Home visits: Identifying key questions and strategies for Education Specialists

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Home visits: Identifying key questions and strategies for

Education Specialists

Home visits: Identifying key questions and strategies for

Education Specialists

Hawaii International Conference on Education

Honolulu, Hawaii * January 5, 2008

Hawaii International Conference on Education

Honolulu, Hawaii * January 5, 2008

* DeLacy Ganley * Anita Quintanar * Jeanne Fryer *

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Research touts the value of *parental involvement

*Given the diverse home lives of our students, “parental involvement” discussions should probably be re-framed in terms of “family involvement.” In most cases, though, the literature doesn’t yet accommodate this terminology

switch.

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Summary of research on parental involvementSummary of research on parental involvement When parents are actively involved in their

children’s education the children have more positive attitudes toward school, exhibit healthy learning behaviors, and, in turn, do better academically (Allen & Tracy, 2004; Aronson, 1996; Baker, Kessler-Sklar, Piorkowski, & Parker, 1996; Davis, 1991; Jonson, 1999; Meyer & Mann, 2006; Putnam, 2000; Reglin, 2002; Thompson, 2007; US Department of Education, 2001, 2005; Ziegler, 2000).

Family involvement seems to be particularly correlated to positive educational trajectories for poor and non-white students (Allen & Tracy, 2004; Baker, Kessler-Sklar, Piorkowski, & Parker, 1996; Clark,1983; Jonson, 1999; Meyer & Mann, 2006; Sharp, Ispa, Thornbug, & Lane, 2003;Thompson, 2007).

When parents are actively involved in their children’s education the children have more positive attitudes toward school, exhibit healthy learning behaviors, and, in turn, do better academically (Allen & Tracy, 2004; Aronson, 1996; Baker, Kessler-Sklar, Piorkowski, & Parker, 1996; Davis, 1991; Jonson, 1999; Meyer & Mann, 2006; Putnam, 2000; Reglin, 2002; Thompson, 2007; US Department of Education, 2001, 2005; Ziegler, 2000).

Family involvement seems to be particularly correlated to positive educational trajectories for poor and non-white students (Allen & Tracy, 2004; Baker, Kessler-Sklar, Piorkowski, & Parker, 1996; Clark,1983; Jonson, 1999; Meyer & Mann, 2006; Sharp, Ispa, Thornbug, & Lane, 2003;Thompson, 2007).

As discussed in Greenwood & Hickman (1991, p. 281)

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Higher academic achievement (Becher, 1984; Benson, Medrich, & Buckley, 1980; Haynes, Comer & Hamilton-Lee, 1989; Henderson, 1987; Putnam, 2000)

A student’s sense of well being (Cochran, 1987; Putnam, 2000)

School attendance (Haynes et al., 1989; Putnam, 2000)

Students’ and parents’ perceptions of classroom and school climate (Haynes et al., 1989; Putnam, 2000)

Positive student attitudes and behavior (Becher, 1984; Henderson, Marburger & Ooms, 1986; Leler, 1983)

Higher academic achievement (Becher, 1984; Benson, Medrich, & Buckley, 1980; Haynes, Comer & Hamilton-Lee, 1989; Henderson, 1987; Putnam, 2000)

A student’s sense of well being (Cochran, 1987; Putnam, 2000)

School attendance (Haynes et al., 1989; Putnam, 2000)

Students’ and parents’ perceptions of classroom and school climate (Haynes et al., 1989; Putnam, 2000)

Positive student attitudes and behavior (Becher, 1984; Henderson, Marburger & Ooms, 1986; Leler, 1983)

Specifically, involvement is positively correlated withSpecifically, involvement is positively correlated with


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Student readiness to do homework (Rich, 1988)

Increased student time spent with parents (Putnam, 2000; Rich, 1988)

Better student grades (Henderson et al., 1986; Putnam, 2000)

Higher educational aspirations among students and parents (McDill, Rigsby & Meyers, 1969; Putnam, 2000)

Parent satisfaction with teachers (Epstein, 1984; Putnam, 2000; Rich, 1988)

Student readiness to do homework (Rich, 1988)

Increased student time spent with parents (Putnam, 2000; Rich, 1988)

Better student grades (Henderson et al., 1986; Putnam, 2000)

Higher educational aspirations among students and parents (McDill, Rigsby & Meyers, 1969; Putnam, 2000)

Parent satisfaction with teachers (Epstein, 1984; Putnam, 2000; Rich, 1988)

Specifically, involvement is positively correlated with (continued)

Specifically, involvement is positively correlated with (continued)


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Categorizing involvement: Gordon (1977)Categorizing involvement: Gordon (1977)

Gordon (1977) identified six types of involvement:

1. Teacher of own child (Parent as teacher)2. Classroom volunteer3. Paid paraprofessional4. Learner5. Decision maker6. Audience

Gordon (1977) identified six types of involvement:

1. Teacher of own child (Parent as teacher)2. Classroom volunteer3. Paid paraprofessional4. Learner5. Decision maker6. Audience


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Categorizing involvement: Cervone & O’Leary (1982) Categorizing involvement: Cervone & O’Leary (1982)

Cervone and O’Leary (1982) proposed five types of involvement:

1. Reporting progress

2. Special events

3. Parent education

4. Parents teaching

5. Educational decision makers

Cervone and O’Leary (1982) proposed five types of involvement:

1. Reporting progress

2. Special events

3. Parent education

4. Parents teaching

5. Educational decision makers


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Categorizing involvement: Hester (1989) Categorizing involvement: Hester (1989)

