| Engage every Family |
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xiii | |
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xv | |
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Publisher's Acknowledgments |
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xxiii | |
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xxv | |
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Activity: Think Before You Read! |
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1 | (2) |
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1 Would Every Family Choose You? |
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3 | (18) |
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Customers Make Paydays Possible |
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3 | (3) |
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Every Opportunity Is a Marketing Opportunity |
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6 | (1) |
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Some Ideas to Get Started |
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6 | (5) |
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Reality, Perceptions, and Beliefs |
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11 | (1) |
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Finally, the Secret to Success! |
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12 | (1) |
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13 | (4) |
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The Importance of Process |
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17 | (2) |
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19 | (2) |
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2 A Quick Note About Motivating Teachers |
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21 | (6) |
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Three Kinds of Teachers: A Slightly Humorous Look |
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23 | (1) |
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Can I Get a Copy of That? |
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24 | (1) |
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25 | (2) |
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3 Understanding Disengagement |
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27 | (14) |
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The Cycle of Disengagement |
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31 | (3) |
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Why Some Families Stay Away From Schools |
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34 | (1) |
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35 | (3) |
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38 | (3) |
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4 The Five Simple Principles Explained |
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41 | (10) |
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Determining a Starting Point |
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41 | (3) |
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Introducing the Five Simple Principles |
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44 | (1) |
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44 | (3) |
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The Five Simple Principles Further Defined |
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47 | (4) |
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5 Principle #1: A Culture That Engages Every Family |
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51 | (28) |
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The Illusion That Is Culture |
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51 | (1) |
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52 | (2) |
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54 | (1) |
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55 | (1) |
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56 | (2) |
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School District Inconsistency With Families |
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58 | (1) |
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58 | (8) |
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Developing Strategic Plan Goals: What Gets Measured Gets Done |
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66 | (4) |
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Culture Case Study: The Science Project |
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70 | (3) |
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Creating a Culture to Engage Every Family |
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73 | (1) |
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Principle #1: A Culture That Engages Every Family |
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73 | (6) |
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6 Principle #2: Communicate Effectively and Build Relationships |
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79 | (48) |
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84 | (1) |
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Case Study: I Know What They Think of Me |
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85 | (1) |
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Understanding the Importance of Relationships With Families |
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86 | (5) |
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91 | (1) |
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91 | (2) |
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Working With the "Hard to Reach" |
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93 | (4) |
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97 | (1) |
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Working With Families With Limited English Proficiency |
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98 | (1) |
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Community-Based PTA Model |
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99 | (1) |
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Engaging With Families of Children With Special Needs |
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100 | (2) |
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Case Study: Jonathan and the Self-Contained English Class |
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102 | (3) |
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The Role of Fear and Trust in Relationships With Families |
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105 | (2) |
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107 | (2) |
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Ideas to Promote Trusting Relationships Between Schools and Every Family |
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109 | (2) |
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The Welcoming Environment of Schools |
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111 | (1) |
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112 | (1) |
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Basic Customer Service Tips to Get You Started |
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113 | (1) |
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114 | (3) |
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Issues and Solutions in Communicating With Families |
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117 | (2) |
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Connecting Communication and Relationships With Technology |
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119 | (1) |
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Meeting Parents Where They Are: In Cyberspace |
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120 | (1) |
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Principle #2: Communicate Effectively and Build Relationships |
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121 | (6) |
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7 Principle #3: Empower Every Family |
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127 | (34) |
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Changing the Questions: My Famous Test |
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128 | (2) |
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A Great Idea to Change Those Questions |
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130 | (2) |
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Creating the Transparent School |
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132 | (3) |
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Case Study: Class Isn't The Same Without You |
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135 | (2) |
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So, Simply Put, What Is Efficacy? |
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137 | (4) |
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Do We Need to Interact With Every Family? |
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141 | (1) |
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142 | (1) |
