Why Parent Partnerships?
According to the California Department of Education's Family Engagement Framework "Family engagement is one of the single most important factors in helping students succeed in school". The principles of the Family Engagement Framework are coordinated with seven Program Dimensions:
I. Involvement.
Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs.
II. Governance and Administration.
Policies, plans, and administration of categorical programs meet statutory requirements.
III. Funding.
Allocation and use of funds meet statutory requirements for allowable expenditures.
IV.Standards, Assessment, and Accountability.
Categorical programs meet state standards, are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program.
V. Staffing and Professional Development.
Staff members are recruited, trained, assigned, and assisted to ensure the program’s effectiveness.
VI. Opportunity and Equal Educational Access.
Participants have equitable access to all programs the local educational agency (LEA) provides, as required by law.
VII.Teaching and Learning.
Participants receive core and categorical program services that meet their assessed needs.
A 2002 report by the Southwest Educational Development Laboratory, which synthesized research on parental involvement over the last decade, found that “regardless of family income or background, students with involved parents are more likely to:
Through their engagement, Spark families will help create a school culture that values the contributions of each of its members, where all help one another, and where the entire community is committed to the welfare of all of the children in their care*.
I. Involvement.
Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs.
II. Governance and Administration.
Policies, plans, and administration of categorical programs meet statutory requirements.
III. Funding.
Allocation and use of funds meet statutory requirements for allowable expenditures.
IV.Standards, Assessment, and Accountability.
Categorical programs meet state standards, are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program.
V. Staffing and Professional Development.
Staff members are recruited, trained, assigned, and assisted to ensure the program’s effectiveness.
VI. Opportunity and Equal Educational Access.
Participants have equitable access to all programs the local educational agency (LEA) provides, as required by law.
VII.Teaching and Learning.
Participants receive core and categorical program services that meet their assessed needs.
A 2002 report by the Southwest Educational Development Laboratory, which synthesized research on parental involvement over the last decade, found that “regardless of family income or background, students with involved parents are more likely to:
- Earn higher grades and test scores and enroll in higher-level programs
- Be promoted, pass their classes and earn credits
- Attend school regularly
- Have better social skills, show improved behavior, and adapt well to school
- Graduate and go on to secondary education (1)
Through their engagement, Spark families will help create a school culture that values the contributions of each of its members, where all help one another, and where the entire community is committed to the welfare of all of the children in their care*.
How can Spark families contribute?
In order for Spark students to thrive in a developmentally-based, small group learning environment, consistent parent partnerships are essential. Spark encourages various ways to build partnerships such as:
- Volunteer in your child's classroom
- Serve on a school-wide committee such as fundraising, school and curriculum events, pickup and drop off
- Participate in field trips
- Become a FAB (Fine Art Blocks) leader
- Participate in the English Learners committee
- Participate in the school's LCAP committee (Local Control Accountability Plan) to help identify the school's annual goals
- Attend parent training, parent association (PTA) meetings, and in Board meetings
- Participate in Campus Work Days
- Get involved in the parent association or in school governance
Does it have to be a parent that volunteers?
No, anyone designated by a student's family to act as a volunteer on behalf of that student may participate, as long as they submit to the fingerprinting, background check, and TB test required of all on-campus volunteers. This may include a grandparent, adult sibling, aunt or uncle, or even a close family friend.
What if English is my second language?
Spark Charter firmly believes that EVERY parent has something valuable to offer Spark students. Can you help with foreign language instruction? Organize an event to share your native culture? Tutor an EL student? Are you a good cook? Do you love helping kids with art projects or crafts? Gardening? Carpentry? Music? Dance? PE? The possibilities are endless, and the benefits to students are immense when they are exposed to a vast array of skills, knowledge, and culture. Not only does Spark wish to attain a high level of diversity on its campus, but delivery of its mission fully depends on it.
*By law, no public school (district or charter) can require parent participation. Parent participation at Spark is not a requirement for application, and no child will be denied enrollment because parents have not participated.
(1) A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement, Henderson and Mapp, Southwest Educational Development Laboratory, 2002.