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Gett ing Involved in Engagement:
Tips for Meaningful ly Engaging Fami l ies
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What motivates famil ies to engage – or not?
How is engagement created and supported?
Evidence-based practices and resources
How does healthy EC development relate to engagement?
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W h at ’s t h e b i g i d e a -w hy d o w e n e e d fa m i l i e s
to b e e n ga g e d ?
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F a m i l y e n g a g e m e n t i s m a n d a t e d -i t ’s t h e l a w
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W h a t ’sb e h i n d
t h e l a w ?
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R o n F e r g u s o n , D i r e c t o r T h e A c h i e v e m e n t G a p I n s t i t u t e , H a r v a r d U n i v e r s i t y
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W r i t e d o w n a s t r a t e g y y o u u s e t o e n g a g e
p a r e n t s
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I s t h e re a xxxd i f fe re n c e ?
E N G A G E M E N T
I N V O L V E M E N T
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I N V O L V E M E N Tis parent participation in the systems
and activities of the school
• Directed towards completing tasks selected by school
• Opportunities for participation in program activities supporting child/adult development
• Includes policy & program decision making
Client who receives services and information
ENGAGEMENT is ongoing, goal-directed relationships
between staff/families
• Mutual, culturally responsive• Supports best for children and families
individually and collectively• Staff/families share responsibility for
learning/development of children, progress toward outcomes for children/families, and parent involvement in program
Leader or potential leader who is integral to identifying vision and goals
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B a s e d o n t h e d e f i n i t i o n o f E N G A G E M E N T v s . I N V O LV E M E N T
h o w d o y o u c l a s s i f y y o u r a c t i v i t y ?
S H A R E YO U R R E S U LT S
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W h a t m o t i v a t e s a p a r e n t t o
e n g a g e ?
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Ka t h l e e n H o o v e r - D e m p s e y, P r o fe s s o r E m e r i ta ,D e p a r t m e n t o f Psyc h o l o g y a n d H u m a n D e ve l o p m e n t , Va n d e r b i l t U n i ve rs i t y
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1 . M OT I VAT I O N A L B E L I E F S
• Role construction
• Sense of efficacy for helping the child succeed in school
Hoover-Dempsey and Sandler, 2005
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1 . M O T I V A T I O N A L B E L I E F S
2. PERCEPTIONS OF INVITATION FROM OTHERS
• general school invitations
• school climate
• specific invitations from the child
• specific invitations from the teacherHoover-Dempsey and Sandler, 2005
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Kat h l e e n H o ove r - De mps ey, Pro fe s s or E m e r i ta ,D e p a r t m e n t o f Psy c h o l o g y a n d H u m a n D e v e l o p m e n t , Va n d e r b i l t U n i v e rs i t y
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1 . M O T I V A T I O N A L B E L I E F S
2 . P E R C E P T I O N S O F I N V I T A T I O N F R O M O T H E R S
3. PERCEPTIONS OF PERSONAL LIFE ISSUES PERTINENT TO ENGAGEMENT
• K n o w l e d g e a n d s k i l l s
• T i m e a n d e n e r g y
• C u l t u r e
Hoover-Dempsey and Sandler, 2005
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W h a t i s y o u r p r o g r a m d o i n g t h a t p o s i t i v e l y i n f l u e n c e s o r s u p p o r t s f a m i l i e s t o b e e n g a g e d ?
W h i c h p r a c t i c e s w i t h i n y o u r p r o g r a m m a y u n k n o w i n g l y b e a d e t e r r e n t t o e n g a g e m e n t ?
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Process Conditions•Linked to learning
•Relational
•Development vs.
service orientation
•Collaborative
•Interactive
Organizational Conditions
•••
Systemic: across the organization
Integrated: embedded in all programs
Sustained: with resources and infrastructure
To build and enhance the capacity of staff/families in the “4 C” areas:
•Capabilities (skills and knowledge)
•Connections (networks)
•Cognition (beliefs, values)
•Confidence (self-efficacy)
Lack of opportunities
for School/ Program Staff to build the
capacity for
partnerships
IneffectiveFamily–School Partnerships
Lack of
opportunities for
Families to build the
capacity for
partnerships
THE
CHALLENGE
OPPORTUNITY
POLICY &PROGRAM
GOALS
•
CONDITIONS
FAMILY & STAFF
CAPACITY
OUTCOMES
School and Program Staff who
can:•Create welcoming, inviting
cultures
• Connect family engagement
to student learning
• Honor and recognize
families’ funds of knowledge
Families who can negotiate
multiple roles:
• Supporters
• Encouragers
• Monitor
• Advocates
• Decision Makers
• Collaborators
Effective Partnerships
Support student achievement and
school improvement
The Dual
Capacity-building
Framework for
Family – School
Partnerships
Mapp, K. L., & Kuttner, P. J. (2013)
Partners in education:
A dual capacity-building framework for
family–school partnerships. Austin, TX:
SEDL
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O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S
•L i n k e d t o l e a r n i n g•R e l a t i o n a l•D e v e l o p m e n t v s . S e r v i c e o r i e n t a t i o n
•C o l l a b o r a t i v e•I n t e r a c t i v e
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O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S
• I n i t i a t i v e s a l i g n e d w i t h s c h o o l / d i s t r i c t g o a l s
• C o n n e c t f a m i l i e s t o t e a c h i n g l e a r n i n g g o a l s
• E v e n t s u s e d t o b u i l d c a p a c i t y
L I N K E D TO
L E A R N I N G
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O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S
R E L AT I O N A L• I s f o u n d a t i o n f o r s h a r e d l e a r n i n g / r e s p o n s i b i l i t y
