Section 1: Academic Achievement - National Center for School ...

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Chapter 6: Homeless and Highly Mobile Students – At Risk Factors and Educational Struggles in Northeastern Colorado by Pam Watson, Columbine Elementary, (Fort Morgan, Colorado) Considers the challenges teachers face in balancing standardized reading instruction with student engagement. Includes discussion of risk factors that impact academic achievement of homeless and highly mobile students and offers practical information to enhance educational practices. To see the complete WBPD report visit: http://www.schoolengagement.org/index.cfm/2005- 2006%20Report Action Research to Study Homelessness and High Mobility in School Communities
Chapter 1 OVERCOMING BARRIERS TO PARENT PARTICIPATION By Kathy Gansemer, Children’s Services Coordinator Colorado Coalition for the Homeless Denver, Colorado Abstract: A study of barriers that limit parents of homeless and highly mobile children from participating in their child's education. Features research on the importance of parental involvement and issues related to poverty. Tracks and outlines the development of an afterschool, homework help group for parents and children. An extensive appendix includes samples of surveys and assessments. Keywords: Academic Achievement, Guidelines for Replication, Homework Help, Language Translation, Parent Involvement, Parent Survey, Poverty, and Transitional Housing Parent Participation Now more than ever, schools, teachers and staff have been tasked with increasing the level of parent involvement in their students’ education. Schools are being asked to re-evaluate their current policies and approaches to parent participation as well as find new strategies to further build on the educational relationship between parents, children and school. For teachers already overwhelmed with the responsibilities of meeting the needs of their students, this charge becomes a difficult challenge, especially when trying to promote participation with families who are less likely or less capable of becoming involved for reasons such as homelessness and mobility. These parents have different life circumstances as well as different educational, economic, cultural and social backgrounds from those parents that come from middle-class. With limited knowledge and understanding of the complications that are a reality for many of these families, schools and teachers may be quick to assume or imply that parents are unsupportive or do not value education. If the mission is to increase parent participation, perhaps schools could elicit parents’ perspectives in order to identify and better understand the barriers that limit their Action Research to Study Homelessness and High Mobility in School Communities 6
Page 1: WEB-BASED PROFESSIONAL DEVELOPMENT
Page 5 and 6: increase parent involvement as a so
Page 7 and 8: arriers such as time, money and chi
Page 9 and 10: Gathering Data This study was condu
Page 11 and 12: in school. They reported that their
Page 13 and 14: Action Taken Using the plan created
Page 15 and 16: more teachers and volunteers involv
Page 17 and 18: Appendix A -Parent/Child Homework G
Page 19 and 20: • Follow up with parents regardin
Page 21 and 22: Recommendations • Involve parents
Page 23 and 24: Appendix C - Individual Interviews
Page 25 and 26: Appendix D - Pre and Post Questionn
Page 27 and 28: Comments: Appendix E - Homework Bar
Page 29 and 30: more affluent, stable neighborhood
Page 31 and 32: started a lottery system to ensure
Page 33 and 34: perhaps because the Social Worker w
Page 35 and 36: Hopefully, you can offer quality af
Page 37 and 38: I had a total of 20 students. I hav
Page 39 and 40: • The parents also said that some
Page 41 and 42: struggling with. On Thursday it was
Page 43 and 44: Recommendations/Process for WBPD 1.
Page 45 and 46: Appendix 1 Student Survey! Name ___
Page 47 and 48: Appendix 3 Name____________________
Page 49 and 50: houses grades Pre-K through 5th. Lo
Page 51 and 52: strategies that students could use
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Etta Kralovec and John Buell (2000)
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directions, to help check the finis
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I then sent a letter to the parents
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were even able to hand out the mate
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are worthy of other teachers using
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Chapter 5 IN WHAT WAYS CAN I ADJUST
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year. She couldn’t provide me wit
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frustration level rose, yet I was s
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So, I made three adjustments. First
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left the room they knew they would
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How did I modify the Title Math pro
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Chapter 6 HOMELESS AND HIGHLY MOBIL
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Literature Background Many educator
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school year with representation at
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them eat in class. Additional reaso
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additional minutes of reading instr
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verbalize to me. It was their behav
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They have determined that by the en
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finding. However the 3 rd and 4 th
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Suggested Steps to Enhance Educatio
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Appendix 2 H&HM Research Survey 200
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