S.T.E.M.

Benefits of Family Engagement

DYCD knows the importance of family engagement in helping improve outcomes for all family members and building safer and healthier communities. DYCD has made partnering with families a priority. DYCD staff reflects on the many benefits of engaging families as partners.

Practice Spotlight

To help guide your work with families, we have collected a few tips from the field:

• Family engagement is everyone’s job.
• Meaningful communication is critical (written, verbal, and nonverbal).
• Families should be seen as assets and shown respect at all times.
• Engaged and supported families recruit other families.
• Planning and being intentional are key to family engagement.
• Family engagement is not easy. Be patient … stick to it.

Try This!
Use the Emotional Bank Game to introduce the principle of building trusting relationships with families. This activity simulates the process of negotiating and strategizing; when and where to invest time and effort in relationships. It also emphasizes –positives as deposits that yield high social capital and negatives as withdrawals that deplete social capital or goodwill. After the game, feel free to incorporate scenarios of challenging situations encountered in your work with families and bring the concept of the Emotional Bank Account to life by facilitating a role play of building positive relationships. Highlight strategies identified.

Try This!

Engage participants in defining their families. At the beginning of the program year, enlist participants in helping you create a plan for how to communicate with their families. If your program serves young people, be sure to involve them in your family engagement efforts. Creating opportunities for participants and their families to have a voice can demonstrate the program’s commitment to their overall well-being.

Inform participants that you would like them to take 15 photos of the people, places, or things that are important to them and create a photo journal. Inform them that their photos should respond to the following questions:

• Who are the individuals who take care of you?
• Who are the members of your family?
• Do you have any pets?
• What places do you like to visit in your neighborhood?
• Who are the individuals that you connect with if you are involved in a sports team, fitness club, afterschool program, faith-based group, or other community activity/group?
• Do you have any siblings or favorite cousins?
• What are your favorite family dishes?
• Bonus Questions: What is something you want to share about your family, friends, or other adults in your circles of support?

This activity can help staff get to know participants and their families. Encourage staff to create their own photo journal and share with participants. This activity is a great way for staff and participants to begin to build relationships. Remind staff not to share personal information. They can keep it professional and share their likes/dislikes. Ask them to also include how their families can be reached, how they prefer to receive information (phone, email, text, in person), their preferred language, and the days and times they are available to talk.

Be intentional when connecting with families:

• Know their Names – what do they like to be called or how do they prefer to be addressed? In many cultures, there is a title of respect similar to Miss or Mr. Remember that male and female roles may be defined differently within various cultures.
• Know your Families – don’t assume you know them. Not all racial/ethnic groups think or act the same. Don’t judge by appearances or what you have heard. Get some history and learn about them, from them.
• Think Positive – have the first interaction be about getting to know them rather than about something negative such as their child missed program or was involved in a behavioral incident.
• Build on Strengths– focus on building on assets of participants and their families versus focusing on problems to resolve.
• Identify Circles of Support – “families” may include families of origin, families of choice, or just a solid network of support.

Develop Capacity- the Dual Capacity Framework developed by Dr. Karen Mapp focuses on the importance of building the capacity of both staff and families so that they can work together.

Host a Trunk Party
Host a Trunk Party to support older youth in your program. A trunk party is a gathering of family, friends and community members who fill a trunk of items a student who is going away to college will need. It is a great strategy that engages the young person’s circles of support in getting them ready for college.

A Mile in My Shoes
Think of your families and “take a walk in their shoes.” Notice what you see, hear, and feel and consider how welcome you feel. Invite your staff and colleagues on a virtual tour of the program’s space(s). Write down on a graffiti wall what you saw, heard, and felt as you walked through the program spaces. Take a few minutes to conduct a gallery walk and discuss themes, surprises, and any differences that came up for the team. Identify areas you would like to improve and strengthen. Celebrate successes and strategies that are working well.

Looking with another’s eyes

An environment that reflects the local community supports the development of a sense of belonging. When you can see yourself in a space, you feel connected.

With someone else’s eyes, you might see:

• Clear indicators showing people where to go on arrival—signs, furniture placement, positioning of staff and accessibility of space
• Areas where families can spend some time together or get to know other families
• Spaces that invite families to engage in and contribute to learning experiences
• Staff communicating they are physically and emotionally available to families when something is needed
• Evidence that families are partners- for example: families leading workshops or meeting with program leadership planning events or informing programming
• Displays of participants’ work, creativity, teamwork, and leadership.

Listening with another’s ears

The sounds you hear have an impact on the overall program atmosphere and everyone’s experiences. As people enter your program and move around the space, what they hear will generate different feelings and reactions.

With someone else’s ears, you might hear:

• Staff, young people, and families engaged in conversation
• Families able to express their opinions, ideas, and emotions
• Different languages spoken
• A friendly voice welcoming them
• Sound levels conducive to the environment
• Music during events

Empathize with another’s feelings

The first feelings you have when you walk into a program will depend on how people begin to build relationships with you. These feelings may be affected by initial interactions or how relaxed the environment feels. As people move around the space, they may notice that different areas create different feelings: while some spaces are quiet and restful, other areas create a sense of fun, challenge, or adventure.

When you experience a program’s atmosphere, you might feel:

• That the space greets you in a calm, respectful and unhurried way
• That you can take the time you need to settle in
• That there is time to engage with other families around your experiences or discussions with staff
• That you have a role and place in the program
• That you and your loved one are safe

Being new is a sensory experience

Try using all your senses to imagine (or remember) what it is like to be new in the program! What do you see, hear, smell, touch, and taste? What sensory experiences do you want families to walk out remembering the most? This will help you to create a welcoming environment for your families.^[1]

^[1] Adapted from Teaching Strategies Y Chart and Children’s Aid Society, Dynamics of Supervision Managers Institute.

Taking a Deeper Dive: Creating a Welcoming, Inclusive Environment Self-Assessment
Take a moment to reflect on how your site appears to families. Using the Creating a Welcoming, Inclusive Environment Self-Assessment  Tool, consider your program’s strengths and areas that need improvement before building your approach to engaging families. Engage both staff and families in the self-assessment process. Share strengths, surprises and differences of opinion.

Refer to your findings from the self-assessment process. Use the guiding questions below to reflect on your family engagement efforts before building your approach to family engagement.

• What communication strategies are in place to encourage families to be engaged as partners?
• How is engagement reflected in the kinds of relationships you seek to nurture with families in your programs?
• How is family engagement reflected in the opportunities you create for families as partners?

Welcoming environments provide families with reciprocal relationships in which not only they feel that they belong to the program, but that also the program belongs to them.^[1]   As a result, families become active participants in the life of the program, and feel welcomed, valued, and connected to one another, to program staff, and to the program’s activities.

Creating a space for families in your program sends a strong message of dedication and commitment to families. Having a safe space for families to learn, share, and create a community is vital to your family engagement efforts. We recognize that program spaces are always at a premium. For many programs, it is a struggle to balance the needs of young people and adults to dedicate a space for families.

^[1] “Beyond the Bake Sale: The Essential Guide for Family School Partnerships,” by Anne Henderson, Karen Mapp, Vivian Johnson, and Don Davies, 2007.

Think outside the box!
Is there an old storage space not being utilized that can be converted into a family room? Can you share a space with another program? Is there a multi-purpose room that can be converted into a family room with portable materials and equipment?