Hester (1989) suggests five types1. Communication with parents

2. Parents as teachers

3. Parents as supporters of activities

4. Parents as learners

5. Parents as advocates

Hester (1989) suggests five types1. Communication with parents

2. Parents as teachers

3. Parents as supporters of activities

4. Parents as learners

5. Parents as advocates


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Categorizing involvement: Henderson et al., (1986) Categorizing involvement: Henderson et al., (1986)

Henderson, Marburger, & Ooms (1986) neatly summarize the literature on involvement:

1.Those parent activities aimed primarily at strengthening the overall school program and only indirectly toward helping the parent’s own child

2. Those parent activities that involve assisting one’s own child.

Henderson, Marburger, & Ooms (1986) neatly summarize the literature on involvement:

1.Those parent activities aimed primarily at strengthening the overall school program and only indirectly toward helping the parent’s own child

2. Those parent activities that involve assisting one’s own child.


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How we think about family involvementHow we think about family involvement

“Arrow of influence”“Arrow of influence”

Through the exchange, is the teacher trying to influence the family?

Is the teacher trying to be influenced by the family and the exchange?

OR

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“Traditional” family involvement paradigm “Traditional” family involvement paradigm

Teacher Family

In this model, the goal is for the teacher to influence the family.

Utilizing Paulo Freire’s language of “banking,” the teacher’s role is to “give” and the family’s role is to “receive” (Freire, 2003).

Arrow of influence

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Examples of this traditional paradigmExamples of this traditional paradigm Becker & Epstein (1982) talk about “parent as

tutors” and the need for teachers to provide families with training so that they are more effective at engaging children in learning activities while at home.

• Goal: For teachers to help families make home life more like school life.

St. Pierre & Layzer (1999) talk about educators doing home visits as a way of providing social services to families.

• Assumption: Children will thrive when the family learns different skill sets, that there is a deficient that needs addressing.

Becker & Epstein (1982) talk about “parent as tutors” and the need for teachers to provide families with training so that they are more effective at engaging children in learning activities while at home.

• Goal: For teachers to help families make home life more like school life.

St. Pierre & Layzer (1999) talk about educators doing home visits as a way of providing social services to families.

• Assumption: Children will thrive when the family learns different skill sets, that there is a deficient that needs addressing.

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This is not the model we promote.

This is not the model we promote.

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Alternative family involvement paradigm Alternative family involvement paradigm

Teacher Family

In these models, the teacher is influenced and impacted by the exchange, the teacher learns from the family.

Arrow of influence

Teacher FamilyArrow of influence

OR

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Alternative family involvement paradigm Alternative family involvement paradigm With this model, teachers assume they (and their teaching) will benefit from getting to know their students’ non-school lives and families

that getting to know the student as an individual will help the teacher design interesting, engaging, and meaningful lessons;

that families have insights into and information about their children that might be important for them to know (Valdés, 1996);

that two-way communication between the teacher and family is beneficial to the student and learning process.

With this model, teachers assume they (and their teaching) will benefit from getting to know their students’ non-school lives and families

that getting to know the student as an individual will help the teacher design interesting, engaging, and meaningful lessons;

that families have insights into and information about their children that might be important for them to know (Valdés, 1996);

that two-way communication between the teacher and family is beneficial to the student and learning process.

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Old View: Vehicle for teaching parents how to do school-type activities at home

Shifting view of home visits Shifting view of home visits

-VS-

New view: Learning experiences for educators as well as informal opportunity to get to know students and their families

(Worthy & Hoffman, 2001)

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Benefits of home visits (teacher’s perspective)Benefits of home visits (teacher’s perspective) Teacher effectively demonstrates “visible care;” Teacher gives the message that the students’

home culture has value; Teacher acquires useful “instructional insights;” Teacher gains a greater context; Positive teacher/family relationship that often

results in greater parental involvement, support, and communication;

Teacher often discovers a student’s hidden assets.

Teacher effectively demonstrates “visible care;” Teacher gives the message that the students’

home culture has value; Teacher acquires useful “instructional insights;” Teacher gains a greater context; Positive teacher/family relationship that often

results in greater parental involvement, support, and communication;

Teacher often discovers a student’s hidden assets.

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Benefit of home visits: “Visible Care”Benefit of home visits: “Visible Care”

Home visits give the message that you care, that you want to connect.

Home visits give the message that you care, that you want to connect.

This was the primary benefit cited in the literature.

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A principal speaks to “visible care”A principal speaks to “visible care”

Home visits send “a very dramatic message of care and concern for the future opportunities and successes of those students whom I visit…Just imagine the positive message you would be sending…the students and families you visit will individually know that you are very concerned about their welfare, and they therefore will place tremendous trust in what you say and do. They will readily believe in your vision for the future of their children. When parents have seen or heard that you visited any student’s home --or attempted to do so-- they tend to have a very supportive attitude toward you even during potentially disagreeable moments, such as when calling to discuss the child’s behavior” (Sternberg, 2006, p. 37).

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An elementary teacher speaks to “visible care”An elementary teacher speaks to “visible care”“The primary reason I make home visits is to show my students that I care about them. Upon being hired, our superintendent spoke to…newly hired teachers and challenged us to adopt as our motto: ‘What happens to you [my student], matters to me [your teacher].’ I have this motto hanging on the wall of my classroom, but I feel like I walk my talk when I make home visits” (Lisa Bloom qtd in Worthy & Hoffman, p. 1/517).

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Another elementary teacher speaks to “visible care”Another elementary teacher speaks to “visible care”“I genuinely feel happy when I leave a home. I feel I have made a sincere effort to try and understand the parents’ aspirations for their child and to show that I truly care for their child’s future” (Allyn Kurin qtd

in Worthy & Hoffman, 2001, p. 2/517).

