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POLICY
1400 |
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COMMUNITY 1400 PARENT/FAMILY* INVOLVEMENT POLICY The Manchester Board of Education recognizes that a child's education is a responsibility shared by the school and the family. Education professionals and families must work as knowledgeable partners in order to educate all students up to their capacity and work towards continual educational improvement. The Board of Education recognizes that the responsibility for the health, safety, and welfare of students and adults within a school facility rests with building administration and cannot in any way be delegated to others. Decisions affecting the schools must always be made within the parameters of legal and Board of Education policies. The Board of Education encourages and expects the regular participation in school events by school personnel, parents, and other adults significant in children's lives in order to achieve the goals of this policy. The Board supports the development, implementation, and regular evaluation of parent/family involvement programs through shared decision-making that include all parents and families at all grade levels in a variety of roles. Although families may be diverse in culture and language, they all share the schools' commitment to the educational success of their children. The Manchester Board of Education encourages the continuation of parent organizations and the creation of school advisory councils at both the school and district levels as an appropriate means of achieving maximum parental involvement for school improvement. The Board also encourages the superintendent of schools, administrators, teachers, and other staff members to work closely with all parents, whether or not they belong to an organized parent group. The school advisory councils shall establish and develop programs and practices that enhance parent/family involvement and address the specific needs of students and families. The programs and practices will be comprehensive and coordinated and may include the following goals: I. To assist parents and families in developing skills and techniques to support their children's learning. II. To promote clear, two-way communication between school and family about school issues, instructional programs, and children's progress. III. To identify and reduce barriers to parent/family involvement. IV. To inform, involve, and train parents and family members, where appropriate, in voluntary instructional and support roles at the school. V. To provide information about community and support services for children and families. VI. To include parents and families in the process of decision-making in school issues and programs. VII. To provide professional development for teachers and staff on ways to work effectively with parents, families, and volunteers. VIII. To provide training for volunteers in ways to work effectively within the school. IX. To provide a written copy of the policy for each parent and/or family and post the policy in school. *The term "family" as used in this policy refers to all those who provide support to the student.
Parent
Involvement Policy Parent involvement is a necessary component of student and school success. Schools with strong parent involvement produce students who perform better in the classroom and on standardized tests. Schools that relate well to their parents and families have student bodies that outperform other schools. Children whose parents help them at home and stay in touch with the school are more successful than children whose parents do not. The Board
of Education recognizes the many types and levels of parent involvement
possible, including: The most important way that parents can be involved is to prepare their own children to come to school ready to learn. The readiness includes such basics as: proper nutrition, sleep, health care, and emotional stability. On a daily basis, parent involvement translates into students who arrive at school on time, with necessary materials, having completed assignments and homework. In return, schools should create a friendly environment that is welcoming to parents, family members, and others who are significant to a student's well-being. Related to the goals of Policy 1400, the following examples are presented as specific means for schools to improve parental involvement in all aspects of school life, many of which are already in place in the schools. I. Assist
parents and families in developing skills and techniques to support
their children's learning, such as: II. Promote
clear, two-way communication between school and family about school
issues, instructional programs, and children's progress, such as: III. Identify
and reduce barriers to parent/family involvement, such as: IV. Inform
and involve parents and family members, where appropriate, in voluntary
roles at school, such as: V. Provide
information about community and support services for children and families,
such as: VI. Include
parents and families in decision-making in school issues and programs
on committees, such as: VII. Provide
professional development for teachers and staff on ways to work effectively
with parents, families, and volunteers such as: VIII. Training
for volunteers on ways to work within the schools, such as: SCHOOL-BASED ADVISORY COMMITTEES Because of the importance of school-based Advisory Committees, the following guidelines are suggested for their implementation: Purpose: Each building committee should function in a proactive way, identifying barriers to improved student learning and ways to overcome those barriers. Issues which pertain to the smooth functioning of the school may be raised by teachers, parents, administrators, community members, or students and brought to the committee for discussion. Members of each school committee will meet to agree on ways to improve the school and the learning environment. Membership: Make-up of Committee: Each committee will consist of parents and teachers, both at-large and affiliated with organized groups such as MEA and PTA, community members, non-certified staff, the principal, and students where appropriate. Membership should include as broad a mix as is possible from the parent community of that school. Process for Selection: A process for applying to and participating on each school-based committee should be developed within each school and available to all parents. An attempt should be made to reach those parents who may be under-represented in building and classroom activities. The goal of each committee should be that 50% of its members come from the parent and community groups. Evaluation: On a yearly basis, each committee should evaluate its own progress and work and meet together annually to discuss common goals and issues. Timeline: ·
Spring 1997 - establishment of building committee members DISTRICT LEVEL COMMITTEES Periodically, district level committees are formed which also benefit from parent and family participation. These committees could include curriculum, budget, personnel selection, policy development, and other areas. The districtwide volunteer coordinator will maintain a district database of potential volunteers and their interests. When a committee is newly formed or a committee member is needed, the volunteer coordinator will circulate an announcement in building newsletters and other appropriate media. Notices will also be circulated to various town groups, as appropriate. Clear definition of committee members' responsibilities will be included. Enough time should be allowed for information to be circulated and interested people to reply (generally 30 days notice should be given in order to notify and select committee members). Anyone interested in volunteering may contact the district volunteer coordinator (647-3310) to request a volunteer interest form. Committee members will be selected from interested people.
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©2005
Manchester, CT - Board of Education
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