meeting the challenge for diverse populations denise r. johnson new dominion alternative center
TRANSCRIPT
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Meeting the Challengefor Diverse Populations
Denise R. JohnsonNew Dominion Alternative Center
Families and Collaboration
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Build trusting collaborative relationships among teachers, families, and community members
Recognize, respect, and address families’ needs, as well as class and cultural difference
Embrace a philosophy of partnership where responsibility is
shared
Today’s Objective
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Families and teachers might wish that theschool could do the job alone. But today’sschools need families and today’s familiesneed the schools. In many ways, this mutualneed may be the greatest hope for change. “
Rich, 1987
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A significant knowledge base suggests that toenhance learning outcomes, productive
home-school collaborations are essential (Lewis &Henderson, 1997).
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While most educators agree with the value offamily involvement, putting such
relationshipsinto action can be challenging.
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Shared educational goals
Maximizes opportunities for the student to learn
Builds social capital
Parent and educator perspectives leads to a better understanding of the student
Blaming can be avoided when a child exhibits learning and behavior difficulties
Benefits of Working with Parents as Partners
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Challenges for Diverse Families and Educators
Demographics of students served is rapidly changing
Family structures and values are more varied
Service providers are child focused and have limited training on family interaction
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Suspicion about treatment from educators
Lack of responsiveness to parental needs
Lack of supportive environment and resources (e.g., poverty, limited access to services)
Challenges for Diverse Families and Educators
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Transportation
Day care issues
Illness of caregiver or other family
Language differences
Economic, emotional, and time constraints
Challenges for Diverse Families and Educators
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Tendency to blame parents for student
academic/behavioral performance
Use of jargon
Lack of sensitive/aware personnel
Lack of linguistically/culturally diverse materials
Inflexible scheduling
Challenges for Diverse Families and Educators
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It is never a good idea to ignore family lack of involvement
Even under the most frustrating conditions, educators still must continue to build respectful relationships
Engaging Families at All Levels
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Differentiating family supports is just as important as differentiating instruction
One size does not fit all
Multiple approaches are needed to engage parents, grandparents, single parents, foster parents, older siblings, teen parents, military parents, incarcerated parents, etc.
Engaging Parents At All Levels
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Tier Model for Differentiating Strategies to Maximize Family Engagement
Opportunities affordedto all families.
Additional supportsto boost some
families.
Special efforts
for a few families.
Indicated: 3rd Tier
Selective: 2nd Tier
Universal: 1st Tier
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Create a welcoming environment
Solicit family input Provide an orientation Establish ongoing
communication Sponsor social
activities
Universal Strategies for ALL Families
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Connect families with each other
Offer families education and training
Translate materials Solicit family input Recruit family members to
serve on advisory groups
Selective Strategies to BOOST Some Families:
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Tailor approaches to each family
Repair relationships between the student and his/her family
Strategies for Hard to REACH Families
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Provide examples of each
1. Do I accept parents as they are, or do I try to change them to “fit” a
predetermined parent role?
2. Do I try to build relationships, or do I stay aloof in my interactions with
family members?
3. When I tell parents that I will do something, do I follow through?
4. Am I always trying to teach parents something, inform them of
something, or instruct them about something, or do I also try to learn from
them and about them?
Reflection: Personal Attitudes Toward Families
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Educators must meet parents where they are, not where they think parents should or could be.
Everyone should assume that each party is doing the best he or she can.
This means that judgments must be suspended and an effort made to understand the family’s perspective.
Fostering Positive Relationships
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Listen to one another’s perspective
View differences as strengths
Focus on mutual interests
Solicit input (e.g., ideas and opinions about the child, concerns, goals, and potential solutions to problems)
Ways To Model Positive Attitude
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Make shared decisions about a child’s educational program and goals
Demonstrate a willingness to address conflict
Refrain from finding fault
Ways To Model Positive Attitude
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Differences are to be expected, because parentsand teachers observe children in their respectivesettings.
A win-win attitude in the presence of conflict is essential to fostering positive relationships.
Educators demonstrate a win-win attitude when they state a desire to work toward resolution and discuss what can be done at home and at school to achieve goals for the student.
Dealing With Conflict
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Provide examples of each
1. What extra effort have I made to enhance the involvement or connection to school for the student?
2. How can my relationship with the student be enhanced so that the student wants to invite the caregiver to attend back-to-school night or parent-teacher-student conferences?