“I genuinely feel happy when I leave a home. I feel I have made a sincere effort to try and understand the parents’ aspirations for their child and to show that I truly care for their child’s future” (Allyn Kurin qtd

in Worthy & Hoffman, 2001, p. 2/517).

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Benefit of home visits: Respect for home cultureBenefit of home visits: Respect for home culture Home visits provide the message that

the teacher sees value in the student’s home culture.

Home visits provide the message that the teacher sees value in the student’s home culture.

This is closely related to (but different from) “visible care.”

It has to do with viewing the non-school experiences of the child as being valuable and embracing an “asset” paradigm.

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Delpit (2006) suggests that educators need to embrace a positive bicultural attitude, one that doesn’t privilege school culture (the culture of power) while degrading the home culture as secondary or inferior.

• Well done home visits are a great way for teachers to demonstrate their belief that the home culture is one of value and importance.

Delpit (2006) suggests that educators need to embrace a positive bicultural attitude, one that doesn’t privilege school culture (the culture of power) while degrading the home culture as secondary or inferior.

• Well done home visits are a great way for teachers to demonstrate their belief that the home culture is one of value and importance.

Benefit of home visits: Respect for home cultureBenefit of home visits: Respect for home culture

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“Schools are not the only institutions in society in which teaching and learning occur. The family is a critical institution in this regard, and parents are teachers of their children” (Greenwood & Hickman, 1991).

“Schools are not the only institutions in society in which teaching and learning occur. The family is a critical institution in this regard, and parents are teachers of their children” (Greenwood & Hickman, 1991).


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“I ask what their [the family’s] hopes are for their child and if there are things that I should know to be a better teacher to their child. I ask [about] extracurricular activities and family activities in which their child participates…I get to know the goals the parents have” (Allyn Kurin qtd in

Worthy & Hoffman, 2001, p. 2/517).

“I ask what their [the family’s] hopes are for their child and if there are things that I should know to be a better teacher to their child. I ask [about] extracurricular activities and family activities in which their child participates…I get to know the goals the parents have” (Allyn Kurin qtd in

Worthy & Hoffman, 2001, p. 2/517).


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Benefit of home visits: Useful “instructional insights”Benefit of home visits: Useful “instructional insights”

Home visits provide the teacher “data” that can help the teacher improve lesson planning, engagement, relevance.

Home visits provide the teacher “data” that can help the teacher improve lesson planning, engagement, relevance.

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An elementary teacher speaks to “instructional insights” An elementary teacher speaks to “instructional insights” Through a home visit, “I get to learn about a child’s interest by seeing the choice of toys, books, pets, [and] room decorations and by listening to the parents. When I know a child’s interest, I can better engage the child in the classroom” (Judith Levine

qtd in Worthy & Hoffman, 2001, p. 3/518).

Through a home visit, “I get to learn about a child’s interest by seeing the choice of toys, books, pets, [and] room decorations and by listening to the parents. When I know a child’s interest, I can better engage the child in the classroom” (Judith Levine

qtd in Worthy & Hoffman, 2001, p. 3/518).

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Another elementary teacher speaks to “instructional insights” Another elementary teacher speaks to “instructional insights” “Second-language learners need to do a lot of talking. Home and family are good subjects to talk about. I had one student (whom I had previously visited at her apartment) tell me about her family’s plans to move into a bigger house. Following the move, she practically begged me to come over and see her new house. On the day of my visit, her uncle was there painting a mural on her bedroom wall. This shared experience gave us even more to talk and write about” (Lisa Bloom qtd in Worthy & Hoffman, 2001, p. 2/517).

“Second-language learners need to do a lot of talking. Home and family are good subjects to talk about. I had one student (whom I had previously visited at her apartment) tell me about her family’s plans to move into a bigger house. Following the move, she practically begged me to come over and see her new house. On the day of my visit, her uncle was there painting a mural on her bedroom wall. This shared experience gave us even more to talk and write about” (Lisa Bloom qtd in Worthy & Hoffman, 2001, p. 2/517).

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Benefit of home visits:ContextBenefit of home visits:Context Home visits “make a huge difference in

how well I know and understand my students, their families, and their problems” (Sternberg, 2006, p. 36).

Home visits “make a huge difference in how well I know and understand my students, their families, and their problems” (Sternberg, 2006, p. 36).

And the family’s strengths, too! You’re not doing the home visit to find out what

is “wrong.”

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Benefit of home visits: Additional family involvement Benefit of home visits: Additional family involvement As a result of the relationship developed

through the visit, families often are more willing to participate in school activities and to support the classroom.

As a result of the relationship developed through the visit, families often are more willing to participate in school activities and to support the classroom.

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An elementary teacher speaks to additional family involvementAn elementary teacher speaks to additional family involvement“Parents are a wonderful resource. They have skills, knowledge, and talents that can be incorporated into our curriculum. Through home visits, I find out in what capacity they may want to participate. Sometimes parents volunteer to go on field trips, work in the classroom, make presentations, or help develop lessons” (Allyn Kurin qtd in Worthy & Hoffman, 2001, p. 2/517).

“Parents are a wonderful resource. They have skills, knowledge, and talents that can be incorporated into our curriculum. Through home visits, I find out in what capacity they may want to participate. Sometimes parents volunteer to go on field trips, work in the classroom, make presentations, or help develop lessons” (Allyn Kurin qtd in Worthy & Hoffman, 2001, p. 2/517).

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Benefits of home visits:Discovery of hidden assetsBenefits of home visits:Discovery of hidden assetsWhile on the visit, the teachers often see “hidden” assets and skills “I have often found that a child who is very

shy or quiet in class is very sociable and friendly at home. Sometimes, I do not even know how well a child can interact until [a home visit], and I have often been surprised by a sense of humor or another personality trait that has not yet come out at school” (Judith

Levine qtd in Worthy & Hoffman, 2001, p. 3/517).

