Week+5+Involoving+the+Community

__**Involving the Community **__
(I started putting in my info but have not finished yet... I will add more Tuesday evening - Jenn 04/06) (Me, too!-- Stacy B. 04/06, 04/07) I have two questions left. If I think of any additional ideas, I will add those too! 4/8. Logged back on 7:53 p.m. Finished.


Achievement Preparatory School (APS) is a learning community that provides supportive, enriching, and challenging learning opportunities to help all learners achieve in order to be prepared for high school, college, and life.

**GOAL:**
 All students will achieve a minimum of 75% on benchmark assessments measuring progress toward achievement of VSC standards in order to achieve proficiency on the reading, mathematics, and science MSA.


 In order to insure that //all// teachers have a working knowledge of the alignment of the written, taught, and tested curriculum, teachers will administer common benchmark assessments aligned with the VSC, thereby gathering and analyzing authentic data to inform instructional decisions. Professional development will support teachers as members of Professional Learning Communities (PLC) that promote the analysis of student work and student data, plan lessons in response to identified student learning needs, and reflect on the efficacy of the lessons, while providing professional learning experiences targeted at effectively utilizing teacher productivity tools that track student attainment of standards, and help teachers identify, implement, and reflect upon instructional methods that are researched-based best practices.

PARTNERSHIPS:
At APS, we recognize that the connections between our families, our school personnel, and the community as a whole are critical in helping each student reach his/her highest potential. Parents are a child's first teachers, and they possess the most knowledge about their children; they also serve as a critical link as students move from one grade to the next. There is wisdom in the proverb, "It takes a village to raise a child," and APL embraces the diversity of its community and encourages all members of the community to play an active role in the "village" school.

To create a welcoming environment that creates and nurtures partnerships with the families of our children and communitiy businesses, organizations, churches, and neighborhoods, we will engage in the following annual activities:


 * Host an annual kick-off event to welcome returning volunteers, and recruit new volunteers.
 * Host an appreciation event each semester featuring student work, providing awards and recognitions, and having faculty and staff serve dinner to our volunteers.
 * Display pictures of parents and community members working with students.
 * Frequently submit pictures and stories to the local news and Public Relations Department.
 * Add small lockers to the faculty lounge, providing a place for visitors to stow personal belongings safely, and inviting them to interact with the professionals in the building.

Because our families have diverse needs, APS will provide child care at each event by partnering with the high school, using certified high school babysitter who have expressed interest in Early Childhood Education. Additionally, we will utilize several Spanish speaking employees to reach out to and provide translation for parents of this ever growing part of our community. These supports will be provided at all major school events, and then as needed for smaller events.

We identified a wide range of ways to involve parents and community members, and each of those ideas will serve to improve the culture and climate of APS, the following are MOST likely to help us reach our goal:


 * Types of Involvement || Involvement in Support of Our Goal ||
 * Parenting || The PTSA and several community partners will provide parents with donated materials so that children have the tools they need at home to do homework. Each family entering the school will receive a Welcome Packet that includes essential tools, tips, and a CD with essential school documents in English and in Spanish. This packet will include information about creating ideal homework zones, but also about organization for school success and study methods.

Teachers will engage in on-going professional learning about generational poverty and discipline, including, but not limited to the works of Ruby Payne and Alan Mendler & Richard Curwin. ||
 * Communicating || The principal will continue to write a weekly newsletter, which the lead secretary will distribute in paper and electronic form; the lead secretary will also place electronic versions of all school communication on the website. ALL communication will be sent home on a specified day, and we will alert parents with an e-mail and //Alert Now// call, prompting them to look for important school news. We will record all //Alert Now// messages in English and Spanish.

Each team will design at least one event per semester to communicate and celebrate student learning; attention will be given to communicating the learning outcomes for the showcased work, and students will share their portfolios with their parents. ||
 * Volunteering || The School Improvement Team will work with teachers to create a list of volunteer opportunities, including things that can be done regularly, periodically, and from home. This will allow parents to volunteer in a variety of ways that are comfortable for them, and meet their needs. Examples include such activities as shelving books, making copies, and organizing events. We will host daytime, evening, and weekend events to accommodate different schedules. Students will help gather this information by interviewing their parnets and/or neighbors as a first-week-of-school home assignment. ||
 * Learning at Home || The PTSA will meet as a whole group on a monthly basis, with smaller focus groups or committees within the PTSA meeting as needed to carry out their work. PTSA meetings will always feature a segment about how parents can best support education. Topics that may be helpful to parents in supporting learning are study skills and questioning to support higher order thinking; additionally, sessions may focus on the needs of the middle school child to support social and emotional development, and tips advocating. These learning sessions will be video recorded and posted to //Edline//, but also available for check-out from the school Media Center; ideally, we may be able to keep a copy at the community library as well. ||
 * Decision Making || At the 6th grade orientation and/or the kick off event, parents will be asked to complete a brief survey to identify possible topics of study for the year. This would define learning at PTSA meetings. As needed, team and school-wide surveys will be implemented to gather input and feedback. We will post survey links and send paper surveys home to gather stakeholder involvement throughout the year. Be sure to communicate appreciation, results, and the impact their involvement had on the decision making process. ||
 * Collaborating with the Community || Utilize employees at businesses as mentors and volunteers, beginning with the employers of parents; work with community partners and businesses to provide release time to employees for volunteerism, to provide material resources, and/or sponsor specific events throughout the year. We will provide incentives for the businesses, including opportunities to advertise as preferred business partners. ||