Practice Spotlight
When communicating with families of your participants, it is important to remember that:

• Families think that their child or adult family member is the most important participant, and thus their concern(s) should be the highest on your priority list.
• Families need to hear what their family member is doing well. Your first communication should always be focused on an area of strength.
• Families want to feel heard and understood.
• Families want to hear how and when their suggestions or concerns will be addressed.
• Families want to be viewed and treated as partners in creating solutions and developing their families and communities.

Reflection Corner

After each interaction, take a moment to reflect on how you communicated. Whether it’s a meet and greet, a meeting with a predetermined purpose or an organic interaction, be prepared to take the best advantage of each opportunity for engagement. Use the following questions to guide your reflections:

Did I …

• Communicate the purpose of the meeting?
• Provide a relaxed atmosphere and establish rapport early?
• Provide opportunities for families to express their viewpoints?
• Begin by communicating something positive?
• Share my expectations and listen to their expectations?
• Maintain eye contact?
• Disregard minor distractions?
• Restate what families stated or asked?
• Remain alert, attentive, and respond appropriately?
• Use nonjudgmental and supportive language?
• Use appropriate and easily understood language?
• Avoid confrontation?^[1]

^[1] Adapted from Family Friendly Schools, “Improving Family Engagement with Effective Communication” Checklist for Verbal Communication.

Practice Spotlight

As stated above, there are numerous ways to communicate with families, such as sending notes home, making phone calls, texting, using social media, meeting in person, and many more. But in all communication, certain strategies help ensure that your messages come through clearly. When communicating with families of your participants, it is important to remember that:

• Your first communication should always be focused on an area of strength.
• Families want to feel heard and understood.
• Families want to hear how and when their suggestions or concerns will be addressed.

Reflection Corner
Using the Communication Mode Checklist assess the communication strategies in place and critique them from the lens of your families. Once you have completed the checklist, use the following questions to discuss your observations and identify areas of continuous growth with your team.

• What messages are families receiving?
• What is working well?
• What isn’t working?
• What is missing?
• How can you make it better?
• Are there program written materials (brochures, letters, and flyers) that you need to upgrade?
• What actions need to be taken in the next 30 days to strengthen your communication strategies?

Try This

Learning about a family’s interests, hobbies, and talents will help you design engaging activities. Make a concerted effort to be in the community as often as possible to get to know families and help them learn about your program and staff. Here are a few ideas to help you learn more about your families and community.

• Host a meet-and-greet event in a local park.
• Participate in or organize community events.
• Attend community board or block association meetings.
• Display your brand/materials at community and school events.

Use the Family Interest Survey Tool to gather information about what families need and want.

Strategies for Developing Positive Relationships with Families

• Cast a wider definition for “family” to include significant others in extended family or contacts close to the youth or family.
• Create dedicated spaces for family events, workshops, meetings, etc.
• Make spaces family-friendly (posters, photos of family activities, artwork, etc.).
• Tap into the interests, strengths, and needs of your families.
• Partner with community organizations and businesses that engage with families.
• Identify some of the families’ favorites such as: radio stations or local newspapers; favorite leader in the community; favorite places to eat and shop; hair salons and barbershops; wellness practices; to inform your family outreach and recruitment strategies.
• Make sure materials are culturally responsive and address the language needs of your families.

Establishing positive and trusting relationships with families takes time and effort. A family liaison can make intentional efforts to connect with families, learn about their strengths and needs, provide information about available resources, and inform the program’s family engagement efforts. A staff person, family member, or volunteer can serve as a family liaison.

Use the questions below to guide your efforts:

1. Based on the population served, what characteristics will your family liaisons need to be successful?
2. What structures are needed to support your family liaisons?
3. What trainings and supports will be needed so that your family liaisons have a common language and approach to engaging and supporting families?

Practice Spotlight
During the Creating the Welcoming Family Environment Workshop, the National Center for Community Schools (NCCS) polled practitioners from DYCD’s portfolio of programs to capture evidence of what successful family engagement programs look like.

Here is what they shared:

• There is higher attendance during meetings and family events.
• Smiles, hugs, and warm and friendly welcomes are shared with participants.
• Body language is relaxed and communicates positive messages.
• Acknowledgements, positive reinforcement, positive language, and laughter are heard.
• The program environment is friendly and calm.
• Families are engaged with staff.
• The environment is bright and colorful.
• Families have a voice in the program; they are involved in decision-making and leadership.
• Programs and services are aligned with the needs and strengths of families.
• Appreciation of different cultures is evident.
• Words of gratitude are often expressed.
• Families are responsive to phone calls and emails.
• Staff represents the community served.
• Program participants are supported.

Try This!

Take time to socialize and infuse fun into your interactions with families:

• Invite families for an informal breakfast.
• Share program details and participant highlights.
• Help introduce family members to one another.
• Incorporate icebreakers or other fun activities at the beginning of meetings and workshops.
• Run a few family chat groups in which people can safely share common interests and concerns

Tips on Family Engagement

• Create meaningful shared experiences: Design program activities that will bring participants and their families together to have fun, strengthen connections and appreciate one another. Positive shared experiences will motivate families to come together again.
• Respect cultural differences: Don’t assume–if you don’t know, ask. Diversity goes beyond race and may not always be visible.   It also exists in generational differences, migratory experiences, beliefs and opinions, lifestyles, regional connections, linguistic skills, and ability levels.
• Create opportunities for volunteering: Volunteering provides opportunities for family members to contribute by assisting in a program, event or activity. Before assigning tasks, assess the family members’ strengths and interests and involve them where they will be most comfortable.
• Assess literacy levels: Many families do not speak English or have differing levels of literacy, even in their own languages.  Take this into consideration when planning activities.  Whenever possible, include a staff person who speaks the same language or an interpreter.  Using numbers, symbols, pictures or music can help families with low literacy levels, visualize what they need to know or do without feeling embarrassed or uncomfortable.
• Recognize the needs of persons with disabilities. It may be necessary to adjust activities to facilitate their participation.
• Consider the physical environment: Ensure that the physical space fits the planned activity. Provide a welcoming environment by displaying a diversity of families through pictures, providing comfortable furniture, offering beverages or snacks, etc.

Creating a Family Engagement Roadmap
Family engagement is part of your program’s identity and culture.  It is embedded in your program’s policies and decision-making processes and in the everyday behaviors and attitudes of your staff.   Creating a family engagement roadmap can help you keep on track.   As you begin to design and enhance your family engagement efforts, engage your staff and partners in assessing current strategies and developing a shared vision and goals for the work ahead.

Use the Family Participation Assessment Tool  to guide your reflection and inform your family engagement roadmap.

Facilitator Tip:  Remember to create a safe space for the staff and partners to share ideas provide feedback and think outside the box.  Use chart paper, markers, photos, and videos to provide a visual of your vision, ideas and expectations to support the execution and sustainability of your program’s family engagement efforts.

Benefits of Involving Families in Decision-Making

Families who are involved in decision-making:

• Have more awareness and input on policies
• Have feelings of ownership
• Have shared experiences and connections with other families

Staff that shares leadership with families:

• Are respectful of family perspectives
• Recognize families as equals in decision-making
• Gain valuable resources and assistance in meeting goals

 “Decision-making means a process of partnering, of shared views and actions toward shared goals… not just a power struggle between conflicting ideas.”

– Dr. Joyce Epstein, John Hopkins University.

Families may seek to partner with your program for a variety of reasons.   Sometimes families are motivated to help improve the programs in which their family members are currently enrolled.  Or, they may wish to help other families meet challenges similar to their own.  Some families feel a strong need to “give back” to the community.

