Kathryn Robbins
EDUPL 6360 School, Community and Politics
Lisa Riegel, Ph.D.
December 4, 2012
Final Exam: Family Engagement Plan
Give Two, Dar Dos
Prairie Norton Elementary School, feeder school to Norton Middle School and Westland
High School of South-Western City Schools, is located in Columbus city limits, south of
Hilliard, east of Galloway, north of Grove City. The estimated median household income in this
zip code is $52,965. Percentage of residents with income below the poverty level is 22.1%.
During the past thirty years, the number of foreign born residents has steadily increased from 556
before 1980 to 2,737 twenty years later. The last ten years has seen the largest increase, bringing
the number of foreign born residents from 2,737 in 2000 to 5,774 in 2010. City-Data.com
reports 5,010 Somali residents, the Hispanic or Latino population at 10,524, and the white
population at 36,522. 32% of residents have less than a high school education, 24% have high
school diploma or equivalent, 12% have a Bachelors Degree. These numbers reflect lower levels
of educational attainment than state averages. Also relevant is the fact there are 7,605 married
couples with children and 7,493 single-parent households (1,430 men, 6,063 women). (citydata.com).
The school population mirrors that of the community. The population at Prairie Norton is
highly transient (24.3% mobility rate during the 2010-11 school year), 41% Hispanic and 30%
limited English proficient. Prairie Norton is not meeting AYP for these student groups and
overall its students are about 9% below state averages for reading and math proficiency. (73.5%
of their 4th graders are at a proficient reading level compared the statewide average of 83.8%
and math proficiency of 70.5% compared with the state average of 78.1%.) The expenditure total
per student at Prairie Norton is $7,404 (for reference, New Albany is right around $12,000).
Vision for Family Engagement Plan
Prairie Norton Elementary School would benefit greatly by the creation of a volunteer
program called “Give Two” (Dar Dos) in which the goal is to get one representative from each
family to volunteer during one of 14 possible two hours time slots per month. In return for their
service, the families will receive resources and support to help in all areas pertaining to their
family’s welfare: from parenting, to learning at home, to basic necessities. Eight of these time
slots will occur during school hours, three will be afterschool times, one will be a weeknight
evening and two will be on the weekend. Once established, the times will remain consistent.
(For example, each Tuesday and Thursday from 9-11 AM, afterschool from 4-6 or 6-8 on
Wednesdays, the first Saturday of each month from 10-noon, the second Sunday from 5-7PM).
Able families will let the school know who can volunteer and during which time slot.
Depending on who is available, when they are available and in what capacity they feel
comfortable, each of the 14 time slots will be utilized each month according to the volunteers
“expertise.” Studies have shown that “youth, parents, community members, and civic leadership
become engaged when they see a role for themselves in addressing shared problems” (Orr and
Rogers, 2011 pg. 210). “Give Two” is structured and scheduled in a way that parents are given,
or helped to see, their very specific and individual role. As trust is built between school and
home, parents will understand that they and their time are truly valued by the school. “To
advance a comprehensive, youth-centered agenda and meet increasingly rigorous state standards,
(principals) must seek wider public support” (Berg, Melaville, & Blank , 2006). The positive
results are cyclical, for parents will benefit by serving, and schools will benefit from the service.
Obviously, it will not be easy to get 100% participation from families every month. If a
parent cannot serve his/her two hours for whatever reason, the teacher can work with the family
to identify an extended family member, a neighbor, or an older sibling who might be able to
serve as a representative. It is ideal to get parent volunteers into the building to work with the
children, but if that is not possible there are many ways families can still Give Two from home
or somewhere else. Staff will help to find a high school or college student, or another
community member to fill in slots in the cases where a family cannot. The school should partner
with community organizations such as Big Brother/Big Sister and other volunteer networks and
non-profits to help fill volunteer slots.
Rationale
The framework of this plan is Luis Moll’s funds of knowledge research, the Search
Institutes list of 40 assets and asset building, and the concept that “schools can’t do it alone”
(Institute for Educational Leadership, 2012). Moll’s research with Latino children and families
in Arizona reveals powerful networks of community members with valuable pools of knowledge
and experience that are willing and eager to share their knowledge with the youth of the
community. “Once (these networks) are uncovered and mobilized for learning, they can become
a social and intellectual resource for a school.” When teachers and schools seek out and use
these funds of knowledge, Moll expects there will be rewards. “They will have a better chance of
helping bilingual and minority children achieve authentic literacy; they will foster a sense of
