Part 1: Plan Design
The parent-community involvement strategy is designed to enhance teaching and learning in GCES (Glen Cove Elementary School). The framework facilitates the interactions of parents, communities, and the school to improve literacy in the Vallejo Community. Parents have a significant influence on the students’ performance in school and life decisions. Consequently, the students’ portray positive results when the community, parents, and school collaborate to support learning. A positive relationship between the parents and the community enhance student achievement and school performance. The advantages include:
Provide a platform for the parents and community to assist children in developing literacy skills
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Enhancing literacy among students
Developing learning in the campus
Enhance students’ behavior to achieve positive results
Raise the graduation rates
Glen Cove Elementary School parent-community plan will establish trust and collaborative partnerships among the parties. The strategy will fulfill family needs and enhance diversity among the students. The plan seeks to reduce barriers or elements that are likely to disrupt the interactions between the parents and the community. The campus will extend the plan every year to facilitate the inclusion of parents and community in developing the students’ learning abilities. The elementary school seeks to achieve the following goals by involving the parents and the community:
To establish a concrete relationship between the school and parents or community members
To ensure that parents and community are involved in the students’ affairs
To establish a bond between the students and parents or community members
Strategies for achieving Parent-Community Involvement in the Students’ Activities
Measure 1 : GCES needs to welcome the community members and parents in the school. The residents of Vallejo and guardian are active participants in the lives of students. Therefore, it is essential to welcome them in school to feel valued and connected. Welcoming assists the parents and civilians to identify the activities that learners perform during the teaching sessions. The standards for inviting parents and community are set as follows:
All parents and residents are welcomed in the schools where they can access opportunities to establish personal relationships with the instructors or students. The school policies focus on diversity to enhance interactions. Also, the regulations promote parents and community collaboration to enhance learners’ success.
The institution will host a community and guardian orientation during the opening days. The aim is to inform the parties about the expected standards, academic analysis, grading rules, and assignment regulations.
The institution will focus on determining the challenges that can hinder the parent-community participation in school activities. Glen Cove will survey the guardians and resident annually. Therefore, the management will get an opportunity to identify barriers and develop mitigation strategies.
The schools will provide voluntary positions where guardians and the public can assist in school development
Measure 2 : The school needs to communicate with the parents and society members. The households and the public should engage in constant communication with the school to identify the learners’ progress. The specific measures for establishing communication include:
The school, guardian, and community members should constantly communicate about the students’ improvement
The school can provide parents and community portal with have internet access. The website is critical in displaying information about the pupils’ grades, timetables, and attendance.
The school can advertise events on time to increase parents and community participation
The institution can display calendars, notices, and contact information on the website
The school can use English as the standard language to facilitate communication among diverse members
Measure 3 : The residents and households can support the learner’s success. Parent-community participation is vital in promoting learning at home and in school. Also, they can access opportunities to establish their knowledge and skills. The particular standards for supporting the pupils include:
The institution can work with local organizations to support parent-community participation. The organization can be FRC (Family Resource Center), Federal Programs, and Imagination Library
The school managers will monitor the structural-wide operations to facilitate the integration of community and household resources. As a result, learners will access more opportunities to ensure multiple transitions.
The CRC provides households and communities with learning opportunities in several areas including literacy or technology.
Learning institutions provide guardian and civilians with learning resources that are critical to the learner’s performance.
Measure 4 : The public and households are encouraged to advocate for children needs. Consequently, the learners get fair treatment and access to teaching opportunities to enhance their academic performance. The specific measures for promoting student rights include:
The school management will plan, implement strategies, and track the performance of all learners. The society members and households will assist the students in accessing opportunities. Also, they will ensure the school makes decisions regarding the pupil’s welfare to facilitate academic success.
The institution will offer workshops to the communities and families to ensure they guide the learners in making proper education decisions. The school will target disabled people and immigrants.
The school will have a homeless representative to advocate for the rights of displaced children.
Measure 5 : the community and guardians are equal associates in student education. Thus, they can communicate, develop plans, create rules, and establish programs that can facilitate teaching activities in Glen Cove. The particular standards for sharing power include:
The PCAC will examine the usefulness of the parent-community activities and establish the actions that can be taken to increase involvement. The council must include representatives from the public and households to achieve the goal.
The school will develop programs to involve guardians and diverse communities
Glen Cove will encourage the public and parents to attend meetings or participate in improvement initiatives
The institution will survey the opinions of the city and households on the present rules or programs
Measure 6 : The families and community members will collaborate with Glen Cove to enhance their relationship with the pupils. The purpose is to increase opportunities, engagement, and services. The specific measures for developing relationships include:
The public and guardians can collaborate with the local organization to provide learners with significant education. The community and families support should integrate with the school’s resources to establish collaborations with the students.
The school will create a favorable atmosphere to support the relationships between the parties.
It is the purpose of elementary school to promote parent-community participation. The surveys are essential in identifying the education gaps to assist the management in developing proper strategies. The managers will communicate the new actions to the shareholders and update annually to fulfill the changing preferences of the learners.
