Writing in the homePlan a parent education session that helps pa.docx

Writing in the home
Plan a parent education session that helps parents understand
the importance writing and how they can promote writing at
home. Be sure to include (1) what are the stages of writing; (2)
ways to promote writing in the home in a developmentally
appropriate way; (3) ideas/activities they can immediately use
at home to encourage writing; and (4) include a list of resources
that they can access later for further assistance. Plan this for
parents of children PK-2
Taken From: http://proximityone.com/ar_sdc.htm
Hamburg School District, AR (0500042)
-- DP1 General Demographic Characteristics
Decision-Making Information
ProximityOne
information resources & solutions
(888) DMI-SOLN
(888) 364-7656
This section provides a summary of general demographic
characteristics for Hamburg School District, AR based on the
2009 American Community Survey. See related sections Social
Characteristics, Economic Characteristics and Housing
Characteristics.
-- Table/Item --
Value
Percent
GENDER AND AGE

Total population
9,597
100.0
Male
4,765
49.7
Female
4,832
50.3
Under 5 years
592
6.2
5 to 9 years
680
7.1
10 to 14 years
763
8.0
15 to 19 years
805
8.4
20 to 24 years
285
3.0
25 to 34 years
1,089
11.3
35 to 44 years
1,424
14.8
45 to 54 years
1,327
13.8

55 to 59 years
656
6.8
60 to 64 years
650
6.8
65 to 74 years
706
7.4
75 to 84 years
487
5.1
85 years and over
133
1.4
Median age (years)
39.4
18 years and over
6,992
72.9
21 years and over
6,739
70.2
62 years and over
1,660
17.3
65 years and over
1,326
13.8

18 years and over
6,992
72.9
Male
3,322
34.6
Female
3,670
38.2
65 years and over
1,326
13.8
Male
562
5.9
Female
764
8.0
RACE
Total population
9,597
100.0
One race
9,352
97.4

Two or more races
245
2.6
One race
9,352
97.4
White
6,458
67.3
Black or African American
2,339
24.4
American Indian and Alaska Native
0
0.0
Cherokee tribal grouping
0
0.0
Chippewa tribal grouping
0
0.0
Navajo tribal grouping
0
0.0
Sioux tribal grouping
0
0.0
Asian
0
0.0
Asian Indian
0
0.0

Chinese
0
0.0
Filipino
0
0.0
Japanese
0
0.0
Korean
0
0.0
Vietnamese
0
0.0
Other Asian
0
0.0
Native Hawaiian and Other Pacific Islander
0
0.0
Native Hawaiian
0
0.0
Guamanian or Chamorro
0
0.0
Samoan
0
0.0
Other Pacific Islander
0
0.0
Some other race
555
5.8

Two or more races
245
2.6
White and Black or African American
147
1.5
White and American Indian and Alaska Native
47
0.5
White and Asian
6
0.1
Black or African American and American Indian and Alaska
Native
15
0.2
Race alone or in combination with one or more other races
Total population
9,597
100.0
White
6,688
69.7
Black or African American
2,501
26.1
American Indian and Alaska Native
62
0.6
Asian
6

0.1
Native Hawaiian and Other Pacific Islander
0
0.0
Some other race
585
6.1
HISPANIC OR LATINO AND RACE
Total population
9,597
100.0
Hispanic or Latino (of any race)
639
6.7
Mexican
627
6.5
Puerto Rican
12
0.1
Cuban
0
0.0
Other Hispanic or Latino
0
0.0
Not Hispanic or Latino
8,958
93.3
White alone
6,374

66.4
Black or African American alone
2,339
24.4
American Indian and Alaska Native alone
0
0.0
Asian alone
0
0.0
Native Hawaiian and Other Pacific Islander alone
0
0.0
Some other race alone
0
0.0
Two or more races
245
2.6
Two races including Some other race
30
0.3
Two races excl Some other race & three or more races
215
2.2
Total housing units
4,575
100.0
Developed by ProximityOne; Census Bureau ACS 2009
Estimates

-- DP2 Social Characteristics
ProximityOne
(888) DMI-SOLN
(888) 364-7656
This section provides a summary of social characteristics for
Hamburg School District, AR based on the 2009 American
Community Survey. See related sections General
Demographics, Economic Characteristics and Housing
Characteristics. See usage notes located at the bottom of the
report.
-- Table/Item --
Value
Percent
Total households
3,988
100.0
Family households (families)
3,082
77.3
With own children under 18 years
1,429
35.8
Married-couple family
2,374
59.5

1,078
27.0
Male householder, no wife present, family
212
5.3
79
2.0
Female householder, no husband present, family
496
12.4
272
6.8
Nonfamily households
906
22.7
Householder living alone
863
21.6
65 years and over
473
11.9
Households with one or more people under 18 years
1,634
41.0
Households with one or more people 65 years and over
1,045
26.2
Average household size

2.41
Average family size
2.78
RELATIONSHIP
Population in households
9,597
100.0
Householder
3,988
41.6
Spouse
2,462
25.7
Child
2,609
27.2
Other relatives
418
4.4
Nonrelatives
120
1.3
Unmarried partner
54
0.6
MARITAL STATUS

