Handbook for Arkansas Parent Coordinators/ Parent Facilitators

Transcription

Handbook for Arkansas
Parent Coordinators/
Parent Facilitators
Compiled by: Arkansas Parent Center Facilitators/Coordinators Handbook Committee
& the Arkansas State PIRC
This publication was produced and/or distributed in whole or in part with funds from the U.S.
Department of Education, Office of Innovation and Improvement, Parental Information and
Resource Center (PIRC) Program, under Grant #84.310A, which funds the Arkansas State
PIRC. The content herein does not necessarily reflect the views of the Department of
Education or any other agency of the U.S. Government, or any other source.
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Welcome!
Congratulations on being selected or designated to be your School’s
Parent Involvement Coordinator or Facilitator! Your school’s
particular program may be very successful and proven its
effectiveness. On the other hand, it may have some weaknesses
that need to be addressed. It may even need a complete overhaul!
Conducting an annual needs assessment can help to identify areas
that need improvement. Parental involvement programs across the
state of Arkansas vary widely. Whatever the situation may be, a
committee of parent facilitators/coordinators from around the state
has created this handbook in an effort to provide a variety of
resources, contributions of “tried and true” ideas, and many
valuable suggestions.
In this handbook, the term caregiver refers to parents,
grandparents, foster parents, and other patrons who are responsible
for a child’s well-being. Caregivers need to know whom they can
trust to assist them when a need arises. The needs will include
academic concerns, parenting issues, economic difficulties, and
disagreements with school staff. The list is endless. YOU have now
become that face and mentor to parents in your school. Arkansas
offers numerous parent involvement training opportunities. The
handbook committee challenges you to attend as many conferences
and workshops made available throughout the year as you can.
Knowledge of what is current in parent involvement will equip you
to better understand how you can serve parents more effectively.
Take time to meet and talk with other parent facilitators and
coordinators. Networking with them is another valuable tool. This
handbook of information will continue to be a work in progress by
the committee. Your input and feedback are critical as we strive to
provide fresh, up-to-date information, and innovative ideas. Please
submit your suggestions and ideas to any member of the committee
listed in the back of this handbook.
You have an awesome and rewarding job ahead of you. With a little
luck, a lot of love, some laughter and sometimes a lollipop, YOU can
be SUCCESSFUL! So get ready…PARENTS NEED YOU!
The suggestions and activities expressed in this handbook are solely those of the
handbook committee which collectively have over 100 years of experience in parent
involvement.
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LOVE, LUCK, LAUGHTER, AND LOLLIPOPS!
LOVE
Okay, so what’s love got to do with it? EVERYTHING! Yes, we know.
We’re shouting. But if you truly hope to have a successful parent involvement
program you must be NICE. We know, we’re shouting again, but we can’t
stress this point enough. Many parents and other caregivers are easily
intimidated and if you step on their toes once, just once, chances are you’ll
never see them in your Parent Center again. Nor, will you have much luck
gaining their participation in offered services.
Does this mean you should always give them their way? Of course not. But
be kind, gentle, and tactful! What if the caregiver is unkind and just
downright rude? Remember this; it is very difficult to be nasty to someone
who is being very nice to you. Patience and a friendly attitude will go a long
way in calming a caregiver and insure a return visit to your Parent Center
and/or activities you invite them to. Find private ways of releasing frustration.
For instance, after a particularly difficult day, one coordinator locked the front
door to the center at closing time, leaned back against the wall, banged her
head rather firmly on it several times and said “It’s---so---hard---to be---NICE--ALL---DAY!” Staff members burst into laughter and a little frustration was
released behind closed doors.
Compare yourself to a Wal-Mart door greeter. Wear a happy-to-see-you smile
and “the customer is right even when they’re wrong” face. And, when you
leave the store, who is there? That same greeter with the “I’m-sorry-thealarm-went-off, have-a-good-day and come-back soon!” face.
Now, ask yourself these six important questions:
•
Was the caregiver happier when they left than when they came in?
•
Did the caregiver get what he/she came in for? If not, were you able to
help the caregiver find out where to go to get it?
•
If the caregiver’s request was unreasonable or unrealistic did you offer
a satisfactory explanation without offending him/her?
•
Did you offer other options?
•
Did you make sure the caregiver knows he/she is WELCOME to come
back anytime?
•
Does the caregiver truly believe you CARE?
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LUCK
Make your own. That’s right. Make your own. Webster’s Dictionary defines
luck as “That which happens by chance; fortune or lot”. How many times
have you heard someone say something like, “I’ve had the worst luck this
week. I’ve had two flat tires. I slipped and fell over the cat. To top it all off I
was late for work this morning because my alarm didn’t go off!” Is this bad
luck or is this person really saying, “I’m driving on bad tires because I don’t
want to spend the money to get new ones. I fell because I wasn’t watching
where I was going. I was late for work this morning because I didn’t make
sure the back-up battery in my alarm clock was good.” Make sense? You
certainly can’t control everything that happens in your life or in your parental
involvement program, but you CAN make decisions that will turn things in a
more positive direction. Parents and other caregivers aren’t coming in? Why?
Is your administration not supportive enough? Why? Whatever your
concerns; what can you do to turn things around?
Now, ask yourself these seven important questions:
•
Have you completed a needs assessment to determine what parents and
caregivers in your school need and want?
•
Are you communicating effectively with caregivers and co-workers?
Do they really know what’s going on in your program? What
communication methods are effective for caregivers in your area?
•
Are you using flyers, newsletters, e-mail, telephone, bulletin boards,
and personal contact? Make sure caregivers are getting your
message!
•
Are you working hard or hardly working? Everyone notices success
including your school administrators. It’s better to do a few things
very, very well than to do several things poorly. Your program will
grow as your successes do!
•
Are you making the best use of $ in your budget? Make sure your
needs assessment results are reflected in your budget expenditures.
•
Are you spending your money where it will do the most good? Have
you explored ways to get what you want for free? Take advantage of
grant writing opportunities---many of them are actually easy to write.
•
Are you in compliance with AR Act 307 of 2007? It’s the law!
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LAUGHTER
A SMILE goes a long way and costs nothing! Laughter IS the best medicine.
Use humor every chance you get. Laughter will lighten up heavy situations.
Insert humor into parenting classes, workshops, etc. It is an effective attention
grabber! Use personal experiences and tell funny stories that relate to a given
situation. Whatever seems appropriate at the time. Sometimes a caregiver’s
situation is a sad one and he or she doesn’t feel like laughing. That’s okay. A
hug or pat on the shoulder (depending on your relationship with that person)
and a gentle “I care” smile will work just fine. Jeannie Grissom’s mother has
ended letters and notes by wishing family and friends “love, luck, laughter,
and lollipops” for well over 50 years. What a nice thought. And what a
cheery way to brighten someone’s day. Parents and other caregivers who find
your offerings enjoyable will keep coming back for more.
Now, ask yourself these five important questions:
•
Do you have a good sense of humor? No? Well guess what? You
better get one—fast! Working with parents and other caregivers is a
public relations job.
•
Are you moody and tend to hold a grudge? Yikes! This is the kiss of
death to your program! Keep smiling and let things roll off like water
off a duck’s back!
•
Have you developed the ability to laugh at yourself? Don’t let a
mistake you made get you down. If it makes the world end---cry. If
not, grin and bear it!
•
Do you play cheerful music? “Don’t Worry, Be Happy” by Bobby
McFerrin is a favorite. Playing it before workshops helps to get
parents in a happy, cheerful mood making them more receptive.
•
Are you just not funny? Do you need help? Search “parenting
humor” on the net.
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LOLLIPOPS
FEED THEM AND THEY WILL COME. It’s true. Free stuff tames the beast
in all of us. Door prizes, coupons, a holiday piece of candy, a cup of coffee,
cookies, handouts---anything you can come up with. We’ve talked about nice
and cheerful. Well, FREE is a nice, cheerful word. Caregivers like to hear it,
and, be honest---so do you! It gives you a warm, fuzzy feeling when you get
something for nothing. Just remember, a parent or other caregiver’s time is
very valuable to them. We are in the “fast days”. Fast food, fast internet, fast
cars (road rage has never been worse) ---you get it. Everybody’s in a hurry.
Seems like there just are not enough hours in the day. If you expect caregivers
to take time out of their extremely busy day to participate in your program,
you better make sure you make it worth their while. Do your first workshop of
the year based on needs assessment results. In other words, make sure it’s on a
high interest topic. Make absolutely sure it’s GREAT even if only one or two
people show up. Why? Because if it’s fantastic, who will come the next time
you conduct a workshop or event? Of course--their friends. The next time
you do one you’ll get friends of their friends. That’s how you build a program.
Word of mouth is a powerful tool. Make sure the words are positive ones.
Previews for a movie may look really good. But what happens if a friend of
yours goes to see the movie and comes back saying, “Ugh, it was awful”.
Chances are you won’t risk wasting your money.
Now, ask yourself these four important questions:
•
Does it bother you to ask? If so, get a volunteer who doesn’t mind.
Make sure he/she is personable.
•
Have you asked your local merchants for donations? Donations are
tax write-offs for them. They like to donate. But if for whatever reason
they say no, leave them your card. They will contact you if they change
their minds or come up with something.
•
Have you forgotten merchants outside your local area? For instance if
you need reference books, write letters to publishers for donations.
•
Have you communicated your needs to your caregivers? Their
employers, families, or friends may be willing to help.
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Table of Contents
I. WELCOME/INTRODUCTION……………………………………2-6
II. TABLE OF CONTENTS…………………………………………7-11
III. LAWS AND TIMELINE
Timeline…………...………………….………….......................................12
AR ACT 307 (2007) Amended 603 (2003) (Overview)…………………..13
AR ACT 307 0f 2007 Abbreviated Version……..………………….....14-15
AR ACT 603 (2003)/307 Amended Law…………………………...…17-21
AR Comprehensive School Improvement Plan (ACSIP)…………………22
AR ACT 807 Monitoring Instrument……………………………………..23
ACT 2243 Parent Information Sheet (English)…………………………...24
ACT 2243 Parent Information Sheet (Spanish)……………………….…..25
U.S. Dept of Education Parental Involvement Sample Template……..26-32
No Child Left Behind/Title I Parental Involvement (Overview)………….33
Federal Title I, Section 1118, Part A of the Elementary and Secondary
Education ACT As Amended by the No Child Left Behind ACT…...34-39
PIRC (Parent Information and Resource Centers) established by the U. S.
Department of Education………………………………………………40-41
IV. NO CHILD LEFT BEHIND (FOR PARENTS)………………42-50
V. DIVERSITY ISSUES...…………………………………………......51
Special Needs..........................................................................................52-53
Non-English Speaking Families..............................................................54-56
Cultural Issues.........................................................................................57-58
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Table of Contents (Continued)
VI. ADMINISTRATIVE..............................................................................59
Staffing...……………………………………………….…………............60-61
Salary…………………………………………………………...………........62
Budget…………………………………………………………………..........63
Advisory Council………………...…………………………….....................64
VII.
RESOURCES AND REFERENCES................................................65
Arkansas Parent Coordinator Association (APCA)........................................66
Arkansas Parent Coordinator Association – Service areas by county............67
Web Sites………………………………………………… ……………..68-69
Resource Books……………………………………………………..…...70-71
Parenting Curriculums………………………………………………............72
VIII. SCHOOL PARENT COMPACT TITLE I, PART A....................73
School Parent Compact Sample………………………………..…….......74-78
Little Rock School District Home School Compact…………………......79-80
Little Rock School District Home School Learning Compact (English)...81-82
Little Rock School District Home School Compact (Spanish)… …….....83-84
IX. PARENT CENTERS.............................................................................85
Parent Center Overview..................................................................................86
Purpose of the Parent Center………………………………………….....87-88
Sample Parent Center Core Belief (Benton Schools)…………………...…..89
Sample Parent Center Services………………………………………...…...90
Sample Parent Center Staff Functions (Vilonia)......................................91-92
Sample Resource Directory.....................................................................93-95
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Frequently Asked Questions/Unusual Questions......................................96-97
School Parent Center Handout by AR State PIRC……………………..98-107
X. BROCHURE SAMPLES...................................................................108
Benton Public Schools, Benton....................................................................109
Fort Smith Public Schools, Fort Smith..................................................110-111
Geyer Springs Elementary, Little Rock.......................................................112
Lake Hamilton, Pearcy.................................................................................113
Park Elementary, Corning............................................................................114
Southside Public Schools......................................................................115-116
Springdale Public Schools, Springdale.................................................117-118
Vilonia Public Schools, Vilonia............................................................119-120
Westside Public Schools, Jonesboro............................................................121
XI.
NEWSLETTER SAMPLES..........................................................122
Ashdown Public Schools……..………...…….…………………........123-125
Dumas Public Schools.............................. …….…………...…….......126-128
J.O. Kelly (Springdale Public Schools)................................................129-130
Willis Shaw Elementary (Springdale Public Schools)...………….….131-132
Vilonia Public Schools…………………………...………...…….......133-134
XII.
EVENT FLYERS/SIGN IN SHEETS.........................................135
Benton Parent Center Flyers.................................................................136-141
Southside Parent Center (Batesville)Flyers..........................................142-143
Fort Smith Parent Center Flyers...........................................................144-149
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XIII. SAMPLE JOB DESCRIPTIONS.....................................................150
Parent Involvement Facilitator (Fort Smith Public Schools)..........................151
Parent Facilitator (Little Rock Public Schools)……....……..........................152
Parent Center Coordinator (Vilonia Public Schools)..............................153-154
Parent Center Aide (Vilonia Public Schools)…………....….........................155
Parent Center Coordinator, (Westside/Jonesboro).........................................156
XIV.
PARENT LENDING LIBRARY....................................................157
Suggested Books and Videos for Parents……………………….....…..158-160
Suggested Books for Children…..…………………..............................160-161
Sample Materials (Benton & Southside Schools)……………………..162-163
XV.
PARENT ENRICHMENT INFORMATION…………….……..164
Benton Public Schools (Pace)….……………….……...….......…................165
Vilonia Public Schools………….……………………….………................166
XVI.
PARENT VOLUNTEER FORMS /NEEDS ASSESMENT….167
Dumas Public Schools...........................................................................168-169
Lake Hamilton Public Schools………………………………………..170-173
Little Rock Public Schools....................................................................174-175
Southside School District......................................................................176-179
Dr. Joyce Epstein (John Hopkins)…..….………………………..…...180-181
Barber Valley Books……………………………………………....…..….182
Westside Schools………………………………………………....…..183-187
XVII. SCHOOL/FAMILY/COMMUNITY PARTNERSHIPS…......188
Six Keys to Successful School Involvement (Dr. Joyce Epstein)…….….189
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Action Team Process/Plan………………………………………….…..190-191
Customer Service Key to Creating Family Friendly Schools…….................192
An Inventory of School Family Community Partners (John Hopkins)...193-196
XVIII. PARENT INVOLVEMENT IDEAS……………………………197
Parent Involvement Ideas (Elementary)………………………………..199-201
Parent Involvement Ideas (Middle School)…………………………….202-205
Parent Involvement Ideas (High School)………………………………206-208
Forty-Four Proven Ideas.........................................................................210-212
Activity/ Family Night Activities (The Parent Institute)…....................213-214
Fifty Things Can Say to Their Children to Praise & Encourage Them……215
XIX. ARKANSAS STATE PIRC INFORMATION………………216-225
XX. EDUCATIONAL ACRONYMS AND TERMS……………..226-232
XXI.
HANDBOOK COMMITTEE………………………………233-234
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III. School Parental Involvement Timeline
2007 - AR ACT 307 (2007) Amended 603 (2003) (Overview)
2007 - AR ACT 307 0f 2007 Abbreviated Version
2007 - AR ACT 603 (2003)/307 Amended Law
2007 - AR Comprehensive School Improvement Plan (ACSIP)
2007 - AR ACT 807 Monitoring Instrument
2007 - ACT 2243 Parent Information Sheet (English)
2007 - ACT 2243 Parent Information Sheet (Spanish)
2004 - U.S. Department of Education Parental Involvement Sample Template
2001 - No Child Left Behind/Title I Parental Involvement (Overview)
2001 - Federal Title I, Section 1118, Part A of the Elementary and Secondary
Education ACT As Amended by the No Child Left Behind ACT
1995 --- PIRC (Parent Information and Resource Centers) established by the
U. S. Department of Education
1994 --- Federal Goals 2000: Educate America ACT*
1965 – Federal Elementary and Secondary ACT (ESEA)*
* These can be found on the Federal Website
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Arkansas ACT 307 of 2007
(Revised ACT 603 of 2003)
Unless you are new to the world of parental involvement, you are already
familiar with ACT 307. Regardless, we hope to offer some helpful tips here.
ACT 603 of 2003 requires public schools to create a parental involvement plan
and to review and update it annually. ACT 307 made some changes to ACT
603. For instance, Family Kits are now called Informational Packets and
Make a Difference evenings are Parent Involvement Meetings. We are no
longer mandated to thank parents for attending Parent/Teacher conferences by
putting a notice in a local newspaper. A copy of the revised bill follows this
page. Please note that words with a line through them were deleted. Words
with a line under them were added. Please take special note that although the
two parent/teacher conferences were deleted in Act 307, they are required
under Arkansas Department of Education’s Standards for Accreditation.
The Arkansas Department of Education provided guidelines to assist schools
in implementing ACT 603. This handbook contains updated the guidelines in
an effort to include and clarify the revisions made to ACT 603 by ACT 307 of
2007. Parent Facilitators are encouraged to review this information.
We recommend the following regarding annual distribution of Informational
Packets. Include a volunteer survey as required by ACT 307 and student
handbooks which will already include a lot of the required information. Add a
needs assessment survey (include workshop interest questions), your first
newsletter of the year, an invitation to alumnus to join your advisory council
or commission, and an invitation to your parent center open house. Deliver the
packets at the beginning of the school year when caregivers are LOOKING
FOR INFORMATION! Those of us who do this receive a fantastic response.
Use the volunteer surveys to quickly compile “volunteer resource books” for
minimal cost. Distribute these resource books in your teacher lounges. Your
needs assessment results will let you know what workshops/classes caregivers
in your area are most interested in and so forth. Add the assessment results to
evaluations and feedback from the previous school year. Presto! You will
have compiled information vital to reviewing and updating your parental
involvement plan. Presto again! You’ll be well on your way to getting
through the checklist at the beginning of the year. Nice.
If you are new, please don’t let this bill overwhelm you. It really isn’t as hard
as it may seem. Anytime you need help or have questions, please feel free to
call any member of the handbook committee who helped compile this
handbook, Arkansas Department of Education, or the Arkansas State (PIRC)
Parent Information Resource Center office.
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Arkansas Department of Education
Guidelines for ACT 307 of 2007
(Revised ACT 603 of 2003)
Parental Involvement Plan
The purpose of this ACT requires a public school to create a parental
involvement plan. The Arkansas State Department of Education recognizes
the shared responsibility of the school and family during the time the child
spends in school. Engaging parents is essential to improving student
achievement.
The purpose of this ACT is to ensure that each public school implements a
parental involvement plan. It is not the intention of the law for districts or
schools with existing programs to create new programs but rather an
opportunity to maintain and enhance existing programs. The following
guidelines are provided to assist schools in implementing this act.
Parent Involvement Plan:
Each public school district and each public school within its boundaries, in
collaboration with parents, shall develop a parental involvement plan. The
parental involvement plan must be on file at each school. Every school district
shall review and update the plan annually and it shall be included in the
school’s Arkansas Comprehensive School Improvement Plan (ACSIP)
enhancing parental involvement.
Program Component:
Involve parents of the school, alumni, and community members.
Address grade levels and individual needs of the school.
Implement a volunteer plan.
Planned activities and events:
• Parent involvement meetings which may be the school’s Annual Public
meeting.
• Orientation and open-house for parents
• Elementary, middle & secondary school activities, meetings, and seminars
involving parents such as the following:
• Literacy/Math/Science Nights
• Student programs
• Career nights
• Ensure the availability of resources such as books and magazines as funds
are available. (Current or existing materials may meet this requirement)
• Enable the formation of a parent teacher association or organization.
Informational Packets to be distributed annually:
Provide information to parents with information such as the following:
• Telephone number & personnel listing (e.g., Parent Facilitator, etc.)
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•
•
•
School Handbook (include school’s process for resolving parental
concerns)
E-mail addresses of school and other general information
Web page addresses (school and teacher)
http://www.familylit.com
http://www.arkansaspta.org
http://www.parentsplace.com
http://wwwparentsoup.com
http://www.parenthoodweb.com
http://www.parenting-ed.org
Parent/Teacher Conferences:
Although the two parent/teacher conferences per school year were deleted in
ACT 307 of 2007, they must be included as part of Arkansas Department of
Education’s Rules Governing Standards For Accreditation of Arkansas Public
Schools and School Districts.
Parent Centers:
Designate a parent center site as funds are available (Current sites may meet
this requirement)
Policies:
Policies ensuring parent participation and an inviting environment
• Parent visitation
• Pick-up procedures
• Classroom visitation
(Current or existing materials may meet this requirement)
Facilitator:
Designate a parent involvement facilitator with a current certified Arkansas
teacher’s license who may supervise a parent center coordinator or volunteers,
etc.
Professional Development:
The Arkansas Department of Education and the Arkansas State Parenting
Information Resource Center (PIRC) will assist teachers and administrators in
fulfilling the professional development requirements as required by ACT 307.
• Teachers must have at least two hours of professional development on
understanding effective parent involvement strategies.
• Administrators must have at least three hours of professional development
that include understanding effective parent involvement strategies and the
importance of administrative leadership in parent/school involvement.
Funding:
Upon meeting the requirements of ACT 307, including a designated facilitator
and resources, schools may supplement the school’s parent involvement plan.
Schools are not required to place any funds with this mandate.
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Parental Involvement Requirements
ACT 307 (Amended ACT 603)
Amendments or New Wording
1.
2.
3.
4.
5.
6.
7.
8.
Informational Packets (formerly Family Kits)
Materials in library for parenting as funds are available
Parent Center (as funds are available)
Parents Involvement Meetings (formerly Parents Make a Difference
Evenings)
Volunteer Resource Book; Survey is now in the Informational Packets
and we encourage staff to use surveys.
School's process for resolving parental concerns; Place in Handbook
instead of publishing
Alumni Advisory Committee; Consider recruiting alumni committee
Parent Facilitator; Help organize training
ADDED
Enable formation and support of:
Parent Teacher Association (PTA) or Parent Teacher Organization (PTO)
DELETED
1. Paychecks
2. 2 Parent Teacher Conferences (Deleted by ACT 307 but still mandated by
state law)
3. Changes “Parents Make a Difference Night” wording
4. Changed Family Kits wording
5. Policy about picking children up
6. Printing statement of attesting to the school’s commitment to parent
involvement
7. Newspaper recognition of Parent Teacher Conferences
ACT 307 of 2007 Addressed in ACSIP
1. Information Packets (formerly Family Kits)
2. Parent Involvement Meetings (formerly “Parents Make a Difference
Evenings”)
3. Volunteer Resource Book
4. School’s process for resolving parental concerns in the handbook
5. Seminars to inform parents how to be involved in school decisions
6. Enable formation of PTA or PTO
7. Parent Facilitator
Professional Development
Professional Development NO Changes! (In ACT 603 of 2003/ ACT
307 of 2007)
2 hours parent/school involvement for teachers
3 hours parent/school involvement for administrators
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Arkansas Comprehensive School
Improvement Plans (ACSIP)
ACT 307 of 2007 requires ACSIP Plans to include a separate action
addressing each of the following components of Parental Engagement:
Informational Packets
The schools Parental Involvement Plan should include:
• The recommended role of the parent, teacher, student, and school.
• Ways for the parent to become involved in the school and his or her
child’s education.
• A survey for the parent regarding volunteering at the school; activities
planned throughout the school year.
• A system to allow the parents and the teachers to communicate in a
regular, 2-way meaningful manner with the child’s teacher and
principal
Parent Involvement Meetings
A report should be given to parents with an overview of:
• What the students will be learning?
• How the students will be assessed?
• How a parent can assist and make a difference in his or her child’s
education.
Volunteer Resource Book
Interests are listed and availability of volunteers so that the school staff
may determine how frequently a volunteer would like to participate. Offer
options to include helping at home; match schools needs with volunteer
interests.
School’s process for resolving parental concerns in school’s handbook:
This should include how to define a problem, whom to approach first, and how
to develop solutions. Notice the underlined wording change and requirement.
Seminars to inform parents of high school students in future decisions
Such as those decisions affecting course selections, career planning, and
preparation for postsecondary opportunities.
Enable Formation of PTA or PTO
These are to foster parental and community involvement within the school.
Leaders of this organization shall be utilized in important decisions affecting
the children and families.
Parent Facilitator
This should be a certified staff member who shall receive supplemental pay for
the assigned duties as required by law. Supplemental pay varies for each
school district.
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ACT 2243 – It’s the Law
Parent Information Sheet
Did your child test “proficient” on the Math and Literacy Benchmarks or high
school End-of-Course exams? If your answer is no, seriously consider the
following:
Each student identified as not meeting the satisfactory pass levels
on the Benchmark or high school End-of-Course exams is
REQUIRED to participate in the AIP process
AIP = ACADEMIC IMPROVEMENT PLAN
(TO HELP STUDENTS PASS THE BENCHMARK AND END-OF-COURSE EXAMS)
This plan will be developed for each student not performing at the proficient
level on every portion of the Benchmark tests. The plan will contain a detailed
description of intervention and remedial instruction used in addressing the
student’s areas of deficiency.
What are you required to do as a parent?
Your child’s school will contact you in order to schedule a conference with the
AIP Team. During the conference, you will be required to sign-off on the AIP.
What action should take place?
Schools must notify parents of their role and consequences for students’
failure to participate in the AIP process. Students must participate in
intervention and remedial instruction in order to advance to next grade level or
receive credit.
How long does the AIP process last?
The AIP will continue until the student demonstrates proficiency.
What happens if your child does not participate?
Beginning 2005-2006 Students at the elementary and middle level who DO
NOT participate in this process shall be retained and shall not be promoted
to the next grade
Beginning 2005-2006 Students at the high school level who DO NOT
