CONNIE HICKMAN 0 D Mhow well they do, and there is generally no 'right answer. The teacher evaluates -tudents' thinking skills to sec where they are at a given time, and to see where they may need extra work. Students thinking skills might be Use entertainmenta TV program or a movieas the basis of family discussions. Use daily activities as occasions for valuated orally or with a papet-and-pencil tcsi For example, a teacher might be interested in evaluating students skills in analysisa breaking-down process to find nut how parts fit together to make a whole. Students might be asked to list the steps in\olved in solving a particular problem, or in break down a task (such as making a into its component parts. How Can Parents Help Their Children Think More Actively? As a parent you can Encourage your children to ask questions about the world around them. When reading to or with young children, ask them to imagine what will happen next in the story. Actively listen to your childrens conversation, responding seriously and nonjudgmentally to the questions they raise. When your children express feelings, ask why they feel that way. Suggest that your children find facts to support their opinions, and then encourage them to locate information relevant to their opinions. learning. For example, instead of sending a child to the store with a simple list of items to purchase, talk with the child first about how much each item might iost, how much all the items might add up to, and estimate how much change s/he should receive. Reward your children for inquisitive and/or creative activity that is productive. Ask your children what questions their teachers ate raising in class. For example, a history class might be asking how American westward expansion began. Remember, if your children arc active participants in a home where there is talk about the why and the how of things, they are more likely to be active thinkers both in and out of school. iiearagfOaiBiOTy Stock No. 0210-5 5 6 Thinking Skills: How Parents Can Help by Marcia Heiman and Joshua Slomianko H M National Education Association Washington, D.C. 20036-3290 *What L Meant by The Process of Thinking? Thinking and being aware of out own thoughts arc skills that make us human. Thinking is an active process. It encompasses events that range from daydreaming to problem solving. It is a kind of ongoing, internal dialogue that accompanies actions like performing a task, observing a scene, or expressing an opinion. What Arc Some Examples of Thinking Skills Instruction? Thinking skills instruction can be applied to all areas of the curriculum. Here arc some examples of teaching these skills in the classroom: What Does Teaching Thinking in School Mean? The teaching thinking movement goes beyond the learning of facts. It encourages students to ask questions of the information and ideas presented in class. It helps students learn how to identify unstated assumptions, to form and defend opinions. to sec ideas. relationships between events and There arc many approaches to teaching thinking. Some educators teach students to use a set of identifiable skillssuch as discriminating between relevant and irrelevant points in a particular argument, or generating questions from written material. Others try to involve students in classroom experiences that will help them think more activelysuch as a classroom debate or a mock court case. Copyright 1987 National Education Association of the United Slates In an American history class, students might use a simulation exercise to understand the points of view of the colonists and the British at the time of the Revolution. That is, after studying background information, students would play roles of persons on both sides of the conflict, debating the issues as they reflect their imagined families, work, and community. In a mathematics class, students might work together in pairs. While one student acts as problem solver, talking aloud his/her thinking on how to solve a problem, the other student is an active listener, asking questions and helping the problem solver think through the process. Later, these students would exchange roles. In a first grade classroom, the teacher might engage students in a discussion of the reliability of evidence after reading them the story of Chicken Little. The teacher might lead this discussion by asking students whether the other anipals should have trusted Chicken Little, and how they could have determined the truth or falsity of het story. After viewing a film on the Lewis and Clark expedition, a fifth grade teacher might ask students to work in pairs, listing the steps involved in planning and carrying out the expedition. Children of all ages can do team research. For example, elementary school children might investigate the effects of the gold rush on westward expansion, while secondary students might study the traffic flow in a major intersection of their community. Thinking skills can even be taught in performance courses, such as band or woodworking. In band, students might be asked to think about how a piece would sound if the tempo or volume were changed. They might mark their scores with different tempos and volumes, then play the re-marked scores to hear the resulting differences in the music. Woodworking can be seen as a series of problems requiring solution. For example, instead of constructing a table by following a preset model, students might be encouraged to draw several ways of making a table (such as differing arrangements of legs or other supports, various tabletop shapes), and experiment with each design on small models, determining which are the most stable, pleasing to the student, and so on. How Can Students Thinking Skills Be Evaluated? First, its important to say that evaluating thinking skills is not the same as evaluating the number of words students spell correctlystudents arc not graded on 4 3 2 I I IINCENTIVE SCHOOL - PARENI INVOLVEMENI INCENIIVE SCHOOL- PARENI INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing "home group" for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals 8 and be responsible citizens. Copyright 1987 National Education Association of the United States Stock No. 5159-9 s National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraptofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Good Elementary Schools 1 Provide opportunities for the child to learn to read well, to communicate effec- tively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express het/himself in the fine arts and physical activity. 4 a staff of enthusiastic, alert teachersall of whom meet state cenification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 3 Relate learning to the real world of the child. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Ate responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 10 responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural understanding. Instmctional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I I IINCENTIVE SCHOOL PARENT INVOLVEMENT HOME AND SCHOOL WORKING TOGETHER DEAR PARENT: Welcome to THE IjEARNING LETTER, our new school newsletter and a major step, we hope, toward making w L the partnership between home and IS school stronger and more d3mamic than ever before. Our students your children need the help and support of both of us If they are to have a chance to reach their full learning potential. This is a fact that we know to be true from experience, and 46 We want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. 3 that research has proved over and over. Every one of the recent research studies and there has been a parade of them in the last few years points to the unquestionable Influence parents have over the Intellectual growth and learning achievement of their children. At school we have dedicated ourselves to delivering the best possible education program for your child. But we want to do more
we want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. Thats why were extremely excited about our plan to send home THE LEARNING LETTER on a regular basis. The newsletter will include the best advice and suggestions from the leading educators and parenting counselors In the country. There will be a mix of short, interesting articles and practical, fun-to-do activities. Topics such as: helping with homework, moUvai and develc^izighome studly skills wilfbe covered as well as more curriculum related subjects: visiting the library, discovering backyard science, exploring the real world of math and encouraging the reluctant writer. There will be book recconmendations, games to play and projects for the whole family to enjoy. A Garden of Ideas For Your Choosing We hope youll read each issue because you find it interesting and Informative. But we certainly do not expect you to act on every suggestion
your day, undoubtedly, la busy enough as It is. The ideas are presented for your consideration only. Read them, then pick and choose the ones that look particularly useful and interesting. And dont underestimate the interest factor
the leammg experiences you share with your child should be enjoyable and relaxing for both of you. Remember, a parents attitude is contagious if you can erOPy show a respect for learning, the chances are your child will catch the idea. For sure, there Is no better teacher than experience
and no better experience for a child than one shared with a caring parent. It Is to the dedication of that idea that we send home THE LEARNING LETTER and Invite you to become an active partner in the education of your child. To Porenh Helping Their Children LearnINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL - PARENT INVOLVEMENT without help. And the help of the teacher must be supported outside the classroom. Parents need to know the objectives of various types of instruction so that they can explain those goals to their children. If the teacher sends explanatory material home, read it carefully, so that you can answer your own questions, as well as those of your children. You can also help other persons in the community toward a better understanding of the schools. Talk with your friends about the schools programs. Even if they are not parents, they are interested in education. Tell them why it is important to vote for local bond issues designed to support education. Encourage them to inform themselves about local and national political candidates who are favorable toward public education, and to work to put such candidates in office. Urge senior citizens to join volunteer programs in the schools. Young people need a sense of community with other persons of all ages. Both the young people and the adults will be richer for the interchange of ideas and experiences. The community includes many people who may be able to bring expertise to the solution of school problems. Business people, artists, travelers, public officialsall should be invited to bring their knowledge and experience to education. Although it is true that all learning does not and cannot take place in the classroom, it is also true that the best classroom learning takes place when the ratio of pupils to teacher is small. When it is possible for a teacher to show interest in each student in a classroom, it is easier for all students to use their energies constructively. They ate motivated toward learning, rather than against it. It is important, therefore, that parents and other members of the community work together to make sure that the pupil-teacher ratio is kept as low as possible. A community divided on the issue of equal educational opportunity especially needs your help to keep the public schools safe from movements that would fragment them and make them incapable of providing a good education for all young people. When you find that private schools are being set up to exclude minority students, you can work with community leaders to find ways to circumvent such divisive activity. Let the press know about your convictions and your efforts to keep the schools functioning, because publicity will encourage others to join their efforts to yours. There are countless other ways in which all members of the community can help take care of the schools. Many will suggest themselves as you talk with teachers and look at your school in its relation to the community. Ask how you can help. Even if your time is limited, you may be able to make a valuable contribution in the very few minutes you can give. The important thing is that the schools belong to all of usthe whole people, as John