Males 15 years and over
3,558
100.0
Never married
641
18.0
Now married, except separated
2,552
71.7
Separated
69
1.9
Widowed
95
2.7
Divorced
201
5.6
Females 15 years and over
4,004
100.0
Never married
679
17.0
Now married, except separated
2,417
60.4
Separated
80
2.0
Widowed

531
13.3
Divorced
297
7.4
FERTILITY
Number of women 15 to 50 years old who had a birth in past 12
mo
133
100.0
Unmarried women (widowed, divorced, and never married)
45
33.8
Per 1,000 unmarried women
55
Per 1,000 women 15 to 50 years old
57
44
131
11

GRANDPARENTS
Number of grandparents living with own grandchildren under 18
years
245
100.0
Responsible for grandchildren
185
75.5
Years responsible for grandchildren
Less than 1 year
65
26.5
1 or 2 years
13
5.3
3 or 4 years
40
16.3
5 or more years
67
27.3
Number of grandparents resp for own grandchildren under 18
yrs
185
75.5
Who are female
119
48.6
Who are married

147
60.0
SCHOOL ENROLLMENT
Population 3 years and over enrolled in school
2,471
100.0
Nursery school, preschool
153
6.2
Kindergarten
194
7.9
Elementary school (grades 1-8)
1,029
41.6
High school (grades 9-12)
866
35.0
College or graduate school
229
9.3
EDUCATIONAL ATTAINMENT
Population 25 years and over
6,472
100.0
Less than 9th grade

513
7.9
9th to 12th grade, no diploma
1,100
17.0
High school graduate (includes equivalency)
2,532
39.1
Some college, no degree
1,098
17.0
Associate's degree
359
5.5
Bachelor's degree
636
9.8
Graduate or professional degree
234
3.6
Percent high school graduate or higher
75.1
Percent bachelor's degree or higher
13.4
VETERAN STATUS
Civilian population 18 years and over

6,992
100.0
Civilian veterans
724
10.4
RESIDENCE 1 YEAR AGO
Population 1 year and over
9,472
100.0
Same house
8,182
86.4
Different house in the U.S.
1,282
13.5
Same county
1,129
11.9
Different county
153
1.6
Same state
137
1.4
Different state
16
0.2
Abroad
8
0.1

PLACE OF BIRTH
Total population
9,597
100.0
Native
9,288
96.8
Born in United States
9,270
96.6
State of residence
6,673
69.5
Different state
2,597
27.1
Born in P.R, U.S. Island areas, or abroad to American
parent(s)
18
0.2
Foreign born
309
3.2
U.S. CITIZENSHIP STATUS
Foreign-born population
309
100.0

Naturalized U.S. citizen
94
30.4
Not a U.S. citizen
215
69.6
YEAR OF ENTRY
Population born outside the United States
327
100.0
Native
18
5.5
Entered 2000 or later
0
0.0
Entered before 2000
18
5.5
Foreign born
309
94.5
Entered 2000 or later
9
2.8

Entered before 2000
300
91.7
WORLD REGION OF BIRTH OF FOREIGN BORN
Foreign-born population, excluding population born at sea
309
100.0
Europe
0
0.0
Asia
0
0.0
Africa
0
0.0
Oceania
0
0.0
Latin America
309
100.0
Northern America
0
0.0
LANGUAGE SPOKEN AT HOME

9,005
100.0
English only
8,362
92.9
Language other than English
643
7.1
Speak English less than "very well"
317
3.5
Spanish
619
6.9
307
3.4
Other Indo-European languages
17
0.2
10
0.1
Asian and Pacific Islander languages
0
0.0
0
0.0
Other languages
7
0.1
0
0.0

ANCESTRY
Total population
9,597
100.0
American
1,165
12.1
Arab
0
0.0
Czech
22
0.2
Danish
0
0.0
Dutch
86
0.9
English
1,527
15.9
French (except Basque)
131
1.4
French Canadian
17
0.2
German
493
5.1

Greek
11
0.1
Hungarian
0
0.0
Irish
1,020
10.6
Italian
63
0.7
Lithuanian
0
0.0
Norwegian
17
0.2
Polish
42
0.4
Portuguese
0
0.0
Russian
0
0.0
Scotch-Irish
142
1.5
Scottish
199
2.1
Slovak
0
0.0

Subsaharan African
22
0.2
Swedish
15
0.2
Swiss
0
0.0
Ukrainian
0
0.0
Welsh
0
0.0
West Indian (excluding Hispanic origin groups)
0
0.0
Estimates
-- DP3 Economic Characteristics
ProximityOne
(888) DMI-SOLN
(888) 364-7656

This section provides a summary of economic characteristics for
Demographics,Social Characteristics and Housing
Characteristics.
-- Table/Item --
Value
Percent
EMPLOYMENT STATUS
7,326
100.0
In labor force
4,170
56.9
Civilian labor force
4,170
56.9
Employed
3,660
50.0
Unemployed
510
7.0
Armed Forces
0
0.0
Not in labor force
3,156
43.1

4,170
56.9
Percent Unemployed
12.2
Females 16 years and over
3,819
52.1
In labor force
1,921
26.2
1,921
26.2
Employed
1,685
23.0
Own children under 6 years
711
9.7
All parents in family in labor force
444
6.1
Own children 6 to 17 years
1,638
22.4

