2. INTRODUCTION
This guide is designed as a planning tool for Family Advocates at Paseo Academy. It
explains how to organize and conduct meetings with students and communicate with
families and colleagues. The guide explains the role and responsibilities of Family
Advocates and provides suggestions for ways to implement the system.
Family Advocates are teachers who care about the students and know the importance of
family involvement in the students’ education. Family Advocates contact families
regularly and involve them and the students in setting and meeting academic and
behavior goals. Family Advocates also work with their staff colleagues to help realize
each student’s goals and to connect students and families to school and community
resources as needed.
BENEFITS FOR STUDENTS
• Students will feel more connected to a caring adult at Paseo who can help them
achieve high academic and behavior goals.
• Students will know that adults in their family and adults at Paseo are working
together on their behalf.
BENEFIT FOR FAMILIES
Families will feel more connected to Paseo and will know what they can do to
support their child’s success.
BENEFIT FOR ADVOCATES
School relationships with families and students will improve student motivation,
behavior, and academic goals.
3. RESPONSIBILITIES OF FAMILY ADVOCATES
1. Meet the students at the beginning of the school year and get to know them.
2. Maintain personal contact with the students throughout the school year.
• Private face-to-face check-ins
• At least five minutes per week
• Can occur before or after school, or between classes
3. Maintain regular contact with the families on at least a monthly basis.
• By phone, e-mail, letter, or postcard
• Quick update on student progress
• Initiated by either the advocate or family
4. Hold at least two meetings per school year with the student and family
• One meeting per semester
• Purposes
-Orientation to Family Advocacy
-Review Academic and Behavior Profile
-Set targets for the semester
-Establish action plan for achieving targets
• At least 30 minutes per conference
5. Monitor the student’s academic, social, and emotional development on an on-going
basis.
6. Advocate for the student within the school.
7. Refer students and/or family to school and community support services as needed.
4. INITIAL PROCEDURES
• Matching students and advocates will occur as near to the beginning of the school
year as possible. The initial selection process will generally be random but
adjustments can be made later.
• Letters with a standard format will be available for advocates to complete and
mail to their families.
• Phone calls will be made by advocates to their families within the week after
mailing their letters.
• An initial gathering of advocates and their students will be planned near the
beginning of the school year. At this time advocates will introduce themselves,
get information from their students, answer questions, dialogue about school life,
and begin to build relationships.
INDIVIDUAL MEETINGS WITH STUDENTS
• Family Advocates will meet with each student at least once weekly throughout the
school year. These meetings are private face-to-face sessions lastly at least five
minutes. Meetings may occur before or after school, between classes, or whenever
possible.
• During the initial conversation, the advocate will get to know basic information about
the student, such as family situation, ages of siblings, contact information for
parents/guardians, etc.
• Before the first family conference, the advocate will review the student’s academic
and behavioral progress, his/her relationship and work with other teachers, and any
support needed. This will be helpful prior to meeting with the family.
• After the first conference and throughout the year, the advocate will follow up on
commitments made by the student, family, and advocate to see that the student is
receiving support. Regular conversations will keep the advocate apprised of ongoing
academic and personal successes, as well as the challenges that the student faces.
• It is important the tone of these conversations between the student and advocate be
respectful and that meetings are participatory- both the student and the advocate
speak and listen to each other. Since the the time is brief, the meeting will need to be
focused. Finally, these weekly contacts should be balanced- with attention paid to
both accomplishments and challenges.
5. WORKING WITH FAMILIES
• Parents/guardians and Family Advocates will maintain regular contact throughout the
year to monitor the student’s progress. At least once a month, the advocates will
contact the family by phone, e-mail, or in writing. The families can also initiate
contacts at any time.
• The substance of the contact is a quick update on the student. Whenever possible,
positive feedback should be offered. If challenges are mentioned, an accomplishment
or other good news should also be communicated. If a postcard is used, the news
should only be positive.
• Students should be aware of the information that is communicated and advocates
should check to see that the letters or postcards were received.
• During the first semester, advocates will schedule a family conference with
parents/guardians and students. This meeting should take place at Paseo. The first
family conference serves several important purposes:
-Orientation to the Freshman Team
-Introduction to the Family Advocacy System
-Getting to know each other (use appropriate questionnaires)
-Introduction to the Academic and Behavior Profile
-Completion of Action Plan
-Review plans for monthly contacts
• During the second semester, another family conference will be scheduled. This
meeting should also be held at Paseo and serves the following purposes:
-Reconnect with parents/guardians, asking about important family developments or
something really positive that has happened since the last meeting.
-Review the Academic and Behavior Profile.
-Check on Action Plan progress. Revise as needed with new strategies, supports, and
timelines.
-Celebrate goals met or exceeded.
WORKING WITH COLLEAGUES
• Family Advocates need to receive information about their students from colleagues so
that they will be fully informed about their students’ accomplishments and
challenges. Advocates also need to share information about their students with their
colleagues for various purposes.
