Engaging Families and Communities in Students Education Examples

Engaging Families and Communities in Students’ Education: Examples from Ontario Dr. Hélène Grégoire May 12, 2012

Overview Examples of parent engagement in learning: § Parenting and Family Literacy Centres § Parenting Circles § Pathways to Education Examples of parent involvement on committees And some lessons learned…

Parenting & Family Literacy Centres (PFLCs) School-based programs where parents/caregivers and children, birth to six years of age, participate together in a range of play-based learning activities that focus on the optimal development of the whole child.

Purpose § to support children’s early learning and development, and lay the foundations for successful transition to school; and § to help engage parents/caregivers positively with the school system.

Access § Located in elementary schools in high-needs urban areas § The program is free‐of‐ charge, ensuring universal access by all families. § No pre‐registration is required.

Background § The PFLC program model was developed by Mary Gordon in Toronto in 1981 § Initially: five inner city schools of the Toronto District School Board § The government began funding PFLCs in 2007‐ 08 and has expanded the network of Centres each year since.

Government Commitment § As part of its Poverty Reduction Strategy (December 2008) the government committed to increase the number of PFLCs to 300 across the province over time. § The Parent Engagement Policy reiterated the commitment to expand the number of PFLCs in high‐needs communities. § In the 2010‐ 11 school year, there was a total of 475, 000 visits by children to 145 PFLCs. § In 2011‐ 12 the government invested $10. 6 million to support 155 PFLCs

Distribution § 155 PFLCS in: § 10 English‐language public boards; § 5 English‐language Catholic boards; § 1 French‐language public board; and § 1 French‐language Catholic board. § District school board and site selection is based on socio‐demographic census data (low income and level of parental education).

Program Goals § Provide a program that promotes positive parentchild interaction and supports the health and well being of the whole child; § Offer a family literacy program that develops early literacy and numeracy skills which are foundational for learning at school; § Increase parents’ knowledge, involvement and comfort level with schools; § Help children transition more easily to kindergarten by having PFLC staff, parents/caregivers and kindergarten teachers work together;

Program Goals - Continued § Promote discussions and share parenting information that help to build parents’/caregivers’ confidence and competence; § Provide support to parents/caregivers of children with special needs; and § Collaborate with the community to link families with appropriate community resources for special needs, health and other related services.

A Warm and Inclusive Environment

Operations § 20 hours a week during the school day § Funding for managerial staff, a Parent Worker, administrative support staff, professional development and supplies. § Staff are hired, trained, directly supervised by, and accountable to the district school board. § PFLC manager’s network

Typical Day in a PFLC 8: 45 – 10: 00 a. m. Learning Materials and Play to Learn* 10: 00 – 10: 10 Tidy Up Time 10: 10 – 10: 30 Snack Time 10: 30 – 10: 45 Gym Time/Outdoor Play 10: 45 – 10: 55 Shared Family Reading 10: 55 – 11: 15 Family Story and Music Time 11: 15 – 11: 45 Learning Materials 11: 45 – 12: 30 p. m. Kindergarten Pick Up & Lunch Time 12: 30 – 12: 45 Family Story & Music Time 12: 45 – 1: 30 Play to Learn 1: 30 – 1: 45 Tidy Up Time 1: 45 p. m. Home Time

Family Story and Music Time

Program Structure Ministry of Education provides ongoing support, monitoring and resources to school board personnel, including: Training for new centre staff and other personnel Parent Worker Handbook Signage and other communication materials Regular communications with the network of managers § Professional development opportunity § §

Research Conducted by Toronto DSB Long‐term, multi‐faceted positive impacts: § The odds of children who attend PFLCs with their parents/caregivers receiving low Early Development Instrument (EDI) scores in the five developmental areas are significantly smaller than their school peers who have no exposure to the program (2005 & 2009). § Young children who attended PFLCs were much more prepared for schooling than their peers in the same schools who had not attended the program (2005 & 2009). § After 3 years of schooling (JK, SK and Grade 1) students who attended a PFLC, especially those who participate regularly, are likely to perform above the expected reading and writing levels in their mid‐term grade one report card (2009).

