The assignment that was the most engaging was the Five Pillars. The pillar that resonated with me was the second pillar. The second pillar consists of public interaction, and how the community benefits others in time of need. The main element for the community is to have a clear image on how you want to give back to the community (Hargreaves, and Fullan 2009). This is important because when the community gives back to our schools, it sets a good foundation for nurturing students. The community needs to be held accountable because our schools need guidance, reassurance, and a prosperous action plan for change. Educators need to know that the community cares, and needa to seek a positive outlook for our students. For example, I think that it …show more content…
There was a program called Homeless Education Support it helps prekindergarten through twelve grade students find shelter, and additional resources. The main goal is to eliminate obstacles that stands in a student’s way of attending school. The program is opened through out the year, and is open to students who attend the district. Counselors can connect with students, and families help supply health and social resources so they can connect with society. This is such an informative program to have because the community is giving back to a students’ family in need. It also creates collaboration, and communication. This is important because students’ will know what program benefits their education, and how important it is for our families, and counselors to bond with one another. This makes families choose a positive alternative …show more content…
In the article by, Schwartz (n.d.) there are five strategies for increasing parental involvement. They are incentives that will motivate parents to come to their children’s’ school. The first strategy is to distribute newsletters, or email bulletins. This increases parents’ to become active in their children’s’ education. This allows parents to know about what their child is studying in the classroom. This notifies parents of upcoming assessments, long term projects, and special events. The second strategy is keep parents aware of their children’s’ progress. The parents need to sign their children’s tests, and assignments. The teacher will also send a progress report concerning how their child is doing in a certain subject. The third strategy, is to create a website for parents to view throughout the current month. This lets parents know what activities are going on in school, and how they stay active in their children’s education. The fourth strategy is to have parents come into the classroom. The teacher will discuss with parents that they can share a hobby, such as, photography or cooking. Parents can come in, and speak about their career that relates to the topic the students are studying in the classroom. The fourth strategy is encourage parents to attend parent teacher conferences. The teacher needs to demonstrate the “sandwich affect” that is discuss positive aspects of their
National Center for Homeless Education. (2013, October). Education for Homeless Children and Youths Program. Greensboro: U.S Department of Education. Retrieved from http://www2.ed.gov/programs/homeless/data-comp-0910-1112.pdf
David is a ten year old boy who is homeless. He is afraid to make friends because he does not anticipate attending his current school for long. He is often cold and hungry and lacks a place to prepare food or even use the restroom after school hours. Teachers may not be aware they have David’s in their classroom’s every day. School leaders need to provide tools, training, and resources so homeless students are provided stability, security and the opportunity to grow.
...ealth screenings and appropriate referrals should be given priority. Quality educational programs, with extra tutoring should be made available to homeless children and parent outreach is essential. Recreational and afterschool care are need for homeless children to have a safe and caring environment to stay when parents must work. It is the goal to help client’s cope with and overcome issues related to childhood homelessness and how to prevent at risk clients from becoming homeless
”Kids are more successful when their parents are heavily involved in their lives,” a mother concerned about the school rules for parent involvement wrote in a letter to Superintendent Greg Cuttemloose of Hardy Knox Union School District. Parent involvement in schools is positive to the extent that the child is encouraged and they can get help with their homework when they need it. If the child is neglected without any influence that they need from their parents, they would think that there is no use to studying and getting good grades. The letter from a ”Concerned Mother” and the article, ”In Defense of Helicopter Parents” by Lisa Belkin from the New York Times, show evidence of the support of parents being beneficial to a child. The influence
Imagine a young child growing up, learning, and trying to further his or her life to obtain success in the future. For an “everyday” child this can be challenging, however “everyday” obstacles can be overcome. For thousands of children in the United States, this dream is almost impossible to achieve. These children are a part of the homeless population that is spread throughout the United States. Many times these individuals try to hide this major secret from the rest of the world, but homelessness is very prevalent among these youths today. Various problems occur in these peoples’ lives that others could not even begin to understand. Homelessness affects children in every stage of life physically, mentally, and emotionally.
Homeless families with children represent the fastest growing segment of the homeless population; in fact, they constitute about 40 percent of all people who are homeless (Stronge 7). In addition, the most recent estimate of homeless children and youngsters by the United States Department of Education is 744,000 (Stronge 7). These statistics are indeed quite frightening, and they go to show that children constitute a large part of the homeless dilemma. The part of that dilemma that seems most taxing is that of educating such homeless children. How can these kids become active members of society if they are unable to receive a proper public education, the same education that is provided for so many other kids under the Constitution? There are major problems with the way we are handling the education of our homeless youth today, and if we do not address them, we cannot expect the status of homelessness in general to improve any because we will not be attacking the source. If we improve education, then homeless children will grow up to break the cycle of homelessness in their family. That is the key, and the way to do that is to start intervening early. Other methods such as increasing awareness of the homeless situation in the schools, supporting parental involvement, and extending federal aid are also needed, but without early intervention, nothing else will follow.