• A c t s a s i n c e n t i v e a n d m o t i v a t o r f o r c o n t i n u e d p a r t i c i p a t i o n
R e l a t i o n s h i p - b u i l d i n g i s c r i t i c a l w h e n f a m i l i e s h a v eh i s t o r y o f m i s t r u s t ; n e g a t i v e p a s t e x p e r i e n c e s ;f e e l i n g i n t i m i d a t e d ; u n f a m i l i a r i t y w i t h c u l t u r e
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O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S
D E V E L O P M E N T V S . S E R V I C E O R I E N TAT I O N
Focus on empowering / enabling participants to be:• Confident• Active• Knowledgeable • Informed stakeholders in the transformation of schools / neighborhoods
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O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S
C O L L A B O R AT I V EGroup sett ings that focus on:
• Shared and peer learning• Creation of communicat ion
networks among famil ies and staff
The co l laborat ive nature of thesein i t iat ives bu i ld soc ia l networks ,connect ions , and soc ia l cap i ta l o fstaf f and fami l ies
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O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S
I N T E R A C T I V EPart ic ipants g iven opportunit ies to:
• Test / apply new ski l ls• Receive coaching and pract ice
Prov id ing informat ion i s not enough ;part ic ipants need opportun i t ies topract ice new learn ing and rece ivefeedback f rom each other, peers ,fac i l i tators
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OPPORTUNITY CONDITIONS: ORGANIZATIONAL
S y s t e m i c : a c r o s s t h e o r g a n i z a t i o n
I n t e g r a t e d : e m b e d d e d i n a l l p r o g r a m s
S u s t a i n e d : w i t h r e s o u r c e s a n d i n f r a s t r u c t u r e
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P O L I C Y a n d P R O G R A M G O A L S
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F O U R C s o f C A PA C I T Y:
C a p a b i l i t i e s
C o g n i t i o n
C o n f i d e n c e
C o n n e c t i o n s
Build capacity goals around the four components
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C a p a b i l i t i e s : H u m a n C a p i t a l , S k i l l s , a n d K n o w l e d g e
Need to know about :
• Bui ld ing t rust / re lat ionsh ip
• Ava i lab i l i ty o f community assets and knowledge funds
• Cultura l competency
Need to know about :
• How the schoo l system works
• Student learn ing
• Advocat ing for the i r ch i ld
• How to f ind support
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C o n f i d e n c e :I n d i v i d u a l L e v e l o f S e l f - e f f i c a c y
F a m i l i e s a n d s c h o o l s t a f f f e e l c o n f i d e n t a n d k n o w h o w t o n a v i g a t e • c u l t u r a l d i f f e r e n c e s• e n g a g e m e n t i n
p a r t n e r s h i p a c t i v i t i e s
?
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C o g n i t i o n : A s s u m p t i o n s , B e l i e f s , a n d Wo r l d v i e w
B e l i e f syste ms i n c l u d e :
• Va l u e o f p a r t n e rs h i p l i n ke d t o l e a r n i n g a n d s c h o o l i m p ro v e m e n t
• B ro a d e r v i e w a n d c o n st r u c t i o n o f m u l t i p l e ro l e s p l aye d i n s u p p o r t i n g c h i l d ’s e d u cat i o n
B e l i e f syste ms i n c l u d e :
• Va l u e o f p a r t n e rs h i p l i n ke d t o l e a r n i n g , s c h o o l i m p ro v e m e n t
• C o re b e l i e f s a b o u t e n ga g e m e n t d i s c u s s e d , d o c u m e n t e d i n d i s t r i c t a n d p ro g ra m
• Fa m i l y e n ga g e m e n t i s c o re s t ra t e g y t o i m p ro v e t e a c h i n g a n d l e a r n i n g
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C o n n e c t i o n s : S o c i a l C a p i t a lI m p o r t a n t R e l a t i o n s h i p s a n d N e t w o r k s
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B u i l d i n g o n s t re n gt h s :
T i ps to i mp rove
e n ga ge me nt
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C O R E B E L I E F S F O R E N G A G I N G FA M I L I E S
Pa r t n e rs h i p s c h o o l s h o l d fo u r c o re b e l i e f s w h i c h i n f u s e
e v e r y a s p e c t o f t h e i r s c h o o l
1. All parents have dreams for their children and want the best for them.
2. All parents have the capability to support their children’s learning.
3. Parents and school staff should be equal partners.
4. The responsibility for building partnerships between school and
home rests primarily with school staff.
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S t a g e - B a s e d I m p l e m e n t a t i o n
2013-2015 Dean L. Fixsen, Karen A. Blasé, Sandra F. Naoom & Michelle A. Duda, NRN v/2015 pg.2
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2013-2015 Dean L. Fixsen, Karen A. Blasé, Sandra F. Naoom & Michelle A. Duda, NRN v/2015 pg.2
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S t a n t o n E l e m e n t a r y , H o m e V i s i t i n g
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+
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• Motivational
Bel iefs
• Invitation to
engage
• Personal l i fe
context
C A PA B I L I T I E S
C O G N I T I O N
C O N F I D E N C E I O N
C O N N E C T I O N S
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1. Create welcoming school climate.2. Provide families information related to child development and creating
supportive learning environments3. Establish effective school-to-home and home-to-school communication4. Strengthen families’ knowledge / skills to support / extend children’s
learning at home and in community5. Engage families in school planning, leadership and meaningful volunteer
opportunities6. Connect students and families to community resources that strengthen and
support students’ learning and well-being
From Joyce L. Epstein’s Framework of Six Types of (Parent) Involvement / National Network of Partnership Schools
E a s i e r s a i d t h a n d o n e …
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" Te l l m e a n d I fo rg e t .
Te a c h m e a n d I re m e m b e r.
I nv o l v e m e a n d I l e a r n . "
- B e n j a m i n F r a n k l i n