|
Parent/Community Involvement |
|
It would be difficult to exaggerate the emphasis that the higher performing schools -- whether elementary, middle, or high school -- place on partnership with parents and community. Reference to it can be found in every case study, and some describe specific activities.
Here are a few highlights. For example,
•
|
Like Binghamton and White Plains, many of the districts and schools include parent involvement as part of the district philosophy, strategic plan, or as a priority goal. Some, like Honeoye Falls-Lima, seek parent input in developing and refining plans and goals. Others (e.g., Traphagan) specifically address the topic in reports to the Board.
|
•
|
Even more report involving parents on decision-making committees and teams. This includes serving on interview committees for teachers and administrators (New Rochelle, p. 3) and participating in decisions about retention (Naples, p. 9; Potsdam, p. 10). At least one (Holland, p. 8) gives parents the opportunity to nominate students for school awards.
|
•
|
Websites, email, and automatic telephone dialing provide new ways to reach parents with general information about the school program, including the curriculum. Some schools post the entire curriculum map; others (Honeoye Falls-Lima), provide a "year-at-a-glance" version, as well.
|
•
|
More frequent communications -- by letter, email, phone, and in person, including visits to home or work -- are made to/with parents of students considered at risk for some reason, in advance of or at the first signs of difficulty -- for example, a monthly calendar at Ulysses Byas or a warning letter in Warrensburg. Some schools ask parents and students to sign a contract (e.g., Queensbury’s after-school tutorial) or have devised vehicles for outlining school and family responsibilities (e.g., Vernon-Verona-Sherrill).
|
•
|
But schools communicate the positive and progress, as well; guidance departments, in particular, involve parents and students in planning for the future, whether high school for college (e.g., Saunders, p. 11), middle school for high school (e.g., Vernon-Verona-Sherrill, p. 5), or parents of preschoolers (e.g., Mannsville Manor, pp. 3-7)
|
•
|
Most schools make special efforts to meet parent needs, adapting to their schedules and often providing breakfast or dinner: special sessions about state assessments, what to expect and how to help students prepare (e.g., Traphagan, p. 7); English language classes; parenting classes; and information on substance abuse.
|
•
|
Special events, including art exhibits and student drama and/or musical performances help forge school-community ties and bring parents in to school. Saunders hosts street fairs and other events to draw parents from across the Yonkers to this school of choice. New Rochelle maintains a strong arts program that attracts parents to performances on site or in nearby New York City.
|
|
|
| |
Copyright © 2009 JFTK-NY. All rights reserved.
Last updated on September 22, 2009 by the Webmaster.
Please send questions or comments to:
Sharon Wiles, Project Coordinator at swiles@uamail.albany.edu.
Just for the Kids - New York, School of Education B9
University at Albany, 1400 Washington Ave., Albany, NY 12222
Phone: (518) 442-5026 Fax: (518) 442-5201
|
|
|
|
| Middle School Science Results
|
|
Best Practices Framework
Case Studies
|
|
|
|
|