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Interactive Homework Design |
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143 | (1) |
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143 | (1) |
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Sharing Data With Families |
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144 | (1) |
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Case Study: Trying to Talk to the Math Teacher |
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145 | (2) |
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Case Study: Teaching Responsibility? |
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147 | (3) |
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A Critical Component of Inviting Family Participation |
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150 | (1) |
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Building Successful Relationships With Every Family: Ten Practical Applications for Classroom Teachers |
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151 | (5) |
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Principle #3: Empower Every Family |
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156 | (5) |
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8 Principle #4: Engage Every Family in Decision Making |
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161 | (16) |
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163 | (1) |
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164 | (1) |
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Let Every Family Have a Say |
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165 | (1) |
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165 | (1) |
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166 | (2) |
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Getting Back to the lip of the Spear |
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168 | (1) |
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An Example of Family Governance in Action |
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169 | (1) |
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Case Study: The Uniform Policy |
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170 | (2) |
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Principle #4: Engage Every Family in Decision Making |
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172 | (5) |
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9 Principle #5: Engage the Greater Community |
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177 | (20) |
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177 | (2) |
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Community Schools and Asset Mapping |
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179 | (1) |
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The Advantages of Community Schools |
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179 | (4) |
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The Start of an Asset Map |
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183 | (1) |
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The Idea of Collective Impact |
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184 | (1) |
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How Community Connections Can Help |
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184 | (1) |
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The Necessary Ingredients for Successful Community Engagement |
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185 | (1) |
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The Benefits of Engaging the Community |
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186 | (2) |
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Additional Benefits of School-Community Partnerships |
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188 | (1) |
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Designing Community Engagement |
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188 | (3) |
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Principle #5: Engage the Greater Community |
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191 | (6) |
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10 Taking Action and Measuring Success |
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197 | (12) |
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198 | (1) |
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199 | (5) |
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204 | (5) |
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Epilogue: Exceeding Expectations |
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209 | (4) |
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210 | (3) |
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213 | (6) |
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219 | |
| Home, School, and Community Collaboration: Culturally Responsive Family Engagement |
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xvii | |
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xxv | |
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Section I Understanding Family Engagement: Building a Knowledge Base for Culturally Responsive Family Engagement |
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1 | (90) |
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Chapter 1 Family Engagement and the Responsive Educator |
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3 | (28) |
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Preparing for Family Partnerships: Actualizing the Process |
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4 | (1) |
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Forming Family Partnerships: Self-Assessment Activity |
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5 | (2) |
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In the Classroom: A New School Year Begins |
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6 | (1) |
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Benefits of Effective Family Engagement Practices |
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7 | (3) |
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7 | (3) |
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10 | (1) |
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Benefits for Educators and Schools |
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10 | (1) |
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Barriers to Authentic Family Engagement |
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10 | (6) |
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School Barriers: Educators |
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11 | (1) |
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Family Barriers: Individuals or Groups |
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11 | (1) |
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School, District, or Community Barriers |
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12 | (1) |
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Barriers for Culturally and Linguistically Diverse Families |
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13 | (3) |
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Current Trends in Family Demographics |
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16 | (10) |
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Configuration of Today's American Families |
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16 | (4) |
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Economic Status of Today's American Families |
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20 | (1) |
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Race and Ethnicity of Today's American Families |
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20 | (3) |
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Summary of Demographic Information |
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23 | (3) |
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Culturally Responsive Family Engagement |
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26 | (1) |
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Culturally Responsive Teaching |
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27 | (1) |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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29 | (1) |
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30 | (1) |
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30 | (1) |
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Chapter 2 Theories and Models for Family Engagement in Schools |
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31 | (30) |
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32 | (2) |
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In the Classroom: A Parent's Perspective |
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33 | (1) |
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Family Systems Conceptual Framework |
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34 | (10) |
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Characteristics of a System |
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34 | (10) |
