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ESTABLISHING SCHOOL-BASED
FAMILY OUTREACH CENTERS
Dr. Kathy Grant
Associate professor SUNY Plattsburgh
Nanette Blanchard
Principal Fort Ann Elementary
HOME, SCHOOL, AND COMMUNITY COLLABORATION
Dr. Kathy B. Grant - SUNY Plattsburgh
Dr. Julie A. Ray – Southeast Missouri State
University
“Family involvement is one of the best predictors of
academic success for students; therefore it is vital
that future educators are well-informed about
supportive family involvement practices.”
1,640
45
The percentage of
children living in low
income families.
-Jiang, Ekono, & Skinner (2014)
The number of children that died from abuse
and neglect in the United States in 2012
By the Numbers
-U.S. Department of Health and Human Services (2013)
31.6 million
The number of school
aged children
participating in the free
and reduced-cost lunch
program
-U.S. Department of Agriculture (2013)
58,625
The number of children awaiting adoption in foster
care due to their parents’ rights being terminated
-U.S. Department of Health and Human Services (2013)
www.opencolleges.edu
74%
of parents have participated in their child’s educational
experience by attending a school event…
www.childtrends.org
46%
… yet only 46 percent have volunteered or been
involved in a committee
www.childtrends.org
The Westat Study - 2001
High levels of “outreach” to parents
of low achieving student led to 40%
gains in reading/math.
o Face to face meetings
o Calling parents
o Sending materials home
International Association for the Evaluation of
Educational Achievement Study – 2000
Coleman Report - 1966
The impact of families was
overwhelmingly more important
than that of schools in explaining
differences in school achievement.
The best predictors of student
achievement:
o A home environment that
encourages learning
o High expectations from parents
o Parents being involved in a child’s
education
There is no program and no policy
that can substitute for a parent
who is involved in their child’s
education from day one.
-BARACK OBAMA, 2010
BARRIERS
1. Lack of Time
2. Feeling They Have Nothing to Contribute
3. Not Understanding the System
4. Lack of Child Care
5. Language and Cultural Differences
6. Feeling Intimidated
7. Lack of Transportation
8. Scheduling Conflicts/Difficulties
9. Not Feeling Welcome
Educators need to know how to work with
families and communities… These competencies
are required every day of every year of
every teacher’s professional career.
-Epstein, Sanders, Clark - 1999
FAMILY RESOURCE CENTER(n.): A place in a school that is set aside for
the purpose of making the school accessible to families and encouraging
adult involvement in children’s education.
FAQ’S
WHO can start a family resource center?
Anyone can advocate to create a family resource center in their
community.
WHERE can a family resource center exist?
Centers are generally located inside a school. Spare classrooms,
spaces inside libraries, or quiet hallways are just a few options.
HOW do you start the process?
Contact your school’s administration to start then form a
leadership group with teachers, family volunteers, and
community members.
WHY create a center?
Research shows family and community involvement greatly
influences student development and achievement.
KEY COMPONENTS
Lending
Libraries
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Friendly staff members
Knowledgeable
Family outreach
Project support
Activity planning
Social service connections
Supportive
Staff
members
Workshops
for parents
and students
FAMILY
RESOURCE
CENTER
Comfortable
Environment
Community
Resources
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Computers
Internet Access
Comfortable Furniture
Telephones
Books
Toys
Bulletin Announcements
School
Information
Women’s Opportunity and Resource Development, Inc., p.1
SOCIAL STUDIES
Tour your community with
a local historian and
discuss change & growth
Bright Ideas
MATHEMATICS
Partner up with a local
bank and discuss
financial management
TECHNOLOGY
READING
Have students job shadow
for a day at the Global
Foundries chip plant
Invite high school athletes
to read aloud to young
children
ART
MUSIC
Visit with local musicians that
specialize in culturally
diverse instruments
SCIENCE
Local nurseries can discuss
butterfly gardens and
ecosystems with youth
Invite local artists
into your FRC
DRAMA
Partner with a local
theater to host “auditions”
and build interest
Examples of Family Events
MEDIUM FAMILY
ENGAGEMENT
HIGH FAMILY ENGAGEMENT
Family fun nights, Dr.
Seuss celebrations
Literacy rally, community
showcase, academic
portfolio night,
understanding standards
night
Back-to-school night,
family literacy nights/
programs, bilingual family
literacy nights, cultural
nights, diversity
celebration, or funds of
knowledge events
MEDIUM:
Individual teachers or small
group, several weeks of
planning
Family socials or teas, meet
and greet events
Family reading nights,
literacy lunches, family
math or science event,
homework preparation
night
Common Core Information
Night
Night at the museum,
science family fun night,
family technology night
LOW:
Social food event
Donuts for dads or muffins
for moms, grandparents’
day
Gym night, field days
TEACHER/SCHOOL PLANNING
HIGH:
A group of
teachers/families or whole
school involved for several
weeks/month of planning
LESS FAMILY ENGAGEMENT
“My family attends the Big Sky Elementary School Family Fun Nights hosted by the Family
Resource Center every month. Please continue to hold Family Fun Nights at the end of each month
at the school. By that time my monthly pay check is completely gone and I struggle to feed my
family for the rest of the month. Having tacos on Friday night in the gym at the end of the month
makes sure my children get dinner at least for that day.”
 -Parent communication to Dr. Grant, 2000
THE EVIDENCE IS CLEAR
At times, conducting a family night is a
lot of work. So why do it? All of us
agree that the pay-off is well worth the
extra effort. Much is made easier for
the teacher for the rest of the year
because of the positive relationships
that are formed between parents and
teachers at these events. Mutual trust
is invaluable.
