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History of Education
Forty-Four Proven Ideas Parents Can Use to Help Their Children Do Better in School
68 Parent Involvement Ideas That Really Work
10 Things Any School Can Do to Build Parent Involvement . . .

History of Education

Let's look at some of the major milestones in the education of children with disabilities in the United States.

Before 1800:

Children with disabilities are kept at home and few, if any, receive a formal education.

1800 to 1850:

In 1817, William Gallaudet creates the first formal special education program in the United States.
Education programs for children with disabilities are created, primarily as residential institutions. While they claim to "educate," most of these children are simply removed from society's view and contribute to a growing segregation in the educational system.

1850 to 1950:

Special schools for children with visual, hearing and cognitive disabilities are created, including many residential "schools" or institutions for children with disabilities. Unfortunately, most children with disabilities are still uneducated.
By 1918, all individual states mandate state-financed education for its citizens, creating a nationwide public school system that guarantees a free education for all citizens.
Minorities and children with disabilities are almost always excluded from this emerging public school system.
As more children attend public schools, teachers notice more pupils who are "slow" or "backward." Teachers begin to call for special classes and persons with special training to take care of these students.
Some parents pool their resources to start a school or program for children with developmental disabilities. While sporadic, these attempts prove that children with disabilities can be educated in the community.
Rhode Island opens the first public special education class in the United States in 1896.
By 1923, almost 34,000 students are in special education classes.
By the mid-1920s, professional views of persons with disabilities are changing. Superintendents begin to see the positive results of education and community interaction for people with disabilities.
Special education classes are offered primarily in large cities. Many families send their children to institutions because they believe that is the only place the children will receive training.

1950 - 1975:

In 1954, the landmark Brown v. Board of Education decision rocks the educational system. The U.S. Supreme Court decides that schools cannot discriminate on the basis of race, establishing that a "separate" education is not an equal education.
During the 1960s and 1970s, the parents' movement works to improve conditions in state institutions; create community services, educational and employment opportunities; initiate legislation; and challenge the conventional wisdom that persons with disabilities cannot be helped.
Only one in five students with disabilities in the United States is educated. More than 1 million students are excluded from public schools and another 3.5 million do not receive appropriate services. Many laws specifically exclude students with certain disabilities.
The Rehabilitation Act of 1973 and the Amendments of 1986 and 1992 guarantee the rights of individuals with disabilities in employment and in educational institutions that receive federal funding.

1975 to mid-1980s:

The Individuals with Disabilities Education Act (IDEA) is passed. This is the first major legislation to require all school districts to develop and provide a free, appropriate public education (FAPE) for all children and youth with disabilities.
An important provision of IDEA requires that the education of children with disabilities be provided in the least restrictive environment (LRE) for each child, opening the door for children to be educated in general education classrooms in their neighborhood schools.
IDEA challenges educators to reassess the way they view children with disabilities and their potential to learn.

Mid-1980s to 1999:

The Timothy v. Rochester School District ruling establishes that "all means all." The U.S. Court of Appeals decision requires all school districts to assume responsibility for educating every child, including those with disabilities - no exceptions.
Inclusive education begins to take root in neighborhood schools across the nation. However, systemwide endorsement of inclusion is years away.
In 1990, the Americans with Disabilities Act (ADA) is passed, ensuring that school-aged children with disabilities also are protected outside of school - including employment and access to a range of public and private services.
For school districts that have embraced the idea of inclusion, children with physical limitations now have physical access to neighborhood schools for the first time.
In 1993, an unequal education is still the rule for children with developmental disabilities. Fewer than 7% of school-aged children with disabilities are educated in general education classrooms.
In 1997, the Reauthorization of IDEA passes. This law ensures that children with disabilities have the right to more than access to education - they have the right to a quality education and quality outcomes.