Practice Spotlight
There are many pathways to engaging families as leaders. Families who demonstrate a readiness to take on a leadership role are:^[1]

• Vocal –– They spend time talking with staff before, during, or after events and workshops.
• Present – They participate often in workshops and family events.
• Advocates – They speak up and encourage other families to do the same.
• Open to Giving Feedback – They participate in focus groups, agency surveys and other evaluations.
• Contributors to the Program — They like to share their experiences, knowledge, and expertise with staff and participants.
• Creative and Idea Driven – They recognize the need for growth and change.
• Active in Their Community – They participate in other advisory committees in the program and community.
• Role Models for Other Families – They motivate for positive action.

Family leadership develops over time as families share ideas, link with neighbors and community groups, participate in workshops and connect with policy makers.  Below are some of the ways families develop leadership skills.

• Families learn leadership through their children: Families take charge of unfamiliar situations and assert their rights to be decision makers for their children and other family members.
• Families learn leadership skills from other families: Family leaders look to one another for validation, support, information, skills, and recognition.
• Families learn leadership skills within their communities: Families build leadership skills as they participate in family-to-family network meetings, informal conversations, workshops and training programs, planning sessions, and advisory meetings.
• Families learn leadership skills by getting involved on a systems level: Families build leadership skills by accepting leadership roles and being active participants in systems level change.
• Building the Collective Capacity to Engage in Authentic Partnerships: Programs must prepare families for leadership opportunities by building their capacity to collaborate and share decision-making.

Family leaders are most effective when the following conditions are met:

• Defined meaningful roles as family leaders
• Clear opportunities to contribute to program development, implementation, oversight and evaluation, policymaking, training and technical assistance, public awareness, and outreach
• Tangible supports such as childcare, transportation, and stipends
• Opportunities to work in partnership with staff and professionals in organizations that address key issues related to the family leaders’ areas of interest and commitment^[2]
• Development of core leadership skills such as:
  • Interpersonal skills
  • Effective teamwork
  • Communication skills
  • Use of a variety of data
  • Goal-setting, planning, and program evaluation
  • Understanding and working with people from different cultures and backgrounds^[3]
• Coaching and mentoring to help families achieve success and ensure their participation as leaders in the future

Working from a holistic perspective requires programs to design supports and services that build on the strengths and needs of families.  It is important that programs hire a family focused staff that is sensitive to and reflects the population served.  According to the Partners In Education: Dual Capacity-Building Framework for Family–School Partnerships, programs must build the capacity of staff to make deliberate efforts to connect with families and forge authentic partnerships, at the same time as building the capacity of families to do the same with staff.

^[1] Adapted from Georgia Department of Education School Improvement, GADOE.org/school-improvement.

^[2] Parent Anonymous Inc., National Parent Leadership Month Tool Kit

^[3] Families Lead

Build Staff Capacity to…

• Gain awareness of their own attitudes and behaviors toward the families they serve.
• Explore different perspectives from the point of view of families. Role plays or group discussions around hypothetical situations are great strategies to help staff explore differences in opinions and cultures.
• Recognize the many opportunities of engaging families as partners.
• Develop communication skills.
• Engage with families through a variety of modalities.
• Take time to process with others about difficult conversations or situations.
• Meet families where they are.
• Build skills sets with families.
• Encourage families to build on their own experiences.^[1]

^[1] Adapted from Harvard Family Research Project, October 2006

Restorative Circles as a Strategy for Engaging Family as Partners 

After an Instagram incident, a group of 8^th graders were given an opportunity to express their feelings and create a plan for restoring the break in trust, faith and respect.  The program director proposed to the school’s principal restorative circle activities in place of detention.  Participation in the circle activities was voluntary.  The young people were introduced to the restorative circles expectations and were asked to provide feedback about what kind of restorative process they would like to have. The week-long restorative circles focused on conversations about harm, personal responsibility, and trust; and incorporated individualized reflections and research projects as part of the process. At the end of the week, families and administrators were invited to a reintegration circle in which, together, they created a plan for the students’ reintegration to the school community.

The restorative circles were successful.   The young people committed to taking action whether it be in the form of written formal apologies or designing an anti-cyber bullying bulletin board. It also created a platform for families to share their perspectives and problem solve with their children and staff in a safe and supportive space.  The afterschool staff committed to partnering with the social work team in providing mediation and restorative justice practices to the community.  Leyna Madison, Education Director, Manhattan Youth

How Are We Forming Partnerships with Families?
Take time throughout the program year to assess what you are currently doing to develop family partnerships and identify how to move your program toward a deeper level of engagement.  Use the Listening To and Forming Partnerships with Families Self-Assessment Tool with your staff, families and partners to develop strategies to address the areas in need of improvement.  Remember that improving program quality, practice, and culture is not an easy task and takes time. When developing your action plan, select two or three changes you would like to pursue.

Suggestion Box
Create a family suggestion box where families can anonymously, or by name, share their ideas and suggestions for continuous improvement.   You can either purchase a beautifully decorated box or involve your families in creating one, deciding on where it should go and how the suggestions will be reviewed.

Suggestion Cards to Collect Family Input and Feedback

Create suggestion cards that say something like: “Please share any ideas or suggestions you would like us to know about our program…   You can either drop the card anonymously in our SUGGESTION BOX or hand it to any of our program staff. We depend on you to share great ideas that can improve our program and family services! Thank you in advance for sharing your thoughts.”

[ card and box graphic]

In what area do you feel this idea can help? Please circle or check all that apply.

1. Family Engagement – Workshops, Events, etc.
2. Family Communication
3. Program Participant Activities
4. Program Systems or Policies
5. Program Space or Environment

Conduct a quick evaluation to gather feedback after any family engagement event. Use the data you collect to incorporate changes that will make the event stronger the next time around. Here is a sample evaluation you can adapt for your workshops or other events .

Use a simple survey to gather feedback from parents and caregivers who attended your events over the program year. Incorporate good suggestions into your future programming and share the notion that great ideas come from your families and you want to hear more!

Focus groups are another way to include families in the service delivery process.  They may be conducted as a follow-up to a survey or as the primary means of soliciting parent input. Focus groups usually involve six to ten people. Within this small group environment, it is possible to obtain a great deal of information in a short period of time.

Can the designer create a visual of the suggestion box and card?

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Facilitating Focus Groups

• Schedule sessions that are one to two hours in length at a time when families are available.
• In advance of the session, create five or six focus group questions. See Sample Focus Group Questions.
• Provide childcare during the focus group.
• Hold sessions in a space that offers few distractions. A community conference room or library meeting room is ideal.
• Provide refreshments, particularly if families are coming from work to participate.
• Provide name tags to facilitate communication and help build community.
• Create an agenda that includes the following items: welcome, review of goal of the meeting, review of ground rules, introductions, focus group questions and responses, and wrap up.
• Determine how you will record the session. If note takers are not available, arrange for audio recording. If you audio record, make a plan to have the recording transcribed.
• Emphasize that although families will only be spending one or two hours together, they will be contributing to a much larger effort that can make a difference for all the program’s children, youth, and families.
• Respect participants’ time; begin and end on time.

NOTE:  Follow-up is key.  Taking the information collected through the focus group process and making it actionable are integral in developing the relationships with families.

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Try This!
Here are some tips to help you get started with your family advisory committee.

Talk It Up!

Begin conversations with fellow staff and family members informally, mentioning your idea as something exciting that’s “up and coming.”

Identify a Core Group

Discuss the advisory committee in more detail with 4-5 families who seem motivated and ready to volunteer. Invite this core group to an initial meeting to plan next steps such as a calendar and topics or concerns to be addressed.  Work off the Family Self-Assessment Survey  to help families determine their readiness to commit to the committee.