While on the visit, the teachers often see “hidden” assets and skills “I have often found that a child who is very

shy or quiet in class is very sociable and friendly at home. Sometimes, I do not even know how well a child can interact until [a home visit], and I have often been surprised by a sense of humor or another personality trait that has not yet come out at school” (Judith

Levine qtd in Worthy & Hoffman, 2001, p. 3/517).

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Frequency of home visits: RareFrequency of home visits: Rare Becker & Epstein (1982) found that less than

25% of the nearly 4000 elementary teachers they surveyed made any home visits during the school year and only 2% had visited more than a handful of children’s homes (p. 100).

Clearly more common at the elementary level. Very, very rare at the high school level.

Becker & Epstein (1982) found that less than 25% of the nearly 4000 elementary teachers they surveyed made any home visits during the school year and only 2% had visited more than a handful of children’s homes (p. 100).

Clearly more common at the elementary level. Very, very rare at the high school level.

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Why teachers don’t do visitsWhy teachers don’t do visits

Even though teachers typically cite home visits as an effective tool in bridging the home-school gap, most don’t actually do any visits. Cited reasons:

Concerns over safety; Visits aren’t a required part of the job; Concerns about parental reaction to having a

teacher visit the home; Lack of training on how to conduct a visit; Hard to fit into an already busy schedule (Taveras,

1998).

Even though teachers typically cite home visits as an effective tool in bridging the home-school gap, most don’t actually do any visits. Cited reasons:

Concerns over safety; Visits aren’t a required part of the job; Concerns about parental reaction to having a

teacher visit the home; Lack of training on how to conduct a visit; Hard to fit into an already busy schedule (Taveras,

1998).

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We concur: Educators need to better prepare teachers to engage families

We concur: Educators need to better prepare teachers to engage families Becker & Epstein (1982) argue that

teachers have not been educated “in the management of parent involvement” (p. 89).

Becker & Epstein (1982) argue that teachers have not been educated “in the management of parent involvement” (p. 89).

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We concur: Attitude is everything We concur: Attitude is everything

There is some evidence to suggest that just promoting contact between parents and teachers is not sufficient.

• Becker & Epstein (1982) indicate that unguided teacher/family contact often lead to “the reinforcement [sic] of common stereotypes of parents -- ‘pushy’ upper-middle class parents, ‘helpful’ middle-class parents, and ‘incapable’ lower-class parents” (p. 97).

There is some evidence to suggest that just promoting contact between parents and teachers is not sufficient.

• Becker & Epstein (1982) indicate that unguided teacher/family contact often lead to “the reinforcement [sic] of common stereotypes of parents -- ‘pushy’ upper-middle class parents, ‘helpful’ middle-class parents, and ‘incapable’ lower-class parents” (p. 97).

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Logistics &

Preparation

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Logistics:Who typically gets visited?Logistics:Who typically gets visited?Those students who are at-risk

Sternberg (2006), a principal, visits two types of children: those who are at-risk academically and those who are regularly a disciplinary problem.

Judith Levine, a primary teacher in San Carlos, CA, says she first sees children who are “having trouble adjusting to school routines, seem very shy, or have other needs that I feel I might understand better” (qtd in Worthy & Hoffman, 2001, p. 517).

Those students who are at-risk Sternberg (2006), a principal, visits two

types of children: those who are at-risk academically and those who are regularly a disciplinary problem.

Judith Levine, a primary teacher in San Carlos, CA, says she first sees children who are “having trouble adjusting to school routines, seem very shy, or have other needs that I feel I might understand better” (qtd in Worthy & Hoffman, 2001, p. 517).

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Logistics:Who should get visitedLogistics:Who should get visitedAll kids

Not just elementary students Not just kids at-risk

All kids Not just elementary students Not just kids at-risk

Home visits shouldn’t only be a response to a problem. They are a means to build valuable relationships and to

gain important insights.

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Logistics:Check district policiesLogistics:Check district policies Before starting the visits, teachers

should talk with their principals about their goal to do home visits

Before starting the visits, teachers should talk with their principals about their goal to do home visits

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Logistics:Make an “appointment”Logistics:Make an “appointment” Call the parents to set up the visit

Explain purpose of the visit (i.e., “to learn about your child so I can be a better teacher for him/her”)

Set a specific time and date

Call the parents to set up the visit Explain purpose of the visit (i.e., “to learn

about your child so I can be a better teacher for him/her”)

Set a specific time and date

Don’t be late!

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Logistics:Language differencesLogistics:Language differences If you and the family don’t speak the

same language consider getting a translator Ask a co-worker or school liaison to join

you Ask the student to join you

If you and the family don’t speak the same language consider getting a translator Ask a co-worker or school liaison to join

you Ask the student to join you

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Logistics:Think about your projected imageLogistics:Think about your projected image Dress neatly and professionally (but not

flashy).

Avoid using a lot of education lingo and fancy terminology.

Dress neatly and professionally (but not flashy).

Avoid using a lot of education lingo and fancy terminology.

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Logistics: To map or not?Logistics: To map or not? Sternberg (2006, p. 37) talks about the

time-saving value of mapping out the locations of students’ homes in relationship to each other By dedicating four hours a day in a two week

period, this principal visited 97 different homes in August (before school started).

Our suggestion: Don’t be afraid to “get lost” and explore the area. Get to know the neighborhood.

Sternberg (2006, p. 37) talks about the time-saving value of mapping out the locations of students’ homes in relationship to each other By dedicating four hours a day in a two week

period, this principal visited 97 different homes in August (before school started).