participate in this process shall not receive credit on their transcript for the
course. (Algebra I, Geometry, or English III)
Cautionary Notes….
High Schools - Remedial instruction and activities will NOT take the place of
core courses required for graduation.
Special Education - The Individual Educational Plan (IEP) will only address
academic areas that are a result of a disability. In this case, the IEP meets
the requirement of the AIP. If not, an AIP is REQUIRED
Websites:
Systems –
Arkansas Department of Education – http://arkansased.org
Just for Kids --- www.just4kids.org
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National Office for Research, Measurement and Evaluation
http://normes.uark.edu
¿Obtuvo su hijo(a) la calificación de “competente” en los exámenes de final
de curso de la secundaria o en los exámenes comparativos (Benchmark) de
matemáticas y lectoescritura? Si su respuesta es no, considere seriamente lo
siguiente:
Todo estudiante que no alcance los niveles para pasar satisfactoriamente
los exámenes comparativos (Benchmark) o los de final de curso de la
escuela secundaria, OBLIGATORIAMENTE DEBE participar en el
proceso del AIP.
AIP = PLAN DE MEJORAMIENTO ACADÉMICO (PARA AYUDAR A LOS
ESTUDIANTES A PASAR LOS EXÁMENES BENCHMARK Y DE FINAL DE
CURSO)
Este plan será desarrollado por todos los estudiantes que no tuvieron un nivel
competente en todas las secciones de las pruebas Benchmark. El plan contiene
una descripción detallada de la intervención e instrucción de recuperación que se
usará para tratar las áreas en las que el estudiante tiene deficiencias.
¿Qué se requiere que usted haga como padre?
La escuela de su hijo le contactará para programar una reunión con el equipo del
AIP. Durante la reunión, será necesario que usted firme el AIP.
¿Qué acción debe ocurrir?
Las escuelas deben notificar a los padres sobre su papel y las consecuencias de
que los estudiantes no participen en el proceso AIP. Los estudiantes deben
participar en la intervención y la instrucción de recuperación para poder avanzar
al nivel del siguiente grado o recibir crédito.
¿Cuánto dura el proceso del AIP?
El AIP continuará hasta que el estudiante demuestre ser competente.
¿Qué ocurre si su hijo(a) no participa?
Comenzando el 2005-2006. Los estudiantes de los niveles elemental y medio
que NO participen en este proceso serán retenidos y no serán promovidos al
nivel del siguiente grado.
Comenzando el 2005-2006. Los estudiantes del nivel de secundaria que NO
participen en este proceso no recibirán créditos en su certificado del curso.
(Álgebra I, Geometría I o Inglés III).
Notas de advertencia…
Escuelas de secundaria - La instrucción y las actividades de recuperación NO
reemplazan los cursos esenciales exigidos para la graduación.
Educación especial - El plan educativo individual (IEP, por sus siglas en inglés)
sólo abordará las áreas académicas que son el resultado de una discapacidad.
En este caso, el IEP cumple con los requerimientos del AIP. Si no, SE
REQUIERE un AIP.
25
These two templates are copied from U. S. Department of Education
document:
“Parental Involvement: Title I, Part A Non-Regulatory Guidance”
Dated April 23, 2004.
Appendix D: District Wide Parental Involvement Policy
SAMPLE TEMPLATE*
NOTE: In support of strengthening student academic achievement, each local
educational agency (LEA or school district) that receives Title I, Part A funds
must develop jointly with, agree on with, and distribute to, parents of
participating children a written parental involvement policy that contains
information required by section 1118(a)(2) of the Elementary and Secondary
Education Act (ESEA) (district wide parental involvement policy). The policy
establishes the LEA’s expectations for parental involvement and describes
how the LEA will implement a number of specific parental involvement
activities, and is incorporated into the LEA’s plan submitted to the State
educational agency (SEA).
School districts, in consultation with parents, may use the sample template
below as a framework for the information to be included in their parental
involvement policy. School districts are not required to follow this sample
template or framework, but if they establish the district’s expectations for
parental involvement and include all of the components listed under
“Description of How District Will Implement Required District-wide Parental
Involvement Policy Components” below, they will have incorporated the
information that section 1118(a)(2) requires be in the district wide parental
involvement policy. School districts, in consultation with parents, are
encouraged to include other relevant and agreed upon activities and actions as
well that will support effective parental involvement and strengthen student
academic achievement.
PART I.
*
*
*
*
GENERAL EXPECTATIONS
*
(SAMPLE TEMPLATE)
[NOTE: Each district in its District-wide Parental Involvement Policy must
establish the district’s expectations for parental involvement. [Section
1118(a)(2), ESEA.] There is no required format for those written expectations;
however, this is a sample of what might be included.]
The
name of school district
agrees to implement the following statutory requirements:
26
The school district will put into operation programs, activities and procedures
for the involvement of parents in all of its schools with Title I, Part A
programs, consistent with section 1118 of the Elementary and Secondary
Education Act (ESEA). Those programs, activities and procedures will be
planned and operated with meaningful consultation with parents of
participating children.
Consistent with section 1118, the school district will work with its schools to
ensure that the required school-level parental involvement policies meet the
requirements of section 1118(b) of the ESEA, and each include, as a
component, a school-parent compact consistent with section 1118(d) of the
ESEA.
The school district will incorporate this district wide parental involvement
policy into its LEA plan developed under section 1112 of the ESEA.
In carrying out the Title I, Part A parental involvement requirements, to the
extent practicable, the school district and its schools will provide full
opportunities for the participation of parents with limited English proficiency,
parents with disabilities, and parents of migratory children, including
providing information and school reports required under section 1111 of the
ESEA in an understandable and uniform format and, including alternative
formats upon request, and, to the extent practicable, in a language parents
understand.
If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA,
is not satisfactory to the parents of participating children, the school district
will submit any parent comments with the plan when the school district
submits the plan to the State Department of Education.
The school district will involve the parents of children served in Title I, Part A
schools in decisions about how the 1 percent of Title I, Part A funds reserved
for parental involvement is spent, and will ensure that not less than 95 percent
of the one percent reserved goes directly to the schools.
The school district will be governed by the following statutory definition of
parental involvement, and expects that it’s Title I schools will carry out
programs, activities and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular, two-way,
and meaningful communication involving student academic learning and other
school activities, including ensuring:
(A) that parents play an integral role in assisting their child’s learning;
(B) that parents are encouraged to be actively involved in their child’s education at
school;
27
(C) that parents are full partners in their child’s education and are included, as
appropriate, in decision-making and on advisory committees to assist in the
education of their child;
(D) the carrying out of other activities, such as those described in section 1118 of
the ESEA.
[For States where a Parental Information and Resource Center is established]
The school district will inform parents and parental organizations of the
purpose and existence of the Parental Information and Resource Center in the
State.
PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT
REQUIRED DISTRICT WIDE PARENTAL INVOLVEMENT POLICY
COMPONENTS
(SAMPLE TEMPLATE)
[NOTE: The District-wide Parental Involvement Policy must include a
description of how the district will implement or accomplish each of the
following components. [Section 1118(a)(2), ESEA.] This is a “sample
template” as there is no required format for these descriptions. However,
regardless of the format the district chooses to use, a description of each of the
following components below must be included in order to satisfy statutory
requirements.]
1. The __name of school district________ will take the following actions to
involve parents in the joint development of its district wide parental
involvement plan under section 1112 of the ESEA:
(List actions.)
2. The __name of school district________ will take the following actions to
involve parents in the process of school review and improvement under section
1116 of the ESEA:
(List actions.)
3. The name of school district will provide the following necessary
coordination, technical assistance, and other support to assist Title I, Part A
schools in planning and implementing effective parental involvement activities
to improve student academic achievement and school performance:
(List activities.)
28
4. The name of school district will coordinate and integrate parental
involvement strategies in Part A with parental involvement strategies under the
following other programs: [Insert programs, such as: Head Start, Reading
First, Early Reading First, Even Start, Parents As Teachers, Home Instruction
Program for Preschool Youngsters, and State-operated preschool programs],
by:
(List activities.)
5. The name of school district_ will take the following actions to conduct, with
the involvement of parents, an annual evaluation of the content and
effectiveness of this parental involvement policy in improving the quality of its
Title I, Part A schools. The evaluation will include identifying barriers to
greater participation by parents in parental involvement activities (with
particular attention to parents who are economically disadvantaged, are
disabled, have limited English proficiency, have limited literacy, or are of any
racial or ethnic minority background). The school district will use the findings
of the evaluation about its parental involvement policy and activities to design
strategies for more effective parental involvement, and to revise, if necessary
(and with the involvement of parents) its parental involvement policies.
(List actions, such as describing how the evaluation will be conducted,
identifying who will be responsible for conducting it and explaining what role
parents will play)
The ___name of school district___________ will build the schools’ and
parent’s capacity for strong parental involvement, in order to ensure effective
involvement of parents and to support a partnership among the school
involved, parents, and the community to improve student academic
achievement, through the following activities specifically described below:
A. The school district will, with the assistance of its Title I, Part A schools,
provide assistance to parents of children served by the school district or
school, as appropriate, in understanding topics such as the following, by
undertaking the actions described in this paragraph:
the State’s academic content standards,
the State’s student academic achievement standards,
the State and local academic assessments including alternate assessments,
the requirements of Part A,
how to monitor their child’s progress, and
how to work with educators.
(List activities, such as workshops, conferences, classes, both in-State and outof-State, including any equipment or other materials that may be necessary to
ensure success.)
B. The school district will, with the assistance of its schools, provide materials
and training to help parents work with their children to improve their
29
children’s academic achievement, such as literacy training, and using
technology, as appropriate, to foster parental involvement, by:
(List activities.)
C. The school district will, with the assistance of its schools and parents, educate
its teachers, pupil services personnel, principals and other staff, in how to
reach out to, communicate with, and work with parents as equal partners, in
the value and utility of contributions of parents, and in how to implement and
coordinate parent programs and build ties between parents and schools, by:
(List activities.)
D. The school district will, to the extent feasible and appropriate, coordinate and
integrate parental involvement programs and activities with Head Start,
Reading First, Early Reading First, Even Start, Home Instruction Programs for
Preschool Youngsters, the Parents as Teachers Program, and public preschool
and other programs, and conduct other activities, such as parent resource
centers, that encourage and support parents in more fully participating in the
education of their children, by:
(List activities.)
E. The school district will take the following actions to ensure that information
related to the school and parent- programs, meetings, and other activities, is
sent to the parents of participating children in an understandable and uniform
format, including alternative formats upon request, and, to the extent
practicable, in a language the parents can understand:
(List actions.)
PART III. DISCRETIONARY DISTRICT WIDE PARENTAL
INVOLVEMENT POLICY COMPONENTS
(SAMPLE TEMPLATE)
NOTE: The District-wide Parental Involvement Policy may include additional
paragraphs listing and describing other discretionary activities that the school
district, in consultation with its parents, chooses to undertake to build parents’
capacity for involvement in the school and school system to support their
children’s academic achievement, such as the following discretionary activities
listed under section 1118(e) of the ESEA.
•
involving parents in the development of training for teachers,
principals, and other educators to improve the effectiveness of that
training;
30
•
providing necessary literacy training for parents from Title I, Part A
funds, if the school district has exhausted all other reasonably available
sources of funding for that training;
•
paying reasonable and necessary expenses associated with parental
involvement activities, including transportation and child care costs, to
enable parents to participate in school-related meetings and training
sessions;
•
training parents to enhance the involvement of other parents;
•
in order to maximize parental involvement and participation in their
children’s education, arranging school meetings at a variety of times,
or conducting in-home conferences between teachers or other
educators, who work directly with participating children, with parents
who are unable to attend those conferences at school;
•
adopting and implementing model approaches to improving parental
involvement;
•
establishing a district wide parent advisory council to provide advice
on all matters related to parental involvement in Title I, Part A
programs;
•
developing appropriate roles for community-based organizations and
businesses, including faith-based organizations, in parental
involvement activities;
•
and providing other reasonable support for parental involvement
activities under Section 1118 as parents may request.
31
PART IV. ADOPTION
(SAMPLE TEMPLATE)
This District-wide Parental Involvement Policy has been developed jointly
with, and agreed on with, parents of children participating in Title I, Part A
programs, as evidenced by ______________________.
This policy was adopted by the __name of school district
__ on
__mm/dd/yy______ and will be in effect for the period of _______. The
school district will distribute this policy to all parents of participating Title I,
Part A children on or before _________________.
_______________________________
(Signature of Center Authorized Official)
_______________________________
(Date)
*This sample template of a District-wide Parental Involvement Policy is not an
official U.S. Department of Education document. It is provided only as an
example.
32
No Child Left Behind / Title 1 Parental
Involvement Requirements (NCLB)
No Child Left Behind (NCLB)/Title 1 statute defines parental involvement as
the participation of parents in regular, two-way, meaningful communication
involving student academic learning and other school activities including
ensuring that:
•
Parents play an integral role in their child’s learning.
•
Parents are encouraged to be actively involved in their child’s
education at school.
•
Parents are full partners in their child’s education and are included, as
appropriate, in decision-making, and on advisory committees to assist
in the education of their child.
•
Other activities are carried out.
•
Local Education Associations (LEA’s) shall convene an annual
meeting to which all parents of participating children shall be invited
and encouraged to attend, to inform parents of their school’s
participation under Title 1 and explain Title 1 requirements, and the
right of parents to be involved.
•
Communication must be in an easily understandable format with
translations for parents with limited English proficiency and to parents
with disabilities as well as to all other parents.
On the following pages we have included the U. S. Department of Education
Guidelines template for Parental Involvement Title I Part A.
33
No Child Left Behind Act,
Title I, Section 1118:
PARENTAL INVOLVEMENT
(a) LOCAL EDUCATIONAL AGENCY POLICY
(1) IN GENERAL- A local educational agency may receive funds under this
part only if such agency implements programs, activities, and procedures for
the involvement of parents in programs assisted under this part consistent with
this section. Such programs, activities, and procedures shall be planned and
implemented with meaningful consultation with parents of participating
children.
(2) WRITTEN POLICY- Each local educational agency that receives funds
under this part shall develop jointly with, agree on with, and distribute to,
parents of participating children a written parent involvement policy. The
policy shall be incorporated into the local educational agency’s plan developed
under section 1112, establish the agency’s expectations for parent
involvement, and describe how the agency will;
(A) involve parents in the joint development of the plan under section 1112, and
the process of school review and improvement under section 1116;
(B) provide the coordination, technical assistance, and other support necessary
to assist participating schools in planning and implementing effective parent
involvement activities to improve student academic achievement and school
performance;
(C) build the schools’ and parents’ capacity for strong parental involvement as
described in subsection (e);
(D) coordinate and integrate parental involvement strategies under this part with
parental involvement strategies under other programs, such as the Head Start
program, Reading First program, Early Reading First program, Even Start
program, Parents as Teachers program and Home Instruction Program for
Preschool Youngsters, and State-run preschool programs;
(E) conduct, with the involvement of parents, an annual evaluation of the
content and effectiveness of the parental involvement policy in improving the
academic quality of the schools served under this part, including identifying
barriers to greater participation by parents in activities authorized by this
section (with particular attention to parents who are economically
disadvantaged, are disabled, have limited English proficiency, have limited
literacy, or are of any racial or ethnic minority background), and use the
34
findings of such evaluation to design strategies for more effective parental
involvement, and to revise, if necessary, the parental involvement policies
described in this section; and
(F) involve parents in the activities of the schools served under this part.
(3) RESERVATION(A) IN GENERAL- Each local educational agency shall reserve not less than 1
percent of such agency’s allocation under subpart 2 of this part to carry out
this section, including promoting family literacy and parenting skills, except
that this paragraph shall not apply if 1 percent of such agency’s allocation
under subpart 2 of this part for the fiscal year for which the determination is
made is $5,000 or less.
(B) PARENTAL INPUT- Parents of children receiving services under this part
shall be involved in the decisions regarding how funds reserved under
subparagraph (A) are allotted for parental involvement activities.
(C) DISTRIBUTION OF FUNDS- Not less than 95 percent of the funds reserved
under sub-paragraph (A) shall be distributed to schools served under this part.
(b) SCHOOL PARENTAL INVOLVEMENT POLICY
(1) IN GENERAL- Each school served under this part shall jointly develop with,
and distribute to, parents of participating children a written parental
involvement policy, agreed on by such parents that shall describe the means
for carrying out the requirements of subsections (c) through (f). Parents shall
be notified of the policy in an understandable and uniform format and, to the
extent practicable, provided in a language the parents can understand. Such
policy shall be made available to the local community and updated
periodically to meet the changing needs of parents and the school.
(2) SPECIAL RULE- If the school has a parental involvement policy that applies
to all parents, such school may amend that policy, if necessary, to meet the
requirements of this subsection.
(3) AMENDMENT- If the local educational agency involved has a school districtlevel parental involvement policy that applies to all parents, such agency may
amend that policy, if necessary, to meet the requirements of this subsection.
(4) PARENTAL COMMENTS- If the plan under section 1112 is not satisfactory
to the parents of participating children; the local educational agency shall
submit any parent comments with such plan when such local educational
agency submits the plan to the State.
(c) POLICY INVOLVEMENT- Each school served under this part shall
35
(1) convene an annual meeting, at a convenient time, to which all parents of
participating children shall be invited and encouraged to attend, to inform
parents of their school’s participation under this part and to explain the
requirements of this part, and the right of the parents to be involved;
(2) offer a flexible number of meetings, such as meetings in the morning or
evening, and may provide with funds provided under this part, transportation,
child care, or home visits, as such services relate to parental involvement;
(3) involve parents, in an organized, ongoing, and timely way, in the planning,
review, and improvement of programs under this part, including the planning,
review, and improvement of the school parental involvement policy and the
joint development of the school wide program plan under section 1114(b)(2),
except that if a school has in place a process for involving parents in the joint
planning and design of the school’s programs, the school may use that process
if such process includes an adequate representation of parents of participating
children;
(4) provide parents of participating children
(d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC
AHIEVEMENT
As a component of the school-level parental involvement policy developed
under subsection (b), each school served under this part shall jointly develop
with parents for all children served under this part a school-parent compact
that outlines how parents, the entire school staff, and students will share the
responsibility for improved student academic achievement and the means by
which the school and parents will build and develop a partnership to help
children achieve the State’s high standards. Such compact shall;
(1) describe the school’s responsibility to provide high-quality curriculum and
instruction in a supportive and effective learning environment that enables the
children served under this part to meet the State’s student academic
achievement standards, and the ways in which each parent will be responsible
for supporting their children’s learning, such as monitoring attendance,
homework completion, and television watching; volunteering in their child’s
classroom; and participating, as appropriate, in decisions relating to the
education of their children and positive use of extracurricular time; and
(2) address the importance of communication between teachers and parents on an
ongoing basis through, at a minimum;
(A) parent teacher conferences in elementary schools, at least annually, during
which the compact shall be discussed as the compact relates to the individual
child’s achievement;
(B) frequent reports to parents on their children’s progress; and
36
(C) reasonable access to staff, opportunities to volunteer and participate in their
child’s class, and observation of classroom activities.
(e) BUILDING CAPACITY FOR INVOLVEMENT
To ensure effective involvement of parents and to support a partnership among
the school involved, parents, and the community to improve student academic
achievement, each school and local educational agency assisted under this
part;
(1) shall provide assistance to parents of children served by the school or local
educational agency, as appropriate, in understanding such topics as the State’s
academic content standards and State student academic achievement standards,
State and local academic assessments, the requirements of this part, and how
to monitor a child’s progress and work with educators to improve the
achievement of their children;
(2) shall provide materials and training to help parents to work with their children
to improve their children’s achievement, such as literacy training and using
technology, as appropriate, to foster parental involvement;
(3) shall educate teachers, pupil services personnel, principals, and other staff,
with the assistance of parents, in the value and utility of contributions of
parents, and in how to reach out to, communicate with, and work with parents
as equal partners, implement and coordinate parent programs, and build ties
between parents and the school;
(4) shall, to the extent feasible and appropriate, coordinate and integrate parent
involvement programs and activities with Head Start, Reading First, Early
Reading First, Even Start, the Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program, and public preschool and other
programs, and conduct other activities, such as parent resource centers, that
encourage and support parents in more fully participating in the education of
their children;
(5) shall ensure that information related to school and parent programs, meetings,
and other activities are sent to the parents of participating children in a format
and, to the extent practicable, in a language the parents can understand;
(6) may involve parents in the development of training for teachers, principals,
and other educators to improve the effectiveness of such training;
(7) may provide necessary literacy training from funds received under this part if
the local educational agency has exhausted all other reasonably available
sources of funding for such training;
37
(8) may pay reasonable and necessary expenses associated with local parental
involvement activities, including transportation and child care costs, to enable
parents to participate in school-related meetings and training sessions;
(9) may train parents to enhance the involvement of other parents;
(10) may arrange school meetings at a variety of times, or conduct in-home
conferences between teachers or other educators, who work directly with
participating children, with parents who are unable to attend such conferences
at school, in order to maximize parental involvement and participation;
(11) may adopt and implement model approaches to improving parental
involvement;
(12) may establish a district wide parent advisory council to provide advice on all
matters related to parental involvement in programs supported under this
section;
(13) may develop appropriate roles for community-based organizations and
businesses in parent involvement activities; and
(14) shall provide such other reasonable support for parental involvement
activities under this section as parents may request.
(A) timely information about programs under this part;
(B) a description and explanation of the curriculum in use at the school, the forms
of academic assessment used to measure student progress, and the proficiency
level students are expected to meet; and
(C) if requested by parents, opportunities for regular meetings to formulate
suggestions and to participate, as appropriate, in decisions relating to the
education of their children, and respond to any such suggestions as soon as
practicably possible; and
(5) if the school wide program plan under section 1114(b)(2) is not satisfactory to
the parents of participating children, submit any parent comments on the plan
when the school makes the plan available to the local educational agency.
(f) ACCESSIBILITY
In carrying out the parental involvement requirements of this part, local
educational agencies and schools, to the extent practicable, shall provide full
opportunities and resources for the participation of parents with limited
English proficiency, parents with disabilities, and parents of migratory
children, including providing information and school reports required under
section 1111 in a format and, to the extent practicable, in a language such
parents understand.
38
(g) INFORMATION FROM PARENTAL INFORMATION AND
RESOURCE CENTERS
In a State where a parental information and resource center is established to
provide training, information, and support to parents and individuals who work
with local parents, local educational agencies, and schools receiving assistance
under this part, each local educational agency or school that receives
assistance under this part and is located in the State shall assist parents and
parental organizations by informing such parents and organizations of the
existence and purpose of such centers.
(h) REVIEW
The State educational agency shall review the local educational agency’s
parental involvement policies and practices to determine if the policies and
practices meet the requirements of this section.
39
What is a PIRC?
(Parental Information and Resource Center)
The Parental Information and Resource Centers are
• Federally funded under Title V of No Child Left Behind.
• A national network of 60 statewide PIRCs across the United States.
• Funded for five more years (2006 through 2011).
• Work hand-in-hand with state and federal programs to provide information
and resources on early childhood through high school parent involvement.
The purpose of the PIRC program is to
• Help implement successful and effective parental involvement policies,
programs, and activities that lead to improvements in student academic
achievement.
• Strengthen partnerships among parents, teachers, principals,
administrators, and other school personnel in meeting the educational
needs of children.
PIRC Priorities and New Directions
• Collaborate with state and local educational agencies to foster the
implementation of the parental involvement requirements of Title I.
• Provide assistance to schools and districts to address the parental
involvement requirements of Title I.
• Provide accurate, timely, and understandable information regarding key
NCLB provisions.
• Provide statewide services.
What is a PIRC?
PIRC Activities
The PIRC program supports school-based and school-linked parental
information and resource centers that:
• Help implement effective parental involvement policies, programs, and
activities that will improve children's academic achievement
• Develop and strengthen partnerships among parents (including parents of
children from birth through age five), teachers, principals, administrators,
and other school personnel in meeting the educational needs of children
and school
• Further the developmental progress of children assisted under the program
• Coordinate activities funded under the program with parental involvement
