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2008-2009 Parent

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2008-2009 Parent

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    1. 2008-2009 Parent/Community Involvement Filling In The Achievement Gaps Module 4 Family and Community Engagement Make It HAPPEN!

    2. “Filling In” The Achievement Gap 2008-2009 Parent/Community Involvement Module Arkansas Department of Education Arkansas, as well as every other state is focusing on Closing the Achievement Gap. This Module information focuses around “Filling” in the Achievement Gap with Parent/Community Involvement. The emphasis is that Parent Involvement is not an “add on.” It should be embedded or infused into the daily curriculum and school communication. Families, communities, students, and schools are and can be a part of each and every day of instruction. The information is provided to assist educators in their efforts in closing the gap by Filling In the Achievement Gaps.   Approaches to eliminating the gaps are: Strong Leadership, Intentional Instructional Practices Focus on Teacher-Student Relationships Data Driven Decision Commitment to School-Community and Parent Involvement.   Arkansas, as well as every other state is focusing on Closing the Achievement Gap. This Module information focuses around “Filling” in the Achievement Gap with Parent/Community Involvement. The emphasis is that Parent Involvement is not an “add on.” It should be embedded or infused into the daily curriculum and school communication. Families, communities, students, and schools are and can be a part of each and every day of instruction. The information is provided to assist educators in their efforts in closing the gap by Filling In the Achievement Gaps.   Approaches to eliminating the gaps are: Strong Leadership, Intentional Instructional Practices Focus on Teacher-Student Relationships Data Driven Decision Commitment to School-Community and Parent Involvement.  

    3. Family and Community Engagement Make It HAPPEN! Family and Community Engagement is based on the book Beyond the Bake Sale The essential Guide to Family-School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies. This book contains hundreds of good ideas, reviews and resources for educators, parents and policy leaders. “Families” are no longer the Ozzie and Harriet families anymore. In small groups: Compare your childhood to the “childhood” of our students today. Participants may use a chart tablet to record/compare comments. Introduce this module with a children’s book to discuss the family. The school’s media specialist will more than likely be able to recommend several options that may be used. Family and Community Engagement is based on the book Beyond the Bake Sale The essential Guide to Family-School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies. This book contains hundreds of good ideas, reviews and resources for educators, parents and policy leaders. “Families” are no longer the Ozzie and Harriet families anymore. In small groups: Compare your childhood to the “childhood” of our students today. Participants may use a chart tablet to record/compare comments. Introduce this module with a children’s book to discuss the family. The school’s media specialist will more than likely be able to recommend several options that may be used.

    4. Parent Engagement Activity: Turn to the person next to you and answer this question: “What do I believe and value about parent engagement?” Activity: Turn to the person next to you and answer this question: “What do I believe and value about parent engagement?” This is a method of focusing their attention on the objectives of this module. Only allow a couple of minutes for this activity. Activity: Turn to the person next to you and answer this question: “What do I believe and value about parent engagement?” This is a method of focusing their attention on the objectives of this module. Only allow a couple of minutes for this activity.

    5. Objectives Focus on current school atmosphere and environment. Increase awareness of parental engagement in schools and community. Highlight examples of activities and ideas that have been successful. Prompt a commitment to a parental engagement action plan for the school. Objectives for this session: Focus on current school atmosphere and environment. Increase awareness of parental engagement in schools and community. Highlight examples of activities and ideas that have been successful. Prompt a commitment to a parental engagement action plan for the school. Objectives for this session: Focus on current school atmosphere and environment. Increase awareness of parental engagement in schools and community. Highlight examples of activities and ideas that have been successful. Prompt a commitment to a parental engagement action plan for the school.