Our suggestion: Don’t be afraid to “get lost” and explore the area. Get to know the neighborhood.

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Logistics: When to visit?Logistics: When to visit? Some purport the benefits of visiting

homes before the start of school (Sternberg, 2006; Worthy & Hoffman, 2001).

Our suggestion: Ideally the teacher does the visits before the school year starts or at the beginning of the year. Doing them early sets a good tone. Doing them later in the year, though, is also fine.

Some purport the benefits of visiting homes before the start of school (Sternberg, 2006; Worthy & Hoffman, 2001).

Our suggestion: Ideally the teacher does the visits before the school year starts or at the beginning of the year. Doing them early sets a good tone. Doing them later in the year, though, is also fine.

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Logistics: Why not just meet at school?Logistics: Why not just meet at school? The family is comfortable for an extended

period in their own home; it is their environment.

There is a power differential. At the home, the power lays with the family. The teacher is acknowledging the power and insights of the family and, in turn, is “humbling” him/herself.

Teacher gleans insights about student’s non-school life that can be utilized to build engagement, relevance.

The family is comfortable for an extended period in their own home; it is their environment.

There is a power differential. At the home, the power lays with the family. The teacher is acknowledging the power and insights of the family and, in turn, is “humbling” him/herself.

Teacher gleans insights about student’s non-school life that can be utilized to build engagement, relevance.

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Logistics: Creating a reason to visitLogistics: Creating a reason to visit An elementary school teacher in Hesperia, CA,

says that she looks for opportunities that feel “natural and non-threatening:”

Deliver forgotten homework Bring a Popsicle for a sick/injured student (Lisa Bloom

qtd in Worthy & Hoffman, 2001, p. 516-518.)

Our suggestion: Explaining how you would like to get to know the family and to get insights into the student’s interests so that you can be a better teacher for the student.

An elementary school teacher in Hesperia, CA, says that she looks for opportunities that feel “natural and non-threatening:”

Deliver forgotten homework Bring a Popsicle for a sick/injured student (Lisa Bloom

qtd in Worthy & Hoffman, 2001, p. 516-518.)

Our suggestion: Explaining how you would like to get to know the family and to get insights into the student’s interests so that you can be a better teacher for the student.

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Logistics: Nervous about going alone?Logistics: Nervous about going alone? A primary teacher in Virginia, suggests that

teachers who are interested but nervous about going alone should team up with another teacher, student nurse, the parent liaison, or school social worker (Allyn Kurin qtd in Worthy &

Hoffman, 2001)

Our suggestion: Let someone know that you’re doing the visits and

give them the address(es) Consider asking a friend to drop you off and wait

outside in the car.

A primary teacher in Virginia, suggests that teachers who are interested but nervous about going alone should team up with another teacher, student nurse, the parent liaison, or school social worker (Allyn Kurin qtd in Worthy &

Hoffman, 2001)

Our suggestion: Let someone know that you’re doing the visits and

give them the address(es) Consider asking a friend to drop you off and wait

outside in the car.

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Logistics: What to bringLogistics: What to bring List of community resources (shared only if

requested) An elementary teacher in Virginia brings with her a

list of resources available to families in the county (I.e., workshops, parenting classes, food programs, health care clinics) as well as the names of school personnel (i.e., counselors, social workers, bilingual parent liaisons, ESL teachers, reading specialists, etc.). She only shares this information if the conversation goes this way and the family requests it (Allyn Kurin qtd in Worthy & Hoffman, 2001).

List of community resources (shared only if requested) An elementary teacher in Virginia brings with her a

list of resources available to families in the county (I.e., workshops, parenting classes, food programs, health care clinics) as well as the names of school personnel (i.e., counselors, social workers, bilingual parent liaisons, ESL teachers, reading specialists, etc.). She only shares this information if the conversation goes this way and the family requests it (Allyn Kurin qtd in Worthy & Hoffman, 2001).

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Logistics: What to bring continuedLogistics: What to bring continued A primary teacher in California reports

bringing a tote bag containing a simple board game, some craft materials (i.e., pipe cleaners), a few picture books, stickers. The child can play with these alone or with the adults. (Judith Levine qtd in Worthy &

Hoffman, 2001).

A primary teacher in California reports bringing a tote bag containing a simple board game, some craft materials (i.e., pipe cleaners), a few picture books, stickers. The child can play with these alone or with the adults. (Judith Levine qtd in Worthy &

Hoffman, 2001).

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Logistics: What to bring continuedLogistics: What to bring continued A camera

Take a family portrait and send a copy home in a thank you note. You could also post a copy in your classroom.

Have the student take pictures of the five things that are most important to him/her. (These photos are a great “prompt” for an autobiographic writing assignment. They also provide insights into the student.

A business card (providing contact information)

A camera Take a family portrait and send a copy home

in a thank you note. You could also post a copy in your classroom.

Have the student take pictures of the five things that are most important to him/her. (These photos are a great “prompt” for an autobiographic writing assignment. They also provide insights into the student.

A business card (providing contact information)

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Logistics: On being a gracious guestLogistics: On being a gracious guest Expect that you might be offered some food or

drink. Be gracious and accept what is offered (even if it is a “surprise” to your pallet).

Expect that others might join the conversation: siblings, cousins, aunts, uncles, grandparents.

Avoid getting lost in note-taking or fidgeting with a tape recorder. The purpose is to have a nice conversation. Maintain good eye contact.

Expect that you might be offered some food or drink. Be gracious and accept what is offered (even if it is a “surprise” to your pallet).

Expect that others might join the conversation: siblings, cousins, aunts, uncles, grandparents.