All parents in family in labor force
1,121
15.3
COMMUTING TO WORK
Workers 16 years and over
3,511
100.0
Car, truck, or van -- drove alone
2,902
82.7
Car, truck, or van -- carpooled
353
10.1
Public transportation (excluding taxicab)
25
0.7
Walked
14
0.4
Other means
142
4.0
Worked at home
75
2.1
Mean travel time to work (minutes)
23.8

OCCUPATION
Civilian employed population 16 years and over
3,660
100.0
Management, professional, and related occupations
924
25.2
Service occupations
613
16.7
Sales and office occupations
779
21.3
Farming, fishing, and forestry occupations
242
6.6
Construction, extraction, maintenance, and repair
occupations
380
10.4
Production, transportation, and material moving occupations
722
19.7
INDUSTRY
3,660

100.0
Agriculture, forestry, fishing and hunting, and mining
360
9.8
Construction
243
6.6
Manufacturing
509
13.9
Wholesale trade
61
1.7
Retail trade
501
13.7
Transportation and warehousing, and utilities
217
5.9
Information
67
1.8
Finance and insurance, & real estate & rental & leasing
187
5.1
Professional, scientific & mgmt, & admin & waste mgmt
services
201
5.5
Educational services & health care & social assistance
901
24.6
Arts, entertainment & recreation & accommodation & food
services
62
1.7

Other services, except public administration
108
3.0
Public administration
243
6.6
CLASS OF WORKER
3,660
100.0
Private wage and salary workers
2,585
70.6
Government workers
874
23.9
Self-employed in own not incorporated business workers
161
4.4
Unpaid family workers
40
1.1
INCOME AND BENEFITS (IN 2009 INFLATION-ADJUSTED
DOLLARS)
Total households
3,988

100.0
Less than $10,000
483
12.1
$10,000 to $14,999
380
9.5
$15,000 to $24,999
813
20.4
$25,000 to $34,999
490
12.3
$35,000 to $49,999
622
15.6
$50,000 to $74,999
547
13.7
$75,000 to $99,999
314
7.9
$100,000 to $149,999
203
5.1
$150,000 to $199,999
44
1.1
$200,000 or more
92
2.3
Median household income (dollars)
30,951
Mean household income (dollars)
45,565

With earnings
2,931
73.5
Mean earnings (dollars)
48,580
With Social Security
1,400
35.1
Mean Social Security income (dollars)
13,366
With retirement income
573
14.4
Mean retirement income (dollars)
14,747
With Supplemental Security Income
412
10.3
Mean Supplemental Security Income (dollars)
6,718
With cash public assistance income
47
1.2
Mean cash public assistance income (dollars)
1,768

With Food Stamp/SNAP benefits in the past 12 months
992
24.9
Families
3,082
100.0
Less than $10,000
290
9.4
$10,000 to $14,999
116
3.8
$15,000 to $24,999
653
21.2
$25,000 to $34,999
378
12.3
$35,000 to $49,999
556
18.0
$50,000 to $74,999
462
15.0
$75,000 to $99,999
295
9.6
$100,000 to $149,999
196
6.4
$150,000 to $199,999
44

1.4
$200,000 or more
92
3.0
Median family income (dollars)
37,222
Mean family income (dollars)
52,219
Per capita income (dollars)
18,342
Nonfamily households
906
29.4
Median nonfamily income (dollars)
14,657
Mean nonfamily income (dollars)
22,061
Median earnings for workers (dollars)
22,407
Median earnings for male full-time, year-round workers
(dollars)

39,923
Median earnings for female full-time, year-round workers
(dollars)
20,201
PERCENT FAMILIES & PEOPLE WITH INCOME IN PAST 12
MO BELOW POVERTY LEVEL
All families
19.8
With related children under 18 years
25.6
With related children under 5 years only
18.9
Married couple families
15.8
18.1
0.0
Families with female householder, no husband present
35.5
42.2

50.0
All people
21.5
Under 18 years
27.0
Related children under 18 years
27.8
Related children under 5 years
24.3
Related children 5 to 17 years
28.9
18 years and over
19.4
18 to 64 years
20.8
65 years and over
13.4
People in families
20.8
Unrelated individuals 15 years and over
27.3

Estimates
-- DP4 Housing Characteristics
ProximityOne
(888) DMI-SOLN
(888) 364-7656
This section provides a summary of housing characteristics for
Demographics, Social Characteristics and Economic
Characteristics.
-- Table/Item --
Value
Percent
HOUSING OCCUPANCY
Total housing units
4,575
100.0
Occupied housing units
3,988
87.2

Vacant housing units
587
12.8
Homeowner vacancy rate
1.0
Rental vacancy rate
5.8
UNITS IN STRUCTURE
Total housing units
4,575
100.0
1-unit, detached
3,349
73.2
1-unit, attached
2
0.0
2 units
31
0.7
3 or 4 units
29
0.6
5 to 9 units
47
1.0

10 to 19 units
0
0.0
20 or more units
6
0.1
Mobile home
1,111
24.3
Boat, RV, van, etc.
0
0.0
YEAR STRUCTURE BUILT
Total housing units
4,575
100.0
Built 2005 or later
49
1.1
Built 2000 to 2004
304
6.6
Built 1990 to 1999
653
14.3
Built 1980 to 1989
759
16.6
Built 1970 to 1979
833
18.2

