HIGLEY HIGH SCHOOL LAURA PAYNE JANUARY 25 2016

HIGLEY HIGH SCHOOL LAURA PAYNE JANUARY 25, 2016 ECE 497: CHILD DEVELOPMENT CAPSTONE COURSE TRACY REED

HIGLEY HIGH FACTS: • LOCATION - ELMHURST, ILLINOIS • SCHOOL POPULATION - 1, 500 STUDENTS BETWEEN 9 TH - 12 TH GRADE • FREE/REDUCED LUNCH PARTICIPANTS - 22% • SECOND LANGUAGE LEARNERS - 1% Ethnicity • CAUCASIAN STUDENTS - 66% Caucasion • HISPANIC STUDENTS - 22% Hispanic • AFRICAN AMERICAN STUDENTS - 6% African American • ASIAN STUDENTS - 5% Asian • AMERICAN INDIAN STUDENTS - 4% American Indian

DEVELOPMENTAL AREA OF FOCUS: ADOLESCEN CE ACCORDING TO THE CDC (2015), ADOLESCENCE IS BETWEEN THE AGES OF 15 - 17. THIS IS THE TYPICAL AGE/STAGE OF STUDENTS ENROLLED HERE AT HIGLEY HIGH SCHOOL. MILESTONES "THIS IS A TIME OF CHANGES FOR HOW TEENAGERS THINK, FEEL, AND INTERACT WITH OTHERS, AND HOW THEIR BODIES GROW. MOST GIRLS WILL BE PHYSICALLY MATURE BY NOW, AND MOST WILL HAVE COMPLETED PUBERTY. BOYS MIGHT STILL BE MATURING PHYSICALLY DURING THIS TIME. YOUR TEEN MIGHT HAVE CONCERNS ABOUT HER BODY SIZE, SHAPE, OR WEIGHT. EATING DISORDERS ALSO CAN BE COMMON, ESPECIALLY AMONG GIRLS. DURING THIS TIME, YOUR TEEN IS DEVELOPING HIS UNIQUE PERSONALITY AND OPINIONS. RELATIONSHIPS WITH FRIENDS ARE STILL IMPORTANT, YET YOUR TEEN WILL HAVE OTHER INTERESTS AS HE DEVELOPS A MORE CLEAR SENSE OF WHO HE IS. THIS IS ALSO AN IMPORTANT TIME TO PREPARE FOR MORE INDEPENDENCE AND RESPONSIBILITY; MANY TEENAGERS

PURPOSE OF PRESENTATION: CREATING AND SUSTAINING PARTNERSHIPS WITH FAMILIES AND THE COMMUNITY HOW THESE PARTNERSHIPS INFLUENCE THE LEARNING AND DEVELOPMENT OF CHILDREN

MESOSYSTEM BRONFENBRENNER’S ECOLOGICAL SYSTEM • ACCORDING TO BERK (2015), “THE SECOND LEVEL OF BRONFENBRENNER’S MODEL, THE MESOSYSTEM, ENCOMPASSES CONNECTIONS BETWEEN MICROSYSTEMS, SUCH AS HOME, SCHOOL, NEIGHBORHOOD, AND CHILDCARE CENTER. (P. 27) • “FOR EXAMPLE, A CHILD’S ACADEMIC PROGRESS DEPENDS NOT JUST ON ACTIVITIES THAT TAKE PLACE IN CLASSROOMS BUT ALSO ON PARENT INVOLVEMENT IN SCHOOL LIFE AND ON THE EXTENT O WHICH ACADEMIC LEARNING IS CARRIED OVER INTO THE HOME (GERSHOFF & ABER, 2006).

EPSTEIN’S TYPES OF INVOLVEMENT v PARENTING v. LEARNING AT HOME v COMMUNICATING v. DECISION MAKING v VOLUNTEERING v. COLLABORATING WITH THE COMMUNITY

PARENTING: “HELP ALL FAMILIES ESTABLISH HOME ENVIRONMENTS TO SUPPORT CHILDREN AS STUDENTS. ” (EPSTEIN, J (P. 1)) “RESULTS FOR STUDENTS: • AWARENESS OF FAMILY SUPERVISION; RESPECT FOR PARENTS. • POSITIVE PERSONAL QUALITIES, HABITS, BELIEFS, AND VALUES, AS TAUGHT BY FAMILY. • BALANCE BETWEEN TIME SPENT ON CHORES, ON OTHER ACTIVITIES, AND ON HOMEWORK. • GOOD OR IMPROVED ATTENDANCE. • AWARENESS OF IMPORTANCE OF SCHOOL. ” (EPSTEIN, J (P. 1)) IDEAS FOR IMPLEMENTING: ü FAMILY SUPPORT PROGRAMS/MEETINGS THAT ALLOW FOR PARENTS TO GET TOGETHER AND ASK FOR HELP/ADVICE FROM OTHER PARENTS. AN

COMMUNICATING: “DESIGN EFFECTIVE FORMS OF SCHOOL-TO-HOME AND HOM E-TO-SCHOOL COMMUNICATIONS ABOUT SCHOOL PROGRAMS AND CHILDREN'S PROGRESS. ” (EPSTEIN, J (P. 2)) “RESULTS FOR STUDENTS: • AWARENESS OF OWN PROGRESS AND OF ACTIONS NEEDED TO MAINTAIN OR IMPROVE GRADES. • UNDERSTANDING OF SCHOOL POLICIES ON BEHAVIOR, ATTENDANCE, AND OTHER AREAS OF STUDENT CONDUCT. • INFORMED DECISIONS ABOUT COURSES AND PROGRAMS. • AWARENESS OF OWN ROLE IN PARTNERSHIPS, SERVING AS COURIER AND COMMUNICATOR” (EPSTEIN, J (P. 2)) IDEAS FOR IMPLEMENTING: ü CONFERENCES WITH PARENTS/GUARDIANS 1 -2 TIMES PER YEAR AND AN OPEN LINE OF COMMUNICATION HOWEVER NECESSARY (EX. EMAIL, TEXT, WEEKLY CLASS LETTER)

