A New York Learns Parent Night Program on PBS

February 28, 2002

The University of the State of New York

The State Education Department

www.nysed.gov

MAKING

CONNECTION

CARL T. HAYDEN, Chancellor, A.B., J.D. ...........................................Elmira

ADELAIDE L. SANFORD, Vice Chancellor, B.A., M.A., P.D. .............Hollis

DIANE O'NEILL MCGIVERN, B.S.N., M.A., Ph.D. .................Staten Island

SAUL B. COHEN, B.A., M.A., Ph.D. ........................................New Rochelle

JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .........................................Peru

ROBERT M. BENNETT, B.A., M.S. ..............................................Tonawanda

ROBERT M. JOHNSON, B.S., J.D. ................................................Huntington

ANTHONY S. BOTTAR, B.A., J.D. ........................................North Syracuse

MERRYL H. TISCH, B.A., M.A. ......................................................New York

ENA L. FARLEY, B.A., M.A., Ph.D. ................................................Brockport

GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ...........................Belle Harbor

ARNOLD B. GARDNER, B.A., LL.B. .................................................Buffalo

CHARLOTTE K. FRANK, B.B.A., M.S.Ed., Ph.D...........................New York

HARRY PHILLIPS, 3rd, B.A., M.S.F.S. ............................................Hartsdale

JOSEPH BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D. ...............Albany

LORRAINE A. CORTES-VAZQUEZ, B.A., M.P.A. ..............................Bronx

President of The University and Commissioner of Education

RICHARD P. MILLS

Chief Operating Officer

RICHARD H. CATE

Deputy Commissioner for Elementary, Middle, Secondary, and

Continuing Education

JAMES A. KADAMUS

Associate Commissioner for New York City School and Community Services

SHELIA EVANS-TRANUMN

Assistant Commissioner for Regional School and Community Services

JAMES R. BUTTERWORTH

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability,

marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual

orientation in its educational programs, services, and activities. Portions of this publication can be made

available in a variety of formats, including Braille, large print or audio tape, upon request. Inquiries concerning

this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and

Access, Room 530, Education Building, Albany, NY 12234.

Dear Parents and Families:

All parents want their children to do well in school and grow

up to lead healthy, productive lives. When parents and families

help children learn, students of all ages achieve more.

Throughout New York State, we have many good examples of

partnerships created by parents and schools working together

on behalf of children. But gaps exist. Too many students do not

have the knowledge and skills they need to be successful in

school. We need to do better, and together, we can.

The education of our children is a shared responsibility. Schools

need to be partners with parents, families and the community to

help students achieve high academic standards.

an invitation to all parents to take a journey with us, and help

us all to work together for our children.

This guide, created for that program, is a starting point to

help us all understand how we can help our children succeed

in school.

Thank you for joining us to make parent and family involvement

a reality in all of our New York State schools.

Sincerely,

Richard P. Mills

Commissioner of Education

"None of us went to school to be parents."

"Communicate openly and honestly."

"I'd like to take teachers on home visits and get to know parents in their

home on their own couch, not between the desk and chair."

"Please accept whatever somebody wants to do as helpful because

everybody has something good they can contribute."

"Take the idea of parent partnerships seriously. I see parents as an

untapped, valuable, free resource."

"Parents don't know they could have a voice in their child's life. Parents

don't feel empowered when they walk into a room, sit on a small chair,

and can't speak."

"Someone needs to advocate for children."

"Not all of us speak English."

"More cultural awareness needed."

"Even the parents who can read feel intimidated."

"Get more parents involved in special education."

"The minute I walk into the building, no matter what day or time, don't

ask me...why are you here?"

"There has to be a shifting and opening of schools for parents to

become involved on their own time."

"It can be different...open communication is really essential."

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job in the world. Parenting is a

lifetime commitment, filled with

surprises, challenges and rewards. When parents and educators focus

on their children, it is recognized that parent involvement means that

parents are involved in the whole of their children's education and

lives, from birth through adolescence and beyond. They recognize

that parents are the primary influence in their children's academic

achievement and healthy development.

Today's families are varied. One parent, two parents, weekend parents,

stepparents, foster parents, or grandparents all want their children to

succeed. Regardless of their role or family structure, parents are the

first and most enduring presence in their children's lives. All parents

and families deserve respect as their children's first teachers. If parent

involvement is to be successful, we must believe that all parents want

their children to do well.

Research shows that, when parents are involved in their children's

education, children do better in school. When parents are involved,

children gain in knowledge and skills, and have more positive attitudes

about school. Research in parent involvement has also shown that

barriers to parent involvement can, and should be overcome, and that

there are many ways in which parents can become involved in the

education of their children.

Real, effective parent involvement in the schools occurs when both

the parents and the school believe in it. When parents are involved as

partners in their children's education, everyone benefits and aspirations

for children grow.

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everyone: students, parents,

teachers and schools, and the

greater school community. When parent involvement continues from

the early grades through the high school level, students gain confidence

that their educational experience is supported and achievement rises.

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most important teacher. Academic

success of students has been directly

linked to increased parent involvement in many studies over the past several

decades. Research has also shown that there is no one way that all parents

need to follow to help their children succeed in school. Parents can be

involved and support their children's education in six different ways.*

help that lets children grow in a safe and healthy setting.

children shows a caring and sincere interest in working together to

help all students achieve.

activities builds good relationships and increases the resources

needed to provide quality education programs.

their children achieve high learning standards taught at school and

strengthen ties to important family values.

skills to promote school policy and education leadership in support

of quality education for all students.

to support their children and their school by encouraging and

participating in community partnerships that promote children's

success.