initiatives funded under Section 1118 and other provisions of the
Elementary and Secondary Education Act of 1965 (ESEA), as amended
• Provide a comprehensive approach to improving student learning, through
coordination and integration of Federal, State, and local services and
programs.
40
How do these PIRC activities contribute to the academic success of all
students?
• Efforts to establish and expand, early childhood parent education programs
• Technical assistance activities designed to improve student academic
achievement, including helping parents to understand.
• Data that accountability programs make available to parents.
• Significance of that data for such things as opportunities for supplemental
services and public school choice.
• Projects to assist parents to communicate effectively with teachers,
principals, counselors, administrators, and other school personnel.
• Efforts to help parents become active participants in the development,
implementation and review of school improvement plans.
¾
3What is a PIRC?
PIRC Funding
•
•
•
To provide a structure that helps ensure every child is successful in school.
To reach out to parents and assist them in engaging in their children’s
education
To reach out to schools, districts, and other education groups to engage
them in efforts to involve parents in their children’s education.
Who do the PIRCs serve?
• Rural and Urban areas
• Parents of low-income, minority, and limited English proficient (LEP)
children.
How are the PIRC funds to be used? Each PIRC must….
• Allocate at least half of the funds to areas with high concentrations of lowincome children
• Allocate at least 30 percent of their funds for early childhood programs.
However, funds may be used to…
• Assist parents in helping their children to meet state and local standards
• Help parents obtain information about the range of programs, services, and
resources available nationally and locally.
• Help parents use technology to support their children’s education.
• Coordinate and organize structures that help link parents to other programs
of support.
• Provide support to state and local educational personnel if their
participation will contribute to the goals of the PIRC.
• Coordinate and integrate early childhood programs with programs for
school-aged children.
PIRC’S are funded by the Federal Department of Education
The National PIRC Coordination Center is a project of the Southwest Educational
Development Laboratory in collaboration with the Harvard Family Research Project. This
information was provided by SEDL. www.sedl.org
41
Center for Effective Parenting/
AR State PIRC
NO CHILD LEFT BEHIND
What Parents Need to Know About:
• School Accountability
• Public School Choice
• Supplemental Educational Services (SES)
No Child Left Behind (NCLB) is a federal education law for public K-12 schools. The law is designed to
increase the accountability of schools and school districts in order to improve student achievement. NCLB
seeks to eliminate the achievement gap between different groups of students such as those based on
race/ethnicity or on family income.
This handout will provide an overview of ways in which NCLB increases school accountability through
standards, testing, school improvement status, and parental options (Public School Choice and
Supplemental Educational Services).
SCHOOL ACCOUNTABILITY
The No Child Left Behind (NCLB) law makes schools and school districts more accountable for improving
the academic achievement of students. This is accomplished by:
•
Requiring states to set academic standards for specific grade levels. These standards indicate what
students should know at each grade level. The State must then determine whether or not students
are achieving these standards through testing.
•
States must test all students in grades 3-8 every year. They must also test students at least once
between 9th and 12th grade. This testing is used to determine the percentage of students in
different grades who are considered “proficient” in specific subjects such as reading and math.
•
NCLB requires that 100% of students be proficient (on grade level) in reading and math by 2014.
•
Each year, a higher percentage of students are required to be proficient (at grade level) in order to
reach the goal of 100% by 2014. Schools whose students achieve that year’s target percentage are
considered to be making Adequate Yearly Progress (AYP).
•
If a Title I school (schools that serve many low-income families and receive extra federal funding)
fails to meet Adequate Yearly Progress (AYP) for two consecutive years, the school is identified as
being in “Year 1 of School Improvement.” If they do not make AYP the following year, they are in
“Year 2 of School Improvement.” If they continue to not make AYP, they move into subsequent
years of School Improvement status. There are additional consequences for each year a school
remains in School Improvement Status (see the School Improvement Status table). Schools move out
of School Improvement Status when they make AYP for two consecutive years.
•
Information on whether your child’s school is in School Improvement Status (and if so, what year)
can be obtained from the website of the Arkansas Department of Education (www.arkansased.org).
2008, Written by Nicholas Long, Ph.D.
AR State PIRC
A link to the specific webpage on the Arkansas Department of Education website is also provided on
the Center for Effective Parenting / Arkansas State PIRC website (www.parenting-ed.org).
School Report Cards
As part of the accountability process, states and school districts are required to publish yearly report cards
on school performance. These “school report cards” should indicate whether the school is in School
Improvement status. The report cards also include information on the percentage of students found to be
proficient in math, reading, and other subject areas tested (results are also broken down by subgroups
such as grade level, gender, minority groups, special education, and low-income students). Parents should
request a copy of the report card from the principal of their child’s school if they did not receive one for the
past year.
The following website also provides information on the percentage of students proficient in math and
reading for each state, school district, and even individual schools: http://www.schoolmatters.com.
NCLB/SES
Page 43
AR State PIRC
School Improvement Status and
Consequences for Title I Schools
School Improvement
Status
Public
School
Choice
Supplemental
Educational
Services (SES)
Other Actions
Year 1
of School
Improvement
Yes
No
School Improvement Plan
Year 2
of School
Improvement
School Improvement Plan
Yes
Yes
Corrective Action
Year 3
of School
Improvement
School is required to develop a
plan which may include some of
the following changes:
Yes
Yes
- New curriculum
- Decrease local school control
- Extend school day or school
year
- Appoint outside expert
- Internal reorganization
Restructuring
Year 4
of School
Improvement
Yes
Yes
School is required to develop a
plan which may include some of
the following changes:
-
Reopen as charter school
Replace principal and staff
Contract for private management
State takeover
Other school governance
NCLB/SES
Page 44
AR State PIRC
PUBLIC SCHOOL CHOICE
What is Public School Choice?
Public School Choice is a provision in No Child Left Behind which allows parents to
transfer their children to a higher performing school under certain circumstances.
Which students are eligible for Public School Choice?
Eligible students are those attending a Title I school that is in Year 1 (or beyond) of
School Improvement status. Since the number of transfer slots available at other
schools may be limited, transferring to another school is not guaranteed. Children from
low income families who are most in need academically will be prioritized for available
transfer slots.
Will I be informed if my child is eligible to transfer to another school?
Yes, your child’s school district is required to notify you if your child is eligible. If you think your child
might be eligible but you have not been notified, check with the principal of your child’s school or your
school district’s Title I Coordinator.
What schools can my child transfer to?
Your child’s school district must identify schools that you can select. The new school
cannot be in School Improvement Status. (In some school districts, there may not be an
eligible school available to which a student can transfer.)
Who provides transportation to the new school?
The school district must provide transportation to the new school. They must continue
to provide transportation to the new school as long as the old school remains in School
Improvement status.
How do I apply for the transfer?
The school district must tell parents how and when to apply for the transfer. This is
usually done at the beginning of the school year. Parents must apply for the transfer by
the required date.
NCLB/SES
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AR State PIRC
SUPPLEMENTAL EDUCATION SERVICES
What are Supplemental Educational Services (SES)?
Supplemental Educational Services, often referred to as SES, are tutoring services paid for by the school
district. Some schools are mandated by the No Child Left Behind (NCLB) law to provide these tutoring
services to students. The goal for providing Supplemental Educational Services is to improve students’
academic achievement.
Who is eligible for Supplemental Educational Services?
Eligible students are those from low-income families who attend a Title I school in Year 2 (or beyond) of
School Improvement status. Services are not restricted just to students of specific subgroups (for example
a certain grade) that caused the school not to make Adequate Yearly Progress (AYP). Schools must make
Supplemental Educational Services available to all eligible students including those with special learning
or language needs. Priority is given to students from low-income families (generally those who receive free
or reduced-price lunch) who are most in need academically.
When are Supplemental Educational Services provided?
Supplemental Educational Services cannot be provided during the regular school day. They can be
provided in the mornings before school, in the afternoon or evening after school, on weekends, or in the
summer.
How will I know if my child is eligible?
Your child’s school district is required to notify you if your child is eligible. If you think your child might
be eligible but you have not been notified, check with the principal of your child’s school or your school
district’s Title I Coordinator.
Who is responsible for signing my child up for Supplemental Educational Services?
Parents are responsible for registering their child for Supplemental Educational Services by the deadline
provided by their school district. Even if your child is eligible, your child will not receive the free tutoring
unless you sign up for it!
Is the school district required to provide transportation for Supplemental Educational Services?
School districts are not required to provide transportation related to SES. The family (or SES provider)
must provide or arrange transportation, if needed, for the student.
Who provides Supplemental Educational Services?
Different kinds of organizations and individuals are eligible to provide Supplemental Educational Services;
however, you must use a provider who has been approved by the State Department of Education.
Why does the State Department of Education have to approve SES providers?
The approval process is intended to help insure success. In order to be approved providers must show
that they use methods that are based on research and lead to improved student achievement. They must
also show that their instruction is in line with state standards.
How do I find out who are approved SES providers?
Your school district should provide you with a list of approved SES providers. A list of approved providers
can also be obtained from the website of the Arkansas Department of Education (www.ArkansasEd.org).
Provider information on the website includes contact information, focus areas, staff qualifications, where
and when services are provided. A link to that specific webpage on the Arkansas Department of Education
website is also provided on the Center for Effective Parenting / Arkansas State PIRC website
(www.parenting-ed.org).
NCLB/SES
Page 46
AR State PIRC
Who selects the SES provider for my child?
Parents are responsible for selecting a SES provider from the list of approved providers that is given to
them by the school district.
Questions to ask when selecting a SES provider
Choosing the best SES provider for your child is important. Listed below are some questions you should
ask SES providers to help determine which one is best for your child. A worksheet is also provided at the
end of this handout to help you record answers and to compare different providers.
•
How are services offered?
Are services provided one-on-one with your child or in a group with other students? Are they
provided by a person, by a computer, or both? Think about what type of tutoring services would be
best for your child. If your child has difficulty working independently, a provider who offers “faceto-face” services may be better than “computer-based” services.
•
How large is the group?
If the services are offered in a group, ask how many students will be in the group. If the group is
large, your child may not get the individual attention he/she needs.
•
Where does the provider offer services?
Supplemental Educational Services may be offered in a variety of places including schools,
community centers, offices, places of worship, and homes. Make sure you are comfortable with the
location. Since the school district does not provide transportation for SES, make sure that you
consider transportation issues when you select a SES provider.
•
When does the provider offer services?
Supplemental Educational Services must be provided outside of regular school hours. Services are
typically offered after school, before school, or on weekends. Make sure the provider you select
offers the services at times that will work for you and your child.
•
How often and how long will sessions be?
Check to see how many times a week your child will receive services and on what days. Also ask how
long each session will last. You need to make sure your child will be able to attend all the sessions.
•
Who will be providing the services and what are their qualifications?
Ask who will be providing the services to your child. Find out their qualifications and experience in
providing tutoring and academic support. Some services may be internet-based or computer-based
and involve little, if any, direct contact with a “live” tutor.
•
Will it be the same person working with your child in each session?
If you select an organization that provides SES services, find out if it will be the same person that
works with your child at each session. Some organizations may use different tutors at different
sessions. You need to consider your child’s individual needs and whether this will be an important
issue for them.
•
What subject areas do your services address?
Make sure the provider’s services focus on the areas of need for your child. Talk to your child’s
teachers in advance to help identify the areas your child needs the most help with.
NCLB/SES
Page 47
AR State PIRC
•
How will you keep me informed on my child’s progress?
Find out how often the provider will let you know about how your child is progressing. Ask how
this will occur (e.g., a written report, a meeting, a phone call, etc.). Ask about what will happen if
your child does not make adequate progress.
•
What is your success record in raising student achievement?
Ask the provider what type of success they have had working with other students similar to your child.
Ask the provider if references from other parents are available. If references are available, ask for
them.
•
If the services are computer-based ask the following questions:
•
What computer skills will my child need?
Does your child have the necessary skills? If not, will the provider train them?
•
Will I need a computer and internet access?
If the services are provided while your child is at home, you need to know if you need a
computer and internet access. Some providers may bring a computer to use during a home
session.
•
Is assistance also available from an actual person?
If the services are computer-based, find out if there is also a person who will be available to
help my child. If such support is phone-based check to see if there will be any long-distance
phone charges that you will have to pay.
Developing an agreement with a SES provider
After selecting a SES provider, you should meet with the provider and a school representative to develop a
formal agreement. This agreement should include:
• Specific academic goals for your child.
• Timelines for achieving those goals.
• A description of how your child’s progress will be measured and reported to both you and the
school.
What should I do if the SES provider is not helping my child improve?
Let your child’s principal know that your child is not making progress. Ask if the school district has a
process for switching to another SES provider.
NCLB/SES
Page 48
AR State PIRC
Parent Worksheet
This worksheet is provided to help parents in collecting and comparing information about
different SES providers.
SES Provider Information
Questions to Ask SES Provider
Provider
Name:
________
Provider
Name:
________
Provider
Name:
________
Provider
Name:
________
How are services offered? (Individual,
Group, Computer)
If in a group, how large is the group?
Where does the provider offer services?
When does the provider offer services?
How often and how long are sessions?
Who will be providing the services?
What are their qualifications?
Will it be the same person each session?
What is the student-teacher ratio?
What subject areas do your services
address?
How will you keep me informed on my
child’s progress?
What is your success record in raising
student achievement?
Are references from other parents
available?
If the services are computer-based, ask the
following questions:
What computer skills will my child need?
Will I need a computer and internet access?
Is support available from an actual person?
NCLB/SES
Page 49
AR State PIRC
Check to see how your child’s school measures up!
Go to:
www.schoolmatters.com
Center for Effective Parenting
Little Rock Center: (501) 364-7580
NW Arkansas Center: (479) 751-6166
For additional resources, visit our website:
www.parenting-ed.org
THE CENTER FOR EFFECTIVE PARENTING / ARKANSAS STATE PIRC IS A COLLABORATIVE PROJECT OF THE JONES CENTER FOR FAMILIES,
UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES/DEPARTMENT OF PEDIATRICS, AND ARKANSAS CHILDREN’S HOSPITAL. THE CENTER FOR
EFFECTIVE PARENTING SERVES AS THE ARKANSAS STATE PARENTAL INFORMATION & RESOURCE CENTER (PIRC), WHICH IS SUPPORTED BY
THE U.S. DEPARTMENT OF EDUCATION (GRANT #84.310A).
THIS PUBLICATION WAS PRODUCED AND/OR DISTRIBUTED IN WHOLE OR IN PART WITH FUNDS FROM THE U.S. DEPARTMENT OF EDUCATION,
OFFICE OF INNOVATION AND IMPROVEMENT, PARENTAL INFORMATION AND RESOURCE CENTER PROGRAM, UNDER GRANT # 84.310A. THE
CONTENT HEREIN DOES NOT NECESSARILY REFLECT THE VIEWS OF THE DEPARTMENT OF EDUCATION, ANY OTHER AGENCY OF THE U.S.
GOVERNMENT, OR ANY OTHER SOURCE.
NCLB/SES
Page 50
V. Diversity Issues
Diversity issues including children with special needs, cultural issues and nonEnglish speaking families are addressed in this section in the following order.
•
Children with special needs
•
Non-English speaking families
•
Cultural issues
Page 51
Children with Special Needs
INCLUDE parents or caregivers of children with special needs along with
other parents in your school. Don’t leave them out! Research shows that the
more a parent is involved in his or her child’s education, the better a child does
academically…this goes for children with special needs, too.
Some children or parents may need one or more accommodations in order to
participate in the planned activities. Section 504 of the Rehabilitation Act is a
federal civil rights law that requires children with disabilities be given the
same opportunities to participate in activities as students without disabilities.
You may find out more information about the law at
http://www.ataporg.ort/itqa.asp
Be prepared…
• Know ahead of time about a caregiver or child with special needs and
plan for individual accommodations.
• If possible, make your Parent Center accessible by providing ramps,
wide doorways, levers instead of knobs, rails, easy access parking,
bathrooms, appropriate signage, etc. (Refer to the Americans with
Disabilities Act for specific legal requirements) Have parent meetings
in accessible locations.
• Know how to obtain an interpreter for a deaf or hard-of-hearing child
or parent.
• Know where to print Braille and large print.
• Learn what items are available to solve issues with mobility, vision,
hearing, sensory, gross and fine motor, balance, etc. (catalogs are a
good source)
Parent facilitators/coordinators don’t be afraid or hesitant to ask a parent about
any special requirements that they and or their child may need. Most
requirements can be done quite easily with just a little planning ahead. A
parent or caregiver knows the child’s needs and may already know how to
solve a specific issue. Asking a parent or caregiver about what works for their
child could save a lot of work.
The Individual Education Plan (IEP)
For a student who receives special education services, a written Individual
Education Plan (IEP) should be in place and the IEP information should be in
the child’s school file. The plan is developed by an IEP team, which consists
of at least one regular education teacher, one special education teacher or
provider, a school administrator (principal, special education supervisor), and
the parent(s). IEP related services may include parent counseling and training.
Assistive Technology (AT)
Assistive technology (AT) helps a child with a disability do something he or
she otherwise can not do. Section 504 of the Rehabilitation Act considers use
Page 52
of assistive technology as one type of accommodation. AT can be an item
(e.g., talking calculator, electronic organizer, pen with adapted grip, eye gaze
board, computer) or a service (e.g., interpreter, instructions in writing, note
taker, color coding school work, extended test time).
Assistive Technology is nothing to be afraid of. You only need to provide
something that is effective. Contrary to popular belief, most assistive
technology is inexpensive. If you have a child that is having difficulty in some
area, then use creative thinking to find a solution.
Common Acronyms
ADA – Americans with Disabilities Act
AT – Assistive Technology
FAPE – Free Appropriate Public Education
IDEA – Individuals with Disabilities Act
IEP – Individualized Education Plan
LEA – Local Education Agency
LRE – Least Restrictive Environment
NCLB – No Child Left Behind
Website Resources
• Arkansas Disability Coalition:
•
www.adcpti.org
Family Information Guide to Assistive Technology:
www.fctd.info
•
Job Accommodation Network:
http://jan.wvu.edu/media
(education accommodations by disability)
•
TAP (free phone for disability needs)
: www.arkansasrelay.com
Catalogs with Assistive Technology Devices LS & S
•
FlagHouse Special Populations:
•
American Printing House for the Blind www.aph.org
•
Abilitations special needs:
www.SpecialPopulations.com
www.abilitations.com
Page 53
Non-English Speaking Families
There are many languages spoken world wide. Many of our schools host
students who serve language minority students and families. The majority of
our non-English speaking students speak Spanish, but many others speak
Chinese, Arabic, Hindi, Laotians, Vietnamese, Marshallese, Hmong and the
list goes on. Schools report numerous languages spoken in their districts.
We encourage each school to provide all parents with a welcoming
environment and a positive attitude. All schools need to be sensitive to
language and cultural barriers. Welcome and accommodate families and
children of other cultures by:
• providing interpreters, signs and forms in their language whenever
possible
• translating any written communication that is sent home to the parents
in their language including the student handbook, newsletters, meeting
notices, activities, etc.
• continuing to recruit bilingual staff and parent volunteers to improve
parent school communication and support
• sending home happy notes or making creative and positive phone calls
to parents
• inviting parents to after school activities
• encouraging parents to volunteer and share their home culture and
language including stories, books and holidays with the class (e.g.
“International Food Sharing Day”)
• Encourage first language development at home for all families.
Bilingual children learn faster and easier when they have a strong
foundation in their first language. Children of non-English speaking
families need to maintain their first language to communicate with
family and friends. Being fluent in more than one language provides a
significant advantage in the future work world
When you have new families enrolling in your school, share with the parents
the importance of parent involvement and that it is customary for parents to
take an active role in the child’s education. Explain to the parent how your
school works including school hours, holidays, busses, transportation, rules,
procedure, absences, discipline, benchmarks, dress codes, etc. If there is an
ESL department, refer them for more information and resources.
It is critical to the success of your program to get to know your non-English
speaking families. Remember, many of these families may have numerous
obstacles to overcome besides language. Work to become familiar with your
families’ issues which include language and cultural issues, socio-economic
issues, jobs, transportation, family support and connections. Be sensitive to
their concerns.
Page 54
We encourage you to use professionally trained interpreters and translators
whenever possible, but encourage your staff to communicate with all parents
in a positive, friendly, supportive manner. All parents only want what is best
for their child.
Terms:
ELL: English Language Learner (Federal terminology used to identify nonEnglish speaking families.)
ESL: English as a Second Language: A tool to determine if a student needs
special programs and or services.
ESOL: English Speakers of Other Languages: This is a state funded
instructional program for eligible English language learners (ELL) in grades
K-12.
Page 55
Websites/Books to Aid in Involving
Spanish-Speaking Parents
https://www.cia.gov/library/publications/the-world-factbook/index.html Map,
flag, geography, history, current political and economic data and more on
every country in the world
http://www.pta.org/spanish/index.asp 100 maneras de saber y hacer más,
Suggestions in Spanish from the national PTA on how to encourage student
achievement
http://www.colorincolorado.org/afttoolkit.pdf Information, activities and
advice for Spanish-speaking parents of English-language learners and their
teachers
http://soe.unc.edu/news_events/news/2006/resource_latino.php Information
on a UNC project for teachers—Handbook for Educators who Work with
Children of Mexican Origin
www.sedl.org/connections Research-based information and resources to link
families and schools. Search “ELL parent involvement” for an excellent list of
resources
www.pewhispanic.org Research on Spanish-speaking immigrants to the U.S.
http://brj.asu.edu/v253/pdf/ar2.pdf An article from the Bilingual Research
Journal describing a workshop to increase parent involvement
http://www.rid.org/ethics/code/index.cfm The code of professional conduct
for interpreters from the Registry for Interpreters for the Deaf that can be
adapted for oral interpreters.
http://www.nclr.org/content/topics/detail/499/ The largest Latino civil rights &
advocacy organization, NCLR works to improve opportunities for Hispanic
Americans.
Books:
A Framework for Understanding Poverty, by Ruby Payne is an excellent
resource for gaining insight into the context that parents in poverty, both
immigrant and native, work from.
Ayede a sus Hijos a Tener Exito en la Escuela, by Mariela Dabbah
(Help your Child Succeed in School)
Page 56
Cultural Issues
It is very difficult to define culture. Culture is sometimes viewed as language
and country of origin. Each school campus has its own unique culture. We
would encourage each of you to enhance and improve your own school
culture. Every community has its own ideas about what is considered positive,
desirable and important. Only about 10% of a group’s cultural characteristics
are obvious or explicit. Cultural norms affect many of our daily lives
including how we view the world and how we interact with others. This can
include gender roles, food choices, rural versus city, respect for authority,
greetings, clothing, touch, holidays, rituals, traditions, communication, etc.
Diversity brings many opportunities to our schools and our children but it can
also bring conflict and misunderstanding. In this sequence, we would like to
encourage each school to become prepared for these diverse students who
come to us with very rich histories and many cultures. It is important that we
understand and value our students and their family’s culture. We recommend
and encourage cultural sensitivity, tolerance and cultural competency
trainings.
Parent activities can be planned using the different cultures within their
communities which can enhance your curriculum. It is important for the
school to provide information on other cultures including celebrating other
traditions like Chinese New Year, Cinco de Mayo, Martin Luther King
activities, etc. Invite family members to visit your classroom with traditional
dress, pictures, or stories from their homeland. Integrate elements of the kids’
cultures in play/educational activities.
School libraries need to have literature available to all students. In order to be
culturally competent according to the Council for Exceptional Children our
students need to possess the ability to relate and communicate effectively with
all people of many cultures, languages, and economic backgrounds. All
students need to be respected and welcomed into your school. A positive
learning environment can increase academic success and social competencies.
Stephen Covey’s, The Seven Habits of Highly Effective People, states that
rather than accept and tolerate diversity, we need to celebrate it. Living in
today’s multi-lingual world, we as educators must embrace this diversity, as it
is crucial to the success of our children’s education and our future in
community integration.
Page 57
Cultural Issues (Continued)
Resources:
Through New Eyes, Examining the Culture of Your School by Richard DuFour.
Available for check-out from your local educational cooperative in Arkansas.
www.nessonline.com
Please review the Arkansas Standards and Indicator for School Improvement,
Standard 4 Learning Environment-School Cultures, Effective Learning
Community with Climate
We encourage you to go to the Arkansas Department of Education website
(www.arkansased.org). They have a prepared workshop developed on “Is
Your School’s Culture Healthy” that could be used to provide professional
development for your staff.
Page 58
VI. Administrative
This section addresses many questions that have been asked in regard to the
administrative functions of a parent center. What does your staff look like and
what are their responsibilities? How much do they get paid? How many hours
do they work? How and where do you find the funds to operate your center?
Who do you recruit to serve as your Advisory Council? These issues are
addressed in the following order.
•
Staffing
•
Salary
•
Budgeting your money
•
Advisory/Alumni Council
Page 59
Staffing
Act 307 mandates that a certified staff member at each school serve as a
parental facilitator and be assigned duties as required by law. As previously
stated on the “Welcome” page, many schools also employ an individual to
coordinate or assist the facilitator with the parental involvement program.
The title of this individual varies, but is commonly referred to as Parent