Create the Calendar

Set up a series of regular monthly meetings, choosing an initial time you believe is convenient for your core group and others. Choose dates that are easy to remember, e.g., the first Thursday of the .

Conduct Outreach

• Create a flyer advertising who, what, where, when, and why (See Sample Invitation Flyer and Letter) and ask your core group to help disseminate it among other families.
• Advertise on your CBO’s website.
• Send text alerts to families.
• Start a Facebook group about your new advisory committee.
• Ensure that the family advisory committee gets a shout out at all events and workshops run by your CBO.
• Ask your core group to make phone calls to other families to encourage their attendance.
• Give visibility to the advisory committee in your agency newsletter.

Start the Meeting and Stay Consistent

• Start and end on time.
• Provide refreshments.
• Take notes or minutes.
• Though your advisory committee may start out small, it can grow quickly as word spreads. You may consider capping it at 15-20 or fewer depending on your capacity.
• Consider adopting a small project or concern to address immediately so that the group can see success and gain traction. This will help with further recruitment.

Appoint/Vote for a Chairperson, or Two

• Have at least one parent or caregiver act as a chairperson to run the meetings and help follow-up with logistics. Remember you are working toward a true partnership.

Report Back

• Sharing the notes/minutes from each meeting with your supervisors/directors and also spread the news of key initiatives to your families through emails, social media, texts, newsletters, etc. Remember! Families are more likely to take a leadership role when they…
• Feel accepted, encouraged, and supported by other parents and professionals.
• Are recognized for their successes and contributions.
• See other parents like themselves taking on leadership roles.

Offer Training

Helping to develop the skill set for families taking on leadership roles will keep them engaged and provide them with the tools and knowledge they need to be successful. Below are a few ideas to consider. You may also request training themes from your advisory committee.

Tips for Working with a Family Advisory Committee^[1]

• Develop a draft agenda prior to each meeting and consult the chairperson for input.
• Meet regularly to establish working relationships and accomplish work plans.
• Translate agendas and other materials into appropriate languages if needed.
• Follow up on recommendations from members and communicate updates and results to the committee at each meeting.
• Avoid asking members to complete work that can be handled by program staff.
• Keep members informed of current and pending legislation affecting your organization’s funding or capital plans.
• Send reminder announcements of meetings one month in advance and again one week prior to the meeting.
• Send agendas out two weeks in advance of meetings and call or email members the day before the meeting.
• Ensure meetings do not last more than 90 minutes. Use agendas effectively.
• Disseminate minutes within two weeks after meetings.
• Provide members with current committee rosters. Keep rosters revised and current.
• Replace inactive members. Ask current members to recommend new members.
• If issues that require immediate attention arise, meet individually or with at least two or three members at a time.
• Keep the committee active. Continually solicit and consider its advice.
• Publicly recognize and thank committee members.

^[1] Source: Abridged from Michigan Department of Education – Program Advisory Committee Toolkit

Tips for Keeping the Family Advisory Committee Engaged and Motivated
The following strategies and techniques can help you recognize the members of your family advisory committee. Even the smallest gesture of appreciation can keep members motivated and passionate. Below are some ways to celebrate your family partners.

• Publicly recognize members by name and introduce them at meetings.
• Send home personal letters of appreciation to each member after advisory committee events or when project goals have been met.
• Award members a framed certificate of appreciation or plaque at the conclusion of the program or their service terms.
• Recognize throughout your organization the contributions of advisory committee or subcommittee members.
• Invite members to program events such as student banquets, competitions, or graduations.
• Display members’ names on a plaque in the lobby, main office, or another central location of the organization/school/center.
• Recognize members at staff meetings or Board of Directors’ events.
• Invite members to occasional Board meetings to meet and greet and share progress.
• Organize an annual lunch or dinner for the committee to celebrate, socialize and bond.Feature short profiles with photos of individual members in the agency newsletters or social media such as Facebook, etc.

In developing the family advisory committee, you may want to designate an individual who can serve as the spokesperson. This can be the chairperson, but they may not have the time or comfort level to constantly speak in public. Often, a spokesperson can be someone who has a story to tell that is relevant to the work and mission of the committee. You may want to have rotating spokespersons (as with your chairs) to keep the energy flowing and include a variety of personalities.

Tips for Preparing Your Family Advisory Spokesperson^[1]

When Identifying Family Partners to be Spokespersons, be sure:

• You are familiar with the individual’s story.
• The story will help inform the public about family leadership and the mission at hand.
• You know how much (or how little) your spokesperson wants his/her face, name or voice used publicly, particularly on television.
• S/he understands the possible effect that speaking out publicly can have on family members, especially children.
• The spokesperson is comfortable talking about his/her story.
• S/he is at ease when speaking publicly.
• S/he is prepared to talk to the press or other external stakeholders.

The spokesperson understands his/her role.

^[1]  Abridged from Parents Anonymous® Inc. National Parent Leadership Month Tool Kit 19

Suggestion Box
Create a family suggestion box where families can anonymously, or by name, share their ideas and suggestions for continuous improvement. You can either purchase a beautifully decorated box or involve your families in creating one, deciding on where it should go and how the suggestions will be reviewed.

Suggestion Cards to Collect Family Input and Feedback

Create suggestion cards that say something like: “Please share any ideas or suggestions you would like us to know about our program…You can either drop the card anonymously in our SUGGESTION BOX or hand it to any of our program staff. We depend on you to share great ideas that can improve our program and family services! Thank you in advance for sharing your thoughts.”

Download Sheet with (4) suggestion cards

Conduct a quick evaluation to gather feedback after any family engagement event. Use the data you collect to incorporate changes that will make the event stronger the next time around. Here is a sample evaluation you can adapt for your workshops or other events .

Use a simple survey to gather feedback from parents and caregivers who attended your events over the program year. Incorporate good suggestions into your future programming and share the notion that great ideas come from your families and you want to hear more!

Focus groups are another way to include families in the service delivery process. They may be conducted as a follow-up to a survey or as the primary means of soliciting parent input. Focus groups usually involve six to ten people. Within this small group environment, it is possible to obtain a great deal of information in a short period of time.

Facilitating Focus Groups

• Schedule sessions that are one to two hours in length at a time when families are available.
• In advance of the session, create five or six focus group questions. See Sample Focus Group Questions.
• Provide childcare during the focus group.
• Hold sessions in a space that offers few distractions. A community conference room or library meeting room is ideal.
• Provide refreshments, particularly if families are coming from work to participate.
• Provide name tags to facilitate communication and help build community.
• Create an agenda that includes the following items: welcome, review of goal of the meeting, review of ground rules, introductions, focus group questions and responses, and wrap up.
• Determine how you will record the session. If note takers are not available, arrange for audio recording. If you audio record, make a plan to have the recording transcribed.
• Emphasize that although families will only be spending one or two hours together, they will be contributing to a much larger effort that can make a difference for all the program’s children, youth, and families.
• Respect participants’ time; begin and end on time.

NOTE: Follow-up is key. Taking the information collected through the focus group process and making it actionable are integral in developing the relationships with families.

Insert sample questions as a hyperlink

Try This!
Here are some tips to help you get started with your family advisory committee.

Talk It Up!

Begin conversations with fellow staff and family members informally, mentioning your idea as something exciting that’s “up and coming.

Identify a Core Group

Discuss the advisory committee in more detail with 4-5 families who seem motivated and ready to volunteer. Invite this core group to an initial meeting to plan next steps such as a calendar and topics or concerns to be addressed. Work off the Family Self-Assessment Survey  to help families determine their readiness to commit to the committee.

