Attachment D - Sample Brief.pdf

RFP OB-58100-00004553- Multilingual English Learner Resource Bank

ATTACHMENT D

DRAFT SAMPLE BRIEF

Multilingual/English Learner Resource Bank

Sample Research-Practice Brief (partial example, not a fully developed brief)

Family and Community Engagement What is the Topic What is the Evidence Base Equity Considerations Considerations for Local Context: Strategy Selection What Can Educators Do: Strategies for Success in Family and Community Engagement Implementation Considerations Learn More

Grade level/s:

Keywords (3-5):

What Is the Topic ♦ Rationale behind this resource: The goal of this research-practice brief is to increase family and community engagement. Research overwhelmingly shows that there is a positive correlation between family and community involvement in a child’s education and the likelihood of successfully graduating and going on to college and/or career. In short, the more involved families and community are in their student's education, the more likely they are to prosper in their educational career. The resources below are meant to support educators in meaningfully involving family and community in the education of their students.

♦ Common definitions:

o Family engagement: Family engagement is the process used to build genuine relationships with families. Relationships with families support overall family well-being and children's healthy development. ... Family engagement is based on the idea that parents and others who care for their children work together to prepare children for success. childwelfare.gov/ http://childwelfare.gov/

RFP OB-58100-00004547- Multilingual English Learner Resource Bank o Community engagement: Community Engagement is…the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people. It is a powerful vehicle for bringing about environmental and behavioral changes that will improve the health of the community and its members. It often involves partnerships and coalitions that help mobilize resources and influence systems, change relationships among partners, and serve as catalysts for changing policies, programs, and practices (CDC, 1997).

aese.psu.edu

♦ What are potential roles of family and community in this process?

o Partners o Co-creators o Participants o Advocates o Supporters o Role models o Mentors o Volunteers o Teachers

♦ Why is family and community engagement important?

o Family involvement can help children get ready to enter school, promote elementary school children’s success, help youth prepare for college, and benefit students from diverse ethnic and economic backgrounds. Harvard Graduate School of Education: Family involvement - What does research say o According to Youth.gov, research shows that parental or family engagement in a child’s education can improve their test scores, attendance, social skills, relationships, behavior and how a child feels about school. Why is family engagement associated with such positive outcomes? Family engagement works because it creates:

■ Connected kids. Family engagement helps kids feel connected to their caregivers, families and communities. Kids who are connected feel safe, secure, supported and are ready to learn.

■ Connected adults. Family engagement helps parents and other caregivers feel connected and tuned into their children and communities. When adults are tuned in and feel supported by schools and other agencies, they feel connected to their child and more prepared to support their child.

■ Connected schools or institutions. When schools or other agencies are connecting and engaging with families, parents and children, they are getting valuable information about what https://aese.psu.edu/research/centers/cecd/engagement-toolbox/engagement/what-is-community-engagement https://www.gse.harvard.edu/news/uk/06/07/family-involvement-what-does-research-say https://www.gse.harvard.edu/news/uk/06/07/family-involvement-what-does-research-say https://youth.gov/ families need, what strengths families have and how their programs are working.

■ Fun! Family engagement events and activities are supposed to be just that, engaging! When families spend time having fun together, they create strong bonds and build trust together.

Michigan State University Extension: Importance of family engagement

What Is the Evidence Base There is no question that engaging families in their children's education contributes to better educational outcomes for students (National Academies of Sciences, Engineering, and Medicine, 2017). Moreover, schools are a part of a broader community and engaging the community in which the school is located helps form an ecosystem of mutual influence and support for students.

Given the importance of family and community engagement for student learning and success, we review what prior research tells us about effective practices and actions educators can take to support meaningful, authentic engagement. To that end, the review examines various systemic efforts and strategies employed to improve engagement in schools and districts across the United States. While many of the resources we provide, such as the ODE Community Engagement Toolkit, are useful for engagement of any population, our focus is on the engagement of the families and communities of multilingual learner/English learner (ML/EL) students.