Coordinator. Some schools utilize a volunteer. Numerous schools in
Arkansas assign the compliance tasks of NCLB and Act 307 to their Title I
Parent Coordinators.
Parent facilitators are typically supervised by Superintendents, Assistant
Superintendents, and/or School Principals. Parent coordinators (again,
titles of these individuals vary) answer to parent facilitators and other
supervisors as determined by local administration.
Some parental involvement programs have hired additional staff to aide the
coordinator. Parent center hours and parental involvement special events
often extend into evenings and weekends to meet the needs of working
caregivers.
Sample job descriptions are included in the “Sample Materials” section of this
handbook.
Below are some typical duties for a parent involvement facilitator/coordinator
and aide:
Facilitator/Coordinator functions could include:
•
Opening and closing the parent center according to a time schedule set
forth by the school district
• Developing a process for assisting parents as they visit the center
• Working closely with administration, principals, counselors, and
volunteer coordinators in the school district
• Scheduling meetings with an Advisory Committee
• Scheduling and/or facilitating parent programs and special events
• Maintaining a parenting library, materials for check out, creating
newsletters and other parenting information at the parent center
• Coordinating and scheduling community group use of the center
• Seeking community resources and creating communication with local
service agencies to be used as resources to parents
• Maintaining and updating activities and materials as needed
Page 60
Additional staff functions could include:
• Keeping the parent center open in the event that the
facilitator/coordinator must be out.
• Meeting, greeting, and service to all visitors to the center when
the facilitator/coordinator is with another parent or unable to
visit with them at that moment.
• Helping to maintain and order inventory.
• Providing assistance to parents in selecting check out
materials, reproducing activities and/or explaining the effective
use of the activity.
• Assisting in developing a system for ensuring the return of
checked out material.
• Providing a list of materials offered by the center to
teachers in the district.
• Seeking and securing community services to be used as
resources to parents.
• Assisting with a weekly or monthly newsletter which details
upcoming events of the program, new materials, and other
items of interest to parents.
• Assisting in locating meeting space for Family Nights or other
events.
• Being familiar with all areas of the center in order to assist
parents when they arrive, always serving with a professional
attitude.
• Assisting with organizing a schedule for volunteers.
Keep in mind these are suggestions only.
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Salary
This is a tough one. Visiting educators always start by, “I’m not asking you
how much you make but---.” This is really a question for school
administrators. There are so many determining factors. Is the coordinator
coming in certified or classified. How many hours a week will he/she work?
Evening hours or just daytime? What are his/her duties? All we can tell you
is that many parent center coordinators who are responsible for the day to day
operations of a parent center may not be certified. However, some manage a
large center, supervise other employees and volunteers, and ensure that their
school district is in compliance with (ACT 603 of 2003) as amended by ACT
307 in 2007.
Certified parent facilitators are mandated by ACT 603/307 so that many
parent center staff may be designated by the superintendent and or assistant
superintendent to serve as the supervisor for the parent school involvement
coordinator. Principals and or other certified school staff may be held
responsible for the supervision and operation of the parent center and staff.
All school buildings should have a parent center at each school complete with
pamphlets, check-out literature, and brochures offering parenting materials,
resources, and services.
Public school employee salary information is public information according to
ACT 1747. You’ll find a salary schedule for all school staff at your local
school web site. Certified staff will be paid as determined by the local school
salary schedule. Non-certified school staff salaries will vary according to the
job description, hours worked and responsibilities.
Parent center facilitators/coordinators salaries can be different at every school.
Some schools pay an additional stipend for being responsible for the parent
center activities. Volunteers may operate your parent center under the
supervision of the designated certified school personnel. Some districts pay
the same salary as they do for a school aide and or school secretary. Salaries
are determined by the individual school districts. Several school districts pay
the parent center coordinator/facilitator the same salary as their certified
teaching staff. Many designated facilitators may be your principal, counselor,
librarian, and/or classroom teacher.
Page 62
Budgeting Your Money
Yikes! Here’s another hard one. How would you build a parent center from
scratch? One parent coordinator suggests: 1) list all ACT 307 requirements
that you are responsible for through your center’s budget, and 2) take a look at
the needs assessment and or parent survey results. Figure out how to blend the
requirements of the law with the needs of your community.
For instance let’s say your high school parents indicated a strong need for drug
education and prevention tips. What type of resources and materials can you
locate for them? What type of check-out material should you order? BINGO!
Make every cent count.
No matter how small or large your total budget amount is, use it wisely and
where it will do the most good. The Enrichment Prescription Program has
worked wonders for the Vilonia School District but it does consume a
substantial portion of their budget and time but the benefits that are derived
have increased the academic success of their students. Determine the strongest
needs of your school and work toward addressing those first.
Parent center budgets may vary from year to year. Some schools do not
allocate any funds for their parent school involvement program so the
coordinator/facilitator must be very resourceful. Other school districts may
place a substantial amount of funds into their parent center budget. All
schools are encouraged to locate all the FREE materials that they can locate to
place in their parent center. See web pages listed in this handbook which may
provide you with FREE materials and resources.
Page 63
Advisory/Alumni Council
No Child Left Behind (NCLB) recognizes parents as full partners in their
child’s education and mandates that parents are to be included, as appropriate,
in decision-making and on advisory committees to assist in the education of
their child. ACT 307 encourages, but does not require, an alumni advisory
council to provide advice and guidance for school improvement. However,
graduates can provide a significant contribution and make a major impact on
the future of your school, your community, and your program.
A parental involvement advisory council or committee should be selected with
diverse representation of the community served. An advisory council or
committee should include:
•
•
•
•
Parents of children enrolled in your schools (should constitute a
majority of this special advisory council) Include parents of all
economic levels.
Parents and caregiver providers of preschoolers.
Representatives of education professionals with expertise in improving
services for disadvantaged children should be included. Include
members of your school administration, teachers, and board members.
Business and corporate participation can make a huge impact on the
success of your council. Many times they will provide financial
support to enhance your parent center and programs.
Page 64
VII. Resources and References
This section provides information on Arkansas Parent Coordinator’s
Association, web-sites, resource books, and parent curriculums that could be
helpful. Web sites are arranged in alphabetical order to allow for a faster
search for information and resources and easier to access.
•
Arkansas Parent Coordinator’s Association (APCA)
•
Arkansas Parent Coordinators Association, Service area by County
•
Websites
•
Resource books
•
Parenting curriculums
Page 65
Home, School, Community together as one
supporting family
ARKANSAS PARENT COORDINATOR/
FACILITATOR’S ASSOCIATION
APCA
Mission Statement: The Arkansas Parent/Facilitator’s
Association, in partnership with all parents, will advise,
provide, serve, promote and exchange resource
materials and ideas to assist all Parent Coordinators
and Facilitators in helping parents and children
become successful
Arkansas Parent Coordinator/Facilitator’s Association
(APCA)
Greetings!
Arkansas Parent
Coordinator/Facilitator’s
Association (APCA)
c/o Jeannie Grissom
Vilonia Parent Center
4 Bane Lane
Vilonia, AR 72173
Phone: 501-796-2050
Fax: 501-796-8746
E-mail:
[email protected]
On behalf of all members of APCA, I extend a warm
invitation to all of Arkansas’ parent involvement
educators to join us! Please contact me for more
information about membership, our Annual Technical
Assistance Retreat, or to find out who your Area
Representative is. I’ll be happy to assist you!
Page 66
Arkansas Parent Coordinators Association
Service areas by county
AREA I
Leshia Stevens
[email protected]
CLAY
GREENE
CRAIGHEAD
POINSETT
CROSS
ST.FRANCIS
LEE
CRITTENDEN
MISSISSIPPI
AREA II
HILDA ALEXANDER
[email protected]
MONROE
PHILLIPS
ARKANSAS
JEFFERSON
CLEVELAND
LINCOLN
DESHA
DREW
ASHLEY
CHICOT
AREA III
KAYE RAINEY
[email protected]
GARLAND
HOT SPRINGS
GRANT
SALINE
PULASKI
LONOKE
PRAIRIE
AREA IV
DELORES RICHARDSON
[email protected]
WASHINGTON
CRAWFORD
SEBASTIAN
FRANKLIN
LOGAN
SCOTT
POLK
AREA V
LORI SATTERWHITE
[email protected].
us
FULTON
IZARD
STONE
CLEBURNE
WHITE
WOODRUFF
JACKSON
INDEPENDENCE
SHARP
LAWRENCE
RANDOLPH
AREA VIII
JEANNIE GRISSOM
[email protected].
ar.us
JOHNSON
POPE
VAN BUREN
YELL
CONWAY
PERRY
FAULKNER
AREA VI
ANGELA PIGGEE
[email protected]
PIKE
SEVIER
HOWARD
LITTLE RIVER
HEMPSTEAD
NEVADA
MILLER
LAFAYETTE
AREA VII
LOIS REED
[email protected]
CLARK
DALLAS
OUACHITA
CALHOUN
BRADLEY
UNION
COLUMBIA
AREA IX
KELLY MOORE
[email protected]
BENTON
CARROLL
BOONE
MADISON
NEWTON
SEARCY
MARION
BAXTER
May 07
Page 67
Websites
AETN
www.ideas.aetn.org/stationbreak
American Association of Child and
Adolescent Psychiatry
www.aacap.org/
Arkansas Advocates for Children
and Families
www.aradvocates.org/
Arkansas Attorney General
www.ag.state.ar.us
Arkansas Dept of Education http://arkansased.org
Arkansas Dept of Health
www.healthyarkansas.com
AR Education Television
Network (AETN)
www.aetn.org
AR Parenting Education
Network (APEN)
www.arctf.org/apen.html
AR State PIRC
(Center for Effective Parenting)
Center for Disease Control
www.cdc.gov/
Channing Bete
www.channing-bete.com
Child Development Institute www.childdevelopmentinfo.com/index.htm
Division of Child Care and Early
Childhood Education.
www.arkansas.gov/childcare
The Family Talk program
Internet for Classrooms
Journeyworks Publishing
www.familytalkonline.com
www.internet4classrooms.com/parents.htm
www.journeyworks.com
Just for the Kids
www.arkansased.org/pdf/just_for_kids_consumer_guide.pdf
Learning Page
www.learningpage.com
68
National Association for the Education
of Young Children
www.naeyc.org/
National Education Association
www.nea.org/index.html
National Network of Partnership
Schools
www.csos.jhu.edu/P2000/
Pages of Parenting
www.pagesofparenting.com
Parent Institute
www.parent-institute.com
Partnership Schools
Dr. Joyce Epstein
www.partnershipschools.org
Parenting resources on character
education.
/www.charactered.net/
Parent Teacher Association
www.pta.org
Parent Teacher Organization
www.ptotoday.com
Reading A-Z
www.readinga-z.com/
Reading is Fundamental
www.rif.org/
Sites for Parents
www.sitesforparents.com
Southwest Educational
Development Laboratory
www.sedl.org
University of Arkansas
Cooperative Extension
www.arfamilies.org
US Department of Education
www.edpubs.ed.gov
69
Resource Books
Beyond the Bake Sale - The Essential Guide to Family-School Partnerships,
Anne T Henderson, Karen Mapp, Vivian Johnson, and Don Davies
(The New Press)
Building Family, School and Community Partnerships, Kay Wright (Prentice
Hall)
Building Successful Partnerships – A Guide for Developing Parent and Family
Involvement Programs –Student Learning (National PTA)
Bridging School & Home Through Family Nights – Ready to Use Plans for
Grade K-12, Diane W. Kyle, Ellen McIntyre, Karen B. Miller, and Gayle H.
Moore (Corwin Press)
Building School-Community Partnerships – Collaboration for Student
Success, Mavis G. Sanders (Corwin Press)
Developing Caring Relationships Among Parents, Children, Schools, and
Communities, Dana McDermott (Sage Publications)
The Difficult Parent, Charles M. Jaksec III (Corwin Press)
Engaging Parents in Education: Lessons From Five Parental Information and
Resource Centers (U.S. Department of Education)
From Parents to Partners – Building a Family-Centered Early Childhood
Program, Janis Keyser (Redleaf Press)
How to Deal With Parents Who Are Angry, Troubled, Afraid, or Just Plain
Crazy, Elaine K. McEwan (Corwin Press)
Involving Latino Families in Schools, Concha Delgado-Gaitan 2004 (Corwin
Press)
Involving Parents of Students With Special Needs: 25 Ready to Use Strategies,
Gwen L. Rudney (Corwin Press)
National Standards for Parent/Involvement Programs, National PTA
Promising Partnerships Practices, John Hopkins University (Dr. Joyce
Epstein) Check out their website at www.partnershipschools.org
Quick and Easy Ways to Connect With Students and Their Parents Grade K-8
Improving Student Achievement Through Parent Involvement, Diane Mierzwik
(Corwin Press)
70
Resource Books (Continued)
School, Family, and Community Partnerships – Your Handbook for Action
Natalie Rodríguez-Jansorn, Frances L. Van Boris, Joyce L. Epstein, Mavis G.
Sanders, Beth S. Simon, Karen Clark-Salinas (Corwin Press)
What Every Parent Should Know About Schools, Standards, and High Stakes
Testing, Donna Walker Tileston (Corwin Press)
176 Ways to INVOLVE Parents –Practical Strategies for Partnering With
Families, Betty Boult, Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon,
Karen Clark Salinas (Corwin Press)
Every Teacher’s Guide to Working with Parents, Gwen L. Rudney (Corwin
Press)
The Parent-Teacher Partnership – How to Work Together for Student
Achievement, Scott Mandel (Zephyr Press)
Family Involvement in Children’s Education – Successful Local Approaches,
Office of Educational Research and Improvement (US Department of
Education)
Family Reading Night, Darcy Hutchins, Marsha D. Greenfield, Dr. Joyce
Epstein (Eye on Education)
71
Sample Parenting Curriculums
Listed below are some selected parenting curriculums that are available.
Active Parenting
www.activeparenting.com
Common Sense Parenting
www.parenting.org
Developing Capable People
http://capabilitiesinc.com
Effective Black Parenting Program
www.ciccparenting.org
Going to School
www.pbs.org/parents/goingtoschool
Guiding Good Choices
I Can Problem Solve
www.researchpress.com
Love and Logic
www.loveandlogic.com
Mega Skills
www.megaskillshsi.org
MELD
www.parentsasteachers.org
Nurturing Parent Program
www.nurturingparenting.com
Parenting the Strong-Willed Child
[email protected]
Parenting Wisely
www.familyworksinc.com/
Parents on Board - Building Academic Success Through Parent Involvement
www.activeparenting.com
Parenting Works
www.parentingworks.com
PASSport to Success
www.nesonline.com
Positive Action
www.positiveaction.net
Raising a Thinking Child
www.researchpress.com
Right from Birth
www.amazon.com
Second Step
www.cfchildren.org
Strengthening Families Program
www.strengtheningfamiliesprogram.org
Supporting School Success
The Incredible Years
www.incredibleyears.com
The Stop & Think Social Skills Program www.projectachieve.info/
Too Good for Drugs
www.mendezfoundation.org
Additional curriculum information is available on the Arkansas State PIRC /
Center for Effective Parenting website at www.parenting-ed.org.
72
VIII. School Parent Compact
Title I, Part A
Included in this section is a sample compact template provided by the U.S.
Department of Education. The Little Rock School District has also provided
a sample Home/School Learning Compact (including the parent/guardian
agreement, student agreement, teacher agreement, and the principal agreement
in English and Spanish). These materials are in the following order:
•
School Parent Compact - Title 1, Part A
•
Little Rock School District Home School Compact
•
Little Rock School District Home School Learning Compact (English)
•
Little Rock School District Home School Learning Compact (Spanish)
73
Appendix E: School-Parent Compact
SAMPLE TEMPLATE*
NOTE: Each school receiving funds under Title I, Part A of the
Elementary and Secondary Education Act (ESEA) must develop a written
school-parent compact jointly with parents for all children participating
in Title I, Part A activities, services, and programs. That compact is part
of the school’s written parental involvement policy developed by the
school and parents under section 1118(b) of the ESEA. The compact must
outline how parents, the entire school staff, and students will share the
responsibility for improved student academic achievement and the means
by which the school and parents will build and develop a partnership to
help children achieve the State’s high standards.
Schools and parents may use the sample template below as a framework
for the information to be included in their school-parent compact.
Schools and parents are not required to follow this sample template or
framework, but if they include all of the bolded items listed under
“Required School-Parent Compact Provisions” below, they will have
incorporated all of the information required by section 1118(d) to be in
the school-parent compact. Schools and parents, in consultation with
students, are encouraged to include other relevant and agreed upon
activities and actions as well that will support effective parental
involvement and strengthen student academic achievement.
*
*
*
*
*
SCHOOL-PARENT COMPACT
The
name of school
, and the parents of the students participating
in activities, services, and programs funded by Title I, Part A of the
Elementary and Secondary Education Act (ESEA) (participating children),
agree that this compact outlines how the parents, the entire school staff, and
the students will share the responsibility for improved student academic
achievement and the means by which the school and parents will build and
develop a partnership that will help children achieve the State’s high
standards.
This school-parent compact is in effect during school year
.
74
REQUIRED SCHOOL-PARENT COMPACT PROVISIONS
(provisions bolded in this section are required to be in the Title I, Part A
school-parent compact)
School Responsibilities
The
name of school
will:
Provide high-quality curriculum and instruction in a supportive and
effective learning environment that enables the participating children to
meet the State’s student academic achievement standards as follows:
[Describe how the school will provide high-quality curriculum and
instruction, and do so in a supportive and effective learning environment.]
Hold parent-teacher conferences (at least annually in elementary schools)
during which this compact will be discussed as it relates to the individual
child’s achievement. Specifically, those conferences will be held:
[Describe when the parent-teacher conferences will be held.]
Provide parents with frequent reports on their children’s progress.
Specifically, the school will provide reports as follows:
[Describe when and how the school will provide reports to parents.]
Provide parents reasonable access to staff. Specifically, staff will be
available for consultation with parents as follows:
[Describe when, where, and how staff will be available for consultation with
parents.]
Provide parents opportunities to volunteer and participate in their child’s
class, and to observe classroom activities, as follows:
[Describe when and how parents may volunteer, participate, and observe
classroom activities.]
75
Parent Responsibilities
We, as parents, will support our children’s learning in the following ways:
[Describe the ways in which parents will support their children’s learning,
such as:
•
•
•
•
•
•
•
Monitoring attendance.
Making sure that homework is completed.
Monitoring amount of television their children watch.
Volunteering in my child’s classroom.
Participating, as appropriate, in decisions relating to my children’s
education.
Promoting positive use of my child’s extracurricular time.
Provide information to parents of participating students in an
understandable and uniform format, including alternative formats upon
the request of parents with disabilities, and, to the extent practicable, in
a language that parents can understand.
Provide to parents of participating children information in a timely manner
about Title I, Part A programs that includes a description and explanation of
the school’s curriculum, the forms of academic assessment used to measure
children’s progress, and the proficiency levels students are expected to meet.
On the request of parents, provide opportunities for regular meetings for
parents to formulate suggestions, and to participate, as appropriate, in
decisions about the education of their children. The school will respond to any
such suggestions as soon as practicably possible.
Provide to each parent an individual student report about the performance of
their child on the State assessment in at least math, language arts and reading.
Provide each parent timely notice when their child has been assigned or has
been taught for four (4) or more consecutive weeks by a teacher who is not
highly qualified within the meaning of the term in section 200.56 of the Title I
Final Regulations (67 Fed. Reg. 71710, December 2, 2002).
Optional School Responsibilities
To help build and develop a partnership with parents to help their children
achieve the State’s high academic standards, the name of school
will:
•
Recommend to the local educational agency (LEA), the names of
parents of participating children of Title I, Part A programs who are
interested in serving on the State’s Committee of Practitioners and
School Support Teams.
•
Notify parents of the school’s participation in Early Reading First,
Reading First and Even Start Family Literacy Programs operating
76
within the school, the district and the contact information.
•
Work with the LEA in addressing problems, if any, in implementing
parental involvement activities in section 1118 of Title I, Part A.
•
Work with the LEA to ensure that a copy of the SEA’s written
complaint procedures for resolving any issue of violation(s) of a
Federal statute or regulation of Title I, Part A programs is provided to
parents of students and to appropriate private school officials or
representatives.
•
Staying informed about my child’s education and communicating with
the school by promptly reading all notices from the school or the
school district either received by my child or by mail and responding,
as appropriate.
•
Serving, to the extent possible, on policy advisory groups, such as
being the Title I, Part A parent representative on the school’s School
Improvement Team, the Title I Policy Advisory Committee, the
District wide Policy Advisory Council, the State’s Committee of
Practitioners, the School Support Team or other school advisory or
policy groups.
OPTIONAL ADDITIONAL PROVISIONS
Student Responsibilities (revise as appropriate to grade level)
We, as students, will share the responsibility to improve our academic
achievement and achieve the State’s high standards. Specifically, we will:
[Describe the ways in which students will support their academic achievement,
such as:
Do my homework every day and ask for help when I need to.
Read at least 30 minutes every day outside of school time.
Give to my parents or the adult who is responsible for my welfare all notices
and information received by me from my school every day.]
Additional Required School Responsibilities (requirements that schools
must follow, but optional as to being included in the school-parent
compact)
The name of school will:
Involve parents in the planning, review, and improvement of the school’s
parental involvement policy, in an organized, ongoing, and timely way.
Involve parents in the joint development of any school wide program plan, in
77
an organized, ongoing, and timely way.
Hold an annual meeting to inform parents of the school’s participation in Title
I, Part A programs, and to explain the Title I, Part A requirements, and the
right of parents to be involved in Title I, Part A programs. The school will
hold the meeting at a convenient time for parents. And they will offer a
flexible number of additional parental involvement meetings, such as in the
morning or evening, so that as many parents as possible are able to attend.
The school will invite all parents of children participating in Title I, Part A
programs (participating students), and will encourage them to attend.
_____________________
___________________
School
__________________
Parent's)
Student
__________________
Date
__________________
_______________
(PLEASE NOTE THAT SIGNATURES ARE NOT REQUIRED)
*This sample template of a School-Parent Compact is not an official U.S.
Department of Education document. It is provided only as an example.
78
LITTLE ROCK SCHOOL DISTRICT
Home/School Learning Compact
School Name:
Date
Student Name:
Grade
School Mission _________________________________________________
Parent/Student/Teacher/Principal Compact
Parent/Guardian Agreement (Any person who is interested in helping this student may sign in lieu of the parent.) I
want my child to succeed. Therefore, I will encourage him/her by doing the
following:
____ See that my child is punctual and attends school regularly.
____ Support the school discipline policy.
____ Establish a time for homework and review homework regularly.
____ Provide a quiet, well lighted place for study.
____ Encourage my child’s efforts and be available for questions.
____ Stay aware of what my child is learning.
____ Provide a library card for my child.
____ Read with my child and let my child see me read.
Signature _____________________________
Student Agreement It is important that I work to the best of my ability. Therefore, I shall strive to do the
following
____Attend school regularly.
____Come to school each day with pens, pencils, paper and other necessary tools for
learning.
____Complete and return homework assignments.
____Observe regular study hours.
____Conform to rules of student conduct.
Signature ____________________________
Teacher Agreement ____It is important that students achieve. Therefore I shall strive to do the following:
____Provide appropriate and meaningful homework assignments for students.
____Provide necessary assistance to parents so that they can help with the
assignments.
____Encourage students and parents by providing information about student progress.
____Use special activities in the classroom to make learning enjoyable.
Signature ____________________________
79
Principal Agreement I support this form of parent involvement. Therefore, I shall strive to do the
following:
____Provide an environment that allows for positive communication between the
teachers, parents and students.
____Encourage teachers to regularly provide homework assignments that will
reinforce classroom instruction.
Signature ________________________________
80
LITTLE ROCK SCHOOL DISTRICT
Home/School Learning Compact
School Name:
Date
Student Name:
Grade
School Mission _________________________________________________
Parent/Teacher/Student Agreement
The Little Rock School District envisions the highest level of success for every individual.
We make the commitment to motivate, to challenge, and to inspire each other to become
the best we can possibly be. To accomplish this, parents, teachers, and students need to
work together. We ask that you promise to do this by completing and signing the part of the
agreement that belongs to you.
Parent/Significant Adult checklist includes: I will do my personal best to:
____ Supervise the completion of student homework (A sheet explaining how to
“supervise” homework should be attached to this agreement.)
____ Attend at least one (2) parent/teacher conference, if needed, for each of my children.
(Choose at least three (3) of the following)
I will do my personal best to:
____ Attend at least two (2) school functions/assemblies. (e.g., discipline assemblies, Black
History programs, Hispanic programs, Music programs, Awards Day and Contests.)
____ Volunteer as a classroom helper. (We suggest 30 minutes per semester.)
____ Help with the monthly Wallace Newsletter.
____ Help with other activities. (e.g., Health Screening, Badge Day, Market Day, Book Fair.)
____ Eat lunch with my child at least two (2) times per year.
____ Prepare materials for the teacher on my own time at home.
____ Attend a Parents-as-Partners in Education activity.
____ Be a Spanish or foreign language translator.
____ Write in your own suggestion. (What special skill or activity can you share?)
____ I need child care to participate in these activities.
Parent/Significant Adult’s Signature
Date
Student checklist includes: I will do my personal best to:
____Return my homework completed.
____Follow the school rules.
____Follow the classroom rules.
____Respect other people and the community.
Student’s Signature
Date____
Teacher checklist includes: I will do my personal best to:
81
____Provide a safe and caring learning environment where your child will begin to be
responsible for his/her own behavior and learning.
____Follow the curriculum designed for your student as explained in the I.E.P.
____Take into account individual strengths in children.
____Help your child follow the school and classroom rules.
____Keep you informed of your child’s progress on a regular basis.
____Schedule parent/teacher conferences to accommodate parents’ schedules.
____Attend school functions.
____Help you with how you can help your child at home.
____Assign homework and record the return of homework.
Teacher’s Signature
Date
82
Distrito Escolar de Little Rock
Compacto de Aprendizaje del Hogar/Escuela
Nombre de la Escuela
Nombre del Estudiante
Grado
Misión de la Escuela
Acuerdo de Padre/Tutor Fecha:
(Cualquier padre que quisiera ayudarle a este estudiante puede firmar en lugar de los padres)
Yo quiero que mi hijo/a sea exitoso. Por lo tanto yo lo apoyare al el/ella haciendo lo siguiente:
___Veré que mi hijo/a sea puntual y asistir a la escuela regularmente.
___Apoyare a la escuela en los esfuerzos para mantener la disciplina apropiada.
___ Establecer un horario para tarea y revisarla regularmente.
___ Proveer un lugar tranquilo y bien alumbrado para estudiar.
___ Apoyare los esfuerzos de mi hijo/a y estaré disponible para preguntas.
___ Estar al tanto de los que esta aprendiendo mi hijo/a.
___ Proveer una tarjeta para la biblioteca para mi hijo/a.
___ Leerle a mi hijo/a y dejarlos que me vean leer a mi.
___ Asistir a las conferencias de padres y aberturas de la escuela.
Firma:
Acuerdo del Estudiante
Es importante que yo trabaje a mi mejor habilidad. Por lo tanto me esforzaré en hacer lo
siguiente:
___ Asistir a la escuela regularmente.
___ Venir a la escuela con plumas, lápices, papel y otras necesidades para aprender.
___ Completar y regresar las tareas asignadas.
___ Observar horas de estudio regulares.
___ Ajustarme a las reglas de conducta.
Firma:
_____________________
Acuerdo del Maestro/a
Es importante que los estudiantes sean exitosos. Por lo tanto me esforzaré en hacer lo siguiente:
___ Proveer tareas para los estudiantes.
___ Proveer la ayuda necesaria para que los padres les puedan ayudar a sus hijos/as con lo
asignado.
___ Apoyar a los estudiantes y a sus padres, proveyendo información sobre el progreso del
estudiante.
___ Usar actividades en el salón para hacer el aprendizaje más agradable.
Firma:
83
