Parent Involvement Strategies That Work

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Parent Involvement Strategies That Work

• PIRC National Conference
• June 6, 2006
• Baltimore, Maryland
• Presented by Alison Bell, Ron Mirr, and Ed
  Redalen

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Promoting Success Through Parent Involvement
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A Little About Iowa

• Our children and their families
• Our schools
• Our statewide accountability system
• Our values and beliefs

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PIRC Performance Measures

• School Choice
• Supplemental Educational Services
• State Accountability Plan

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1.8 million grant from Parent Information
Resource Centers
PIRC
A Collaborative Initiative

• Area Education Agency 267
• Iowa Department of Education
• School Administrators of Iowa
• Tri-County Child Family Development Council

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High-Performing Schools
Research shows that high-performing schools tend
to have a combination of many characteristics,
which were narrowed into these nine areas
1. A clear and shared focus. 2. High standards
and expectations for all students. 3. Effective
school leadership. 4. High levels of
collaboration and communication. 5. Curriculum,
instruction, and assessments aligned with state
standards. 6. Frequent monitoring of teaching
and learning. 7. Focused professional
development. 8. A supportive learning
environment. 9. High levels of parent and
community involvement. Hope for Urban Education
A Study of Nine High Performing, High Poverty
Urban Elementary Schools (Mayer, D. P., Mullens,
J. E., Moore, M. T., 2000)
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A New Wave of Evidence
http//www.sedl.org/connections/resources/evidence
.pdf
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Key Findings About Impact
The evidence is consistent, positive, and
convincing many forms of family and community
involvement influence student achievement.
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Key Findings About Impact
Programs and interventions that engage families
in supporting their childrens learning at home
are linked to improved student achievement. Epst
ein, Simon Salinas (1997), Jordan, Snow
Porche (2000), Starkey Klein (2000)
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Key Findings About Impact
The more families support their childrens
learning and educational progress, both in
quantity and over time, the more their children
tend to do well in school and continue their
education. Miedel Reynolds (1999), Sanders
Herting (2000), Marcon (1999)
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Key Findings About Impact
Families of all cultural backgrounds, education,
and income levels can, and often do, have a
positive influence on their childrens
learning. Ho Sui-Chu Willms (1996), Shaver
Walls (1998), Clark (1993)
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Key Findings About Impact
Family and community involvement that is linked
to student learning has a greater effect on
achievement than more general forms of
involvement. Invernizzi, Rosemary, Richards
Richards (1997), Dryfoos (2000), Clark (2002)
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Key Findings About Connections
When programs and initiatives focus on building
respectful and trusting relationships among
school staff, families, and community members,
they are more effective in creating and
sustaining connections that support student
achievement.
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Key Findings About Connections
Programs that successfully connect with families
and communities invite involvement, are
welcoming, and address specific parental and
community needs. Hoover-Dempsey Sandler
(1997), Sanders Harvey (2000), Pena (2000)
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Key Findings About Connections
Effective connections embrace a philosophy of
partnership where power is sharedthe
responsibility for childrens educational
development is a collaborative enterprise among
parents, school staff, and community
members. Wang, Oates Weishew (1997), Smrekar
et al (2001), Moore (1998)
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Key Findings About Connections
Parent involvement programs that are effective in
engaging diverse families recognize cultural and
class differences, address needs, and build on
strengths. Scribner, Young Pedroza (1999),
Chrispeels Rivero (2000), Lopez (2001)
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Key Findings About Connections
Organized initiatives to build parent and
community leadership aimed at improving
low-performing schools are growing and leading to
promising results in low-income urban areas and
the rural South. Mediratta, Fruchter Lewis
(2002), Jacobs Hirota (2002), Wilson Corbett
(2000)
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Learning from Karen Mapp
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Meaningful Parent Involvement
The Joining Process
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WELCOME
Families are made to feel at home, comfortable,
and a part of the school community.

• In what ways is your district welcoming to
  families?
• How could your district become more welcoming?

The Joining Process
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HONOR
Family members are respected, validated and
affirmed for any type of involvement or
contribution they make.

• How does your district honor the various
  contributions that families make?
• In what additional ways might you honor family
  contributions?

The Joining Process
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CONNECT
District staff and families put children at the
center, and connect on education issues of common
interest designed to improve educational
opportunities for the children.
The Joining Process
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CONNECT

• How does your district connect with families in
  ways designed to improve educational
  opportunities for children?

• In what additional ways might you connect with
  families?

The Joining Process
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RELATIONSHIPS
The oil that keeps the cogs in motion
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The Importance of Leadership

• What seems to be emerging is the need for
  leaders, at any level, to combine clear
  aspirations of what the organization is trying to
  become, with skills and dispositions to energize
  a productive staff and constant attention on
  meeting or exceeding the needs of students and
  the parents/community.

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Leadership In Action
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Students with involved parents are more likely to

• earn higher grades and test scores
• be promoted, pass their courses, and earn
  credits
• attend school regularly
• have better social skills and improved behavior
• graduate and go on to postsecondary education.

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For More Information

• Contact
• Alison Bell, Parent Information Resource Center
  (PIRC) Project Director
• Ed Redalen, SAI Consultant for PIRC

Web site http//www.iowaparents.org/