# data[].attributes.body
* Close the achievement gap

* Increase student engagement

* Build family partnerships

# data[].attributes.body
Communication is always critical. We began immediately after I was appointed principal in the summer reaching out to families with information through mail, personal phone calls, email, and fliers at neighborhood events asking for parent input. There was mail in, internet, and phone surveys available, and we hosted weekly parent times for listening at different community spots to be accessible and close to different neighborhoods. The goal was to get input on why they felt the schools were failing their children first, and ideas on how we could do better. We hoped that by starting with hearing their voices, it would then increase the investment when we asked for their help. Representatives from all neighborhoods in our school district formed a committee tasked with redesigning our parent / school relationship. We wanted to hear their complaints, address their concerns, and allow them the power to be involved with the change that needed to happen.

# data[].attributes.body
The local board policies are still in effect for protection of all students. Parents must fill out the volunteer form and background check to be allowed to volunteer in the classrooms with all students. However, all parents and family members have access to the community resource room, guidance department, social worker, parenting resources, and committee involvement. The only requirement is that they sign in as they enter the building with the office staff.

# data[].attributes.body
Knowing that our school was under-financed, we build the program as a ‘grass roots’ design. We did not seek federal, state, or even hope for more local financing in the budget. The volunteer support from the churches in the form of childcare during the committee meetings, and staff support allowed the parents the ability to meet. We provided parent pick up for those that did not have transportation for these events as well for those that signed up. This program was all about the parents having voice. The second step was asking community employers to allow one day a quarter or semester to allow the parents to sign up to volunteer in the school classrooms. Not all agencies agreed, but there were many very receptive to the idea and vastly increased the hours and number of parents that had access to their children’s classrooms.

# data[].attributes.headline
Community Partners: Families and Schools Bridging the Gap Together

# data[].attributes.subject
Community Partners: Families and Schools Bridging the Gap Together

# data[].attributes.body
I felt that this was a great slogan that embraced the message of what we wanted to accomplish. It puts the power and equal responsibility to the families and schools for the student learning as partners in design and implementation. The program emphasizes community, family, and school. The three pieces working together are necessary to close the achievement gap of our under-performing students. In order to increase the engagement in the schools and learning, we must have the parent buy in and support from home. It is truly a push towards partnership.

# data[].attributes.body
To address our academic struggles and low student engagement, I decided to focus on increasing parent inclusion. Building trust and relationships with families is critical to the educational success of the whole child. Learning happens outside of the school building, and having that partnership and support from home is crucial to the early development of academic skills. The program we implemented centers on giving parents the supports necessary to feel successful and involved in their child’s education. We included parents in the planning of activities, community events, and volunteer structure design. In addition, we increased the offering of resources available at the school based on the feedback of needs identified by the parents.

# data[].attributes.body
These policies are in place for the protection of all children, theirs included. It is the responsibility of the school first and foremost to ensure the safety of all students. While it is an additional burden that may prevent some from volunteering, we feel that the screening is vital in achieving that security. In addition, we need to know who is in the building for emergency protocol in a crisis situation

# data[].attributes.body
The community organizations that helped meet the goals were most importantly the faith-based groups. Reaching out the members of the various churches was an incredible avenue for building trust and support for the goals. The church organizations offed many safe extra-curricular activities and after school volunteers that supported the schools. The network for childcare was also a huge bonus for achieving parent involvement among our single parent families. We found an incredible ally in the local community that had a tremendous desire to support the youth. Among the local congregation, retired members had time available to volunteer as well.

# data[].attributes.body
Global Family Research Staff. (2019, December 19). Schools drive power change through parent-teacher relationships. Retrieved from https://globalfrp.org/content/download/655/5055/file/GFRP_IDEO.pdf

National Education Association. (2008). Parent, family, community involvement in education. Retrieved from http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf

Redding, S., Murphy, M., & Shelly, P. (2011). Handbook on family and community engagement. Lincoln, IL: Academic Development Institute.