Education Week - June 3, 2015 - (Page 9)
Parent Engagement on Rise as Priority for Schools, Districts
Push for formal role,
rather than add-on
By Karla Scoon Reid
Family-engagement practitioners
and researchers say educators are
adopting systemic and sustained
efforts to integrate parents into
the fabric of their schools-a welcome
shift for advocates who have
complained of lip service but scant
support for programs they say
can have a big impact on student
achievement.
In the past seven years, large
and mid-sized school districts such
as Denver and Nashville have created
positions and departments
specifically geared toward parent
involvement, with a concurrent
growth in related organizations, increased
attendance at conferences,
and a heightened interest from
some philanthropic groups to fund
parent-engagement efforts.
Meanwhile, states are including
family-engagement in their
teacher-evaluation systems or
making it a requirement in other
programs.
In Massachusetts, for example,
family and community engagement
is one of four standards within its
teacher-evaluation rubric, which
has led to the development of some
parent-engagement professional
development programs. California
crafted a "family engagement
framework" to help districts meet
requirements in the state's new
school funding law to include families
in the school budget decisionmaking
process.
And at the federal level, the U.S.
Department of Education released
a family- and community-engagement
model in 2014 to encourage
school districts and states to adopt
parent-engagement efforts linked
directly to student learning.
"Instead of constantly knocking
on the door, I feel like the
door is open, and we're invited to
the table," said D'Lisa Crain, the
Family-School Partnership Department
administrator for the Washoe
County district in Reno, Nev. "Now,
I feel like family engagement is a
natural part of the discussion."
Tools for Parents
School districts that have family
and community-engagement
offices are able to develop a comprehensive
district-wide approach
to provide parents tools, training,
and support to help their children
academically. These districts also
are able to provide family-engagement
professional development for
staff and teachers to expand their
parent-engagement efforts even
further.
Heather B. Weiss, the founder
and director of the Harvard Family
Research Project, said that in
the past, family-engagement initiatives
were often what she calls
"one-offs" rather than long-term
integrated efforts.
"Now, people realize the need
at a meeting convened by the Federal
Reserve Bank of Minneapolis
board of directors and the University
of Minnesota this fall. She said community
and business leaders see the
potential for a long-term return on
their investment in family-engagement
efforts in the community.
Building Momentum
Melissa Chavez, a site coordinator with the Washoe County school district in Reno, Nev., leads a training session
for teachers on conducting home visits. The district has ramped up its parent-engagement efforts in recent years.
to develop more robust familyengagement
plans carefully linked
to children learning in and out of
schools and also develop the capacity
of teachers to implement those
plans," she said. "It can't just be
math help in 3rd grade."
When Ms. Crain began developing
parent-engagement strategies
in 2007 for the 63,000-student
Washoe County district, she had a
$5,000 budget and one secretary.
Today, Ms. Crain's department has
nine employees and a $1 million
budget.
From its parent-teacher homevisit
project to its academic par"
Instead
of constantly
knocking on the door,
I feel like the door is
open, and we're
invited to the table."
D'LISA CRAIN
Washoe County school district
ent-teacher teams, Ms. Crain said
Washoe County's parent-engagement
programs are growing and
gaining converts from within the
district and nationwide. She said
her staff fields calls from colleagues
and educators weekly asking
for advice or to collaborate.
S. Kwesi Rollins, the director
of leadership programs at the
Washington-based Institute for
Educational Leadership, has also
witnessed the family-engagement
field expand nationally. The institute
founded the District Leaders
Network on Family and Community
Engagement, a networking
and professional-development
group made up of district-level administrators,
with representatives
from about seven districts in 2009.
This year, the network's membership
has grown to include 125
urban, suburban, and rural districts.
Mr. Rollins noted that some
of the parent-engagement administrators
report directly to their district
superintendents, giving them
an opportunity to infuse parent-engagement
efforts throughout their
school system.
"There are clearly more positions
like mine than there ever have
been," noted Patricia A. Spradley,
who has been the chief parent and
community engagement officer for
the Springfield school system in
Massachusetts since 2007, and was
named one of Education Week's
2015 Leaders to Learn From.
Ms. Spradley, who was one of
the founders of the network for
district family-engagement leaders,
said such efforts were at first
"haphazard." But she said that
"strategic and intentional programs,"
developed using student
data and research, now are having
a much greater impact on student
learning.
The promise of such programs,
coupled with increased interest in
the network, led the Institute for
Educational Leadership to host
its first-ever National Family and
Community Engagement conference
last year in Cincinnati. This
year's three-day conference, which
will be held in Chicago on June 22,
is already sold out. Mr. Rollins said
the number of registrants doubled
to 1,000 this year.
"Many national leaders are in a
collaborative spirit, which is helping
to gain traction and is providing
a mechanism for sharing highimpact
strategies," Mr. Rollins said.
Just last year, some of the nation's
leading family- and community-engagement
advocates and
practitioners founded the National
Association for Family, School, and
Community Engagement, or nafsce,
in Bethesda, Md., to mobilize
family-engagement advocates behind
initiatives to gain greater financial
and legislative support for
the issue.
