My Best Posts On Building Parent Engagement In Schools — 2012 (So Far)

I usually just do a year-end list on parent engagement posts and many other topics, but it gets a little crazy having to review all of my zillion posts at once. So, to make it easier for me — and perhaps, to make it a little more useful to readers — I’m going to start publishing mid-year lists, too. These won’t be ranked, unlike my year-end “The Best…” lists, and just because a post appears on a mid-year list doesn’t guarantee it will be included in an end-of-the-year one. But, at least, I won’t have to review all my year’s posts in December…

You might also be interested in a listing of all my parent engagement-related “The Best…” lists.

Here are my choices for My Best Posts On Building Parent Engagement In Schools — 2012 (So Far):

 

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  1. Parent-U-Turn Standards for Parents, Caregivers and Parent Leaders.

    Standards for Parent Engagement, seven standards are delineated. These standards fall under three larger organizers, as shown below, and include:
    The Focus of Parents Rights and Advocacy The Conditions for Parent rights and Advocacy Parent as a Advocate

    Standard 1: ParentsAccess to information and Data collection:
    • Access to information: The school/ district inform parents of testing results and the statistics of the area/school/subject matter.
     Information of results/statistics available via handouts or on-line
     The results would be printed in multiple languages
     Alert system to inform parents that the information is available
     Contact person that parents can ask to help them read and understand results-how readily available is this person.
     Parents understand and use varied assessments to inform instruction, evaluate and ensure student learning.

    • Collection and Analyzing data:
    o The school welcome parents on campus for research or just to observe.
     How easy or hard is it for a parent to come on campus for these purposes?
     Some type of procedure should be in place and strictly abided by, by all involved as to accommodate the parent as well as not to cause too much classroom disruption.
     There a person who is readily available to provide the parent support to conduct research.
    Standards 2: Parents in Decision-Making Roles
     Parents must be representative of school population, for example 1 parent for 3,000 students is not acceptable
     Space for parents to have access to administrators.
     The attitude of administration generally open to parent collaboration.
     Parents treated as reflective thinkers with possible solutions.
     Expanding roles of existing modes of parent representation, for example the PTA
     Parents can carry out research for the school, conduct trainings for other parents or even teachers on various subjects

    Step 3: Parents as Student Advocates:
     Teachers are open to have parents contact/participate within their classes
     The school is informing parents on how to contact people within the power map
    o For example: A handout which lists, “If you have a problem with _________ then you would contact _________ at number and office.”
     This can be in a handout that was sent home but is readily available at school functions, front office, and maybe even in the classroom.
     Trainings provided for the parent and school personnel which include power-mapping.
     Provide a list of common school-used terms complete with the definition of the term and the context it is most commonly used is readily available and sent home.
     Parents collaborate and communicate with students, parents, other educators, administrators and the community to support student learning

    Standards 4: Parent Leaders at Home and in the School-Community
     Information being passed out to parents to inform them of the college process and resources available to their child and family.
    o Handouts
     A process for reserving space at the school to facilitating easy meeting space for parents and the community.
     Assigned a person to be able to go to for trainings
     Parents assume responsibility for professional growth, performance, and involvement as individuals and as members of a learning community

    Standards 5: Parents Effective Two-Way Communication:
     Efficient amount of translators readily available for all languages spoken by parents at school functions
    o Handouts in multiple languages
    o “Efficient” would be at least 90% of the teachers who need translators have them
     For any type of communication home, teleparent or phone calls home, are the comments balanced between positive comments and things that the student needs improvement on.
     Teacher respond to e-mail of phone messages within a timely manner.
     Ongoing evaluation of effectiveness of the parent liaison.

    Standards 6: Parent District Level Support
     The district have a point-person whom the parent representative, the administrator who is the point-person at the school, and any other relevant persons could go to for support and resources. How available is this person?
    o This person could even run the parent-district meetings and act like the liaison for the district.
     An effect program that supports parent participation, may have minimum of 25 parent.

    Standards 7: Friendly School Atmosphere
     Is the school clean?
    o Trash
    o Tagging
    o Paint: Dingy? Peeling?
     Welcome signs
     Office personnel and Teachers maintain professionalism, have an understanding of and practices good customer service.
     Parents understand student learning and development, and respect the diversity of the students.

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