Adams said. Copyright 1987 National Education Association of the United States Stock No. 5169-6 The Schools Are Yours. Help Take Care of Them. National Education Association Washington, D.C. 20036-3290 5 6 I Two centuries ago, John Adams wrote, The whole people must take upon themselves the education of the whole people, and must be willing to bear the expense of it. The words are direct and uncomplicated. Indeed, it is inviting to think that education in that time was much simpler than it is now, and that the expense, therefore, was much less. The educational task that we face now seems to be a much more complex one, so complex in fact that John Adamss wisdom seems scarcely to apply. But we delude ourselves if we think that those words have no relevance today. When our country was founded, education was one of the few safeguards against the unknown future. As a group of isolated colonies with dependent economies and leaders inexperienced in national government, our early communities had no certainty that they could survive as a country. Now that we are a vast, strong, and rich world power, it seems more than ever necessary to heed John Adamss words. The shadows of future global problems demand the knowledge and foresight that can only come from the education of the whole people. And for that we must turn to a comprehensive and flexible system of education. The schools, which belong to all of us, as John Adams hoped they would, are our best guide into the unknown. The expense we must bear for them is not simply one of dollars. It is, in addition, an expense of concern, and time, and active care. Our schools need our care, and taking care of a school is more than removing trash and repairing broken equipment and replacing damaged instructional materials. It involves a maintenance of spirit among students and teachers and other school personnel. That spirit, which we often call morale, in turn flows back to us and to all the other members of our community. At a time when the public educational system is threatened by those forces that would establish private schools to exclude minority students from an equal education, it is imperative that we maintain that spirit. The divisive action of a few strikes at the heart of the premises of equality and equal opportunity on which our democracy is based, and if we permit it to erode out public school system, we indeed jeopardize the education of the whole people. Caring about our schools is not necessarily constructive unless we can turn the care into positive action. We are all familiar with the kind of care that takes the form of complaining and hand-wringing about what has gone wrong with education. Complaints are verbalized in conversation as well as in the newspapers and other media. Suddenly we are awash in an issue called violence-in-the- schools, and we hear some people saying that such violence is a result of the breakdown of school discipline. This is an extreme example, of course, but the issue is one of increasing currency. And in order to be corrected, the situation requires a constructive care on the part of the entire communitynot just teachers and parents, but students as well. Without concerted action, this type of issue will threaten the entire fabric of public education, because our schools will be turned into centers of discipline rather than instruction. Suppose your community is facing such a you as a parent and/or problem. What can concerned citizen do about it? There are many things you can do. One of the most important is to encourage young people toward a sense that the schools belong to them as well as to adults. What steps do you take to help students to this realization? You can find out as much as possible about the problems facing the school and students in the school, as well as what the school is presently doing to solve those problems. If you believe that other approaches are necessary, you can meet with teachers and school officials to discuss the possibility of experimenting with other techniques for managing the situation. Remember that it is important to include students in planning meetings, because they are among the most vitally affected persons when a school has problems. You can help your children to involve themselves as completely as possible in their learning by showing them that intellectual curiosity is natural and valuable. If they have questions, help them learn how to find answers by looking up information in books and encyclopedias at home or by doing research at the public library. Encourage them to view the programs on television that focus on current events, or American history, or the various peoples, animals, plants, customs of other parts of the world. In spite of the brightness of todays young people, learning does not proceed 4 3 2INCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT It is good to add Do this instead when you must tell your child no. Substituting a permissible activity takes the childs mind off the thing forbidden, and promotes a positive view. When answering your childs questions or reviewing spelling words, suggest that he or she look up the answer in a reference source. Help your child find the answer, but dont be too quick to give it. Speak proudly and frequently about your childs strengths. Help your child find time each day that is his or hers alone. Children need time to think, dream, plan, make decisions, and free their minds from problems. Allow your child, when possible, to experience the consequences of actions. A lost toy, for example, might not be replaced. Proudly display your childs accomplishments at home. This includes everything from a five-year-olds artwork to a teenagers merit badge. I A Success Guide for Parents of Grade School Students Copyright 1987 National Education Association of the United States Stock No. 5179-3 National Education Association Washington, D.C. 20036-3290 5 6 I I I I I I Student, Parent, Teacher Were All in This Together How can you, the parent, have a positive effect on your childs schoolwork? Here ate some suggestions to consider: Come to school and meet your childs teacher. You ate welcome. Parents support and frequent communication help children learn. Ask your child what happened in school each day. If your child says nothing, dont give up. Ask questions about specific activities. Become familiar with school regulations and school practices so that you will know whats expected of your child. If you have questions or concerns, discuss them with the principal. Help your child see that school attendance is important and desirable. Make TV watching a constructive force in your household. You might give your child an allowance of'TV time and promote high-quality programs. Watch television with your child and discuss what youve just watched. If your child announces that he or she hates a certain subject, find out why. Then enlist the teachers help in changing the negative feelings. How You Can Help Your Child with Homework How can you help your child with homework? Here ate a few suggestions that can make homework a valuable link between the school and your home: Make sure that your child has a good place in which to study. It should offer plenty of room to spread out materials, the right kind of lighting, and a comfortable chair. When your child is doing homework, make sure the entire family gives that activity as much respect as possible, so the student is not disturbed unnecessarily. Set aside the same time each day for homework. This helps develop the discipline most children need. Establish rules for using the telephone. and TV during homework stereo, time. This will mean better concentra- ation. Review spelling words with your child, perhaps once before going to bed and again in the morning. The same goes for other types of memory work such as multiplication tables, arithmetic drills, state capitals, and so on. When your child is writing a school report, show that using information from several sources is better than just relying on one book. Help your child get acquainted with the wide range of available sources. Go over your childs homework, expressing both your expectations and support. Make suggestions about spelling, grammar, punctuation, or the accuracy of solutions, but dont do the homework for the child. Parent-Teacher Conferences These are questions you may wish to ask your childs teacher at conference time: What are the children studying this year? What are they doing in specific subject areas? What do you include in social studies? What kind of arithmetic will they learn? How do you teach reading or spelling? I see equipment with which I am unfamiliar (computers, overhead projectors, etc.). What is it used for? How is the class organized? When are children taught in groups rather than as a class? What do you do for the child who learns faster or slower than the others? How do you evaluate the childs progress? What tests are used? What do your grades mean? What policies apply to this grade? What are the school rules? How much homework do you give? What kind of discipline is used? Self-Reliance, Self-Esteem, and Self-Discipline How can you help your child develop these important attributes? Here are a few suggestions: Let your child know how interested you are in what he or she has to say. Show how carefully you are considering his or her opinions. 3 2 4 I I I I I Attend parent-teacher conferences when they are called. Discuss with your childs teacher what his or her objectives are and find out how you can help meet those objectives. If you dont understand some aspects of the school program, ask about them. When the young people in your family watch TV, talk with them about what they watch. Remember that as watchers they tend to remain passive, so their verbal skills may need special practice. Share your expertise with the school. If you have a special area of interest and knowledge, volunteer to talk with students about that area. They may be ea-together that we can assure all young persons indeed all persons of any agethe education to which they are entitled. Each of us, in turn, will be secure in the knowledge that we are helping to maintain the equal opportunity that is the birthright of every citizen of our country. Incentive School - Parent Involvement Working Together for Education ger to have a career or hobby like yours. Help elect local, state, and national leaders who have demonstrated a true concern for education. Examine political platforms carefully and find out which candidates can do the most for your schools, on the basis of both their expressed intentions and their records. Above all, parents, teachers and other faculty members, students, and other persons from the total community must come together to establish mutually acceptable goals for the schools. That means a commitment of time, energy, and good will on the part of every one of us. It is only by working Copyright 1987 National Education Association of the United States Slock No. 5168-8 5 6 National Education Association Washington, D.C. 20036-3290 I I I I I I We have entered an age in which education is not just a luxury permitting some . . an advantage over others. It has become a necessity without which a person is defenseless in this complex, industrialized society. Lyndon B. Johnson said that in a commencement speech at Tufts University in 1963. And he went on to say that to deny any persons access to this education to which they were entitled was to deny them access to their rightful place in our economy, and to deny the rest of us their productive skills. Every young person in our country is entitled to public education. Indeed it is only through public education for all that equal opportunity is available to all. Education is much more than a joint occupation of teacher and student. It should be the lifelong concern of every citizen of the United States. It need not and should not be confined to the school building, even though its scope and direction are set in the classroom. Indeed, in order to understand the purpose and content of the educational process, each person in the community must know how and why the school functions as it does. This means that the education of the young people in out country must be the result of a cooperative effort among all of us. We cannot ask students and teachers to do it all alone. We have all heard complaints about low test scores and the neglect of basic education. But how many of us have heard the complainers question the tests, or define basic education in an objective way? Many times