Acuerdo del Director
Yo apoyo esta forma de participación de padres. Por lo tanto me esforzare en hacer lo siguiente:
___ Proveer un ambiente que permitirá comunicación positiva entre maestros, padres y
estudiantes.
___ Alentar a los maestros para que asignen tareas regularmente que refuercen la instrucción
del salón.
Firma:
84
IX. Parent Centers
This section provides more detailed information about school-based parent
centers. Included in this section are:
•
Parent center overview
•
Purpose of the parent center
•
Sample parent center core belief:
•
Sample parent center services
•
Sample parent center staff functions: Vilonia School District
•
Sample resource directory
•
Frequently asked questions/Unusual questions
•
School Parent Center Handout: Arkansas State PIRC/CEP
Benton School District
85
Parent Centers
ACT 307 of 2007 requires each public school in Arkansas to create a parent
center as funds are available. Size, location, and services vary widely. No two
parent centers in Arkansas are the same.
This handbook lists five components of some of the most successful parent
centers in the state:
1) A supportive administration and school board who believe that parental
involvement is essential to student success.
2) A motivated staff with excellent public relations skills.
3) A location with adequate space, that is easily accessible to caregivers.
4) Adequate funding.
5) Caregiver needs are identified annually and a concerted effort to meet those
needs are made.
We encourage you to visit several parent centers for fresh, innovative ideas as
you create your own center or look for ways to improve the one you have.
Members of the handbook committee as well as other facilitators and
coordinators throughout Arkansas are happy to help you!
86
Sample Purpose of a Parent Center
Parent Centers should create a statement of their mission, their purpose, goals
and/or core values. It is important for parents and others to know what you are
about and how you will be of service to them. This should be done as a
collective effort with your administration and the parent center advisory
committee. As needs change, you may need to re-visit your vision and add or
take away from your statement. Some suggested objectives could be:
To promote greater overall parental participation in children’s education.
A) By providing a liaison between home and school—-especially for
working caregivers
B) By improving students’ academic achievement
C) By increasing parental involvement in the development of school’s
parent involvement plan
D) By increasing parent participation in the development of school
improvement plans
To better enable parents to assist their children in academic pursuits.
A) By providing a convenient facility.
B) By providing appropriate educational materials.
C) By providing assistance to ensure effective use of materials.
To assist students directly with academic needs.
A) By providing tutoring services.
B) By lending supplemental materials and audio-visual materials.
C) By providing enrichment activities.
To provide activities which promote a more positive child/parent relationship.
A) By providing methods of building self-esteem.
B) By providing strategies for behavior management.
C) By providing activities and support groups for parents of children with
special needs.
To support school programs which address physical and social problems of
students and parents.
A) By providing drug, alcohol, and violence prevention activities through
the center.
87
B) By providing HIV/AIDS awareness activities.
C) By providing “Students at Risk” activities.
D) By providing teen pregnancy prevention activities.
To assist parents through Adult Education programs.
A) By providing a GED program.
B) By providing basic skills classes for adults.
C) By providing computer and other technology awareness.
D) By providing specific classes requested by parents i.e., Red Cross First
Aid, CPR, parenting, nutrition, etc.
To establish a strong, positive school/community relationship.
A) By providing a meeting place for community groups.
B) By providing a meeting place for your local Educational Cooperative,
Speech, Physical, and OT Therapists and Evaluators.
.
88
Sample Parent Center Core Belief
Benton School District Parent Center
We believe that the Parent Center of Benton Public Schools will:
*Provide a safe and inviting place for parents.
* Provide opportunities for parents to become more involved with their
child’s learning.
* Provide information, materials and training for families.
* Serve as a liaison and build support networks among families, schools
and the community.
* Network with community agencies.
*Adapt to the changing needs of the Benton Community.
Adopted by the Parent Center Advisory Committee, July 2001
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Sample Parent Center Services
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Information and Referral
Learning Activities for all Ages
Lending Library
Parenting Education
Leadership Training
Assist in Developing Parent Involvement Plans
Workshops/Seminars
Adult Education Classes/GED
Computer /Internet Access
Enrichment Prescription Program
PK-4th Grade Skill Box Program
Brown Bag Luncheon
Make ‘n Takes
Violence & Drug Prevention
Disaster Relief Kit Program
Kiddie Korner
Thanksgiving/Christmas Basket Distribution
Quarterly Newsletter
Informational Kits
Yearly Volunteer Resource Book
Holiday/Seasonal Learning Activity Center
Educational Co-op Speech/Physical/OT Therapy for Preschoolers
Parent/Alumni Advisory Council
Extended Day University
Interest Surveys
Tours
Teacher of the Month
Incentives
Appreciation Program
FREE-B.I.E. Club (Books in Exchange)
Volunteer Training
ESL Support
ACT Prep Material
Kindergarten Fair (for Preschoolers starting K in the Fall)
Family Book and Make ‘n Take Nights
Build a PTA and / or PTO organization
Transitions
Mentoring
Add your own ideas to this page!
90
Sample Parent Center Staff Functions
(Vilonia School District)
PLEASE NOTE: Vilonia School District’s Parent Center Opened in January
1992 with the following staff directives. Many changes have been made since
then. Parent center staff job descriptions are being updated to include those
changes as well as activities mandated by ACT 307 (Amended ACT 603).
Parent Center Staff functions:
1.
A. The center will be open 8 am until 4 pm M/W/F and 8 am until 7 pm
on Tuesday and Thursday nights.
B. The staff will maintain files for student tutoring activities for all
academic skills parent duplication or use.
• The staff will order, inventory, and maintain supplies adequate for
parent use.
• The staff will provide assistance to parents in reproducing
activities, and/or explain effective usage of the activity.
• The staff will secure materials for checkout by parents and develop
a system for ensuring material return.
• The staff will provide a list of available materials to parents and
teachers for use through the center.
2.
A. The staff will provide print materials, video or parent group meetings
to assist in teaching skills of building self-esteem.
• The Coordinator will work with elementary counselors to select
materials and secure speakers/teachers to accomplish this goal.
B. The Coordinator will schedule with counselors and other certified staff
to present behavior management strategies to interested parents.
• Staff will secure and check out materials to parents on behavior
• The Coordinator will work with central office to organize and
implement support groups for parents to meet at the Center.
3.
A. The Coordinator will schedule parent meetings for awareness of
strategies of drug/alcohol abuse prevention.
B The Coordinator will work with central office staff to provide
APPROVED parent education on HIV/AIDS prevention.
• The staff will become knowledgeable of the school’s philosophy
on teaching HIV/AIDS prevention.
C The staff will identify with principals and the counselors “At Risk”
behaviors which need parent intervention to change.
• The Coordinator will schedule programs of awareness for parents
in promoting positive behaviors in at-risk situations (absenteeism,
study habits etc.)
• The staff will provide commercial and other resources for parents
to use with students, i.e. “Where There’s A Will, There’s An A”.
91
4.
A. The Coordinator will work with central office, the high school
principal, and the volunteer coordinator to schedule tutoring sessions
for students or parents who request the service.
B The Coordinator will make available to students and teachers materials
which can be checked out of the parent center and then fill the requests
and ensure that the student receives the materials.
C The Coordinator will consult with the Gifted/Talented Director to
secure enrichment activities to provide students access to thinking skill
and creative problem solving games and activities.
5.
A. The Coordinator will work with local adult education to schedule and
implement GED classes at the Center when patrons indicate a need for
them.
B. The Coordinator will work with the assistant superintendent to
schedule and implement basic skills classes for patrons who indicate a
desire to attend.
C The Coordinator will assess needs and desires for other adult classes
and work with the assistant superintendent to secure and implement
them at the center.
D The Coordinator will work with the assistant superintendent to secure
computers for use by parents at the center in order to make parents
aware of the technology that children are working with in the schools.
E The center will teach parents how to use the computers.
6.
A. The Coordinator will schedule the center for the use of community
groups, i.e. Boy, Girl, and Cub Scouts.
B The Coordinator will designate how the center can and should be used
by these groups.
C The staff will provide information to the assistant superintendent
monthly to be disseminated to the community. This should contain a
calendar of events, new materials for parent/student use, etc. Reports
of successful meetings and activities and other items of interest will be
provided to school patrons.
D The Coordinator will seek community services which can be provided
through the center, i.e. the local county library.
E The staff will seek opportunities to serve the senior citizens of the
community by providing a meeting place when needed, or other related
activities.
7.
A. The staff will work with teachers and parents to provide open
communication, especially for parents who work during school hours.
B The Coordinator will work to make teachers more aware of the services
of the center in terms of service toward supplementing their instruction
and parent communication.
C The Coordinator will work to encourage parental participation for all
parents and frequent participation of parents of students who qualify
for Compensatory Education programs.
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Sample Resource Directory
This is a Sample Resource Directory. Compile your own list for your local
community. Make sure to add the address, services provided, hours of
operations, eligibility guidelines etc.
General Referrals
•
Arkansas 211– Connects you with appropriate agency to help you with
your needs. Free. 2 1 1 or 1 (800) 278-1848.
•
Arkansas Resource Information Cyber Center (ARIC)- Online database
of community/human service organizations. Free. www.state.ar.us/aric
•
Department of Health – Check with your local office
•
Department of Human Services (DHS)
•
Northwest Arkansas Crisis Intervention Center– Crisis interventions,
suicide prevention, and referral agency. Adult Crisis Hotline-1 (888)
274-7472, Teen Crisis Hotline-1 (800) 798-8336; 24 hours a day or
www.nwacrisiscenter.org.
•
Social Security Office – Check with your local office
•
Transitional Employment Assistance (TEA) Support Center– Call with
any questions about TEA. 1 (800) 482-8988.
www.arkansas.gov/dhhs/
Clothing
•
The Attic–Closet Crisis
•
Cooperative Emergency Outreach
•
Goodwill Store
•
Salvation Army Thrift Store
• Second Mile Ministry
Financial/Legal
•
Child Support Enforcement
http://www.state.ar.us/dfa/child_support/ocse_index.html
•
Credit Counseling of Arkansas (CCOA)-Free and confidential
counseling to help you manage finances, arrange payments with
creditors, and to develop a savings plan to meet your financial goals.
Also free educational programs. or 1(800) 889-4916.
www.ccoacares.com
93
•
Fund My Future– Financial resources to address critical career needs in
Arkansas. Free. 1(800)443-6030 or www.fundmyfuture.info
•
Individual Development Account (IDA)
Parenting/Childcare
•
ABC Program www.childcarelaw.org/docs/ArkansasBetterChanceFactSheet.pdf
•
Arkansas State PIRC / Center for Effective Parenting– Provides free
parenting resources including education classes and resource library.
Mon.-Fri. 8:30 am– 5 pm, 614 E. Emma, Suites 109 & 113, Springdale.
(479) 751-6167. www.parenting.ed.org
•
Big Brothers/Big Sisters– To provide and support one-on-one, adultchild mentoring relationships. www.BigBrothersBigSisters.org
•
Child Care Resource and Referral- Locates a childcare provider with
specific needs for your child. www.arkansas.gov.childcare
•
DHS – www.arkansas.gov/childcare
•
Head Start– Child development programs for children in low-income
families and disabled children (up to age 5). Must meet income
guidelines. Complete application packet, which requires child’s birth
certificate, immunization records, social security card and proof of
household income for past year. www.arheadstart.org
•
HIPPY/PAT
http://www.archildrens.org/community_outreach/hippy.asp
Food
•
Bread of Life
•
Local Churches
•
Food Pantry
•
Food Stamp Program– Provides monthly food stamps to purchase
groceries only. Must meet income guidelines
•
Mission Ministries
•
Project Compassion– food pantry
•
Salvation Army– food pantry
•
Catholic Church– food pantry
•
Rice Depot – food pantry
94
Health
•
ARKids 1st– Free medical and dental insurance for kids under 19, no
deductible or premium, possible co-payment of $5-10; must re-enroll
every year. Must meet income guidelines; application available online,
at local DHS, or call to request. Statewide.
•
1 (888) 474-8275 or www.arkidsfirst.com.
•
Community Clinics
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Youth Dental Program
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County Health Unit– Free or reduced cost immunizations. Women
Infant Children program (WIC) provides nutritional food for pregnant
women and children up to the age of 5. Must meet income guidelines
(automatically qualify if receiving TEA or Medicaid).
•
Physician Referral– Refers you to a physician according to your needs.
www.physicianlink.uams.edu/
•
Comprehensive mental health services for children and adults.
Transportation
•
Regional Transit
Rent/Utilities
•
Housing Authority– Rental assistance
•
Churches
•
Salvation Army– subsidizes utilities
.
Please add your own local resources to this list.
95
Frequently Asked Questions
1. My child doesn’t know his multiplication factors. What can I do?
2. My child can do this at home. Why did he get a bad grade on his report
card?
3. My child is struggling with reading and/or math. What do you have to
help me?
4. We have so much trouble learning those spelling words. What can we do?
5. What does a Parent Center do?
6. My child is failing. What can I do? He/she will not be promoted. What
can I do?
7. My child is having trouble in school. Do you tutor?
8. An irate parent walks into the parent center and loudly says, “I hate that
school. I hate my child’s teacher. That teacher just won’t listen to me.”
9. What does NCLB mean for my child?
10. How do I read the school report card?
11. My child is AR (Accelerated Reader) level 10. The teacher says he should
be a level 27. What do I need to do?
12. Is my child eligible for supplemental services?
13. Other parents say to build a relationship with my child’s teacher before my
child has problems. I’ve tried but s/he never seems to have time for me.
What can I do?
14. Where can I go to get food, rent, etc. for my family?
15. What does accountability mean?
16. Tests are coming up and my child doesn’t want to go to school. The
teacher says his/her grade on this test will determine whether she goes on
to the next grade. Is this true?
17. Why do teachers put so much pressure on these tests? My child has an
ulcer from worrying about the tests.
18. (From a teacher) Do you still have that machine that makes 3 copies of a
tape?
19. What is the Benchmark?
96
20. What does AYP mean?
21. What does school improvement mean?
22. What is school choice? What does it mean for my child?
23. When and how can I transfer my child to another school district?
24. Are there any jobs in school? Are you hiring?
25. What is AIP?
Unusual Questions
1. Do you do paternity tests?
2. Does the elementary school have a soccer team?
3. Where can I get a vasectomy?
4. What time does Sonic close?
5. How do you spell Marshallese?
6. (In an e-mail) Is this child care? I’m looking for a place to keep my kids
so please let me know quickly.
7. I can’t pay my rent. Can you give me the money?
8. (From a teacher) What do I do about a father that comes into the classroom
whenever he has a break in the day? I look up and he’s there eating his
daughter’s lunch or sitting by her while she does her work. I never know
when he’s coming.
9. Can you help me find my child? I can not find my child.
10. I can’t get anyone to answer the phone at the school. Can you help me?
97
Arkansas State PIRC
School Parent
Center
A tool to open school
doors for increased
parental involvement.
A parent center can make a big
difference for parental involvement in
your school. A center can help parents
feel more comfortable in visiting the
school. The more comfortable parents
become, the more active they will be in
the school and in their children’s
education. A Parent Center, which is
“parent-friendly”, can be priceless in
helping them feel supported in helping
their children. Studies have shown that
when parents are involved in education,
students do better academically and
socially.
*How can you create a parent center
that is both “parent-friendly” and
valuable for parents?
Creating an
Action Team may help schools develop a
good center (see Action Team Process
page 5). Here are a few more ideas and
tools to start you on your way. These
suggestions have been effective in
allowing many other schools to open the
doors for greater parent participation.
*Where should the parent center be
located? The center’s space should be
easily accessible and visible. Near the
main entrance to the school, next to the
principal’s office, or near the play area
are all locations where schools might
effectively allocate space for their
centers.
What should the space look like? The
space needs to be user friendly. Adult
sized tables, good lighting, and plenty of
comfortable chairs should be in the room.
Telephone access, paper supplies, access
to copy machines and other materials are
also needed for approved activities. The
room should highlight education and
learning by displaying books, lesson bags
and kits.
Decorations could include
posters
of
character
building,
encouragement,
teamwork,
and
achievement. These posters can help
make statements regarding the school’s
academic intent. Posters should model
the diversity of the parents and
students.
Written by Ida Collier, B. A. & Suzann Hernandez B.A. , Center for Effective Parenting
Page 98
Arkansas State PIRC
When should the center be open for
parents to come? Center hours should
be posted in an area where there will be a
lot of parent traffic.
The parent
leadership group or the coordinator of
the center should set the hours with
input from other parents. The most
utilized times may be before classes
begin in the mornings, during the lunch
hour, before school lets out, during
parent meetings or during other school
activities.
*Should someone always be present in
the
Parent
Center?
A
parent
coordinator or volunteer would be a
valuable asset during the hours of
operation. This person can be a guide
for parents regarding what resources
are available and how to use the
resources appropriately, and how to
operate different equipment. Some
parent centers even offer parents
computer literacy classes.
*What can parents/staff to do help
the center be effective? School
personnel and parents can create a list
of goals and specific tasks for the
school year.
These goals and tasks
should have timelines so all the goals for
year can be attained.
needs to monitor
toward goals.
ongoing
progress
Parents can offer many skills and bring
fresh
ideas.
Therefore
their
involvement in the parent center is
critical to help parents and schools set
tasks and goals. The following activities
are examples of ideas that have been
utilized to increase parent involvement.
Activities for Parents
School Communications
Parents can help the school write/edit
information concerning school progress,
plans and activities that can be more
easily understood by parents.
Shared Learning
Parents can be encouraged to be involved
in activities that support their children’s
learning.
Parent Involvement Plans
Parents can be involved in developing the
school’s parental involvement plan.
PTA
Parents can play a vital role through a
large and active PTA. Parents will be
involved in decision making and resource
provisions for the school.
Individuals should be assigned to work
on goals and tasks. The coordinator
School-Based Parent Center
Page 99
Arkansas State PIRC
*What items should be available in the
parent center? Start by assessing what
would be most useful to parents in your
school. General parent education and
child
development
resources
are
wonderful tools to have available. In
addition, materials on what parents can
do to help improve their child’s academic
achievement are very valuable. A center
can be filled with resources that are
school and community focused.
Tutoring calendar: lists available
opportunities for students to receive
additional help with homework.
Adult
Education
Information:
Parents may want to continue their
own education.
Computers with Internet Access
Academic
Standards:
specific
information on what students are
expected to learn in a specific grade.
Volunteer sign in sheet
The parent coordinator should have
information on the center to give to
parents.
This information can be
available
at
ballgames,
musical
performances, PTA meetings, and open
houses.
*How can we make the center more
effective?
Develop a survey card (see Sample
Survey page 6) to assess how the center
is currently operating.
These cards
should include space for parents to
indicate what is going well, what needs
to be changed, and what can be added.
Parents can be helpful in identifying and
addressing barriers for involvement.
The following items can be helpful to
parents:
Community
Partners:
churches,
stores and local businesses adopt
schools and offer both financial and
volunteer support.
Parenting and Educational Books
Educational Videos
Parenting Magazines
Parenting
handouts
addressing
specific child behaviors
Homework Hints
Study Guides
Cards can be given to parents at parentteacher conferences or school activities.
They can also be placed next to a
suggestion box in the parent center, or
mailed. The card should indicate where
it should be returned.
Keep a large calendar in plain view that
lists upcoming events. Information can
include, open house, back to school
events, holidays, school board meetings,
testing dates, and field trips.
Page 100
Arkansas State PIRC
Parent centers can open doors for
parents to be involved in their child’s
academic achievement. Use your tools.
*Highlighted Parent Centers:
Fort Smith School District
811 N. T. Street
Fort Smith, AR 72904
(479) 784-8182 ext. 15
Lake Hamilton School District
309 Wolf Street
Pearcy, AR 71914
(501) 760-5443
Little Rock School District
Harris Elementary
4424 Jacksonville Highway
North Little Rock, AR 72117
501-954-4633
Springdale School District
800 E. Emma
Springdale, AR 72764
(479) 750-8706
Van Buren School District
300 North 11th Street
Van Buren, AR 72956
(479) 471-3141
Page 101
Arkansas State PIRC
Action Team Process
1. Create an Action Team
Parents, educators, and others that represent the community will be involved
in setting and reaching goals to which all are committed.
2. Examine Current Practice
Review what is currently done for parent and family involvement. Survey the
staff and parents to get a clear understanding of the current practices in
parent-school involvement.
3. Develop a Plan of Improvement
Based on the survey results, identify priority issues and steps. Pay close
attention to developing a well-balanced plan using each of the six standards.
4. Secure Support
For success, keep everyone aware of the plan and their involvement for the
success of the program (those responsible for implementing, those who will be
affected, and those outside the school/program who have influence over the
outcome).
5. Provide Professional Development for School/Program Staff
Effective training is essential. The best trainings are those that provide staff
and parents with several opportunities to interact with the issues, work
together, and monitor and evaluate the process.
6. Evaluate and Revise the Plan
Parent and family involvement is not a one time goal. It will need continuous
improvement and commitment to long-term success.
Page 102
Arkansas State PIRC
Action Plan
Area of Focus:
Goal:
Activity:
What will be done?
Why this activity?
Who will do this?
When?
Materials/Resources Needed:
Evidence of Success:
Page 103
Arkansas State PIRC
Sample Survey
A message to all parents of __________ school, from the Parent Center Action
Team. In an effort to help all families feel a sense of ownership in and belonging to
________________School, we are creating a Parent Center in the school. The
center will be a place where parents, grandparents and other family members can
feel welcome to come any time of the day, to meet with other parents, teachers; to
volunteer for school projects; participate in school and community events and
programs.
Your answers are very important! This survey will help us find out how parents
think a Parent Center should be used.
Please fill out this survey and ask your child to return it to his or her teacher by
_________________.
A.
What issues would you like the Parent Center to address? (Check as
many as you wish)
___ 1. Communicating with your child’s teacher(s)
___ 2. Helping your child learn at home
___ 3. Reading tips for parents
___ 4. Math tips for parents
___ 5. Homework
___ 6. Study skills
___ 7. Parenting classes
___ 8. Improving communication skills
___ 9. Discipline at home and school
___ 10. Child Development, ages and stages
___ 11. Social skills for children
___ 12. Television watching
___ 13. Internet guidelines
Page 104
Arkansas State PIRC
___ 14.
___ 15.
___ 16.
___ 17.
___ 18.
___ 19.
___ 20.
___ 21.
___ 22.
___ 23.
___ 24.
___ 25.
B.
Family nutrition
Alcohol and drug abuse prevention
Role of parents in school-decision making
The school curriculum
The benchmark test
Arkansas Frameworks/curriculum
Exploring cultures
English as a second language
Introduction Spanish
Adult literacy classes
GED classes (earn a high school diploma)
Other suggestions:______________________
When could you be able to use the parent center?
___ 1. Weekdays during the school day
___ 2. Weekday evenings
___ 3. Weekends
Inventory of Volunteer Interests
Volunteer for one or more of the tasks below by checking the space. Then return
this to your child’s teacher.
C.
I am interested in volunteering in the classroom, I would like to:
___ 1. Tutor a student
___ 2. Listen to students read
___ 3. Translate for students or teachers
Language____________
___ 4. Help with teacher’s work
___ 5. Prepare materials
___ 6. Attend field trips
___ 7. Help students with dramatic performances, special events
___ 8. Help in class with art projects
Page 105
Arkansas State PIRC
___ 9. Do paired reading
___ 10. Be a Watchdog Dad
___ 11. Be a Safe gate Mom
___ 12. Work with a specific grade level ______
___ 13. Be a guest speaker to:
___share career experiences
___share my travels
___share my culture
___share a talent, skill or craft
___ 14. Help teachers with class activities such as learning center time
D.
I am interested in volunteering in other areas. I would like to:
___ 1. Helping the school develop their parental involvement plan.
___ 2. Helping the school’s administration in developing school improvement
plans
___ 3. Work in school library or book fairs
___ 4. Photograph school events
___ 5. Video record school events
___ 6. Prepare newsletters
___ 7. Prepare web sites for teachers
___ 8. Prepare posters, displays, bulletin boards
___ 9.Teaching a computer class
E.
I am interested in helping at home. I would like to:
___ 1. Recruit parents and businesses to participate in special reading
programs for children
___ 2. Call parents to organize a phone tree for special projects
___ 3. Enter data on a computer
___ 4. Gather resource materials
___ 5. Stuff envelopes
___ 6. Distribute brochures door to door
___ 7. I am interested in improving our school by working with other parents
on projects
Page 106
Arkansas State PIRC
Little Rock Center: (501) 364-7580
NW Arkansas Center: (479) 751-6166
For additional resources, visit our website:
THE CENTER FOR EFFECTIVE PARENTING IS A COLLABORATIVE PROJECT OF THE JONES CENTER FOR FAMILIES,
UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES/DEPARTMENT OF PEDIATRICS, AND ARKANSAS CHILDREN’S
HOSPITAL. THE CENTER FOR EFFECTIVE PARENTING SERVES AS THE ARKANSAS STATE PARENTAL INFORMATION
& RESOURCE CENTER (PIRC), WHICH IS SUPPORTED BY THE U.S. DEPARTMENT OF EDUCATION (GRANT #84.310A)
THIS PUBLICATION WAS PRODUCED AND/OR DISTRIBUTED IN WHOLE OR IN PART WITH FUNDS FROM THE U.S.
DEPARTMENT OF EDUCATION, OFFICE OF INNOVATION AND IMPROVEMENT, PARENTAL INFORMATION AND
RESOURCE CENTER PROGRAM, UNDER GRANT # 84.310A. THE CONTENT HEREIN DOES NOT NECESSARILY REFLECT
THE VIEWS OF THE DEPARTMENT OF EDUCATION, ANY OTHER AGENCY OF THE U.S. GOVERNMENT, OR ANY OTHER
SOURCE.
Written by Ida Collier, B. A. & Suzann Hernandez B.A. , Center for Effective Parenting
Page 107
X. Sample Parent Center Brochures
We have included sample parent center brochures from the following schools:
•
Benton School District,
Benton, AR
•
Fort Smith School District,
Fort Smith, AR
•
Geyer Springs Elementary,
Little Rock, AR
•
Lake Hamilton School District,
Pearcy, AR
•
Park Elementary School District,
Corning, AR
•
Southside School District,
Batesville, AR
•
Springdale School District,
Springdale, AR
•
Vilonia School District,
Vilonia, AR
•
Westside School District,
Jonesboro, AR
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What You Can Do
• Stay aware of what your child is learning
• Read with your child every day
Springdale
Parent Center
• Ask questions about your child's day
• Look over homework regularly
• Help with, but do not do the homework
• Call or stop by the Parent Center and tell us
what you need
Springdale Parent Center
409 North Thompson
phone: (479) 750-8889
Fax: (479) 750-8799
Web page:
parentcenter.springdaleschools .org
Hours: 8:00 a.m.- 3:00 p.m. school days
(call for after hour appointments)
Judy Hobson - Curriculum & Instructional
Program Coordinator Vicl~y Rogerson Parent Center Facilitator e-mail:
[email protected]
Springdale School District
804 West Johnson Avenue
Ph. (479) 750-8800
Dr. Jim D. Rollins – Superintendent
Dr. Marsha Jones – Assistant Superintendent
for instruction
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•
•
•
•
•
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•
•
•
•
•
•
•
•
•
•
•
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•
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Books with tapes
Tape recorders and earphones
Laptop computers
Folder games
Recorded classics
Books
Clothespin games
Kits with items the child can keep
Templates
Egg carton games
Wrap-Ups
Tangrams
Flash cards
Board Games
Hooked On Phonics
Educational videos
Storytelling Apron
Books with Videos
Pamphlets
Newsletters
Flip cards
Wipe off sheets
Puzzles
Multiplication tapes
Bingo games
Parenting books
Word strips
Math Dominoes
Who WeAre
Ways We Can Help You
What You Can Check Out
L
P
ocate educational materials for you and your
child.
rovide educational materials for check out so
that you do not have to buy and store them at
