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Letter to Administrator
Syllabus
Rubric and List of Critera

In this section, we have provided you with the following tools to help you acquire professional development credit for this workshop. If you are interested, we suggest that you print these items and discuss them with your administrator.



Making Family and Community Connections Rubric

This rubric is for your administrator to use to assess your completion of the assignment in the Implementation section of this workshop.

1. Action Team for Partnerships A diverse group of school community members become chairs or co-chairs of committees that focus on family and community involvement for specific school goals

Only a few select members of the school community are chosen to chair a committee that focuses on family and community involvement but its goals are not yet clear The school is beginning to dialogue about creating a school committee that addresses family and community involvement
2. Budget

The ATP has obtained funds to support the costs of the school's partnership activities or has a clearly defined plan to do so The ATP is beginning to seek funds to help support the costs of its partnership activities or has attempted a plan to do so

The ATP has not yet sought funds to support the cost of its partnership activities and has no plan to do so
3. Progress The ATP measures progress through surveys and inventories of the school's existing strengths, needed changes, expectations, sense of community, and goals The ATP is beginning to develop surveys and inventories to assess the progress of the school's existing strengths, needed changes, expectations, sense of community, and goals

The ATP has not yet developed surveys and inventories to assess the progress of the school's existing strengths, needed changes, expectations, sense of community, or goals
4. Action Plan

The ATP has developed a long-term action plan to target broad goals, form a long-term vision, and develop a clear schedule of activities and dates

The ATP is beginning to develop a long-term action plan to target broad goals, form a long-term vision, and develop a clear schedule of activities and dates

The ATP has not yet developed a long-term action plan to target broad goals, form a long-term vision, ordevelop a clear schedule of activities and dates

5. Monitoring Implementation

The ATP meets monthly to monitor the progress of its action plan in order to ensure its successful implementation The ATP meets once or twice a year to monitor the progress of its action plan in order to ensure its implementation The ATP has not yet met to monitor the progress of its action plan in order to ensure its implementation



List of Assessment Criteria

This suggested list of criteria can be used as a guide for an administrator when determining the level of integration of the workshop topic into the overall school curriculum over a greater period of time. This list can also be used as a guide for teacher self-assessment.

  1. The degree to which parents are active agents in the school and classrooms.
  2. The degree to which partnerships are formed with parents and the community.
  3. The degree to which all parents are involved in the school community.
  4. The degree to which parent involvement is assessed on a yearly basis.
  5. The degree to which efforts are made to meet the needs of the parent community.
  6. The degree to which schools are open and friendly.
  7. The degree to which communication is established between parents and schools.
  8. The degree to which parents are trained in creating a nurturing environment in order to propel student learning at home.
  9. The degree to which interactive homework is used to involve parents.
  10. The degree to which parents are treated as equals in the school community.
  11. The degree to which teachers are aware of parents' cultural differences.
  12. The degree to which both teachers and parents work together on common goals.
  13. The degree to which extended family members are involved in parent involvement.
  14. The degree to which local businesses are involved in the school community.
  15. The degree to which full services are provided for the community at the school.
  16. The degree to which parents volunteer in the classroom.
  17. The degree to which parents are involved in generating new ideas in the classroom.
  18. The degree to which surveys and questionnaires are used to assess parent feedback.



Workshop: Making Family and Community Connections
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