community; and they will bestow a much richer education than most working-class kids enjoy”
(North Central Regional Educational Laboratory, 1994). The Search Institute’s 40
Developmental Assets can be used as reference for the types of activities that will best benefit
students. For example, volunteers can do activities with children that foster commitment to
learning, positive values, or social competencies. Finally, “(principals) are turning to their
communities for the resources needed to build capacity, to run schools effectively, and to achieve
positive student outcomes.” Involving community partnerships can help Prairie Norton “level
the playing field,” bringing them better access to resources as might be available in a more
wealthy district. (Institute for Educational Leadership, 2012)
The goal is to incorporate volunteers into the curriculum and regular weekly schedule of
the school. “As research has shown, the statement, ‘When families are involved at home and at
school – children do better in school,’ is true regardless of race/ethnic, class or education levels
of parents (ODE, 2010). Moll’s research and the Search Institute’s research both demonstrate
that students are more successful when they have more positive role models and feel as if they
and their families are valued within the community. “The extent to which schools and
communities create stable, caring, engaging and welcoming environments is the extent to which
all our children will thrive” (Martinez and Porter, 2008). Encouraging more volunteers to be a
part of the Prairie Norton school family will show the children how many people care and will
provide increased and diverse opportunities for engagement. Engaging community agencies and
resources will make it possible. “Using public schools as hubs, community schools knit together
inventive, enduring relationships among educators, families, volunteers, and community
partners. A community-based organization, public agency, or the school itself works to mobilize
and coordinate school and community resources. The results are greater student success, stronger
families, and healthier communities” (Institute for Educational Leadership, 2012). Looking at
what successful community schools have accomplished though community partnerships provides
examples of what works and proof that it is possible. “Give Two” provides the families of Prairie
Norton an avenue to enter into this collaborative relationship between the school and community
and truly become part of the success story that happens when the whole village comes together to
raise the children.
Goal 1: Get Everybody On Board
Action Step 1: Professional Development for Staff
Beginning in spring and again before school starts the following fall, the teaching staff at Prairie
Norton will partake in professional development activities aimed at breaking down
misconceptions about the parents of Prairie Norton and learning about the research of Luis Moll,
the 40 Developmental Assets, and Epstein’s Framework for the Six Types of Involvement. The
final part of the professional development in the spring should include creating a mission
statement for the “Give Two” campaign which communicates what the teachers hope to gain for
their students as a result of the volunteer program. (See Appendix 1 for details of Professional
Development Activities).
Action Step 2: Meet with Parents and Community Members to Share Vision
The year before the launch, in the spring, the principal should hold a Parent/Community Meeting
with the parents already active in the PTA as well as with other leaders from the community.
Teachers can use the relationships and lines of communication already established to help get
parents to this meeting and parents should be encouraged to use word of mouth to get friends and
neighbors to attend. The goal of this meeting is to share the vision of “Give Two” and set up
committees. A volunteer can serve as the Give Two Coordinator and can head up both
committees. One committee should be in charge of planning the Summer Launch Party.
Another committee should be in charge of creating phone lists, maps, and walking routes so that
volunteers can begin to get the word out. “Community members take public action as they
recognize that the fate of one’s own household is tied to the fate of others” (Orr and Rogers
2011).
Action Step 4: Begin Grassroots Work: Sign up Volunteers and Advertise Summer Launch
Party
Volunteers will go door to door to pass out fliers for the Summer Launch Party and make phone
calls. It is important to get a group of volunteers already committed before the Launch Party to
show the initiative already has momentum. See Appendix 2 for “Give Two” Volunteer Form.
Goal 2: Summer Launch Party
The goal of this event is to explain vision to parents, get them excited about being on board, and
to get their input about the program. It is also an opportunity to gain trust.
Action Step 1: Secure location, food, funding
This could take place at Battelle Darby Metro Park which will be of no cost, though busses
should be made available. The food could be cookout food donated by local businesses or
through money obtained from the board. It could possibly be written into the contract of the
food provider for Prairie Norton that they will provide food for this event. The committee
established at the initial meeting will be in charge of planning the food options and the activities
for the children.
Action Step 2: Have Event