Avoid getting lost in note-taking or fidgeting with a tape recorder. The purpose is to have a nice conversation. Maintain good eye contact.

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Turn off your cell phone so that you aren’t distracted.

Consider bringing a small “token” (i.e., a snack, some flowers, a book for the student) as is typical when visiting.

Logistics: On being a gracious guestLogistics: On being a gracious guest

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Focus on the “mutual interest” of the teacher and family: the student

Before the visit, review CGU’s list of “interview questions” (attached) Use these as general guidelines. Don’t feel the need to read word-for-word. Don’t worry if the conversation takes you in

a different direction.

Focus on the “mutual interest” of the teacher and family: the student

Before the visit, review CGU’s list of “interview questions” (attached) Use these as general guidelines. Don’t feel the need to read word-for-word. Don’t worry if the conversation takes you in

a different direction.

Logistics: What to talk about?Logistics: What to talk about?

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Visiting a student with special needs

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Things to rememberThings to remember

The rationale for doing the visit and the spirit of the visit is the same as if you were visiting a general education student. The inquiry is the same.

The rationale for doing the visit and the spirit of the visit is the same as if you were visiting a general education student. The inquiry is the same.

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Instead of going to “Italy,” the family went to “Holland,” not to a “horrible, disgusting, filthy place, full of pestilence, famine, and disease” (reference to Emily P. Kinsley’s

essay “Welcome to Holland,” which is attached).

Instead of going to “Italy,” the family went to “Holland,” not to a “horrible, disgusting, filthy place, full of pestilence, famine, and disease” (reference to Emily P. Kinsley’s

essay “Welcome to Holland,” which is attached).


58

Strive to be an advocate (reference to un-authored

article “Advocacy is…Advocacy is not,” which is attached).

Strive to be an advocate (reference to un-authored

article “Advocacy is…Advocacy is not,” which is attached).


59

How to contact usHow to contact us

[email protected], Ph.D.



Teacher Education Internship Program

School of Educational Studies

Claremont Graduate University

925 North Dartmouth Avenue

Claremont, CA 91711

Tel: 909/621-8076 * Fax: 909/607-7793




Teacher Education Internship Program

School of Educational Studies

Claremont Graduate University

925 North Dartmouth Avenue

Claremont, CA 91711

Tel: 909/621-8076 * Fax: 909/607-7793

60

ReferencesReferences

“Advocacy is…Advocacy is not.” Available at http://www.pinofpa.org/resources/fact-19.html

Allen, S.F. and Tracy, E.M. (2004). “Revitalizing the role of home visiting by school social workers.” Children & Schools, 26(4), 197-208.

Aronson, J.Z. (1996). “How schools can recruit hard-to-teach parents.” Educational Leadership, 58-60.

Baker, A.J.L. , Kessler-Sklar, S., Piotrokowski, C.S., and Parker, F.L. (1999). “Kindergarten and first-grade teachers’ reported knowledge of parents’ involvement in their children’s education.” The Elementary School Journal, 99(4), 367-380.

“Advocacy is…Advocacy is not.” Available at http://www.pinofpa.org/resources/fact-19.html

Allen, S.F. and Tracy, E.M. (2004). “Revitalizing the role of home visiting by school social workers.” Children & Schools, 26(4), 197-208.

Aronson, J.Z. (1996). “How schools can recruit hard-to-teach parents.” Educational Leadership, 58-60.

Baker, A.J.L. , Kessler-Sklar, S., Piotrokowski, C.S., and Parker, F.L. (1999). “Kindergarten and first-grade teachers’ reported knowledge of parents’ involvement in their children’s education.” The Elementary School Journal, 99(4), 367-380.

61

Becher, R.M. (1984). Parental involvement: A review of research and principles of successful practice. Washington, DC: National Institute of Education.

Becker, H.J. and Epstein, J.L. (Nov., 1982). “Parent involvement: A survey of teacher practices.” The Elementary School Journal. 83(2), 85-102.

Benson, C.S., Medrich, E.A., and Buckley, S. (1980). “Families as educators: Time use contributions to school achievement.” In J. Guthrie (Ed.), School finance policy and practices in the 1980s: A decade of conflict. P. 170-177). Cambridge, MA: Ballinger.

Cervone, B.T. and O’Leary, K. (1982). “A conceptual framework for parent involvement.” Educational Leadership. 40, 48-49.

Becher, R.M. (1984). Parental involvement: A review of research and principles of successful practice. Washington, DC: National Institute of Education.

Becker, H.J. and Epstein, J.L. (Nov., 1982). “Parent involvement: A survey of teacher practices.” The Elementary School Journal. 83(2), 85-102.

Benson, C.S., Medrich, E.A., and Buckley, S. (1980). “Families as educators: Time use contributions to school achievement.” In J. Guthrie (Ed.), School finance policy and practices in the 1980s: A decade of conflict. P. 170-177). Cambridge, MA: Ballinger.

Cervone, B.T. and O’Leary, K. (1982). “A conceptual framework for parent involvement.” Educational Leadership. 40, 48-49.

References continuedReferences continued

62

Clark, R. (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago: University of Chicago Press.

Cochran, M. (1987). “The parental empowerment process: Building on family strengths.” Equity and Choice. 4, 9-24.

Davies, D. (1991) “Schools reaching out: Family, school and community partnerships for student success.” Phi Delta Kappa, 75(5), 376-382.

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

Epstein, J. (1984). Effects on parents of teacher practices in parent involvement. Baltimore: John Hopkins University, Center for Social Organization of Schools.

Freire, P. (2003). Pedagogy of the oppressed. New York: Continuum International Publishing Group, Inc.

Clark, R. (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago: University of Chicago Press.

