District Administration - June 2006 - (Page 68)

COMMUNITY RELATIONS things moving smoothly, it also sends objectives. It's nice to have parents T here's nothing new under the the message that the work is impor- feel more comfortable in the school, sun, so a lot of this thinking was part t a nt and valued. or have local stores support the foot- of the effective schools movement in ba ll team. But considering the depth the 1970s and the comprehensive of resources that parental and com- school movement in the 1980s. The Expand Your Idea mu n it y involvement can bring to a difference is that this is very struc- of Involvement Some of the types of involvement in school, it's a mistake to pass on the t u red. We provide a lot of support to the Epstein model might be surpris- opportunity to harness this energy to build the programs in a way that says i ng helping parents with child-rear- provide a better education. this is a way to organize the schools, i ng? or even a bit scary including An added bonus is that student Epstein says. families in school governance? . achievement is a purpose that every- Schools are used to thinking about one can rally around. When you go Put Students First this topic only in terms of bodies to ask businesses for help with the T he bedrock of the Epstein parent- in the building. This is different, school, for example, you don't have to com mu n it y-school partnership is a Epstein says. Plan for just two to just say, `Can you help because you're focus on student achievement. After four big events a year that pull in the part of the community?' You can say identifying what goals the group will whole school community book night, the school is working hard to increas- target anything from raising math open house, potluck dinners, etc. ing reading scores, can you help us comprehension to bettering atten- and spend the extra energy on other reach that goal? Business partners are da nce rates all programs, activi- kinds of impact. much more likely to be involved when t ies and projects should serve those For more than a decade, for exam- the goal is so clear, Epstein notes. ple, a parent legislative committee Ten Steps to at the Anoka-Hennepin Independent Create a Structure School District 11 outside of Minne- T he network's program includes S ucce s s ful School- apolis has worked with the district to activities and roles for both the dis- learn about budget issues before every t r ic t and for individual schools. At Family-Community legislative session, then met with the either level, to move beyond the ad Partnerships local state representatives to advo- hoc nature of most parent involve- cate for school support. The team is ment efforts, the fi rst steps are to recognized as reliable, fact-based and create an official body to handle the non-partisan, says Linda Rodgers, work and to write a specific plan, 1. Create or identify an action team for the parent involvement coordinator with clear objectives, roles and dead- School-Family-Community Partnerships for the district. It's a real asset for l i nes. As important, provide adminis- 2. Obtain funds and official support us. The district also has a central t rat ive support to staff the project at 3. Provide training and guidelines to lending library of books, DVDs and the district level. tapes on topics like child development Once the work has begun, stay Action Team members and educational topics for parents, as organized. In Illinois' Naperville 4. Identify starting points present well as offering parenting classes, and Community School District, the 23- activities, strengths and weaknesses pulls in tens of thousands of hours of member core team for the School- 5. Develop a three-year outline volunteer work each year, thanks in Fa m i ly-Com mu n it y Partnership large part to a part-time volunteer ser- meets every month and uses a com- 6. Write a one-year action plan vice coordinator in every one of the m it tee structure to keep its meetings for partnerships district's 43 schools. focused and productive. The team 7. Enlist staff, parents, students, and com- includes parents, school board mem- munity groups to help conduct activities bers, school staff, principals, business Aim for a Wider Collaboration Also expand your idea of who par- representatives and members of the 8. Evaluate implementations and results ticipates in school activities beyond central office including the superin- 9. Conduct annual celebrations and the usual loyal, involved moms. What tendent . In the core team, we have report progress to all participants about fathers? Working parents? district leadership sitting there and 10. Continue working toward a compre- Immigrants who aren't conversant in talking about ideas, and that means a English? Make outreach to all these lot, says Nina Menis, the director of hensive, on-going, positive program of constituents a part of your plans. community relations for the district. Ensure that decisions made at onsite Not only does a clear structure keep 68 June 2006 District Administration community.w.indd 68 5/15/06 3:56:08 PM

Table of Contents for the Digital Edition of District Administration - June 2006

Contents
Editor's Letter
Update
Inside the Law
Curriculum Update
Administrator Profile
District Profile
Graduation Woes
The Hidden Downside of Wireless Networking
Cover Story: John Q. Porter: Leader/Pioneer/Secret Shopper
8th Grade Algebra: Finding a Formula for Success
Building a Strong Community Partnership
Join the A/V Club
Big Brother Gets Bolder
Security Trends
The Online Edge
Speaking Out
Problem/Solution
Research Corner
Research Corner
Computer Literature
New Products
By the Numbers

District Administration - June 2006