Organized and separate activities for children.

Principal, teachers, the Give Two Coordinator and/or parents should speak (with
translators) to parents to share vision and explain Give Two. See Appendix 3 for
suggestions of ways families can Give Two. Families emigrating from other countries
may be disadvantaged if they cannot obtain socio-cultural support to understand different
contexts of parent involvement (McBride). This is one reason that meting face to face
with parents is important as it provides the opportunity for questions to be addressed.

Parents fill out volunteer forms in small groups.

Pass out information about Give Two details. Obtain feedback either orally or in written
form about specific parent needs, circumstances, opinions, etc. relating to participation in
“Give Two.”
Measureable Outcomes for Event: Did trust get established? Did families commit to “Give
Two?” If so, did contact information get obtained? Did the needs of the families get discussed
(these include needs both related and unrelated to the act of volunteering)?
Goal 3: Integrate Funds of Knowledge into Curriculum and Schedule
Action Step 1: Create Plan to Incorporate Funds of Knowledge
Before the school year starts, a logistical plan must be put into place as to how best utilize the
volunteers throughout the service times. Understanding the pedagogical challenges of
community-based education is most useful for educators hoping to incorporate community based
pedagogies in their classroom (Cole). This planning must be both structured, yet flexible. This
will provide teachers and volunteers consistency as to what is happening and when, though the
“what” may vary from week to week, depending on who is present, etc. During this planning of
structure, the principal must remember “the importance of clearly articulated goals, purposes,
and guiding theories shared with all participants and a creative approach to removing logistical
barriers between schools and communities” (Cole). A procedure should be set up for how
teachers can let the Community Coordinator know in what capacity they can use the help of
volunteers. This can be done through sign-up sheets posted outside of the office or through a
shared web-based calendar program such as Google Apps.
Family/Community Member Volunteer Policy
Each family will volunteer once per month during a two hour time slot. They will be
able to choose morning volunteering, after school volunteering, weekday evening volunteering
or weekend volunteering. Any person can serve as the family’s monthly volunteer (a
grandparent, neighbor, older sibling, uncle, etc.). Volunteers will be able to bring younger
children as a room will be available and students will be brought to this room. When students
are in the Family Room with volunteers, a school staff member will be there. All volunteers
will go through background checks and have proper identification. A BCI employee can come to
the school during certain set hours and the cost of the background can be covered by the district.
You will also need to provide bussing and/or arrange carpools. Another option is to have several
teachers obtain a commercial drivers license so that they can take a school vehicle out to pick up
assigned parents. The logistics of background checks and transportation can be figured out by a
collaboration of the principal and the Give Two Parent Coordinator.
Morning Volunteers: Eight days per month (two days per week), busses will be sent back
out after dropping students off to pick up volunteers and their smaller children. If a mother
brings younger siblings, for example, she and her smaller children will go the Family Room. A
small group of students will come into the Family Room and the parent will do a learning
activity with them. Learning activities can include more than just worksheets, but can include
educational puzzles, games, and discussions. A teacher will be in the room, but can use this time
to work on other tasks such as grading, planning, contacting parents, etc.
Afterschool Volunteers: Three days per month, busses will be sent out after school to
pick up volunteers and their younger siblings if necessary. An afterschool program will then be
available almost once per week, led primarily by volunteers. This would be a good opportunity
to provide students creative activity outlets such as dance, art or music. Volunteers could run
sports related activities, teach cooking classes, or provide homework help.
Weekend Evening Volunteers: Once a month. This time could be a monthly potluck
family meal night at the school. Volunteers could run family (learning) game nights, story times,
movie nights, etc.
Weekend Volunteers: Two Saturdays per month will be an out of school extracurricular
day. This can be held at any number of locations and again will be volunteer-led. The group
could go to the local library, a park, work on a community garden, or meet at a residence for
constructed play time.
Possible Projections
400 students = an estimated 250 families, or at least make this the goal for the number of
volunteers. 250 volunteers over/14 days= about 17 volunteers per day. 14 times per month now,
a crew of 15-20 volunteers will be available to assist in whatever way possible. The magnitude
of what can get accomplished with this many extra people is phenomenal. 14 times per month
over a nine month span equals 126 times per school year that the 400 kids at Prairie Norton will
get 15-20 extra teachers in their school. On each of the eight volunteer days per month, teachers
should rotate having that extra two hours off to plan, organize, etc. As many teachers should be
relieved of teaching duties as possible during these times to allow for as much necessary work,
planning, and parent outreach as possible. Of course volunteers must be supervised, but one
teacher or administrator could supervise five volunteers overseeing 100 students in a
gymnasium, for example.
Actions Step 2: Establish the Family Room
The idea is to make the room itself as inviting, rewarding, and valuable for all volunteers as
possible. “Studies show that relationships, resources and school climate play a significant role in
school engagement” (Martinez, Porter).