Cochran, M. (1987). “The parental empowerment process: Building on family strengths.” Equity and Choice. 4, 9-24.

Davies, D. (1991) “Schools reaching out: Family, school and community partnerships for student success.” Phi Delta Kappa, 75(5), 376-382.

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

Epstein, J. (1984). Effects on parents of teacher practices in parent involvement. Baltimore: John Hopkins University, Center for Social Organization of Schools.

Freire, P. (2003). Pedagogy of the oppressed. New York: Continuum International Publishing Group, Inc.


63

Gordon, I.J. (1977). Parent education and parent involvement: Retrospect and prospect. Childhood Education. 54, 71-77.

Greenwood, G.E. and Hickman, H.W. (1991, Jan.). “Research and practices in parent involvement: Implications for teacher education.” The Elementary School Journal, 91(3), 279-288.

Haynes, N.M., Comer, J.P., and Hamilton-Lee, M. (1989). “School climate enhancement through parental involvement.” Journal of School Psychology. 27, 87-90.

Henderson, A.T. (1987). The evidence continues to grow: Parent involvement improves student achievement.” Columbia, MD: National Committee for Citizens in Education.

Gordon, I.J. (1977). Parent education and parent involvement: Retrospect and prospect. Childhood Education. 54, 71-77.

Greenwood, G.E. and Hickman, H.W. (1991, Jan.). “Research and practices in parent involvement: Implications for teacher education.” The Elementary School Journal, 91(3), 279-288.

Haynes, N.M., Comer, J.P., and Hamilton-Lee, M. (1989). “School climate enhancement through parental involvement.” Journal of School Psychology. 27, 87-90.

Henderson, A.T. (1987). The evidence continues to grow: Parent involvement improves student achievement.” Columbia, MD: National Committee for Citizens in Education.


64

Henderson, A.T., Marburger, C.L., and Ooms, T. (1986). Beyond the bake sale: An educator’s guide to working with parents. Columbia, MD: National Committee for Citizens Education.

Hester, H. (1989). “Start at home to improve home-school relations.” “NASSP Bulletin. 73, 23-27.

Johnston, L. and Mermin, J. (1994). “Easing children’s entry to school: Home visits help.” Young Children, 53(3), 71-74.

Jonson, K.F. (1999). “Parents as partners: Building positive home-school relationships.” The Educational Forum, 63(2), 121-126.

Kinsley, E.P. (no date). “Welcome to Holland.” Available at http://gigli.tripod.com/welcome/holland.htm.

Henderson, A.T., Marburger, C.L., and Ooms, T. (1986). Beyond the bake sale: An educator’s guide to working with parents. Columbia, MD: National Committee for Citizens Education.

Hester, H. (1989). “Start at home to improve home-school relations.” “NASSP Bulletin. 73, 23-27.

Johnston, L. and Mermin, J. (1994). “Easing children’s entry to school: Home visits help.” Young Children, 53(3), 71-74.

Jonson, K.F. (1999). “Parents as partners: Building positive home-school relationships.” The Educational Forum, 63(2), 121-126.

Kinsley, E.P. (no date). “Welcome to Holland.” Available at http://gigli.tripod.com/welcome/holland.htm.


65

Leler, H. (1983). “Parent education and involvement in relation to schools and to parents of school-aged children.” In R Haskins and D. Adams (Eds.), Parent education and public policy, p. 144-180. Norwood, NJ: Ablex.

McDill, E., Rigsby, L.C., and Meyers, E.D. (1969). Educational climates of high schools: Their effects and sources. Baltimore: Johns Hopkins University, Center for the Social Organization of Schools.

Meyer, J.A. and Mann, M.B. (2006, August). “Teachers’ perceptions of the benefits of home visits for early elementary children.” Childhood Education Journal, 34(1), 93-97.

Putnam, R.D. (2000). Bowling along: The collapse and revival of American Community. New York: Simon & Schuster.

Leler, H. (1983). “Parent education and involvement in relation to schools and to parents of school-aged children.” In R Haskins and D. Adams (Eds.), Parent education and public policy, p. 144-180. Norwood, NJ: Ablex.

McDill, E., Rigsby, L.C., and Meyers, E.D. (1969). Educational climates of high schools: Their effects and sources. Baltimore: Johns Hopkins University, Center for the Social Organization of Schools.

Meyer, J.A. and Mann, M.B. (2006, August). “Teachers’ perceptions of the benefits of home visits for early elementary children.” Childhood Education Journal, 34(1), 93-97.

Putnam, R.D. (2000). Bowling along: The collapse and revival of American Community. New York: Simon & Schuster.


66

Reglin, G. (2002). “Project reading and writing (R.A.W.): Home visitations and the school involvement of high-risk families.” Education, 123(1), 153-160.

Rich, D. (1987). Teachers and parents: An adult-to-adult approach. Washington, DC: National Education Association.

Sharp, E.A., Ispa, J.M, Thornburg, K.R., and Lane, V. (2003). “Relations among mother and home visitor personality, relationship quality and amount of time spent in home visits.” Journal of Community Psychology, 31(6), 591-606.

Sternberg, R.S. (2006). “Home visits: A principal demonstrates a high level of caring by visiting at-risk students in their homes each summer.” Principal Leadership (Middle school edition). 6(9), 36-37.

Reglin, G. (2002). “Project reading and writing (R.A.W.): Home visitations and the school involvement of high-risk families.” Education, 123(1), 153-160.

Rich, D. (1987). Teachers and parents: An adult-to-adult approach. Washington, DC: National Education Association.

Sharp, E.A., Ispa, J.M, Thornburg, K.R., and Lane, V. (2003). “Relations among mother and home visitor personality, relationship quality and amount of time spent in home visits.” Journal of Community Psychology, 31(6), 591-606.