• RED LIGHT: This signals a serious concern about a student’s academic progress or
behavior that needs immediate attention.
6. • YELLOW LIGHT: This signals a possible challenge or concern that is rising.
• GREEN LIGHT: This signals a positive accomplishment.
• Special “light” forms are used to receive and distribute information regarding
students’ accomplishments and challenges. Samples of these forms are included in
this guide.
MAKING REFERRALS
• Family Advocates are NOT social workers, psychologists, guidance counselors, law
enforcement officers, and/or juvenile officers. They do NOT solve problems of
homelessness, hunger, abuse, neglect, and runaways.
• Family Advocates are required by state law to report child abuse to the Children’s
Division of the State of Missouri. See an administrator as needed.
• A special referral form is used to communicate the need for a referral. Referral
requests will be to the appropriate counselor. A sample form is included in this guide.
7. letter to parents/guardians
Dear Parents/Guardians,
At Paseo Academy we have Family Advocates for our freshman students. A “Family
Advocate” is a caring teacher who will develop a special relationship with your child. In
addition, your child’s Family Advocate will work to build strong, lasting relationships
with you in an effort to support your child’s academic and behavioral goals. These goals
will be set and revisited with you on a regular basis.
Your Family Advocate is someone your child can trust and will meet with on a regular
basis. Your advocate will contact you monthly and will hold a conference with you and
your child once each semester to review goals and progress. As a parent/guardian you are
encouraged to also contact your advocate as needed and attend the scheduled
conferences. This is a great way for us to share the good news about your child that often
goes unmentioned as well as discuss challenges he or she may be facing.
We are so excited to work as partners with you in supporting your child!
Your Family Advocate is _______________________________________________.
Your Family Advocate’s e-mail address is _________________________________.
The following are important dates to mark on your calendar:
Sincerely,
12. STUDENT PROFILE
ACCORDING TO THE STUDENT!
Student Name_______________________________________________
Student ID__________________________________
• I am motivated when…
• My strengths, gifts, talents, and abilities are…
• I am successful when…
• I have difficulty with…
• I enjoy activities that allow me to be…
• I perform in class best when…
13. STUDENT PROFILE
ACCORDING TO PARENTS/GUARDIANS!
Student Name___________________________________________
My child:
• Is motivated when…
• Has strengths, gifts, talents, and abilities that include…
• Is successful when…
• Has difficulty with…
• Enjoys activities that allow him/her to be…
Something you may not know about my child is…
14. STUDENT/FAMILY INFORMATION
Student Name_______________________________________________
Student ID_____________________________ DOB________________
Parents/Guardians___________________________________________
Address_____________________________________________________
Home Phone_________________________________________________
Work Phone(s)_______________________________________________
Cell Phone(s)________________________________________________
E-Mail______________________________________________________
Other Information as Needed:
15. ACTION PLAN
Student Name_____________________________________________
Student ID_________________________________________
Date of Conference__________________________________
THE STUDENT WILL:
• __________________________________________________
• __________________________________________________
• __________________________________________________
THE FAMILY WILL:
• __________________________________________________
• __________________________________________________
• __________________________________________________
THE ADVOCATE WILL:
• __________________________________________________
• __________________________________________________
• __________________________________________________
SIGNATURES:
__________________________________ __________________________
(student) (parent/guardian)
__________________________________
(advocate)
16. ACADEMIC AND BEHAVIOR PROFILE
Student Name__________________________________________
Student ID_______________________________________
Date of Profile____________________________________
ATTENDANCE
Current Status
# Days Present_____ # Days Absent_____ Attendance %_____
____ GREEN LIGHT (95% > attendance)
____ YELLOW LIGHT (80-94% attendance)
____ RED LIGHT (79% < attendance)
Target
By____________________________________ (date)
____ GREEN LIGHT
____ YELLOW LIGHT
DAYS TARDY
Current Status
# Days on Time_____ # Days Tardy_____ On-Time %_____
____ GREEN LIGHT (95% > On-Time)
____ YELLOW LIGHT (80- 94% On-Time)
____ RED LIGHT (79% < On-Time)
Target
By____________________________________ (date)
____ GREEN LIGHT
____ YELLOW LIGHT
17. Student Name________________________________________________
SUSPENSIONS
Current Status
# Days ISS_____ # Days OSS_____ Suspension %_____
_____ GREEN LIGHT (no suspensions)
_____ YELLOW LIGHT (5-10 % suspension)
_____ RED LIGHT (> 10% suspension)
Target
From this date to____________________________________ (date)
No suspensions
GRADES
1 Q Mid GPA _____ 1Q GPA _____
2 Q Mid GPA _____ 2 Q GPA _____ 1 Semester GPA _____
3 Q Mid GPA _____ 3 Q GPA _____
4 Q Mid GPA _____ 4 Q GPA _____ 2 Semester GPA _____
Target
Cumulative GPA _____
Progress
_____ GREEN LIGHT
_____ YELLOW LIGHT
_____ RED LIGHT