home.
T
F
each adults how to prepare their little ones for
kindergarten.
urnish backpacks loaded with 15 fun
activities to be checked out through the
classroom teacher.
D
S
emonstrate how to use the laptop
computer so you'll feel comfortable
checking one out for home use.
upply parenting material on subjects such as
spelling, writing, reading aloud, sibling rivalry,
bedtime battles.
V
he Parent Center is a place provided by the
Springdale Public Schools for parents/guardians
of the children of Springdale to come and get help
educating their children. It is now known that "trying to
educate children without the involvement of families is
like trying to playa basketball game without all of the
players on the court"! The Parent Center hopes to
provide any and all services needed to get all Springdale
parents actively involved with their child's education.
T
he Parent Center Facilitator, Vicky Rogerson,
taught school 10 years before quitting to have her
two children. Since moving to Springdale she has
subbed 3 years, taught 1 year, and worked at the Parent
Center 11 years. The Parent Center is her favorite
position. When her children were small, Vicky
remembers being frustrated. She knew what to do at
home to help her kids learn. But she did not have access
to the types of materials she'd used in the classroom. The
Parent Center provides such materials.
T
he teachers of Springdale are a wonderful
resource for the Parent Center. They have
donated materials, suggested projects, and
checked out backpacks to parents. Before starting a
project, we check with the teachers to make sure it is
grade-level appropriate and usable.
T
ideo school events so even if you can't attend,
you can watch the video at home.
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XI. Newsletters
In this section are some sample parent newsletters that have been made available by the
following schools:
•
Ashdown Public Schools
Ashdown, AR
•
Dumas School District
Dumas, AR
•
J.O. Kelly Middle School
Springdale, AR
•
Willis D. Shaw Elementary
Springdale, AR
•
Vilonia Public School
Vilonia, AR
122
January 25, 2008
SEE BOARD MINUTES AT THE BOTTOM OF THE NEWSLETTER.
Principal, John Crowder, has announced that Ashdown High School has received
the “2007 College Readiness” award from the Arkansas ACT Council for increasing
the number of students taking the ACT Assessment over the past five years and for
significantly increasing their level of achievement and college readiness. Crowder
said, “Ashdown High School is in the top 4% of high schools in Arkansas, according
to a press release from Karen Pennell, ACT Assistant Vice President.” The ACT is
the college admissions test that is accepted by all colleges nationwide.
Congratulations to Becky Edmisten, District Teacher of the Year. Becky was honored at the
Little River County Chamber Banquet on the 24th. In the center Mike Walker and Becky
Edmisten are pictured with Board members, Rosa Bowman and Imogene Mize, at the
Teacher of Year Breakfast. on Tuesday at the Hunter Coulter House.
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It is a great honor to be chosen by your peers and these ladies are “the best”. They were selected as
Teacher of the Year from each campus. They are: (standing left to right) Becky Edmisten (AHS),
Sandy McElroy (MD), Mike Walker, Denise Smith (ALE), and Margaret Macon (LF), (seated left to
right) Hope Pierce (AJHS) and Amy Smith (MD).
The Margaret Daniel Primary Educational Foundation met January 14th to present two grants to
two teachers at Margaret Daniel Primary.
The recipients were Mrs. Donna Gabbard and Mrs. Amy Smith. Mrs. Gabbard received a grant for
a Rhythm, Rhyme and Music project in which she will be able to purchase a variety of historical
costumes, rhythm instruments and materials to help foster teamwork, focus, respect, community,
ensemble, balance and listening. Mrs. Smith's grant is for a Promethean ACTIVboard for her
classroom in which she will be able to integrate technology into all curriculum areas with students
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being actively engaged to enhance their learning. The two grants totaled $9,000. The Margaret
Daniel Primary School Foundation was established in October of 2005. As to date, the foundation has
awarded over $13,000 to teachers for special projects in which student learning was the focus.Board
members pictured left to right with the grant recipients are: Beth Provence,Brenda Tate, Amy
Smith, Donna Gabbard, Mrs. Daniel, Kari Harger and Kay York.
Holiday Feb. 15-18, 2008
Margaret Daniel Primary Events
• Parent Teacher Conference on Feb. 4th
• The 100 Day Celebration will be on Feb. 1.
• Visiting TRAC children’s author, Chester Drawers, will be
on campus Feb. 13th.
C.D. Franks Elementary Events
• Second and Third grades go to the Perot on Feb. 1.
• Parent Teacher Conference on Feb. 4th
• Chester Drawers visits C.D. Feb, 13th
• Tessa Campbell’s Baby Shower- Feb. 28th
L.F. Henderson Intermediate School
• Parent Teacher Conference Feb. 7th
• Sock Hop Feb. 14, 3:30-5:30
Ashdown Jr. High School
• Sadie Hawkins Dance on Feb. 22, 7-9
Ashdown HIPPY Educator, Lori Fields, has been selected to attend the 20th Annual
National Conference for HIPPY Educators in St. Petersburg, Florida. She will
accompany Mary Harris, HIPPY Regional Coordinator, and Margie Thrower. The
HIPPY program serves 3 and 4 year old preschoolers in Ashdown.
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XII. Event Flyers/Sign In Sheets
On the following pages are some special event flyers. Hopefully, these pages will
provide some ideas that you could adapt for your school site.
•
Benton Parent Center
Benton, AR
o Going to Kindergarten Fun Fair
o First Day of Kindergarten
o Holiday Open House
o Twas the Night Before Christmas
o Sign-in Sheet
•
Southside
Batesville, AR
o First Day of Kindergarten
o Sign-in Sheet
•
Fort Smith
Fort Smith, AR
o Dog Days of Summer
o Fun with Calculators – English and Spanish
o Spread the News
o Materials Request Form
o Boo Hoo Breakfast
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146
147
148
Page 149
XIII. Sample Job Descriptions
Included are sample job descriptions for Parent Center
Coordinators, Facilitators, parent center aides and volunteers.
• Parent Involvement Facilitator
Fort Smith Public Schools
• Parent Center Facilitator
Little Rock Public Schools
• Parent Center Coordinator
Vilonia Public Schools
• Parent Center Aide
• Parent Center Coordinator
Westside School District
Page 150
Parental Involvement Facilitator
Fort Smith Public Schools
In accordance with Act 307 of 2007, the Parental Involvement Facilitator (PIF),
under the supervision of the building level principal and with the support of the
supervisor of early childhood education (ECE), parent and community services,
shall be responsible for the coordination of parent involvement at an assigned
location. The specific responsibilities of the PIF shall be:
1. Organize meaningful training for staff and parents;
2. To coordinate a parent volunteer plan;
3. To create a parent center ensuring that parents have access to parent
resources such as brochures, books, and magazines;
4. To assist in the development of the Arkansas Consolidated School
Improvement Plan (ACSIP) for the assigned location;
5. To engage in professional growth that will strengthen and improve
knowledge of parental involvement;
6. To assist with professional development (both formal and informal) to
support the efforts of school staff to engage parents in meaningful ways;
7. To support the many initiatives of the district; and
8. To perform other duties as assigned.
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ACT 603/307 Parent Facilitator
Qualifications: Must have current teacher certification and license
Responsibilities:
1.
Become familiar with the requirements of ACT 603/ACT 307 and
advise principal/staff on compliance
2.
Provide leadership to school on activities required by ACT
603/307
3.
Attend quarterly training sessions hosted by LRSD Parent
Involvement Office
4.
Organize and\or facilitate at least (4) one-hour evening or weekend or
(2) two hour training sessions for parents.
5.
Oversee the school’s parent center.
6.
Provide two-hours of training at the school for certified staff.
7.
Provide documentation of responsibilities met and hours worked
through brief report.
8.
All documentation to be placed in a binder to include examples of
work, sign-in sheets and parent activities.
9.
Responsibilities are to be performed during non-contracted time.
10. The Article 9 form should be submitted to the building principal for
signature approval before sending all three (3) forms listed below to
the LRSD Parent Involvement Office.
Completed and approved
A Article 9 (stipend form)
B LRSD ACT 603/ACT307 checklist
C Excel Tracking form of ALL school parent involvement activities
(during contract and off contract)
Compensation:
1.
The District budget allocates a stipend per school for parent facilitator
stipend.
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JOB DESCRIPTION
TITLE: PARENT CENTER COORDINATOR
QUALIFICATIONS: Strong interpersonal, communication, and organizational
skills. Self-starter who takes initiative and works well independently. High
School grad or GED equivalent. Other qualifications as determined by local
district.
JOB GOAL: To support families, teachers, and community participants in
their efforts to assist students in achieving educational excellence and bridge
the gap between home, school, and community.
SUPERVISION EXERCISED: Parent Center Aide, Parent Center Volunteers
SUPERVISION RECEIVED: Assistant Superintendent, Parent Facilitators
ESSENTIAL DUTIES: As follows:
1. Serves as liaison between home, school, and community in order to
improve and increase parent and community involvement in the School
District.
2. Cooperates with administrators in implementing the District's parent
involvement plan according to state and federal guidelines.
3. Coordinates District's Title IV - Safe and Drug-Free Schools and
Communities program.
4. Establish and conduct school and community surveys to assess needs.
5. Participates in district, regional, and state professional development
opportunities such as conferences and meetings to learn new knowledge
and skills.
6. Provides appropriate parental involvement training and evaluation
opportunities for school district staff.
7. Informs and seeks input from local Advisory Council.
8. Management of the Parent Center's daily activities including:
• Maintaining the Parent Center as a welcoming place that invites
participation and partnership.
• Provide positive leadership for Center staff and volunteers.
• Provide parent information and support through day and evening
• workshops/activities, referrals, and positive parent contact (phone
calls, newsletters, etc).
• Assist parents through Adult Education programs by scheduling and
implementing GED, basic skills, and computer classes as patrons
indicate a need for them.
• Effectively maintain the Enrichment Prescription and Parent Pilot
(Skill Box) programs to provide assistance with academic skills.
• Maintain the Parent Lending Library
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•
•
•
•
•
Provide pamphlets and other “take-home” handouts.
Maintain budget for expenditures of materials, supplies, and
equipment.
Document parent/community activities through visual portfolios that
include sign-in sheets, flyers, and pictures
Evaluate the effectiveness of parent meetings and parent/family
workshops and revise programs/activities as deemed necessary.
Coordinate Center tours and orientation sessions for new families.
Establish a strong, positive school/community relationship by
providing a meeting place for community groups and for Arch Ford
Co-op’s preschool Speech, Physical, and Occupational Therapists and
Evaluators.
Other Duties: Perform any other duties as assigned by Supervisor,
Superintendent, or Parent Facilitator.
This job description in no way state or implies that these are the only
duties to be performed by this employee. The Parent Center
Coordinator will be required to follow any other instructions and to
perform any other related duties as assigned by the Assistant
Superintendent or other appropriate administrator. Vilonia Public
Schools reserve the right to update, revise or change this job
description and related duties at any time.
Approvals:
Supervisor:
Date:
I acknowledge that I have received and read this Parent Center
Coordinator’s job description.
Signature:
Date:
154
JOB DECRIPTION
TITLE:
PARENT CENTER AIDE
QUALIFICATIONS:
Strong interpersonal, communication, and organizational
skills. Ability to take direction and relate well with a
supervisor. High School Grad or GED equivalent.
Other qualifications as determined by local district.
JOB GOAL:
To assist Parent Center Coordinator in the implementation
of a positive and effective parental involvement program.
SUPERVISION EXERCISED:
Parent volunteers in the absence of the Coordinator.
SUPERVISION RECEIVED:
Parent Center Coordinator
ESSENTIAL DUTIES:
As follows:
1. Greet and establish positive and productive relationships with parents,
visitors, students, and other guests to the Center.
2. Maintain weekly work schedule as assigned. Notify Supervisor as soon as
possible when conflicts arise.
3. Perform a variety of clerical tasks including, but not limited to, filing,
copying, laminating, computer data input, running errands, and answering
phone.
4. Implement Parent Pilot Program by obtaining PreK - 4th Grade teacher
referrals, recruiting family participation, securing regular teacher/parent
feedback, maintaining skill boxes, submit monthly reports to supervisor, and
secure final parent/teacher evaluations.
5. Assist Coordinator in maintaining Enrichment Prescription Program.
6. Maintain order and neatness in the Parent Center environment.
7. Help patrons with the operations of audio/visual aids (projectors, etc.).
8. Assist in setting up parent activities, workshops, and classes. Help prepare
needed materials and supplies.
9. Provide a safe, secure and caring learning environment for the children of
caregivers who are participating in small group Parent Center activities with
the Coordinator.
10. Maintain a professional attitude and patron confidentiality.
11. Maintain daily Center operation and supervise parent volunteers in the
absence of the Coordinator.
12. Participate in staff meetings, training programs, and conferences as deemed
necessary by Coordinator.
This job description in no way states or implies that these are the only duties to be performed by
this employee. The Parent Center Aide will be required to follow any other instruction and to
perform any other related duties as assigned by the Parent Center Coordinator or appropriate
administrator. Vilonia Public Schools reserves the right to update, revise or change this job
description and related duties at any time.
155
Job Description
Westside School District
•
Utilize grade level skills district wide, and make available free material to
parents of students needing extra help at home.
•
Having educational games, CD’s and activities district wide available for
check-out by students and parents.
•
Maintain check-out records on all educational games, books and CD’s etc.
•
Working with parents in the Title I program K-12.
•
Working with teachers in resource and Title I programs.
•
Facilitate “Parenting Classes” with district wide parents.
•
Facilitate “Parent Training and Education Classes”.
•
Develop and distribute cards for parental involvement and children’s
success in school to parents and local businesses.
•
Coordinates the volunteer program district wide.
•
Organizes kindergarten registration.
•
Works closely with supervisor with grant programs, budgeting, etc…
•
Set up conferences and/or luncheons that are held in the parent center.
•
Coordinates the elementary and middle school Watch D.O.G.S. program.
•
Coordinates volunteers to help out at the schools with a variety of projects.
•
Do a variety of projects for teachers and staff district wide.
•
Parent center is open 3 weeks before school begins to have the family kits
ready and to help teachers with laminating and other projects they need to
have before school starts.
•
Have family kits ready and available for open house district wide.
•
Parent center houses the school ID badge system. Parent center
coordinator makes the staff ID badges for the district.
•
Parent center coordinator is available for ALL administrators, teachers and
employee’s where the parent center can help better the educational process
of WESTSIDE SCHOOL DISTRICT.
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XIV. Parent Lending Library
This section contains some suggested books, videos, and resources that
can be helpful to parent centers in building their own resource library.
This is just a small sample of available resources.
•
Suggested Books & Videos for Parents
•
Suggested Books for Children
•
Sample Materials
o Teacher’s Guide for Suggestion Materials (Benton Schools)
o Lending Library Membership Policy (Southside Schools)
Page 157
Parent Lending Library
ACT 307 requires that you ensure the availability of resources such as books
and magazines. A Parent Lending Library allows parents to have access to
books, videos and other parenting articles that they can borrow to take home or
read while in your parent center.
A variety of parenting subject matter such as bullying, co-parenting, child
behaviors, grand-parenting, and many other topics of interest are easily found.
Choose authors that are well known and topics that have been researched well
by professionals. Needs assessment results from your parent survey will help
you determine the types of information, resources and material that your
parents need and want the most.
Carefully weigh the expense of an item versus approximately how long it will
be until that item or topic will be out-dated. There are many materials and
resources that are free or available at minimal cost. Establish a check-out
system that will allow parents sufficient time to use the material before
returning it for others to borrow. For your protection of your lending library
materials, we encourage you to utilize check out forms to insure the safe return
of your materials. Require parents to provide ample contact information
including home, work, and cell phone numbers. These forms should include
helpful information such as caregivers address, school, grades, and
child/teacher names.
Choose a location that is easily accessible with a comfortable sitting area for
visitors as it will enhance the use of your lending library. Make sure your
parenting materials are organized and displayed for parents’ easy access.
Suggested Books and Videos for Parents:
Education/Learning Themes
•
Family Math, by Jean Stanmark
•
Family Reading Night, by Epstein, Hutchins, Greenfeld
•
How to Help Your Child with Homework by Jeanne Schumm
•
How to Talk so Kids Will Listen & Listen so Kids Will Talk by Faber
Mazlish
•
Motivated Minds, by Deborah Stipek & Kathy Seal
•
Overcoming School Anxiety, by Mayer
•
Overcoming Underachieving, by Ruth Peters
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•
Reading Magic- by Mem Fox-new edition out now
•
Seven Steps to Homework Success, by Zentall
•
What Do You Stand For (for kids), Build Character-by Lewis
Parenting Education Themes
•
1 2 3 Magic by Thomas Phelan
•
100 Ways to Build Self-Esteem and Teach Values by Diana Loomans
•
365 Manners Kids Should Know by Sheryl Eberly
•
Basic Social Skills for Youth by Boys Town
•
Building Moral Intelligence by Michele Borba
•
Children Learn What They Live Parenting to Inspire Values by Dorothy
Law Nolte
•
Common Sense Parenting, by Raymond Burke
•
Dads & Daughters by Joe Kelly
•
Girl Wars, by Cheryl Dellasega
•
Grandparents as Parents-A Survival Guide, by Sylvie Toledo
•
How Rude by Alex Packer
•
Loving Without Spoiling, by Nancy Samalin
•
No More Misbehavin’ by Michele Borba
•
Parenting the Strong-Willed Child by Rex Forehand./Nicholas Long
•
Parents Do Make a Difference by Michele Borba
•
Pick Up Your Socks...and other Skills Growing Children Need, by
Elizabeth Crary
•
Quality Time Anytime…200 Activities to Make the Most of Every Moment,
by Penny Warner
•
Respect-A Girl's Guide to Getting Respect by Courtney Macavinta
•
Soft Spoken Parenting by Wally Goddard
•
The Bully, the Bullied, and the Bystander by Barbara Coloroso
•
The Read Aloud Handbook by Jim Trelease
•
The Roller Coaster Years by Charlene Giannetti
•
The Manipulative Child, How To Regain Control, by Ernest Swihart
159
•
Thinking Games for Kids by Cheryl Tuttle & Penny Paquette
•
Too Old for This, Too Young for That by Harriet Mosatche
•
What Do You Stand For-For Kids- by Barbara Lewis
•
Win the Whining War & Other Skirmishes by Cynthia Whitham
•
Your Child at Play 3-5 years old by Marilyn Segal
•
Your Child at Play 5-8 years by Marilyn Segal
•
Your 10-14 Year Old by Louise Bates Ames
Videos
•
No, I Won’t and You Can’t Make Me!
•
A Change For the Better-Teaching Correct Behavior
•
Negotiating Within the Family
•
Setting Limits and Boundaries
•
Handling Emotionally Intense Situations
•
It’s Great to Be Me—-Increasing Your Child’s Self-Esteem
•
Setting Limits and Boundaries
•
Parents on Board
•
Homework? I’ll Do It Later
•
Active Parenting For Children and Teens
•
Parenting Works
Suggested Books for Children:
Pre-K thru-2nd Grade
•
A Bad Case of Tattle Tongue by Julia Cook
•
A Walk in the Rain with a Brain by Edward Hallowell
•
Don’t be a Bully, Billy by Phil Roxbee Cox
•
Feet Are Not for Kicking by Elizabeth Verdick
•
Hands Are Not for Hitting by Martine Agassi
•
It’s Time to Call 911 by Smart Kids Publishing
•
My Mouth is a Volcano by Julia Cook
•
Teeth Are Not for Biting by Elizabeth Verdick
160
•
We Can Get Along by Lauren Payne
•
What to Expect at Preschool by Heidi Murkoff
•
Words Are Not for Hurting by Elizabeth Verdick
•
You Are Friendly by Todd Snow
For Kids 7 through 12 Years
•
True or False Tests Stink by Trevor Romain & Elizabeth Verdick
•
See you Later Procrastinator ( Get It Done) by Pamela Espeland
•
Get Organized Without Losing It by Janet S. Fox
•
Stress Can Really Get On Your Nerves by Trevor Romain
•
Cliques, Phonies, & Other Baloney by Trevor Romain
•
How to Take the Grrr Out of Anger by Elizabeth Verdick
•
Bullies Are a Pain in the Brain by Trevor Romain
•
Dude, That's Rude by Pamela Espeland
•
How to Do Homework Without Throwing Up by Trevor Romain
This list is brought to you by Pages of Parenting Bookstore- Marti Genge
(479)582-3139 email:[email protected]. Find more listings at
www.pagesofparenting.com or visit 388 E Sunbridge, Fayetteville, AR
72703
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Southside School District
Parent Resource Center
Membership Policy
Member Copy
READ CAREFULLY:
By my signature as applicant, I affirm that I understand:
1) Membership is free to all parents in the Southside School
District.
2) Membership may be revoked and rendered invalid, by the
District, due to misuse or loss of materials or equipment.
3) Membership does not in any way give permission for the user to
violate or ignore stated copyrights on any materials housed in
the Resource Center. Violation of copyright is a criminal offense
and punishable as such.
4) Parents will be held financially responsible for replacement of
any and all damaged or lost materials borrowed from the center
in their name.
5) Materials may be checked out for a 7 -day period. Due dates
may be extended by phone for an additional 7 days. Materials
not received in the Resource Center by the 14 days past due date
will be considered lost and the replacement cost for lost
materials will be charged.
6) Internet access is provided to members for research. All
members will follow the established Internet Policy adopted by
the District. Copies of the policy are posted and additional
copies may be requested. Violation of the policy may result in
denial of access.
7) Signature obtained at time of Application
Page 163
XV. Parent Enrichment Information
Some school districts in Arkansas provide enrichment activities
that are prescribed by the classroom teacher and then sent to the
parent center to fill. The information is compiled and sent home to
the parent or the parent picks it up at the parent center
Sample forms are provided by:
• Benton Public Schools
Benton, AR
• Vilonia Public Schools
Vilonia, AR
164
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166
XVI. Parent Volunteer Forms/Needs Assessment
A variety of sample parent volunteer forms and surveys are provided in this handbook
courtesy of parent coordinators and facilitators across the state. You may adapt this
material for use in your parental involvement program and parent center without any
further permission. The material was submitted to this handbook for the expressed
purpose of assisting new and very busy parent coordinators and facilitators!
• Dumas Public Schools
Dumas, AR
• Lake Hamilton Public Schools Pearcy, AR
• Little Rock School District
Little Rock, AR
• Southside School District
Batesville, AR
• Dr. Joyce Epstein
John Hopkins University
• Barber Valley Books
Riverside Publishing
Dr. Michael Ward
• Westside Schools
Jonesboro, AR
A special note regarding SURVEYS:
Always keep in mind that caregivers are BUSY. Be SELECTIVE when administering a
needs assessment or other survey. Make each survey as short as you possibly can and
still get the information you need. A needs assessment is vital to a successful program.
Surveys will help you meet NCLB and Act 307 requirements.
Print surveys on colored paper. They will stand out and get noticed better. Put a survey
in Instructional Packets (formerly Family Kits) and/or your first newsletter of the year.
The beginning of the school year is when parents are looking for paperwork from the
school. Parent/Teacher Conferences are also a good time to complete survey provided
they are well attended in your particular school. Set some out where they will be seen as
parents are waiting to see their child’s teacher. It will give them something to do while
they wait.
Evaluations are also a great way to get valuable information. Ask caregivers to
complete an evaluation form after workshops and other events. You may be surprised by
the feedback!
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Page 169
Lake Hamilton Intermediate School
132 Wolf Drive
Pearcy, Arkansas 71964
Phone 767-4111
Fax 767-9202
Steve Davenport, Principal
[email protected]
Stacy Howell, Assistant Principal
[email protected]
170
Parent Involvement Survey
2006-2007
171
172
Survey Monkey
Lake Hamilton Public Schools has found this survey very useful. The parent survey can
be accessed in both English and Spanish. A response summary is generated in the website that can be helpful when completing the K – 12 school surveys. This Survey Monkey
can be found at www.SurveyMonkey.com The results are submitted to the school at a
very reasonable price.
Examples of survey questions:
1. I am aware of the services at my child’s school and the resources and
opportunities for parents.
2. I am aware of the services, resources, and support available at the parent center.
3. I feel that I have sufficient time at my child’s school to discuss student progress
with teachers.
4. My child and I have access to a computer and would like:
173
1. How have you been involved in your child's education (check as many as apply)
Taking my child to the library
Attending school functions
Reading with my child
Helping with homework
Good communication with my child's teacher
Joining PTA
Volunteering
Serving on a decision-making team
Other:
2. What interferes with your availability to be involved in your child's school
Jobs interfere with daytime school involvement
Don't know how to become involved in school
Feelings from my own school years cause me to stay away
Not made to feel welcome by school staff
Not given a list of volunteer activities
Not aware of "at-home" assistance I could provide the school
Sign up to volunteer but am never called
Lack of transportation
Lack of child care
Other ways:
3.
What else could schools do to make it easier for you to become more involved
in your child's education?
Not much.
Ask parents to become more involved in specific events/activities; hand out
monthly event calendars.
Listen when suggestions are made that would help you help your child at
home.
Contact parent on prep time instead of doing personal business.
More information about things that are happening.
Other:
4. Please describe the quality, method and frequency of communication you
receive from the school
Quality
Very good
OK
Needs improvement
Method
Newsletters
Letters
Telephone calls
Page 174
Home visits
Frequency
2-3 days before activity/event
The day of activity/event
After activity/event
Weekly
Monthly
Not at all
What kind of communication do you prefer?
Visitations
Email
telephone calls plus week to 2-week advance notice
all of it
telephone calls
letters
newsletters
5. What support could the school provide to help you become more involved with
your child's education?
Opportunities to meet other parents
Understanding the curriculum taught in class
Homework help line
Evening conferences with teachers
Other ways:
6. What does parent involvement mean to you?
175
1.
Sample Message to Accompany the Survey
A message to all parents of ___________ school, from the Parent Center Action Team. In an effort to help
all families feel a sense of ownership in and belonging to ________________________
School, we are creating a Parent Center in the school. The center will be a place where parents,
grandparents and other family members can feel welcome to come any time of the day, to meet with other
parents, teachers' to volunteer for school projects; participate in school and community events and
programs. '
Your answers are very important! This survey will help us find out how parents think a Parent Center
should be used.
Please fill out this survey and ask your child to return it to his or her teacher by ________ _
A.
What issues would you like the Parent Center to address? (Check as many as
you wish)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Communicating with your child's teacher(s)
Helping your child learn at home
Reading tips for parents
Math tips for parents
Homework
Study skills
Parenting classes
Improving communication skills
Discipline at home and school
Child Development, ages & stages
Social skills for children
Television watching
Internet guidelines
Family nutrition
Child abuse and neglect
Alcohol and drug abuse prevention
Role of parents in school-decision making
The school curriculum
The benchmark test
Arkansas Frameworks/curriculum
Community issues (Le. hunger, poverty, housing)
Exploring cultures
English as a second language
Introduction Spanish
Adult literacy classes
GED classes (earn a high school diploma)
Other suggestions: _________________________ _
B.
When could you be able to use the parent center?
1.
Weekdays during the school day
2.
Weekday evenings
3.
Weekends
176
Please return to your child's teacher by
August 31st.
Southside School District Parent
Involvement Survey
Parent and community volunteers are an integral part of the Southside School District. Volunteer time is
valued and appreciated. Please indicate below the areas, events, or programs you would be interested in
supporting and the school of your choice. Thank you for your participation!
I would be interested in participating at:
(Check all that apply.)
Any of the Schools
Elementary School
Middle School
High School
I am available as a volunteer:
occasionally.
Work with a specific grade level.
once a week.
I would like to work with the
grade.
once a month.
once a year.
(Check all that apply.)
I am interested in volunteering in a classroom in
ways such as:
I would be interested in volunteering in
other ways, such as:
Homeroom/classroom parent
Carpentry.
Work with students one-on-one.
Gardening/landscape work.
Read test to students with special needs.
Work in school library.
Work with a small group of students.
Photograph or video special events.
Listen to students read.
Prepare websites for teachers.
Translate for students or teachers .
I can
Prepare posters, displays, bulletin boards.
. speak/write in (language):
Copying or laminating.
Prepare materials.
Lead a parent support group.
