EL5053 A. Brown Module 2 ACE
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Community Engagement Program Planner: Part 1
Ashton Brown
March 03, 2024
Prospect High School, District 214
Analysis of Current Partnerships
Situated in Prospect, IL, Prospect High School is one of six high schools that are a part of District 214. District 214 is one of the biggest school districts in the state of Illinois. It is the responsibility of District 214 to educate 11,909 students. The District 214 school board and district administration take great satisfaction in giving kids from all backgrounds the chance to succeed. An examination of Prospect High School's and District 214's strategies, practices, and policies will be part of this project. As a 2023 National Blue Ribbon School, Prospect has a great reputation in the community and with their stakeholders. After talking to Principal Greg Minter, he credits much of the trust the
community has in Prospect, both to their continued success and track record, but also to the communication from everyone at the high school and at district office. He has been at Prospect for 10 years, gives his personal phone number out to parents, and he feels that it has never been abused. The transparency and availability by the leaders in the district make it easy for the community to be involved and engaged. We discussed many aspects of Prospects’ community engagement partnerships, and Mr. Minter himself said that there is certainly much room that the District could grow in its’ community engagement, but that it hasn’t been a big priority over the last couple year.
Epstein’s Six Types of Involvement Framework
Epstein’s 6 Types of Involvement Description
Epstein’s Six Types of Involvement is a framework model that was developed by Joyce L. Epstein. This model contains a breakdown of the different ways that parents, families, and stakeholders can be involved in a child’s education. (Epstein et al., 2002). The six types that are outlined are: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with the community (Epstein et al., 2002). These types of involvement place an emphasis on the importance of communication and collaboration
between families and schools to create and enhance student success.
Type of Involvement
Program(s)
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Parenting
D214 Community Education
Communicating
Principal Newsletter, District Newsletter, Parent-teacher Conferences
Volunteering
Prospect Athletic Boosters
Learning at Home
Open House, D214 Deans Presentations
Decision Making
TPC – Teacher Parent Council
Collaborating with the Community
Multicultural Fair, D214 Internship Program, Prospect Gives Back, Veterans Day Assembly
Partnership Program Organizer [
Create a partnership program organizer for your internship school using the list of at least six programs that involve partnering with others. Identify each partnership’s name and purpose. Then, rate each program using a Likert scale of 1 to 5, with 1 indicating the lowest impact and 5 the highest. List factors preventing or promoting each program’s success. Add or remove rows as needed.]
Partnership Program Name
Intended Purpose
Meets
Student
Needs (1-5)
Level of Participation
(1-5)
Impact on Student
Learning (1-5)
Factors Preventing or
Promoting Success
School
Personnel
Families
Community
School
Personnel
Families
Community
Veterans Day Assembly and Multicultural Fair
5
2
5
5
1
3
3
Community members
are active members of
these events
Diverse representation
of the whole student
body can be seen at
these events.
Teacher Parent Council (TPC)
4
2
4
3
1
3
1
The parents that are
involved
with
this
organization are those
of the high achieving
students.
The
representatives
are not an accurate
cross-section of the
school.
D214 Deans Presentations
5
3
4
4
4
4
4
Held at the district
level, so transportation
can be an issue.
Clear, usable, and
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data-driven information
makes
it
directly
relatable to student
success.
Prospect Gives Back
5
5
2
5
5
2
5
On a Saturday in the
fall.
Diverse options for
students
and
organizations to take
part in.
Parent Teacher Conferences
4
5
5
2
5
5
2
Translators
are
available
Large
parent
participation
Prospect Athletic Boosters
1
1
4
4
1
1
1
Not directly related to
learning
in
the
classroom
Not indicative of the
whole student body
SWOT Analysis
Strengths
Positive features of the partnerships. What are its resources and
capabilities on which to potentially build?
Weaknesses
Sometimes, a weakness is the absence of a strength, such as high cost. Other
times, a weakness could be the flip side of a strength. Huge involvement can be
a strength, but it might be a weakness if you are trying to gain consensus around
a change.
There is a large amount of trust that the community and parents have in both the teachers and administrators at the school.
The communication is very thorough and informative that comes from the high school as well as the district.
The majority of parents are willing to step in and help when/if they are needed.
Many of the involved parents are the same parents in
different activities.
With a rising number of EL Students, the participation
of EL learner families is not currently where the district leaders would like.
The district does not currently place a large emphasis on stakeholder engagement.
Opportunities
Potential opportunities for growth or becoming stronger. Examples include the
involvement of new people, unexpected funding, and new possibilities within an
existing partnership.
Threats
People or factors that threaten the program’s success. Examples include
anticipated downsizing in a partner and the “graduation” of a strong, informal
community leader.
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With rising EL student population, this opens the door
for more diverse representation that is an accurate reflection of the school.
More opportunity to share with the district the opportunities and experiences that students have at Prospect.
Increased awareness for families that they are welcomed and valued at Prospect.
Elimination of funds to help support programs that benefit a diverse section of the student body.
Lack of district support on the importance of community engagement
In an area with most homes containing two working parents, parent availability can be a challenge.