VOLUNTEERING: GETTING PARENTS AND GUARDIANS INVOLVED “RESULTS FOR STUDENTS • SKILL IN COMMUNICATING WITH ADULTS. • INCREASED LEARNING OF SKILLS THAT RECEIVE TUTORING OR TARGETED ATTENTION FROM VOLUNTEERS. • AWARENESS OF MANY SKILLS, TALENTS, OCCUPATIONS, AND CONTRIBUTIONS OF PARENT AND OTHER VOLUNTEERS. ” (EPSTEIN, J (P. 3)) IDEA FOR IMPLEMENTING: ü CLASSROOM PARENTS THAT ARE IN CHARGE OF DIFFERENT TASKS (EX. PHONE TREE, MEETINGS,

LEARNING AT HOME “PROVIDE INFORMATION AND IDEAS TO FAMILIES ABOUT HOW TO HELP STUDENTS AT HOME WITH HOMEWORK AND OTHER CURRICULUM-RELATED ACTIVITIES, DECISIONS, AND PLANNING. ” (EPSTEIN, J (P. 4)) “RESULTS FOR STUDENTS • GAINS IN SKILLS, ABILITIES, AND TEST SCORES LINKED TO HOMEWORK AND CLASSWORK. • HOMEWORK COMPLETION. • POSITIVE ATTITUDE TOWARD SCHOOLWORK. • VIEW OF PARENTS AS MORE SIMILAR TO TEACHER AND OF HOME AS MORE SIMILAR TO SCHOOL. • SELF-CONCEPT OF ABILITY AS LEARNER. ” (EPSTEIN, J (P. 4)) IDEA FOR IMPLEMENTING Ø SENDING HOME CALENDARS WITH DIFFERENT IDEAS FOR KEEPING CHILDREN ENGAGED AND ACTIVE IN THE LEARNING AS WELL AS ACTIVITY PACKS FOR ANY SCHOOL BREAKS THAT INCLUDES DIFFERENT ACTIVITIES

DECISION MAKING: “INCLUDE PARENTS IN SCHOOL DECISIONS, DEVELOPING PARENT LEADERS AND REPRESENTATIVES. ” (EPSTEIN, J (P. 5)) “RESULTS FOR STUDENTS • AWARENESS OF REPRESENTATION OF FAMILIES IN SCHOOL DECISIONS. • UNDERSTANDING THAT STUDENT RIGHTS ARE PROTECTED. • SPECIFIC BENEFITS LINKED TO POLICIES ENACTED BY PARENT ORGANIZATIONS AND EXPERIENCED BY STUDENTS IDEA FOR IMPLEMENTING: Ø INDEPENDENT ADVOCACY GROUPS TO LOBBY AND WORK

COLLABORATING WITH THE COMMUNITY: IDENTIFY AND INTEGRATE RESOURCES AND SERVICES FROM THE COMMUNITY TO STRENGTHEN SCHOOL PROGRAMS, FAMILY PRACTICES, AND STUDENT LEARNING AND DEVELOPMENT. (EPSTEIN, J (P. 6)) “RESULTS FOR STUDENTS • INCREASED SKILLS AND TALENTS THROUGH ENRICHED CURRICULAR AND EXTRACURRICULAR EXPERIENCES. • AWARENESS OF CAREERS AND OF OPTIONS FOR FUTURE EDUCATION AND WORK. • SPECIFIC BENEFITS LINKED TO PROGRAMS, SERVICES, RESOURCES, AND OPPORTUNITIES THAT CONNECT STUDENTS WITH COMMUNITY” (EPSTEIN, J (P. 6)) IDEA FOR IMPLEMENTING: q COMMUNITY WORK SUCH AS (ART

REFERENCES: • TEENAGERS (15 -17 YEARS OF AGE). (2015). RETRIEVED JANUARY 25, 2016, FROM HTTP: //WWW. CDC. GOV/NCBDDD/CHILDDEVELOPMENT/POSITIVEPARENTING/AD OLESCENCE 2. HTML • GERSHOFF, E. T. , & ABER, J. L. (2006). NEIGHBORHOODS AND SCHOOLS: CONTEXTS AND CONSEQUENCES FOR THE MENTAL HEALTH AND RISK BEHAVIORS OF CHILDREN AND YOUTH. IN L. BALTER & C. S. TAMIS-LEMONDA (EDS. ), CHILD PSYCHOLOGY: A HANDBOOK OF CONTEMPORARY ISSUES (2 ND ED. , PP. 611 -645). NEW YORK: PSYCHOLOGY PRESS. • EPSTEIN, J. (N. D. ). EPSTEIN'S FRAMEWORK OF SIX TYPES OF INVOLVEMENT. RETRIEVED FROM HTTP: //WWW. UNICEF. ORG/LAC/JOYCE_L. _EPSTEIN_S_FRAMEWORK_OF_SIX_T YPES_OF_INVOLVEMENT(2). PDF • BERK, L. & ROBERTS, W. (2009) CHILD DEVELOPMENT (3 RD CANADIAN ED. ). TORONTO, ON: PEARSON ALLYN AND BACON.