#PTcamp Week 1 Assignment: My Thoughts on Family and Community Engagement

I have always felt deeply involved in the lives and education of my daughters. Despite that, I was shocked of how unaware I had been that their school was in need of help. Family engagement became important to me when I received a No Child Left Behind (NCLB) letter the summer of 2010 informing me that our elementary school was one of the lowest performing in our state, it was chosen for restructure or 'turnaround' I had the option to transfer my daughters to another school.


You see, I thought I was "involved" because I belonged to the PTA, helped with school events, had good relationships with teachers, read to my daughters, checked homework every night etc... Why didn't I have a clue that our school was failing? Maybe because I trusted that our school would make sure my daughters learned everything they needed to. I should of known better since by the time my oldest daughter finished 3rd grade we had already switched principals twice and now getting ready for our third.


I had no concerns. My daughters always had good grades and great behavior. How could anyone think that myself or other parents would not care about the overall academic performance of our school? Was it because of the small urban area we live in neighboring low income housing or was it my ethnicity, stay at home status at the time, or other language I speak? I will never know.

My first instinct was to move my daughters to an area with better schools. Looking at my budget, that was not an option. Since that moment, it's been my mission, to communicate to all families on  school performance, how it effects our children’s education and figure out how we can work together (teachers/school/community) to best support each other in providing students with the best education possible. I was hired as a School Family Community Specialist shortly after the 2010-2011 school year started at Emerson Elementary. http://www.whitehouse.gov/blog/2012/08/22/fostering-school-and-home-connection


Coming into our school after restructure I would have to say our school was a fortress school  partnership with families. With over 50 percent of the staff being transferred and new principal, nobody seemed to know anything or anybody. All we knew was that things had to change and we had to build from what seems zero. While trying to get to know each other, work with each other and build a sense of community, our school began to focus on four things: literacy, extended learning time through after school programs, improvement on instruction and strengthening family engagement.


Below are examples of how our school has transitioned from a Fortress School to an Open Door School and some goals that we are striving for in making it a Partnership School.

Building Relationships Families are welcomed in their native language by our full time bilingual secretary. Our entire staff participates in Porch Visits conducted at the beginning of each school year to welcome, connect and get to know our families. Teachers are comfortable in contacting families throughout the school year, they will refer them to me for further help, support/resources and connections with community agencies/ organizations, if needed. We have a family resource center full of information, lending library and materials to make learning kits and games.

GOALS: Assure 5-Star Customer Service from all staff and continue to build stronger relationships with families. Offer more activities that honor and demonstrate family contributions and increased traffic to our Family Resource Center. All families must feel welcomed in our school all the time to collaborate, observe, ask questions, volunteer, and learn together with us.


Linking to Learning We now host grade level activity/curriculum nights -ensuring we build community within our families and focus in on what children are learning in class. During these, we are modeling how families can best support their children at home. For example, K-1grade Tortilla Night-families learn how making a tortilla or cooking together can help their child learn and practice food preparation skills, nutrition, measuring, sequencing, vocabulary etc... Another program offered at our school is Rosetta Stone Classes offered to families wanting to learn English and staff wanting to learn Spanish. Families and teachers meet twice a year during Family Advocacy to set goals, review student work, share expectations of each other and test results.

GOALS: Continue finding creative ways to help with homework and specific skills children are learning at school With budget cuts to afterschool programs, it is important to seek out community organizations/groups that can offer enrichment activities, tutoring, reading or writing help to students on-site at the family resource center or at the local library. Partner with local library to build each others current programs: English conversation groups, computer classes, workshops and adult education.

Addressing Differences All school-home communication is translated to home language and delivered in multiple ways. Bilingual staff are available to interpret when needed for conferences, IEP meetings or to address any concerns. All staff has received professional development from Kansas Parent Information Resource Center (KPIRC) and have created individual parent engagement plans. This has helped staff learn and acknowledge different family celebrations, events and customs. Teachers make sure to use books and materials that reflect our families' cultures and that our kids can identify themselves with.

GOALS: Create a diverse family group/organization to be involved in evaluating how our school is doing and meeting needs. With this, together address differences, needs and concerns. Conduct survey and create group discussions/focus groups on different areas for improvement.

Supporting Advocacy and Sharing Power Parent teacher conferences are held twice a year. Principal, family specialist and teachers for the most part are always available to answer questions or concerns. Regular progress reports sent home, continuous conversation between school and families through daily folder. Families are willing to help if they are asked to.

An example of families supporting advocacy and sharing power happened at the end of this school year (2013-2014). We learned our principal would be transferred to another school. (This would make change of four principals in 9 years). Families and neighborhood community groups petitioned that we keep our principal.Through his leadership helped make one of the lowest performing schools in Kansas to a reward school-receiving national recognition.
http://m.cjonline.com/news/2012-09-10/kck-school-goes-bottom-white-house In less than a week, our families and small community had gathered hundreds of signatures and made enough noise that our district found a solution that would not take our principal away.


GOALS:  Create a formal parent, school, community group that is able to research and discuss issues affecting our students, school and community. Involve this group and families in school decision making and work together in improving student achievement.


Emerson School is a great example of why family engagement is important to focus on. Our families and community have demonstrated by actions and support their high expectations, dreams, hopes, and wanting the best for their children and community during this turnaround process. If you take on tough conversations, share school data, cultivate ways to foster children's academic success, and help families become better advocates; we can only help build more successful schools, districts and nation.