2000 to present:

Significant progress has been made but there's still room for improvement. During the 2000-2001 school year, 6.3 million children aged 3 to 21 receive some form of special education according to the U.S. Department of Education. That's over 10% of the total student population!
Among students with disabilities aged 14 and over, the high school graduation rate is more than 56%.
The idea of full inclusion is beginning to take hold and students with disabilities can now be found in an increasing number of regular classrooms on at least a part-time basis.
In the 1999-2000 school year, 96% of students with disabilities are served in regular school buildings and nearly half spend 80% of their day in a regular classroom.

Forty-Four Proven Ideas Parents Can Use to Help Their Children Do Better in School

From the pages of
Elementary School Parents Make the Difference!

Making Time Count

Put specific times on your calendar each week when you will spend time with your children. During that time, focus your love and attention on your child.
Use car time to talk with your children. There's no phone or TV to interfere. No one can get up and leave. And kids know they really have your ear.
Plan to eat at least one meal together as a family each day.
Look for things to do together as a family. Get everyone involved in choosing how to spend your time together.
Try giving children TV tickets. Each week, each child gets 20 TV tickets. Each ticket can be used for 30 minutes of TV time. Any tickets remaining at the end of the week can be cashed in for 25 cents each. Parents can still veto a certain program, of course.

Reading to Your Child

Try relaxing your family's bedtime rules once a week on the weekend. Let your child know that he can stay up as late as he wants-as long as he's reading in bed.
Help your child start their own library—paperback books are fine. Encourage your child to swap books with friends. Check used bookstores. Give books as gifts.
Want your children to be good readers? Let them see you read. More students than ever have reported that their homes contained few or no reading materials.
Try holding D-E-A-R times at your house. "DEAR" stands for "Drop Everything And Read." During DEAR time, everyone in the family sits down for some uninterrupted reading time.
With young children, try reading to them during bath time.
Use the "Rule of Thumb" to see if a book is on your child's reading level: Have your child read a page of the book aloud. Have her hold up one finger for each word she does not know. If she holds up four fingers and a thumb before the end of the page, the book is probably too hard for her to read alone. But it might be a great book to read aloud.

Building Self-Esteem

Have your child make a "book" about themselves, with their own illustrations and wording. "A Book About Me" is a great way to help your child see herself as "somebody."
Help your child discover their roots by talking with family members during holidays and other visits.
Constantly look for ways to tell your children what you like about them, that you love them. There is no age limit on this. "When I do something well, no one ever remembers. When I do something wrong, no one ever forgets." Those words were written by a high school dropout.
Let kids overhear you praising them to others.
Try "King/Queen for a Day" for good report cards.
Help kids learn from problems, not be devastated by them. Many parents don't ever use the word "failure." They may talk about a "glitch," a "problem," or a "snag." But even when something doesn't work out as they'd planned, successful people try to learn something from the experience.