Help supervise field trips.
Work in the Parent Resource Center
Help students with dramatic performances or
special events.
I would be interested in volunteering
from home, such as:
Help in class with art or music projects.
Call parents on a phone tree.
. Help supervise classroom parties/events.
Be a guest speaker to share experiences. (Please list)
Recruit parents and businesses to participate
in special programs for children.
share career experiences.
Arrange for speakers.
share travels.
Arrange field trips.
share culture.
Gather resource materials.
share talent, skill or craft.
Sew.
Provide snacks.
I am interested in serving on the Parental
Advisory Committee.
Cut out projects.
Stuff envelopes.
Child's Name: ___________________________________________________ _
Teacher: _________________________ _
Parent Volunteer Name: ____________________________________________________ _
Phone:
Address: ____________________________________________________ City: ___________________________________
Page 177
Southside School District Parent
Involvement In-Kind Form
Please print the following information.
Volunteer Name:
Date:
Child's Name:
Address:
City
Phone:
I volunteered for the following:
Pre-12th
List teacher/staff member
Elementary School
Grade:
Teacher/Staff:
Middle School
Grade:
Teacher/Staff:
High School
Grade:
Teacher/Staff:
District
Teacher/Staff:
I completed the following tasks: (Check all that apply.)
Hours
on task:
Activity:
Hours
on task:
Activity:
One on one activity with a student.
Prepare/Gather materials.
Read test to students with special needs.
Building maintenance.
Small group activities.
Gardening/landscape.
Help supervise students.
Carpentry.
Help on class projects.
Fund-raising.
Help supervise field trips/special events.
Provide snacks.
Guest speaker.
Clerical work.
Translations.
Prepare newsletters.
Prepare posters/displays/bulletin boards.
Copying or laminating.
PhotographlVideo special events.
Telephoning.
Work in school library or book fairs.
Committee meeting.
Other:
Subtotal Hours:
Subtotal Hours:
Verification of voluntary services is acknowledged by the signature of the volunteer and authorized employee signatures.
Parent Signature: ___________________________________________________________________________________________ _
Thank you for your time!
Teacher/Staff Signature: ________________________________________________________ Date: _________________________
Parent Services use only:
I Total Hours:
x
Hourly Rate: $8.00
=
178
179
Page 180
181
182
Westside Volunteers
Registration Form
Name: ______________________________________ Birth date: _______
Email: ________________________________________________________
Address: ______________________________________________________
______________________________________________________________
City: ____________________________ Zip: ________________________
Phone (s) Home: ___________________ Mobile: ______________________
Place of Employment: ____________________________________________
Do they offer paid Community Service hours?
YES or NO
Child’s Name: ________________________ Teacher: _________________
183
Page 184
Page 185
Page 186
M.O.M.S. Daily Orientation
(Moms of Marvelous Students)
Thank you for volunteering.
Orientation
• Volunteers will please come to the Parent Center to check in each day you
volunteer.
• Work for teachers is to be done in the Parent Center or ISS.
• Be alert - if a situation arises, please report it to a school official starting with the
principal.
• Be available - the goal is to be of service to the school, teacher and students.
• Be a positive role model.
• Never use the student (boys’ or girls’) restrooms (Always use the teacher
restrooms.)
• Never be alone with a student (always be visible to others)
• Do not be disruptive when classes are in session.
• Do not use profanity.
• Do not use tobacco on the school grounds.
• Do not share religious or political views.
• Do not have the students climbing on you or sitting on your lap.
• Get approval before handing out business cards or advertisements.
Volunteers Make a Difference
Page 187
XVII. School/Family/Community Partnerships
This section contains additional information on school/family/community partnerships
including the six keys for school involvement that have been identified by Dr. Joyce
Epstein, John Hopkins University.
•
The Keys to Successful School, Family/Community Partnerships
•
Action Team Process
•
Action Team Plan
•
Customer Service Key to Creating Family-Friendly Schools
•
An Inventory of Present Practices of School, Family, and Community
Partnerships
188
THE KEYS TO SUCCESSFUL
SCHOOL, FAMILY/COMMUNITY
PARTNERSHIPS:
EPSTEIN'S "SIX TYPES OF INVOLVEMENT
PARENTING: Assist families with parenting and child-rearing skills.
understanding child and adolescent development. and setting home conditions
that support children as students at each age and grade level. Assist schools in
understanding families.
COMMUNICATING: Communicate with families about school
programs and student progress through effective school-to-home and hometo-school communications.
VOLUNTEERING: Improve recruitment. training. work. and schedules
to involve families as volunteers and audiences at the school or in other
locations to support students and school programs.
LEARNING AT HOME:
Involve families with their children in learning
activities at home. including homework and other curriculum-linked activities and
decisions.
DECISION MAKING: Include families as participants in school
decisions. governance. and advocacy through PT NPTO. school councils.
committees. and other parent organizations.
COLLABORATING WITH COMMUNITY: Coordinate
resources and services for families, students, and the school with
businesses. agencies, and other groups, and provide services to the
community.
FlOm J.L Epstein (1992) SchooI.rd F.mily P.rtMnhips. Pp. 1139·1151 in M. AJlcin (ed) .• Encvs!opdi. 01 Eduation Rp •• rch. 6th edition. New
Yo&: MlcMin.n.
NEA Urban lnitiatives-Family-school-Community Partnerships
189
Action Team Process
1. Create an Action Team
Parents, educators, and others that represent the community will be involved in setting
and reaching goals to which all are committed.
2. Examine Current Practice
Review what is currently done for parent and family involvement. Survey the staff and
parents to get a clear understanding of the current practices in parent-school
involvement.
3. Develop a Plan of Improvement
Based on the survey results, identify priority issues and steps. Pay close attention to
developing a well-balanced plan using each of the six standards.
4. Secure Support
For success, keep everyone aware of the plan and their involvement for the success of the
program (those responsible for implementing, those who will be affected, and those
outside the school/program who have influence over the outcome).
5. Provide Professional Development for School/Program Staff
Effective training is essential. The best trainings are those that provide staff and parents
with several opportunities to interact with the issues, work together, and monitor and
evaluate the process.
6. Evaluate and Revise the Plan
Parent and family involvement is not a one time goal. It will need continuous
improvement and commitment to long-term success.
190
Action Plan
Area of Focus:
_____________________________________________________________________
Activity:
_____________________________________________________________________
_____________________________________________________________________
What will be done?
_____________________________________________________________________
Why this activity?
_____________________________________________________________________
Who will do this?
_____________________________________________________________________
When?
_____________________________________________________________________
_____________________________________________________________________
Materials/Resources Needed:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Evidence of Success_________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Page 191
Customer Service Key to Creating FamilyFriendly Schools
In today's competitive education environment, parents now have many choices available for
their children. They've become school customers and are shopping for the school that best meets
their specific needs. Parents' choices are often based as much on how they're welcomed by the
school's environment and appearance as they are on test scores and curricula. One bad
experience can leave a parent with a negative impression of the school as a whole. A positive
interaction, however, not only provides a good first impression, but can also lead to a good,
long-term working relationship between the school and the home. Schools can create familyfriendly environments by addressing six basic needs of school customers:
1.
2.
Friendliness - Customers need and appreciate polite and courteous treatment.
Understanding and empathy - Customers need to believe that you will understand and
appreciate their feelings.
3.
Fairness - Customers need to feel that they will be treated justly and impartially.
4.
Control- Customers need to feel they have an impact on the way things turn out.
5.
Opinions and alternatives - Customers need to feel that other avenues are available for
them to get what they seek.
6. Information - Customers need and want to be educated about your policies and
procedures.
7.
The South Carolina Department of Education has developed an initiative recognizing
schools that are warm, inviting places where people are welcomed and made to feel
part of the school family. Some specific items used in the evaluation process that can
serve as a good starting point for your school's customer service efforts include:
1) Clearly marked visitor parking spaces near the front door
2) Well-kept grounds that are free of debris and trash
3) Plainly marked entrances, particularly the main entrance door
4) Clean and appealing lobby/front entrance
5) "Welcome to Our School" signs that clearly direct visitors to the main office
6) Attractive, colorful displays of student achievement and school events
7) Reading material about the school available for visitors
8) Welcoming and professionally dressed staff who greet visitors promptly and quickly, ask
to offer assistance
9) Visitor badges available
10) Telephones that are answered promptly (within three rings) and professionally
192
11) The person answering the phone has basic, up-to-date information readily accessible
193
194
195
196
XVIII. Parent Involvement Ideas
On the following pages is a list of ideas that have been shared by parent
educators, coordinators, and facilitators statewide. This information was
collected in focus groups. These suggestions follow the National PTA
Standards I-VI.
• Elementary activities
• Middle school activities
• High school activities
Also included in this section, is “Forty Four Proven Ideas Parents Can Use
to Help Their Children Do Better in School” from the pages of Parents Make
a Difference! Newsletter.
197
Parent Involvement Centers
Suggestions, Ideas, and What’s Working
from Small Group Discussions
National PTA
Standards I-VI
198
Elementary Activities (K-5)
Standard I – Communicating: Communication between home and school
is regular, two-way and meaningful.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Benchmark Information Evening
Grade Level Nights – Parent Night – Benchmark (4th Grade)
Parenting Workshops
Parent/Teacher Conferences
Meet the teacher before school starts
Parenting organizations (PTO, Watchdog Dad Program, Miracle
Moms, Grandparents as Parents, etc.)
Translators available
Electronic communication (website/emailing parents)
Homework Hotline/Homework on the Web
Weekly Progress Reports
Weekly Folder – must be signed by parent
Tuesday folders (all grades)
Daily Planners/Agendas (2-5)
Agenda – 3rd & 4th; Organizers – 4th & 5th; Journal (area for parents to
sign) – K-2
Newsletters – grade level and individual (school-wide once a month)
Class Newsletters
Kindergarten Breakfast
Kindergarten Orientation (or new building orientation as needed)
“Read With Me Saturday”
Outreach Liaisons (Counselor and Social Worker)
Open House
Orientation
Festivals and fun nights
Assemblies (e.g. Character Rally)
Muffins with Mom/Donuts with Dad (once a semester)
Grandparent Day (eat with child and observe in classroom)
Services provided for families in need (glasses, AR Kids First, doctor)
199
Standard II – Parenting: Parenting skills are promoted and supported.
•
•
•
•
•
•
•
•
•
•
Videos to check out (e.g., 1,2,3 Magic)
Handouts, books, and videos on parenting
Parenting workshops
Parent Tips (in newsletters)
Information in Spanish
Coordinating Behavior Plans with parents with appropriate
consequences and rewards
Resources for Social Workers, School Nurses
Counselor Interventions
Orientations
PTA Meetings
Standard III – Student Learning: Parents play an integral role in
assisting student learning
• Creating interactive homework
• Math and Literacy Nights
• Homework Tips/Workshops (e.g., Creating a Home Environment for
Learning, Importance of Sleep & Good Nutrition, School
Organization)
• Tips for Studying
• AR/Reading Counts demo night for parents
• Refrigerator Curriculum Guidelines
• Educational software and books available for parents
• “Read with Me”
• Modeling reading (for pleasure)
• Ask “what they’re reading” or “what did they learn”
• Math and Science night
• Research finding on parent involvement with student success
• Extended Day – contract signed (homework agreement between
student/parent/teacher)
200
Standard IV – Volunteering: Parents are welcome in the school and their
support and assistance are sought.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Volunteer training/workshops
PTA/Volunteer area
Parent advisory boards
Survey parents for talents, interests, etc. (if they can help during day
or night)
Involve multicultural parents (translators)
Volunteer tags (so educators are aware of volunteers)
Volunteer information/handbook
Parents as tutors
Parents as guest speakers
Parents assist with reading to students, book fairs, fundraisers, and
special projects, help with grant writing, etc.
Volunteer recognition/provide lunch for volunteers
Volunteer Coordinator
Volunteer sign in
Communication for staff on how to address parents without sign in tag
on (friendly way to do this)
Standard V – Advocacy (and School Decision Making): Parents are full
partners in decisions that affect children and families
• Assist in developing parent involvement & school improvement plans
• Benchmark Testing
o Share sample tests with parents
o Form parent-teacher teams to plan an after school program to
prepare students for testing
• Supplemental Education Service Fair (before/during athletic events)
• Communicate and educate, especially on educational jargon
Standard VI – Collaboration with the Community:
• Grants (e.g. one school received a grant from Walmart. They used
the funds to create a butterfly garden. Parents were heavily involved)
• Uniform fashion show in area stores
• Contact Cooperative Extension Service, Farm Bureau, etc.
201
Middle School/Junior High Activities
Standard I – Communicating: Communication between home and
school is regular, two-way and meaningful.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Newsletters
Electronic Communication - Emails and websites (by grade level)
Weekly emails
Post grades on web page
National Parent Involvement Day – parents act as teacher/student
“Parents Make a Difference Night”
o Whole Group – Principal
o Grade Level – Core Groups
Discipline
Expectations
Benchmarks
Grade Level Procedures
o Individual Teacher Group
o Free Homework Pass
Five Minute Classes for Parents
Telephones in Classrooms (for use between teachers and parents)
Use Public TV and Radio (provide with schedule of special events,
promote availability for interviews)
Provide parents with handout on communication blocks
Weekly report (envelopes/folders) – parents sign and return
Five Week Progress Reports – parents sign and return
Positive notes/calls to parents (good and bad)
Postcards before school for homeroom students
Positive/Character Ed Assembly – Monthly
o Character Tshirts (donated)
Teachers have shirt
Character – word on back
o Character/Parent Pit
o Decorations
o Kids Perform
o Guest Speakers
o Community Involvement
o Speak on Word of the Month
o Character Traits
202
•
•
•
•
•
•
•
•
•
•
Parent Teacher Conferences
Parent Breakfasts: Donuts for Dads/Muffins for Moms
Safe Gate Moms (greeters)
Handbooks – parent signature required
Open House/Orientation
o Pocket Maps of Campus
o Rules in a Brochure Format
o Orientation Video
Pre-Test Meeting for Parents
Informal Gatherings
Phone masters/phone trees
Student progress reports signed
Action Plans
o Focus – Communication
o Goal – Two Way Communication
o Activity – Parent Night
o What Will Be Done (advertise in handouts, newspaper, etc)
Parents sign up
Volunteer booth set up
Schedule of evening’s events
• Parenting Classes/Workshops
• Literacy Lab
o Promote parent night (monthly)
o Book talks/clubs
• Parent ACTAAP Night
o Children’s Nutritional Needs
o Sleep requirements
o Explanation of Benchmark terms
• Math/Science Night (Benchmarks)
• Family “Fun” Nights by Subject
• Parenting Classes for Teens
• Technology Night/Computer Training
• Science Fair – Parent Breakfast
• Parenting organizations (Grandparents as parents, PTO, PTA)
• Family Tree – Cultural Diversity Night
• Statewide Parent Conference (APEN)
203
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Math/Science/Literacy Night
Homework Tips
Tips to set up Homework Center at Home
Parent/Child Homework (empower parents)
o Totem pole/interview/personal development
How To’s for Benchmark and SAT-9 Tests
Time set to inform parents about “Special Services” (Resource, ESL,
Migrant, GT, Title I, etc.)
Parent Center – Videos
Take Home Kits (games, lessons, activities)
Parents practice ACTAAP – parent’s night
Students interview family members (specific topics)
Parents speak to classes about careers/skills
Inform parents of scoped sequence
Agenda/planner/assignment book = passport
ESL workshop for parents
Provide resources for non-English speaking parents (computer
program/parent volunteer)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Orientation for Volunteers – explanation of various duties or needs
Mandatory In-Service Training for Volunteers
Civic Clubs – lunch hour volunteers (in classrooms)
Parents/grandparents as tutors
Assist in School Office, Decorate Bulletin Boards, Lunchroom Duties
Assist with programs, assemblies, parties
Parents as Guest Speakers
Career Day with Parents
Cultural Diversity (life skills, share culture/stories)
Grandparents/VFW – social studies teaching resource
Crossing Guards/Car Rider Assistance
Big Brother/Big Sister
Watchdog Dads/Miracle Moms, Safe Gate Moms, PTA, PTO
Grandparents Day – eat, read with students
204
• Parents as monitors in competitive contests
• Teacher’s Assistant
• Training for Volunteers
o Confidentiality sheet
o Potential for future sub position
o Discipline- teacher responsibility
• Alternative opportunities
o Phone calls
o Staple papers
o Research websites
o Garage sales
•
•
•
•
•
•
Assist in developing parent involvement & school improvement plans
Parents and students from each building contribute to handbook
Parent representative on ACSIP planning committee
Surveys for Parent Teacher Conference
Beginning of the years needs assessment
Suggestion box for parents
Standard VI – Collaboration with the Community:
•
•
•
•
•
Employee appreciation breakfast/business leaders as sponsors
Involvement of newspapers to highlight programs
Chamber of commerce sponsored
Community service – mandated (points/hours/rewards)
Mentoring/Boys Scouts/Boys & Girls Clubs
205
High School Activities
Standard I – Communicating: Communication between home and school
is regular, two-way and meaningful.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Teacher web page (lesson plans online w. phone #s, email)
Email (group mailing, teacher addresses available)
EdLine – Parents have access to student grades
Website with activities
Parent Teacher Conferences
Parent involvement day – on campus
Progress reports with comment box for parents
CAP conferences
Parenting meetings (quarterly)
Testing meetings
Meet the Parents Night
o Potluck – organized by alphabet
o Door prizes – community donations
o Childcare provided
Form an Academic Booster Club
PTA/PTO
Parent College Night/Financial Aid Night
Athletic group meeting for parent involvement
Phone master (character ed, testing announcements, etc.)
School newsletter (monthly)
Make announcements at ball games
Use marquee outside school building
Attach information to report cards
½ sheet grocery bag notices
•
•
•
•
•
•
Parenting skills/life skills
Provide workshops for parents “Resources Night”
Order materials for parent center/library
Library night for parents/grandparents
Parent Orientation
Video library for parents
206
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•
•
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•
•
•
Assist in tutoring
ACT Night (tutoring for students)
CAP Conferences – focus on coursework, provide info with tips
Parent support – educational benefits
Motivation and organization workshops (through AR State PIRC)
Test taking workshop
Help parents realize importance of student’s education
Parent involvement with responsibility of student Benchmark scores
Math/Literacy Night
Academic awards
Clear expectations from teachers
Information in Parent Involvement Kit (timelines, calendars, etc)
Textbook resources/internet online test
Teacher recorded lessons/video tape
Student tutoring night (students are teachers)
Set aside monies to pay “Good Students” for tutoring other students
• Volunteer survey (parents list skills)
• Offer incentives
o “Parent Bucks”
o Parent lunch tickets
o Donated items from community
• Concessions, prom, dance, CAP, student council blood drives,
copying, filing, daycare, field trip fundraisers, assemblies, sub for
special luncheons or meetings, hospitality
• Advertise/publicize need for volunteers on school website
• Retired teachers as volunteers
207
•
•
•
•
Assist in developing parent involvement & school improvement plans
Parent and students contribute to handbook
Parent representative on ACSIP planning committee
Campus leadership team with parents on team
Standard VI – Collaboration with the Community
•
•
•
•
•
“Adopt a School” programs – grocery stores, businesses, office
supply stores, home supply stores, etc.
Utilize local business and organizations (newspaper, gas stations,
Meals on Wheels, churches, grocery stores, laundries)
Community shopping guide (school data)
Survey community/send PSA to radio stations
Involve civic organizations in activities at schools
208
Roadblocks to Involvement
Communication
•
•
•
•
•
•
Hard to reach parents who can’t/won’t/don’t attend school functions
High school parents who are less involved
Not enough “teacher time” to reach all parents
Language barriers
Parents don’t feel welcomed
Skills needed for staff to help communication
Parenting Skills
•
•
•
•
•
Poor parental attendance
Special situations – single parent families, step families
Social services for parents in needed
Sharing info with parents who are hard to reach
Unrealistic parent expectations
Student Learning
•
•
•
•
Parents understanding of their roles in facilitating learning
Different cultural expectations
Language barriers
Parents not understanding Special Education, Title I, ESL, Migrant,
etc. services
• Scheduling conflicts/times parents are available
• Understanding testing/scoring and scope/sequence
Volunteering
•
•
•
•
•
•
Managing “safety” in polite ways
School policies/procedures volunteers need to follow
Coordination of volunteers
Involving parents in non-traditional ways
Cultural differences
Prep time for teachers
209
210
211
212
213
214
215
Arkansas State PIRC
Central Arkansas Center
800 Marshall, Slot 512-21B
Little Rock, AR 72202
(501) 364-7580
Northwest Arkansas Center
614 East Emma, Ste 113
(479) 751-6166
The Center for Effective Parenting serves as the Arkansas State Parental Information &
Resource Center (Arkansas State PIRC), which is funded by a grant from the U.S.
Department of Education (84.310A). This program utilizes a multitarget-multimethod
approach to improve the developmental progress of children and to improve academic
achievement. The program focuses many of its efforts statewide but has centers in
Northwest Arkansas (Jones Center in Springdale) and in Central Arkansas (Arkansas
Children’s Hospital (ACH)/ University of Arkansas for Medical Sciences (UAMS),
Department of Pediatrics). This allows for services to be provided to a broad
representation of parents including those from both rural and urban areas, low-income
populations, and minority groups. A major focus is on services for parents and educators
of children enrolled in Title I schools in Arkansas. The project involves the collaboration
of several organizations and combines the expertise of professionals with significant
experience in providing services to parents and children. The thirteen major service areas
of the project are to (1) develop and disseminate parental involvement train-the-trainer
modules and toolkits; (2) develop and disseminate NCLB train-the-trainer modules on
school report cards, school choice, and supplemental educational services; (3) provide
comprehensive trainings in facilitating school, family, and community connections; (4)
provide Parents as Teachers (PAT) services to the growing Hispanic population; (5)
provide other early childhood parent education services; (6) provide workshops/classes
for parents of children in elementary and secondary schools; (7) co-sponsor and organize
an annual parent education conference for educators and parent educators; (8) develop
inserts on parental involvement topics for the statewide publication, Parenting in
Arkansas; (9) develop and disseminate other written materials to parents; (10) utilize a
wellness program that travels throughout the state to disseminate information on parental
involvement and NCLB; (11) publish a newsletter for parent involvement specialists and
parent educators in Arkansas; (12) enhance and maintain a website for the PIRC; (13)
provide technical assistance and support services to parents and educators.
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Arkansas State PIRC - Resources
The Arkansas State PIRC / Center for Effective Parenting has developed numerous free
resources for parents and educators. Most of these resources are available on our website
(www.parenting-ed.org). Several of these resources are outlined below.
Strengthening the Partnership Between
Home & School Modules
These modules include presentations and handouts that can be used with parents to help
improve parental involvement. Each module includes a PowerPoint presentation, a
presenter’s script, participant handouts, and an evaluation form for each module. Trainthe-trainer workshops for educators on these modules are offered annually.
•
Homework: How to Motivate Your Child
This module provides specific strategies and techniques parents can use to
successfully motivate their child to do their homework on time and on their own.
•
Strengthening Your Child’s Home Study Skills
This module discusses how parents can play an important role in helping their
child develop good study skills and discusses specific strategies and techniques.
•
How to Effectively Communicate with your Child
This module discusses how parents can keep their children talking to them, and
explores ideas to achieve this goal.
•
Effective Parent-Teacher Communication
This module describes some of the common problems in parent-teacher
communication and six important tips to communication effectively.
•
Parents Matter! Helping Your Child Do Well in School
This module discusses the importance of parents and families in their child’s
learning and discuses some things parents can do at home to support learning.
•
Increasing Your Child’s Motivation to Learn
This module discusses some of the important issues in understanding what
motivates students to learn, and what parents can do to increase their child’s
motivation to learn.
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•
Improving Your Child’s School Organization
This module discusses how parents play an important role in teaching their
children organizational skills and keeping them motivated to practice these skills.
•
Creating a Home Environment for Learning
The home provides a critical part of the foundation for learning. In order for
children to learn and succeed in school, the home and the school need to work
together as partners.
•
Improving Your Child’s Learning and Grades
This module explores the different elements that affect learning and grades.
•
No Child Left Behind: What Parents Need to Know About School
Accountability, Public School Choice, and Supplemental Education Services
(SES)
This module helps parents understand about No Child Left Behind, school
accountability, public school choice, and supplemental education services (SES).
•
Making the Most of Your Child’s Parent-Teacher Conferences
This module provides information for parents on what they can do to get the most
out of parent-teacher conferences.
Parenting with Parents Modules
These modules can be used with educators for professional development in the area of
parental involvement. Modules include a PowerPoint presentation, a presenter’s script,
participant handouts, and an evaluation form for each module.
•
Parent Involvement in Children’s Education (Module A)
The content of this module addresses the need for an expanded view of how
parents can be involved in their children’s education, how educators can utilize
parents as resources to meet school goals, and how educators can encourage and
support parents in their efforts to be involved in their children’s education. The
content of this module is appropriate for all grade levels.
•
Best Ideas for Getting Parents Involved (Module B)
This module addresses school-level and classroom-level ideas for getting parents
involved in their children’s education. An emphasis is on the areas on
communication and learning at home. The program addresses three educational
levels (elementary, middle, and secondary) and includes didactic and experiential
components.
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Parent Leadership Development Institute
This Institute involves a series of modules to help parents take a more active leadership
role in their child’s school. Materials for trainers include a PowerPoint presentation, a
presenter’s script, participant handouts, and an evaluation form for each module. Trainthe-trainer workshops for educators interested in offering this program for parents are
offered periodically by the Arkansas State PIRC.
•
Parental Involvement 101
This module discusses the importance of parental involvement in schools and the
benefits for students, parents, and teachers.
•
Leadership 101
This module is designed to make parents more aware of potential parent
leadership in schools and to increase parent understanding of leadership qualities
and leadership development.
•
Communication 101
This module is designed to make parents more aware of communication skills to
learn how communication relates to effective partnerships.
•
Decision Making 101
This module identifies some ineffective approaches to decision making and
discusses six steps to effective decision making.
•
Volunteering 101
This module discusses the benefits of volunteers and how to recruit and retain
volunteers in schools.
•
Action Plans 101
This module provides strategies on how to turn ideas into actions for parent
leaders in schools.
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The Parent Educator (Newsletter)
A newsletter (The Parent Educator) is published twice per year that is targeted to schoolbased parent facilitators and coordinators in the state. The purpose of this newsletter is
to make recipients aware of parental involvement issues, information, and resources that
they can potentially use in their work with parents.
[Call (479) 751-6166 to be added to the mailing list for this newsletter]
Previous issues are listed below & are available on our website (www.parenting-ed.org):

