Engaging Hard to Reach Parents - Reading Recovery Council of ...

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Hispanic Parent Involvement (Nicolau & Ramos, 1990, p. 9) • Personal Touch. It is crucial to use face-to-face communication in the Hispanic parent’s primary language when first making contact. Written flyers or articles sent home have proven to be ineffective even when written in Spanish. It may also take several personal meetings before the parents gain sufficient trust to actively participate. Home visits are a particularly good way to begin to develop rapport. • Non-Judgmental Communication. In order to gain the trust and confidence of Hispanic parents, teachers must avoid making them feel they are to blame or are doing something wrong. Parents need to supported for their strengths, not judged for perceived failings.
. • Perseverance in Maintaining Involvement. To keep Hispanic parents actively engaged, activities planned must respond to a real need or concern of the parents. Teachers should have a good idea about what parents will get out of each meeting and how the meeting will help them in their role as parents. • Bilingual Support. All communication with Hispanic parents, written and oral, must be in Spanish and English. Many programs report that having bicultural and bilingual staff helps promote trust (Espinosa & Lesar, 1994). • Strong Leadership and Administrative Support. Flexible policies, a welcoming environment, and a collegial atmosphere all require administrative leadership and support. As with other educational projects or practices that require innovation and adaptation, the efforts of teachers alone cannot bring success to parent involvement projects. Principals must also be committed to project goals.
Page 1 and 2: Engaging Hard to Reach Parents Patr
Page 3 and 4: A Path to Follow: Learning to Liste
Page 5 and 6: Objectives • The purpose of this
Page 7 and 8: • Not all parents are angels. All
Page 9 and 10: • Rule #4: Develop high expectati
Page 11 and 12: Helping with Homework
Page 13 and 14: Participating in the Decisions and
Page 15 and 16: Band Boosters
Page 17 and 18: Ice Cream Socials
Page 19 and 20: Participating in Bake Sales and Fai
Page 21 and 22: Advisors and/or Co-decision Makers
Page 23 and 24: Accompanying a Class on an Outing
Page 25 and 26: • Rule #8: Be willing to work to
Page 27 and 28: Three New Directions for Working wi
Page 29 and 30: National Reports
Page 31 and 32: Becoming a Nation of Readers: The R
Page 33 and 34: Some Historical Trends • America
Page 35 and 36: No Child Left Behind: Now What Do W
Page 37 and 38: President Bill Clinton—State of t
Page 39 and 40: • Epstein (1992, p. 1141) has sum
Page 41 and 42: “Killer Phrases” Used Often Wit
Page 43 and 44: Reasons for the Limited Participati
Page 45 and 46: • Parents differ in their percept
Page 47 and 48: • Gathering information of this n
Page 49: Schools are communicating with a va
Page 53 and 54: Migrant Family Involvement Strategi
Page 55 and 56: - Parent-teacher conferences can gi
Page 57 and 58: My Journey Into School, Family, and
Page 59 and 60: Talking Your Way to Literacy: A Pro
Page 61 and 62: Suggestions Most Frequently Made fo
Page 63 and 64: Some Developmental Foundations of l
Page 65 and 66: A Path to Follow: Learning to Liste
Page 67 and 68: Important Message to Teachers from
Page 69 and 70: Report of the National Reading Pane
Page 71 and 72: Parent Stories
Page 74 and 75: Family Literacy: Young Children Lea
Page 76 and 77: Ways With Words: Language, Life, an
Page 78 and 79: “East is East, West is West’? ?
Page 80 and 81: One Dimensional Questions • How m
Page 82 and 83: What are Parent Stories? Parent “
Page 84 and 85: What are Parent Stories? Brandt (19
Page 86 and 87: What Happened During the Parent Int
Page 88 and 89: What Can Parent Stories Provide for
Page 90 and 91: What Can Parent Stories Provide for
Page 92 and 93: According to P. D. Pearson (1996),
Page 94 and 95: • The classroom acts as a kind of
Page 96 and 97: Cultural Variables • Sociolinguis
Page 98 and 99: • Living • Communicating • Th
Page 100 and 101:
A Path to Follow: Learning to Liste
Page 102 and 103:
• In trying to understand familie
Page 104 and 105:
• According to Taylor & Dorsey (1
Page 106 and 107:
May the force be with you
Page 108:
What is a Demographic Profile? A sh
Page 112 and 113:
How can we use a Demographic Profil
Page 114 and 115:
Why Develop a Scope and Sequence of
Page 116 and 117:
Developing a Scope and Sequence of
Page 118 and 119:
Closing Comments • Schools must b
Page 120:
For More Information... • Contact
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