Built 1960 to 1969
858
18.8
Built 1950 to 1959
377
8.2
Built 1940 to 1949
279
6.1
Built 1939 or earlier
463
10.1
ROOMS
Total housing units
4,575
100.0
1 room
38
0.8
2 rooms
76
1.7
3 rooms
197
4.3
4 rooms
1,095
23.9
5 rooms
1,267
27.7

6 rooms
1,061
23.2
7 rooms
528
11.5
8 rooms
198
4.3
9 rooms or more
115
2.5
Median rooms
5.2
BEDROOMS
Total housing units
4,575
100.0
No bedroom
38
0.8
1 bedroom
159
3.5
2 bedrooms
1,233
27.0
3 bedrooms
2,672
58.4

4 bedrooms
431
9.4
5 or more bedrooms
42
0.9
HOUSING TENURE
3,988
100.0
Owner-occupied
3,039
76.2
Renter-occupied
949
23.8
Average household size of owner-occupied unit
2.37
Average household size of renter-occupied unit
2.54
YEAR HOUSEHOLDER MOVED INTO UNIT

3,988
100.0
Moved in 2005 or later
733
18.4
Moved in 2000 to 2004
1,001
25.1
980
24.6
498
12.5
337
8.5
Moved in 1969 or earlier
439
11.0
VEHICLES AVAILABLE
3,988
100.0
No vehicles available
309
7.7
1 vehicle available
1,266
31.7

2 vehicles available
1,552
38.9
3 or more vehicles available
861
21.6
HOUSE HEATING FUEL
3,988
100.0
Utility gas
1,405
35.2
Bottled, tank, or LP gas
1,008
25.3
Electricity
1,289
32.3
Fuel oil, kerosene, etc.
9
0.2
Coal or coke
0
0.0
Wood
198
5.0
Solar energy
0
0.0

Other fuel
79
2.0
No fuel used
0
0.0
SELECTED CHARACTERISTICS
3,988
100.0
Lacking complete plumbing facilities
24
0.6
Lacking complete kitchen facilities
24
0.6
No telephone service available
231
5.8
OCCUPANTS PER ROOM
3,988
100.0
1.00 or less
3,881
97.3

1.01 to 1.50
94
2.4
1.51 or more
13
0.3
VALUE
Owner-occupied units
3,039
100.0
Less than $50,000
1,445
47.5
$50,000 to $99,999
965
31.8
$100,000 to $149,999
341
11.2
$150,000 to $199,999
161
5.3
$200,000 to $299,999
82
2.7
$300,000 to $499,999
32
1.1
$500,000 to $999,999
13
0.4

$1,000,000 or more
0
0.0
Median (dollars)
54,000
MORTGAGE STATUS
Owner-occupied units
3,039
100.0
Housing units with a mortgage
1,408
46.3
Housing units without a mortgage
1,631
53.7
SELECTED MONTHLY OWNER COSTS (SMOC)
Housing units with a mortgage
1,408
100.0
Less than $300
0
0.0
$300 to $499
136
9.7

$500 to $699
383
27.2
$700 to $999
484
34.4
$1,000 to $1,499
317
22.5
$1,500 to $1,999
48
3.4
$2,000 or more
40
2.8
Median (dollars)
826
Housing units without a mortgage
1,631
100.0
Less than $100
27
1.7
$100 to $199
201
12.3
$200 to $299
609
37.3
$300 to $399
392
24.0

$400 or more
402
24.6
Median (dollars)
297
SELECTED MONTHLY OWNER COSTS AS PERCENT OF
HOUSEHOLD INCOME (SMOCAPI)
Housing units with mortgage (excl units where SMOCAPI
cannot be computed)
1,396
100.0
Less than 20.0 percent
735
52.7
20.0 to 24.9 percent
142
10.2
200
14.3
71
5.1
35.0 percent or more
248
17.8
Not computed

12
0.9
Housing units without mortgage (excl units where SMOCAPI
cannot be computed)
1,595
100.0
610
38.2
204
12.8
156
9.8
235
14.7
97
6.1
114
7.1
179
11.2
Not computed
36
2.3

GROSS RENT
Occupied units paying rent
689
100.0
Less than $200
16
2.3
$200 to $299
119
17.3
$300 to $499
225
32.7
$500 to $749
233
33.8
$750 to $999
92
13.4
$1,000 to $1,499
4
0.6
$1,500 or more
0
0.0
Median (dollars)
486

No rent paid
260
37.7
GROSS RENT AS A PERCENTAGE OF HOUSEHOLD
INCOME (GRAPI)
Occupied units paying rent (excl units where GRAPI cannot be
computed)
689
100.0
107
15.5
124
18.0
139
20.2
79
11.5
27
3.9
213
30.9
Not computed

260
37.7
Estimates
Hamburg School District
Noble/Allbritton Elementary School
School:__Noble/Allbritton Elementary School
Number of Children:_717__Grade level(s): K 1 2 3 4 5 6
Summary of data from 559 parents at Noble/Allbritton
Elementary School:
A. PARENTING
1. Last year, did the school sponsor workshops or courses to
help parents understand and work with children?
_20%_Yes _40%_No 40%__Do not know
2. Approximately how many workshops or courses did the
school provide for parents on parenting skills (e.g. discipline,
child development, etc) last year?
0 – 50% 1– 15% 2-3– 10% 4-5 – 0% 6 or more – 0% Do not
know – 25%
3. How many workshops or courses did you or your family
attend last year?