__**Administrative Team Minutes for Involving the Community **__
 Attendance: Stacey Pearl, Principal Jennifer Barton, teacher Stacy Bryan, Parent

//With what types of parent involvement are you familiar?//
__**//Stacy B://** __Volunteering to organize activities that promote culture and climate in the form of school pride, attending PTSA meetings, overseeing fund raisers, attending field trips, and attending parent-teacher conferences are the most common types of parent involvement at the schools where my children have attended. There has been recent attention to engaging parents as active partners in learning, however participation is minimal at this time. It seems like few parents value education in our community; the same few parents show up and pitch in over and over and over. 
 * __//Stacey:// __** With regard to academics, parents have assisted and attended student productions (musical/acting), attended portfolio sharing breakfasts, chaperoned field trips, assisted with conferencing in writer's workshop, and attended parent-teacher conferences. Parents have been allowed to "shadow" their child for the day, where he/she observes the child in classes. PTA events have included a book fair, special speakers, and fundraisers. By far, the most attended event, that promotes culture and school pride have been the monthly community potluck dinners that are held along with the annual Thanksgiving dinner feast. Finally, parents are invited to school-wide events and celebrations, such as honors assemblies and literacy night.
 * __<span style="color: rgb(0, 0, 255);">//Jennifer// __:** volunteers in the classroom (copying, sorting, creating bulletin boards, planning parties), field trip chaperones, PTA events - our parent group invites guest speakers to come for our parent community to speak about issues related to our students, parents donating materials, furniture, supplies, etc., parents raising money for the school and organizing and running fundraisers

//How can parents and community members help to support our intervention or strategy?//
<span style="color: rgb(0, 0, 255);">**//__Stacy B;__//** <span style="color: rgb(0, 0, 0);">According to an article that my principal provided, there are six types of involvment that promote successful partnerships: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. (Epstein, 2002) In supporting the intervention identified for APS, we can likely engage in all six types of involvement. APS has historically done a great job of communicating, and the teachers have always given suggestions to me about how to help my son learn. But, I'm not sure that the school has formalized opportunities in any of the other areas. **__<span style="color: rgb(0, 0, 255);">//Jennifer// __:** by providing testing accommodations to students requiring it, promoting reading and math at home and in the community through various special events, organizing and holding celebratory events Source: Epstein, et al. 2002. //School, famliy, and community partnership: Your handbook fro action, Second edition.// Thousand Oaks: CA: Corwin Press, Inc.
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __** Parents can support Achievement Prep's intervention by: 1) making sure students are attending school each and every day, 2) contacting teachers on a regular basis to check on their child's progress, 3) attending school-wide events, 4) attending parent-teacher conferences, and 5) promoting reading and mathematics at home. Community members can support the intervention by: 1) offering resources available to support student achievement, including monetary donations, technology donations, sponsoring activities, and acting as after school tutors and 2) offering resources and services to families, such as health care, translation services, and counseling.

//What appropriate activities can we implement to promote a welcoming partnership climate for students, parents, and educators for our school?//
I also like the mix/mingle and kick off event. Picture of parents volunteering and participating in school activities and program hanging around the school.
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __**

<span style="color: rgb(0, 0, 255);">//**__Stacy B;__** <span style="color: rgb(0, 0, 0);">Let's consider the following: // <span style="color: rgb(0, 0, 0);"> **__<span style="color: rgb(0, 0, 255);">//Jennifer// __:** I like the Mix and Mingle event idea! what about a cultural event where families with different backgrounds are asked to contribute different foods, wear traditional clothing, share information, dances, music, recipes, etc from their country - all would be invited and get to learn about the differnt cultures being represented as well as meet and talk with each other
 * <span style="color: rgb(0, 0, 0);">Kick Off event
 * <span style="color: rgb(0, 0, 0);">Mix and Mingle events with staff
 * <span style="color: rgb(0, 0, 0);">A place to hang their hats when volunteers arrive

