, 1986, 1995). work of schools (Epstein, 1986, 1995).

Contact and communication with educators Contact and communication with educators increases and parents indicate a desire for more increases and parents indicate a desire for more involvement (Hoover-Dempsey & Sandler, 1997).involvement (Hoover-Dempsey & Sandler, 1997).

Parents report improved communication with Parents report improved communication with their children, parent-child relationships, and their children, parent-child relationships, and develop effective parenting skills (Becher, 1984);develop effective parenting skills (Becher, 1984);

Support for PISupport for PITeacher OutcomesTeacher Outcomes

PI also improves teacher and staff morale and satisfaction (Becher, 1984).

PI increases classroom prosocial conduct

PI increases academic achievement in other academic areas. (Heller & Fantuzzo, 1991)

Tier 2: Targeted Group PI InterventionsTier 2: Targeted Group PI InterventionsPI interventions for targeted groups of students PI interventions for targeted groups of students

identified as “at risk” for specific academic difficulties identified as “at risk” for specific academic difficulties (ie. Reading, math). Example: Parents assist in reading (ie. Reading, math). Example: Parents assist in reading or math intervention (Parent Tutoring; Reciprocal Peer or math intervention (Parent Tutoring; Reciprocal Peer

Tutoring with Parent Involvement)Tutoring with Parent Involvement)

How Parent Involvement How Parent Involvement Relates to Multi-tiered Family Relates to Multi-tiered Family

School PartnershipsSchool Partnerships

Tier 1 80-90%

Tier 31-7%

Tier 25-15%

Tier 1: Universal PI InterventionTier 1: Universal PI InterventionEngaging parents as collaborative partners by Engaging parents as collaborative partners by involvement in their child’s education process. involvement in their child’s education process.

Examples: Homework expectations and Examples: Homework expectations and “stations”; interactive conversations about “stations”; interactive conversations about

progress; home rewardsprogress; home rewards

Tier 3: Intensive, Individual PI InterventionsTier 3: Intensive, Individual PI InterventionsParents as collaborative partners for individualized Parents as collaborative partners for individualized

intervention for child with poor response to the first two intervention for child with poor response to the first two tiers. Examples: parents as academic tutors at home for tiers. Examples: parents as academic tutors at home for

reading fluency (Parents Encourage Pupils)reading fluency (Parents Encourage Pupils)

Three Evidence-Based Three Evidence-Based

Parent Involvement Parent Involvement ProgramsPrograms

Fishel & Ramirez, 2005Fishel & Ramirez, 2005

1.1. Parent Tutoring (PT)Parent Tutoring (PT) Duvall, Delquadri, Elliott & Hall (1992)Duvall, Delquadri, Elliott & Hall (1992) Hook & DuPaul (1999)Hook & DuPaul (1999)

2.2. Parents Encourage PupilsParents Encourage Pupils (PEP)(PEP) Shuck, Ulsh, & Platt (1983)Shuck, Ulsh, & Platt (1983)

3.3. Reciprocal Peer Tutoring and Reciprocal Peer Tutoring and Parent Involvement (RPT-PI)Parent Involvement (RPT-PI)

Heller & Fantuzzo, 1991Heller & Fantuzzo, 1991

Evidenced-based Selection Evidenced-based Selection Criteria Criteria (Kratochwill & Stoiber, 2002)

Strong empirical/theoretical foundation, design, and statistical qualities.

Demonstrated effectiveness on school-based outcomes OR conducted in a school setting.

Demonstrated efficacy under the conditions of implementation and practice.

Evidence of external validity and utility.

Also see Fishel & Ramirez, 2005

Similarities Across PI Similarities Across PI ProgramsPrograms

Utilize collaborative parent-teacher instructional involvement efforts to improve students’ academic success.

Parents learn to directly assist in their child’s education at school and/or at home through academic tutoring approaches.

Employ parent reinforcement of positive academic behavior through praise, earning points for home/school rewards, and one-on-one parent-child attention.

Parent-teacher partnerships are primarily directed by teachers and focus on a single specific home-based activity.

Enhancing PIEnhancing PI Foster bi-directional communicationFoster bi-directional communication Enhance problem solving across home and schoolEnhance problem solving across home and school Encourage shared decision making Encourage shared decision making Reinforce congruent home-school support Reinforce congruent home-school support Consider flex time to accommodate flexible schedulingConsider flex time to accommodate flexible scheduling Provide workshops and in-service training for teachersProvide workshops and in-service training for teachers Conduct scheduled home visitsConduct scheduled home visits Establish parent centers within schoolsEstablish parent centers within schools Conduct activities/social events to increase parents Conduct activities/social events to increase parents

opportunities to communicate with educatorsopportunities to communicate with educators

Enhancing PIEnhancing PI Establish Universal climate Establish Universal climate Strategic and intensive – parent Strategic and intensive – parent

involvement is more targeted involvement is more targeted PI in intervention – increased PI in intervention – increased

involvement with risk…produces involvement with risk…produces culturally appropriate and more effective culturally appropriate and more effective interventions and outcomesinterventions and outcomes

Add here…..best practice…next is Add here…..best practice…next is definition of PI specific to this training definition of PI specific to this training module for strategic and intensive module for strategic and intensive interventionsinterventions

Additional Resources Additional Resources

The Harvard Family Research Project has compiled and The Harvard Family Research Project has compiled and categorized a large body of resources on parent categorized a large body of resources on parent involvement to make it easier to access and use. involvement to make it easier to access and use.

This resource guide contains web links to research, This resource guide contains web links to research, information, programs, and tools from over 100 national information, programs, and tools from over 100 national organizations. It provides information about parenting organizations. It provides information about parenting practices to support children's learning and development, practices to support children's learning and development, home-school relationships, parent leadership development, home-school relationships, parent leadership development, and collective engagement for school improvement and and collective engagement for school improvement and reform. reform.

Available online at Available online at http://www.gse.harvard.edu/hfrp/projects/fine/resources/guihttp://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/guide.htmlde/guide.html