0 -80% 1 – 10% 2-3 – 10% 4-5 – 0% 6 or more – 0%
4. If you did attend workshops or courses, overall, were they
well prepared and interesting?
_30%_ Yes always
_30% _ Usually
_20% _ Not usually
_20% _ Never
(15% no answer)
5. If you did attend workshops or courses, overall, did they
provide you with useful information?
_30% _ Yes always
_30% _ Usually
_20% _ Not usually
_10% _ Never
(10% no answer)
6. Are workshops or courses provided in different languages?
Are interpreters used?
_75% _ No, workshops are only in English
_0% _ Yes, workshops are in different languages (specify other
languages:_____)
_ 10% _ Yes, interpreters are available (specify other
languages:__Spanish, not sure_____)
_15%_ I do not know
7. If you did not attend many workshops, please specify why
(check all that apply):
80%__ I was not provided with enough information or notice
_40%_ Workshops were not held at convenient times
_40%_ No child care was available
_60%_ Workshop information provided is difficult for parents

to understand
_60%_ I am not interested in workshop topics
8. If you attended workshops, respond to the following:
STATEMENT
Strongly
Agree
Agree
Disagree
Strongly
Disagree
The workshops helped me better understand my child's needs
20%
20%
55%
5%
I have used the techniques offered in the workshops
20%
40%
20%
20%
I believe that my child has improved his/her skills and/or
behaviors as a result of using the techniques suggested in the
workshops
10%
30%
45%
15%
9. How much of the following information has the school
provided to you or your family:
Topic
A lot
Some
Very

little
None
Child development and parenting
0%
30%
50%
20%
How to support learning at home
10%
40%
40%
10%
Discipline techniques
50%
30%
20%
0%
B. COMMUNICATION
10. When you visit your child's school . . .
Question
Yes
Somewhat
No
Is the reception staff friendly and helpful?
80%
10%
10%
Are the teachers easy to talk to?
85%
10%
5%
Is the principal easy to talk to?
70%
25%

5%
Do you feel comfortable interacting with parents of cultural &
ethnic backgrounds different from yours?
65%
15%
20%
Are written communications from school, such as report cards
and newsletters . . .
11. Available in a language you understand?
_90%_Yes _5%_ No
5% no answer
12. Clearly written?
_30%_Yes _50%_ No
20% no answer
13. The best way to communicate with you and/or your family
is: (check your two preferred methods)
_10%_ School memos
_30%_ Children's teachers
_30%_ PTA newsletter
_20%_ Parent liaison
_10%_ Counselor
_30%_ Parent representative (your own culture)
_20%_ Parent representative (of any given culture)
14. How many parent-teacher conferences did you attend last
year?
None -10% 1 – 30% 2 or more – 60%
15. Did you receive sufficient information about:
Category

Yes
Somewhat
No
English-as-a-second language programs
50%
20%
30%
Special education programs
15%
10%
75%
Gifted & talented programs
5%
10%
85%
Bilingual education programs
0%
0%
100%
Title I programs
0%
10%
90%
Report cards
90%
10%
0%
Standardized testing
80%
15%
5%
16. How often do you communicate with teachers about your
child's performance?
_70%_Often _20%_ A little _10%_ Never

17. Are report card grades fully explained to you?
_50%_Yes _40%_ Somewhat _10%_ No
18. Are standardized tests fully explained to you?
_5%_Yes _90%_ Somewhat _5%_ No
19. Does the school provide translators, when needed, for:
Parent conferences?
5%__ Yes _50%_ No _45%_ Not Sure
20. Private individual meetings?
_5%_Yes _50%_ No _45%_ Not Sure
21. When requested by parent?
_5%_Yes _50%_ No _45%_ Not Sure
C. VOLUNTEERING
22. Were you asked about your interests, talents, and
availability for volunteering at school?
40%_ Yes
_30%_ No wrote not sure/don’t remember/didn’t answer –
30%
23. Last year, did you volunteer at school?
_40%_ Yes _30%_ N0 wrote not sure/don’t remember/didn’t
answer – 30%
24. If you did volunteer, please indicate for what type of
activity and the frequency:

Activity
Never
1 Time
2-3 Times
3+ Times
Helping on trips or at parties
40
40
15
5
Sharing food, stories and customs from your culture
50
30
20
10
Assisting in the classroom (e.g., tutoring, grading papers, etc.)
40
30
25
5
Leading club and/or activities
60
30
5
5
Other (please specify)______________
70
20
5
5
Most common answers: fundraising activities, reading to
children at school, helping on playground clean up days

25. If you have not volunteered at school, please indicate why:
_40%_ Have never been asked
_70%_ I don't know how
_90%_ Conflict with work schedule
_60%_ Have other children to care for
_50%_ I do not feel comfortable
_20%_ Not interested
__ Other (please specify) transportation, don’t have time, don’t
have skills to contribute
D. LEARNING AT HOME
26. Do teachers suggest homework activities for you and your
child?
_40%_ Often _30%_ Sometimes _20%_ Very Little 10%__
Never
27. Do you listen to your child read or read aloud to your child?
_60%_ Often _30%_ Sometimes _5%_ Very Little _5%_
Never
28. Is the information related to home learning activities
provided in different languages?
_75%_ No, information only in English
_10%_ Yes, information is in different languages (specify other
languages: ___________)
_15%_ I do not know
E. DECISION MAKING
29. Does the school have an active parent-teacher organization
(e.g. PTA, PTO)?