they do not know the facts but are, rather, responding to emotional rhetoric about returning to some golden age of education that in fact never existed. help the schools by Parents especially can finding out how they work and why certain data such as test scores may be interpreted in negative as well as positive ways. Armed with the facts, parents can be among the most persuasive supporters of education. That is the kind of public trust that we can carry constantly with the awareness that we make a solid contribution to the maintenance of our national values. In other ways, too, parents can be responsible partners in the cooperative venture. They surely are in the best position to help the school in its constant efforts to overcome the problems of increasing class size, disruptive student behavior, reduction of staff, and the numerous other threats to education that result from our changing times. By finding out how school budgets can be utilized to preserve the professional stable faculty, parents can integrity of a guard against the debilitating effects of increased class size. . Parents can also support the school in its efforts to maintain discipline by matching their own attitudes toward their childrens behavior to that of the school. By taking part in fiscal and political decision making at the local level, they can direct government toward legislative and fiscal decisions that result in conditions in which education prospers. If parents work and vote for political candidates whose platforms include strong support for the schools, then they are helping to turn the tide toward a unified educational effort. In a democracy in which the national law states that no segregation by race, creed, color, or sex shall be permitted in the schools, it is the duty of every citizen to help the community uphold that law in every way possible. Here, too, parents are in an ideal position to defend the process of justice for everyone. Parents should not be strangers to the classrooms in which their children spend so much time, not to the teachers who share with them the training and motivating of those children. They need to know what the school does. Above all, we must see that other parents and all other community members are aware of the responsibility they have in maintaining and supporting public education. Every one of us can do something, even if it is only one of the few things in the list that follows. Each of us can think of many mote things that would be particularly helpful in the schools of our own communities. Make use of every opportunity to visit your childs school. 4 3 2 I I I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 Employ flexible grouping and scheduling methods. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have com-pleted high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright 1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I 1 A Checklist for Appraising All Schools A good school has One professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and Good Elementary Schools 1 preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the sch<x)l program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Provide opportunities for the child to learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements ate prepared, and interested in and prepared for the assigned to positions for which they , . _ age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar requirements. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the real world of the child. 6 A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. Pl Provisions encouraging racial balance of pupils and staff and fostering intercultural J. U understanding. Instructional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT You can also contribute your ideas about the parent involvement program or the educational system in general. Being a patent, you have a different viewpoint that is valuable to the teacher. What Ate the Qualifications for a Parent Volunteer? The basic requirements are simple. You should Enjoy working with children. Have an interest in education and the community. Feel a commitment to the goals of the parent involvement program. Want to help. Be dependable and in good health. As you can see, it is very easy to qualify and the rewards are great. How Much Time Do I Have to Spend at School? Its strictly up to you! You can work out a schedule convenient to you and the teacher from several days a week to an hour a month. If you dont have transportation or if you have preschool children, you can set up carpools or share babysitting services with other volunteers. If you work during the day, you can still contribute by making things at home or helping with weekend activities. Both fathers and mothers should remember that it is important for children to have contact with parents in the classroom whether you come to school to tell them about your job or make recordings of instructional drills for them to listen to. Whatever time you can give will be appreciated it means more learning opportunities for each child. To Whom Will I Be Responsible? You will determine your schedule and activities with the teacher you are assisting, who will be your primary contact at the school. He or she will be there at all times to guide you and offer suggestions. The program is based on a cooperative partnership. The teacher plans and initiates learning activities, and you reinforce these efforts by motivating students, stimulating their interest in learning, and building their selfconfidence. When Can I Start? Right nowby volunteering your services and by offering any suggestions you have to help teachers plan a more effective program. You can also contact your friends and encourage them to participate. The success of your schools parent involvement program will be determined by your enthusiasm and interestso get involved! The result will be a more meaningful education for your child. Copyright 1987 National Education Association of the United States Stock No. 5158-0 Get Involved in Your Childs School National Education Association Washington, D.C. 20036-3290 5 6 I I I I I What Is a Parent Involvement Program? An exciting concept designed to create a partnership between parents and teachers by bringing you into the classroom to participate in your childs day-to-day education. You and the teacher share a deep concern for your childs welfare, and there is no better way to encourage your childs growth and development than by working together to meet her or his educational needs. How Does This Program Benefit My Child? The primary focus of the parent involvement program is on the child. It aims to meet childrens needs more fully by making your schools educational program more flexible, and thus more child-oriented, through increased personal attention and assistance. As a parent, you are already aware of childhood curiosity. Your child wants to learnbut a lack of learning opportunities can stifle natural desire to find out about the many things that make up the world. By helping your childs teacher, you both can offer new and varied experiencessuited to his or her interests and capabilities. What Will I Gain from Participating in the Program? Your school system needs your support to carry out its programs. By working in your schools, you will become more familiar with these programs, and you will see why they are vital to your child. With this new understanding of educational needs and goals, you can give the schools the backing they need and encourage others to do the same. You will learn more about everyday happenings in the classroom from the increased communication and interaction between you and the teacher. You will have the satisfaction of helping children during a very important stage in their development. You will be able to provide the teacher with valuable information about your child and your communitycreating a link between school and community so vital in our multiethnic society. You will learn new skills in working with children. To sum it up, participation in the parent involvement program will give you a chance to make a significant contribution to your child, your schools, and your community. Why Do Teachers Need My Help? Today, there is an increasing emphasis on individualized instructionfitting the curriculum to the child. But time and money often work against a teacher who wants to employ new methods and materials, who wants to give each child personal guidance. When you assist teachers with growing paperwork, make instructional materials, or conduct a science experiment, you give them more time for planning activities, for trying new teaching strategies, and for working directly with children. As a parent volunteer, you allow them to be more effective teachersand the school obtains your skills and services that might be unavailable elsewhere due to financial limitations. Do Teachers Really Want Me in the Classroom? Teachers, like anyone else, want to be as effective in their work as they can, and your help will enable them to devote more time to professional activities. Remember the parent involvement program is voluntary for them, too. If they did not feel you would be a valuable asset to the instructional program, they would not ask for your help. How Can I Help in the Classroom? There are so many activities parents can participate inall of which mean an enriched learning experience for childrenit would be impossible to list them all here. For example, there are clerical jobs such as completing attendance forms or filing in- stmctional materials. Or you can work directly with children as you read them stories or help them play educational games. If you have an unusual hobby, you can be a guest speaker and show the class some of your work. The activities you participate in will be decided by you and the teacher you work with. In this way, the teacher can plan lessons with a knowledge of your skills and interests, and provide you with a variety of interesting tasks. 4 2 3 I I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright 1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supponive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. Good Elementary Schools 1 Provide opportunities for the child to A broad curriculum to develop intellectual, emotional, scMzial, physical, and vocational 3 emotional, social, puysicai, anu niuuvuu competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nunure many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural Iv understanding. Instructional materials portraying minority groups and women realistically. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the teal world of the child. 4 Provide learning experiences beyond the classroom and the school building. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 } 2 I I I I I ILITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 March 23, 1993 Attorney Connie Hickman-Tanner ODM Dear Mrs. Tanner: I am sending your way sample copies of leaflets that I give to parents at Parent Meetings, distribute to Parent Council, Presidents and Parent Centers. PTA You are welcome to attend the PTA Presidents Breakfast at McDonalds on 701 Broadway, Saturday, March 27, 1993 from 7:45 a.m. to 8:45 a.m. Sincerely, Catherine J. Gill Ron Brandt On Parents and Schools: A Conversation with Joyce Epstein Joyce Epstein has been conducting research on teachers practices of parent involvement and the effects of family-school connections on students, parents, and teachers for over a decadeincluding her current work at the Johns Hopkins educational research centers (CREMS and the Center for Research on Effective Schooling for Disadvantaged Students [CDS)). Here she discusses five types of parent involvement and affirms that parents want to be more involved in their childrens learning, especially at home, and that they need clear direction from the schools. W hat do educators need to know about parent involvement? W'e're much clearer about that now than just six years ago. In our work with administrators, teachers, policy leaders, and other researchers, we've identified five major rypes of parent involvement. These five types occur in different places, require different materials and processes, and lead to different outcomes. [See "Five Major Types of Parent Involvement, p. 25. | The point is that any one practice parent-teacher conferences or PTA activities or public relations efforts f.tnt cover the full range of ways parents and teachers need to work together for their children's education. Hundreds of piactices can be selected or designed to promote each of the five types. (See "Examples" chart, p. 26.) And research is beginning to produce information on the likely results of different practices. For example, several studies show that when parent.s help their child at home in a particular subject, its likely to increase the student .s achievement in that subject. By contrast, involving a hv Ja\ Van fivn^laer > few parents in decision making on school committees probably won't increase student achievement, at least in the shon term. Parent volunteers at school can help teachers think positively about parents, and increase teachers' willingness to involve parents in other ways, but a few volunteers at school won't help other parents know how to help their children at home. Educators choices will be easier if they know these thingsand if they know their goals for parent involvement. What goals might they typically have? Tve compiled some examples of outcomes for parents, for students, and for teachers related to each of the five types of involvement. [See Examples" chart, p. 26-1 What else have you learned about the effectiveness of the various practices? For one thing, commonly acceptexi practices aren't necessarily the best way to achieve the outcomes they're supposed to produce. For example, we've learnetl that to promote Type 1 involvementhelping parent.s fulfill their basic obligation.s a.s parents most schools conduct workshops for the parents. But parent.s cant come to workshop.s if theyre scheduled when the parent.s work or have other responsibilities. We want to change the focus of Type 1 activities from the numlK-r of parents who come IO .schixil at a given time to the numIxT of parents who get the information at times more convenient to them. Ail- ininisirators anti teachers can get the 2) 1:1)1 ( ATH INAI 1.1AI>1:KSHII'I i I I I i I f Five Major Type* of Parent Involvement Type t. The basic obligations of parents refers to the responsibilities of families to ensure children s health and safety
to the parenting and child-rearing skills needed to prepare children for school
to the continual need to supervise, discipline, and guide children at each age level
and to the need to build positive home conditions that support school learning and behavior appropriate for each grade level. Type 2. The basic obligations of schools refers to the communications from school to home about school programs and children's progress. Schools vary the form and frequency of communications such as memos, notices, report cards, and conferences, and greatly affect whether the information about school programs and children's progress can be understood by all parents. Types. Parent involvemertt at school refers to parent volunteers who assist teachers, administrators, and children in classrooms or in other areas of the school. It also refers to parents who come to school to support student performances, sports, or other events, or to attend workshops or other programs for their own education or training. Type 4. Earenf inyoivement in teaming activities at home refers to parent-initiated activities or child-initiated requests for help, and ideas or instructions from teachers for parents to monitor or assist their own children at home on learning activities that are coordinated with the children's classwork. Type 5. Parent invoivement in governance and advocacy refers to parents' taking deci- sion-making roles in the PTAATO, advisory councils, or other committees or groups at the school, district, or state level. Il also refers to parent and community activists in independent advocacy groups that monitor the schools and work for school improvement. information from workshops to the parent.s who couldn't attend by using, for example, audio recordings, videotapes, summaries or newsletters, computerized phone messages, and cable TV shows. In too many cases, schools blame parent,s for not coming to the school building. The parents feel guilty for not coming, and their children feel bad because their parents didn't panicipate. To reduce the guilt and distress, we need new methods of sharing information. But maybe parents ought to feel guilty if they wont exert the effort to participate. Not necessarily. Expecting people to come to schtxil once in a whilefor an open house, a student performance, a parent-teacher conference, a report card pick-up, and one or two other important occasionsmay be reasonable, but expecting many parents to come often i.s not reasonable. In fact, it.s almost discriminators' against working parent.s, parents who live far from the schtx)!, and single parents with other family obligations. Id like to see more attention to the type of involvement parent.s want mosi: how to work with their own child at home in way.s that help the student succeetl anti that keep the parents a.s panners in their children'.s education across the grades. OCTOtll-K 19Hy Why do you emphasize across the grades"? Typical efforts to involve parents Stan to drop dramatically as early a.s grades 2 or 3. The parents at ail grade levels want to stay informed and involved. When teachers and administrators develop parent involvement pro- grams in the upper grades, the parent.s respond. Lets go on to talk about Type 2 involvement: communication from school to home. We've learned that a real problem in this area is making sure that memo.s and notices are written so that all parents can read them. Communica- tion.s from school to home need to be sent in simple, readable, jargon-free English or in the language spoken by the family. They may be in print form, but they can also be sent by computerized phone messages, kcal cable TV, radio, or in other ways. Schools need to design and test more effective The five types of involvement occur in different places, require different materials and processes, and lead to different outcomes. Yes. and they usually involve relatively few people. Schools need to review the procedure.s they use to recruit volunteers so that all who want to panicipate at the school building can do so. This can be tioiie with a simple form at the beginning of the school year or twice a year to capture the interest of familie.s who arrive after school starts. The skills, talents, and available time of volunteers need to be matched to the needs of teachers
this takes coordination. which can be provided by a parent-teacher team. And schools need to pnwide some training to help parent.s be effective volunteers. But schools should also find ways for parents to vtilunteer other than during the sch<x)l day so that those who work can offer assistance to the school, tcK). Some volunteer work can be done after schtx)!, in the evening, on weekends, on busines.s holidays that differ from schtx)! holidays, or during vacations. We'd like to see the ways to provide information. We need definition of volunteer change to into know not only whether message.s dude all parents (and others in the are going home but who understantls communitv) who give time anwhere them and who doe.s not, who we are to reaching and who we are not reach- , learning. This wi suppon sch(X)l goals and .student mine. This would greatly increase ing, anti why. J i V<ll I I * j the number of parent.s nized a.s volunteers a who are recog- and relieve the Type 3 activities are those related guilt of parents to parents serving as voilunteers at school? cutne to who aren t available to the sch<K)l day. the schtxil building during 25Example* of Practice* to Prontote, and Outcome* from, the Five Type* of Parent Involvement Typet Parenting Type 2 Communicating Type 3 Volunteering Type 4 Learning at Home Types Representing Other Parent* Help All Familic* Estabinh Home Environment* to Support Learning Design Atore Effective Form* of Communication to Reach Parent* Recruit and Organize Parent Help and Support Provide liilca* to Parenti on How (o Help Child at Home Recruit and Train Parent leaden A few Example* of Practice* of Each Type School provides suggestions for home conditions that support learning al each grade level. Workshops, videotapes, computerized phone messages on parenting anri child-rearing issues at etch grade level. Teachers conduct conferences with every parent at least once a year, with follow-up as needed. Translators for languageminority families. Weekly or monthly folders of student work are sent home and reviewed and comments returned. School volunteer program or class parent and committee of volunteers for each room. Parent Room or Parent Club for volunteers and resources for parents. Annual postcard survey to identify all available talents, times, and locations of volunteers. Information to parents on skills in each subject at each grade. Regular homework schedule (once a week or twice a month) that requires students to discuss schoolwork al home. Calendars with daily topics for discussion by parents and students. Participation and leadership in PTA/PTO or other parent organizations, including advisory councils or committees such as curriculum, safely, and personnel. Independent advocacy groups. A Few Example* of Outcome* Linked to Each Type Parent Outcome* Self-confidence in parenting. Knowledge of child development. Understanding of home as environment for student learning. Understanding school programs. Interaction with teachers. Monitoring child's progress. Understanding teacher's job and school programs. Familiarity with teachers. Comfort in interactions at school. Interaction with child as student at home. Support and encouragement of schoolwork. Participation in child's education. Input Io policies that affect child's education. Feeling control of environment. I Sr^curity. Respect for parent, linpioved attendance. Awareness of importance of school. Student participation in parent-teacher conferences, or in preparation for conferences. Better decisions about courses, programs. Student Outcomes Increased learning skills receiving individual attention. Ease of communication with adults. Homework completion. Self-concept of ability as learner. Achievement in skills practiced. Rights protected. Specific benefits linked to specific policies. Understanding of family cultures, goals, talents, needs. Knowledge that family has common base of information for discussion of student problems, progress. Use of parent network for communications. Teacher Outcomes Awareness of parent interest, in school and children, and willingness to help. Readiness to try programs that involve parents in many ways. Respect and appreciation of parents' time, ability Io follow through and reinforce learning. Better designs of homework assignments. Equal status interaction with parents to improve school programs. Awareness of parent perspectives for policy development. I. L. Epstein, (forthcoming). "Five Types of Parent Involvement
Uniting Practices and Outcomes.' In School and family Connections: Preparing educators ro involve families, L-------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26 liDICAI IONM. l.l-Al>l-:K.SIIIi>I I You said earlier that Type 4parent participation in learning activ- ities at homi is the type of in- volvement that most parents want more help with. Yes, we've learned that we can greatly increase thi.s type of involvement when teachers design homework to include parent.s on purpose. Of course, some homework should be designed, as it presently is, for children to do on their own, but some homeworkonce a week in some subjects or twice a month in other subjectsshould be designed to require students to talk with someone at home about an interesting, imponant, exciting part of schtxilwork. Let's turn to Type 5 activities, involvement of parents in leadership roles, school governance, and so on. These activitie.s are important too, but they typically involve very few parent.s directly