In today's rapidly changing society, parents can be involved in their

children's education in many different ways.

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health, safety and well being of their

children. For many parents, their

most important job in life comes with little or no training, and sometimes

with no help. Parents can learn more about teaching and guiding their

children to reach adulthood, while schools can provide education programs

to help parents help their children learn.

healthy living; learn precautions for safety; understand and value

the importance of learning; and set high expectations for school

success.

nurturing their children's developmental abilities; creating a home

environment that supports learning; providing daily conversations

to promote reading, listening and speaking skills; and developing

their children's problem solving skills

is a cornerstone for respect and trust.

For parents and schools, effective

two-way communication helps build positive learning environments where

children can succeed. Good communication improves understanding,

reduces potential for conflict, and shares information and ideas for

supporting learning.

children's: interests and motivations; special strengths and talents;

likes and dislikes; and behaviors.

welcoming environment that values parent involvement;

expectations and goals for student achievement; early identification

of issues that can affect learning; and ways to support classroom

instruction at home.

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schools and student learning are

always in short supply. Parents as

volunteers in classrooms and

school activities can offer their

knowledge and skills to enhance teaching and learning. Everyone benefits

from effective volunteer programs.

help support instructional and other activities in the classroom;

assist in implementing parent support programs; and help support

special school events.

determine where volunteers can provide needed help; provide

training to teachers and school staff on how to effectively use the

skills of volunteers; and recognize and reward volunteers who

contribute their time and effort.

at home than they do at school.

Parents can play an important role

in providing resources and encouragement at home that will promote their

children's education and healthy development. Schools can support parents

in developing skills to enhance learning of children at home.

and useful; provide books and magazines and encourage children to

read everyday; ask teachers about what their children are learning

at school; and seek ways that classroom instruction can be

supplemented at home.

standards and why children need to meet the standards to achieve

success in today's changing society; and help parents build their

skills to enhance learning at home.

can help solve problems and

improve education for all

students. Parents provide an important resource to schools in helping

make decisions that affect their children and build support for the entire

school environment. Involvement in decision-making builds ownership

and commitment to success.

building planning teams, and other organized forums where their

knowledge and skills can enhance school programs.

decisions affecting students; keep parents informed about specific

issues that affect the schools; and provide training for parents to

serve on planning teams.

development are a shared

responsibility among schools,

parents and families, and the community. Each provides an important

link in the daily lives of children that can promote their well-being.

School/community partnerships expand the resources to help all students

achieve success.

about their schools; gather information about potential community

partners who can help children succeed; and contribute time and

resources to help create and build partnerships that will benefit

students.

developmental needs; share information about these needs with

parents, family and the community; and begin discussions and

activities to welcome partners to help children succeed in school.

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They differ in how they support

their children's efforts to achieve those goals.

school must work with other partners for children's benefit, not push

them apart.

improvement and evaluation.

the value, diversity, and difficulty of this role.

identified and approached individually; they are not defined by gender,

ethnicity, family situation, education, or income.

parent and education, parent and child, school and community.

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in their schools to support their

children's education. Parent

involvement not only supports children's learning, but also helps parents

understand the learning process and the need for high academic standards.

Parents can be involved in their children's education, value education, and

promote learning in many ways.

As their children's first teacher, parents can:

children's lives.

school life.

and their concerns.

higher learning standards.

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is different. Each school wants to

assure that parents and their

children have the best opportunities possible. Most schools want to know

more about parents' interests before they begin volunteer activities. Parents'

roles within the school vary based upon their interests and schedules. Some

schools also offer training along with school staff. Ask what your school

offers. All schools that work well with parents share certain beliefs.

Following are some things that schools can do that will make parents feel

welcome as partners in their children's education.

policies and about their children's progress.

writing.

higher learning standards.

partnerships with all families.

parents and other members of the community.

Work together to remove those barriers.

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opportunity to participate in their

children's education. Both parents

and schools have a responsibility to

identify and remove barriers to

effective parent involvement. It

can't be assumed that when some

parents don't participate, that they don't care. Instead, it must be understood

that barriers can limit some parents from participating in their children's

education, and those barriers must be removed. Following are some

roadblocks identified by the National PTA and some detours around those

roadblocks.

meetings and events at different times.

importance of parent involvement. Encourage parents to form peer

networks and welcome parents at events.

high schools to develop child care options.

translated. Provide translators/interpreters for meetings.

accessible for everyone.

health and social services they need for themselves and their

families.

administrators reach out to parents and offer lists or surveys to

encourage ways to contribute.

If there are other roadblocks in schools, parents and schools can identify

those roadblocks and find detours too!

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I dreamed I stood in a studio

and watched two sculptors there,

The clay they used was a young child's mind,

and they fashioned it with care.

One was a teacher; the tools there used

were books and music and art;

One a parent with a guiding hand,

and a gentle, loving heart.

Day after day the teacher toiled,

with touch that was deft and sure,

While the parent labored by the side,

and polished and smoothed it o'er.

And when at last their task was done,

they were proud of what they had wrought,

For the things they had molded into the child

could neither be sold nor bought.

And each agreed they would have failed

if they had worked alone.

For behind the parent stood the school,

and behind the teacher, the home.

- Author Unknown