The family room will have a working computer with internet and printing capabilities.

There should be materials that focus on connecting parents with services, resources, and
information that they need. Educational materials about asset building, parenting,
learning at home, positive discipline, stress management, etc should be available. For
example, Search Institute’s list of assets could be posted and as well as ways parents can
help their children develop these assets. Pamphlets should be available listing local clubs
and organizations, job and family services, 211, health department, etc.

Practical resources: Stamps and envelopes, refreshments for parents and younger siblings
(min-fridge), lending library, donated clothes, food, etc.

Books, learning games, puzzles

TV/DVD player, couches and/or beanbags for reading, small tables, carpeted floor space
The Family room can be used as a reward place for students too. Good behavior can be
rewarded by an hour in the Family Room. Struggling students receiving help in the Family
Room will feel good about their “pull-out” time, as they are the lucky ones. If a room is not
available permanently, perhaps on the eight days per month it is needed, a room can be allocated
for those two hours and resources can be brought in (the computer, games, books, on a moving
cart, etc.).
Plan for Sustainability: Establish “Give Two” Committee
“Being successful does not mean being sustainable. Sustainability, among other things, requires
broadly distributed local ownership within and across sectors and communities (Search Institute).
Ultimately, “Give Two” should be organized and run as much as possible by the parents.
“Leadership is essentially about relationship. Therefore, if the initiatives are understood as
assemblies fostering meaningful relationships among adults and young people, then the formal
and informal leaders of the initiatives are the primary proponents and the facilitators of those
relationships” (Mannes, Lewis of Search Institute Case Studies). Therefore a committee of
parent leaders with one to two teachers should be set up. The teachers should either receive a
stipend or be provided with time during the school day organize “Give Two” volunteer schedules
and planning. The committee should meet monthly to discuss what has been done as a result of
the work of the Give Two volunteers and what can be planned for upcoming events. The duties
of the assigned staff member include:

Keep up to date contact information for committed Give Two volunteers and know in
what capacity the individual wants to volunteer.

Reach out to families not yet committed, not only to gain more volunteers but also
because these are the families that probably don’t have as much contact with the school
and may need support. It’s especially helpful when the outreach workers are themselves
parents and can thereby exemplify the nature of and commitment to the messages they’re
communicating (Search Institute).

Keep track of the volunteer needs and requests of the teachers. Get feedback from
teachers about what types of activities would be best for students.

Create a monthly volunteer plan and schedule. Match volunteers up with appropriate
volunteer activity. When possible, volunteers should work in groups that try to come to
the same service day per month to create consistency and productivity.