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Ecological Systems Theory: Urie Bronfenbrenner |
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44 | (3) |
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Family Empowerment Models: Carl Dunst |
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47 | (3) |
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The Funds of Knowledge: Luis Moll |
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50 | (1) |
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Family-School Partnerships Framework: Joyce Epstein |
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51 | (4) |
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52 | (3) |
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School Development Program: James Corner |
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55 | (1) |
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56 | (2) |
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58 | (1) |
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58 | (1) |
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59 | (1) |
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59 | (2) |
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Chapter 3 Supporting Families as They Parent Today's Children |
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61 | (30) |
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In the Classroom: The First Meeting With a Parent |
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62 | (1) |
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63 | (6) |
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63 | (2) |
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Toddlerhood and the Preschool Years |
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65 | (1) |
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The Elementary School Years |
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66 | (3) |
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69 | (3) |
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69 | (2) |
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71 | (1) |
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Permissive or Indulgent Parenting |
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71 | (1) |
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Permissive or Neglectful Parenting |
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72 | (1) |
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Effects of Different Parenting Styles on a Child's Behavior |
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72 | (2) |
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Criticisms of Parenting Styles Research |
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73 | (1) |
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Teacher Acceptance of Differing Parenting Styles |
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74 | (2) |
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76 | (1) |
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Principles of Family Support in Schools |
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77 | (6) |
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Principle 1: School Staff Work Together to Build Positive Relationships With Families Based on Equality and Respect |
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77 | (1) |
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Principle 2: Administrators, Principals, and Teachers Recognize the Capacity of Families and Honor Their Role in Supporting the Overall Growth and Development of All Family Members: Young Children, Students, and Adults |
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77 | (1) |
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Principle 3: School Staff Understand That Families Are Important Resources to Design, Implement, and Evaluate Programs |
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77 | (1) |
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Principle 4: Schools and Their Community Partners Understand That Successful Family Involvement and Support Programs Must Affirm and Strengthen Families' Cultural, Racial, and Linguistic Identities and Enhance Their Ability to Function in a Multicultural Society |
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78 | (1) |
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Principle 5: Schools Acknowledge Their Role in the Community That They Serve and Recognize That School Programs That Are Embedded in the Community Contribute to the Community-Building Process |
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79 | (1) |
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Principle 6: School-Based or School-Sponsored Initiatives for Families Are Designed to Advocate With Families for Services and Systems That Are Fair, Responsive, and Accountable to the Families and Students Served |
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80 | (1) |
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Principle 7: School Staff Members Working With Families Mobilize Both Formal and Informal Resources to Support Family Development and Efficacy |
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80 | (2) |
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Principle 8: School-Based or School-Sponsored Programs Are Designed to Be Flexible and Continually Responsive to Emerging Family and Community Issues |
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82 | (1) |
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Principle 9: School Staff Ensure That the Principles of Family Support Are Modeled by All Staff in Their Day-to-Day Interactions With Families, in the Design of All Program Activities, and in the District Policies That Govern School-Based or Support Initiatives for Families |
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83 | (1) |
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83 | (4) |
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84 | (1) |
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85 | (1) |
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Systematic Training for Effective Parenting |
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86 | (1) |
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Parent Effectiveness Training |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (1) |
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88 | (1) |
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89 | (1) |
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89 | (2) |
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Section II Appreciating Families: Today's Diverse Families |
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91 | (184) |
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Chapter 4 Structurally Diverse Families |
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93 | (38) |
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Today's American Families |
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93 | (3) |
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In the Classroom: Grandparents Becoming Parents |
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95 | (1) |
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96 | (4) |
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Suggestions for Working With Nuclear Families |
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99 | (1) |
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100 | (1) |
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Suggestions for Working With Extended Families |
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101 | (1) |
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101 | (6) |
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Suggestions for Working With Single-Parent Families |
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104 | (2) |
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Suggestions for Working With Families Experiencing a Divorce |
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106 | (1) |
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107 | (5) |
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Suggestions for Working With Blended Families |
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110 | (2) |
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112 | (6) |
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Suggestions for Working With Same-Sex Families |
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117 | (1) |
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Grandparents and Other Kinship Roles |
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118 | (3) |
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Suggestions for Working With Kinship Care Families |
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120 | (1) |
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121 | (2) |
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Suggestions for Working With Multiracial Families |
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122 | (1) |
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123 | (3) |
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Suggestions for Working With Adoptive Families |
