Starting the Year off Right

So I began this year with the end in mind. I am attempting to prove that if the teacher takes the time to make contact and truely get to know the parents of students that evidence of this will appear in the form of increased academic awareness.  The school year began with a bang and I have 22 students enrolled in my first grade class. I volunteered to do registration this year in the hopes that I would get to meet some of my parents early. This was the first year that we had a meet the teacher night in which allowed parents to drop off school supplies prior to the first day of school. It went great I thought I had 9 parents out of 22 show up. So with in the first week of school I was determined to make contact with all my parents. I did so through the use of post cards. It was nothing extravagent just a Welcome to Ms. Garrett's class with a little personnal message about what I have witnessed about that their child so far. All POSITIVE! I also sent home reminders and made a few phone calls to notify parents about the upcoming Open House on September 4th. To my surprise I had 15 parents show up. I then spoke about my plans for this year and the rigor that will be involved as well as how I would love parent volunteers and all their support will be greatly appreciated and welcomed. It was then that many parents expressed their willingness to help but did not want to come and make copies or laminate, and definitaly not decorate. Don't get me wrong their were a few that wanted to come and just decorate and make copies.  I explained to my parents that I will be utilizing them in the classroom. I plan to have a parent night for just my parents in which I will have make and take nights. This will help my class parents get to know each other and get them involved with their childs academics and help them increase their knowledge in which hopefully will empower them.

Draft Action Research Project Report

Title

Parental Collaboration Strategies: An action plan

 

Needs Assessment

            A conference was scheduled, and attended by the Principal, Counselors, and the Parent Involvement Officer. The state of parental involvement was addressed, and was concluded that the collaboration between parent-teacher/school should be the focus of this study with the purpose of strengthening the Parent-Teacher relationship. Past parental involvement records were reviewed, which included the attendance to: conferences addressing academic and behavioral issues; and extra-curricular activities (i.e., sporting events, band recitals, field trips). While parental involvement at this level in early childhood education (1^st and 2^nd Grade) is minimal, the need to maintain and strengthen the established relationships between parent-teacher-student is paramount, with the hopes that these relationships will grow and carry on throughout the Child’s education well into her/his college education. 

 

Objectives and Vision

The main objective of this project is to strengthen the teacher-parent-student relationship through the use of collaboration strategies, with the anticipation that these relationships will carry over, and improve the parental involvement at the middle and high school level. I foresee improved parent-teacher relationships, parent collaboration, and the efficacy in which the parent is utilized when volunteering at school.

 

Review of Literature and Action Research Strategy

            My research started with a search for articles that addressed the parental involvement issue. While going through these articles it was noted that the problem with parental involvement is minimal at the start of elementary and then begins to rise, peaking at the middle school, and then tapering off during high school years. At that moment I started focusing on the underutilization of parental assets (in the form of parents volunteering at school), where the parent is being utilized to do mundane tasks, such as making copies or decorating hallways and doors. During the initial conference it was proposed that the parent should be recruited as volunteers to help with tasks such as making copies, assisting with mail, decorating, etc. It is this type of underutilization that weakens the parent-teacher/school relationship. To further study this phenomena, I searched for full text, peer reviewed articles in this matter. The following articles/books were reviewed:

References

Abdullah, A., Seedee, R., Alzaidiyeen, N., Al-Shabatat, A., Alzeydeen, H., & Al-Awabdeh, A. (2011). An investigation of teachers' attitudes towards parental involvement. Educational Research (2141-5161), 2(8), 1402-1408.

Angelides, P., Theophanous, L., & Leigh, J. (2006). Understanding teacher-parent relationships for improving pre-primary schools in Cyprus. Educational Review, 58(3), 303-316. doi:10.1080/00131910600748315

Clair, L., Jackson, B., & Zweiback, R. (2012). Six Years Later: Effect of Family Involvement Training on the Language Skills of Children From Migrant Families. School Community Journal, 22(1), 9-19.

Cook, B. G., Shepherd, K. G., Cook, S., & Cook, L. (2012). Facilitating the Effective Implementation of Evidence-Based Practices Through Teacher-Parent Collaboration. Teaching Exceptional Children, 44(3), 22-30.

DiSibio, R. A. (1984). Parents: a teacher's partner. Education, 104296-299.

Knopf, H. T., & Swick, K. J. (2007). How parents feel about their child's teacher/school: Implications for early childhood professionals. Early Childhood Education Journal, 34(4), 291-296. doi:10.1007/s10643-006-0119-6

McNaughton, D., & Vostal, B. R. (2010). Using Active Listening to Improve Collaboration With Parents: The LAFF Don't CRY Strategy. Intervention In School And Clinic, 45(4), 251-256.

Meyer, J., Mann, M., & Becker, J. (2011). A Five-Year Follow-Up: Teachers' Perceptions of the Benefits of Home Visits for Early Elementary Children. Early Childhood Education Journal, 39(3), 191-196.