Provide recognition to Give Two volunteers through newsletters, thank you notes, small
gifts/coupons, or plan a volunteer banquet.
Ideally the work of the staff member can decrease if/when a reliable parent leader becomes
available. Even then; however, the parent leader will need to meet with school staff to
collaborate on learning objectives.
Measure Effectiveness
The effectiveness of the “Give Two” program will be evidenced by how many committed
monthly volunteers there are in the program. It will also be evidenced by the amount and type of
work that is done each month by these volunteers. Surveys should be distributed several times a
year to teachers, volunteers, and families to gain a sense of how effectively the program is
reaching its goal of giving the children of Prairie Norton a more quality learning experience.
Over time, the true effectiveness of the program will be measured in the overall success of the
students in school and on achievement tests. “Schools with the highest number of community and
parent volunteers have the highest test scores. The association has been evident in a clear upward
trend over the last five years” Katie McGee Superintendent, Brunswick County, NC (Berg,
Melaville, & Blank , 2006). Schools that successfully incorporate community members into the
curriculum and general school life see the positive correlation between the amount of
engagement and the success of the students.
Conclusion
Getting groups of parents and teachers together with groups of kids does so much. It
gives them role models. It gives them more personalized one on one time. More adults in the
building simply means a better adult to child ratio. It means there are more caring,
knowledgeable people there to help in every single way. It is going to take a flexible staff that
understands incorporating other people from the student’s microsystem will lead to overall
success for the entire community. They have to be willing to relinquish some control over their
classroom curriculum and think creatively about ways to make sure every child is getting what
he or she needs. With more “teachers” it should ultimately be easier, as long as everyone stays
open, communicates and respects each other as having something valuable to offer students.
Appendix A
PD Plan for Prairie Norton
As professional development at Prairie Norton, I suggest a multi-faceted approach to
getting parents more involved. This will include a panel discussion, an informative workshop on
six types of parent involvement, the formation of task oriented groups, and finally data collection
and analysis based on parent surveys about parental involvement after the initial professional
development.
From my interview with the principal, I learned that he is more or less under the opinion
that parental involvement in Prairie Norton is dismal at best. He believes that the economically
disadvantaged, the overworked, the transient, and the English non-proficient parents whose
children they educate simply are unavailable for school involvement in any way. I can assume
many teachers at Prairie Norton are therefore under the same impression. The first part of the PD
plan must focus on replacing these misconceptions with a more informed picture of what is
actually going on in the homes of their student population, especially the Hispanic and Somali
homes, homes in poverty and the homes of those families who are most transient. In the months
before the school year ends, have teachers participate in a cultural literacy survey and do the step
forward/backward activity to highlight the differences that exist among the different parent
groups and between the teachers and parents. Teachers often do not have engaging relationships
with parents because they simply do not understand where parents are coming from. I believe
that a panel of carefully selected parent representatives can shed important light on
misunderstandings that will help to eliminate stereotypes and misperceptions that teachers may
have about their parents.
Finding parents willing to sit on the panel and address a room full of teachers may be a
difficult task, thus the principal should plan for this event well ahead of time. Ideally, the panel
should represent as many subgroups and types of families as possible represented within the
school, be it Hispanic, single-parent, family in transition, non-English speaking (with a translator
available), in poverty, foster parents, grandparents, etc. To find parents, the principal could ask
teachers to think of a few parents they could reach out to that may be willing. A bit of
investigation and further reaching out (even home visits with small gifts) may be necessary.
Postings about a need for volunteers/speakers can be made in the school newsletter, posted on
the website, etc. This recruitment should go on in the spring time to prepare for the fall’s panel
discussion. If more than enough parents for one panel are available, then the conversation can be
broken into smaller groups and information shared.
It will be important for the principal and
teacher leaders to meet with the panel ahead of time to outline some of the issues so that the
large group’s discussion can be structured to hit on the most crucial points.
So after some initial reflection of cultural literacy and distancing effects that
“privilege” can create between teachers and parents, the teachers will participate in the panel
discussion revolving around cultural issues specific to Prairie Norton families. This panel of
diverse parents from the school can simply begin sharing about the challenges and rewards they
face on a day to day basis. They should share their story, so to speak. These parent
representatives can help educate the teachers about the issues specific to their subgroup as well
as the barriers to education that exist for their children.