    6. Four Elements Individual student Family School Community Researchers agree, the four key elements for family and community engagement are: Individual student Family School Community Joyce Epstein states that a meaningful way to promote parent involvement is to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Ann Henderson and Karen Mapp (2002) observed: “Schools that succeed in engaging families from very diverse backgrounds share three key practices. They focus on building trusting, collaborative relationships, among teachers families and community members; recognize, respect and address family’s needs, as well as cultural and class differences; and embrace a philosophy of partnership where power and responsibility are shared.” Pg 86 #6 176 Ways to Involve Families Why do we have to become involved and understand the “whole” child? The video clip shares the “WHY” we sometimes don’t understand if we don’t take special interest and do not look at the whole child. Make It Happen Video Clip http://www.makeadifferencemovie.com Educators have to look past the basic reading, writing and arithmetic! Researchers agree, the four key elements for family and community engagement are: Individual student Family School Community Joyce Epstein states that a meaningful way to promote parent involvement is to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Ann Henderson and Karen Mapp (2002) observed: “Schools that succeed in engaging families from very diverse backgrounds share three key practices. They focus on building trusting, collaborative relationships, among teachers families and community members; recognize, respect and address family’s needs, as well as cultural and class differences; and embrace a philosophy of partnership where power and responsibility are shared.” Pg 86 #6 176 Ways to Involve Families Why do we have to become involved and understand the “whole” child? The video clip shares the “WHY” we sometimes don’t understand if we don’t take special interest and do not look at the whole child. Make It Happen Video Clip http://www.makeadifferencemovie.com Educators have to look past the basic reading, writing and arithmetic!

    7. Questions For Our Focus What do we want for our students? What do we need to do to get what we want? Our central focus is always our students. As we do this workshop on family and community engagement consider these two questions: What do we want for our students? What do we need to do to get what we want? ACTIVITY: List these questions on chart paper and post on the wall during the workshop. Ron Clark was determined for his students to succeed when everybody else had given up. He WANTED this students to SUCCEED and did what it took for that success. The Ron Clark Story follows the inspiring tale of an energetic, creative and idealistic young teacher who leaves his small North Carolina hometown to teach in a New York City public school. Through his passionate use of special rules for his classroom, highly innovative teaching techniques and an undying devotion to his students and helping them cope with their problems, Clark is able to make a remarkable difference in the lives of his students. For one young girl trying to attend school while helping to raise her siblings, he offers a chance for her to overcome her situation and become one of the class' top students. For a young man with a penchant for graffiti, he offers an ideal outlet for artistic expression. Even when he is almost overcome by pneumonia, Clark continues to work with his students, hoping that he can raise their test scores to an acceptable level, or possibly even higher. However, when Mr Clark returns, he finds out his class did not deliver the goods but he remains optimistic about their chances. The kids sit in the state exams and a few days later, Mr Clark takes the kids to see the Phantom of Opera. In the end, Principal Turner reveals that Mr Clark's class got the highest average in the state and Mr Clark was regarded by his students as their best teacher in the world and they sing the rap about the American Presidents Our central focus is always our students. As we do this workshop on family and community engagement consider these two questions: What do we want for our students? What do we need to do to get what we want? ACTIVITY: List these questions on chart paper and post on the wall during the workshop. Ron Clark was determined for his students to succeed when everybody else had given up. He WANTED this students to SUCCEED and did what it took for that success. The Ron Clark Story follows the inspiring tale of an energetic, creative and idealistic young teacher who leaves his small North Carolina hometown to teach in a New York City public school. Through his passionate use of special rules for his classroom, highly innovative teaching techniques and an undying devotion to his students and helping them cope with their problems, Clark is able to make a remarkable difference in the lives of his students. For one young girl trying to attend school while helping to raise her siblings, he offers a chance for her to overcome her situation and become one of the class' top students. For a young man with a penchant for graffiti, he offers an ideal outlet for artistic expression. Even when he is almost overcome by pneumonia, Clark continues to work with his students, hoping that he can raise their test scores to an acceptable level, or possibly even higher. However, when Mr Clark returns, he finds out his class did not deliver the goods but he remains optimistic about their chances. The kids sit in the state exams and a few days later, Mr Clark takes the kids to see the Phantom of Opera. In the end, Principal Turner reveals that Mr Clark's class got the highest average in the state and Mr Clark was regarded by his students as their best teacher in the world and they sing the rap about the American Presidents

    8. Family Friendly School Survey Please complete the Family Friendly School Survey. Pair and Share your responses to the last two questions. ACTIVITY: Pass out the Family Friendly School Survey and ask each participant to complete the survey and answer the two questions. This survey can be found in the 2008- 2009 Resources section – Module 4 - Survey When the survey is completed ask everyone to turn to a partner and share their answers to the last two questions. (The surveys can be an excellent tool for the principal and the parental involvement committee to use in planning for the future. If the surveys will be collected tell participants not to put their name on the survey.) ACTIVITY: Pass out the Family Friendly School Survey and ask each participant to complete the survey and answer the two questions. This survey can be found in the 2008- 2009 Resources section – Module 4 - Survey When the survey is completed ask everyone to turn to a partner and share their answers to the last two questions. (The surveys can be an excellent tool for the principal and the parental involvement committee to use in planning for the future. If the surveys will be collected tell participants not to put their name on the survey.)