30%__ Yes 40%__ No _30%_Do not know
30. If yes, how many parent-teacher organization meetings have
you attended?
_40%_ 1 _10%_ 2 or more _50%_ None
31. Are parents involved in planning and evaluating school
programs?
_20%_ Yes _60%_ No _20%_ Do not know
32. If yes, have you participated on any school councils or
committees?
_0%_ Yes (please specify:
____________________________________)
_75%_ No, I have not participated on any school councils or
committees.
25% don’t know/didn’t answer
33. Does the school actively seek ideas from parents on school-
related issues (e.g. selecting staff, developing programs)?
_50%_ Yes _30%_ No _20%_ Do not know
34. If yes, have you given your ideas or advice on school-
related issues?
_40%_ Yes (please specify most common – cafeteria offerings)
_20%_ No, I have not offered my ideas or advice on school-
related issues
_40%_ No, I have not been asked for my ideas or advice on
school-related issues

35. Which of these statements best reflect your opinion and/or
level of participation?
STATEMENT
Strongly
Agree
Agree
Disagree
Strongly
Disagree
I feel my opinion is taken in consideration when it comes to
school policy decisions.
40%
30%
20%
10%
I actively participate in PTA meetings.
5%
10%
60%
25%
I actively participate in school committees and/or school
improvement teams.
10%
25%
50%
25%
School staff consider my opinion when it comes to decisions
concerning my child.
70%
20%
10%
0%
I don't feel part of the decision making body at the school at
any level.

20%
20%
55%
5%
I believe Latino parents are very involved in decision making at
the school.
0%
5%
70%
25%
I have not been asked for my ideas or advice on school-related
issues.
20%
30%
40%
10%
36. Would you like to participate more in school decisions?
(Please check all that apply.)
60%_Yes, I would like to participate more but I don't feel
encouraged by the school.
50%Yes, I would like to participate more but I do not know how
to get involved.
70%Yes, I would like to participate more but I do not have
time.
20%Yes, I would like to participate more but communicating in
English is difficult for me.
30%Yes, I would like to participate more but I do not
understand the issues very well.
60%Yes, I would like to participate more but I do not feel
comfortable.
25%No, I am not interested in participating in school decision
making.
45%No, I would rather become involved in other school
activities.

F. COMMUNITY COLLABORATION
37. Does the school participate in events planned by members of
the ethnic community?
50%__ Yes _30%_ No _20%_ Do not know
38. Does the school provide any of the following support
programs for families of diverse educational and linguistic
backgrounds?
PROGRAMS
Yes
No
Do not know
Family literacy Programs
40
10
50
G.E.D. programs
15
5
80
English-as-a-second-language programs
15
5
80
Computer training programs
15
5
80
39. In which of these support programs have you participated?

PROGRAM
Yes
No
Family literacy programs
40
60
G.E.D. programs
10
90
English-as-a-second-language programs
10
90
Computer training programs
10
90
40. What kind of support programs would you like the school to
offer to you and your family?
45%__ Family literacy programs
_15%_ G.E.D. programs
_25%_ English-as-a-second language programs
_10%_ Computer training programs
41. What is your opinion about the following statements? Please
indicate.
STATEMENT
Strongly
Agree
Agree
Disagree
Strongly
Disagree

The school provides information about community organizations
that support my child's learning.
70
15
10
5
The school participates in community events organized by
diverse ethnic groups
30
20
30
20
The parent liaison assists parents and communities to become
more involved in the schools
60
20
10
10
1
ECH 3063 Family Involvement Project
(15%)
This project is worth 15% (or about 150 points) of your grade.
For purposes of evaluating your mastery of
NAEYC standards included in this project/course, you will
receive Exemplary, Acceptable or
Unacceptable rating for each standard.

Part 1: Evaluating the Data
Summary of the Community
Using the data provided, write a summary of the community and
family characteristics that are
likely to influence the children in your school and how might
these characteristics affect the children in
your school? Be specific, focus on characteristics that make the
community unique, and clearly connect
the demographic data with the potential influence on children.
NOTICE the point value. It is expected that
you do a thorough job and that you bring in information from
the class/text/articles to support your
analysis
This will be assessed by considering how thorough you are in
your discussion and if you overlook
key characteristics that are clearly relevant to your identified
community and how accurately you connect
demographic characteristics to child impacts/influences.
Part II: Eps te in’s Six Standards
Now that you have a summary of your community/school, you
need to apply the information to Epstein’s
Six Standards. For each of the standards, develop TWO
priorities that your summary of the data suggests
needs to occur. Then for ONE of those priorities, develop an
activity/policy/approach that could be
implemented in your school to address the approach. For