Discipline

In good weather, put two angry kids on opposite sides of a strong window or glass door. Provide each with a spray bottle of window cleaner and a rag. Then let them "attack." Their angry words will turn to laughter . . . and your window will be clean!
Try role playing to eliminate constant fighting. For five minutes, have the fighters switch roles. Each has to present the other person's point of view as clearly and fairly as possible. Odds are, they'll start laughing and make up. Better yet, they may come up with a compromise solution both parties like.
For better discipline, speak quietly. If you speak in a normal tone of voice, even when you're angry, you'll help your child see how to handle anger appropriately. And if you don't scream at your kids, they're less likely to scream at each other . . . or at you.
Try a "black hole" to keep toys and other belongings picked up. All you need is a closet or cabinet with a lock—the "black hole." When something is left out that should be put away, it gets put into the "black hole" for 24 hours. Once a favorite toy or something your child needs is locked up for 24 hours, there is greater incentive to keep it where it belongs. This works best when the whole family participates.
Solving School Problems
Try looking over children's study materials and making up a sample quiz as they study for upcoming tests.
Talk with the school "in time of peace" before major problems develop.
How to make report cards a positive experience: Preparation. Ask, "What do you think your report card will tell us?" Getting ready is helpful. Perspective. Understand that a report card is just one small measure of your child. A child with poor grades still has plenty of strengths. Positive action. Find something to praise. Focus on how to improve.
Be aware that your attitudes about school affect your child. If you hated math, be careful not to prejudice your child.
Motivating Your Child
Children need the 4 "A"s as well as the 3 "R"s: Attention, Appreciation, Affection, and Acceptance.
Some researchers believe every child is gifted-if we will just look for the ways. Helping a child see his giftedness is very motivating.
Encourage children to read biographies about successful people. As children learn about the traits that made others successful, they are often motivated to adopt those same success patterns in their own lives.
Motivate your children in math by challenging them to figure out how much change you should get back from a purchase. If they get the amount right, they get to keep the change.
Praise children constantly.
Building Responsibility
Try a simple cardboard box to help make your child responsible for school belongings. Have your child choose a place for the box-near the door or in his room. Every afternoon, his first task should be to place all belongings in the box. When homework is finished, it goes in the box, too. In the morning, the box is the last stop before heading out the door.
Help children understand, and take responsibility for, the consequences of their choices. "I chose to do my homework. The result was that I got an 'A' on my math test." "I chose to get up 15 minutes late. The result was that I missed breakfast . . . and nearly missed the bus."
Try giving your child the responsibility of growing a small garden-even in just a flowerpot. The positive and negative results of carrying out your responsibilities are very clear.
One reader found a way to keep children moving in the morning: After her daughter wakes up, Mom begins to play her favorite record album. Her daughter has until the side plays through to get herself dressed for school.

Reinforcing Learning

Encourage kids to collect things. Whether they collect rocks, shells, leaves, or bugs is not important. But by collecting, children are learning new ways to make sense out of their world.
Estimating is an important math skill. We estimate how much our groceries will cost. We estimate how much time we'll need to complete a project at work. You can help your child learn to estimate at home. Here's one idea: As you're driving, estimate the distance to your destination. Then estimate how much time it will take to get there. Use the odometer or a map to check your work.
Talk about geography in terms children can understand: Go through your house and talk about where things came from. A calculator may have come from Taiwan. A box of cereal may have a Battle Creek, Michigan address, or White Plains, New York. Talk about where the wheat for your bread came from. Where was the cotton for your blue jeans grown? Tell your children where your ancestors came from. Find the places on a map.
Show your child that writing is useful. Have them help you write a letter ordering something, asking a question, etc. Then show them the results of your letter.

Homework

Try playing "Beat the Clock" with your child during homework time. Look over the assignment and figure out about how long it should take to complete it. Allow a little extra time and set a timer for that many minutes. No prizes are needed. There is great satisfaction in getting the work done on time.
Teach your child to use the formula "SQ3R" when doing any homework assignment. The letters stand for a proven five-step process that makes study time more efficient and effective: Survey, Question, Read, Restate, Review.
Here are five tips to make homework time easier-for you and your child: 1. Have a regular place for your child to do homework. Use a desk or table in a quiet room. Be sure there's plenty of light. 2. Find a regular time for homework. You may want to make a rule, "No television until homework is finished." 3. During homework time, turn off the TV and radio. 4. Help your child plan how she'll use her time. 5. Set a good example. While your child is doing homework, spend some time reading or working yourself. Then when homework is done, you can both talk about how much you've accomplished.
Nitty gritty homework tips: Do the most difficult homework first. Save "easy" subjects for when you're tired. Do the most important assignments first. If time runs short, the priorities will be finished. Do what's required first. Finish the optional assignments later-even if they're more fun.
Look over your child's homework everyday. Start at an early age and keep it up as long as you can. Praise good work. Your interest will encourage good work.
Try having your child teach you the homework. The teacher always learns more than the student.

