Family Literacy

Learner as a Family Member/Parent

Humble Independent School District has been addressing the needs of parent learners for the past 10 years through the Family Learning Project, an Even Start Family Literacy Program. The strong link between children's literacy levels and the educational levels of their parents has been an important motivating factor in the design and implementation of a program to meet the education needs of families. As low-literate parents improve their basic skills, their children improve their grades, test scores, reading skills, and become less likely to drop out of school.

In order to be successful in today's rapidly changing society, adults must become life long learners, constantly updating the skills and knowledge necessary to function at work, at home, and in the community. Parents must not only meet these challenges for themselves, but they must also prepare their children to reach their full potential in the society of the future.

Parent learners do not measure their success by simply tallying their own accomplishments. As a parent, their ability and willingness to read to their children, their frequent interaction with their children's teachers and even their attendance at school functions are importance measures of their success as adult learners. Their GED acquisition, college enrollment and English language literacy have a long-term impact on their children's positive attitudes toward education, improved school performance and increased enrollment in higher education.

It is important for literacy program providers to help parents make the connection between their own personal success and achievement of educational goals and the well being of their children and families. Integration of the components of the Even Start Program provides the perfect opportunity to make these connections for families. Common messages and themes are identified and continuously reinforced across components. The Family Learning Project focuses component services on the identified needs and interests of currently enrolled parent learners. Many of these focus areas remain consistent from year to year due to their universal importance to the achievement of family goals. A sample of objectives in each of the components is listed below.

• build confidence in employment opportunities and abilities
• aid in acquisition of GED or Adult Basic Education instruction, accompanied by greater income or employment
• provide instruction in English as a second language
• tailor all instruction to meet parenting objectives.

• assist parents to become full partners in the education of their children
• help children reach their full potential as learners
• educate adults and pre-school children together to create a synergistic effect on educational gains for both
• encourage parents and children to play together to promote interaction and improved communication.

• help parents understand and enrich children's development
• increase family access to and use of social services
• present information on child behavior management, nurturing and coping
• provide instruction in principles of health and nutrition
• increase self esteem and basic life skills competence.

• transition children into Early Head Start, Head Start, Pre-Kindergarten/Preschool, Elementary School.

An important first step for Family Literacy Project parent learners is the development of educational, personal, and parenting goals. Therefore, program staff members:

• assist parents in designing individual learning plans based upon their short term and long term goals
• expand parent knowledge of the range of education/employment and seek career counseling and funding
• encourage parents' self evaluations and assist parents to identify their educational, personal, and parenting needs and interests
• help parents to develop personal (and group) mission statements and put them into action
• assess student progress in achievement of literacy goals
• evaluate parental goals in self esteem and confidence
• link families with appropriate community resources to assist in achievement of educational/personal/parental goals.

Instructional programs are formulated after soliciting input from parents as a part of group and individual discussions and surveys on topics of interest. These programs:

• help parents see how problem solving and critical thinking skills can be used in their daily activities
• provide instruction with a functional context (i.e. workplace, life skills)
• combine group and individual activities
• create a classroom environment that encourages participants to believe that they can learn
• build instruction based upon students prior knowledge and in accordance with learning styles and personal interests
• engage students in special activities stressing cooperative learning, problem solving and critical thinking
• encourage student creative thinking
• provide a safe classroom environment for discussing issues and sharing problems
• plan and incorporate specific self-esteem enhancing projects
• encourage mutual respect of students through incorporation of lessons on cultural diversity, stressing teamwork and cooperative learning
• use bilingual materials when appropriate to reinforce the command of the English language
• celebrate and encourage special events such as the acquisition of driver's license, jobs, honors and awards of parents and other family members, and outstanding achievements
• disseminate financial and home management information
• provide opportunities to include all family members
• inform parents of rights and responsibilities of citizenship, including voting.

In order to be successful lifelong learners, both parents and their children must develop computer competencies. The Family Learning Project provides computer instruction as part of GED and ESL classes, on home visits, and at the computer labs in the Community Learning Center. Home computers are loaned to actively participating program families. Interested parents are enrolled in eight week "Computer Basics" classes held for two hours each Wednesday morning. Computer time for parents and children is provided during PACT activities, whenever possible.

Activities and instruction in all components emphasize and model realistic expectations and appropriate guidance of children. The summer program, night meetings, and special events are all specifically designed to enhance literacy and strengthen family bonds. Activities are appropriate to the ages and skills of the children being served. PACT time and parenting events:

• model following the child's lead during play
• allow time at meals so that parents and children eat and talk together
• debrief after activities to encourage parent examination and reflection
• provide regularly scheduled activities that allow parents to learn, practice and gain confidence in identifying realistic expectations and behavior management strategies for their children
• instruct parents in basic health and safety concepts so that all children are ready to learn (nutrition, dental care, hygiene, CPR, home/community safety, and basic pediatric care)
• encourage family use of the school and public libraries, museums, zoos, and other local services
• encourage parents to communicate with appropriate school personnel in the areas of academics, language, and behavior
• provide speakers from the District and community to enhance parents' early literacy knowledge
• provide information on and referrals to Early Head Start, Head Start, and District pre-K programs for program children.

Parent learners face a myriad of complex challenges in the pursuit of their educational, personal, and parental objectives. Programs are challenged to develop and integrate services into a unified family centered approach that supports the parent learner.

Joy Bayley has been involved with the Family Learning Project for eight years as an ESL instructor, Parent Educator and Director. She is a certified teacher, an accountant and an MBA. She loves jogging, gardening and watching her youngest daughter's sports events.