A reporter called a few weeks ago to discuss her observation that only affluent parents were involved in the local schools, even in schools that served mainly families with low incomes. “Why is this happening?” she asked.
This pattern of involvement – inequitable and selective – reflects the “old way” of engaging families. That is, parents who are comfortable at school get involved and others stay away. It still is true that some parents feel unwelcome in their children’s schools, are excluded from volunteering, receive messages in language(s) they cannot understand, are uncomfortable talking with teachers, or face other difficulties. These patterns are unlike the involvement we see in schools in NNPS.
Involve Diverse Families
Over 70% of more than 1200 schools in NNPS receive Title I funds and serve economically disadvantaged populations. Most schools are attended by students from racially, ethnically, and linguistically diverse families, speaking an average of 4.5 languages at home. Yet, all elementary, middle, and high schools in NNPS are working to involve all families in their children’s education, regardless of family income, parents’ education, or language spoken at home. And they are making progress.
How do they do this? In NNPS, schools form an Action Team for Partnerships, linked to the School Improvement Team, so that there is an official committee to organize family and community involvement. The ATP writes an Action Plan for Partnerships linked to the School Improvement Plan so that all families are involved in ways that help students meet important goals. The plan includes activities for the six types of involvement – parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community – so that more parents are able to get involved in different ways and in different locations. Because many parents (71% across income levels) are employed, we can no longer measure involvement only by “bodies in the school building.” This means that reporters must look deeper and further at family involvement than in the past.
Link Involvement to Student Success
How do NNPS schools involve families with low incomes and diverse backgrounds? As one example, Crespatown Elementary School in Allegany County, MD, conducted Math Day to show parents how math is being taught in school and for students and parents to enjoy math activities together in every classroom. Over 100 families participated in Math Olympic-measuring, math games, computer lab activities, and “sand baby” where students estimated how much sand-in-a-bag matched their birth weight (provided by their parents). The school made its AYP target last year and was a National Blue Ribbon Award winner.
Using a different design, Bryan Elementary School in Hampton City Public Schools, VA, organized Bryan Reads Together for which students, parents, and community members read and discussed the same two children’s books. The activity included some volunteers at school and many parents at home with their children. Over 500 students and parents enjoyed reading aloud to each other, discussing questions, and celebrating reading. The school made its AYP target in language arts.
The reporter was calling about a district and schools where involvement activities were unplanned, unevaluated, and exclusive. Districts and schools in NNPS know that they must plan and implement productive partnerships with all families – low or high income, and diverse backgrounds – to help all students succeed in school.