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

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Problem solve areas of concern. Develop “to do” lists and assign responsibilities. At this point you should be prepared to make decisions about location, days, time, length of sessions, number of participants, who and what ages, and enrollment. You should have ideas of how you will address the need for additional support such as child care, materials, transportation, food/snacks etc. Most importantly, you must initiate a plan for bringing in teachers, volunteers and translators who are willing to commit to the Parent/Child Homework Group. Additionally, there needs to be some thought given to coordinating and maintaining ongoing communication with the schools and the community regarding the project. Set a date, location, time, etc. for next meeting. Send out minutes from the meeting and reminder notes about the upcoming meeting. Be sure to continue inviting anyone who has shown an interest in participation. Again, provide the necessary support to encourage attendance. Over the coming week(s), the Lead Coordinator should assist with organizing final details of the homework group and assure that the planning group is prepared to discuss implementation by the next meeting. Step 4 Final Planning Stage Review all details involving implementation. Problem solve areas of concern and assign any last minute responsibilities. Either at this meeting or at another time you may consider inviting all teachers, volunteers, community members and support help for a training or an orientation. Step 5 Follow Up At different points throughout the year or at the end of a cycle, it is recommended that follow up meetings be held with all participants including the children. This follow up will help to determine if the homework barriers have been reduced and if parent participation has increased. It will also help determine if and to what extent children have experienced academic success. Additionally, parents, schools and the community will have an opportunity to provide feedback about “what worked” and “what could change” as well as how to make the group more successful. Action Research to Study Homelessness and High Mobility in School Communities 23
Recommendations • Involve parents in the entire process of developing the program • Use parent’s expertise (translating, homework assistance, child care, food prep) • Include extended family members (grandparents, aunts, uncles, step-parents, etc.) • Provide translator and translate all written material into appropriate language • Recruit teachers from teacher training colleges • Recruit interns • Recruit volunteers from churches • Consider necessary background checks on all volunteers • Involve teachers from the school • Communicate regularly with the school re: curriculum, homework packets, homework policies, etc. • Request a “point of contact” at each school • Get parents to sign necessary Releases of Information • Gather materials and resources • Maintain attendance records • Maintain communication with parents • Communicate with involved Service Providers • Provide ongoing outreach to uninvolved parents/families (notes, phone calls, home visits) • Provide child care • Provide transportation • Provide snacks/dinner • Use incentives Action Research to Study Homelessness and High Mobility in School Communities 24
Page 1 and 2: WEB-BASED PROFESSIONAL DEVELOPMENT
Page 3 and 4: Chapter 1 OVERCOMING BARRIERS TO PA
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: • Follow up with parents regardin
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
Page 53 and 54: Etta Kralovec and John Buell (2000)
Page 55 and 56: directions, to help check the finis
Page 57 and 58: I then sent a letter to the parents
Page 59 and 60: were even able to hand out the mate
Page 61 and 62: are worthy of other teachers using
Page 63 and 64: Chapter 5 IN WHAT WAYS CAN I ADJUST
Page 65 and 66: year. She couldn’t provide me wit
Page 67 and 68: frustration level rose, yet I was s
Page 69 and 70: So, I made three adjustments. First
Page 71 and 72:
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
Page 77 and 78:
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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