—This information was prepared by Dr. John H. Wherry, President, The Parent Institute, P.O. Box 7474, Fairfax Station, VA 22039-7474, 1-800-756-5525. The Parent Institute publishes parent involvement materials for schools, including the Educators' Notebook on Family Involvement newsletter for staff, the Parents make the difference!, Parents STILL make the difference!, Helping Children Learn, Helping Students Learn, Building Readers and Firm, Fair & Consistent newsletters for schools to distribute to parents, as well as informative booklets, pamphlets and videotapes for schools to distribute to parents. Permission is granted for noncommercial professional reproduction of this summary if this credit message is included

68 Parent Involvement Ideas That Really Work

Know THE SECRET to getting parents to attend meetings at school—make sure they know they're genuinely invited.
Establish a friendly contact with parents early in the year, "In Time of Peace."
Insist that teachers not wait until its too late to tell parents about potentially serious problems. Early contact helps.
Ask teachers to make at least two positive phone calls to parents each week. Add a phone line or two if needed. Parent communication is a cost-effective investment.
Remember the 3 "F"s for success—Food, Families, Fun.
Focus on the strengths of families-they know their children better than anyone else. Find ways to get that information to teachers, other school staff.
Learn how to deal with angry parents—separate the parent from the argument he is making. Use active listening. Don't get angry. Look for areas of agreement, "We both want your child to do well." Find a win-win solution. If you're not sure about a parent suggestion say, "I'll certainly keep that in mind." If necessary, devise a temporary solution.
Provide a brief parent newsletter. One sheet of paper is best.
Remember "30-3-30" in writing school newsletters. Eighty percent of people will spend just 30 seconds reading it. Nineteen percent will spend three minutes. One percent will spend 30 minutes (your mother).
Remember the dollar bill rule for newsletters. A dollar bill placed anywhere, at any angle, on any page should touch some element of graphic interest-headline, box, screen, bullets , bold type, picture—or it's too dull for most people to read.
Develop written policies encouraging parent involvement. If it's not in policy, the message is we don't care much about it.
Write for parents at 4th to 6th grade level. Use a computer to check the reading level.
Know why parents say they are not involved: 1) Don't have time, 2) Don't know what to do, 3) Don't know it is important, 4) Don't speak English.
Take heart from the "one-third rule." Research says if you can get one-third of a school's parents involved, you can begin to make significant improvement in student achievement.
Be aware that teachers are more reluctant to contact parents than vice versa. Solution: get parents and teachers together—just as people—in comfortable social situations.
Stress two-way communication between schools and parents. "One-way" isn't communication.
Conduct school surveys to reveal family attitudes about your school.
Use "key communicators" to control the rumor mill. Keep those to whom others turn for school information well informed, especially the three "B"s—barbers, bartenders & beauty shop operators.
Use simple evaluation forms to get parent feedback on every meeting or event. If we ask, they will tell us what they want.
Try "quick notes" home—notes the day something happens. A parent helps the child with a spelling test and the child does better. Shoot an immediate note home to say, "It's working!"
Take parents' pictures. Tell them in advance that pictures will be taken with their child, and prepare for a crowd.
Encourage teachers to assign homework that requires talking with someone at home.
Ask teachers what they would like to tell parents if they had the chance—and ask parents what they would like to tell teachers. Then exchange the information! Great program.
Put up a "Welcome" sign in every language spoken by students and parents at your school—get parents to help get the words right.
Have handy a ready reference list of helpful materials parents might use to help them cope with student problems. Better yet have a lending library.
Set up a parent center in your school stocked with resources to help (and lend to) parents.
Offer parenting classes—with videos and lots of handouts.
Know the facts about the changing structure of the family—and consider how schools can cope to best help children.
Consider an inservice program for staff on facts about single-parent families—it can be a real eye-opener.
Breakfast sessions at school draw busy parents like crazy.
Be very careful to monitor how your school telephone is answered. Phone impressions are lasting ones!
Provide "Go to the Office" slips for teachers to give students who do something good. Student takes slip to principal who compliments child, writes note to parents on the slip (or calls parents), sends it home.
Be aware that parents are looking for a school where their children are likely to succeed—more than a school with the highest test scores. Show parents that you care.
