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Why promote a stronger Families/Schools partnership?

Why promote a stronger Families/Schools partnership?. Benefits for Students Higher grades and test scores Fewer placements in special education More positive attitudes and behavior Higher graduation rates Greater enrollment in post secondary education

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Why promote a stronger Families/Schools partnership?

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  1. Why promote a stronger Families/Schools partnership? • Benefits for Students • Higher grades and test scores • Fewer placements in special education • More positive attitudes and behavior • Higher graduation rates • Greater enrollment in post secondary education • Better attendance and more homework done • Benefits for Parents • More confidence in school • Teachers have higher opinions of parents and higher expectations of their children, too • Greater confidence in themselves as parents and in their ability to help their children at home • Greater likelihood that the parents will enroll in continuing education to advance their own schooling • Benefits for Schools • and communities • Improved teacher morale • Higher ratings of teachers by parents • More support from families • Higher student achievement • Better reputations in the community

  2. Mission Statement It is the mission of this project to assist parents by providing guidance and resources to enhance parent/teacher/student connections for the common goal of success in the lives of our children and community.  We wish to enhance parents’ investments with their kids in their homes, in the classroom and in the school in order to improve positive attitudes towards school, promote higher student achievement and to create a closer partnership between families and the school.

  3. Typical Barriers to Strong Parent Involvement Parents: • “I don’t have the time.” • “I don’t know what to do.” • “I don’t know why it’s important” • “I don’t feel comfortable approaching staff” Teachers: • “We’d like parents to make the time to help their children do better in school.” • “We’d like the parents to know how to help their children do better in school.” • “We’d like parents to understand what’s important to help their children do better in school.” • “We don’t always feel comfortable approaching parents.”

  4. Project PEAK’sMethods of Communication • Thursday Folders • School Website • Monthly Newsletters • Voice to Voice • Face to Face • Handouts • Visibility at Events • Email

  5. Project PEAK 2008-2009 Monthly Focus To reinforce the Parent Community College sessions/workshops the following was developed: September – Communication October - Motivating and Encouraging Parents November – Homework December/January – Family Time February – Reading March/April - Safety May/June - Summer Survival

  6. Areas Identified for Outreach and Support Gap Attack for Students Kindie Welcome Wagon Roxborough Primary & Roxborough Intermediate Parent Resource Center Specials Parent Partner Instructional Support Services Parent Partner Neighbor- hood Parent Partners Classroom Parent Partners

  7. Project PEAKOrganizational Chart Roxborough Elementary School Primary & Intermediate SAC School Advisory Council PEAK Co-Chairman Holly Johnson & Martha Ranson PTIC Fundraising & events Communications Chairman Sue Berkowitz Recording Secretary Donna Hoffman Multi-Media Coordinator Donna Wiss Building Resource Teachers Miki Kellerman, Melody Jennings Program Support Chairman (needed) Teacher Advisor Parent Advisor Volunteer Coordinator Sue Cope Gap Attack Temporary Co-Chairs Martha Ranson, Faith Atkins Parent Resource Center Chairman Kim LaMee Roxborough Primary Classroom Parent Partner COORDINATORS Marlo Horsford & Carla le Jeune Specials Parent Partner Marlo Horsford Roxborough Intermediate Classroom Parent Partner COORDINATORS Lori Lambert & Karen Kopp Kindie Welcome Wagon Parent Partner Heather Hill Neighborhood Parent Partner COORDINATOR Jennifer Ritz Instructional Support Services Parent Partner Martha Ranson All 19 Roxborough Primary Classroom Parent Partners All 10 Roxborough Neighborhood Parent Partners All 20 Roxborough Intermediate Classroom Parent Partners

  8. Kindie Welcome Wagon • Early intervention has been shown to reduce the number of children needing Special Education. • Promote and set good academic habits early on. • Begin positive attitudes toward school and teachers. • Begin breaking down the possible parent involvement barriers of: “I don’t have the time.”, “I don’t know what to do.”, “ I don’t know what’s important.” • Provide opportunities for face to face communication with other parents. • Promote a feeling of acceptance into the school and it’s programs . • Develop a greater understanding of school programs and policies.

  9. Classroom Parent PartnersParents supporting Parents • Increase parent’s understanding of school policies, programs and curriculum. • Increase the knowledge of how to find the time, what to do, and what’s important to help their child do better in school. • Increase the awareness, attendance, and success of PTIC fundraisers and events. • Encourage a greater feeling of acceptance and comfort while being in the school. • Support the teacher by forwarding pertinent classroom information, as well as possibly volunteering for the classroom. Solicit parents assistance for the teacher’s classroom events.

  10. Specials Parent Partner • Interfaces with art, music, P.E. and technology teachers to communicate important information to the Classroom Parent Partner coordinators for dissemination.

  11. Training Outlinefor Classroom Parent Partners • Step 2: Classroom Parent Partners • What is Project PEAK? Our Mission Statement • Purpose of PEAK • Facts, Goals & Tasks • Organizational Chart • Peak Roster & Job Descriptions • How to be a Classroom Parent Partner • Specific Responsibilities / Expectations • Monthly Contacts – what, how, when? • Clear Communication Specifications • E-mail & Phone Etiquette • Important Information • Review of Roxborough Handbook • Parent Resources / Community Connections • School Website Resources – (demonstration) • Important Contacts • FAQ’s • Parent Partner Coordinators’ Contact Info. & • Schedule of Fall Meetings • Step 1: Volunteer Orientation • with Sue Cope • Q and A Time • Confidentiality Forms • Code of Ethics • Hints for Working with Students, Parents & Teachers • What Volunteers Should Not Do • Expectations of Volunteers • General Information • Roxborough Specific Information

  12. Neighborhood Parent Partners • Provide face to face communication to homes in the 10 Roxborough neighborhoods. • Encourage a feeling of comfort to approach the school. • Provide school information regarding programs, activities, events, and curriculum. • Provide community information regarding clubs, networks, stores, facilities and resources. • Collaborate with families, community, and schools

  13. Instructional Support ServicesParent Partner • Interfaces with ISS Team and works as a liaison to parents who have children receiving special education. • Writes a monthly newsletter that focuses on concepts specific to special education. • Provides a packet of supportive information for parents new to the Individualized Education Plan program.

  14. Parent Resource Center • A resource library to provide parents materials to support academics, parenting and social skills for their children. • As a child’s first and most influential teachers, parents are supported with a multitude of resources regarding parenting and academics, in the form of: books, websites, articles, brochures, at-home learning activities/games. • Encouraging a positive and continuing physical presence of family in the school. • Helps break the barrier of feeling unwelcome in the school.

  15. Gap Attack • The Gap Attack Committee is collaborative effort to close the reading achievement gap for highly able learners as well as the students that struggle. The committee will be assembled and implemented during the 2009-2010 school year. • This committee of volunteers will assist the students in reaching their full reading potential as well as meeting Adequate Yearly Progress. • The process will be either, 1. Gap Attack volunteers a will assist the class with daily academic activities while the teacher provides specific reinforcing activities/interventions/or programs for certain students. Or, 2. Gap Attack volunteers will be trained to provide specific activities/interventions/or programs for certain students. • The Gap Attack IS NOT intended to be a year long intervention. It will be of limited time with a specific goal.

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