Parents also have to help teachers
understand the barriers to parental involvement they face. Teachers must feel comfortable
developing a personal relationship with parents, but this cannot be done unless cultural divides
and stereotypes have first been broken down. This type of panel discussion will begin the
conversation that must be had in order eliminate the stereotypes and misconceptions that get in
the way of effective parent-teacher communication. A teacher’s meeting after the public panel
discussion would help teachers to process the information gained during the panel discussion and
share what changes they foresee in their behavior when reaching out to develop relationships
with parents in the upcoming first days of school.
The next scheduled professional development day would focus on how better to involve
parents with whom teachers hopefully have a better opening relationship, as a result of the panel
discussion. The day can start by going over the research findings that support the benefits of
involving parents in education. Facts and studies should be shared that show students with
involved parents are more likely to earn higher grades and test scores; are less likely to be
retained a grade; attend school regularly; have better social skills; and graduate and advance to
postsecondary education. Research has found that “family engagement at the elementary school
level is a strong predictor of student achievement in urban schools” (Grant and Ray, 2013).
Although it will not be difficult to sell teachers on the benefits of parent involvement, it may be
harder to sell them on the idea that parental involvement can actually be improved in this
particular school, as the general school perception may still be that their parents are simply
“unavailable,” despite the efforts of the panel discussion to reveal otherwise. After learning
about the importance of parental engagement, and learning about the diversity of cultures within
the school, the teachers will work collaboratively to create school wide goals and personal goals
for increasing parental engagement.
Teachers will be given information which covers Joyce L. Epstein’s Framework of Six
Types of (Parent) Involvement (Parenting, Communicating, Volunteering, Learning at Home,
Decision Making, and Collaborating with Community). The teachers should be offered many
practical examples of each type.
Ohio Department of Education’s Learning Supports webpage
offers Sample Best Practices for Parent Involvement in Schools which can be easily
implemented, in addition to the sample practices given by Epstein. The workshop should
conclude in a discussion of which practices seem to be the most feasible/most beneficial as a
starting place for the families of Prairie Norton. Which of these practices would be better as
school-wide strategies, and which ones are classroom specific? The discussion should cover
what the principal can do to support teachers in implementing the classroom specific strategies.
Perhaps resources, modeling, additional planning time, etc. can be offered as needed by teachers
working to personally increase parental involvement.
The goal of the third PD day will be to create both personal and school specific goals and
practical strategies for achieving these goals based on the six types of involvement, but using the
categories organized by ODE:
1. Create a welcoming school climate.
2. Provide families information related to child development and creating supportive
learning environments.
3. Establish effective school-to-home and home-to-school communication.
4. Strengthen families’ knowledge and skills to support and extend their children’s
learning at home and in the community.
5. Engage families in school planning, leadership and meaningful volunteer
opportunities.
6. Connect students and families to community resources that strengthen and support
students’ learning and well-being
(ODE, 2012).
The teachers of Prairie Norton should split up into six groups, each group assigned to brainstorm
ideas in regard to one of the categories above. Each group should be provided with a list of tried
and true best practices as springboards for discussion. It will be the assignment of each group to
decide on a goal for improving that particular aspect of parental involvement with clear strategies
that can be implemented to achieve the goal. These goals and strategies would then be shared by
the larger group who will then decide which initiatives might be the best to start with as
overarching school goals aimed at increasing parental involvement. Committees can be formed
based on these chosen goals and action steps can be put into place. A final discussion would
include a summary of what the school goals are, then give teachers time to develop individual
classroom-level goals for increasing parental involvement. These individual goals can be
reviewed by the principal as a measure to gauge the initial success of the professional
development. Teachers that are absent during these PD sessions can be given notes about the
Epstein’s six types of involvement and the specific strategies the teachers have identified as most
promising. These teachers will be required to write goals as well, which will be reviewed.
The immediate takeaway from these PD sessions would be that teachers would gain a less
stereotyped, broader view of the parents in the building. They have been exposed to research that
demonstrates the positive effect of parent involvement and they have seen a multitude of
practical ways to get parents more involved. Measures to sustain these efforts will include
committee meetings and reports to the principal and/or staff about progress made toward meeting
the school wide goals. A parent survey should be administered early in the school year to collect
data about parental perceptions of the school engagement practices for family involvement. This