every parent can join the PTA, pro, or other organization, but few panicipate in leadership roles. And those who do rarely communicate with the parents they supposedly represent to solicit their ideas or to repon committee or group plans or actions. We know that, to improve Type 5 activities, schools need to consider new forms of recruitment and training of parent leaders. children at each grade level. Our data suggest that schools will be surpriseil by how much help parents can be if the parent.s are given useful, clear information about what they can do. es(x.cially at home. We're seeing the same results How can busy teachers be encouraged to design homework of that sort? Our research reveals a few key com- poneni.s that should help. For example, we found subject-specific connection!* fx-tween teachers' practices of parent involvement in reading and gains in students reading achievement. Now we re working with teachers on a process to increase parent involvement in mathematics and science, subjects that are more difficult to organize for parent involvement at home. We call our process TIPS, meaning "Teachers Involve Parents in Schoolwork." We've also learned that homework that involves parents can be scheduled on weekends, when parents say they have more time to help and to discuss idea with their children. Schools often issign homework for Monday to 'lliursday only, a,s if it were a reward to have no homework over the weekend. We think it's better to give weekend assignment but make them differentenjoyable, interactive homework or long-term a.ssignments that require some discussion or exchange. How might a school faculty go about trying to improve their parent involvement program? One way to stan is by a.ssessing present practices. This can be done with questionnaires, telephone interviews, or meetings and discussions. 'Ihe important thing is to get the perspective!* of teachers and parents, then develop shon-range and long-range plans to strengthen practices in all five types of parent involvement over a three- to five- year period. This kind of planning, with activities and responsibilities clearly outlined, is very important if .sch(X)Ls are to progre.s.s from where they are to where they'd like to be. We've learned, by the way, that the strongest programs are usually developed in schools where there'.s a part- time coordinator to work with teach- ers and develop materials. The position of coordinator or lead teacher for school and family connections is just as necessary as a guidance counselor, an assistant principal, a school psychologist, worker. or stK-ial What about parents who do their children's homework for them? 1 think that (x.curs mainly because parents and children dont have a gixxl understanding of what the teacher expects. When parents are oriented to the teacher!* policies and patterns of hoinework assignments, grading, and so on, they know how to help anil how not to help. Can schools expect to get supportive parent involvement in all types of communities? Some edu^ cators feel that poor families just don't have the same goals as middle class schools. Data from parents in the most economically depressed communitic.s simply don't suppon that assumption. Parents say they want their children to succeetl
they want to helji them
anil they need the schixd'.s and teacher.s help to know what to do with their emerge from many studie.s by different researchers using different methixLs of data collection and analysis. If schtx)ls don't work to involve parents, then parent education and family social clas.s are very important for deciding who becomes involved. But if schools take parent involvement seriously and work to involve all parents, then social clas.s and parents' level of education decrease or disappear as important factors. But isn't it true that some children come from homes in "which they're mistreated or badly neglected? And don't teachers and administrators have reason to feel concerned about that? Yes, a small number of children and families need special attention from health and social service professionals. But in some schools educators have used these few as excuse.s for not developing pannership.s with ail parents. From research on parent involvement in urban, rural, and suburban schools, we believe that aixiut 2 to 5 percent of parent.s may have severe problems that interfere, at least for a time, with developing pannerships. and we know, tixi, that about 20 percent of all parents are already succe.ss- fully involved. But the other 75 percent would like to become more effective partners with their children'.s schools. The percentages vary somewhat from schtxil to school, but the pattern i.s the same, with most parents at all grade levels wanting and needing information and guidance from their children'.s sch<x>ls and teachers. All schix)ls have the opportunity to build strong pannerships with parents.n Joyce L. Epstein i.s Principal Research Scientist and Director, liffective Middle Grades Program, (xnter for Research on Elementary and Midille Schix*ls. Ilie Johns Hopkins l.'niversity. .15(16 N. Charles St.. Baltimore. MD 2121H Ron Brandt is A.SCD'.s Executive Editor. u OeroitKM 19H9 1Parent InvolvementZCommunily Linkages Tri-District Collaboration Plan Interdistrict Plan, pp. 56-58 Goal: Achieve a cooperative working relationship between and among the districts. Objectives: 1. strengthen existing community involvement organizations and programs
2. develop additional programs designed to facilitate substantive involvement and cooperation of parents and citizens in the districts
Process: A. Develop parent involvement and support activities which facilitate the teaching-learning process. B. Use parents in marketing educational programs and benefits that will result from desegregation. o' c. Encourage community-wide multi-ethnic committees for input into planning and decisionmaking. D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities. Issues
a. Some activities have been implemented, some have been partially implemented, some not at all. b. These aspects of the plan are unevenly articulated and promoted throughout the LRSD. c. District management and support of the activities is segmented and intermittent
no unified system for management, support, and measurement appears to exist. d. Is there a comprehensive plan and schedule for implementation of this section on a cyclical basis school by school and department by department? Who is responsible? e. Implementation of parent recruitment is not adequate. f. Successful school programs and approaches need to be promoted throughout the district. g. Parent commitment to schools needs to be fostered in each building. h. Accountability for implementation and outcomes needs to be improved.Summary: Tlie desegregation plan provisions regarding parent involvement and community linkages are reasonable and workable. However, implementation, coordination. management, measurement, and accountability for the provisions identified in the desegregation plan appear to be inadequate. Rec
1. Implement the desegregation plan elements evenly across the district. 2. Develop a districtwide coordinated and integrated support system for parent involvement, community linkages, and tri-district collaboration for such involvement. 3. Identify "promising practices" and "what works" ideas and models, promote them as success prototypes, and devise a system to disseminate them throughout the district. 4. Equip parent recruiters to be successful, promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, more closely to the schools. and connecting them 5. Identify the factors that foster parent commitment to individual schools (such as stability in the position of building principal) and commit to promoting preserving those factors. and 6. Devise and implement comprehensive staff development to train all staff in methods to support parent involvement. 7. Promote widespread awareness of school events (such as open houses) throughout the school district and community. 8. Tie the desegregation plan provisions, implementation, and results to employee performance evaluations, especially principals and other leaders.PARENTAL INVOLVEMENT LRSD SETTLEMENT PLAN HIPPY PLAN "During the fall of 1986 the LRSD implemented HIPPY to serve educationally-disadvantaged children in the community where high risk children were designed curriculum of the identified.... The specifically home-based program trains aides (mothers) of four and five year old children in teaching their children at home. It (Volume I - Page 9) PERFORMANCE INDICATORS Parent Recruitment - recruitment plan - materials (flyers, PSA's...) - enrollment lists of participants Referral & Placement Training (orientation and ongoing) - training agenda, topics, speakers, locations, times.. - training materials Supervision/District Support - number & type of contacts - mechanism for mothers to receive assistance Evaluation - forms and results - Early Prevention of School Failure Test for participants entering and exiting kindergarten NOTE: Why not have test for participants pre and post HIPPY??? CITY WIDE EARLY EDUCATION PLAN II The plan proposed by LRSD for city-wide education will have a three-fold purpose: 1) Parenting education for both mothers and fathers, family health care, and nutritional guidance
(Volume I -Page 21) II* PERFORMANCE INDICATORS Parenting Education Parent Recruitment Workshops - agenda, topics, speakers, locations, times... - training materials used & resources provided to parents - evaluation forms and results Family Health Care & Nutritional Guidance Information Dissemination - mechanism in which services/information is disseminated (flyers, workshops...) - type of information/services provided PLAN "Parent involvement conferences, family services in parent advisory boards, parent-teacher volunteers and employees and the inclusion of parents IS effective early childhood program. an important component of II as an PERFORMANCE INDICATORS Parent Advisory Boards - board mission, goals, objectives, job descriptions, timelines... - recruitment - referral & placement - training - meeting agenda and minutes - district support - recognition - evaluation forms and results Parent-Teacher Conferences - list number of, time and location of parent/teacher conferences Family Services - identification of services - mechanism for delivering services - recruitment of parents to receive services - district support - evaluation Volunteers & Employees - recruitment - referral & placement - training - supervision/district support - recognition - evaluationPARENT INVOLVEMENT/COMMUNITY LINKAGES PLAN "Broad-based citizens committees will be formed to increase community acceptance of the desegregation plan and to reduce white flight . community These committees will work to establish a broad-base of support of the Pulaski desegregation plan. fl (Volume I - Page 177) County School Districts' PERFORMANCE INDICATORS - committee recruitment efforts - committee composition (broad-based representation) - training provided - district support - goals and objectives - meeting agendas and minutes - evaluation PLAN It VIPS utilizes volunteers and community resource services to enhance parental involvement and support for all students of the district. The current list of volunteers .... will serve as a catalyst to explore ways to expand and improve community awareness about opportunities for involvement in support of the LRSD's long- range desegregation plan. tl (Volume I - Page 177) utilize parents in marketing educational programs and benefits that will result from desegregation. (Volume I - Page 179 & 184) ACTIVITIES PERFORMANCE INDICATORS Develop a resource list of parents who are willing to talk with potential patrons Responsible: VIPS Coordinator and PTA Councils Job Descriptions - Parent recruitment - Parent resource lists - Training for parents - District Support - Recognition - Evaluation Establish parent recruitment teams in each school to encourage families to enroll in public schools Responsible: VIPS Coordinator and PTA Coordinators - Job descriptions - Team recruitment - Team enrollment list - Training for teams - District support - Recognition - EvaluationACTIVITIES Seek positive media coverage featuring parents for all ethnic backgrounds Responsible: Communications Coordinator and Special Assistant Superintendent PERFORMANCE INDICATORS - Job descriptions - Parent recruitment - Media Plan - Media contacts - Parent participation - Training for parents - District support - Number & type of coverage - Recognition - Evaluation Work through local parent/ teacher organizations to encourage positive media coverage Responsible: Local PTA's all of the above Designate a contact person at each local school to report to an established information center Responsible: Principals and Local PTA Board List of school contacts Produce video presentations for area schools for use by real estate offices, day care centers, local businesses, economic development agencies and other community groups Responsible: VIPS Coordinator and Communications " - Video presentations - Examples of letters sent to offices, groups... informing them of video and requesting an opportunity to make a presentation - Train presenters - List of Presentations - Evaluation "VIPS will correlate efforts to equitably involve all segments of the community in the LRSD. The result will be maximum resource utilization and effective service desegregation of the District. If delivery in (Volume I - Page 178) support of fl LRSD's goal is to strengthen existing community involvement organizations and programs, and to develop new programs designed to involve parents and citizens in the three county districts in planning and implementation of the desegregation plan." - Page 178) (Volume I"Develop parent involvement/support activities" 178 & 182) (Volume I - Pages ACTIVITIES PERFORMANCE INDICATORS Establish a Parents in Learning Program Responsible: VIPS, PAC PI?, M? & Staff Dev. Coord, New Futures Dir & Drop-Out Prevention - Parent recruitment - Parent participation lists in learning programs (HIPPY, APPLE, Just Say No) - Orientation/training - District Support - Evaluation Provide parent workshops Responsible: Same as above - Parent recruitment - Workshops: agenda, topics locations, times, materials sign-in sheets - Evaluation Parents and staff will work cooperatively to to develop & encourage positive home learning Responsible: School VIPS Chair, PTA Board, Principal and Staff - Parent recruitment - Process for developing & encouraging home learning - Materials/Resources for parents(home study guides) - Training for parents - District support - Evaluation Each school will establish a multi-ethnic teacher/ parent committee to design & implement school based activities Responsible: School VIPS Chair, PTA Board, Principal and Staff - Job Descriptions - Parent recruitment - Committee membership list - Committee goals & objectives - Committee agenda & minutes - List of school activities - District Support - Recognition - Evaluation Encourage all parents to become active members of a parent involvement program Responsible: ? - Identified programs - Identified areas for parents to become involved - Parent recruitment - Program/Parent lists - Program goals & objectives - District support - Recognition - EvaluationINCENTIVE SCHOOLS & PARENT INVOLVEMENT "Surveys of teachers, principals, parents and students identified five main types of parental involvement. have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being. A second type of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with Parent Volunteer Assistance, Parent Audiences, and Parent Attendance at Workshops. A fourth type of parent involvement is assistance with learning activities at home. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. We expect the process of developing parental involvement activities to be ongoing. (Volume II - Pages 103-116) Some suggested activities are listed below:" ACTIVITIES PERFORMANCE INDICATORS Offer opportunities for adult community education - Needs assessment - Parent Recruitment - Workshops, agenda, materials. times, sheets locations, sign-in Evaluation Establish an Incentive-Wide Parent Internship Program with the purpose of employing parents as teacher aides and other positions for which they are qualified - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - List of parent interns - Training - District Support - List of parent interns who become district employees - Recognition - Evaluation Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified - Job Descriptions - Parent Recruitment - List of parent employees - Training - District support - EvaluationACTIVITIES PERFORMANCE INDICATORS Establish mentorships between teachers and parents in the incentive schools - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - Referral & Placement - List of Mentorships (teachers/parents) - Orientation/training - District Support - Recognition - Evaluation Establish a Parent Center in each school < Provide resources & staff to house/operate center which loan materials to parents - Operation of Parent Center with staff, hours, materials, - Staffed with community people - Inventory of materials and resources available to parents - Parent Recruitment - Sign in sheet of parents using center - Sign in sheet of materials and resources on loan to parents > Train & employ a parent in the community to operate the center - List of employees operating centers from each school and their background Formulate a committee of parents and school personnel to make recommendations on materials - Job descriptions - Committee goals, objectives and timelines - Training - Committee Meetings and agenda List of committee reommen- dations(implemented and nonimplemented) - Recognition - Evaluation Assume responsibilities - Communications packet for development and distribution - Mailing and drop off list of a monthly distribution packet of packet distributionACTIVITIES PARENT INVOLVEMENT Offer mini-workshops to parents on such as: study skills discipline, time management, pre-reading skills, financial management, developmental learning skills - List of workshops, agenda materials, locations, times, - Parent sign-in sheets - Evaluation Request that parents come to the school at least twice a year to pick up report cards - Invitation for parents to the school - Method in which parents are invited to the school - Parent sign-in sheets Provide and require opportunities for counselors to have direct with parents through scheduled meetings and home visits (require at least 2 home visits) - List of contacts with parents corresponding to students in the district (home or school) Use parent recognition as a tool for community and parent involvement - Recognition of parents at PTA meetings: agenda - Display parent community awards on bulletin board in entrance hall - Special awards meeting or banquet: list of awards - Provide school lunch vouchers for parents: list of vouchers given to parents - Involve students in awards selection process: list of students on selection committee Establish a systematic approach to effective communication between home and school o Identify at least 3 key communicators as a vital source for all to rely upon - List communicators at each each school o Teach parents system for advancing support and concern for the school - Design of system - Method system is taught or disseminated to parentsACTIVITIES PERFORMANCE INDICATORS o Establish a community resource list of role models and mentors - Job descriptions for role models & mentors(RMM) - Recruitment of RMM - Training of RMM - Recruitment of parents and students - Referral & placement - List of placements - District support - Recognition - Evaluation o Invite community patrons of pre-school youngsters to attend PTA meetings and other parental involvement activities - Invitation to parents - Method invitation is disseminated - Parent sign-in sheets Require contractual commitments from parents prior to enrollment - Signed Contracts o parent attendance at PTA and other school related activities o Prepare and distribute Parent Handbooks and monthly calendar events - Parent sign-in sheets - Mechanism for contacting absent parents - Parent Handbook - Monthly calendar events - Mechanism handbook and calendar are disseminated o Parents to sign homework assignments, projects, etc. - Signed projects & assignments o Parents call school to report absences and that the school call the home and document the reasons for absences - List of parent calls corresponding with child's absence - List of school calls listing reason for absences o Require at least 2 home visits - List number and time of home visits by school staffACTIVITIES PARENT INVOLVEMENT Formulate a governing body of administrators, parents and teachers to establish school policies and procedures Parent recruitment Committee agenda and minutes List of parent suggestions incorporated in the school's policies and procedures - District Support - Recognition - Evaluationi. { TEL: Nov 20.91 12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRiv 810 WE SI MARKHAM LITTLE ROCK, ARKANSAS 72201 PLLiASE i February 2, 1990 The Little Rock School District is now accepting applications for the following position the 1989-90 school year: POSITION: Parent Recruiter . QUALIFICATIONS: 1. 2. High school diploma. Knowledge of the district's desegregation plan. 3. 4. 5. 6. Some experience with community and civic groups. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. 8. NOTE: Must have computer experience. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THU INITIA SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: Tv nrw stiidonts to thc District and assist parents in the process of select- appropriate schools within the constraints imposed by the desegregation plan. c
To recruit new To the District in cictiieviny un dcueptnbl e racial balance at each school. BASIC PERFORMANCE RESPONSIBILITIES
1. Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. 3. Facilitates parents visits to all schools. Provides information to parents concerning school options. 4. 5. Provides assistance in marketing schools. Assumes the responsibility for establishing support sysfem<, among parent, comniuf and civic groups.'.v-' ftiS TEL: Nov 20,91 12:28 No .004 P.02 - iS.' n 1 T r ^Olecrulter PERFORMANCE RESPONSIBILITIES: (Continued) ^^'*''"1 District and various con,muni orgsnizax-lOns. Provides as.si.stance in processing and riiaintaining waiting lists. 'W I*? 8. other duties as assigned. y^^'SALARY AND TERMS: BenLms'packlgo *" P'us DgA^NE FOR RECEIPT OF APPLICATIONS
February 13, 1990 SEND WRITTEN LETTERS OF INQUIRY TO
Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST (------------- ' SELECTION PROCESS. COMPLETE A VERY RIGOROUS NO . JOB CODE: 071015 - PARENT RECRUITER addressed to the^Associate^SuoeHnto^i^^y^r Employer. Equity concerns may I
ment. ' Pf^rinterident for Desegregation, Monitoring and Program Devc5, school. Again, we emphasize that we do not mean to imply that these changes are not peirmissible. Rather, changes of this kind I may be approved if the District Court finds they are justified. One other kind of change proposed by the parties deserves our attention: deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their "Stipulation Regarding Little Rock School District and 1 I i i 1 Interdistrict Plan Modifications," filed with the District Court on July 25, 1991, the parties stated that they deleted the I requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: "Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan." Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. hire and Until that time, however, the district's obligation to maintain, the rprrnitprs should remain in the plan' The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-TEL: Nov 20,91 12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRi. ' 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE February 2, 1390 The Little Rock School District is now accepting applications for the following position the 1989-90 school year
POSITION: Parent Recruiter I I 1 QUALIFICATIONS: I ! 1. High school diploma. 2. Knowledge of the district's desegregation plan. 3. Seme experience with community and civic groups. 4. 5. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 6. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. . 8. Must have computer experience. NOTE: APPLICANTS MUST BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INIT SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To recruit new students to the District and assist parents in the process of appropriate schools within the constraints imposed by the desegregation plan, the District in cichievinu un ucuepLable racial balance at each school. sei c
To SASIC PERFORMANCE RESPONSIBILITIES: 1, Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. Facilitates parents visits to all schools. 3. Provides infonnation to parents concerning school options. 4. Provides assistance in marketing schools. 5. Assumes the responsibility for establishing support system-? among parent, comr:
. and civic groups.i3FfK'5\- n 1 i
.'S' TEL
Nov 20.91 12:28 No,004 P.02 J2) ^crufter Performance responsibilities: (continued) ^Serves as a liaison between thc Little Rock School District and organizations. Various coniniuiii Provides assistance in processing and tiiaintaining waiting lists. Other duties as assigned. L^eSALARY AND TERMS: $18,216 - $23,359 - AN Salary Schedule 15-, Qenerits Package deadline FOR RECEIPT OF APPLICATIONS: ' February 13, 1990 SE^WRITTEN LETTERS OF INQUIRY TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 Range 6, A Twelve Month Position plus NOTE: SELECTION PROCESS. INTERESTED IN THE ABOVE POSITION I------ ' MUST COMPLETE A VERY RIGOROUS NO 7 8 . JOB CODE: 071015 - PARENT RECRUITER The Little Rock School District is addressed to the Assoctatr^slSri'LL"^'^''!'!- employer. Equity toncerns may 1
