Families & Schools
Families are critical to students' success in school. The following articles discuss the importance of teachers and parents working together on behalf of kids. If you're a parent, you may also be interested in what you can do at home — these articles can be found in the Parent Tips section.
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Engaging Family and Community in Afterschool and Summer Programs
Community and family support can emphasize (or deemphasize) the importance of reading and writing, build confidence, influence young people's literacy habits, and encourage youth to seek out ways to engage in literate activities. This article offers strategies to develop community engagement.
Top Tips for Engaging Dads
The U.K.'s National Literacy Trust offers ideas that schools and nonprofit organizations can implement to get fathers involved in their children's reading.
Understanding the Special Education Process
This checklist prepared by the PACER Center will help parents prepare for and get he most out of Individualized Education Plan (IEP) meetings with the school staff.
Building Trust with Schools and Diverse Families
While increased family involvement is linked to improves student performance, it is not always fully understood and examined within schools. Different types of involvement may include parenting, communicating with schools, volunteering at schools, supporting learning at home, participating in school governance and decision-making, and taking part in school-community collaborations. In order to encourage and foster this comprehensive involvement with all families, school administrators and teachers must develop mutual trust, consider the different cultural attitudes some families may have towards schooling, and be diligent in reaching out.
How Parents Can Be Advocates for Their Children
As your child's best advocate, you are in a unique position to identify and implement positive changes. This article gives advice on how to be effective. You should know the rules, keep records, gather information, and communicate effectively.