Rainforth, B., & England, J. (1997). Collaborations for inclusion. Education & Treatment Of Children (ETC), 2085-104.

Semke, C., & Sheridan, S. (2012). Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature. School Community Journal, 22(1), 21-47.

Symeou, L., Roussounidou, E., & Michaelides, M. (2012). "I Feel Much More Confident Now to Talk With Parents": An Evaluation of In-Service Training on Teacher-Parent Communication. School Community Journal, 22(1), 65-87.

Thompson, J. (2011). CEC Strategies to Increase Parent Involvement that Really Work! Retrieved September 11, 2012, from Council for Exceptional Children: http://www.cec.sped.org/AM/ Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6257

 

Articulate the Vision

            The length of this study is one semester. The Principal, Parental Involvement Officer, teachers and office assistants were briefed on the procedures, and possible outcomes of this action research project. During the first parent-teacher conference the parents were informed about the collaboration strategies to be implemented, the potential outcomes and implications, the purpose, and questions or concerns regarding this study were addressed to establish a positive and welcoming parent climate. During the semester open communication with the parents will be maintained in order to present, teach and implement the collaboration strategies. These strategies are based on Strategies to Increase Parent Involvement that Really Work! by Jeffrey Thompson.

Manage the Organization

            The collaboration strategies will be implemented as follows:

1)      Schedule “Parent-only” meetings through the semester to build and maintain parent relationships and maintain parent education.

2)      Provide weekly parent education tips that explain the concepts being taught and provide support materials that allow parents to help at home.

3)      Provide ability-based homework that reinforces the concepts.

4)      Provide parent assignments and a method of communication between parent and teacher.

5)      Provide academic training sessions to encourage parents to volunteer their time in the classroom.

6)      Volunteer parents, and those involved will be asked to participate in the decision-making process in regards to their child’s welfare.

7)      Ask parents to chair and plan family events and class fundraisers, and volunteer to chaperone during field trips. 

 

Manage the Operation

            For this research the focus of the main effort are the strategies. An analysis of the level of parental involvement from previous years will be conducted in order to establish a baseline of measurement. My classroom will serve as the experimental group and the other classrooms as the control groups. Efforts and levels of parental involvement will be recorded and correlated to the performance of their child.  The strategies will be modeled after Jeffery Thompson’s strategies. The analysis of the data is my responsibility. A tentative detailed schedule for the implementation of the strategies will be provided to all involved, and final presentation of results will be presented to the Principal for review. Meetings will be scheduled, as needed, to assess the progress, and address issues that may arise during the implementation of the strategies.

 

Respond to Community Interest and Needs

            The implementation of collaboration strategies may have implications on how the parent is perceived as a partner in the education of their child. The strengthening of parent-teacher relationships is expected and the development of a collaborative culture between parent, teacher and school may improve the level of parental involvement at the middle schools. At the end, the children and parents will reap the benefits of a close relationship due to the parent-child collaboration at home and at the schools. The community will benefit from the development of strategies that may transcend from the schools to the places of employment, where the employer may benefit from improved relationships with their employees, leading to a more productive workforce.

Web Confrence Reflection 3/25/2012

This was my first web conference due to a conflict in schedules and children.  I was able to join in on the conversation a few minutes after it started. When I joined in I initial only put my first name, but a few minutes later added a comment with my first / last and my section number. I was initially over whelmed by attempting to figure out the mechanics of the web cam, and microphone, all while reading and trying to comment. Despite a screaming 5 week old in the back ground and a hungry 2 year old I did manage to figure it out after a few minutes.

The conference was mainly about community partnerships. One that seemed very intriguing was the partnership with Pizza Hut. Another major discussion was about the Mid Term and how you were unable to see which ones you missed.  Dr. Jenkins stated that he had given permission to the IA's to release the answers to the students. However, I still have not heard anything back.

Several individuals had questions about TK20 and how to upload the artifacts.  There was quite a few comments about the difficulty of TK20 and even a request for a refund.

Many students seem to be struggling with EDLD 5326 School Community Relations and everything this specific course seems to be asking for.  I personally found this class very informative and as long as you read your overview, listen to the lectures, read the reviews, and read over the directions multiple times eventually it all comes together.

Despite the trouble with Dr. Jenkins' mic I really enjoyed meeting other individuals with a passion for education.

Potential Challenges & Solutions

A few foreseen challenges that I see in the implementation of my action research is that several of my migrant parents will fail to complete the surveys, or not be willing to participate in the research at all.  We have the same issue with our GT program. Several GT students are identified every year as being GT but due to their parents non-legal status in the U.S. they refuse the GT services. I am afraid they will see this research as a threat.  I also foresee my having a bit of trouble finding teachers that would like to be a part of my Parental Involvement Focus group. It seems we have so many committees and other commitments that by the end of the day we are exhausted.