will gauge the initial success of the professional development and determine in which directions
continued professional development and efforts at increasing parental involvement should go.
Increased parental involvement will improve student performance, thus academic improvement
will be the ultimate gauge as to the success of parental involvement at Prairie Norton.
Appendix 2
Give Two!
Our Mission: To create a large and loving Prairie Norton volunteer family.
How? Each Prairie Norton family commits to give two hours of service to the school each month. We
want to give our children the very best.
Transportation Available! Siblings are Welcome! A Family Room at the School!
What can I do? See back!
Name of Child (Children) _____________________________________________
Name of Volunteer 1 ______________________________________
Phone_______________
Email _______________
Name of Volunteer 2 ______________________________________
Phone_______________
Email _______________
Which monthly time slot(s) might work? Circle One!
Monday
1
Tuesday
2
3
9-11 AM
8
9
16
9-11 AM
22
7-9 PM
10
9-11 AM
15
Wednesday
23
9-11 AM
4-6PM
17
4-6PM
24
4-6PM
Thursday
4
Friday
Saturday
Sunday
5
6
7
12
13
14
9-11 AM
11
9-11 AM
18
9-11AM
19
20
21
26
27
28
9-11 AM
25
9-11 AM
5-7PM
Dar dos!
Nuestra misión: crear una gran y amorosa familia voluntaria Prairie Norton.
¿Cómo? C ada Prairie familia Norton se compromete a dar dos horas de servicio a la Schoo l cada mes
Transportación Disponible! Los hermanos son bienvenidos! Una habitación familiar en la escuela!
¿Qué puedo hacer? Ver de nuevo!
Nombre del Hijo (s) _____________________________________________
Nombre del Voluntario 1 ______________________________________
Teléfono_______________
Email _______________
Nombre del Voluntario 2 ______________________________________
Teléfono_______________
Email _______________
¿Qué horario mensual podría funcionar? Circle One!
Lunes
1
Martes
2
3
9-11 AM
8
9
16
9-11 AM
22
7-9 PM
10
9-11 AM
15
Miércoles
23
9-11 AM
4-6PM
17
4-6PM
24
4-6PM
Jueves
4
Viernes
Sábado
Domingo
5
6
7
12
13
14
9-11 AM
11
9-11 AM
18
9-11AM
19
20
21
26
27
28
9-11 AM
25
9-11 AM
5-7PM
Appendix 3
How Can I Give Two?
Teach a skill
Assist a teacher
Meet children at the library
Share your experiences
Help in the office
Work on school website
Talk about your culture
Clean up school grounds
File paperwork
Tutor children
Chaperone field trips
Assist in the school library
Read to the children
Be a parent leader
Exercise with the children
Practice math skills
Organize activities
Work in garden
Play games with the children
Provide child care
Collect donations
Do art with the children
Use Family Resource Center
Comfort a sick child
Share music
Conference with a teacher
Do after school care
Be a translator
Distribute Resources door to door
Be a community liaison
Supervise playtime
Make phone calls
Write for the media
Cook for the children
Contact elected officials
Make copies
Do building maintenance
Participate in Workshops
Family outreach
Help clean
Homework help
Anything is possible!
Do puzzles with children
Do Learning Activities
References
Berg, A., Melaville, A., & Blank , M. (2006). Community and family engagement: Principals
share what works. Coalition for Community Schools, Retrieved from
http://www.communityschools.org/assets/1/AssetManager/CommunityAndFamilyEngage
ment.pdf
Cole, A. G. (2010). School-community partnerships and community-based education:
Perspectives on urban education, Retrieved from
https://carmen.osu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=10515390&tId=4947
930
Epstein, J.L. Epstein's Framework of Six Types of Involvement [PDF document]. Retrieved from:
https://carmen.osu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=10515390&tId=4947
932
Grant, K. & Ray, J. (2013). Home, School, and Community Collaboration: Culturally
Responsive Family Engagement. Thousand Oaks, CA : Sage Publications.
Institute for Educational Leadership. (2012). Coalition of community schools. Retrieved from
http://www.communityschools.org
Mannes, M., Lewis, S., Hintz, N., Foster, K., & Nakkula, M. (2002). Cultivating
developmentally attentive communities a report on the first wave of the national assetbuilding case study project. Retrieved from
https://carmen.osu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=10515390&tId=5223
702
Martinez, J., & Porter, W. (2008, March). Family and community engagement in creating.
National Center for School Engagement Blueprints pre-conference. Retrieved from
https://carmen.osu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=10515390&tId=5223
702
McBrien, L. (2011). The importance of context: Vietnamese, Somali, and Iranian refugee
mothers discuss their resettled lives and involvement in their children’s schools. London:
British Association for International and Comparative Education. Retrieved from
http://www.informaworld.com
North Central Regional Educational Laboratory. Funds of Knowledge: A Look at Luis Moll's
Research Into Hidden Family Resources. CITYSCHOOLS, 1 (1), 19-21, 1994.
Ohio Department of Education, (2010, May 19). Strengthening Family Engagement.
[webinar]. Retrieved
from:education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?
Ohio Department of Education. (2011, December 15). Sample best practices for parent
involvement in schools. Retrieved from:
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicR
elationID=428&ContentID=80852&Content=117223.
Orr, M., & Rogers, J. (2011). Public engagement for public education: Reflections and prospects.
In M. Orr & J. Rogers (Eds.), Public engagement for public education (pp. 301-314).
Stanford: Stanford University Press.
Search Institute. (2009). 40 developmental assets® for children grades k–3 (ages 5-9). Retrieved
from
https://carmen.osu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=10515390&tId=4948
236