example, your summary of the data might
suggest that you have a large portion of your families that your
school is failing to adequately
communicate with. So a priority would be that you Increase the
communication to ALL families; then
you would provide a detailed rationale (using the information
from your summary of the data and the
research from the course) to support why this is a priority. For
the activity, you might target this priority
and you might develop an activity for this priority – for
example, you might develop a newsletter that is
going to be written in both English and Spanish (because your
data supports that you have a lot of
Spanish-speaking families in your district) and it is going to be
written at around a 5th to 6th grade reading
2
level (because your data suggests that you have a lot of parents
that have only a high school diploma or
less (which could suggest a lower level of readability), etc. This
is how you need to support the activity
you choose. Make sure that for your priorities and for your
activity that it links directly back to your data

findings, you can support with research/text/class discussion,
etc., why this is important, and that you are
THOROUGH in your description. If you give only a brief
sketch, then you will receive “brief” points.
time and some research on your part in
order to justify your responses.
Do not jus t re pe at yours elf over and ove r. Think it through
and be thorough.
3
Eps te in’s Standard 1: Pare nting
Priority, Rationale and Activity
Priority & Rationale : Ide ntify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
approach that could be implemented in your
school to help you reach your stated priority.
Eps te in’s Standard 2: Communicating

Eps te in’s Standard 3: Volunte e ring
Eps te in’s Standard 4: Le arning at Home

Eps te in’s Standard 5: De cision Making
4
Eps te in’s Standard 6: Collaborating with the Community
Priority & Rationale Identify two priorities for your particular

PART III - Pare nt Topic
Now you are ready to address the parent topic that you were
assigned. For this assignment you will be
scored using the following rubric. A breakdown of the steps for
this part are included below the rubric.
Your Pare nt Topic Should Contain the Following Ele ments
1. De s cription
Restate the topic that you were given with your packet. Include
a minimum of two goals/objectives
that you hope to reach with your Parent activity. Describe how
this topic supports the information from
your data summary of your school/community and how research
(i.e., articles, information from the text,
class discussion, etc.) support your topic – in other words, why
is this topic so important for your parents
that you need to ensure your parents receive this training?
2. Age nda
Plan the parent education activities to be a MINIMUM of 60
minutes and NO MORE than 90 minute s
of planned activities, interaction, lecture, etc. Be sure that all
activities can be directly linked back to
your goals/objectives stated in #1 above. Include thorough
descriptions of activities, etc.

EXAMPLE:
Math Magic Night
Introductions 6:00-6:05 (5 minutes)
Ice Breaker/Mixer – Math Magic Activity 6:05-6:15 (10
minutes)
PowerPoint on History/Importance of Mathematics 6:15-6:30
(15 minutes)
Etc.
Conclusion/Summary/Clos ing Activity ????-???? (10 minutes)
Evaluation (MUST INCLUDE) (5 minutes)
NOTE: The Evaluation is a quick survey having the parents rate
your workshop. Probably use a
Likert Scale – such as…
5
I more thoroughly understand the importance of Math in my
child’s education 1 2 3 4 5
You include the directions for completing the evaluation.
YOU must include at least TWO types of media/technology
within your methods/materials (i.e.,
above, one would be the PowerPoint) to receive full credit. You
may use as many types of media as

you choose. Remember, Media is widely defined and not limited
to only audiovisual
3. Mate rials /Activities
For each of your points on your agenda, attach the
materials/activities that you will need. For
example, above you would attach a document describing HOW
you will do the introductions. Next,
you would attach a document thoroughly describing the Math
Magic Activity (including any
materials that might be included – such as a worksheet where
they have to work as a team to find the
“magic” number, etc... Next, you would attach the PowerPoint
on the History/Importance of
Mathematic, etc., etc. Ending with a copy of the
Workshop/Meeting Evaluation.
Attach any materials/handouts you plan on giving to your
participants.
HAVE FUN, HAVE FUN, HAVE FUN
This is your opportunity to be creative. As a teacher, you will
want to have your families involved and
you will want to have meetings/workshops, etc., where you
bring them in for a time of fun and learning to
increase their child’s success in school.
Turning Proje ct In
they are. For example, if you have a

flyer, you name it Family Involvement Flyer Diana Williams
(Family Involvement Flyer your
name).
plenty of space to post.
end of one so that the next one starts
on a new page. Do not leave it to me to try and interpret where
one begins and one ends.
I have to be able to check/grade on
a PC. So, say for instance you create a video, make sure it is in
a format for all computers
o If I cannot load it on my computer, I cannot give it a grade.
o For word processing – use Word
6
This is the Entire Rubric
NAEYC Standards Exe mplary

(10-15 points)
Acce ptable
(4-9 points)
Unacce ptable
(0-3 points)
Points
Candidate is able to identify
important demographic
variables that define the
community and likely
impact children’s
development and learning
(1, 9%) NAEYC2001-INI.
(Summary of Community)
All major and several minor
characteristics are addressed;
description indicates a clear
understanding of the
community’s diversity and

how those difference may
impact family involvement
Major demographics such as
income, education level,
language, and type of
occupation addressed; other
community characteristics
may be overlooked.
Community addressed as a
“whole” with limited
consideration of diversity
within the community
Not addressed or very
limited understanding
of demographics
provided.
_____/10
Candidate clearly and

accurately connects the
demographics to research
supported statements about
impacts/influences on
children’s development and
learning (1, 9%)
NAEYC2001-INI.2
(Summary of Community)
Answer demonstrates an
accurate and nuanced
understanding of community
demographics and their
potential impact on
children’s development;
major and minor influences
are addressed
Answer demonstrates a basic
understanding of the major

demographic influences on
children’s development;
major demographic
indicators are clearly and
thoroughly discussed while
minor ones are overlooked or
not clearly addressed
Statements are at best
generic; several
include either clear
misunderstandings or
stereotypical
statements not
supported by research
and theory
_____/10
NAEYC Standards Exemplar y
(30-36 points)