I will begin by enlisting the students to get the parents motivated to complete the surveys and take this research seriously. Since according to my current figures of the incoming migrant students to first grade is about 26 students which is an increase from our current 1^st grade migrant students totaling 15.  I will offer prizes to all students whom return the completed survey. I have learned as a parent and as a teacher that the motivational power of a constant voice can be very strong.  I will hold a migrant parent night that describes in detail what the exact goal of the research is for. I will be sure to make it very clear that this is help the children and there is no ulterior motivate.  As for finding the participation of teachers, parents, and other stakeholders to sit on the Parental Involvement Focus group I will attempt to make it as painless as possible for these participants. I will offer blog discussion groups, email communication, one to two face-to-face meetings at a possible restaurant so that we may have dinner and discuss the tasks at hand.  I will even offer a possible web conference. I will set up a survey before the initial meeting to survey what type of meeting style best fits everyone’s schedule.

Welcome

I would like to just take a minute and welcome my follower's.  I am in the processes of looking for other blogs to follow so if you have any insight please let me know.  I am also looking for constructive feedback so please if you have any suggestions or comments in regards to my current research topic or any of my posts please feel free to do so.

Once again welcome and happy reading & blogging.

Action Reasearch Plan

GOAL: 

Increase Parental Involvement at the 1^st Grade Elementary Level of Migrant Students

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Identify possible causes for minimal migrant parental involvement for 1st grade migrant students	Interview Mrs. Oralia Romero, PIP Clerk, Interview Mr. Umberto Flores Principal, Interview Dr. Maria Vidaurri, Asst. Superintendent of C&I. Interview various Migrant parents. Conduct a survey via surveymonkey.com for parents, Interview teachers with migrant students in the classroom.	Tape recorder, Prepared interview questions, Online access to create surveys on www.surveymonkey.com, List of migrant students and parent information to make contacts. Parental Involvement focus group, Time	Pamela J. Garrett	October- November 2012	Review data collected through online survey/ paper copies of survey, review interviews,
Identification of possible activities or accommodations to be implemented.	Follow up interviews with Mrs. Oralia Romero, PIP Clerk, Mr. Umberto Flores Principal,  Dr. Maria Vidaurri, Asst. Superintendent of C&I,  various Migrant parents, and teachers with migrant students in the classroom.	Tape recorder, Prepared updated and more concise interview questions, Online access to create surveys on www.surveymonkey.com, List of migrant parent’s that are currently not participating as parental volunteers Time List of proposed ideas/ strategies Parental Involvement Focus Group	Pamela J. Garrett	November – December 2012	A proposal listing the ideas and requests/ new strategies to increase parental involvement among the migrant parent population.
Increase in migrant parental involvement	Implement new strategies/ ideas that have been uncovered due to the research. Apply new knowledge towards increasing parental involvement for each year.	Time, Conduct count of migrant parents registering to be parent volunteers, and attending parental involvement meetings, Creation of parent survey’s to be used as evaluation of parent meetings.	Pamela J. Garrett	January- February 2012	Annual Parent Conference held at the end of January for entire district. Evaluate the number of elementary migrant parents in attendance. Conduct parent surveys to determine the main area of interest for following  year.

Where have all the parents gone?

Parental Involvement? What does this even mean to the parents of todays youth? What are teachers suppose to do when they spend 5 days a week, 8 hours + a day, and countless hours worrying about someone else's child just to find out that these so called parents don't care about the kids?  As a teacher I see and hear it every day from teachers. Teacher's that are at their wits end and call a parent just to hear its your problem deal with it. We have kids that are calling out for attention in every thing they do, from using foul language to not doing anything at all.
This week I learned that there may be a way for me to alleviate some stress from the backs of my fellow teachers. Instead of sitting idly by I can be proactive and do something. This is my action research topic, and I plan to take action. This research I believe will not only benefit teachers, but individual students, and possibly school performance, and school community in the form of morale for teachers.

Educational Leaders

I believe blogs for educational leaders should become an essential means of communication. Sometimes we are unable to connect with people via phone, email, and face book because people lately seem to be continuously on the go.  With a blog you are able to comment and receive feedback.  Many times blogs can be anonymous which means the main contributor can stay unnamed, and therefore they are able to speak freely. 

Action Research

I have recently learned that action research is an amazing tool that allows teachers and administrators alike to have concerns with what is being done.  It gives the school officials and those who know of the issue whether it is a child, or another type of hindrance the school may have, and gives the power back to those who need it in order to make a change.  Now administrators and teachers alike don't have to take the sole advice of a text book junky on how to handle the budget crisis, disrespectful students, or just a teachers everyday crutch on, "How do I teach the one child that just seems not to grasp anything." Teachers now are able to form learning communities within their grade levels or across several grade levels. By doing this they are able to learn from each other’s mistakes and come up with new innovative ways of approach.  I plan to really push the PLC at my school and learn from my mistakes and others and reach out for new ideas.  I plan on taking the one topic that really rubs me the wrong way and that is our current bilingual education system and conduct my own action research. I would love to find out why and how we are able to let down so many young and adolescent students alike.