//What obstacles might we encounter when communicating with parents and community members?//
<span style="color: rgb(0, 0, 255);">__//**Stacy B:**//__ N<span style="color: rgb(0, 0, 0);">on-English speaking parents, varied work schedules, access to technology, and students delivering paper copies of newsletters. I know my son never brings anything home anymore. I'm so glad there is a website, but I wish teachers used it more often. Sometimes I have to send e-mails asking them to update his grades, and most of them haven't done anything to personalize their class page. **<span style="color: rgb(0, 0, 0);"><span style="color: rgb(0, 0, 255);">__//Jennifer//__ : **<span style="color: rgb(0, 0, 0);"> convincing community members of the importance of being involved in the school even if they don't have a child that attends there, changing any negative thoughts or feelings community members may have about the school because of past experiences and turning them into positive ones as a teacher, parents often misunderstand notes or information that is sent home and jump to conclusions before contacting me for clarification. we need to help parents understand that communication is two ways and that we want them to feel comfortable with contacting us with any questions they have or clarification they need so that we can have open communication
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __** Parents fear of school due to their own negative experiences, parents who display inappropriate behavior at school events, parents who have children attending a variety of schools, and parents who have disabilities or limited support systems. Parents' belief systems that it is not important to be active in the school community. Finally, parents may not have consistent access to transportation.

//What are challenges of involving families of diverse backgrounds and needs? (Tip: We may want to refer to your discussion from Week 8 of the Effective Leadership course.)//
__**<span style="color: rgb(0, 0, 0);">//<span style="color: rgb(0, 0, 255);">Stacy B: // **__ I couldn't have said it better Stacy!
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __**
 * Parents, themselves, have their own emotional, physical and learning challenges.
 * Parents of unique family structures may feel uncomfortable because they do not represent the "traditional family."
 * Our ELL population is steadily increasing, so we often face challenges related to communicating with parents who do not speak English, and who perhaps do not have a full understanding of the school system.
 * Approximately 40% of our population receives free or reduced meals. Finances are a concern, and it is not legal to disclose families' financial status to teachers. Teachers are challenged to create systems that honor the needs of all of their students, with fair not always being equal. However, teachers may not aware of specific needs for specific children. It's not insurmountable, but a consideration. How can we help make sure that every child comes to school ready to learn?
 * Teachers do not always have an understanding of various social, religious, and cultural norms and values. I think they always have good intentions, but may not fully understand the norms and values.
 * For some parents, school holds its own set of baggage and memories. They may not have had successful school experiences themselves, and may find themselves feeling like children again when we are asking them serve as adults and advocates for their own children.
 * __<span style="color: rgb(0, 0, 255);">//Jennifer// __:<span style="color: rgb(0, 0, 255);"> **

//What are some challenges using technology to involve families?//
<span style="color: rgb(0, 0, 0);">**//<span style="color: rgb(0, 0, 255);">__Stacy B:__ //**
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __**
 * Families can not financially afford to purchase technology.
 * Parents do not have the skills to use technology.
 * Families have to rely on the public library.
 * Not all teachers update their web-pages on a consistent basis.
 * The school network goes down.
 * Families often purchase technology which quickly becomes antiquated. The scho.ol system may use more recent editions, and need to be aware of a family's ability to open/download files.
 * While families may have computers, they may not have (consistent) access to the Internet. //(FYI-- EMS uses Edline:// [|//http://www.edline.com///]//. Here is our Edline address to see a sample of the school's page:// [|//https://www.edline.net/pages/Edgewood_Middle_School//] //I'm not sure what you can/cannot see without a log on. Each teacher also has his/her own page accessible from the main page.)//
 * Schools that use //Alert Now//, or similar phone alert systems need to be cognizant of communication needs for families whose phone service may be turned off, numbers changing, etc. //(FYI-- EMS uses Alert Now:// [|//http://www.alertnow.com///]//.)//
 * __<span style="color: rgb(0, 0, 255);">//Jennifer// __:<span style="color: rgb(0, 0, 255);"> **some families may not own a computer or have access to email or be computer literate