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126 | (1) |
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126 | (1) |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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129 | (1) |
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129 | (2) |
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Chapter 5 Culturally Diverse Families |
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131 | (30) |
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132 | (3) |
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In the Classroom: The Quiet Child |
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132 | (1) |
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Key Concepts in the Idea of Culture |
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133 | (2) |
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Similarities and Differences Among Culturally Diverse Families |
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135 | (1) |
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Teachers' Beliefs About Diverse Families |
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136 | (2) |
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Linguistic Diversity in Families |
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138 | (7) |
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Suggestions for Working With Linguistically Diverse Families |
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140 | (5) |
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Growth of the Latino/a Population in the United States |
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145 | (3) |
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146 | (1) |
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Promoting Resilience Among Latino/a Families |
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147 | (1) |
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Working With Newly Immigrated Families |
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148 | (2) |
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Suggestions for Working With Newly Immigrated Families |
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149 | (1) |
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Diversity in Family Religious Practices |
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150 | (7) |
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Suggestions for Working With Religiously Diverse Families |
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153 | (1) |
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Developing a Classroom Cultural Audit |
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154 | (3) |
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157 | (1) |
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158 | (1) |
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158 | (1) |
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159 | (1) |
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159 | (2) |
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Chapter 6 Students of Families in Transition |
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161 | (36) |
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Family Life Cycle: Normal Transitions |
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162 | (1) |
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In the Classroom: Divorce and a 5-Year-Old |
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163 | (1) |
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163 | (2) |
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165 | (1) |
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Scenarios Relating to Family Mobility |
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165 | (1) |
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Characteristics of Difficult Family Transitions |
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165 | (3) |
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Suggestions for Working With Students in Difficult Family Transitions |
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168 | (1) |
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Scenarios Relating to Difficult Family Transitions |
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168 | (1) |
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Students in Families Undergoing Separation, Divorce, and Remarriage |
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168 | (6) |
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Current Research on Divorce |
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169 | (2) |
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Scenarios Relating to Divorce |
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171 | (1) |
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Suggestions for Working With Students in Families Undergoing Separation, Divorce, or Remarriage |
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172 | (2) |
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Death of a Parent or Family Member |
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174 | (3) |
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Suggestions for Working With Students and the Death of a Parent or Family Member |
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175 | (1) |
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Scenarios Relating to the Death of a Parent or Family Member |
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176 | (1) |
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Students With Parents in the Military |
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177 | (6) |
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Suggestions for Working With Students With Parents in the Military |
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178 | (5) |
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Scenarios Relating to Military Families |
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183 | (1) |
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Students With Parents in Prison |
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183 | (5) |
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Suggestions for Students With Parents in Prison |
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185 | (2) |
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Scenarios Relating to Students With Parents in Prison |
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187 | (1) |
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188 | (4) |
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Suggestions for Working With Students in Foster Care |
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191 | (1) |
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Scenarios Relating to Students in Foster Care |
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192 | (1) |
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193 | (1) |
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193 | (1) |
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193 | (2) |
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195 | (1) |
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195 | (2) |
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Chapter 7 Families Overcoming Obstacles |
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197 | (40) |
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Families Living in Poverty |
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198 | (11) |
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In the Classroom: Out of School Supplies |
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200 | (3) |
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Suggestions for Working With Children and Families in Poverty |
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203 | (6) |
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Students Experiencing Homelessness |
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209 | (6) |
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Fast Facts: Demographics of Homelessness |
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210 | (1) |
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211 | (3) |
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Suggestions for Working With Children and Families Who Are Homeless |
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214 | (1) |
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Families Affected by Violence |
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215 | (5) |
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Suggestions for Teachers Working With Children and Families in Violent Communities |
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217 | (3) |
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Chronic Illness of a Family Member or Student |
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220 | (5) |
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Parent Perspective: My Child Has a Chronic Health Condition. What Do I Need to Tell the School? |
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222 | (1) |
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Suggestions for Working With Families and Children Who Are Chronically Ill |
