APPENDIX C

EXAMPLE OF A THREE-YEAR PARENT AND COMMUNITY INVOLVEMENT PLAN

September 2005 to June 2008

VISION: A COMPREHENSIVE PROGRAM OF SIX TYPES OF INVOLVEMENT

Outline the activities that might help your school improve all six types of involvement over the next three years. What steps might your Action Team take in Year 1, Year 2, and Year 3 to improve Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with the Community? (Use this form after completing “Starting Points: An Inventory of Present Practices” and before completing the One-Year Action Plan—Form A.)

Year 2. Report on positive student behaviors. Inform parents of behavioral concerns. Don’t overlook either because of language differences.

Year 3. Communicate to parents students’ decisions about classes at the high school level.

Type 3: Volunteering

Improve recruitment, training, activities, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and the school’s programs.

Vision: What is your Action Team’s broad goal for improving Type 3: Volunteering over the next three years? Increase frequency, numbers, and variety/types of volunteering in schools.

Which activities might you conduct over three years to reach your vision for Type 3: Volunteering?

Year 1. Group training for parents who may be interested in volunteering for “teacher help” in areas such as craft preparation, and so forth.

Year 2. Some type of recognition for the volunteers at a Parent Night. Parents can be recognized for giving time to attend student performances, games, assemblies, celebrations, and other events.

Year 3. Parents help collect tickets and hand out programs for student performances or games. Contact parents to remind them of student performances, games, assemblies, celebrations, and other events.

Type 4: Learning at Home

Involve families with their children in academic learning activities at home including homework, goal setting, and other curriculum related activities and decisions.

Vision: What is your Action Team’s broad goal for improving Type 4: Learning at Home over the next three years? Get information out to parents of ELLs and students about curriculum, school-related activities, and ideas for better involvement of the parents at those activities.

Which activities might you conduct over three years to reach your vision for Type 4: Learning at Home?

Year 1. Technology workshop to help parents access Infinite Campus (and having it appear in Spanish).

Year 2. Continuation of summer learning for ELL students.

Year 3. Formal communication about student homework. Interactive homework that requires students to talk with someone about something they are learning in class.

Type 5: Decision Making

Include families as participants in school decisions, governance, and advocacy activities through PTA/PTO, committees, councils, and other parent organizations. Assist family representatives to obtain information from and give information to those they represent.

Vision: What is your Action Team’s broad goal for improving Type 5: Decision Making over the next three years? Get parents of ELLs more involved in the school decision-making process.

Which activities might you conduct over three years to reach your vision for Type 5: Decision Making?

Year 1. Electing/appointing a liaison/representative for each school’s PTO for better input from parents of ELLs for school needs.

Year 2. More education about the history and products of school PTOs.

Year 3. Generate a list of parents of ELLs willing to attend PTO.

Type 6: Collaborating with the Community

Coordinate the work and resources of community businesses, agencies, cultural and civic organizations, and other groups to strengthen school programs, family practices, and student learning and development. Enable students, staff, and families to contribute services to the community.

Vision: What is your Action Team’s broad goal for improving Type 6: Collaborating with the Community over the next three years? To increase awareness of parents as to what cultural and educational resources are available in this community.

Which activities might you conduct over three years to reach your vision for Type 6: Collaborating with the Community?

Year 1. Contact the recreation center about what community ser vices are already in place for Hispanics. Does anyone speak Spanish?

Year 2. Collaborate with the community college ESL instructor to see what community information packets are available.

Year 3. Strengthen relationship between district and college ESL program. Is there a Spanish social service program guide available?

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم التطوير والتنمية المستدامة يبحث آفاق التعاون المشترك مع معهد التطوير النيابي

المشاركون في مشروع دار علوم نهج البلاغة يشيدون بمحاضراته وقيمه التربوية والعقائدية

قسم الشؤون الفكرية يقيم ندوة تثقيفية لفريق صناعة المحتوى الهادف في جمعية كشافة الكفيل

المجمع العلمي يقيم المرحلة الثانية لاختبار المتقدمين لقناة حفظة القرآن الكريم في النجف الأشرف

المزيد

الآخبار الصحية

دراسة مقلقة تكشف تفاصيل مفاجئة عن مكملات فيتامين (د)

استراتيجيات غذائية للتحكم بالجوع والشعور بالشبع طوال اليوم

هدف علاجي واعد للحد من تطور أكثر أنواع سرطان البنكرياس شيوعا

وفاة 1147 شخصا على الأقل.. الحر يبطش بالإنجليز !

المزيد

الآخبار التكنلوجية

7 مفاهيم خاطئة حول ضغط الإطارات وكيفية تجنبها

نصائح لتحسين كفاءة محرك السيارة وإطالة عمره الافتراضي

ترامب لرؤساء شركات الـ AI: أنتم تتحكمون في العالم !

القطارات تكشف "عيبا خطيرا" في سيارات تسلا.. ما هو؟

المزيد

مواضيع ذات صلة

Classroom Instruction with that works English Language Learners APPENDIX B TYPES OF SUMMARY FRAMES

Classroom Instruction with that works English Language Learners APPENDIX A TYPES OF GRAPHIC ORGANIZERS

Classroom Instruction with that works English Language Learners CONCLUSION

INVOLVING PARENTS AND THE COMMUNITY Summary

INVOLVING PARENTS AND THE COMMUNITY Recommendations

INVOLVING PARENTS AND THE COMMUNITY District Activities

How One District Engaged the Families of ELLs and Members of the Local Community

Epstein’s Model of Parent and Community Involvement

INVOLVING PARENTS AND THE COMMUNITY

IDENTIFYING SIMILARITIES AND DIFFERENCES Summary

IDENTIFYING SIMILARITIES AND DIFFERENCES Classroom Example

Adapting Identification of Similarities and Differences to the Stages of Language Acquisition