Spring, 1999 No. 6 National Network of Partnership Schools
Good Endings Lead to Good Beginnings
Joyce L. Epstein, Director
A thousand graduation speeches this spring will observe that good endings lead to good beginnings. This adage is, indeed, true for graduating seniors, but it also is true for on-going programs of school, family, and community partnerships. End-of-year activities conducted this spring that evaluate progress, celebrate success, and plan for the future will help partnership programs get off to a good start in the fall.
Evaluate Progress
It is important to reflect on how well your action plan for partnerships was implemented in 1998-99. The following tools will to assist with evaluations.
’99 UPDATE, the end-of-year survey from the National Network, helps schools, districts, and states assess progress and identify areas for improvement. UPDATE also renews membership in the Network from year to year.
End-of-Year Evaluation in the Network’s Handbook (pp. 137-143) helps Action Teams reflect on the quality of activities for the six types of involvement and discuss needed improvements.
It is important to celebrate advances in partnerships and to recognize everyone’s hard work. Which activities will your program conduct?
End-of-Year Celebration Workshops enable schools and districts to share best practices and discuss challenges and solutions. (See Network’s Handbook, pp. 60-66).
Recognition breakfasts, thank you notes, and other acknowledgments boost spirits and maintain commitments of team leaders, parents, students, community members, and other volunteers in the partnership program.
The most important end-of-year activity for schools, districts, and states is to write a detailed One-Year Action Plan for 1999-2000. Other activities also help plan for the future. The following tools will facilitate program planning.
One-Year Action Plans in the Network’s Handbook offer two options for writing annual plans for partnerships. Form A (pp. 130-135) should be used to address the six types of involvement. Form B (p. 136) should be used to link partnership practices to specific school improvement goals, such as increasing achievement and attendance, and improving partnerships and school climate.
Three-Year Outlines in the Network’s Handbook (pp. 126-129) offer two options for writing vision statements on how partnership programs will grow from 1999-2000 to the 2001-2002 school year.
New team members must be identified to replace teachers, parents, administrators, counselors, or others who are leaving. (See Handbook pp. 103 and 148-150 to welcome and identify the talents of new team members.)
Summer activities may be needed to strengthen partnership programs. These may include funded projects such as teachers developing interactive homework assignments, summer school for children, and orientation activities before school starts for new students and families.
Of course, there are other end-of-year activities that may be conducted. The important thing is for every school, district, and state in the National Network to take thoughtful and spirited actions to end this year in good style, and to prepare for the new school year.
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