    9. Parents Describe Schools They See As Inviting All the staff greet students, families, visitors, and each other in a genuinely friendly way. The front office staff look up as soon as you come in and greet you warmly. If you don’t speak English well, they quickly find someone who can interpret. Being ignored or treated rudely is dispiriting. To have a family friendly culture requires some standards of welcoming behavior, not to mention an open-door policy. This is how parents describe schools they see as inviting. Is this your school?: All the staff greet students, families, visitors, and each other in a genuinely friendly way. The front office staff look up as soon as you come in and greet you warmly. If you don’t speak English well, they quickly find someone who can interpret. The principal is open and available. Not only are there regular office hours to meet with families, but the principal also walks the halls and schoolyard, attends school events, and visits community hangouts. Continued… (For more information read Beyond the Bake Sale pages 50- 60.) ACTIVITY: Request the building administrator/s share the expectation or the school that they can vision as being ‘inviting”Being ignored or treated rudely is dispiriting. To have a family friendly culture requires some standards of welcoming behavior, not to mention an open-door policy. This is how parents describe schools they see as inviting. Is this your school?: All the staff greet students, families, visitors, and each other in a genuinely friendly way. The front office staff look up as soon as you come in and greet you warmly. If you don’t speak English well, they quickly find someone who can interpret. The principal is open and available. Not only are there regular office hours to meet with families, but the principal also walks the halls and schoolyard, attends school events, and visits community hangouts. Continued… (For more information read Beyond the Bake Sale pages 50- 60.) ACTIVITY: Request the building administrator/s share the expectation or the school that they can vision as being ‘inviting”

    10. Parents Describe Schools They See As Inviting At the beginning and ending of the school day, teachers are outside greeting students and their families. The PTA or parent group offers lots of opportunities to network and meet different people. This is how parents describe schools they see as inviting: At the beginning and ending of the school day, teachers are outside greeting students and their families. The PTA or parent group offers lots of opportunities to network and meet different people. The school provides a directory which includes pictures of the staff, a map of the building and a listing of upcoming events When partnering with schools there are expectations for schools and families. Is this your school? This is how parents describe schools they see as inviting: At the beginning and ending of the school day, teachers are outside greeting students and their families. The PTA or parent group offers lots of opportunities to network and meet different people. The school provides a directory which includes pictures of the staff, a map of the building and a listing of upcoming events When partnering with schools there are expectations for schools and families. Is this your school?

    11. Parents Describe Schools They See As Inviting The principal is open and available. Not only are there regular office hours to meet with families, but the principal also walks the halls and schoolyard, attends school events, and visits community hangouts. The school provides a directory which includes pictures of the staff, a map of the building and a listing of upcoming events. This is how parents describe schools they see as inviting: At the beginning and ending of the school day, teachers are outside greeting students and their families. The PTA or parent group offers lots of opportunities to network and meet different people. The school provides a directory which includes pictures of the staff, a map of the building and a listing of upcoming events When partnering with schools there are expectations for schools and families. Is this your school? Discuss other observable behaviors. This is how parents describe schools they see as inviting: At the beginning and ending of the school day, teachers are outside greeting students and their families. The PTA or parent group offers lots of opportunities to network and meet different people. The school provides a directory which includes pictures of the staff, a map of the building and a listing of upcoming events When partnering with schools there are expectations for schools and families. Is this your school? Discuss other observable behaviors.

    12. EXPECTATIONS http://www.youtube.com/watch?v=qc9TrHlqq_I&feature=related Educators have to demonstrate High Expectation for students, community and parents! The video clip of Ron Clark demonstrates or is a great example of HIGH expectation * Presenters may need to reload or go directly to “YouTube” to find this link. http://www.youtube.com/watch?v=qc9TrHlqq_I&feature=related Educators have to demonstrate High Expectation for students, community and parents! The video clip of Ron Clark demonstrates or is a great example of HIGH expectation * Presenters may need to reload or go directly to “YouTube” to find this link.