//How will we ensure that understanding, appreciation, and respect for differences are fostered by all members of the school community?//
Cultural sensitivity workshops for teachers and all school staff, including workshops on Ruby Payne's //Understanding Generational Poverty//. (We actually do this in real life!~SB) Make sure that families of all backgrounds are represented on the website, on posters, and newsletters. Offer parent groups based on unique needs... such as a Spanish speaking moms group. <span style="color: rgb(0, 0, 255);">**__//Stacy B;//__** <span style="color: rgb(0, 0, 0);">Before we and understand, appreciate, and respect difference, we have to know about our community. Can we ensure that we know about each other by having a celebratory event of our rich backgrounds, and then focus on what brings us together: Our children and their learning? **<span style="color: rgb(0, 0, 0);">I agree - see my suggestion above about having a cultural event. <span style="color: rgb(0, 0, 0);"> (I love this idea, Jennifer!~SB)
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __**
 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 255);">__//Jennifer//__ :<span style="color: rgb(0, 0, 255);"> <span style="color: rgb(0, 0, 0);">

//How can we use parent volunteers more effectively?//
The PTSA can create a subgroup or committee designated to organizing parent volunteers for other events, keeping a log of parents who volunteer so that we have a solid group of volunteers we know who we can call on if we're in a pinch rather than sending out mass emails and flyers, blindly asking for help. Parents are more likelyt o help if asked directly, rather than responding to a generic flyer or newsletter plea.
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __** Survey parents in advance as to how, when, and in what ways they would like to volunteer. Create a data base so that as volunteers are needed for different events and projects, the school or PTA can contact those parents directly. Have "Thank you" events quarterly, where the parents who have volunteer during the quarter come to the school and are recognized and celebrated. Have food!
 * __<span style="color: rgb(0, 0, 255);">//Stacy B;// __** I agree with the idea of having a schedule and list of activities for parent and community volunteers (how about a monthly calendar?). I'll bet a parent or parent group //could// coordinate it. My son doesn't really want me in his classroom at this age, but being able to help around the school would be a great compromise.
 * __<span style="color: rgb(0, 0, 255);">//Jennifer// __:<span style="color: rgb(0, 0, 255);"> **for classroom volunteers, we should have teachers submit a schedule of when they would like volunteers and what the parents would be expected to do during that time. Parents can then sign up for the day/time/event that works best for them and come to school knowing what they will be doing rather than wasting time.

//How will we ensure that you are meeting NCLB requirements for communication?//

 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __** Stacy, your second paragraph says it all.
 * __<span style="color: rgb(0, 0, 255);">//Stacy B;// __** NCLB has a lot of requirements for Title 1 schools, but we aren't a Title 1 school. We qualify to be one, but our Board of Education-- the body that makes the decision to include or not include middle schools in Title 1-- has historically voted NOT to include middle schools. Apparently, they have concerns about our school pulling resources away from elementary schools in need. Since our system feeds 5-6 elementary schools into each middle school, rather than having multiple smaller middle schools, it's a budget dance. We have the same needs as every Title 1 school out there:

We need to make sure that non-English speakers and parents with limited reading ability <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">have access to information. This means not only putting things in writing, but translating them, and having oral presentations, whether in person or via technology. No single method will reach everyone. We also need to ensure that communication is timely. Information must come out early enough for parents to schedule, and then we should provide reminders. Most importantly, we need to make sure our communication is positive, encouraging, and welcoming. We have a lot of work to do, but there is nothing harder on a family than feeling like your school is at the bottom of the barrel. We're proud of our kids and want school to be a positive experience for them, even if it wasn't for us.
 * __<span style="color: rgb(0, 0, 255);">//Jennifer// __:<span style="color: rgb(0, 0, 255);"> **

//How will we communicate your plans and expectations for parent involvement with parents and gather their input?//
Communication Gather input <span style="color: rgb(0, 0, 0);">**//__<span style="color: rgb(0, 0, 255);">Stacy B; __//** Communication <span style="color: rgb(0, 0, 0);">Gather Input: //Jennifer// __:**<span style="color: rgb(0, 0, 255);"> through PTA meetings, letters home, surveys, small parent focus groups
 * __<span style="color: rgb(0, 0, 255);">//Stacey:// __**
 * posters around the school (entrance way)
 * email messages
 * translating essential letters, newsletters and event updates in the languages of families who have students at the school
 * positive post cards (parents receive in the mail and can hang on the frig)
 * parent focus groups
 * informal conversations
 * "coffee house" sponsored by ALT for parents to attend
 * surveys
 * collect data on attendance to programs and events
 * weekly newsletter
 * webpage (//Edline//)
 * calls home (//Alert Now//)
 * marquee messages (What is this??? Can someone describe it? -Stacey)
 * PTSA meetings
 * SIT membership
 * parent representation on <span style="color: rgb(0, 0, 0);">committees
 * PTSA meetings
 * SIT membership
 * parent reps on committees
 * paper and pencil surveys
 * survey via Survey Monkey: []
 * __<span style="color: rgb(0, 0, 255);">