Categories
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Category: Family Partnerships
- 1/1/06 - Goode, T., Jones, W.
Family-centered care and cultural and linguistic competence are essential approaches to address the multiple strengths, needs, and preferences of this nation’s families who have children and youth with special health care needs. MCHB convened a meeting to explore ways in which family-centered care and cultural and linguistic competence could be integrated in a more effective manner to support and sustain a community-based system of services that are comprehensive, coordinated, and... - 1/1/09 - Saba Bireda
"Children living in poverty face many obstacles outside the classroom that can hinder their success in the classroom. Unaddressed health care needs interfere with learning and cause low attendance. Inadequate and inconsistent housing may deprive students of a safe and quiet place to study. A lack of affordable and accessible child care forces many young adults to sacrifice learning opportunities to care for younger family members. And poverty’s economic stress may cause students to be less... - 1/1/02 - Anne T. Henderson, Karen L. Mapp
"This review of the research examines the growing evidence that family and community connections with schools make a difference in student success. It is a synthesis of 51 studies about the impact of family and community involvement on student achievement, and effective strategies to connect schools, families and community. This publication is the second in the series of annual research syntheses by SEDL's National Center for Family & Community Connections with Schools, and the fourth in the... - 1/1/07 - Tawara D. Goode, Wendy Jones, Clare Dunne, Suzanne Bronheim
The following “postcards from the road” provide snapshots of the accomplishments of state and territorial programs in infusing cultural and linguistic competence in policies, practices and structures. Complete stories are presented in the section entitled, “How are the States and Territories Traveling?” - 1/1/08 - Elizabeth B. Kozleski , Kathleen A. King , Amanda L. Sullivan
In this paper, we explore the features of social mechanisms as they play out in the ways in which families perceive and respond to the notions of inclusive education for their children. - 1/1/03 - Martha Boethel
This is the third in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status. The report also explores barriers to involvement for minority and low-income families, strategies that have been used to address those barriers, and recommendations that local educational leaders can... - 1/1/01 - Catherine Jordan, Evangelina Orozco, Amy Averett
"This is the first in a series of research syntheses that will examine key issues in the field of family and community connections with schools. The issues highlighted in this synthesis represent critical areas of work in family and community connections with schools where clarification, agreement, and further development are needed, as well as promising new directions that are emerging. It is based on a review of over 160 publications" - 1/1/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities... - 1/1/09 - Dale Russakoff
"Journalist Dale Russakoff, in her essay for this Annual Report, charts the course of requirements for parent involvement in successive reauthorizations of Title I, the largest federal education program aimed, for the last 45 years, at narrowing the achievement gap between children from more affluent and from low-income families.Russakoff examines the evidence for whether the vast range of efforts by schools to comply with federal requirements to engage parents have lead to better... - 1/1/04 - Ferguson, Dianne
This idea of a marketred bibliography involves persuading others to read and talk about new ideas by making it attractive and enticing – by “marketing” your task to them the way commercial companies market their products to entice us to buy them. - 1/1/04 - Ferguson, Dianne
School personnel need a long and varied menu of ways families can contribute beyond the traditional options of things like helping in classrooms, reading to students, or doing paperwork in the office. The presence of more family members in school increases the ratio of adult to students. Almost regardless of what they do when at school, their presence – their willingness to interact with students while they are there – will make a difference. - 1/1/04 - Ferguson, Dianne
Welcome books have pictures of the principal, secretaries, Kindergarten teachers, lunchroom manager, librarian and janitors – everyone that a new student needs to get to know. Under each picture, the duties or responsibilities of each person are listed, and how their duties relate to the child. The book can include whatever will help the student familiarize themselves with the new school. It could include maps of the school or community, description of special school events or routines... - 1/1/04 - Ferguson, Dianne
The mentors strategy teams up more familiar and comfortable family members with those who need some help getting to know the system. It’s best to match up family members who share similar cultural and/or language background. Teachers or other school personnel can be mentors as well, but family-to-family is often the most successful. - 1/1/04 - Ferguson, Dianne
Learning what families think about the school and their children’s progress is important information for school personnel, and we need to work harder to gather it! So, instead of sending home a long survey, use opportunities when family members are already present in the school to collect their responses on a couple of survey questions that they can complete quickly and move on. - 1/1/04 - Ferguson, Dianne
To make sure the school is a welcoming place for family members to visit, arrange for family members to volunteer as office greeters during busy arrival and dismissal times or other times when there are likely to be a lot of visitors. Having family members act as office greeters to other families helps strengthen the connections with community and support often busy school personnel because they can take more time with family member visitors, making sure they get to where they need to go and... - 1/1/04 - Ferguson, Dianne
Host a pajama party for elementary school students and families in the evening. Everyone is invited to come in their pajamas to hear bedtime stories and have cookies and milk. Families are encouraged to bring their favorite storybook or offer a favorite oral story in their native language. This activity could be extended to junior high by turning it into a movie night, along with popcorn and other snacks and followed by a discussion of the movie.
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