    13. Expectations for Partnering With Families & Community Expectations for schools and families: School staff reach out to show they value all children & welcome families & community members as their partners. Each school develops a plan to engage families in their children’s school life. The plan is shared with families & community leaders & posted in the school. In 2000, the superintendent of Boston public schools appointed a Family and Community Task Force and charged it to recommend ways that the Boston Public Schools (BPS) should “more fully include, engage and support families as school partners.” From this task force BPS published The Six Essentials, a brochure that anyone from a parent to a researcher can use. One of the six essentials is “partnering with families and community to support student learning.” The following are the expectations for schools and families: School staff reach out to show they value all children and welcome families and community members as their partners. Each school develops a plan to engage families in their children’s school life. The plan is shared with families & community leaders & posted in the school. Teachers communicate regularly with families (in English & home language) about their children’s progress & ways families can support students. The next expectation is for administrators and school districts. (For more information read Beyond the Bake Sale chapter 9, pages 219-246.) In 2000, the superintendent of Boston public schools appointed a Family and Community Task Force and charged it to recommend ways that the Boston Public Schools (BPS) should “more fully include, engage and support families as school partners.” From this task force BPS published The Six Essentials, a brochure that anyone from a parent to a researcher can use. One of the six essentials is “partnering with families and community to support student learning.” The following are the expectations for schools and families: School staff reach out to show they value all children and welcome families and community members as their partners. Each school develops a plan to engage families in their children’s school life. The plan is shared with families & community leaders & posted in the school. Teachers communicate regularly with families (in English & home language) about their children’s progress & ways families can support students. The next expectation is for administrators and school districts. (For more information read Beyond the Bake Sale chapter 9, pages 219-246.)

    14. Expectations for Partnering With Families & Community Expectations for administrators and school districts: Family resource centers provide technical assistance to schools to develop & implement their family engagement plans. Administrators & school district personnel hold themselves accountable for strong & measurable outreach procedures to families & community leaders. Expectations for Partnering With Families & Community As a general rule, the local school is the “hub” of the community and is seen vital and powerful. Administrators and classroom leaders must take a strong stand in demonstrating expectations. Are you demonstrating these expectations? Expectations for administrators and school districts: Family resource centers provide technical assistance to schools to develop & implement their family engagement plans. Administrators & school district personnel hold themselves accountable for strong & measurable outreach procedures to families & community leaders. Examples of schools & practices that work effectively with families & community members are highlighted & shared with others. The next expectation is for community support and engagement. (For more information read Beyond the Bake Sale chapter 9 pages 247-249.)Expectations for Partnering With Families & Community As a general rule, the local school is the “hub” of the community and is seen vital and powerful. Administrators and classroom leaders must take a strong stand in demonstrating expectations. Are you demonstrating these expectations? Expectations for administrators and school districts: Family resource centers provide technical assistance to schools to develop & implement their family engagement plans. Administrators & school district personnel hold themselves accountable for strong & measurable outreach procedures to families & community leaders. Examples of schools & practices that work effectively with families & community members are highlighted & shared with others. The next expectation is for community support and engagement. (For more information read Beyond the Bake Sale chapter 9 pages 247-249.)

    15. Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. (for more information read Beyond the Bake Sale chapter 9 pages 247-249.) Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. (for more information read Beyond the Bake Sale chapter 9 pages 247-249.)

    16. Expectations for Partnering With Families & Community Teachers communicate regularly with families (in English & home language) about their children’s progress & ways families can support students. Examples of schools & practices that work effectively with families & community members are highlighted & shared with others. Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. (for more information read Beyond the Bake Sale chapter 9 pages 247-249.) Discuss ways your school could interact or make the local school board more aware of the need for school and community involvement. Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. (for more information read Beyond the Bake Sale chapter 9 pages 247-249.) Discuss ways your school could interact or make the local school board more aware of the need for school and community involvement.

