Parent / Community Involvement In Our Schools Barbara Blackburn WVDE School Counseling Coordinator

FACT: Traditionally, schools have been viewed as self-contained entities relatively separate from the communities in which they are located.

FACT: Building relationships with families and other community members includes efforts to break down school walls and open channels of communication with people outside the school system.

Fact: Many high-risk students have parents who had negative experiences at school and distrust the school system. Intentionally or unintentionally, these parents may convey to their children a negative attitude about the educational experience and the value of education. A welcoming school that serves as a support system for alienated parents can change their attitudes and help them give their children a different school experience.

We can break down walls by (1)giving parents input and involvement in the education of their children (2) increasing the stakeholders in our educational system (3) broadening public support for education (4) increasing collaboration and cooperation between school and community on issues of common concern.

Research shows… STUDENT SUCCESS IMPROVES WHEN: Family members have many and varied opportunities to contribute to the school, and the school community recognizes and values many different types of contributions.

Research shows… STUDENT SUCCESS IMPROVES WHEN: The more alternatives for involvement that families and community members see, and the more they feel valued and recognized for their contributions, the greater the school support base will become.

Research shows… STUDENT SUCCESS IMPROVES WHEN: Families have clear avenues for connecting with the school. Families have a channel for bringing their needs to the school and tapping into a support network.

Research shows… STUDENT SUCCESS IMPROVES WHEN: Ways of communicating with family members are deeply embedded in the normal flow of events at the school. Newsletters flyers about upcoming events notes about their childs accomplishments periodic telephone calls Hotline manned by parent volunteer Web site electronic bulletin board Volunteer staff phone tree (to connect with parents when special circumstances occur)

Research shows… STUDENT SUCCESS IMPROVES WHEN: Ways of communicating with family members are deeply embedded in the normal flow of events at the school. address – to encourage parents to bring up questions and concerns Teacher web pages Electronic link that allows parents to access information on their students including –Progress grades –Report cards –Attendance –Disciplinary actions

Research shows… STUDENT SUCCESS IMPROVES WHEN: The more involved families are in the school the more risk factors are minimized. Substance abuse Violence Teen pregnancy, School failure Delinquency

Research shows… STUDENT SUCCESS IMPROVES WHEN: Parents are involved because parents have a tremendous influence over the three factors that contributed to higher test scores: Absenteeism Variety of reading materials found in the home Amount of television viewing Skinner (2003), Education Week

Research shows… High quality education cannot exist with parent involvement. In school with high levels of parental involvement, the achievement and success of all students in the school improves. Carey, Lewis & Farris 1998

Research shows… Adolescents tend to have more positive health behaviors when the community at large models, supports, and expects healthy behaviors Unhealthy behaviors are decreased: ( drug use, sexual activity, lethal violence ) Healthy behavior choices lead to increased student achievement

Research shows… Effective prevention is highly compatible with good education and student achievement Effective interventions help students build resilience and thrive in schools

Building Resilience Resilient people do not let adversity define them. They find resilience by moving towards a goal beyond themselves, transcending pain and grief by perceiving bad times as a temporary state of affairs.

Building Resilience Resilience research indicates that those who lack strong family support systems grow up seeking help from others --teachers, counselors, neighbors, parents of peers and other community members

Building Resilience Survivors draw boundaries between themselves and troubled parents. Resilient children often hang out with families of untroubled peers. We can foster resilience through advisor/advisee and community mentor programs

Community Involvement includes: linkages with other local agencies that serve children and families, as well as links with community leaders, neighbors, and other concerned community members

Community Involvement includes: reaching out to the people who make up students' community support systems (older siblings and extended family members, coaches, religion teachers, neighbors, business owners, retirees, politicians, journalists, and others)

Community Involvement Not only can such liaisons contribute to the quality of life in the wider community by involving students in community-service projects and enable school personnel to maximize resources, but they also increase public commitment and support for education.

Ideal home-school-community relationships School creates a culture of invitation to parents and community members

Ideal home-school-community relationships There is ongoing interaction between the school and other agencies or resources When students or families have special needs or concerns, school personnel are able to direct them to sources of support Community resources notify school official when traumatic/special events may affect child (domestic violence, arrest of family member, etc.)

Ideal home-school-community relationships School personnel are active participants in the community Community-operated health and social services are linked to schools in order to coordinate service and enhance access.

School/community outreach is a two-way street Faculty and staff volunteer in community organizations and task forces. Community and parents volunteer in the schools School personnel and community support systems have two-way communication sharing resources and information to help students barriers Schools develop and utilize appropriate release forms to share information as per FERPA

School/community outreach is a two-way street Schools have agreements with community regarding employment hours, etc School provides opportunities for collaboration to improve the school and community

Resources Carey N, and Farris E, Lewis L, (1998) Parent involvement in childrens education: Efforts by public elementary schools (NCES ), Washington DC, National Center for Statistics. Retrived from Kris Bosworth, Ph.D. Smith Initiatives for Prevention and Education College of Education The University of Arizona P.O. Box Tucson, AZ (520) Web site: © 1999, The Arizona Board of

Resources continued… Skinner, R. (2003, May 13). Education issues A to Z: Parent involvement. Education Week on the Web. Retrieved September , from m?id=12 The Art of Resilence Publication: Psychology Today Magazine Publication Date: May 27, 2003 Last Reviewed: 25 Apr 2005 (Document ID: 2822)