Family engagement has been linked to a broad set of positive outcomes for EL students. Language proficiency, grades and test scores, social skills, high-school graduation, post-secondary enrollment, and other outcomes have all been positively affected by the engagement of families of ML/EL students (Ferguson, 2008;

Henderson & Mapp, 2002; Lindholm-Leary, 2015). Yet, despite the effect on multiple outcomes, as of 2015, only 13 states in the U.S. had policies for engagement of EL families, with New York, North Dakota, and Texas having some of the more comprehensive efforts (Education Commission of the States Report, p. 11).

Some of the factors that impede EL family engagement include language and cultural barriers, unfamiliarity with the school system, unwelcoming school environment, health and mental health concerns, and others (Olivos, Jimenez-Castellanos, & Ochoa, 2011), which indicates that when looking into the family engagement, it is important to address individual as well as system level factors. In general, broader, strategic efforts on the part of districts and schools, such as the ones outlined below, https://www.canr.msu.edu/news/the-importance-of-family-engagement https://www.canr.msu.edu/news/the-importance-of-family-engagement https://drive.google.com/file/d/1moAfjw2rgX0HuD_ULG1GHpXYwIW4uKpI/view https://getsupported.net/overcoming-barriers/ https://getsupported.net/overcoming-barriers/ http://www.ecs.org/clearinghouse/01/17/92/11792.pdf are more likely to increase the capacity of the educators, families and the community and result in a more meaningful engagement.

⧫ Using frameworks and models can be effective in building the capacity for family and community engagement in a systematic way.

○ San Diego Unified School District created a systemic framework of family engagement and integrated the four dimensions of the framework into their instructional work rather than creating a separate initiative. The four dimensions of the framework are:

■ Collect data: family engagement survey

■ Grow family networks and leadership

■ Utilize design thinking to build trust and take action

■ Empower families and schools with high-impact home strategies

○ Epstein’s six types of parent involvement framework assists educators in developing family engagement programs. The framework identifies types of involvement, sample practices, and expected results for each type of family engagement.

■ The Intercultural Development Research Association has created a three-step guide intended to be used before the development of a plan begins. The guide has a set of questions to help assess meaningful family engagement.

■ The National Family, School, and Community Engagement Workgroup has assembled a menu of ideas, innovations that promote systemic, integrated and sustainable family engagement.

⧫ One of the pre-conditions for an effective engagement is building and sustaining relationships and trust in an educational community.

○ A longitudinal study of 400 elementary schools in Chicago has identified four criteria needed to create relational trust:

■ Respect: Respectful exchanges are marked by genuinely listening to what each person has to say and by taking these views into account in subsequent actions;

■ Personal Regard: Springs from the willingness of participants to extend themselves beyond the formal requirements;

■ Competence in Core Responsibilities: Attainment of desired outcomes depends on others’ role competence;

■ Personal Integrity: Can we trust others to keep their word.

⧫ Regular and effective communication is a basis for creating authentic and meaningful engagement.

https://archive.globalfrp.org/family-involvement/publications-resources/three-lessons-in-developing-a-systemic-approach-to-family-engagement https://archive.globalfrp.org/family-involvement/publications-resources/three-lessons-in-developing-a-systemic-approach-to-family-engagement https://archive.globalfrp.org/family-involvement/publications-resources/three-lessons-in-developing-a-systemic-approach-to-family-engagement https://www.digitalarchives.wa.gov/GovernorGregoire/oeo/educators/epstein_framework.pdf http://www.idra.org/images/stories/impact.pdf http://www.idra.org/images/stories/impact.pdf https://archive.globalfrp.org/publications-resources/publications-series/human-centered-design/taking-leadership-innovating-change-profiles-in-family-school-and-community-engagement https://www.ascd.org/el/longitudinal%20study https://www.ascd.org/el/longitudinal%20study

○ Moving beyond traditional one-way communication between schools and families contributes to a better alignment between school and home. The Learning Policy Institute has identified a set of tools for outreach and positive communication with families (p. 18).

⧫ Family and community engagement is at the core of commitment for transforming the educational system.

○ Understanding the connection between family-school engagement and system transformation offers ideas and evidence of how family-school engagement can help system-wide reforms.

○ Similarly, recently published Embracing a new normal: Toward a more liberatory approach to family engagement, explores what stands in the way of authentic partnerships between families and schools.

