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Hoover-Dempsey and Sandler (1995) developed a theoretical model of parent involvement. 

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Hoover-Dempsey and Sandler (1995) developed a theoretical model of parent involvement. 

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Click below and you will be taken to a google search for that model. Scan the images.

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hoover dempsey sandler parent involvement - Google Search

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questionnaire involvement project framework christa l parents become involved self efficacy school kathleen v students role construction

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Hoover-Dempsey and Sandler's three psychological constructs (1995) 

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Hoover-Dempsey and Sandler's three psychological constructs (1995) 

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1. parents' motivational beliefs
2. parents' perceptions of invitations for involvement
3. parents' perceived life context

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You can read/scan the article for yourself here:

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Research (& my personal experience) confirms that teachers often lack preparation in educator preparation programs on working collaboratively with families as well as familiarity with family collaborative models. Specifically, our colleagues in the social work and nursing fields do receive this training, whereas educators often do not, which means they are hesitant.

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Check out 1 minute's worth of audio regarding this section:

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* outlines specific challenges for urban environments because of the dominant racial majority that makes up the staffing in most public schools (Department of Education, 2016)
- education level & socio-economic status impact cultural values, beliefs, and languages; these are often at odds with dominant group (eg staff)
- however, families from diverse backgrounds and of a higher socio-economic status benefit from "cultural capital" (Howland, Anderson, Smiley, & Abbot, 2011, p. 50) which is similar to Epstein's (2011) "social capital" reference (p.44)
-reiterates the fact that schools need to commit to culturally grounded and asset-based programming when connecting with families

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Effective Strategies for Connecting Schools and Families

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Effective Strategies for Connecting Schools and Families

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Henderson and Mapp (2002) completed a mini meta analysis of 16 studies. Their conclusion was that programs which prioritize building trustful and respectful relationships are the most impactful and sustainable way to keep connections open and functioning between schools and parents. The parents of students with special needs in the studies specifically referenced their number # need as relevant information from a credible source that is free of educational jargon and in their home language. This user perspective of needs has huge implications for our work in schools.

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What is a "liaison"?

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*designed to serve families from African American and Hispanic backgrounds & specifically targeting the needs of students identified with disabilities or at-risk for such identification

*The district's Special Education and Student Services developed a grant to hire two liaisons (their previous experience had less of an emphasis on education and more of an emphasis on urban community engagement)

*My favorite part: the leaders who wrote the grant left the verbiage of the goals wide on purpose because they ultimately wanted the design of the program to be informed by the parents it was intended to support.

* Check out the Stanford d School's free resources on human centered design below. The article does not reference human centered design being used, but it is exciting to think about the possibilities if we were to design any program directly based on the end-users in our school communities. That's what human centered design does.

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Welcome to the Liberatory Design Resource Collection . The set of tools and resources available here were born out of an urgent need to explore and design process steps and mindsets for designers to integrate the practice of design thinking with a mission toward &

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*summer 2005
* School district contracted the Center for Urban and Multicultural Education at the school of education at Indiana Purdue University Indianapolis to do focus groups to better understand the needs of families

*15 women & 4 men

* they used interpreters where needed (although the article erroneously calls them translators) & utilized transcriptions with participants as a form of member-checking

* researchers also completed written program records review

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Services provided in the first year of the program varied and were categorized accordingly based on the focus groups and written records review (See p. 55 for more details about each):
1) conflict resolution
2) cultural brokering
3) direct support (eg meeting "basic emotional or physical needs of families, including emotional encouragement and/or assistance in accessing food, clothing, transportation, or medical care" (Howland et al, 2011, p. 55).

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Even with only two liaisons initially contracted, the results of this early review show that the IPS' goal to "bridge the gap between schools and families, with particular attention given to parents from diverse backgrounds who have children receiving special education services" (Howland et al, 2011, p. 62) was on the right track! Curiously, a current search of the district's website does not result in any links or information related to liaisons. However, there are is a director and a coordinator in the Office of Family and Community Engagement at IPS. Relatedly, I thought you would be interested in checking out my district's bilingual parent liaison's website. These women do incredible work for our students, their families, and our schools. They exemplify the critical attributes that Howland et al (2011) describe of effective liaisons: cultural responsiveness and community connectedness. We need more of them. Ultimately, this is my takeaway. Districts and schools have to do more than say they want to connect with families. They have to put their money where their mouths are.