NetNews Usenet Archive 1992 #31/NN_1992_31.iso/spool/bit/listserv/edtech/2828

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Date:         Sat, 2 Jan 1993 10:12:27 EST
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Subject:      Parental involvement in elementary schools
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In reply to Manorama Talaiver:

Preface:
     I am presently a member of the local board of education having
been appointed this past September.  A couple of years ago, the
school system began a process of renewal.  Part of that renewal was
to implement School Based Improvement Teams (SBIT) at each school
building in order to establish site based management.  Each SBIT is
composed of teachers, parents, community members (people who do not
have children in the school system), the building principal, and a
member of the board of ed.  The exact numbers of teachers, parents,
and community members varies depending on the policy set by each
SBIT.  We have three elementary schools (K-4), two middle schools
(5-8) and one high school (9-12).  We also have six members of the
board.  As a result, each member of the board is assigned to one of
the SBITs.  My assignment is one of the elementary schools, WVSS.
So it is from that perspective and having daughters in grades 8 and
10 that I respond to Manorama.

1.  What can the schools do to improve the relationship with
parents?
2.  What can we do to get more parents involved?

     (To me, the answer to either of these provides the answer to
the remaining question.)
     The SBIT is a method to improve the relationship by giving
parents (and others) a direct input into the management of the
school.  The SBIT at WVSS has assessed its needs and prepared
action plans to address these needs.  Presently, the school is in
Year two of its three year initial process and has already assessed
the results of year one and made adjustments to its plans.
     The SBIT is not by any means the total answer.  Participation
is less than spectacular considering that a parent could have input
into the practices at the school.  For the most part, only the
members of the SBIT attend the meetings.  This fall there was a
parental vacancy on the SBIT and three applicants; this winter
there is another vacancy but no applicants.  (One of the
unsuccessful applicants from the fall joined the SBIT at a middle
school.)  The parents on the SBIT are not the same parents who are
the PTA so we have reached out and touched a different set of
parents.  (If we had no SBIT, they might, however, be in the PTA.)
     We make great use of parental volunteers.  These people really
feel that they have a vested interest.

     COMMUNICATIONS, COMMUNICATIONS, COMMUNICATIONS  I cannot
stress this fact enough.  At WVSS, this was vigorously attacked.
The system in place I believe is an excellent one.  ALL
communications go home on Fridays (or last school day of the week)
AND every Friday there are communications.  This means that a
parent should expect to receive at least the weekly school
newsletter on Friday.  If the child comes home with no papers from
school on Friday, the parent knows something is amiss.  Also, the
parents do not have to worry about missing some insurance form or
notice during the middle of the week because it only be sent home
on Friday.  This system has encouraged parents who have children
absent on Fridays to stop by the school and pick up the
communications.
     Above I stated, "... at least the weekly newsletter ..."   The
weekly newsletter is tremendous.  It has evolved from a portion of
one side of a sheet to at least two sides and sometimes more.  It
has upcoming events, reports of past happenings, general notices
such as a call for SBIT members, and a thought for the week from
the principal e.g. "It is better to understand a little than
misunderstand a lot."
     Classrooms are also now stating to generate newsletters about
what is going on in the classrooms.
     The first newsletter of each month has the monthly calendar of
events attached.  The calendar is generated by fourth graders.
     The principal is desperate to get into desk top publishing to
make the newsletter more attractive and reader friendly.  We know
that not all parents are reading the material that is being sent
home.  It is hoped that if the budget is not drastically slashed,
again, the appropriate hardware and software can be purchased.
     At the beginning of the year, the PTA paid for folders to send
home with each child.  The folders were intended to be a repository
for papers which came home from school for easy access by the
parents.  On these folders was printed the school's mission
statement and important information for the entire year.

3.  How can elementary students get involved in some community
projects?
    At WVSS there have been a couple of projects this year.  One
project was that students in the first grades decorated 100 grocery
bags from the local supermarket for Halloween.  One special bag was
to be given to a senior citizen.  Another project was the
collection food for the local neighborhood center and assisting in
the preparation of the "gift baskets".

4.  What kind of workshops can be conducted for parents alone?
    One workshop this year was on parenting and discipline.  I was
told that the response was overwhelming.  Every one involved was
able to relate to the difficulties we all have as parents.
Transportation and babysitting services were provided.  An
interesting fringe benefit was that the kids being babysat had a
good time and didn't want to leave.  Imagine this first exposure to
the school the child will be attending being such an enjoyable
experience.  Another workshop is scheduled in a few weeks.

    Presently, I'm drawing a blank on question 5 and 6.  I'll pass
this on after school is back in session to get additional
information.  If you would be so kind as to summarize the
information you receive and post it, I and probably others would
appreciate it.  I know someone out there must have an idea we could
implement to increase our parental involvement.


Bob Bessette, [e-mail]
Board of Ed, Stonington, CT