Summary table:

Review of relevant literature: Theoretical basis

Review of relevant literature: Support of identified research in practice

Empirical evidence on how it serves students

To be completed To be completed To be completed

Equity Considerations

Intersectional Experiences Parental engagement strategies are experienced differently by individual students, families, and communities, largely based on the racial, ethnic, and social identities held by students, families, and communities. Research has been conducted to examine the experience of various English Learner student groups, although there are vast gaps in this research. Below are some examples of research that examines specific racial and/or linguistic Multilingual Learner/English Learner students and family group experiences with Family and Community engagement strategies.

⧫ Research shows the positive impact of parental involvement for Hispanic English Language Learners’ academic advancement, and conversely, the absence of parent involvement for Hispanic English Learners affects all student groups negatively (Helo-Treviño, 2016).

https://eric.ed.gov/?q=https%3a&pg=389&id=ED570568

⧫ Wee (2020) found Korean parents an integral resource for Korean students' academic advancement, as well as creating an instructional environment that values and reflects students Korean culture and traditions.

https://doi.org/10.1002/trtr.1956 https://turnaround.ams3.digitaloceanspaces.com/wp-content/uploads/2021/07/23124616/SoLD_Design_Principles_REPORT.pdf https://turnaround.ams3.digitaloceanspaces.com/wp-content/uploads/2021/07/23124616/SoLD_Design_Principles_REPORT.pdf https://www.brookings.edu/essay/collaborating-to-transform-and-improve-education-systems-a-playbook-for-family-school-engagement/ https://www.brookings.edu/essay/collaborating-to-transform-and-improve-education-systems-a-playbook-for-family-school-engagement/ https://media.carnegie.org/filer_public/f6/04/f604e672-1d4b-4dc3-903d-3b619a00cd01/fe_report_fin.pdf https://media.carnegie.org/filer_public/f6/04/f604e672-1d4b-4dc3-903d-3b619a00cd01/fe_report_fin.pdf https://media.carnegie.org/filer_public/f6/04/f604e672-1d4b-4dc3-903d-3b619a00cd01/fe_report_fin.pdf https://eric.ed.gov/?q=https%3a&pg=389&id=ED570568 https://doi.org/10.1002/trtr.1956

⧫ Posey-Maddox (2017) explored the experiences and engagement strategies of Black fathers in a predominantly white US suburb in the US, emphasizing the importance of paying attention to the intersectionality of race, gender, and history in exploring family engagement strategies.

https://doi.org/10.1080/09540253.2016.1274389

Considerations for Local Context: Strategy Selection

As we consider the best next steps for student, parent, and school supports, one area that is rich with information is the local context of the district and/or school. In this brief, by local context we mean, what are the local factors that influence and should be taken into consideration as strategies are selected in a district and/or school to help the student succeed (Figure 1). Keeping the student at the center and equity as the foundation, the questions below can be a guide for the make-up and honoring of local context:

⧫ What are the school/district demographics?

⧫ Focusing on English Learners, how many

English Learners does the school have and what is the language instruction education program offered?

⧫ Keeping the mental health, emotional and social support context/needs of the school, what does the data show as an area(s) of need?

⧫ Keeping the parent/guardians in mind, are there key supports and considerations to take into account?

⧫ Are there any supports that the school may need as key strategies are researched, considered, and implemented?

⧫ What is the context of the community? Are there any American Indian/Alaskan Native Tribes? Are there languages that the school/district needs to communicate in?

Highlight a district or school exemplar for this topic (preferably from Oregon) - short description

Figure 1. Considerations for Local Context

What Can Educators Do: Strategies for Success in Family and Community Engagement

While teachers are engaging students in ways to make their content comprehensible and relevant to their students, it is equally important to engage families to ensure that they are included, valued, and heard when it comes to their children’s education. When school-based parent involvement increases, there is a tendency to demonstrate a higher percentage for student achievement (Park et al., 2017).

Equitable family engagement focuses on meaningful activities and systems between schools and families that do not characterize or treat specific groups as deficient in their level of engagement or approach to education (Day, 2013).