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223 | (2) |
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Working With Families Who Have Experienced Natural Disasters |
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225 | (2) |
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Suggestions for Working With Children and Families Who Have Experienced Natural Disasters |
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226 | (1) |
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Families and Children Under Stress: Risk and Resilience in the Face of Trauma |
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227 | (4) |
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231 | (1) |
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232 | (1) |
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232 | (2) |
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234 | (1) |
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235 | (2) |
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Chapter 8 Families in Abusive Situations |
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237 | (38) |
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Child Abuse and Neglect Statistics |
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238 | (2) |
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In the Classroom: Sharing Crackers |
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239 | (1) |
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Types of Child Abuse and Neglect |
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240 | (11) |
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240 | (4) |
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244 | (3) |
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Emotional or Psychological Abuse |
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247 | (2) |
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249 | (2) |
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Substance Abuse, Child Abuse, and Neglect |
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251 | (3) |
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Fetal Alcohol Syndrome and Drug-Affected Children |
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252 | (2) |
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The Role of the Teacher in Reporting Child Abuse |
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254 | (1) |
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Mandatory Reporting of Child Abuse: Working With Child Protective Services |
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255 | (5) |
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Facts on Teachers as Reporters |
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257 | (3) |
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Working With Families in Abusive Situations |
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260 | (4) |
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Domestic Violence, Families, and Schools |
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264 | (4) |
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Statistics and Definitions |
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265 | (1) |
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265 | (1) |
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266 | (1) |
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267 | (1) |
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The Educator's Role After Reporting Occurs |
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268 | (1) |
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The Role of the School Administrator |
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269 | (1) |
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Corporal Punishment in Schools |
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269 | (3) |
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272 | (1) |
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272 | (1) |
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272 | (1) |
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273 | (1) |
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274 | (1) |
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Section III Family Engagement: Putting Knowledge and Skills Into Action |
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275 | (186) |
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Chapter 9 Engaging Families in Their Children's Learning at School and at Home |
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277 | (32) |
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In the Classroom: Homework and More Homework |
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278 | (1) |
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Collaborating With Families on Academic Learning and Development |
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279 | (5) |
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Barriers to Collaboration |
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281 | (3) |
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Communicating With Families on Standards-Based Curriculum |
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284 | (1) |
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Common Core State Standards: What Parents Need to Know |
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285 | (4) |
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Collaborating With Families on Classroom Behavioral Challenges |
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289 | (3) |
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292 | (5) |
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Variety of Roles for Volunteers |
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292 | (5) |
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Homework and Home-Learning Activities |
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297 | (9) |
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306 | (1) |
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306 | (1) |
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307 | (1) |
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308 | (1) |
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308 | (1) |
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Chapter 10 Teacher as Family Communication Facilitator |
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309 | (34) |
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In the Classroom: Spring Parent-Teacher Conferences |
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310 | (1) |
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311 | (5) |
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Special Considerations With Using Social Media as a Tool for Communication |
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316 | (1) |
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Suggestions for School Districts and Educators Using Social Media |
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317 | (3) |
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Verbal Communication: Informal and Formal Conferences |
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320 | (1) |
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Active Listening Behaviors |
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321 | (2) |
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Planning for Formal Conferences |
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323 | (1) |
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Alternatives in Conferencing With Families |
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324 | (7) |
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326 | (1) |
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327 | (1) |
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327 | (2) |
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329 | (1) |
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329 | (1) |
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Community and Workplace Conferences |
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330 | (1) |
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Documentation of Communication |
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331 | (1) |
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Communicating With Culturally and Linguistically Diverse Families |
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331 | (3) |
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Barriers to Communication |
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334 | (4) |
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Teacher Attitudes and Beliefs |
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335 | (1) |
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Negative School Experiences of Families |
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335 | (1) |
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Sharing Difficult Information |
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336 | (1) |
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337 | (1) |
