High Level of Parent and Community Involvement

There is a sense that all have a responsibility to educate students, not just the teachers and staff in schools. Parents, businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

INDICATORS:

• Parents and community members have an active voice and involvement in the school improvement process.
• Staff understands the importance of parent and community involvement in the school and creates opportunities for their involvement.
• Staff creates and uses business partnerships to expand the curricula.
• Parents are assisted with understanding child and adolescent development and child-rearing skills.
• Parents and community members are recruited, trained. and provided a variety of volunteer activities.
• There is frequent and ongoing communication using a variety of means (e.g., newsletters, meetings, conferences, electronic).
• Diverse opportunities exist for parent involvement (e.g., committees, volunteering, monitoring homework).
• A high degree of parent participation and involvement are noted at open houses, PTA events, and other school activities.

RESOURCES:

• Washington State School Directors Association
• National Parent Teacher Organization
• National Standards for Parent/Family Involvement Programs
• Family Involvement Guide (Washington State PTA)
• School Improvement Pathways Family and Community. Supporting Ways Parents and Families Can Become Involved in Schools.
• Center on School, Family, and Community Partnerships
• Harvard Review, past issues. September/October 1997. Six types of involvement.
• School based reform. Role of parents and community in school reform
• Studies in Education Reform: Parent and Community Involvement in Education
• Students at the Center. School, Family, and Community Partnerships
• Add It Up: Using Research to Improve Education for Low-Income and Minority Students.

• Baker, E., Herman, J., and Bain, J. What Makes a Good School? A Guide for Parents Seeking Excellence in Education. (undated) Los Angeles, CA: The Center for Research on Evaluation, Standards & Student Testing. http://cresst96.cse.ucla.edu/resources/justforparents/GoodSchool.pdf 

• Cotton, K. (1995). Research You Can Use to Improve Results. Alexandria, VA: ASCD and Portland, OR: NWREL. See chapter 8, Parent and Community Involvement.

• Dietel. R. (2001, March). How is My Child Doing in School? Ten research-based ways to find out. Our Children Magazine. National Parent Teacher Association. http://cresst96.cse.ucla.edu/resources/justforparents/Ten_Tips_edited15.DOC 

• DuFour, R. and Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service. See chapter 11, The Role of Parents in a Professional Learning Community.

• Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., and Simon, B. S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press. http://www.csos.jhu.edu/p2000/manual.htm

• Henderson, A. T. and Berla, N. (Ed.) (1994). The Family is Critical to Student Achievement: A New Generation of Evidence. (4th printing 1997) Washington D. C: Center for Law and Education.

• Lewis, A. C. and Henderson, A. T. (1998). Urgent Message: Families Crucial to School Reform. Washington, D. C. Center for Law and Education.

• Morrow, L. M. (Ed.) (1995). Family Literacy: Connections in Schools and Communities. International Reading Association, Inc.

• Payne, R. K., DeVo, P., and Smith, T. D. (2001). Bridges Out of Poverty: Strategies for Professionals and Communities. Highlands, TX: aha! Process, Inc.

• Shockley, B., Michalore, B., and Allen, J. B. (1995). Engaging Families: Connecting Home and School Literacy Communities. Portsmouth, NH: Heinemann.

• Stiggins, R. and Knight, T. (1997). But Are They Learning: A Commonsense Parents' Guide to Assessment and Grading in Schools. Portland, OR: Assessment Training Institute.