Send a school bus filled with staff around the school neighborhood to meet and welcome students and parents just before school starts.
Solicit parent volunteers at the Kindergarten Registration Day program. Make it easy to sign up when parents are most enthusiastic.
Don't make judgments about parents' lack of interest in their children's education. You'll probably be wrong. "Walk a mile in their shoes" and understand that what looks like apathy may be exhaustion.
Try day-long parent academies with short repeated workshops on topics such as building self-esteem, language development, motivating children, encouraging reading, discipline, talking with kids about sex, dealing with divorce, etc. Test weekdays vs. weekends.
Provide training and lots of school information for parent volunteers. They are powerful goodwill ambassadors.
Invite parents to fill out interview forms detailing child's special qualities—interests, abilities, accomplishments. Teachers can use information to write story about child to read at school program, post on bulletin board.
Investigate "voice mail" systems to keep parents up-to-date on homework, school activities.
Find ways to provide positive reinforcement to parents. Everyone responds well to recognition.
Involve parents in goal-setting for their children. It promotes working as a team.
Use research findings that one of the best ways to get parents involved is to simply ask them, and also tell them what you'd like them to do.
Give parents specific suggestions about how they can help their children. Many just need to know things like: "Read aloud every day." "Turn the TV off during homework time."
Try a short student-written newsletter for parents about what students have been learning. (You still need your own parent newsletter. You cannot fulfill your obligation to communicate by delegating the job to students.)
Help parents understand why excessive TV hurts children—TV robs them of needed play, exercise, reading practice, study time, dulls critical thinking, encourages obesity through snacking.
Understand the diversity of single parent families. Living with one parent can be wonderful for some children, destructive for others
Offer school sponsored sessions on single parenting.
Help parents understand that student effort is the most important key to school success, not just ability.
Encouraging (and assisting) parents to network among themselves to solve common problems builds parent support.
Provide some parent education classes at the workplace. Convenience works for 7-11 stores and it also works for schools.
Try providing "Good News Postcards" for teachers to write short positive note about students and mail them home. One thousand postcards cost less than $200 to mail.
Ask parents' help in developing questions for a school "audit" to see if your school is family friendly.
Invite parents to a program about helping children do well on homework and eliminating things that distract them. Most have never had such information.
Ask parents to fill out a "Contact Sheet" listing home and work addresses and phone numbers—and the best times to be contacted in either place.
Have children write personal notes to their parents on school papers, surveys, invitations to school programs, etc. Watch parent response rates soar!
Help all school staff understand the central role they play in building parent attitudes, support and involvement—secretary, custodian, food service staff, bus driver, librarian, aides, everyone
Try sending home "Resource Bags" filled with games, videos, reading materials and instructions on specific activities parents can do with children at home. They're very popular.
Having problems getting parents involved with a child who's having discipline or other problems? Try videotaping class sessions. Showing the "candid camera" tape to parents and children works wonders.
Make sure all staff know the top things parents report they want to know about school: 1) How they can be involved with their child's education, 2) How they can spend more time at school, 3) How to talk to teachers, other school staff, 4) How to help their child at home.
Try holding "non-academic" social events to draw parents to school to see students' work.
Try an evening Curriculum Fair to give parents a better understanding of what's being taught.
Try a "Family Math Night" to inform parents about the math curriculum through math games.
Try "refrigerator notes." Ask students to "Take this note home and put it in the refrigerator." That gets attention!
Know that parents are also looking to schools for help in dealing with non-academic problems (child care, raising adolescents, advice on drugs, sexual activity). Providing help can build parent support.
Understand one key reason for parent non-involvement: Lack of information. One memo won't do. Try letters & notes & signs & calls & newspaper & radio & TV. Repetition works & works & works.
Transition Nights (or days, or afternoons) for parents and students getting ready to go to a new school help answer questions, relieve anxieties, build involvement and support.
Want to get parents out for school meetings? Make children welcome by offering child care.

