Working with Parents - Overview
Time
Approximately 45 minutes
Grouping
Individual, then groups of 2 or 3 (depending on whole group size)
Required Resources
· Involving Families Checklist (template 1)
· Chart paper, pens /
Briefing
Parents continue to be an important member of their child’s learning team and through engagement in the IEPT process, parent input and participation is recognized and valued.Research supports 6 types of involvement to forge links between home and school. These are interrelated and work together to support a comprehensive approach to creating opportunities for meaningful parent participation. (Alberta Education. 2005. The Heart of the Matter).
The 6 areas of involvement include: Parenting, Communicating, Volunteering, Learning at home, Decision making, and Collaborating with community.
Process (30 min)
1. Participants complete the “Involving Families Checklist”, based on their role and experience in current context.2. Working in groups of 2-3, participants share ideas and identify common areas of strength and areas of need/growth at the classroom and school level.
3. Participants record ideas on chart paper group according to the 6 areas of Involvement, then post on wall.
4. Participants do a ‘gallery walk’ to read ideas in each area.
Wrap-up (15 min)
As a whole group, participants share comments and insights about strengths and areas of need.Record ideas for future planning (Activity # 9: Opportunities for Meaningful Participation).
Facilitator Guide (October 2011)
Inclusive Education Planning Tool Page 2 of 5
Template 1
Involving Families Checklist
Involving Families Checklist
Based on Epstein’s 6 types of involvement to forge links between home and school; interrelated and work together to support a comprehensive approach to developing parent partnerships.
Read each of the statements and ddecide if, in your jurisdiction, school or classroom, the statement is a “green light,” “yellow light” or “red light.”Green Light:
Yellow Light:
Red Light: / Established understanding and practice
Moderate degree of understanding and practice
Beginning level of understanding and practice
Types of Involvement / Green Light / Yellow Light / Red Light / Evidence
Parenting
1. Families are assisted to ensure home conditions are conducive to student learning at all levels. / ☐ / ☐ / ☐
2. Schools are assisted in understanding the diverse needs within families. / ☐ / ☐ / ☐
3. Families are assisted with transitioning students through stages of schooling (preschool, elementary, juior high, senior high). / ☐ / ☐ / ☐
Communicating / ☐ / ☐ / ☐
4. There is communication with families about student strengths, needs and learning on a regular basis through newsletters, phone calls, conferences and ongoing development of learner profiles. / ☐ / ☐ / ☐
5. Families provide input into the creating a learner profile for their child and are encouraged to communicate with the school through use of agendas, phone calls, meetings and parent conferences. / ☐ / ☐ / ☐
Volunteering / ☐ / ☐ / ☐
6. Families are involved as volunteers and audiences to support student learning and school programs. / ☐ / ☐ / ☐
Learning at Home / ☐ / ☐ / ☐
7. Families are provided with information and ideas about how to help students with learning. / ☐ / ☐ / ☐
8. Families are offered support through parent sessions and/or training that supports student learning. / ☐ / ☐ / ☐
Decision Making / ☐ / ☐ / ☐
9. Parents are included in the school decision-making process through school councils, committees and engaged through participation in student learning teams. / ☐ / ☐ / ☐
Collaborating with the Community / ☐ / ☐ / ☐
10. Human service resources from the community are integrated to strengthen the school program and support family invovlement in their child’s learning. / ☐ / ☐ / ☐
Areas of Strength:
Areas of Need/Growth:
Facilitator Guide (October 2011)
Inclusive Education Planning Tool Page 2 of 5
Activity:Working with Parents – Meaningful Participation
Time
Approximately 60 minutes
Grouping
Small groups of 2 or 3, then whole group.
Required Resources
· Participation Grid (template 2)
· Wall charts generated from Activity ‘Involving Families Checklist’
· Chart paper, pens, colored sticky dots / Briefing
Parents continue to be an important member of their child’s learning team and through engagement in the IEPT process, parent input and participation is recognized and valued.
Research supports 6 types of involvement to forge links between home and school. These are interrelated and work together to support a comprehensive approach to creating opportunities for meaningful parent participation. (Alberta Education. 2005. The Heart of the Matter).
The 6 areas of involvement include: Parenting, Communicating, Volunteering, Learning at home, Decision making, and Collaborating with community.
Process (30 min)
1. Participants review ideas on wall charts regarding areas of strength and areas of need/growth at the classroom and school level (data generated in Activity: “Involving Families Checklist”).
2. Working in groups of 2-3, assign each group 1 – 2 areas of the participation grid.
3. In small groups, participants brainstorm ideas in their assigned area of involvement, to build on areas of strength and increase participation in areas of need/growth in their school.
4. Record ideas on wall chart paper, and return to the whole group to share and summarize ideas.
5. Give participants 2 – 3 sticky dots each. Have them place on wall charts according to areas they consider a priority for the school.
6. Review and summarize group data regarding priority areas.
Wrap-up (30 min)
Engaging parents in meaningful participation will have positive impact on students learning. Indicators of success from incorporating new ideas may be gathered from students, staff and parents to evaluate overall effectiveness.
Facilitator Guide (October 2011)
Inclusive Education Planning Tool Page 2 of 5
Template 2
Participation Grid
Meaningful Parent Involvement – Participation Grid
Ways to engage parents in meaningful and increased involvement in our school: building on existing strengths and addressing areas of growth.
Area of Involvement / Areas of Strength(from Involving Families Checklist) / Areas for Need/Growth
Parenting
Communicating
Volunteering
Learning at home
Decision making
Collaborating with community
Facilitator Guide (October 2011)
Inclusive Education Planning Tool Page 2 of 5