    17. Expectations for Partnering With Families & Community Expectations for administrators and school districts: School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. (for more information read Beyond the Bake Sale chapter 9 pages 247-249.) IMPORTANT Activity: Invite the school board president, school board member and the superintendent to come and visit with the staff and SHARE his/her expectations for partnering with families and communities! Expectations for Partnering With Families & Community Expectations for community support and engagement: Community & business leaders actively engage with schools & families to support & increase children’s learning. PTA’s bridge diversity issues by promoting special leadership and seminars to provide training in native languages, changes in ethnic composition of neighborhoods, & other concerns. School Board members & District Administrators are familiar with community improvement goals & how families & schools fit into the process. (for more information read Beyond the Bake Sale chapter 9 pages 247-249.) IMPORTANT Activity: Invite the school board president, school board member and the superintendent to come and visit with the staff and SHARE his/her expectations for partnering with families and communities!

    18. Bright Idea “Getting to Know You” In Corpus Christi middle schools, teachers made posters about themselves and put them on the wall outside their classroom. The posters showed where they were born and went to school, described their interests and hobbies, and listed their favorite books. Students’ families liked learning about teachers as real people. Middle and high school students, who often see seven or eight teachers a day, especially appreciate this personal touch. Here is an example of a school that feels warm and friendly. “Getting to Know You” In Corpus Christi middle schools, teachers made posters about themselves and put them on the wall outside their classroom. The posters showed where they were born and went to school, described their interests and hobbies, and listed their favorite books. Students’ families liked learning about teachers as real people. Middle and high school students, who often see seven or eight teachers a day, especially appreciate this personal touch. (Book Beyond the Bake Sale page 53.) ACTIVITY: Ask participants to share other “Bright Ideas” for getting to know the staff or students or families. Excellent Resource is Annual Promising Practices http://www.csos.jhu.edu/p2000/PPP/2007/index.htmHere is an example of a school that feels warm and friendly. “Getting to Know You” In Corpus Christi middle schools, teachers made posters about themselves and put them on the wall outside their classroom. The posters showed where they were born and went to school, described their interests and hobbies, and listed their favorite books. Students’ families liked learning about teachers as real people. Middle and high school students, who often see seven or eight teachers a day, especially appreciate this personal touch. (Book Beyond the Bake Sale page 53.) ACTIVITY: Ask participants to share other “Bright Ideas” for getting to know the staff or students or families. Excellent Resource is Annual Promising Practices http://www.csos.jhu.edu/p2000/PPP/2007/index.htm

    19. Switching Places Activity Handout: What if you had to deal with one or more of these situations? How inclined would you be to come to an event at your school if you: Activity (This activity is in a word document that you can copy and cut for each group.) Divide into small groups and assign a topic to each group. Encourage the group to try and understand the perspective of these families. The activity handout can be found in the 2008-2009 Resource Section – Module 4 – Handout for Activity Had three little children and no child care? Didn’t have a car or change for the bus? Didn’t speak English and were pretty sure there wouldn’t be a translator? Had been ignored or treated rudely by the school secretary? Had a husband/partner who expects you to be at home in the evening? Did poorly in school yourself and think your child’s problems are your fault? Had to work Monday nights when the PTA always has its meeting. Saw the PTA as a snobby in-crowd that ignores people who don’t dress a certain way, speak English well, or live in a “nice” neighborhood? Share as many responses as time allows. Have you considered: There many be hidden rules in your school that could prohibit parents from participating?Activity (This activity is in a word document that you can copy and cut for each group.) Divide into small groups and assign a topic to each group. Encourage the group to try and understand the perspective of these families. The activity handout can be found in the 2008-2009 Resource Section – Module 4 – Handout for Activity Had three little children and no child care? Didn’t have a car or change for the bus? Didn’t speak English and were pretty sure there wouldn’t be a translator? Had been ignored or treated rudely by the school secretary? Had a husband/partner who expects you to be at home in the evening? Did poorly in school yourself and think your child’s problems are your fault? Had to work Monday nights when the PTA always has its meeting. Saw the PTA as a snobby in-crowd that ignores people who don’t dress a certain way, speak English well, or live in a “nice” neighborhood? Share as many responses as time allows. Have you considered: There many be hidden rules in your school that could prohibit parents from participating?