ment. P^^^^Teriderit for Desegregation, Monitoring and Program Devc. I5 J I school. Again, we emphasize that we do not mean to imply that these changes are not permissible. Rather, changes of this kind may be approved if the District Court finds they are justified. attention: One other kind of change proposed by the parties deserves our deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their I I I I "Stipulation Regarding Little Rock School District and Interdistrict Plan Modifications," filed with the District Court on July 25, 1991, the parties stated that they deleted the requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: "Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan." Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. Until that time, however. hire and maintai the district's obligation to hp. recruiters should remain in the plan. The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-Ki h i LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 September 26, 1991 K' I, TO: Board of Directors ( FROM: MrTony Wood, Deputy Superintendent THROUGH: Dr. Ruth Steele, Superintendent^)^ it. SUBJECT: Levi Strauss Grant I i I recommend the acceptance of the $7,000 grant from Levi Strauss which will help fund the parent support and involvement group for students at the Alternative Learning Center. Some of the money is also designated for field trips for students and for a self-help program for Alternative Learning Center students. I 1 i I I7 -' -/L -) '/7 From: 4 Date: /] /<79/ ' 7ki /- I t, - -^p 7 i. 77, >'Li 'J > , ! /^ 'C-cT^l -:>
>7 - 77 74 47^22 ~ 7^ 74^c,^ '^'~7 7^'X.'9-')^.'-7t<l>' '' I ' 1 ' 7' /L /i _ 3 7-7. - <7 ^7 / C/L^L^ccjtyc.' 7'i>b '/ 7,^.oe^,r/ _ 2>3c/ 7i,c,l2l,^7C- 3>^r- 77^07,^ /5',2C \/7. 71^-7 2>'77>-8^'^^ 477^- 3-77^ -^'5^ ~ :5S-(7/ 7 37s-'^/^&1. 2. 3. 4. 5. 6. 'XXs'Wss. J CVs'* LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Mr. Durtney L. Bishop 1208 Glenda Drive Little Rock, Arkansas 225-2282 - H 372-8560 - W Mr. Robert Cook 917 West 22nd Street Little Rock, Arkansas 374-0861 - H Phone 324-2430 Little Rock, Arkansas 72206 September 27, 1991 10 BLACK ROLE MODELS 72205 72206 Mr. Tommy L. Dodson 2615 South Gaines Street Little Rock, Arkansas 375-4559 - H 324-2350 - W 122Q(i Rev. Homer Leon Fairchild 9516 Cerelle Drive Little Rock, Arkansas 224-2450 - H 72205 Mr. Aswad K. Fudail 2219 South Izard Street Little Rock, Arkansas 374-8363 - H 72206 Mr. Michael Landers, Manager Union National Building Southeast Office 801 East Roosevelt Little Rock, Arkansas 72206 376-7177 - W 7. 8. g. 10. 11. 12. Mr. Terrell M. Rose 3201 Roosevelt Little Rock, Arkansas 72206 660-6610 - W Mr. Amos Rochelle 6713 Village Drive #21 North Little Rock, Arkansas 945-9158 - H 324-2430 - W Mr. Roderick Carter 2017 Schiller Street Little Rock, Arkansas 375-2935 - H 324-2430 Mr. Lloyd Williams 9608 Cerelle Little Rock, Arkansas 224-1820 - H 324-2430 - W 122Q2 72205 Mr. John Mickles 5311 Stoneedge North Little Rock, Arkansas 945-3085 - H 324-2430 - W Mr. Chris Tarver 1616 North Bryant Little Rock, Arkansas 371-4527 - W 72117 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO: December 19, 1991 Board of Directors JAN 6 1'392 Office of Desegregation Monixoring FROM
Ruth S. Steele, Superintendent of School THROUGH: ^Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW . PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Memorandum TO: FROM: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Catherine Jewell-Gill, Incentive School Services Coordinator Connie Hickman, Associate Federal Monitor January 9, 1992 RE: Parent/Community Involvement I look forward to meeting with you on Monday, January 13, 1991 at 1:30 p.m. to discuss the district's progress towards implementing the Settlement Plan provisions regarding parent / community involvement in the incentive schools. Enclosed you will find a copy on the Incentive School Monitoring Guide. I have clipped the section on parent/community involvement for your review. If you have any questions and/or if I can be of assistance to you, please do not hesitate to call on me at 376-6200.> "THROUGH A CHILD'S EYES" INCENTIVE SCHOOLS ART CELEBRATION SUNDAY, MAY 16,1993 3:00 P.M. - 5:00 P.M. FIRST COMMERCIAL BANK BROADWAY & CAPITOL BANK LOBBY Presented by Little Rock School District Office of Organizational and Learning Equity Marie Parker, Associate Superintendent Catherine Gill, Incentive School Parent Coordinator Dr. C. M. Mac Bernd, Superintendent Little Rock School District Incentive Schools Background/Origin The Little Rock School District Board of Directors is committed to having quality desegregated education in all schools. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. Purpose The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. Special Features Student Education Plan Computer-Assisted Instruction Extended Day Student Homework Hotline Four-Year-Old Program Theme Focused Special Skills Program Parent Council Parent Center Excellent Pupil/Staff Ratio Incentive Schools Franklin Incentive School Franklin Davis, Principal 117 S. Harrison Garland Incentive School Robert Brown, Principal 3615 W. 25th Ish Incentive School Stan Strauss, Principal 3001 S. Pulaski Mitchell Incentive School Donita Hudspeth, Principal 2410 Battery Rightsell Incentive School Sharon Davis, Principal 911 W. 19th Rockefeller Incentive School Ann Mangan, Principal 700 E. 17th Stephens Incentive School Lonnie Sue Dean, Principal 3700 W. 18thi Program Master of Ceremonies Curtis Tate Invocation Elder Homer L. Fairchild Greater New Freedom Baptist Church Ashley Bolan, Rightsell Greetings Marie Parker, LRSD Chris Pearce, Mitchell Opening Remarks John Moore, LRSD Board Constance Baker, Rightsell Entertainment Remarks Charles Stewart, First Commercial Bank Apura Dave, Franklin Entertainment Remarks Ann Brown, ODM Ahmad Waheed, Rightsell Entertainment Recognition of Judges Marie Parker, LRSD Prince Kelley, Mitchell Awards/Proclamation Roy Albert, Parent Council President Ryan Gibson, Rockefeller Jacqueline Davidson, Parent Council Office of the Governor Closing Remarks Catherine Gill Incentive School Parent Coordinator Authur Kelly, Rightsell Judges Frank White, First Commercial Bank Garbo Hearns, Pyramid Gallery Eleanor Coleman, CTA Rochelle Davis, KTHV-TV, Channel 11I Acknowledgment s Planning Committee Catherine Gill, Chair Roy Albert Janice Brown Rebecca Evans Eva Fairchild Delaney Fleming Steve Meeker Carolyn Montgomery Ken Milton Shirley Thomas Juanita Washington Marjorie Williams Ruthie Gentry Shawn Ricks Marva Pearson Jayme Huff Carla Bobo Carletta Burchett Rosalyn Zeigler Incentive School Art Teachers Ken Milton, Mitchell Jayme Huff, Ish Carolyn Montgomery, Franklin Anita Stansbury, Garland Jim Baston, Stephens Marjorie Moore, Rightsell Rebecca Evans, Rockefeller Sponsors First Commercial Bank Southwestern Bell McDonalds/B roadway Arkla Gas Company Special Thanks Mann Magnet Dance, C. Michael Tidwell Parkview Magnet Dance Troupe, Marty Justice Mitchell Incentive School, Clarence Miller and Jimmy Calhoun Rightsell Incentive School, Ladonna Falls Garland Incentive School, Ricky Banks Ish Incentive School, Cleveland Ellis Media Coverage Arkansas Democrat-Gazette Kool 95 KARK-TV, Channel 4 KTHV-TV, Channel 11 Southern Monitor JournalTO: FROM: THROUGH: SUBJECT: /' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 22, 1993 Board of Directors Stennis Glasgow, Acting Associate Superintendent for/ Curriculum and Learning Improvement istelle Matthis, Superintendent Parent Home Study Guides The Little Rock School District committed to develop parent home study guides, grades 1-6, for parents and their children to use at home as part of the incentive school academic program. (Refer to page 153, item 15, Desegregation Plan. Little Rock School District, April 29, 1992.) area for each grade (1-6). The plan calls for guides in each core subject A committee of teachers and curriculum supervisors worked in May and June to develop the first draft of the parent home study guides. The draft copies were edited and illustrated by the Division of Curriculum and Learning Improvement. was reviewed by a representative group of parents. The second draft Input by the parents and the Board of Directors will be used to finalize the guides. The initial plan for parent home study guides has been expanded in two ways: kindergarten was added to grades 1-6
the guides will be used by parents/guardians and their children throughout the District, not just in the Incentive Schools. The main objectives in preparing the parent home study guides were: Activities will be short and interesting
Activities will include integrated subject matter from language arts, mathematics, science and social studies. Gifted strategies will be incorporated into the activities
Materials and supplies needed for the activities will be readily available in the vast majority of homes
Activities will be challenging but suitable for all parents/ guardians representing a wide range of education levels
r c I( r ) t c c > o w 2 >D Activities will support the "learning outcomes" and curriculum of the Little Rock School District for grades K-6
Approximately 10 minutes per weeknight or 30 minutes on a weekend will be the suggested time for parents and children to work together at home
Guides will include important information for parents about self-esteem, drug education and study skills. Studies show that a child does better in school when a family The member takes an active interest in the child's schooling. grade. Parent Home Study Guide for each grade, K-6, will provide parents/guardians an avenue to communicate with their children about educational matters and to help them at home with activities K C O ?c h- cc that support the work being done at school. The Parent Home Study Guide will be shared with principals during a minisession at the Principals' Institute. Ideas for facilitating the use of the guides will be discussed with principals. The parent review committee has already provided some good ideas that the schools can use to increase the positive impact that the guide can have on parents and children in the District. A list of the committee members and parent reviewers is included for your information. r c r c > o K z D >t Parent Home Study Guides Committee Members Grades K-1 Ettatricia Clark - Kindergarten Linda Ford - Kindergarten Jo Ann Hestir - Science Frances Dugan - Language Arts Gwen Glasco - Kindergarten Dorothy Howard - Kindergarten Grades 2-3 Barbara Fincher - Language Arts Anne Holmes - Mathematics Opal Rice - Social Studies Felicia Hobbs - Counselor Beverly Kinneman - Science Joyce Willingham - G/T Grades 4-6 Linda Ammel - Counselor Barbara Hodges - G/T Theresa Peterson - Social Studies Grades 7-8 Jeff Carr - Language Arts Ida Pettus - Science Meredith Spann - G/T Jean Beavers - Counselor Julie Collins Mathematics John Gross - Science Betsy Henderson - Social Studies Judy Warren - Social Studies Curriculum support Team Dennis Glasgow Science Marie McNeal - Social Studies Alice Stovall - Language Arts Jo Evelyn Elston - Counseling Kris Huffman - Illustrator Patsy Campbell - Counselor Sammy Grandy - Mathematics Stella Hayes - Language Arts Sherrye Keaton - G/T Diane Rynders - G/T Mable Donaldson - G/T Gene Parker - Language Arts Pat Price - Kindergarten Technical Team Muriel Moore - Paste Up - Touch Up r ( r r c Sharon Kiilsgaard - Word Processing - Paste Up Lisa Joyce - Paste Up - Touch Up c 2 Parent Review Committee Fatima Akbar - Ish Roy Albert - Rockefeller Ewonda Baker - Stephens Helen Graham - Forest Park Jan Jones Carver Glenda Tarpley - Terry Catherine Gill Incentive Schools Parent Coordinator > Q W AP&L IQCj'! SEP 2 9 1993 Arkansas Power & Light Company Date
September 22, 1993 cf DesegrcgaiieH 'jcnriCfingr An r-ntc-rqy Compai. For release at l
30 p.m., September 22 Contact
Jerd Garrison, 377-3545 News Entergy, AP&L Award Stay-in-School Challenge Grants Release Arkansas Power & Light Company and its parent, Entergy Corporation, today announced eight Stay-in-School challenge grants totaling $6,650 to Little Rock schools and community groups for projects designed to encourage students to stay in school until they graduate. The grants are among 38 being awarded this year by AP&L and Entergy to promote innovative solutions to drc^ut problems. The Stay-in-School challenge grant program will provide $32,000 this year to schools and non-profit agencies in Arkansas. Each recipient will match the grant. AP&L President Drake Keith said young people need to stay in school if they expect to develop their full potential and that Arkansas needs a well-educated work force to attract industry and grow economically. He presented checks to the following organizations at a ceremony at his office in the TCBY Tower Building