Create the Calendar

Set up a series of regular monthly meetings, choosing an initial time you believe is convenient for your core group and others. Choose dates that are easy to remember, e.g., the first Thursday of the month.

Conduct Outreach

• Create a flyer advertising who, what, where, when, and why (See Sample Invitation Flyer and Letter) and ask your core group to help disseminate it among other families.
• Advertise on your CBO’s website.
• Send text alerts to families.
• Start a Facebook group about your new advisory committee.
• Ensure that the family advisory committee gets a shout out at all events and workshops run by your CBO.
• Ask your core group to make phone calls to other families to encourage their attendance.
• Give visibility to the advisory committee in your agency newsletter.

Start the Meeting and Stay Consistent

• Start and end on time.
• Provide refreshments.
• Take notes or minutes.
• Though your advisory committee may start out small, it can grow quickly as word spreads. You may consider capping it at 15-20 or fewer depending on your capacity.
• Consider adopting a small project or concern to address immediately so that the group can see success and gain traction. This will help with further recruitment. 

Appoint/Vote for a Chairperson, or Two

• Have at least one parent or caregiver act as a chairperson to run the meetings and help follow-up with logistics. Remember you are working toward a true partnership.

Report Back

• Sharing the notes/minutes from each meeting with your supervisors/directors and also spread the news of key initiatives to your families through emails, social media, texts, newsletters, etc. Remember! Families are more likely to take a leadership role when they…
• Feel accepted, encouraged, and supported by other parents and professionals.
• Are recognized for their successes and contributions.
• See other parents like themselves taking on leadership roles.

Offer Training

Helping to develop the skill set for families taking on leadership roles will keep them engaged and provide them with the tools and knowledge they need to be successful. Below are a few ideas to consider. You may also request training themes from your advisory committee.

Tips for Working with a Family Advisory Committee^[1]

• Develop a draft agenda prior to each meeting and consult the chairperson for input.
• Meet regularly to establish working relationships and accomplish work plans.
• Translate agendas and other materials into appropriate languages if needed.
• Follow up on recommendations from members and communicate updates and results to the committee at each meeting.
• Avoid asking members to complete work that can be handled by program staff.
• Keep members informed of current and pending legislation affecting your organization’s funding or capital plans.
• Send reminder announcements of meetings one month in advance and again one week prior to the meeting.
• Send agendas out two weeks in advance of meetings and call or email members the day before the meeting.
• Ensure meetings do not last more than 90 minutes. Use agendas effectively.
• Disseminate minutes within two weeks after meetings.
• Provide members with current committee rosters. Keep rosters revised and current.
• Replace inactive members. Ask current members to recommend new members.
• If issues that require immediate attention arise, meet individually or with at least two or three members at a time.
• Keep the committee active. Continually solicit and consider its advice.
• Publicly recognize and thank committee members.

^[1] Source: Abridged from Michigan Department of Education – Program Advisory Committee Toolkit

Tips for Keeping the Family Advisory Committee Engaged and Motivated
The following strategies and techniques can help you recognize the members of your family advisory committee. Even the smallest gesture of appreciation can keep members motivated and passionate. Below are some ways to celebrate your family partners.

• Publicly recognize members by name and introduce them at meetings.
• Send home personal letters of appreciation to each member after advisory committee events or when project goals have been met.
• Award members a framed certificate of appreciation or plaque at the conclusion of the program or their service terms.
• Recognize throughout your organization the contributions of advisory committee or subcommittee members.
• Invite members to program events such as student banquets, competitions, or graduations.
• Display members’ names on a plaque in the lobby, main office, or another central location of the organization/school/center.
• Recognize members at staff meetings or Board of Directors’ events.
• Invite members to occasional Board meetings to meet and greet and share progress.
• Organize an annual lunch or dinner for the committee to celebrate, socialize and bond. Feature short profiles with photos of individual members in the agency newsletters or social media such as Facebook, etc.

In developing the family advisory committee, you may want to designate an individual who can serve as the spokesperson. This can be the chairperson, but they may not have the time or comfort level to constantly speak in public. Often, a spokesperson can be someone who has a story to tell that is relevant to the work and mission of the committee. You may want to have rotating spokespersons (as with your chairs) to keep the energy flowing and include a variety of personalities.

Tips for Preparing Your Family Advisory Spokesperson^[1]

When Identifying Family Partners to be Spokespersons, be sure:

• You are familiar with the individual’s story.
• The story will help inform the public about family leadership and the mission at hand.
• You know how much (or how little) your spokesperson wants his/her face, name or voice used publicly, particularly on television.
• S/he understands the possible effect that speaking out publicly can have on family members, especially children.
• The spokesperson is comfortable talking about his/her story.
• S/he is at ease when speaking publicly.
• S/he is prepared to talk to the press or other external stakeholders.

The spokesperson understands his/her role.

^[1] Abridged from Parents Anonymous® Inc. National Parent Leadership Month Tool Kit 19

Practice Spotlight
To engage and support immigrant families, program staff must employ a variety of strategies that respond to their experiences, strengths, challenges, and cultural beliefs.

Strategies for Strengthening Relationships with Immigrant Families

• Recognize that immigrant families face similar and different challenges.
• Assess the families’ paths to immigration and identify specific related needs.
• Broaden your outreach strategies beyond making phone calls; sending flyers and hosting events, and include making home visits to expand your reach to families who are hard to engage.
• Be alert to the value of extended family and other types of relationships.
• Provide a variety of learning opportunities that address the needs of immigrant families.
• Hold a picnic or other similar event for families with ELL students at the beginning of the school year where they can meet staff and other families.
• Create a welcome DVD in multiple languages.
• Provide staff with professional development opportunities to learn about the cultures of families in your program.
• Conduct neighborhood walks that expose immigrant families to other institutions and services in their community, i.e. libraries, financial institutions, schools, municipal services, other CBOs and/or DYCD programs.
• Provide food and free childcare during family events.
• Provide opportunities for immigrant families to tell their stories.
• Use collaborative community media such as radio and television stations to conduct outreach and build relationships with community businesses where families frequent and have relationships.
• Engage diverse and respected community leaders to help bridge the cultural, language, and generational differences.
• Create an “ambassador” program in which participants and parents/caregivers are trained to give tours of the program.
• Create a centralized welcome/intake center that is managed by bilingual staff.
• Put together a “welcome kit” that includes key information, such as basic program policies, events and educational activities for families with ELL students.
• As soon as they enroll, connect each new family with a contact person who speaks their language and can provide them with guidance and information.

Try This!
Many undocumented immigrant families are afraid of deportation. Facilitate an informational session Know Your Rights (Spanish here), to help families be aware of their rights and what options are available if they are apprehended by ICE.

Video

Staff Activity

Show the Fathers Matter for the Whole Family video as part of a staff team meeting or family engagement professional development. After the video, engage staff in discussion around the following questions:

• What are fathers saying about their parenting role?
• How does society view fathers?
• What do fathers need to be successful?

Reflection Corner
As a team, use the National Fatherhood Initiative (NFI) Father Friendly Check Up Tool to examine how your program’s current structure/practices engage fathers. This process will help you learn a little more about your program’s foundation and capacity to build a successful father engagement initiative. Remember, that without a strong foundation and practices, your program runs the risk of not being able to effectively serve fathers.

Programs that Successfully Engage Fathers

• Welcome fathers and are comfortable with their inclusion.
• Are persistent and creative in recruiting and involving fathers.
• Consult fathers on content, design, publicity, recruitment, timing and venue.
• Are built around father-child activities.^[1]
• Help fathers with their own needs and parenting roles.