Part 2: Proposal
Plans for acquiring Support from other Teachers
It is essential to receive support from other instructors to ensure that the parents and residents of Vallejo community interact to enhance the pupils’ success. The first strategy is to involve the other teachers in making decisions and developing programs for parent-community engagement. Involving the instructors in the activities will encourage them to offer assistance (Redding, 2014). The second action is to communicate the goals of parent-community participation to the instructors. It is the goal of every teacher to enhance literacy and learning activities in school. Thus, the teachers will support us to achieve the goal of meeting the learners’ preferences by involving the guardians and community members in education activities (Redding, 2014). Also, the teachers will acquire information on the significance of the plan on the school’s performance. Finally, the teachers can establish relationships which encourage teamwork in the institution. The teachers will be ready to support the process after enhancing connections.
Overcoming Potential Barriers
Challenges are inevitable in each setting. Thus, it is critical to developing mitigation techniques to overcome barriers. The school might encounter problems with understanding the culture of communities in Vallejo. The cultural difference can hinder the successful implementation of the plans. The school needs to study the culture of each community represented in the population to meet their needs. Also, the institution will consider the customs and taboos of the city before implementing the plan (Epstein et al., 2018). The managers should determine the specific cultural needs to meet the students’ wants.
The second challenge is inadequate resources to facilitate parent-community participation in student activities. The community consists of 121, 299 residents. However, Glen Cove might not offer resources to all members. The school is a public institution which receives support from the government and local agencies. The funds can be limited to purchase adequate equipment and finance operations because they do not make profits. The managers can decide to choose a few members from each community to represent the whole population (Epstein et al., 2018). Alternatively, the management can include the resources in the budget and present it to the government and domestic organizations to receive financial support.
Lastly, the parents and residents can have different goals where the school will encounter delays in incorporating the plan. Individuals have distinct goals for pursuing certain activities. For example, parents focus on children academic excellence. However, the community focuses on providing social and cultural education. The school should host meetings to establish relationships to ensure that the guardians and civilians have a common goal (Epstein et al., 2018). The organization can implement plans after mitigating the challenges.
Benefits of the Parent-Community Plan
The parent-community plan is vital in meeting the education needs of the student. Teachers are unable to identify all the needs of the students’ because they spend less time with them as compared to families and civilians (Epstein et al., 2018). Thus, the strategy will assist in establishing the pupils’ preferences in every sphere of their lives. Secondly, the parent-community participation strategy is essential in enhancing the understanding of the students to exhibit positive results. The public and guardians make education exciting where children enjoy learning activities. Also, the engagement of families and residents in the teaching processes allows teachers to enhance learning after identifying the particular needs of the students (Epstein et al., 2018). Therefore, the performance of the learners’ increases and the institutions achieves its primary goal.
The plan is critical in enhancing the teaching approaches of the instructors. The teachers understand the students’ preferences through the assistance of the parents and community members. Parent-community participation allows the instructors to identify the pupils’ contexts, unique talents, learning approaches, and motivations (Epstein et al., 2018). Thus, the teacher’s performance increases after identifying the responses and character of the learners. The public and parents have critical information about the learners including strengths, weaknesses, and preferences that assist teachers in making proper instructional choices. The plan is essential in providing data to the teachers about the children which assists them to identify their learning abilities (Epstein et al., 2018). The parent-community strategy will help in enhancing the school’s, students’ and teachers’ performance.
Part 3: Glen Clove Program Calendar
| Literacy Development Activities | Description/ Instructions | Timeline | Responsible Parties |
| Talking about a book | The parents can discuss with the child to establish the advantages of reading and understanding the context | Month 1 & 2 of the beginning of the term | A parent or one community member |
| Having a general conversation to discuss the learning challenges |
The parents can hold a conversation with the children at night Community members can discuss with the children during their free time including weekends |
Month 3 at the beginning of the term | Guardians and community members |
| Asking questions and listening to the student’s answers | Parents can perform the exercise during their free time including holidays to identify the weaknesses and strengths | Month 4, 5, & 6 | Parents |
| Visiting the library and bookstore | Parents can visit the bookstore and library to purchase books or select publications that are essential in literacy improvement | Month 7 | Parents |
| Assisting children with challenging tasks | Parents can help the children to tackle complex assignments | At least twice a month | Parents |
| Holding literacy events | The community can collaborate with the parents to host literacy competition and award the winners | Month 8 | Public and parents |
| Encourage children to read to achieve positive results |
Guardians can motivate children to read constantly to enhance their understanding Parents can award children who improve performance |
At the end of the year/ After examinations | Guardians |
Summary
The plan is vital in engaging the community and guardians in shaping the educational progress of the learners. The primary goals of the parent-community participation strategy are to develop literacy and learning in the school. Vallejo is a culturally diverse community, and there is a need to meet the different needs of students. Thus, it is essential to collaborate with the parents and residents to determine the specific preferences of the learners. The school will incorporate the recommendation to overcome the potential risks that can hinder the implementation of the plan. After the management approves the program, the parents and community can engage in learning activities.
References
Epstein, J. L., Sanders, M. G., Sheldon, S., Simon, B. S., Salinas, K. C., Jansorn, N. R., VanVoorhis, F. L., ... Williams, K. J. (2018). School, Family, and Community Partnerships: Your Handbook for Action . Thousand Oaks: Corwin
Redding, S. (2014). Handbook on Family and Community Engagement . Charlotte: IAP - Information Age Publishing, Inc.