* G_i^s _ E^mentary International_Studies Magnet School, "Growing
Real-Life Experience With Plants, Animals and Self-Esteem." Students will grow plants specific to different countries, such as a rice paddy as part of a study of China. Students will work in the garden and raise plants in the classroom to be transferred to a greenhouse and later to the garden. Students also will raise rabbits, chickens and ducks in hutches and use them to dear and fertilize the garden plots in the same manner as in third-world A countries. Judy Bryant, counselor at Gibbs, is in charge of the preset. which is designed to help at-risk students have positive learning experiences. The $1,000 grant will be matched by $500 contributions from the Arkansas Community Foundation and the Arkansas Democrat-Gazette.^_J. A. Fair High School^ "Stay in School to Excel and Realize Success (SISTERS). A support group for at-risk girls will be formed to increase self-esteem and reduce the number of pregnancies. Field trips win be used to broaden the students' expectations for the future. The $150 grant wfll be matched by the School. Ruthie Hiett, teacher, and Kay Moseley, the school nurse, developed the project. * Pulaski Heights Junior High School, "School Based Peer Mediation Program." About 40 students will be trained to mediate conflicts between students. The project is designed to provide an effective way for students to deal with conflicts and to reduce suspensions resulting from unresolved conflicts. Carol Kaffka and Laura Cummings, eighth grade teachers, developed the project. The $1,000 grant will be matched by New Futures for Little Rock Youth. Tittle Rock Incentive Schools, "Building Parenting Skills." This project is designed to increase parent involvement in the seven Little Rock incentive schoolsIsh, Mitchell, Franklin, Carland, Rightsell, RnckefAller and Stephens. Parents will be invited bo a series of six meetings designed to help them understand the needs of their children in school and how the parents can help by monitoring their progress and providing encouragement. AAA dubs will be established at each school to encourage achievement. attendance and attitude. A parent-student breakfast also win be part of the program, which was develx^jed by Catherine GUI, parent coordinator. The $500 grant win be matched by State Senator Jerry JeweU. NAACP Fair Share Office, n Youth Development/Enrichment Program." This $1,000 grant wfll help the NAACP place disadvantaged minority high school students with minority businesses to learn firsthand what is involved in owning and operating a business. The use of businessmen as role models winhelp in^ire students to stay in school, according to Loretta Lever, project ooordinator. The NAACP also will host an award ceremony and reception honoring junior and senior high school students for improvement and achievement in academics, community involvement, leadership skills and attendance. Matching funds win be provided by New Futures for Little Rock Youth and the Black Corporate Executive Award Program. . * Fuller Junior High School, "Mentor Program." This program is designed to provide support for students who are at-risk of dropping out of schod. Volunteer teachers win be trained to work with the students individually and in monthly meetings to help them build self-esteem. The students wffl. be rewarded for maintaining their grades and win learn ccping skills to help them deal with family, school and peer problems. Some students win be selected for training in conflict resolution so they can help their peers. Debra Pruss, an English teacher, and Mary Ann Halsey, who teaches home economics, planned the program. The $1,000 grant win be matched by the Pulaski County School District Foundation. *. Centers for Youth and Families, "Literacy Project." The $1,000 grant and matching funds win finance instruction in reading, writing and spelling for 10 children enrolled in the Elizabeth Mitchell Day Treatment Program and the Cornerstone Project, Most of the children have learning disabnities and need intensive, remedial instruction, according to Stacey Mahurin, program director of the Centers' Dyslexia Training Center. The grant will be matched by $500 contributions from the Centers and the Cornerstone project. Hall High School, "Keep Kids in Schod." This program will address three of the problems most responsible for causing high risk students to leave schod without graduatingrepeat suspensions and expulsions. / pregnancy and drug and alcohd abuse. Strategies include conferences to setgoals and address concerns, mentoring, support groups, positive reinforcement in the form of incentives, and educational field trips. The pregnancy prevention curriculum will emphasize the benefits of abstinence based on the Education Now and Babies Later (ENABLE) model. Students will be taught to value themselves as individuals capable of making wise derisions- Linda Jones, student assistance coordinator, is in charge of the program. The $1,000 grant will be matched by HaH High School. This is the fourth year of the Stay-in-School challenge grant program. Entergy and its operatijig companies in Arkansas, Mississippi and Louisiana award more than 90 matching grants annually of up to $1,000 each to promote innovative solutions to dropout problems. The program will continue next year. For information, schools and non-profit organizations should contact Alma Williams, manager of community relations for AP&L, at 377-3555. #* *LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY MARKING INSTRUCTIONS USE A NO. 2 PENCIL ONLY DARKEN THE CIRCLE COMPLETELY ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY GRADE OF STUDENT Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade Sth Grade Sth Grade 7th Grade Q Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade Q SCHOOL CODE NO. PARENTS HIGHEST GRADE COMPLETED MOTHER O O o o Less than High School High School Some College College Graduate ___________SEX Q Female O Male FATHER I o o o o ETHNIC ORIGIN O American Indian Alaskan Native Asian QPacific Islander Filipino Hispanic QBIack (not Hispanic) QWhite (not Hispanic) 0 SCHOOL NAME DIRECTIONS
THeuifi^bbsV^of'^his questionnaire is to survey your perceptions based on your experiences in this school. There are no right or wrong answers. Statements have been designed to identify how often these school situatfons occur. EXAMPLE A L W A y s u s u A L L y S o M E T I M E S R A R E L y N E V E R 1. I like school. o o o o Your answer tells how often the statement (condition) exists. A L VJ A y s U s u A L L y S O M E T I M E S R A R E L Y N E V E R 1. People feel safe at this school. o o o o o 2. Teachers treat students fairly and consistently. o o o o o 3. Teachers and students have a sense of pride and work together in this school. o o o o o 4. Extra learning time is provided for students who need or want it. o o o o o 5. Students have opportunities to develop leadership skills. o o o o oA L W A Y S U s u A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Slow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles. o o o o o 18. Students in this school receive equal treatment regardless of race. o o o o o 19. Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. o o o o o 20. Teachers in this school receive equal treatment. o o o o o 21. Custodians in this school receive treatment equal to other staff members. o o o o o 22. Librarians in this school receive treatment equal to other staff members. o o o o o 23. Secretaries in this school receive treatment equal to other staff members. o o o o o 24. Teachers of all races in this school receive equal treatment. o o o o o 25. I am clear about my rights and responsibilities in this school. o o o o o I I 26. If a student has a problem, there are people in this school who will help. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 27. The principal and the assistant principal(s) of this school act on and are responsive to students' needs. o o o o o 28. Punishment for breaking school rules is handled fairly in this school. o o o o o 29. Teachers identify discipline problems early and respond quickly and firmly. o o o o o 30. Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. o o o o o 31. In this school problems are recognized and corrected. o o o o o 32. Teachers know and treat students as individuals. o o o o o 33. If a decision made at your school seems unfair, you have the right to take it to a higher authority. o o o o o 34. Learning expectations are communicated to all students. o o o o o 35. Parents understand the school's discipline policies and procedures. o o o o o 36. There are open lines of communication among students, teachers, and the principal's office. o o o o o 37. Information on career opportunities is available to my child in this school. o o o o o 38. All students participate in college entry or college level courses in this school. (Grade 7-12) o o o o o 39. Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. o o o o o 40. All students are provided with opportunities for success and recognition. o o o o o 41. Students treat teachers with respect. o o o o o 42. Teachers treat students with respect. o o o o o 43. Students treat other students with respect. o o o o o 44. Teachers treat other teachers with respect. o o o o o 45. Students are satisfied with their progress in school. o o o o o 46. I enjoy coming to this school. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 47. Parents are welcome in this school. o o o o o 48. Teachers provide parents with information and techniques for helping students learn. o o o o o 49. Student progress is reported to parents at conferences. o o o o o 50. Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. o o o o o 51. Parents voluntarily visit the school. o o o o o 52. Parents understand the school's instructional program. o o o o o 53. Teachers treat parents with respect. o o o o o 54. Parents treat teachers with respect. o o o o o 55. Parents and community members are involved in school decisions through advisory committees. o o o o o 56. Parents support the school's instructional program. o o o o o 57. Parents promote the school's instructional program. o o o o o 58. Principals treat parents with respect. o o o o o 59. Parents treat principals with respect. o o o o o 60. Principals treat students with respect. o o o o o 61. Students treat principals with respect. o o o o o 62. Parents are encouraged by the school staff to volunteer at the school. o o o o o 63. Parents use the Parent Home Study Guide to help their children study at home. (Grades 4-6) o o o o o PLEASE DO NOT MARK IN THIS SHADED AREA Printed in U.S.A. Trans-Optic by NCS MP99162:321 A1406LITTLE ROCK SCHOOL DISTRICT STUDENT SURVEY MARKING INSTRUCTIONS USE A NO. 2 PENCIL ONLY DARKEN THE CIRCLE COMPLETELY ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY ??r MM 1 s'bM DIRECTIONS: The of thi^ or wrong a There-' are' situations occur. A. EXAMPLE 1. I like school. GRADE Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade Sth Grade Sth Grade 7th Grade Sth Grade Sth Grade 10th Grade 11th Grade 12th Grade SCHOOL NAME SCHOOL CODE NO. o SEX O Female o Male ETHNIC ORIGIN American Indian Alaskan Native Asian Pacific Islander Filipino O Hispanic 0 Black (not Hispanic) White (not Hispanic) ipit)i4ci8il?o"survey your perceptions based on your experiences in this school. answers. Statements have been designed to identify how often these school A L W A Y S o Your answer tells how often the statement (condition) exists. A L W A y s 1. People feel safe at this school. o 2. Teachers treat students fairly and consistently. o 3. Teachers and students have a sense of pride and work together in this school. o 4. Extra learning time is provided for students who need or want it. o 5. Students have opportunities to develop leadership skills. o U S U A L L Y U S U A L L Y o o o o o S 0 M E T I M E S o S 0 M E T I M E S o o o o o R A R E L Y o R A. R E L Y o o o o o N E V E R o N E V E R o o o o oI I I A L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Stow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles.
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.