Findings Continued § Students who attended PFLCs did better than their schoolmates, and than students of the same age in other TDSB schools, on social skills (co‐ operation and conflict resolution), and learning skills (taking initiative, independent work, homework completion) when assessed in Grade 1 (2009). § Parents found their Parent Workers particularly helpful in educating and offering them valuable information and knowledge for positive involvement in child’s growth and education. § Parents/caregivers who were isolated and new to the community became more confident and comfortable: § to form friendships and develop support networks with other parents at the Centres; § to interact with Parent workers, school staff, teachers and principals, which helped to get them involved in school.

Examples of Parents Reaching Out Regional Grants § Spanish Speaking Education Network: Second Congress of Education in Spanish § Portuguese-Canadian National Congress: Parents for Student Success § Nishnawbe-Gamik Friendship Centre: STRIVE § Durham District School Board: Project to remove barriers for newcomer parents § Ryerson University: Parenting Circles: Preparing Minority Parents to Support School Success

Partners in Parenting Circles Project § Dr. Judith Bernhard, Ryerson University § Centre for Spanish Speaking Peoples § Organization of Parents of Black Children (OPBC)

Goals of Parenting Circles § Introduce practical strategies to help parents effectively support and prepare their children for success in Canadian schools; § Foster development of parent support networks.

Examples of Strategies Used § Authoring of books for and about their children (e. g. , The Story of My Name, A Special Person in My Life, and Hopes and Dreams for my Child) § Discussion of challenges to participation; and § Assigning of tasks that involved engagement with school personnel

“In the Parenting Circles Project, participating parents came to recognize that the act of expressing their thoughts, feelings and knowledge in writing had far‐reaching benefits that they could not anticipate for their children and went beyond the immediate reaction they may have had. As the parents witnessed the positive feedback from their children, they began to fully comprehend how this was a new tool for positive communication. ” (from Judith Bernhard’s webpage: http: //www. ryerson. ca/bernhard/research/early‐authors‐gallery/)

Continued Importance of Family Engagement at the Secondary Level Supports for fresh starts. . . § Ongoing caring adults § Ongoing engagement of families § Community of helpers

Pathways to Education Program

Student/Parent Support Workers A bridge between the school, the student and the family… More at: http: //www. pathwaystoeducation. ca/sites/default/files/pdf/Adv ocacy%20 Support%20%2021_10_10. pdf

Pathways to Education Program

Involving Parents in Decision. Making and Advisory Roles “Providing equitable opportunities to influence the school’s decision making by those whose voices typically have not been heard will lead to significantly improved educational experiences for diverse and disadvantaged students” (Leithwood, 2012).

Some Examples § Parent Involvement Committees (PICs) § Safe School Strategy § Urban Priority High Schools

Parent Involvement Committee (PIC) § Acts as a direct link for parents to the director of education and the board of trustees; § Participates at the board level to support, encourage, and enhance the engagement of parents in improving student achievement and well‐being, by: § providing information and advice to the board on parent engagement § communicating with and supporting school councils § undertaking activities to help parents support their children’s learning at home and at school.

PIC Membership § § Director of Education Trustee member Parent members Community members

PIC Supports § § Annual PIC Symposium Handbook for PIC members Base‐funding Eligible to apply for PRO grant

Safe Schools Strategy Alternatives to suspensions and expulsions: § Meetings with parents § Referrals to community agencies Safe Schools Action Teams: § At least one parent and a community partner § Results of school climate surveys

Urban & Priority High Schools § 34 secondary schools in high needs urban neighbourhoods • In addition to EDU’s three priorities, the goals are to: – improve student engagement and achievement; – promote a safe and positive school climate; and – improve community engagement § Provides supports for students and their families, such as after ‐school recreational programs, peer mentoring opportunities and community information and events § School‐Community Steering Committee

Still learning about how to build a culture that values parents as partners and sustain systemic efforts to foster parent engagement in a continuous and more comprehensive way.

Engaging Parents who Face Barriers: A Few Lessons § § § Beyond “deficit” thinking Specific information and feedback Peer‐to‐peer communication and networking Communication in parents’ first language Outreach materials in which families see themselves Meeting parents where they live and work Outreach through community organizations Help navigating the education system Addressing social, economic and physical barriers Connecting families to services Strengthening understanding of teachers

Acknowledgements Learning Environment Branch, Ontario Ministry of Education