Acceptable
(15-29 points)
Unacceptable
(0-14 points)
Score
Candidate identifies
priorities that can help
develop positive
relationships between
teachers and families and
help families increase their
involvement with their
children’s education;
priorities reflect data (1,
9%) NAEYC2001-INI.2
(Epstein’s 6 Standards)
Priorities clearly and

accurately reflect the identify
Epstein type; priorities
support the development of
positive teacher/family
relationships and
family/school relationships
At least 5 of the 6 types are
accurately represented by the
stated priorities; at least 5 of
6 activities have potential to
improve teacher/family
relationships or family’s
involvement with education;
at least 4 of 6 rationales are
accurately connected to the
data
Not all 6 Epstein types
addressed; priorities

attributed to incorrect
types; priorities not
connected to the data
or inaccurately
connected to the data
_____/20
Activities reflect the stated
priorities, build family and
teacher involvement and
relationships, and have
research basis. (1, 9%)
NAEYC2001-INI.2
At least 11 of the priorities
clearly reflect the related
priorities, have appropriate
research basis for
effectiveness, represent an

understanding of effective
activities, and reflect the
demographic characteris tics
of the families represented
At least 8 of the activities
clearly reflect the related
priorities, have appropriate
research basis for
effectiveness, and represent
an understanding of effective
activities.
Activities do not
reflect the priorities
and/or have limited
research basis for their
effectiveness _____/20
(6-7 points)

Acceptable
(3-5 points)
Unacceptable
(0-2 points)
Score
Planned parent ed activities
match the stated objectives
and population (1, 9%)
NAEYC2001-INI.2
Planned activities fully and
clearly match the stated
objectives and match the
participants; participants
should be able to achieve the
objectives
Most activities match the
objectives and the

participants; most
participants should be able to
achieve the objectives
Little if any match
between objective,
participants, and
planned activities
_____5
7
(11-15 points)
Acceptable
(5-10 points)
Unacceptable
(0-4 points)
Points

Activities are well planned
and the planned sequence
flows well; activities are
likely to fit within the
planned timeframe (1, 9%)
NAEYC2001-INI.2
As planned & presented,
activities should be
successfully implemented
because they are thoroughly
planned; sequence is
appropriate and flows well;
transitions between activities
and through the session are
planned and meaningful;
activities seem likely to fit

within the stated time frame
As planned & presented,
most activities should be
successful if followed as
planned; sequence is
appropriate and flows well
although transitions between
activities are not clearly
planned; activities could fit
within the planned time
frame, but seems likely to be
under or over-planned to a
small extent (less than 15
minutes)
As presented,
activities are not
planned well enough
to be implemented

successfully; No
understandable
sequence to the
activities; activities are
likely to either take
much short or much
longer period of time
than estimated
_____/15
Information provided to
parents is accurate and
appropriate; information is
referenced (1, 9%)
NAEYC2001-INI.2
Information is recent,
accurate, appropriate, from
fully professional rather than

lay sources
Information provided is
generally accurate and
appropriate; resources are
limited and may include less
professional/lay sources
Information provided
has errors or
represents
questionable findings;
references are either
lacking or reflect
inappropriate/lay
sources
_____/15
Planned events are likely to
engage parents and involve
them (1, 9%) NAEYC2001-

INI.2
Activities focus primarily on
active engagement yet
clearly support the stated
objective
Balance of activities is such
that parents are likely to
remain engaged, although
parents may be lost during
transitions or in long
activities
Activities are
primarily lecture
oriented and seem
unlikely to engage
participants
_____/15

(14-18 points)
Acceptable
(5-13 points)
Unacceptable
(0-4 points)
Score
Quality of materials
provided to parents (1, 9%)
NAEYC2001-INI.2
Materials provided not only
address specific activities of
the evening, but give parents
materials for follow-up at
home; materials neat and
professional

Materials match the planned
activities for the session, are
neat and professional
No materials provided
or materials have
writing errors, are
messy and unattractive
_____/10
Writing and presentation (1,
9%) NAEYC2001-INI.2
(Family Involvement
Project)
No errors in writing or
typing noticed; materials
organized well and
professionally presented
No consistent errors but a
few minor grammar/typing
errors; presentation of

materials allows reader to
follow
Poorly written, many
errors (often consistent
errors), disorganized
presentation of
materials
_____/10
(8-10 points)
Acceptable
(4-7 points)
Unacceptable
(0-3 points)
Score
Use of media and
technology (1, 9%)

NAEYC2001-INI.2
(Family Involvement
Project)
More than 2 types of media
used; technology fully
integrated into the activities
At least 2 different types of
media used; appropriate use
of technology
Limited
_____/10
TOTAL SCORE _____/150

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