^[1] Engaging Fathers: Involving parents, raising achievement, department for education and skills

Connect to Community Resources
Seek out organizations that already have a high level of male involvement, such as sports, clubs, fraternities, religious institutions, and community centers. Distribute information about ways for fathers from the community to be involved in the program as role models or mentors to support the healthy development of male participants. These organizations can host events at their meeting places to involve men who may feel uncomfortable visiting the program.

Try This!
Visit www.familyacceptanceproject.org for additional resources for how to engage families of LGBTQ youth as partners.

Families with LGBTQ Children
Families with LGBTQ children are in a unique position to provide them with affirmation and support by:
• Talking with youth about their LGBTQ identity in an affirming manner;
• Communicating that their young person can have a happy future as an LGBTQ adult;
• Working to ensure that other family members respect the young person;
• Talking with clergy about helping their faith community support LGBTQ individuals;
• Advocating for youth if they are mistreated because of their identity;8
• Accompanying their child to LGBTQ organizations or events;
• Connecting their child with an LGBTQ adult role model to show them options for the future.
It is also important for youth-serving agencies to enhance their cultural competence in working with LGBTQ-headed families, which are increasing in number.9 Youth who are not LGBTQ but have an LGBTQ caregiver may also experience bias and other negative outcomes because of reactions to their caregiver’s LGBTQ identity. Print and post DYCD Principle Statements on LGBTQ Youth around your program to identify yourself as an ally for LGBTQ youth.

ALLY Post Card.

Video
The videos described below provide both staff and families with a better understanding of the feelings and struggles of LGBTQ youth and their families’ experiences. It’s important to process the videos with staff and families as they deal with sensitive topics.

The Meet the Gaines video is a story of a family struggling with—and embracing—a transgender child. “In the journey they take toward authenticity and justice, we see a model for the future of our country, a future in which all of us—mothers and fathers, brothers and sisters—somehow find the courage, and the love, to become our best selves.”^[1]

Debrief the Video:

Use the guiding questions below to debrief the videos and process any emotions and feelings that emerged while watching the video.

• What were your impressions about the father, his background, and his values?
• What were the challenges he faced with his own value system? How did he address that conflict? What helped him?
• Have you had similar emotions when having to choose between two important issues (or people)?
• What helps you to resolve difficult conflicts? How do you address the people you have conflicts with?
• Have you ever found yourself to be in the position to advocate for your child? What was it about? What was the experience like?

Do you have conversations with your own children (the participants, their families) about topics regarding sexuality? What would be helpful to foster these conversations?

^[1]Jennifer Finney Boylan, co-chair of GLAAD and author of She’s Not There: A Life in Two Genders.

What do you know
What Do You Know? is an award winning thirteen-minute film produced by Human Rights Campaign (HRC) for elementary school educators and parents/caregivers. The film features students from Alabama and Massachusetts discussing what they know about LGBTQ people, what they hear at school and how teachers can help. The students offer thoughtful, poignant commentary on their experiences in school with LGBTQ topics and show that students already know about and want teachers to discuss LGBTQ issues in the classroom.

Debrief the Video

Guiding questions for debrief with staff and families

• Which of the students’ experiences most resonated with you? Why do you feel that way?
• What helped the students interviewed in the film, who were being called names (gay, fatty, stupid) resolve those situations?
• When the students spoke about being bullied (being called names, made fun of) how did that make you feel? What would do if you were in that situation?
• “So gay” was used interchangeably with something wrong or messed up. What do you think about the students responding that teachers don’t address this at school? Are these comments or others like them made by the participants in your program? How do you address this happening in the program?
• How does your family (or the family you are working with) address situations like these?  What helps address the emotions that go along with these situations? What is their support system?Are there other resources they could benefit from? How can you help support your LGBTQ family member who are facing similar challenges like the students in the film?

Meet Q a nine year- old transgender boy from Brooklyn. In this video, parents of transgender children discuss their tips for navigating gender identity and supporting a child when s/he comes out.

Debrief the Video

• How does the family deal with having a child who identifies as transgender?  Are there positive or negative feelings about their child’s identification and actions?
• Where do you see the family being supportive of their child?
• How do others outside of the family treat the child? How different is it from your experiences?
• What do you notice about the child? Are there any social/emotional issues the child experiences as part of his gender identity?
• What moments were most significant or touching to you? Why?

Reflection Corner

Take a moment to read The Struggle to Be Strong:  How to Foster Resiliency in Teens – Learning to Forgive story.

This short story is about Christopher’s struggles with the relationship he has with his mother.  It also illustrates how an adult in a young person’s circle of support, can encourages forgiveness and help strengthen the mother/son relationship.

Now take a few minutes to reflect on the following questions:

• Do you think Christopher is realistic about what he can and can‘t expect from his mother in the future? What’s your role in connecting RHY with their circles of support?
• What gets in the way of helping young people improve the relationships with their family (keep in mind that family looks different for each young person)?

What supports/resources do you need to be better at connecting young people with their circles of support?

Creating Circles of Support for Youth

Distribute the circle cards found in the communication section of this toolkit.  Ask young people to reflect upon the individual(s) who are most meaningful in their lives. Ask young people to select the circle card symbol card that best represents their circles of support or what it should be. In pairs or small groups, ask young people to share who makes up/can make up their circles of support.  What are their characteristics and qualities? How can they begin to identify these individuals?  Or What changes would they make to their circles of support? Why or why not?

Video

Take a moment to watch a video of a homeless adolescent girl Ka’ek’e who is pregnant and doesn’t know who is the father because she engages in what she calls “survival sex”.  As you listen to her story, take notes about what are the challenges she faces, who is within her circle of support, who has failed her and what does she want the most to help her be successful and have purpose.  As you watched the video:

• What resonated for you as you watch this video?
• How is Ka’ek’e story similar to the young people you work with?
• What are some of the challenges you face in connecting your young people to their circles of support?
• How would you develop Ka’ek’e’s circles of support plan?

Practice Spotlight
Involving youth with seniors can be a rewarding experience for both as they share interests from such different perspectives.  Adolescents who may have trouble connecting with parents sometimes relate better to older adults.

Tips on Building and Strengthening Intergenerational Relationships:

• Swapping stories can help build a connection.
• Learning skills. Many older adults have skills or talents that are interesting for children and youth. Perhaps program participants could learn to quilt, crochet, knit, woodwork, scrapbook, fish, bake, or take care of animals.
• Reading to each other.
• Planning/preparing a meal.
• Establishing phone pals. This activity can connect older community members with children who are alone after school.
• Talking about ethnic heritage. Share ethnic customs, discuss the meaning of a name in native language, or relate special stories passed down about culture.
• Planting seeds or gardening. A container garden can be created if bending or space is an issue.
• Telling jokes.
• Discussing hobbies and sharing examples.
• Having the youth teach the senior a new technology

^[1] http://www.bayshorehomecare.com/10-benefits-connecting-youth-seniors/

Try This!

• Seniors’ Night Out: – A local community program organizes a play and dinner dance for a group of seniors at the local high school. Dinner and the play create an enjoyable night out and connect seniors to the community.
• Seniors’ Expo:^[1] –The expo shares information and resources that can help families to care for their aging parents or other elders. It can showcase many community organizations that families are not aware of.