3. Does the student feel it is his or her school (i.e., has a sense of belonging)?
4. Do I convey appreciation for parents’ ideas and input about their child?
Reflection: Building Trust with Students
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Greeting families by name and initiating positive contact when they first enter the school
Maintaining a point of contact between home and school
Preparing print materials in multiple languages.
Checking the tone and content of messages school personnel convey
Providing prompt responses to parent concerns
Practices that Build Trust and Create a Welcoming Climate
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Making contact at the first sign of a concern Offering group activities such as
information-sharing sessions) to encourage families and staff to become acquainted
Reaching out to parents through positive telephone calls
Offering to meet parents at their convenience
Asking parents to report good news to the school
Practices that Build Trust and Create a Welcoming Climate
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Be an active listener Use solution-oriented language Express concern for the student
Try not to start off by reciting a laundry list of problems that the child might have
Most families do not want to hear what is wrong with their children, but want to hear specific behavioral descriptions of what their children are doing
Practices that Build Trust and Create a Welcoming Climate
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Help parents view their children as learners
Phrase communication in such a way that a message of hopefulness is evident. Negative messages such as, “Your child is having trouble,” or “Your child is not motivated” may encourage caregivers to give up hope instead of trying to help by becoming involved.
Include students in communications whenever possible.
Practices that Build Trust and Create a Welcoming Climate
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Schedule specific dates for parent-teacher conferences and offer meeting times during and after school
Use locations, such as home or a local library to hold parent-teacher conferences
Offer child supervision during meetings Provide options for transportation Supply interpreters/liaisons for ESOL population Create flexible school office hours so parents
may come by before or after work
Be flexible in accommodating parents and families
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Provide feedback in a comfortable environment
Keep number of professionals to a minimum Ask about child’s strengths and weaknesses Remember that the child is an individual Use conflict resolution strategies to clarify
any contentious issues
Be flexible in accommodating parents and families
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Provide examples of each
Do you/your school personnel:
1. Help families maintain a sense of power, dignity, and authority in rearing their children?
2. Demonstrate mutual respect, critical reflection, and caring?
3. Find opportunities for families to provide input and make decisions about their children’s learning?
Reflection: Are families considered a resource?
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As the use of technology in our parents’ and students’ lives changes, so should the way we communicate with them and keep them informed and involved in their education.
Technology for Parent, Teacher, and Student Collaboration at
NDAC
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Telephone conference E-mail Text message Virtual teacher plan book School/class webpage Educational social media Class blogs
Technology for Parent, Teacher, and Student Collaboration at NDAC
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Phone conference
Technology for Parent, Teacher, and Student Collaboration at NDAC
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Technology for Parent, Teacher, and Student Collaboration at NDAC
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Secure Collaborate Share content Homework Grades Class discussions Notifications
Edmodo
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Text message◦ 703-361-9808
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New Dominion - Start Page
http://newdominion.schools.pwcs.edu/
Technology for Parent, Teacher, and Student Collaboration at NDAC
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For families:
Learn school policies, procedures, and practices
Develop and define family roles in relation to the student
Implications
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For professionals:
Involve influential family/community members
Conduct home visits Make communication reciprocal
Craft goals consistent with values
Be aware of cultural diversity
Implications
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For educational programs:
Provide transportation/meeting flexibility
Assign interpreters for families (long term)
Develop materials for different languages/ cultures
Look for opportunities to work with community institutions
Implications
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Does your school: Used welcoming strategies (e.g., personal invitations in native
language, translators)? Planned for logistical barriers (e.g., daycare, transportation)? Invited family assistance and input when addressing school-
based concerns? Kept the focus of interaction child centered and solution
oriented (e.g., what can be done to foster the child’s progress)? Offered fun events that also may meet a family need (e.g.,
raffles, contests, meals)? Used community outreach (e.g., meet in neutral sites, home visits)?
Identified influential family and community members who will spread good messages about the school?
Surveyed families to determine the reason for noninvolvement?
Examined family recruitment procedures to ensure they are appropriate?
Involving Families Checklist
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Christenson, S.L., & Sheridan, S.M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press.
Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
Epstein, J.L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview.
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Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42.
Liontos, L. B. (1992). At-risk families and schools: Becoming partners (ERIC Document Reproduction Service No. EA 023 283). Eugene, OR: ERIC.
National P. T. A. (2000). Building successful partnerships: A guide for developing parent and family involvement programs. Bloomington, IN: National Educational Service.
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