    20. What Are the “Hidden Rules” of Your School? “Don’t question our professional judgment about your child-we are the experts.” “Parent involvement means coming to PTA meetings.” “Don’t bring your kids with you when you volunteer-they’ll get in the way.” “Dress appropriately (like me).” “Most families want schools to be a place where people treat each other courteously and where the rules are agreed on, well understood, and fairly enforced. Problems often arise around personal values about what is “appropriate” in dress, language, manners, body art, hairstyles, and religious expression. Making rules together about these matters is essential to maintaining trusting and respectful relationships in your school.” (Anne Henderson page 143 Beyond the Bake Sale) What are the “Hidden Rules” of your school? Here are some possibilities: “Don’t question our professional judgment about your child-we are the experts.” “Parent involvement means coming to PTA meetings.” “Don’t bring your kids with you when you volunteer-they’ll get in the way.” “Dress appropriately (like me).” Have you considered these might be hidden rules in your school? How do families find out what these rules are? What happens at your school when a parent or family member breaks these rules? Are parents involved in making the rules? (For more information read Beyond the Bake Sale page 143.) “Most families want schools to be a place where people treat each other courteously and where the rules are agreed on, well understood, and fairly enforced. Problems often arise around personal values about what is “appropriate” in dress, language, manners, body art, hairstyles, and religious expression. Making rules together about these matters is essential to maintaining trusting and respectful relationships in your school.” (Anne Henderson page 143 Beyond the Bake Sale) What are the “Hidden Rules” of your school? Here are some possibilities: “Don’t question our professional judgment about your child-we are the experts.” “Parent involvement means coming to PTA meetings.” “Don’t bring your kids with you when you volunteer-they’ll get in the way.” “Dress appropriately (like me).” Have you considered these might be hidden rules in your school? How do families find out what these rules are? What happens at your school when a parent or family member breaks these rules? Are parents involved in making the rules? (For more information read Beyond the Bake Sale page 143.)

    21. Bright Idea Single Parent Involvement Counts Understanding Provide assistance to help them understand how to help their child at home. Do What You Can Let them know even a little bit of time and effort makes a difference! Reach Out Contact them for needed help or ideas outside the classroom. Keep a Positive Attitude Support single parents in involvement with their child’s schooling. Single parents have a great amount of responsibility. Encourage them in the following ways: Understanding Provide assistance to help them understand how to help their child at home. Do What You Can Let them know even a little bit of time and effort makes a difference! Reach Out Contact them for needed help or ideas outside the classroom. Keep a Positive Attitude Support single parents in involvement with their child’s schooling. Single parents have a great amount of responsibility. Encourage them in the following ways: Understanding Provide assistance to help them understand how to help their child at home. Do What You Can Let them know even a little bit of time and effort makes a difference! Reach Out Contact them for needed help or ideas outside the classroom. Keep a Positive Attitude Support single parents in involvement with their child’s schooling.

    22. Preschool to College “Whether you’re a preschool or a high school parent, everyone wants his or her child to have the option to go to college. I’ve learned that their children’s class schedules, and whether they are taking the courses they’ll need to prepare for college, rank as parents biggest concerns.” Linda Ariyasu, former coordinator of family-school partnerships, District F, Los Angeles Unified School District Family and Community Engagement starts in preschool and should continue throughout the students school years, including a plan for post secondary training. “Whether you’re a preschool or a high school parent, everyone wants his or her child to have the option to go to college. I’ve learned that their children’s class schedules, and whether they are taking the courses they’ll need to prepare for college, rank as parents biggest concerns.” Linda Ariyasu, former coordinator of family-school partnerships, District F, Los Angeles Unified School District Does your school have a “Transitional” Program? Do you provide “Transitional” opportunities? Are the opportunities on-going or just once a year? Discuss ways a transitional program could be developed, implemented, or strengthened. What are the values of a transitional program? Family and Community Engagement starts in preschool and should continue throughout the students school years, including a plan for post secondary training. “Whether you’re a preschool or a high school parent, everyone wants his or her child to have the option to go to college. I’ve learned that their children’s class schedules, and whether they are taking the courses they’ll need to prepare for college, rank as parents biggest concerns.” Linda Ariyasu, former coordinator of family-school partnerships, District F, Los Angeles Unified School District Does your school have a “Transitional” Program? Do you provide “Transitional” opportunities? Are the opportunities on-going or just once a year? Discuss ways a transitional program could be developed, implemented, or strengthened. What are the values of a transitional program?