With the number of homeless students on the rise, schools encounter new educational challenges that include: establishing and maintaining enrollment procedures that would not discourage school attendance; lack of teacher-training/awareness in the special needs of homeless children; the non-existence of a school transfer system for homeless children that would be least destructive to a child's education, while all the time not overlooking the basic needs of food, clothing, shelter, security and medical care that homeless families with children require immediately.
Students affected by homelessness are rising at an epidemic rate. There is an upward trend of students who are classified by their school district and the U.S. Department of Housing and Urban Development between 2004-05 and 2013-14 school year, “In school year 2013-14 there were 1.4 million students who were homeless at the beginning of the year...this is more than twice as many as in school year 2004-05 (590,000)” (Child Trends, 2015, p.3). This trend directly increases the number of students impacted with the homeless experience. As of the 2014-15 school year, state educational agencies (SEAs) reported 1,263,323 children experiencing homelessness, compared to 1,219,818 during the 2012-13 school year (National Center for Homeless Education,
There are over 1.7 million homeless children in the United States. The causes for youth homelessness can be children that age out of foster care, runaways, being kicked out of their home, and trauma in the family. My proposal plan to help this population was a housing transitional program for homeless youth in Orange County. The program would help homeless youth from the ages of 16-21 find a job and stable housing. The homeless youth would attend workshops to help them find a job before securing permanent housing. The workshops would help the youth with their resumes, cover letters, and job applications. After obtaining a job, the youth would have to provide proof to the program director with pay check stubs. The next step was helping the homeless
According to www.childtrends.org, “1.4 million student were homeless at the start of the 2013-2014 school year.” While this is more than twice as many as in school year 2004-05 (590,000), some of this increase may be due to improved reporting, as only 65 percent of school districts reported data in that year (compared to 99 percent in 2013-14) (www.childtrends.org). However, there is good reason to believe that at least some of the increase reflects real growth in this population; in school year 2007-08, with 91 percent of school districts reporting, there were only 795,000 students who were homeless. In school year 2013-14, the majority (75 percent) of homeless students were “doubling up” with other families. One-seventh (15 percent) were staying in shelters, six percent were in hotels or motels, and three percent were “unsheltered,” meaning that they were living outside, in abandoned buildings, in cars, or in other places not meant for human habitation. Sheltered homeless children are disproportionately young (www.childtrends.org). In 2013, fully 10 percent of homeless children who spent time in shelters were under the age of one, 39 percent between one and five, 33 percent between six and twelve, and 18 percent between 13 and 17. Among unaccompanied youth, as one would expect, a large majority (87 percent) were between the ages of 13 and 17. However, seven percent were between the ages of
Howard, Barbara J. “Do What You Can for a Homeless Child.” Pediatric News June 2008: 16. Academic OneFile. Web. 23 Oct. 2013.
Although there are many obstacles and challenges that homeless children face, it is not impossible to overcome them. The child themselves can choose to prosper in the environment by working hard and putting effort towards their future. They have to learn to identify what will help them reach their goals and what will hold them back. Their upbringing can influence them to stay away from the drugs, alcohol, and violence. They have the opportunity to reach out to organizations such as NAEHCY for help and assistance. With today’s laws, they are able to get a free education from public schools; providing them with the education they need to at least get a decent job. All though it may be difficult to go through all the problems that are presented in their lives, homeless youth are able to overcome the hardships with the right attitude, assistance, and dedication.
Surveys will ask parents, teacher and students about school engagement and how they foresee their role/behavior to affect parental engagement. Students attendance, grades, behavior records will be used to see if there is a pattern of academic success and parental involvement, as well as teacher perception having an effect. Interviews will be conducted to help find a pattern on what parents, students, and teachers/school staff see as an obstacle or a welcoming for parents. Interviews with parents will collect data on what factors attribute to parent disengagement and what can teachers and school staff do to make them feel welcome and engage in their child’s
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).
In the reading it brings up how most parents are only contacted by the school when it is something bad. This is not how it should be. Teachers should be sending home good news notes to the parents praising the students for their hard work in the class. Schools also need to be welcoming to the families and provide workshops to assist in the parent’s knowledge to allow them to help their children with their schoolwork. Having the parents involved and aware of the things that are going on in the classroom and the school are great ways to build that relationship and to enhance the student’s academic achievement and