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338 | (2) |
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340 | (1) |
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341 | (1) |
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342 | (1) |
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342 | (1) |
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Chapter 11 Working With Families of Children With Exceptionalities |
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343 | (46) |
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Helping Families Adjust to Having a Child With Exceptional Needs |
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344 | (7) |
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In the Classroom: Another Difficult Parent-Teacher Conference |
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347 | (4) |
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Cultural Considerations in Working With Families of Children With Differing Abilities |
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351 | (2) |
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Classroom Teachers' Role in Special Education |
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353 | (1) |
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Council for Exceptional Children Standards |
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354 | (1) |
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Legislation Relating to the Education of Children With Exceptional Needs |
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354 | (3) |
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Components of the Individuals with Disabilities Education Act |
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357 | (3) |
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Communicating With Families About Exceptional Needs |
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360 | (4) |
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Families of Children With Autism Spectrum Disorder |
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364 | (2) |
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Referral Process and Identification |
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366 | (3) |
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Involving Families in the Individualized Education Program Process |
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369 | (2) |
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Collaboration With Families of Young Children: Individual Family Service Plans |
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371 | (4) |
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375 | (2) |
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377 | (1) |
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Working With Families of Students Who Are Gifted and Talented |
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377 | (7) |
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384 | (1) |
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385 | (1) |
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385 | (2) |
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387 | (1) |
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387 | (2) |
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Chapter 12 Teacher as a Family Resource and Advocate |
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389 | (34) |
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Asset-Based and Family-Centered Partnerships |
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390 | (4) |
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In the Classroom: Setting Goals for Improvement |
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391 | (3) |
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394 | (5) |
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Advocacy for Children and Families: Strategies for Becoming Advocates |
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399 | (4) |
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400 | (1) |
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400 | (3) |
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Barriers to Effective Advocacy |
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403 | (1) |
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Community Resources for the Classroom and Families |
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403 | (8) |
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Classroom Collaboration With Community Partners |
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404 | (3) |
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Community Resources for Families |
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407 | (4) |
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Families as Decision Makers and School Leaders |
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411 | (3) |
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Developing Family Leaders |
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411 | (1) |
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Parent Organization Leaders |
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411 | (1) |
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412 | (2) |
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Resource Personnel to Support Families |
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414 | (5) |
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414 | (3) |
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417 | (1) |
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418 | (1) |
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419 | (1) |
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420 | (1) |
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420 | (1) |
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421 | (1) |
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422 | (1) |
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Chapter 13 Schoolwide Family Engagement Activities: Family Events, Family Resource Centers, and Volunteer Programs |
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|
423 | (38) |
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Preparing for Schoolwide Family Engagement Activities |
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423 | (1) |
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Family Events That Support Students' Success at School |
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|
424 | (2) |
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In the Classroom: Literacy Carnival |
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|
425 | (1) |
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Organizing, Preparing, and Hosting Family Events |
|
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426 | (5) |
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431 | (2) |
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433 | (2) |
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Collaboration on Cultural and Community Events |
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|
435 | (2) |
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Setting Up a Family Literacy Event |
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|
437 | (3) |
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Family Math Nights That Honor Both Cultural and Community Influences |
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|
440 | (2) |
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Family Science Night: H2O Experiments |
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|
442 | (4) |
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Full Steam Ahead: Organizing a Science, Technology, Engineering, Art, and Math Night |
|
|
446 | (3) |
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448 | (1) |
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449 | (8) |
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452 | (2) |
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454 | (1) |
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|
455 | (2) |
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457 | (1) |
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|
457 | (1) |
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|
457 | (2) |
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459 | (1) |
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|
459 | (2) |
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|
461 | (2) |
|
Appendix B. National Association for the Education of Young Children Code of Ethical Conduct |
|
|
463 | (4) |
|
Appendix C. State Agencies for Reporting Child Abuse and Neglect |
|
|
467 | (8) |
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Appendix D. Individualized Education Program and Individualized Family Service Plan Examples |
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|
475 | (12) |
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487 | (6) |
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493 | (40) |
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533 | (20) |
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|
553 | (2) |
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555 | |