THINGS TO CONSIDER
How can I recognize the strengths that families have as
I’m considering my role as an advocate for them?
 What are some ways in which a school can provide
resources for families in the home?
How can home visits be an effective resource for
families?
What resources are available for families in the
community?
How can I help families develop leadership skills,
including the ability to advocate for their children and
other children in the community?
Family-centered partnerships based on strong
relationships between families and professionals promote
outcomes that are meaningful to the child and family.
—Tennessee Early Intervention Services Coordination (2007, p. 2.1)
PLANNING YOUR FRC
1. What are some funding sources? Grants-private, federal, school district, or donations.
2. Finding a location in a school that does not take away from academics, furniture and supplies for the center.
3. What hours/days/nights to keep a FRC open?
4. How will teacher accept it in the school and not think parents are there to interfere with their teaching?
5. Who will staff it through volunteers or a paid position as a Family Outreach Specialist?
6. How will we get food for events? Who might be in charge of recruiting for donations?
7. Advertising throughout the school or community to garner attendance
8. What types of events should be sponsored by or held in the FRC?
9. How can teachers get involved or how can the FRC help teachers through volunteer recruitment?
10. How can the FRC become sustainable within the school or district?
11. What type of preparation should be provided to those individuals staffing the FRC? What about issues of confidentiality?
12. Should FOS work with children who need additional academic support in the FRC?
13. What if the FRC becomes a center for school bashing, gossip, or negativism?
14. What if the superintendent does not support placing FRCs in schools?
15. What role should the principal/assistant principal play in the running of the FRC?
REFERENCES
Auerbach, S. (2011). Learning from Latino families. Educational Leadership, 68(8), 17–21.
Delgado Gaitan, C. (2004). Involving Latino families in schools: Raising student achievement through home-school
partnerships. Thousand Oaks, CA: Corwin.
Dryfoos, J., & Maguire, S. (2002). Inside full service community schools. Thousand Oaks, CA:Corwin.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Janshorn, N. R., & Van Voorhis, F.L. (2002). School, family, and
community partnerships: Your handbook for action (2nd ed.). Thousand Oaks, CA: Corwin.
Ferguson, C. (2005). Organizing family and community connections with schools: How do school staff build meaningful
relationships with all stakeholders? Strategy brief from National Center for Family and Community Connections with
Schools. Retrieved January 4, 2007, from http://www.sedl.org/connections.
Finders, M., & Lewis, C. (1994). Why some parents don’t come to schools. Educational Leadership, May, 50–54.
Harvard Family Research Project. (2014). Overview of complementary learning. Retrieved November 19, 2014, from
http://www.hfrp.org/complementary-learning/overview.
Hiatt-Michael, D. B. (2006). Reflections and directions on research related to family-community involvement in schooling.
School Community Journal, 16(1), 7–30.
Howland, A., Anderson, J. A., Smiley, A. D., & Abbott, D. J. (2006). School liaisons bridging the gap between school and
home. School Community Journal, 16(2), 47–68.
Jeynes, W. H. (2011). Parental involvement research: Moving to the next level. The School Community Journal, 20(1), 159–
187.
Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. School
Community Journal, 13(1), 35–64.
Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Aqualitative approach to developing
strategic connections between homes and classrooms. Theory Into Practice, 31, 132–141.
National Education Association (NEA). (2014). There’s no place like home . . . visits. Retrieved November 11, 2014, from
http//wwwnea.org/home/32719htm/.
REFERENCES
National Network of Partnership Schools. (2006). Type 3: Volunteering. Retrieved August 1, 2007, from
http://www.csos.jhu.edu/p2000/nnps_model/school/sixtypes/type3.htm.
Olivos, E. M. (2009). Collaboration with Latino families: A critical perspective of home-school interactions. Intervention in School and
Clinic, 45(2), 109–115.
Quezada, R. L. (2003). Going for the gold! Field reports on effective home-school-community partnership programs. School Community
Journal, 13(2), 137–155.
Quintanar, A. P., & Warren, S. R. (2008). Listening to the voices of Latino parent volunteers. Kappa Delta Pi Record, 44(3), 119–123.
Ray, J. (2005). Family-friendly teaching: Tips for working with diverse families. Kappa Delta Pi Record, 41(2), 72–76.
Sanders, M. (2006). Building school-community partnerships: Collaboration for student success.Thousand Oaks, CA: Corwin.
Seattle Public Schools. (2007). Family involvement in Seattle Public Schools. Retrieved May 13, 2008, from
http://www.seattleschools.org/area/fam/History.xml.
Van Voorhis, F., & Sheldon, S. (2005). Principals’ roles in the development of U.S. programs of school, family, and community
partnerships. International Journal of Educational Research, 41(1), 55–70.
Thorkildsen, R., & Scott Stein, M. R. (1998). Is parent involvement related to student
achievement? Exploring the evidence. Phi Delta Kappa International Research Bulletin No. 22. Bloomington, IN: Center for Evaluation,
Development, and Research.
Weiss, H. B., Kreider, H., Lopez, M. E., & Chatman, C. M. (Eds.). (2005). Preparing educators to involve families: From theory to practice.
Thousand Oaks, CA: Sage.
Women’s Opportunity and Resource Development, Inc. (n.d.). Family resource centers.
Retrieved September 7, 2007, from http://www.wordinc.org/FRC/index.php.
*Some images used with free licensing from www.freepik.com