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Answer is based on chapter 11. Think about 4 areas you currently offer parents the chance to become involved. For each of these 4 areas, consider the 3 levels discussed in chapter 11. What level of involvement are each of these examples? Are they at a minimal level or higher? If all 4 examples are at a minimal level, can you think of ways that you could increase at least one to a higher level? Chapter 11 is attached and reference (Scully, P., A. (2019). Families, schools and communities: Building partnerships for education.)

Answer is based on chapter 11. For your reflection/discussion this week, share three examples from your program/classroom that shows parent involvement at each of the three levels defined in chapter 11. Be specific. Chapter 11 is attached and reference (Scully, P., A. (2019). Families, schools and communities: Building partnerships for education.)

Sample Paper For Above instruction

Building strong partnerships between families, schools, and communities is vital for fostering student success and creating a supportive educational environment. Chapter 11 of Scully's (2019) work emphasizes the importance of various levels of parental involvement and provides a framework for understanding how schools can engage families effectively. In this essay, I will identify four areas in my educational setting where parents are encouraged to participate, analyze these involvement opportunities based on the three levels discussed in chapter 11, and propose ways to elevate minimal involvement to a more meaningful engagement.

Four Areas of Parental Involvement

The first area involves parents volunteering within the classroom. This includes helping during activities, supervising students during outings, or assisting with classroom resources. The second area pertains to parents attending regular school meetings such as parent-teacher conferences and curriculum nights. The third area is参与到家庭作业监督或家庭学习计划制定中，通过支持家庭学习环境。最后，学校提供的家长委员会或家校合作组织，允许家长就学校政策和活动发表意见。

Analysis of Involvement Levels

According to Scully (2019), the three levels of parental involvement include minimal, collaborative, and partnership levels. The first area of volunteering is generally at a minimal level, as parents may assist occasionally but have limited influence over curriculum or school policy. Attending meetings might also fall within this minimal involvement; parents participate in discussions but often do not engage in decision-making. Assisting with homework and family learning could range from minimal to collaborative, depending on the extent of parent engagement and support. Participation in parent organizations, however, can be a collaborative or even partnership level if parents are involved in decision-making and school initiatives.

Strategies to Increase Engagement

To elevate parental involvement from a minimal to a collaborative or partnership level, schools can implement several strategies. For instance, establishing structured volunteering programs that give parents meaningful roles in curriculum planning or school governance can deepen their involvement. Offering parent leadership training and inviting parents to participate in decision-making committees can transform their role from passive participants to active partners. Furthermore, creating ongoing communication channels through digital platforms can keep parents informed and engaged, fostering a sense of collaboration and shared responsibility.

Examples from My Program/Classroom

In my context, one example of parental involvement at the minimal level is parents attending annual school events, which often serves to maintain a connection but offers limited influence on the educational process. A second example is parents providing feedback via surveys for school programs, which is slightly more engaged but still maintains a passive role. A third example involves parents volunteering to chaperone field trips, an activity that requires effort but typically does not involve strategic input or decision-making, thus at a minimal level. A fourth example is parents participating in a classroom read-aloud program, which fosters engagement but remains largely supportive and non-decisive. To increase involvement at least one of these areas, the school could involve parents in planning these events or integrating their feedback into school policies, thus moving toward a collaborative level of involvement.

Conclusion

Effective parental involvement is essential for fostering positive educational outcomes. Recognizing the current level of parent engagement allows educators to develop targeted strategies to deepen involvement, moving from minimal participation toward partnership. By actively involving parents in decision-making and providing meaningful roles within the school community, educators can build stronger home-school partnerships that benefit students, families, and the broader educational community.

References

• Scully, P. A. (2019). Families, schools and communities: Building partnerships for education. Upper Saddle River, NJ: Person Education.