Chapter 7 School-Based Programs Perry C. Hanavan, Au.D.
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Transcript of Chapter 7 School-Based Programs Perry C. Hanavan, Au.D.
Chapter 7School-Based Programs
Perry C. Hanavan, Au.D.
It Takes an Entire Village to Educate a Child
Schoolswant to provide an environment that
facilitates and teaches children to become fully functioning
young adults
Parentswant their children to
develop into productive intelligent,
mentally healthy young adults
Societyrequires an educated
citizenry
Schools must do more than encourage parents:
Recognize the strengths of familiesRecognize the stresses affecting many familiesRecognize other community agencies that offer
resources for studentsExplore different models that reach out to families Inclusion of parent-school support in pre-service
classes, knowledge of resources and parent programs by teachers and administrators
Seven Levels of Parent Involvement
1. Active partner and educational leader at home and at school
2. Decision maker
3. Advocate for the school
4. Actively involved as volunteer or paid employee
5. Liaison between school and home to support homework
6. Supporter of the educational goals of the school
7. Recipient of education and support
Issues and Concerns
Parent-school cooperation in the education of the classroom
Power and decision makingAdvocacyParent education and strengthening familiesFamily literacyComprehensive programs to meet the needs of all
family membersEmpowerment of families
Six Types of Involvement1. Parenting – help parents with skills and
understanding of child development2. Communicating – about children’s progress3. Volunteering – flexible schedules, options4. Learning at home – provide information to help
parents provide learning environments5. Decision making – include parents in process6. Collaborating with community – integrate services
and resources of the community with school to strengthen families, school programs, student’s development
Research on Involvement
Students – even in middle school and high school – want their parents to be more involved to be available for guidance and knowledge about the schools
If schools invest in practices that involve families, then parents respond, many parents who might not have otherwise become involved
Teachers who involve parents tend not to stereotype families
Comer Three Principles
ConsensusCollaborationNo-blame
provides a climate in which parents, children, and schools can thrive
Relationships
Child and Adolescent Growth Along the Six Developmental Pathways
Consensus Collaboration No-blame
Parent Team
Involves parents at every level of school activity
School Planning and
Management TeamPlans and coordinates
School activities
Student and StaffSupport Team
Addresses schoolwide prevention issues;
Manages individual student cases
Comprehensive School Plan•Curriculum, instruction, and assessment
•Sharing of information betweenschool and community
Assessment andModification
Periodic assessment createsnew information and identifies
new opportunities; permitsorderly change or adjustment
Staff DevelopmentCreated by need identified
in goals of the Comprehensiveschool plan
Middle & Secondary Schools
Parents seem to reduce involvement after elementary
Communication needs to be:– Immediate,– Frequent– Meaningful– Positive
Davies 5 for Collaborating
Early Childhood Programs
Head Start
Minnesota Early Childhood Family Education Program
Child Health Services & Schools
Brookline Early Education Project (BEEP)
School-Based Parent Involvement
League of SchoolsParents in Touch
– Dial-a-Teacher– Homework Hotline– Parent Line/Communicator– TIPS teacher involve parents– The Parent Focus Series– Work-site Seminars– Parent Advisory Council
Nooners
U.S. Department of Education
Family and School collaborative efforts– families
Helping Parents Work with ChildrenArts and craftsRead togetherPublishingGamesBackyard scienceFront yard businessListening centerMusic centerCommunicateHomemaking activities
Helping Parents Work with Children
Take a walkVisit the libraryVisit a storeExplore museumsVisit historical buildingsVisit the airport, bus stations, subways, etc.Virtual tours on the Web
Reaching Reticent Parents
Immigrant and refugee familiesSingle parents workingTwo parents working
Reaching Reticent Parents
Families are stressedFeel out of their element at schoolMay not realize importance of involvement
in their child’s educationFeel there are ulterior motivesTeachers do not know parent’s interests,
abilities and strengths
Parent Education for Teens
About 1 million teenagers become pregnant yearly– 1 in 3 have abortions
– One in seven miscarry
– More than half give birth
– ¼ are married
– 1/3 have a stable relationship
Factors– Poverty, low performance, grew up in single parent
home, more apt to drop out of school
Family Resource Centers
Families have primary responsibility for children’s development and well-being
Healthy families are the foundation of a healthy society
Families operate as part of a total systemThe systems and institutions upon which
families rely for support must assist families’ efforts to effectively raise their children
Family Literacy
More than 23 million men and women in the U.S. are illiterate
Another 45 million have skills at or below the ninth grade level
Also hinders their children’s ability
National Center for Family Literacy
Teachers
Are you aware of all the resources in your school and community to help families?– List five resources available in your community
Do you focus on the child or the family?– How will you do this?– What are your family goals?