In the past, school districts had 'parental involvement funds' set aside specifically to help fund support for parental involvement. I believe these funds were state mandated and state provided. At Madison Elementary, part of those funds paid for training for parent volunteers who wished to become Junior Great Books leaders. Use of the funds was a building decision. Is there still such an allocation? How are other buildings using these funds.
Terri Hyle
From: "Craig Brooks" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Subject: Re: [Winona] School Board's Financial Support of DARE Date: Thu, 28 Aug 2003 05:11:55 -0500
Perhaps financial support of parental involvement in schools would be a good investment. I understand there is quite a bit of research evidence that shows a high correlation between parental involvement in schools and student achievement / success. I know this may sound like gong back to the Paul Bianchi discussion. That isn't my intent. Parental involvement isn't just PTA. It would take training and staff time committed to it. But, it is an evidenced based practice -- as compared to feel good programs like DARE and others that are evaluated based on how people feel about them rather than on whether there are any concrete results. By the way -- I think that DARE may very well have some good results but it is not in the reduction of drug and alcohol use among participants during their school years. If there are concrete positive results, the challenge is to find them. Hey -- one for DARE might just be improving parental support and involvement in schools. I wonder if anyone ever studied that aspect.
Craig Brooks
----- Original Message ----- From: "terri hyle" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]>; <[EMAIL PROTECTED]>; <[EMAIL PROTECTED]> Sent: Wednesday, August 27, 2003 9:28 AM Subject: Re: [Winona] School Board's Financial Support of DARE
> [Winona Online Democracy]
>
> I know many teachers and also believe that small classes are better, from my
> conversations with the teachers and from my experiences with my own
> children. My husband also teaches at the university, which is not the same
> as in an elementary or high school setting, but I am aware of how much
> effort goes into preparing for classes, preparing assignments and grading
> assignments. I also know that in a large class or a large school some kinds
> of kids, particularly very quiet kids, are often overlooked, to their
> detriment. I was only pointing out that actual research does not reach the
> same conclusions with respect to student achievement. This surprised me, as
> well.
>
> Terri Hyle
>
>
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