Analysis Summary
[
Analyze the results of your analysis of the school’s engagement efforts and support it with evidence. What conclusions can you draw? How effective is the school in engaging others? What areas need to be improved? How does the literature support your findings?] While there may be lots of room to grow, it can be clearly seen that Prospect does a great job being transparent and communicating on a regular basis to its families. By communicating often and in an informative manner, Prospect Administration can help to improve student performance (Bergman & Chan, 2021). Additionally, the parents are very satisfied with the communication by the teachers of their students. The teachers do a great job of leveraging technology to keep parents informed which research shows can be effective for increasing parent self-efficacy and knowledge (Moore & Ronau, 2024). The reputation of success at Prospect likely has much to do with parents being continually involved with school functions and being well informed of policies and procedures at Prospect, which has a positive association with student motivation, engagement, and achievement (Grolnick & Pomerantz, 2022). Prospect has built a strong culture in its’ extracurricular sports and activities which helps for it to be such an effective school. The positive culture in its athletics and activities help to create a great environment for teaching as well as help connect the staff to the school and its students (Ismail, Khatibi, & Ferdous, 2022). One of the growth areas for Prospect with many new staff members is for the training of these teachers on how to best and most effectively communicate with families and community members (Stronge & Xu, 2021).
Partnership Proposal
Proposed Partnership Identification
The community and family partnership that will help to improve engagement for student achievement and success is a Panel of Parents who have had students go through Prospect High School. This panel will consist of parents of students with IEP’s, A.P. courses, extracurricular involvement, diverse backgrounds, as well as fellow teachers. This panel would meet quarterly with teachers and administration to meet and discuss strengths and growth areas of the district as well as to help inform new teachers of past practices that they appreciated. This will be led by the building TLF’s (Teacher Learning Facilitators). The goal of this group will be to help inform teachers of the best ways to communicate with parents, how to keep them informed, and how to share ways for parents to self-advocate and stay involved in their students’ education. This will also help staff as they adapt to a changing student body so they can meet the needs of all students.
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Proposed Partnership Vision
The vision of this program will have a focus on informing and gathering tools for teachers to be able to effectively keep parents informed of student success and struggles in the classroom. Furthermore, the focus will be on teachers being able to:
1.
Communicate procedures related to homework, projects, and assessments to parents so that they can self-
advocate for their students and assist them in their education.
2.
Collaborative problem solving by establishing the best ways for teachers to work together by addressing student needs with teachers and parents working together to identify and implement strategies to support students both academically and social-emotionally.
3.
Enhanced parent advocacy by providing resources and support for navigating the educational system and any challenges that may be there for students from diverse or under-represented population.
SMART Goals
Goal 1:
By the end of the 2025 school year, 25% of AIM students will reach meets/exceeds.
Goal 2:
By the end of the 2026 school year 40% of students who were enrolled in AIM will reach meets/exceeds on the SAT
Goal 3:
Increase student attendance by 10% through a collaborative effort with administration, teachers, and parents.
Conclusion
By focusing on the above 3 SMART goals, Prospect staff will be able to improve student learning and achievement in a variety of ways. By focusing on increased teacher-parent communication, teachers will be able to ensure that parents will be informed as to how they can help, and support students are successful in the classroom (Moore & Ronau, 2024). With a focus on student attendance, teachers and parents can work to combat any learning delays that typically result from students not being in school (Cohodes et al., 2022). By maintaining a panel that is representative of the whole student body, teachers can help to avoid or prevent any learning delays that may occur at a higher rate in students coming from low-income or are students of color (Cohodes et al., 2022). While Prospect has done a great job at communicating with its stakeholders there is always room for growth especially as the district undergoes a change in student population. By including parents of all students including those with ESL, IEP, and AP students it will help the staff keep students success
at the front of their instruction in a way that ensures student success for any and all students at Prospect High School.
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References
Bergman, P., & Chan, E. W. (2021). Leveraging Parents through Low-Cost Technology: The Impact of High-Frequency Information on Student Achievement. Journal of Human Resources, 56(1), 125–N.PAG. https://doi.org/10.3368/jhr.56.1.1118-
9837R1
Cohodes, S., Goldhaber, D., Hill, P., Ho, A., Kogan, V., Polikoff, M., Sampson, C., & West, M. (2022). Student Achievement Gaps and the Pandemic: A New Review of Evidence from 2021-2022.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002).
School, family, and community partnerships:
Your handbook of action
(2
nd
ed.). Corwin Press.
Grolnick, W. S., & Pomerantz, E. M. (2022). Should parents be involved in their children’s schooling? Theory Into Practice
, 61
(3), 325– 335. https://doi.org/10.1080/00405841.2022.2096382
Ismail, M., Khatibi, A. A., & Ferdous Azam, S. M. (2022). Impact of School Culture on School Effectiveness in Government Schools in Maldives. Participatory Educational Research
, 9
(2), 261–279. https://doi.org/10.17275/per.22.39.9.2
Moore, L., & Ronau, R. N. (2024). Interactive Homework: A Tool for Parent Engagement. Education Sciences
, 14
(1), 103. https://doi.org/10.3390/educsci14010103
Stronge, J., & Xu, X. (2021).
Qualities of effective principals
(2
nd
ed.). Association for Supervision & Curriculum Development.
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