    23. Where Do We Go From Here? Which of the following suggestions or ideas would you be willing to commit and implement? Assess and reward a family engagement mentality. Acknowledge employees and reward them when they do it well. Reach out--visit in community centers. Town halls, parks or even Adult Education Centers. Hold events and activities at the most convenient times and days and ways for working families. Have the Action Plan sheet to use at the end of the next slide. Previously you were asked to consider these two questions on family and community engagement: What do we want for our students? What do we need to do to get what we want? Our central focus is always our students. Which of the following suggestions or ideas would you be willing to commit to and implement? Assess and reward a family engagement mentality. Acknowledge employees on this and reward them when they do it well. Reach out--visit in homes and community centers. Hold events and activities at the most convenient times and days and ways for working families. (For more information read Beyond the Bake Sale page 142.) Resource: Arkansas Governor’s Work-Life Initiative Local employers are recognized for their “family friendly” opportunities and services to employees www.arkansasbusiness.com/family Geania.Dickey@aol.com Activity: Invite the chamber of commerce or the Mayor to come and address the faculty on the subject of community involvement, positive climate, his/her vision for the school, and way to collaborate between the school and community.Have the Action Plan sheet to use at the end of the next slide. Previously you were asked to consider these two questions on family and community engagement: What do we want for our students? What do we need to do to get what we want? Our central focus is always our students. Which of the following suggestions or ideas would you be willing to commit to and implement? Assess and reward a family engagement mentality. Acknowledge employees on this and reward them when they do it well. Reach out--visit in homes and community centers. Hold events and activities at the most convenient times and days and ways for working families. (For more information read Beyond the Bake Sale page 142.) Resource: Arkansas Governor’s Work-Life Initiative Local employers are recognized for their “family friendly” opportunities and services to employees www.arkansasbusiness.com/family Geania.Dickey@aol.com Activity: Invite the chamber of commerce or the Mayor to come and address the faculty on the subject of community involvement, positive climate, his/her vision for the school, and way to collaborate between the school and community.

    24. Where Do We Go From Here? Take field trips and visits to college campuses. Offer child care and transportation. Offer after school programs and workshops on how to help children at home. Send home educational tapes parents can watch at their convenience. Lend books, computers, and other learning materials. Continued… Which of the following suggestions or ideas would you be willing to commit and implement? Take field trips and visits to college campuses. Offer child care and transportation. Offer after school programs and workshops on how to help children at home. Send home educational tapes parents can watch at their convenience. Lend books, computers, and other learning materials. For the school board: You understand the impact of this policy. Demonstrate how a parent engagement policy is actually in effect, not just on the books. Step out of the “box” and schedule alternative times/schedules that will meet parents’ schedules in your community. Approach administrators about alternative “work day” schedule for conferences and special parent/family/community interactions. Please use the action plan sheet and write down one or more ideas that you will commit to implementing this school year for your students. Special NOTE: In order for most schools to have a successful and On-GOING plan, it takes more than just one period a day. Act 603 of 2003 mandates a Parental Involvement Facilitator at EACH school. Hopefully, your school is implementing this requirement successfully. The facilitator should take the lead on the ON-GOING strategies and implementations. + May use Team Activities from other Modules Action Worksheet can be found in the 2008-2009 Resource Section – Module 4Continued… Which of the following suggestions or ideas would you be willing to commit and implement? Take field trips and visits to college campuses. Offer child care and transportation. Offer after school programs and workshops on how to help children at home. Send home educational tapes parents can watch at their convenience. Lend books, computers, and other learning materials. For the school board: You understand the impact of this policy. Demonstrate how a parent engagement policy is actually in effect, not just on the books. Step out of the “box” and schedule alternative times/schedules that will meet parents’ schedules in your community. Approach administrators about alternative “work day” schedule for conferences and special parent/family/community interactions. Please use the action plan sheet and write down one or more ideas that you will commit to implementing this school year for your students. Special NOTE: In order for most schools to have a successful and On-GOING plan, it takes more than just one period a day. Act 603 of 2003 mandates a Parental Involvement Facilitator at EACH school. Hopefully, your school is implementing this requirement successfully. The facilitator should take the lead on the ON-GOING strategies and implementations. + May use Team Activities from other Modules Action Worksheet can be found in the 2008-2009 Resource Section – Module 4

    25. Where Do We Go From Here? For the school board: You understand the impact of this policy. Demonstrate how a parent engagement policy is actually in effect, not just on the books. Present current Parent Involvement Plan to the local school board in order to encourage support and additional assistance. Does your local School Board have a copy of your Parental/Community School Plan? Have you included your local School Board in the planning or interacting in the plan? Suggestion: Make a point to share the school’s PI Plan at the local school board meeting. Make a point to share the school’s PI Plan at the next Chamber of Commerce meeting.Does your local School Board have a copy of your Parental/Community School Plan? Have you included your local School Board in the planning or interacting in the plan? Suggestion: Make a point to share the school’s PI Plan at the local school board meeting. Make a point to share the school’s PI Plan at the next Chamber of Commerce meeting.