National Standards for Family-School Partnerships – Fall 2007 (Vol 9, Issue 2)

The Parent Educator’s Role in Test Taking – Spring 2007 (Vol 9, Issue 1)

Making Parents Part of the “In” Volved Crowd – Fall 2006 (Vol 8, Issue 2)

Parent Involvement Strategies – Spring 2006 (Vol 8, Issue 1)

Supplemental Education Services (SES) – Fall 2005 (Vol 7, Issue 2)

Volunteerism – Winter 2005 (Vol 7, Issue 1)

Epstein’s Six Types of Involvement in Schools – Fall 2004 (Vol 6, Issue 2)

Parental Involvement Plan Act 603: The Law – Winter 2004 (Vol 6, Issue 1)

Preschool Literacy – Fall 2003 (Vol 5, Issue 2)

What No Child Left Behind Means for You – Winter 2003 (Vol 5, Issue 1)

Terrorism: What Parents Can Do to Help Their Children Cope – Winter 2002
(Vol 4, Issue 1)

Implementing an Effectiveness-Based Parent Education Program – Fall 2002
(Vol 4, Issue 2)

On Target Literacy Practices for the Early Grades – Fall 2001 (Vol 3, Issue 2)

State of the Art Cheating – Winter 2001 (Vol 3, Issue 1)

A Call for Fathers’ Involvement – Fall 2000 (Vol 2, Issue 3)

Extracurricular Activities in Children’s Lives – Spring 2000 (Vol 2, Issue 2)

ADHD Children and Depression – Winter 2000 (Vol 2, Issue 1)

Parent-School Communication – Fall 1999 (Vol 1, Issue 3)

Brain Compatible Learning – Summer 1999 (Vol 1, Issue 2)

Parenting Education and Technology – Winter 1999 (Vol 1, Issue 1)
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Parent Information Handouts
(available in both English and Spanish)
Parental Involvement in Education ( * indicates available in color brochure)
Creating a Home Environment for Learning*
Effective Parent-Teacher Communication*
Homework: How to Motivate Your Child*
How to Effectively Communicate With Your Child
Improving Your Child’s Classroom Participation
Improving Your Child’s Learning and Grades*
Improving Your Child’s School Organizational Skills*
Increasing Your Child’s Motivation to Learn*
Parents Matter! Helping Your Child Do Well in School
Strengthening Your Child’s Home Study Skills*
No Child Left Behind: What Parents Need to Know About School Accountability,
Public School Choice, and Supplemental Educational Services (SES)*
General Parenting Information
Adjusting to Parenthood
Children and Chores
Children and Television
Children’s Self Esteem
Divorced Parenting
General Parenting Guidelines
How to Select Day Care for Children
How to Talk to Children About Death
Improving Study Habits
Infant Temperament
Introducing Solid Foods to Infants
Parent/Child Communication
Parent to Parent Communication
Stress Management for Parents
Talking to Children About Sex
Specific Concerns/Problems
Biting
Children’s Nightmares
Dealing with Peer Pressure and Bad Companions
General Fears in Children
Getting Young Children to Go to Bed
Handling Slow Dressers
Head Banging
Helping Children Cope with Stress
Helping Children Handle Teasing
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Helping Children Overcome Their Fear of the Dark
How to Handle Early Risers
How Parents Can Help Their Child Cope with A Chronic Illness
Lying
Managing Mealtime Behaviors
Masturbation
Night Terrors
Reducing Nighttime Feedings
Separation Anxiety
Shyness
Sibling Rivalry Among Older Children
Sibling Rivalry and the Birth of a New Baby
Sleep Walking and Sleep Talking
Stealing
Stranger Anxiety
Teaching Children Responsibility and Independence
Toilet Training
Discipline/Intervention Strategies
Developing a Point System
Family Meetings
Modified Grounding
Teaching Children to Follow Directions
Time In
Time Out as a Discipline Technique
The Use of Daily Report Cards
Injury Prevention
Child Safety Seats
Injury Prevention for Infants, Toddlers and Preschoolers
Children’s Early Development

Children’s Development: Birth to Two Months
Children’s Development: Two to Four Months
Children’s Development: Four to Six Months
Children’s Development: Six to Nine Months
Children’s Development: Nine to Twelve Months
Children’s Development: Twelve to Fifteen Months
Children’s Development: Fifteen to Eighteen Months
Children’s Development: Eighteen to Twenty Four Months
Children’s Development: The First Year
Children’s Development: Two to Three Years
Children’s Development: Three to Four Years
Children’s Development: Four to Five Years
Children’s Development: Five to Six Years
Stimulation During the First Year of Life
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For These Free Resources:
Visit the Center for Effective Parenting/
AR State PIRC Website
223
CEP/AR State PIRC Staff
Northwest Arkansas Center
Carolene Thornton, Ed.D. serves as the Co-Director of the Arkansas State PIRC
(Parental Information & Resource Center) / Center for Effective Parenting. She is active
in providing technical assistance to schools, the Arkansas Department of Education and
various other agencies. She took a lead role in the development of the Handbook for
school-based Title I parent coordinators and parent center facilitators in Arkansas. She
holds Elementary and Secondary Principal’s Certification in Arkansas. Her experience
includes working as a classroom teacher and supervisor for elementary teachers and staff,
K-12 Special Education, Gifted and Talented, Migrant Education, and Title I Program.
Currently, she holds an adjunct faculty appointment at UAMS. Dr. Thornton developed
the Northwest Arkansas Child Care Resource and Referral Center, (NWACCR&RC) and
served as Executive Director for 13 years. [email protected]
Dee Austin, Ed. S., LPC is the Parent Educator for the Arkansas State PIRC / Center for
Effective Parenting in Springdale. She is a Licensed Professional Counselor and has been
the parenting specialist/educator for the Arkansas State PIRC/Center for Effective
Parenting for the past ten years. She focuses most of her work in the area of early
childhood parent education but also provides various workshops and trainings for parents
and educators in Arkansas. She is extremely knowledgeable in regard to research-based
parenting curriculums. Additionally, Dee has been active in working with the Arkansas
Department of Education and other agencies in developing parental involvement
materials for both parents and educators. [email protected]
Suzann Hernandez serves as an outreach specialist for the Arkansas State PIRC / Center
for Effective Parenting in Springdale. She has been a professional educator for 30 years
with her degree in Family and Consumer Science. Her current work is training educators
in Beyond the Building created by SEDL, and training parents in Strengthening the
Partnership Between Home and School created by AR State PIRC/Center for Effective
Parenting. She also helped develop a Parent Leadership Development Institute and trains
parents to be active participants in their child’s education. She has directed a nursery
school, taught junior and senior high school, college and adults. In 1995 she received
Teacher of the Year award from her school district and in 2002 the Community Service
Award was given to her from the Family and Consumer Science State Department.
[email protected]
Margarita Solorzano is a part-time Spanish parent educator and outreach specialist for
the Arkansas State PIRC / Center for Effective Parenting in Springdale. Margarita
received certification as a parent educator from Parents as Teachers National Center in
1998. She holds an Associate of Arts in Social Work and is pursuing her bachelor’s
degree from the University of Arkansas. She also serves as the Executive Director of the
Hispanic Women’s Organization of Arkansas, a non- profit organization which aims to
further the educational opportunities for Hispanic women and their families.
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Lisa Townsend provides part-time project support for the Arkansas State PIRC / Center
for Effective Parenting in Springdale. She has over 20 years of office experience. She
handles the day to day office operations and assists scheduling of conferences, workshops
and parenting classes. [email protected]
Central Arkansas Center
Nicholas Long, Ph.D. is the Director of the Arkansas State PIRC / Center for Effective
Parenting. He provides overall leadership for the Arkansas State PIRC. He works on
collaborative efforts/projects in the area of parental involvement/education with the
Arkansas Department of Education and other agencies. He is also actively involved in
development and dissemination of materials and programs for parents and educators. Dr.
Long is also a Professor of Pediatrics and Director of Pediatric Psychology at the
University of Arkansas for Medical Sciences and Arkansas Children’s Hospital. He has
extensive grant experience and has published extensively in the area of parenting.
[email protected]
Linda Patterson, M.Ed. is the Parent Educator for the Arkansas State PIRC / Center for
Effective Parenting. She is a certified group leader for The Incredible Years: Parent
Training Series. Her focus is on early childhood parent education and school readiness.
She provides workshops and trainings for parents and educators in the Central Arkansas
area. She is certified in elementary education and taught in the classroom for 25 years.
Linda joined UAMS as a parent educator in 2002. Before joining the PIRC in 2007, she
led parenting groups as part of a Center for Addition Research parenting project.
[email protected]
Pam Kahler, B.A. is the Program Coordinator for the Arkansas State PIRC / Center for
Effective Parenting. She handles the coordination of the project objectives and the day
to day operations of the Central Arkansas Center, coordinates statewide efforts, and
assists the evaluator in managing project data. She also serves as the Logistics
Coordinator for the Arkansas Parenting Education Network annual conference on Parent
Education and Involvement. She has previous experience as a project manager for a
large, multi-year U.S. Department of Education grant to develop, evaluate, and
disseminate a model attention deficit disorder teacher inservice program.
[email protected]
Mark C. Edwards, Ph.D. is a professor of pediatrics at the University of Arkansas for
Medical Sciences. He is currently the evaluator for the Arkansas State PIRC / Center for
Effective Parenting funded by the U.S. Department of Education He has extensive
experience with parent training to manage children with disruptive behavioral disorders
and child advocacy within the educational system. In addition, he has directed a variety
of federally funded program development and evaluation projects focusing on prevention
of violence, substance abuse, and mental health problems in children.
[email protected]
225
Acronym Reference List
This list of words and Acronyms was developed by the Little Rock
School District. In education we use a lot of terms and acronyms
that may or may not be familiar to all educators and parents. This
list has been adapted to fit the needs of the parent educator.
504
Section 504 of the 1973 Rehabilitation Act: provides non-discrimination for
individuals with disabilities: applied to schools and other agencies that receive
federal funds.
ABCSS
Arkansas Better Chance for School Success: the program that funds and
oversees Pre-K.
ACC
Accelerated Learning Center: a computerized, self-paced learning setting for
who need a few credits toward graduation.
ACSIP
Arkansas Comprehensive School Improvement Plan: a plan designed to
improve schools.
ACT
American College Testing: a college entrance test.
ACTAAP Arkansas Comprehensive Testing Assessment and Accountability Program
ADE
Arkansas Department of Education:
ALC
Alternative Learning Center:
ALE
Alternative Learning Environment:
ALP
Alternative Learning Program: another name for ESL
AP
Advanced Placement: high level courses with curriculum developed by
College Board which allows students to test for earned college-level credit
when in high school.
AR
Accelerated Reader: a program based on the premise that students become
more motivated to read if they are tested on the content of the books they
have read and are rewarded for correct answers. Students read books at
predetermined levels of difficulty, individually take a test on a computer, and
receive some form of reward when hey score well.
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AYP
Adequate Yearly Progress: amount of improvement in proficiency required
each year to reach total proficiency under NCLB by 2014.
BL
Balanced Literacy: an approach to literacy instruction that focuses on
providing instruction that addresses student’s individual strengths and needs
through whole group and flexible grouping to enhance student development
in all of the language areas:-reading, writing, spelling, listening, and
speaking.
CAT
Collaborative Action Team: a process designed to increase stakeholders’
involvement in schools.
CEP
Center for Effective Parenting/Arkansas State Parent Information Resource
Center (PIRC) is a federally funded program to assist schools in the state of
Arkansas providing resources, information, services, and technical assistance
for educators and early childhood professionals.
CLT
Campus Leadership Team: site-based management team.
CPEP
College Preparatory Enrichment Program.
CCRRC
Child Care Resource and Referrals Centers located in five areas across the
state that are funded by the Division of Child Care and Early Childhood.
They help parents locate child care that best meets their needs. CCRRC’s
provide professional development training for early child hood educators.
CRT
Criterion Referenced Tests: Tests that curriculum specialists teachers, and
other staff developed using the state’s curriculum frameworks.
DI
Direct Instruction: A reading program that uses very explicit instructional
language and follows a highly prescriptive program of instruction that is
implemented according to a pre-determined scope and sequence of skills.
DIBELS
Dynamic Indicators of Basic Early Literacy Skills: This is a system utilizing a
variety of assessments to monitor a child’s progress in developing specific
literacy skills which have been predictive value for future reading
achievement. The assessments include, but are not limited to, letter
identification, phoneme segmentation, and oral reading fluency.
DRA
Development Reading Assessment: This assessment consists of stories that
increase in difficulty as the child’s reading ability in creases. Students are
evaluated on a variety of reading skills including comprehension.
DSA
Developmental Spelling Assessment: An assessment to monitor student
progress along a spelling development continuum.
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ECERS
Early Childhood Environmental Rating Scale (ECERS): is used to evaluate
the Pre-K classroom.
DHS
Department of Human Services
EDline
Parents review current grades and attendance online from home. Private
alerts on grade update, attendance or other information.
ELL
English Language Learners: Federal terminology used to identify non-English
speaking students.
ELLA
Early Literacy Learning in Arkansas: an instructional technique to support
Teachers understanding of how students learn to read and encourages them to
use a balanced literacy approach in the classroom.
EOC
End of Course Exam: State developed criterion-referenced tests.
ESI
Early Screening Inventory: can be given to all children entering Pre-K.
ESL
English-as a-Second Language: a tool to determine if a student needs special
programs and or services.
EXPLORE An American College Testing (ACT): program designed to help 8th and 9th
graders examine a broad range of options for their future. EXPLORE helps
prepare students for their high school and college course work.
EYE
Extended Year Education: Applies to schools with a typical school calendar
without a long summer break.
FEP
Fluent English Proficient: student who does not need the ESL program.
FEPE
Fluent English Proficient Exited: students who are released from ESL
program due to proficiency in English.
GLBT
Gay, Lesbian, Bi-Sexual, Transexual:
GT
Gifted and Talented: a specialized program that adheres to eligibility
criterion.
HIPPY
Home Instruction for Parents of Preschool Youngsters: a home based parent
involvement program for young children in which parents, assisted by HIPPY
staff, serve as the child’s first teacher.
HSTW
High Schools That Work: a school wide reform model for high schools that
is based on the key practices of successful high schools.
228
IDEA
Individual with Disabilities Act.
IEP
Individual Education Plan: eligible students are required to have a defined
education plan developed in coordination with the parent, teacher and other
school staff.
IRC
Instructional Resource Center: a district building where most of the
curriculum staff may have offices and professional development workshops
offered.
ITBS
Iowa Test of Basic Skills: norm referenced assessment; may be used to
replace the Stanford Achievement Test.
LAS
Language Assessment Scales: English language assessment.
LEP
Limited English proficiency (state terminology)
MSS
Middle School Survey: a survey completed by teachers and students on the
implementation of the middle school model.
MRC
Magnet Review Committee
MSAP
Magnet School Assistance Program
M-to-M
Majority-to-minority student transfer
NCE
Normal Curve Equivalent: a type of standard score. NCE scores are
normalized standard scores on an interval scale from 1 to 99, with a mean of
50. The NCE score was developed to measure the effectiveness of the Title I
Program nationwide. An NCE gain of 0 means the Title I program achieved
only an average gain. All NCE gains greater than 0 are considered positive.
NCLB
No Child Left Behind: Federal legislation requiring assessments in order to
increase school accountability and improve student achievement.
NPR
National Percentile Rank: National percentile ranks indicate the relative
standing of a student in comparison with other students in the same grade in
the norm (reference) groups (in this case, the nation) who took the test at a
comparable time. Percentile ranks range from a low of 1 to a high of 99, with
50 denoting average performance for the grade. The percentile rank
corresponding to a given score indicates the percentage of students in the
same grade in the norm group obtaining scores equal to or less that that score.
For example, a student earning a percentile rank of 62 achieved a score that
was equal to or better than the scores earned by 62% of the students in the
national sample.
229
NSES
National Science Education Standards: The standards established for K-12
Science education.
NSF
National Science Foundation: A government entity created in 1950 to
promote excellence in Science and to fund research.
OFIG
Office of Inspector General
ODM
Office of Desegregation Monitoring appointed by the federal court.
OEF
Office Enrollment Form: used by the student registration office.
OTE
Onward to Excellence: a whole school restructuring model.
PC
Parent Centers: located in every public school in the state of Arkansas as
mandated by the Legislative ACT 603 in 2003 and amended in ACT 307 of
2007. They provide resources and information to parents.
PCC
Parent Center Coordinators:
PCF
Parent Center Facilitator:
PCEP
Personalized Career/Education Plan
PD
Professional Development: The training provided to teachers and staff to
enhance their instructional or classroom management skills.
PIF
Pupil Information Form: a part of the student’s permanent record.
PIRC
The Arkansas State Parenting Information Resource Center (PIRC)/Center for
Effective Parenting is the statewide parent information resource center with
offices located in Springdale Arkansas and Little Rock, Arkansas.
PLAN
American College Testing (ACT) assessment for 10th graders. PLAN helps
students measure their current academic development, explore career or
training options, and make plans for the remaining years of high school and
post-graduation years. As a pre-ACT test, PLAN is a good predictor of
success on the ACT.
PRE
Planning Research and Evaluation.
PRE-AP
Pre-Advanced Placement: Courses designed or students to prepare students
for success in Advanced Placement level courses.
230
RR
Reading Recovery: an intensive early intervention literacy program
developed in New Zealand and used in this country for several years. The
program is based upon helping students with poor reading readiness skills to
develop the skills common to proficient readers.
SAIP
Student Academic Improvement Plan: a personalized plan required by the
state for lower achieving students on ACTAAP Benchmark tests; it includes
both areas of deficiencies and plans for remediation.
SAT
Scholastic Aptitude Test: College entrance test.
SAT 9
Stanford Achievement Test: a general education test used widely across the
United States that compares a student’s performance on the test to a
representative national norm group of students. Beginning in the 2003-2004
school year, the state of Arkansas requires the Iowa Test rather than the SAT.
SEDL
Southwest Educational Development Laboratory: a private, not for profit
education research and development corporation based in Austin, Texas.
SEDL works with educators, parents, community members, and policy
makers to develop and implement effective strategies for educational issues.
SES
Supplemental Educational Services: tutoring services mandated by NCLB
SFA
Success for All: a school based achievement oriented program developed for
disadvantaged students in Pre-K through grade five.
SIMT
School Improvement Management Team: district level team working on
improving schools.
SIP
School Improvement Plan: schools identified by the Department of Education
who have been identified as needing to improve their educational program.
SOAR
Student On-Line Achievement Reports: a secure web site to view student
data.
SREB
Southern Regional Educational board: a private, not for profit research and
development corporation based in Atlanta, GA providing effective strategies
to improve education.
TITLE I
Title I, ESEA federal legislation known as the Elementary and Secondary
Education Act of 1965 providing special programs for at risk schools and
eligible students.
TOT
Teachers of Tomorrow:
TOT
Trainer of Trainers:
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USOE
United States Office of Education:
USDOE
United States Department of Education
VIPS
Volunteers in Public Schools:
WSS
Work Sampling System
232
Handbook Committee
Dee Cox
Coordinator Special Program
# 4 Capital Mall, Room 305 B
Work: 501-682-4379
Fax:
501-371-3514
E-mail: [email protected]
Jeannie Grissom
4 Bane Lane
Conway, AR 72032
Work: 501-796-2050
Fax:
501-796-8746
Lou Kirkpatrick
SIG Parent Coordinator
Arkansas Disability Coalition ADC
1123 S. University Avenue, Suite 225
Work: 501-614-7020
Fax:
501-614-9082
www.adcpti.org
Kelly Moore
Benton Public Schools
500 River Street
Benton, AR 72015
Work: 501-776-5757
Fax:
501E-mail: [email protected]
Kaye Rainey
Parent Involvement Coordinator
3001 S. Pulaski, Room 7
Work: 501-447-3357
Work: 501-447-3358
Fax:
501-447-3359
233
Handbook Committee Continued
Delores Richardson
Ft. Smith Public Schools
Title 1, Parent Coordinator
811 North “T” Street
Ft. Smith, AR 72904
Work: 479-784-8182x3515
Fax:
479-709-6001
Vicky Rogerson
Springdale Public Schools
409 N. Thompson
Work:
479-750-8889
Fax:
479-750-8799
parentcenter.springdaleschools.org
Lori Satterwhite
Southside School District
Parent Resource Center and HIPPY Program
70 Scott Drive
Batesville, AR 72501
Work: 870-251-4024
Fax:
870-251-4023
Carolene Thornton, Ed.D.
Arkansas State PIRC
Co-Director
614 E. Emma, Suite # 113
Work: 479-751-6166
Fax:
479-751-1110
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