—This information was prepared by Dr. John H. Wherry, President, The Parent Institute, P.O. Box 7474, Fairfax Station, VA 22039-7474, 1-800-756-5525. The Parent Institute publishes parent involvement materials for schools, including the Educators' Notebook on Family Involvement newsletter for staff, the Parents make the difference!, Parents STILL make the difference!, Helping Children Learn, Helping Students Learn and Building Readers newsletters newsletters for schools to distribute to parents, as well as informative booklets, pamphlets and videotapes for schools to distribute to parents. Permission is granted for noncommercial professional reproduction of this summary if this credit message is included

10 Things Any School Can Do to Build Parent Involvement . . . Plus Five Great Ways to Fail! Presentation by John H. Wherry, President of The Parent Institute

10 Things Any School Can Do o Build Parent Involvement

Help parents understand why they are so important to their children's school success. Point out to parents how much time children spend at home vs. at school (birth to H.S. graduation 15% at school, 85% home & other). Remind parents that they are their children's first & most influential teachers-and that education training is unnecessary. Remind parents how well children mimic them, even when parents don't want them to. Help parents understand how to model the behaviors they want. Discuss in parent meetings, newsletters: How soon children start learning. How children copy parents. How parents can set an example. How to make use of "bits and pieces" of time with children. Why parents really are children's first & most influential teachers
Give parents specific things they can do to help their children. Parents say they don't know what to do. Parents say they don't have time. Specific suggestions help. Practical Strategies: Class by class, or schoolwide, decide on 3 to 5 specific things you would like parents to do at home: 1) Read to your child every day. 2) Ask about school work every day. 3) Tell your child 'I love you' every day. 4) Talk with your child and listen to what she has to say every day. Be Specific With Parents. Provide specific ideas in many ways: Tell parents face to face. Give them handouts. Show them videos. Demonstrate ideas at meetings. Parents have as many learning styles as their children. When we specifically target what we want, we often get it!
Work to win parents' endorsement of your school's educational program. Parents and educators are often different-and always will be. We share a common interest in the well-being of the children. We should respect parents' expertise. We can build respect for school expertise. Win Parents' Endorsement: Parents and schools each bring unique strengths to the education of children. We are a TEAM. We each have strengths, weaknesses-neither of us can do the job alone. Respect must be the basis of our relationship. Practical Strategies: Discuss each other's strengths at parent and staff meetings. Discuss how we can support each other. Share your school's educational goals-and how you plan to accomplish them.
Give parents the specific information they want. Do you know parents' top concerns? How can you find out? How can you stay up to date? Here are the results of over 100 opinion polls What is being taught? How is it being taught? How are school funds spent? How are school policies formed? How would parents at your school rank these topics? Discipline Peer pressure Motivation Self-esteem Inclusion ADD & ADHD
Know how to get parents to READ what you send home. One sheet of paper is best. Use 4th to 6th grade reading level. Know the 30-3-30 Rule: 80% of the people will spend just 30 seconds reading what you send home; 19% will spend just 3 minutes; 1% will spend 30 minutes. Use the dollar bill test: A dollar bill, placed any direction, should touch some graphic element-such as: a bullet, rule, picture, screen, boldface type, underline, different color, etc. Practical Strategies: Learn what parents want to know. Provide it very briefly. Provide it frequently. Remember-you are not talking to an audience, but a parade!
Provide staff training and support for parent involvement. Most educators have had no such training. Many fear parents and avoid them. Training and support build understanding-which overcomes fear. Staff Training and Support: Share research findings. Jointly develop ideas the whole school can implement. Jointly develop ideas individual staff members can implement. Provide a steady drip of parent involvement information. Spotlight successful staff practice. Provide non-threatening social activities so staff can meet parents. More Strategies: Ask staff with successful experience to talk with others. Invite speakers to staff meetings. Hold school workshops. Make telephones and note cards available to staff.
Provide training and support for parents. Most parents have had no involvement training Many fear educators and avoid them. Training and support build understanding-which overcomes fear. Share research findings-parents are interested, too. Help parents share ideas with each other (network). Jointly develop a list of important topics. Provide non-threatening social activities so parents and staff can meet. Stress the importance of what parents do every day at home.
Recognize and Reward Exemplary Parent Involvement Practice. Most parents and staff are starved for recognition and encouragement. A little makes a big difference! Recognize Exemplary Practice of Staff: The most parent phone calls. The most home visits. The most notes to parents. The best idea to involve parents. The most parent visits to class. The most parent group members. Recognize Exemplary Practice of Parents: The most books read aloud. The most improved grades. The most class visits. The most help to teachers. The best idea to help their child. The most help to your parent group.
Ensure Your Success by Making a Plan Specifically, how will you get staff involved? Specifically, what will you ask parents to do? We Must Have a Plan Having a plan does not guarantee success. Not having a plan does guarantee failure!
Adapt Ideas That Have Worked for Others. Why try to reinvent the wheel? There are lots of proven ideas ready for you to use: Remember the 3 Fs for success: 1) Food, 2) Families, 3) Fun. Establish a friendly contact early in the year-In Time of Peace! Remember to stress Two-Way communication.