    26. Summary Focused on current school atmosphere and environment. Increased awareness of parental engagement in schools and community. Highlighted examples of activities and ideas that have been successful. Prompted a commitment to parental engagement action plan for the school. In closing here are the objectives we have discussed in this session. Focused on current school atmosphere and environment. Increased awareness of parental engagement in schools and community. Highlighted examples of activities and ideas that have been successful. Prompted a commitment to parental engagement action plan for the school. Note: Use the group brainstorming activity to develop new PI ideas and activities. Use the staff survey results in long range planning and to better shape PI within your school system. The next slides list web sites that are resources for family and community engagement. Resource: SEDL (Southwest Educational Development Laboratory) Creating Collaborative Action Teams – Working Together For Student Success Toolkit.In closing here are the objectives we have discussed in this session. Focused on current school atmosphere and environment. Increased awareness of parental engagement in schools and community. Highlighted examples of activities and ideas that have been successful. Prompted a commitment to parental engagement action plan for the school. Note: Use the group brainstorming activity to develop new PI ideas and activities. Use the staff survey results in long range planning and to better shape PI within your school system. The next slides list web sites that are resources for family and community engagement. Resource: SEDL (Southwest Educational Development Laboratory) Creating Collaborative Action Teams – Working Together For Student Success Toolkit.

    27. “Fill In” The Achievement Gap by Making Family and Community Engagement HAPPEN! Family and Community Engagement are critical to the students, educators, parents and policy leaders. Educators must “Make It Happen” today. Our “Families” are no longer the Ozzie and Harriet families anymore! Family and Community Engagement are critical to the students, educators, parents and policy leaders. Educators must “Make It Happen” today. Our “Families” are no longer the Ozzie and Harriet families anymore!

    28. Family and Community Engagement Make It HAPPEN!

    29. Web Sites www.ahaprocess.com www.prichardcommitte.org www.aacte.org/Publications/kinggoodwin.pdf www.edu.gov.mb.ca/ks4/specedu/documents.html www.idra.org/resource Web Sites www.ahaprocess.com www.prichardcommitte.org www.aacte.org/Publications/kinggoodwin.pdf www.edu.gov.mb.ca/ks4/specedu/documents.html www.idra.org/resource Web Sites www.ahaprocess.com www.prichardcommitte.org www.aacte.org/Publications/kinggoodwin.pdf www.edu.gov.mb.ca/ks4/specedu/documents.html www.idra.org/resource

    30. Web Sites www.sedl.org/connections/resources www.gse.harvard.edu/hfrp/projects/fine/resources/research/golan.html www.middleweb.com Web Sites www.sedl.org/connections/resources www.gse.harvard.edu/hfrp/projects/fine/resources/research/golan.html www.middleweb.com Web Sites www.sedl.org/connections/resources www.gse.harvard.edu/hfrp/projects/fine/resources/research/golan.html www.middleweb.com

    31. Resources Beyond the Bake Sale the Essential Guide to Family-School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies 176 Ways to Involve Parents Practical Strategies for Partnering With Families by Betty Boult How Single Parents Can Be Involved at School by Arkansas Department of Human Services The following are resources used in creating this workshop and power point. Beyond the Bake Sale the Essential Guide to Family-School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies 176 Ways to Involve Parents Practical Strategies for Partnering With Families by Betty Boult How Single Parents Can Be Involved at School by Arkansas Department of Human Services The following are resources used in creating this workshop and power point. Beyond the Bake Sale the Essential Guide to Family-School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies 176 Ways to Involve Parents Practical Strategies for Partnering With Families by Betty Boult How Single Parents Can Be Involved at School by Arkansas Department of Human Services

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