Pushing for Resources
Thus far, advocates have failed
to have the Title I federal funding
set-aside for family and community
engagement efforts increased from
1 percent to 2 percent in congressional
proposals to reauthorize the
Elementary and Secondary Education
Act. But Karen Mapp, a senior
lecturer at the Harvard University
Graduate School of Education, said
school districts that have made
family-engagement work a priority
consider that Title I funding
mandate a "floor, not a ceiling" and
are adding more funding to support
parents.
True, some districts, like the
Springfield school system in Massachusetts
are eliminating all or
some of their parent coordinators,
and some family-engagement departments,
like Boston's, have seen
their funding reduced in recent
years due to shrinking education
budgets. But Ms. Mapp said other
school systems, like New York
City's, have maintained schoolbased
parent coordinators.
Ms. Mapp also said philanthropic organizations
are showing an increased
interest in family-engagement strategies.
For example, the Battle Creek,
Mich.-based W.K. Kellogg Foundation
awarded $13.7 million in grants to
strengthen family-school partnerships
across the country last year, while the
Los Altos, Calif.-based Heising-Simons
Foundation awarded nafsce $350,000
in grants to help found that group.
Ms. Weiss, of the Harvard Family
Research Project, added that interest
in family-engagement efforts
isn't relegated solely to education
circles: She plans to make a speech
Education and civic leaders from
cities including Albuquerque, N.M.,
and New Haven, Conn., have visited
Boston for a first-hand look at their
family-engagement department
before crafting their own plans. Michele
Brooks, the assistant superintendent
for family and student
engagement in Boston, said representatives
from up to eight school
districts visit her district each year.
Ms. Brooks, who is retiring this
month, said school district leaders
are becoming more aware that family
engagement can no longer be a
volunteer-led practice. Family-engagement
administrative positions
at school districts, Ms. Brooks said,
have developed into professional
positions requiring high-level skills
and experience to "help families
understand the language of schools
and to help educators understand
the culture of home."
"Teachers don't realize that parents
are a natural ally for them
in managing student behavior
and helping them bolster student
achievement," said Ms. Brooks, a
2013 Education Week Leader to
Learn From.
That's why parent-engagement
advocates are pushing more states
to adopt family- and community-engagement
standards within educator
evaluations, as in Connecticut. But
to help teachers and principals learn
how to engage parents requires professional-development
training and
in-service opportunities that are
aligned to instructional goals, Ms.
Mapp said.
Ms. Mapp acknowledges that
some teachers are "pretty reluctant"
to add parent-engagement
strategies, like home visits, to their
already daunting duties. Still, she
said, once teachers experience how
partnering with parents can make
their jobs easier as educators, they
are eager to encourage their colleagues
to join them.
Ms. Crain said the family-engagement
field must continue collecting
data and research to show
both educators and parents how effective
these practices can be to improve
student achievement. If family-engagement
practitioners can
convey that message, she added: "I
don't think family-engagement is
going away."
Coverage of parent-empowerment
issues is supported by a grant from the
Walton Family Foundation, at www.
waltonfamilyfoundation.org. Education
Week retains sole editorial control over
the content of this coverage.
MULTIMEDIA: View an Education Week webinar on district parentengagement
efforts. www.edweek.org/go/webinars/ParentsAsPartners
EDUCATION WEEK | June 3, 2015 | www.edweek.org | 9
Lance Iversen for Education Week
http://www.waltonfamilyfoundation.org
http://www.waltonfamilyfoundation.org
http://www.edweek.org/go/webinars/ParentsAsPartners
http://www.edweek.org
Table of Contents for the Digital Edition of Education Week - June 3, 2015
Education Week - June 3, 2015
New S.C. Standards Ease Political Pushback
Summer-Job Demand Outstrips Opportunities
Districts Use Student Insights To Guide Policy, Practice
Charters Look Anew At Teacher Retention
With Common Core, Algebra Course Undergoes a Face-Lift
Contents
News in Brief
Report Roundup
PARCC Shortens Testing Time, Shifts to Later in the School Year
Ties Deepening Between Schools, After-School Providers
Parent Engagement on Rise As Priority for Schools, Districts
Charter Sector Challenged by Caliber of School Boards
DIGITAL DIRECTIONS: The E-Rate Overhaul in 4 Easy Charts
Studies Probe How Students Can Apply Math More Widely
NAEP to Gather Data on Grit, Mindset
Blogs of the Week
Teacher-Retention Data For Charters Still Murky
Stakes High for Bureau of Indian Education’s Overhaul
California Seeks Waiver on Use of Federal Title I Tutoring Money
Blogs of the Week
FRANCESCA STERNFELD: Necessary Lessons, Schools’ Critical Role in Reducing Family Violence
BENJAMIN RILEY: Can Teacher-Educators Learn From Medical-School Reform?
RANDI WEINGARTEN: States Should Ditch ‘Cut Scores’ on New Tests
Letters
TopSchoolJobs Recruitment Marketplace
TERRY B. GRIER: Creating a College-Bound Culture in an Urban School District
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