Sternberg, R.S. (2006). “Home visits: A principal demonstrates a high level of caring by visiting at-risk students in their homes each summer.” Principal Leadership (Middle school edition). 6(9), 36-37.


67


St. Pierre, R.G. and Layzer, J.I. (1999, Spring-Summer). “Using home visits for multiple purposes: The comprehensive child development program.” The Future of Children. 9(1), 134-151.

Sweet, M.A., and Appelbaum, M.I. (2004). “Is home visiting an effective strategy? A meta-analytic review of home visiting programs for families with young children.” Child Development, 75(5), 1435-1456.

Taveras, G. (1998). “Home visits: From the teacher’s perspective.” ED: 426775

Thompson, G.L. (2007). Up where we belong: Helping African American and Latino students rise in school and in life. San Francisco: Jossey-Bass.

St. Pierre, R.G. and Layzer, J.I. (1999, Spring-Summer). “Using home visits for multiple purposes: The comprehensive child development program.” The Future of Children. 9(1), 134-151.

Sweet, M.A., and Appelbaum, M.I. (2004). “Is home visiting an effective strategy? A meta-analytic review of home visiting programs for families with young children.” Child Development, 75(5), 1435-1456.

Taveras, G. (1998). “Home visits: From the teacher’s perspective.” ED: 426775

Thompson, G.L. (2007). Up where we belong: Helping African American and Latino students rise in school and in life. San Francisco: Jossey-Bass.

68

U.S. Department of Education. (2005). Parents and family involvement in education: 2002-03. Washington, DC: National Center for Education Statistics.

U.S. Department of Education. (2001). Effects of public K-8 schools to involve parents in children’s education: Do schools and parent reports agree? Washington, DC: National Center for Educational Statistics.

U.S. Department of Education. (2001). Family involvement in children’s education: An idea book (Abridged version). Jessup, MD: Office of Educational Research and Improvement.

Valdés, G. (1996). Con Respeto: Bridging the distances between culturally diverse families and schools. An ethnographic portrait. New York: Teachers College Press.

U.S. Department of Education. (2005). Parents and family involvement in education: 2002-03. Washington, DC: National Center for Education Statistics.

U.S. Department of Education. (2001). Effects of public K-8 schools to involve parents in children’s education: Do schools and parent reports agree? Washington, DC: National Center for Educational Statistics.

U.S. Department of Education. (2001). Family involvement in children’s education: An idea book (Abridged version). Jessup, MD: Office of Educational Research and Improvement.

Valdés, G. (1996). Con Respeto: Bridging the distances between culturally diverse families and schools. An ethnographic portrait. New York: Teachers College Press.


69

Worthy, J. and Hoffman, J.V. (2001). “Home visits, reading engagement, and farewell.” The Reading Teacher. 54(5),516-518.

Ziegler, W. (2000). “Venturing beyond the schoolyard to bring parents in.” The High School Magazine, 22-25.

Worthy, J. and Hoffman, J.V. (2001). “Home visits, reading engagement, and farewell.” The Reading Teacher. 54(5),516-518.

Ziegler, W. (2000). “Venturing beyond the schoolyard to bring parents in.” The High School Magazine, 22-25.


70

END OF PESENTATION

71

Becker & Epstein (1982) found that less than 25% of the nearly 4000 elementary teachers surveyed made any home visits during the school year and only 2% had visited more than a handful of children’s homes (p. 100). Those who did do visits were more likely to be favorable toward

parent-involvement techniques and, specifically, were most likely to be active users of techniques that emphasized oral exchanges between parent and child (i.e., having parents discuss TV programs, having parents ask their children about school, having children interview their parents, etc.).

Those who visited several homes made more use of parent evaluations and parent classroom-observation methods than did other teachers. (p. 100).

Becker & Epstein (1982) found that less than 25% of the nearly 4000 elementary teachers surveyed made any home visits during the school year and only 2% had visited more than a handful of children’s homes (p. 100). Those who did do visits were more likely to be favorable toward

parent-involvement techniques and, specifically, were most likely to be active users of techniques that emphasized oral exchanges between parent and child (i.e., having parents discuss TV programs, having parents ask their children about school, having children interview their parents, etc.).

Those who visited several homes made more use of parent evaluations and parent classroom-observation methods than did other teachers. (p. 100).

72

Source I wish I had looked atSource I wish I had looked at Acosta, D; Keith, Joe, and Patin, Debra.

“Home visits: Shortening the Path beetween home and school.” Schools in the middle. V 7 no1, p. 24-25. Spt-Oct 1997

Acosta, D; Keith, Joe, and Patin, Debra. “Home visits: Shortening the Path beetween home and school.” Schools in the middle. V 7 no1, p. 24-25. Spt-Oct 1997

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Typical forms of family contactTypical forms of family contact

95% report that they talk with their students’ parents; send notices home; and interact with parents on open-school nights.

90% report that they ask parents to check and sign students’ homework.

35% said that they only contacted parents to meet “as the need arises,” which may mean once, twice or never.

Only 7% indicate that they initiate three or more group meetings or workshops for parents apart from school-sponsored parents’ nights.

95% report that they talk with their students’ parents; send notices home; and interact with parents on open-school nights.

90% report that they ask parents to check and sign students’ homework.

35% said that they only contacted parents to meet “as the need arises,” which may mean once, twice or never.

Only 7% indicate that they initiate three or more group meetings or workshops for parents apart from school-sponsored parents’ nights.

Becker & Epstein (1982) found that of the nearly 4,000 elementary teachers in Maryland they studied

Home visits: Identifying key questions and strategies for Education Specialists

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