^[1] http://www.castlepinesconnection.com/news-2017/2017-senior-expo-serving-seniors-and-their-families

Taking Care of an Elderly Parent or Relative
Family conferences need to take place regularly. It is helpful to schedule them at a given time, perhaps at the same time each month. However, if this is not possible, they at least need to take place when the caregiving situation or other situations in family members’ lives change. Holding regular meetings allows more time for processing of information and decision-making. When a family member is unable to attend a meeting, he/she can keep in touch by phone, mail or email.

Sample Conference Agenda:

1. Welcome/Meeting Objectives
2. Sharing feelings/fears about the illness/caregiving
3. Daily caregiving needs
4. What does the person who is ill want and need?
5. Who else in the family can help out with the caregiving responsibilities?
6. Who will make decisions (e.g., financial, medical, hiring a caregiver, etc.) and how will they be made?
7. What sort of support does the primary caregiver need?
8. How will the caregiving and support needs change as the illness progresses?
9. Summary of meeting

Don’t worry if you are not able to cover all these issues in one meeting.  Regular check-in meetings can be used to address issues not discussed.  Be sure to stick to the meeting time table; if meetings are too long, fatigue sets in, minds will wander, and people may resist coming to future meetings.

Try This!
Develop a kinship care support group that provides grandparents with the opportunity to minimize feelings of isolation by helping them develop a network of support among peers. The support group also provides a space for grandparents to reflect on their generation, their changing role in the family and their influence on the lives of their grandchildren within a safe and supportive environment.

Keep in mind that you must recognize the special needs of grandparents and be sensitive to their cultures, values and traditions. Understanding the ways in which grandparents perceive their roles, their expectations of themselves and their grandchildren, and their perceptions of services is fundamental to effective involvement.  Grandparents are important assets to your programs because they often have time, a broad range of skills, and unique perspectives to contribute.

Practice Spotlight
A group of teens that participate in the afterschool program at community center X have expressed an interest in fashion and clothes.   Many of the teens come from low-income families and can’t afford new clothing.  The program director sought out older women in the community who knew how to sew and would be able to teach the teens. Through flyers, word of mouth and social connections, some of the parents or grandparents came forward to volunteer.  Teens who participated in these workshops learned new skills, connected the elders in their community and showcased their items in a fashion show, where the elders were celebrated.

Look in My Eyes.
Look in my eyes.
Tell me what they say.
Do they tell you my future?
Or just about today?
Can you see the tears I cry?
Well what about the pain I hide?
Or is it you just don’t care what’s inside.
All anyone ever sees
is the fake me I have to be.
But if that’s all you want to see
then you’ll never know
The real me.

—Monique, age 19

Creating Circles of Support
Ask staff to reflect upon the individual(s) who were the most meaningful in their lives as they were growing up. Distribute the circle cards. Ask staff to select the circle card symbol card that best represents their circles of support, and then pair up. In pairs, staff will share who were the individuals that made up their circle of support -What were their characteristics and qualities? How/why has their circles of support changed as they developed and evolved into adulthood? Close with a large group share out.

Try This: Family
Staff should review both videos on “Family” and determine which is most appropriate for their audience. Both videos focus on What is Family and can help staff gain a broader understanding of who is In their families’ Circle of Support as well as their own.

What is a Family may work best with families who have young children while Definition of Family may work best with older and vulnerable youth and their families. Staff can ask program participants and their families to develop a list of family members they would like to invite to an upcoming event. Participants can create invitations and contact information for those in their Circle of Support. Staff can begin to develop a relationship with the participants’ identified family.

Engage Families
Engage families in a community building activities that captures the importance and significance of a family crest. Show several examples of a family crest and ask families to develop their own crest. Once completed, have a few families display and explain their crest and its significance. (appendix 1 – photos of family crest- need to ask Monique)

Here is an example of a Tanzanian family crest.

Variety Of Family Structures

Families develop differently in a variety of communities.  It is important to understand and appreciate the variety of family structures.  Review the following article (get article link from Monique) and the Strange Fruit podcast (up to 15:40 mins).  Begin by offering staff an opportunity to reflect on people in their lives that played an important role in their development and why.  Then ask staff to reflect on the variety of family members that the program should be engaging with to understand the variety of individuals in their Circle of Support.  Have staff teams work together to identify those important family members including those we may not always think of, such as, school partners. Religious advisors, mentors, etc… that play an important role for young people.

Inclusion & Representation
Review video and reflect on inclusion and representation.  Ask staff to reflect on how diverse communities may feel about the program environment being welcoming and inclusive: Brothas on the Wall

Try This…
Discuss the importance to thinking about the translation of information that may need to occur to engage families.  As the English speaker, it is important to think about the phrases and idioms we tend to use.  These phrases are often difficult to translate.  Split staff into teams.  There will be words and phrases that will be on a timer to simulate speaking.  Each team will need to unpack all the words or phrases to language that is easier to translate.  The first team to unpack all slides wins.  The winning team should read their unpacked terms to the group. Unpack Language 2019

Celebrate Africa
Review the following article representing Celebrate Africa.   https://www.chalkbeat.org/posts/ny/2018/05/22/this-bronx-school-threw-a-party-for-its-african-families-now-its-grown-into-something-much-more/  The article highlights the important first step of building trust and creating a welcoming environment.  Family engagement is a process and one must begin with creating a community which requires a welcoming environment.

Theory of Change
As part of DYCD’s Practitioner Network curriculum, providers developed a Theory of Change (TOC) for their family engagement work. This framework guided providers in developing clear outcomes for their work with families. Providers were reflected on their program’s mission and vision as it relates to creating more inclusive and family friendly environments and identified outcomes for their work with families. The outcomes were focused on the change or difference that happens because of the work that practitioners are doing in their agencies. Some examples of the outcomes identified by the participants of the Practitioner Network were:

• Create a safe haven for social interactions and positive team morale
• Increase representation of the populations in our area to plan and lead parent/family engagement.
• Increase women’s knowledge of their rights and feelings of empowerment to work.

Once providers identified outcomes, they looked at the necessary preconditions to help them get to these outcomes and focused on alignment between vision, mission, to outcomes and then to program and activities. As the conclusion of the Practitioner Network, providers developed a blueprint for their family engagement efforts. Below is a visual illustration of the TOC:

Avoiding the single story…
Avoiding the single story is critical to ensuring families feel included.

Watch the Single Story https://www.youtube.com/watch?v=D9Ihs241zeg and have staff reflect on what impacted them and develop ways to ensure programming is not designed and implementing practices that can become oppressive policies. Ask staff to review the following Power and Privilege definitions (appendix 4 Power and Priv). and then review the following news clip https://www.nbcnews.com/think/opinion/houston-school-s-dress-code-parents-teaches-kids-sexism-elitism-ncna998296. Have the team reflect on the clip and what terms did they recognize in the video.

Allow staff to rate where the program is…
Allow staff to rate where the program is in its goal of equity in family engagement (appendix 5 Diversity to Equity Form). Have staff share their vote and tally them up by Diversity, Belonging, Inclusion and Equity. Ask staff to brainstorm strategies that may push the program towards excellence in equity.

Developing family leadership
Developing family leadership requires offering family members opportunities to lead, shape  and impact programming. Partnering with families throughout the year with activities such as Lights on Afterschool and volunteering promotes family engagement and leadership. Review the mother as she talks about her program advocacy. Reflect on the current opportunities and new strategies to engage families in an intentional way that promotes partnership. https://www.ny1.com/nyc/all-boroughs/call-episodes/2015/05/29/ny1-online–the-call-5-28-15

Understanding and practicing equity…
Understanding and practicing equity requires gaining a better understanding of our differences. Explore several exercises with your staff to promote the understanding and value of our differences. A good resources is: Stockton University: A Booklet of Interactive Exercises to Explore Our Differences https://intraweb.stockton.edu/eyos/affirmative_action/content/docs/Interactive%20Diversity%20Booklet%2010-14-2011%20Rev%203_1_16.pdf

Understanding privilege
Understanding privilege allows staff to better understand themselves and their privilege and potential bias. Have staff watch video about privilege and reflect on their personal privileges.