Summary of identified strategies:

Strategy Name

Primary User/s

How to Use It

Benefits Cautions Quick Wins Approach

Systemic Approach

TBD TBD TBD TBD TBD TBD TBD

To assist in selecting which strategies would best serve the district, it is important first to determine the level of genuine engagement the district has with families and communities. A survey called the Harvard Family-School Relationships Survey, developed in collaboration with Panorama Education may be a good place to start.

This tool can provide the district a clearer picture of the level, depth, and outcome of https://www.panoramaed.com/family-school-relationships-survey its family and school relationships that would enable the district to intentionally focus its engagement efforts in the most effective manner possible.

There is no one way to engage families and communities in their students’ education.

The strategies offered below should be viewed in conjunction with other resources provided in this brief and as an example of possible options rather than a set list of recommendations. Ultimately, the right approach will depend on a number of factors associated with a school or district considering these programs.

⧫ When looking at areas of improving family/parent involvement, a place to start could be Epstein’s Six Keys or types of Parent Involvement. While these do not make an exhaustive list of types of parent/family engagement, these Six Keys/Type include:

o Parenting: Help families establish home environments to support children as students; health, nutrition, other services; home visits o Communicating: Design effective forms of school-to-home and home-to-school communication o Volunteering: Recruit and organize parent help and support; classroom volunteering; annual survey of talent and time available o Learning at Home: Provide information and ideas to families; skills required for students in each grade;how to discuss homework at home o Decision-Making:

Include families as participants in school decisions and develop parent leaders/representatives; PTA/PTO; district level advisories

Involving Parents in creating meeting agendas and other decisions is a way to reach and empower multiple populations in the school community.

o Collaboration with Community: Coordinate and provide resources and services from the community for families.

⧫ Another resource to consider is the Citizens Handbook. This handbook is organized by the rungs of a ladder moving from manipulation to the pinnacle of student voice and shared decision-making with adults. The conceptualization of Sherry Arnstein’s Ladder of Citizen’s Participation in Citizen’s Handbook is created by Roger Hart into the Ladder of children’s participation (Figure 2). Either of these resources demonstrate the beginning and shallow participation moving up the ladders to full, integrated, and valued contribution students, parents, families, anc communities can have when progressively and fully informed and involved.

https://www.digitalarchives.wa.gov/GovernorGregoire/oeo/educators/epstein_framework.pdf https://www.journals.uchicago.edu/doi/abs/10.1086/444003 https://citizenshandbook.org/arnsteinsladder.html https://organizingengagement.org/models/ladder-of-childrens-participation/ https://organizingengagement.org/models/ladder-of-childrens-participation/

Figure 2. Hart’s Ladder of Children’s Participation

Required of any beginning, continuing, or improving work highlighting and seeking meaningful and authentic parent, family, and community engagement, is to look at all efforts in district, determine where they land on the continuum of rungs on the ladder, and how or what district efforts will move meaningful family engagement to the next run up, toward full and authentic engagement, involvement, and participation in all aspects of decision-making.

Here are a few strategies for parenting, communication, and volunteering.

Strategy 1: Parenting - School-Based Parent Engagement Primary audience: teachers, administrators, staff Overview : A Parent Academy formation can empower parents to be full partners in their students’ educational success (Patsy J. Robles-Goodwin et al., 2020, p. 4). With parents often as a student’s first teacher and when students at times feel unwelcome in school, having parents visible, welcome, and part of the school setting and voice have positive impacts on student wellbeing and performance.

How to use it? This is a 12-week program to prepare parents to be active advocates for their child or children, delivered in English and Spanish, to improve understanding of curriculum and educational systems (p.3). Districts would recruit parents and family members from district schools. To begin in the fall, meet 2 hours weekly for 6 weeks for 12 contact-training hours. These meetings can be split depending on the interest of the parents into smaller sections of time: the first hour might be information about how to do school and the second hour might be offerings to empower parent skills to assist their children. Child care can also be provided.

Who benefits from it? Parents and families, students, and teachers Known or potential cautions? Conducting these sessions in a language parents cannot fully understand creates not only a language barrier, but a hierarchy of authority, power of information, and defeats the purpose of authentic parent/family engagement and voice.

Systemic, comprehensive approach. This is a long-term commitment to improving two-way communication and elevating the importance of not only sharing information but receiving information and then taking that input and making decisions based upon that contribution.