Five Great Ways to Fail!

Think of yourself as the main parent involvement person at your school. School Survey Results: "Can you give me the names of any people you know who work up at school?" 10 School Secretary, 2) Custodian, 3) Food Service/Bus Driver, 4) A Veteran Teacher, 5) A Music Teacher, 6) Nurse/Coach 7) The Principal.
Think of parent involvement as something that only happens when parents are in your school building. By Far, the Most Important Involvement Happens at Home! Reading to children. Being seen reading. Setting an example (for better or worse). Showing interest in school work. And MUCH more!
Try to build positive attitudes among parents by just using newsletters, memos, newspaper articles, TV, other mass media. Mass Media is Best for Providing Information. All mass media-radio, TV, signs, bumper stickers-can do is reinforce attitudes that already exist! Use Face-to-Face Contact for Creating and Changing Attitudes: Conferences. Workshops. Home Visits. Class Visits. Open House. Even Phone Calls.
Keep on thinking that children from 'broken' or 'disadvantaged' homes do not have the benefit of parent involvement. The 'Extended Family' These Children Often Have is Amazing. Mother/Father, Grandparents, Neighbors, Sisters, Aunts, Uncles, Friends. We Need to Enlist Their Support! Children often have many people who can and will help if we will invite them to get involved-and help them know what to do.
Write parents off as apathetic & uninterested after you repeatedly provide programs for them and invite them to come to school, but they don't show up! The Vast Majority of Parents Want to Help Their Children. We need to: 'Walk a Mile' in their shoes. Respect what they now do to help their children. Issue 'genuine invitations.'

In Conclusion . . . Getting parents involved in their children's education is not just a 'nice idea' We can't DO OUR JOB without parents' help! We Know How to Make Parent Involvement Work: In ANY school . . . With very LITTLE MONEY . . . Using PROVEN, TESTED IDEAS. The fact is . . . A New Day is Dawning! It is the day of parent involvement. It will help every child, in every school, everywhere . . . and we are exactly the ones who can make it happen!

-- This information was prepared by Dr. John H. Wherry, President, The Parent Institute, P.O. Box 7474, Fairfax Station, VA 22039-7474, 1-800-756-5525. The Parent Institute publishes parent involvement materials for schools, including the Educators' Notebook on Family Involvement newsletter for staff, the Parents make the difference!, Parents STILL make the difference!, Helping Children Learn, Helping Students Learn and Building Readers newsletters newsletters for schools to distribute to parents, as well as informative booklets, pamphlets and videotapes for schools to distribute to parents. Permission is granted for noncommercial professional reproduction of this summary if this credit message is included.

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