It might take staff some time but allow them to explore their privileges and share with the team. They should then explore the questions; How may my privilege impact my worldview? What are ways we work to keep my worldview from influencing my views and support of families?

Consider your identity
Consider your identity and how you approach Equity vs Equality picture. https://interactioninstitute.org/illustrating-equality-vs-equity/ Assess whether your CBO or program encourages equality and/or equity. What could you change to make equity the priority? Ask staff to chart current practices and new ideas and strategies.

Equity vs Equality
Ask staff what is the difference between Equity and Equality

“Equity refers to achieved results where advantage and disadvantage are not distributed on the basis of race and ethnicity.” Ask staff to explore opportunities implement strategies to impact family engagement equity in the program and/or agency. You may hear *We do well reaching out to the Korean community but we don’t have materials in Chinese for our new growing community *Liberation is the same image without a fence and we should be working towards liberation * Sometimes we have to have our Spanish speaking session separate and not translate in real time to make sure we can go into detail and they feel comfortable asking questions

Definition of Family
Try This: Review the video Definition of Family video

https://www.youtube.com/watch?v=oOkP8VasAbs&t=123s with your staff. After ask them about their reactions to the video, reflection on how the program defines family and potential methods to ensure ALL family members feel engaged and celebrated as a key to success by using youth voice and inclusive strategies. How are staff allowing older youth to define their circle of support?

Brothas on the Wall

https://www.youtube.com/watch?v=IwFgEb9NsP4
Review video with staff and reflect on inclusion and representation within the program. Reflect on how diverse communities may feel about the program environment being welcoming and inclusive. You will hear things like *We do well with representation with some groups but often overlook some of our smaller communities *We can’t always control our partners’ wall but are we able to reflect the community in our office spaces? *They may not know where to start so pictures, reading materials with the community reflected. Having resources available to make collective choices may helpful to execute the change

Avoiding the single story…
Review Single Story with your staff

–https://www.youtube.com/watch?v=D9Ihs241zeg
Ask staff to reflect on the following questions. (above video)

1. What is your reaction to the Single Story You will hear things like *I hear a single story about our families and even in public spaces *We need more reflective reading materials *Having a single story is oppression
2. Does your program/agency have a single story about your community?
3. Areas of your program/agency with opportunities to reduce and/or eliminate the single story?

Unpack Language
Try This: As the English speaker, it is important to think about the phrases and idioms we tend to use. These phrases are often difficult to translate. Split staff into teams. There will be words and phrases that will be on a timer to simulate speaking. Each team will need to unpack all the words or phrases to language that is easier to translate. The first team to unpack all slides wins. The winning team should read their unpacked terms to the group.

Unpack Language 2019

Strange Fruit
Reflection Corner: Begin by offering staff an opportunity to reflect on people in their lives that played an important role in their development and why.  Review Strange Fruit podcast (up to 15:40 mins). Ask staff to reflect on the variety of family members that the program should be engaging to understand the variety of individuals in their Circle of Support.  Have staff teams work together to identify those important family members including those we may not always think of, such as school partners. Religious advisors, mentors, etc… that play an important role for young people.

Power & Privilege
Try This: Ask staff to review the following Power and Privilege definitions ( Download) and then review the following news clip https://www.nbcnews.com/think/opinion/houston-school-s-dress-code-parents-teaches-kids-sexism-elitism-ncna998296. Ask staff about their immediate reactions to the video? You may hear *I’m on the fence on it, I may need to know why the policy was implemented *I was raised to believe I should not go outside with a bonnet *We should not be deciding for our families and this is targeting black women * The principal is a black woman and that seems to be internalized racism *It’s a slippery slope, now bonnets but what if she decides BMI next?

Does it promote family and community engagement?

Have the team reflect on the clip and what terms did they recognize in the video. As a follow-up please share this article for further discussion https://www.tolerance.org/magazine/parent-dress-code-fail-when-respectability-disrespects-families

Family Interest Survey
Try This: In order to understand the interests of families have family members to complete a short interest survey. Interest surveys should be short and used as a quick way to assess community interest. Ask questions about availability, a variety of topics they may want to learn more about (be sure to leave some opportunities to fill in the blank), and if they would be interested in volunteering.

Interest Survey

Self Assessment checklist
Try This-This self assessment checklist will assist in reviewing your program or agency’s promotion of cultural diversity and competence. The assessment will cover areas such as physical environment, materials, resources, communication styles, values and attitudes.

Checklist Behavioral Health

CASEL SEL for Parents

Important to Me

Each Participant gets an index card

They are to write on a line

Name:_______________________________

Gender Identification:______________

Race/Ethnicity:_____________________

Religion:___________________________

Role (personal or professional):
____________________________________

After they have filled in each line, ask them if they had to give one up which would they choose and cross it out.  Each time they have taken one off the list, ask them to take another off until they are left with one. Ask them to reflect on the one that was left. Share out as they would like. How did it make them feel to give up each item of their identity. What made them keep the one they did and why was that special to them.

Objective is to learn more about the families you are working with and what is important to them, so that you, the provider, can enhance engagement and help participants connect to their culture and each other.

These Books Can Help You Explain Racism and Protest to Your Kids

Many families are seeking resources to help with discussions on Racism, Civic Engagement and Protest with their children. These books can help start and be a foundation for these conversations.

https://nytimes.com/2020/06/02/parenting/kids-books-racism-protest.html

Planning Our Communal Meal (often used as an ice-breaker)
Participants at different tables are asked to plan a communal meal together…what meal would it be; what would each person bring as their specialty and why; what significance does it have for them;  what ingredients does it require; what is the process to make it; who is it typically made for; is it connected to a holiday/holiday.

Have each group report out on their meal.

Objective is to build knowledge about culture; gather information on participants, enhance engagement and build connections between participants.

Inclusive Programming: SOGI

DYCD is committed to delivering and supporting programming that is inclusive. A set of questions have been added to DYCD’s universal application that aim to correct unintentional erasure and recognize LGBTQ participants whose identities were not being seen or validated in our programming. The documents in this section are a resource for CBO staff who assist youth and families complete the universal application. Workshops focused on SOGI provide further information and support. If you need additional support or answers to questions, please contact your DYCD Program Manager.

1. Guidance on SOGI
2. Overview of New SOGI Questions
3. SOGI Training Terms Handout
4. DYCD Guidance for Supporting LGBTQ Youth

Self Assessment on Cultural Competency

Download

A Reading List on Issues of Race

The injustice of recent and past killings of people of color at the hands of law enforcement; a pandemic that has disproportionately affected black and brown people; a multi-racial mostly youth led social justice movement driven by the call that Black Lives Matter and the loss of a hero, John Lewis, has compelled many to deepen their understanding. There are many worthy book lists where anti-racism is front and center and here is one. Community-based organizations can start book clubs, libraries and poetry slams to share historical context and knowledge and promote change.

Go to list

COVID 19 Vaccines

COVID-19 vaccines are now available to any person in NYC, 12 years of age and older. To find out more about the vaccinations, including vaccine types, vaccination sites, and benefits of vaccination, go to www1.nyc.gov/site/doh/covid/covid-19-vaccines.page