Search

Available in English or Spanish, this resource guide aims to help rural schools and communities learn ways of supporting each other so that both can thrive. Background information and basic tools are provided for starting a joint school-community development effort. Chapters contain: (1) outline of the guide and statement of beliefs about effective school-community development projects; (2) reasons why such efforts are worthwhile, and checklists of rural school and community needs and issues; (3) characteristics of schools and communities that are ready for change, and worksheets for informal assessment of support and resistance for a school-community development project; (4) core concepts and steps in the collaborative action team process; (5) reclaiming the school's role as community center through after-school programs, community education, and integrated services for students and families; (6) using the community as curriculum through service learning projects; (7) work-based learning, including entrepreneurial education and school-based enterprises; (8) concerns related to student safety, liability, school security, on-site supervision, transportation, child labor laws, and confidentiality; and (9) resource publications and organizations providing technical assistance or information. (SV)

In 1999, the Southern Educational Development Laboratory (SEDL) interviewed leaders from Hispanic, African American, Native American, and Asian communities in Arkansas and Oklahoma to understand what keeps parents and others from participating in community forums. After conducting more than fifty interviews, SEDL developed seven steps to help educators, civic leaders, parents, and community members involve more parents and community members from different socioeconomic and minority backgrounds in conversations about improving public schools. The seven steps, outlined in English and Spanish, are: (1) know your community; (2) identify the issues; (3) designate facilitators; (4) train facilitators; (5) recruit participants; (6) locate a meeting site and handle logistics; and (7) follow up with participants. (SLD)

This handbook, in English and Spanish, is designed for educators who want to develop meaningful parent and community involvement in public education in culturally and linguistically diverse communities. The advice of leaders of Hispanic, African American, Native American, and Asian communities is incorporated into five strategies to help develop parent participation: (1) know the community and identify leaders and education issues about which the community cares; (2) get smart about communicating with parents and community members; (3) provide extra help for school staff and parents; (4) bridge the gap between families, communities, and schools through welcoming and liaison efforts; and (5) evaluate public engagement efforts regularly. An annotated list of eight resources and a list of seven other organizations are included. (SLD)

This guide is intended for superintendents and central office staff in small, rural school districts who are considering ways of using technology in the classroom. It provides information about why technology is worth the trouble and what it can accomplish, lays out the basic issues and tasks involved in integrating technology into classroom instruction, and points to other necessary resources. Sections of this guide cover: (1) the benefits of computers, the Internet, and other technology for students and teachers; (2) the minimum that an administrator should know about technology; (3) where to start with regard to building interest and support and initiating a formal planning process for technology integration; (4) development of a technology plan (establishing a planning committee, forming an instructional vision, auditing current resources); (5) components of a good technology plan; (6) covering technology costs and finding new funds; (7) ongoing staff development and training; (8) assuring equitable technology access for students and teachers; (9) how to get troubleshooting help; (10) how to keep systems up-to-date; and (11) the most common pitfalls in technology planning and use and how to avoid them. Sections contain references and additional resources, many of which are available on the World Wide Web. (SV)

One of a series of documents produced by a nationwide network of early childhood education specialists, teachers, parents, and Head Start staff, the document presents a packet of over 52 home activities in both Spanish and English. Designed for teachers and parents of kindergarteners, the packet was intended to help teachers facilitate the parent's role as primary educators of their children. The unit is arranged into 7 parts, with activities focusing on reading readiness, self-help skills, health and safety, self-concept, cooking, literature, and places to visit. Accompanying student worksheets, cut-out patterns, and games center around an October theme. (LH)

Part of the Home Secrets Program for children in Head Start preschool programs and the first four elementary grades, this packet of 18 teacher-developed activity sheets is intended for use at home by parents and their first-graders. Activities include color and shape games, cut/trace/paste activities, word games, stories, writing, health activities, math activities, and others. Each activity is designed to be 10 to 15 minutes in duration. (RH)