Strategy 2: Communication - Support in a Language the Community Understands Primary audience: administrators Overview: The goal of systemic change in the way schools engage with parents must become the standard practice, not singular activities to say something has been attempted, and hiring diverse staff, while a positive step, does not add parent voice in a system-changing trajectory (Boser, 2014).

How to use it? Hire dedicated staff that can speak the language of the community, promote family engagement, and provide support to educators and promote cross-cultural dialogue and build social trust with families. Possibly recruit members of the communities who reflect the diversity in the district student population.

Who benefits from it? Parent/Families, students, district/school staff Known or potential cautions? Communicating in a language families cannot understand will continue the divide between the school and the community, hamper authentic partnerships and maintain a hierarchy of power with school district staff.

Strategy 3: Volunteering - Provide multiple opportunities for parents to be involved Primary audience: teachers, administrators, staff Overview: Parents and family members do wish to volunteer to support their children and the classroom, however, not every person is available during school hours. Consider offering a variety of times and options for parents, families, and community members to contribute. “According to the National Literacy Panel on Language-Minority Children and Youth (August & Shanahan, 2006), parents of ELL children can be a valuable resource in their children’s education, but schools often fail to involve or engage ELL parents in an effective partnership.” (Niehaus, 2014, p.

813).

How to use it? Offer parents and families opportunities to select the time and place that would work best for them. For example, establish a way for volunteers to take supplies home to create, assemble, or prepare resources for use in the classroom.

The volunteer would then return it to the office or classroom at the appointed time.

In addition, offer parents opportunities to volunteer to serve on committees that support the classroom or school. This elevates and values both voice and presence.

Who benefits from it? This strategy benefits the classroom as a whole, the teacher, and the parent/family member by supporting and appreciating the collaborative relationship, as well as strengthening the child/family connection around the learning being done in the classroom. Serving on committees benefits the entire district when parent voices are valued and pursued.

Known or potential cautions? Rigid times or limited opportunities for parents/families to volunteer are limiting. It is best not to set all opportunities around the hours the school is in session or always after school. Many parents work and are not always able to leave work to volunteer.

Implementation Considerations

As we embark on creating an implementation plan and proceed with implementation, it is useful to consider topic-specific, as well as general factors and guiding questions that can increase the likelihood for successful implementation.

Family and Community Engagement

⧫ How do schools build good relationships/partnerships?

⧫ What skills do educators need to have or develop to create effective relationships with families and the community?

⧫ What conditions schools/districts need to create for meaningful, authentic engagement?

⧫ What is “meaningful” engagement and what does it look like?

⧫ What are some barriers for families’ involvement in their student’s education?

⧫ How do we overcome those barriers?

⧫ What resources do families and the community need in order to form a meaningful partnership with the school community?

⧫ How can school administrators aid in family/community involvement?

Local Context Identify points or guiding questions to consider local context that could affect implementation

⧫ Transportation (especially for geographically large areas) ⧫ Time (both for educators and families) ⧫ How much time is needed for implementation?

⧫ Are there community organizations to be involved?

⧫ What is the socio-political context of the community where the district/school is located?

⧫ Sustainability:

o Is this plan reliable/realistic?

o How long will this plan last?

⧫ Consistency:

o Is this a school-wide plan? District-wide?

o Is it being implemented with fidelity within schools? Within the district?

Implementation Plan and Process

⧫ What resources do we need to implement the program?

o Funding, Infrastructure, Other

⧫ What is our capacity to implement the intervention?

o Staff, Support activities, Buy-in, Other

⧫ What are some other factors that can influence implementation?

o How are we setting our school community up for success?

o How can parents help their students outside of school?

o Are families involved in the implementation of the plan?

o How are we developing family and community leadership? Student leadership?

o What does accountability look like?

o How will we know if the implementation is successful?

o Access and opportunity:

Are accessibility supports in place?

Do families have access to school staff? Health system staff?

What opportunities are we creating for meaningful involvement?

Are families able to access resources in their primary language?

Is communication between the school and families sufficient?

Learn More

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Report of the National Literacy Panel on Language-Minority Children and Youth.

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https://eric.ed.gov/?q=https%3a&pg=389&id=ED570568

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