AUGUST-SEPTEMBER ENGAGEMENT PLAN NARRATIVE/RATIONALE

August-September Engagement Plan Narrative/Rationale

Deanna K. Epley
James Madison University

AUGUST-SEPTEMBER ENGAGEMENT PLAN NARRATIVE/RATIONALE

Welcome Letter
The initial welcome letter or newsletter will be sent before the first day, and include
information about the teacher, what their child is going to be doing in the classroom,
ways families can support their child at home, and an invitation to communicate via
varying sources. Sending a letter welcoming families to the new school year before the
first day, conveys to families that the entire school community is ready to receive their
child and cares deeply about the parent-teacher partnership about to be formed (Wood &
Freeman-Loftis, 2011). The partnership between school and home is one of [the] most
powerful unions (Davis & Yang, 2005, p. 47) that tend to improve all childrens
performance at school (Davis & Yang, 2005, p. 7). It is important that families feel
welcomed and valued from the very beginning. This communication tool can serve as the
initial step in creating that type of environment and supporting relationship between
families and school. When creating a welcome letter or newsletter, teachers should invite
families to share any type of information that will strengthen the teachers understanding
of their child. It should also include the opportunity for families to ask questions, voice
concerns, and give opinions throughout the year (Davis & Yang, 2005, p. 34).
Additionally, the welcome letter is an ideal time to suggest to families ways that they can
provide appropriate home conditions for continued learning. In turn, students and parents
will understand the importance of school and the ceaseless opportunities that exist for
learning (Epstein, n.d.). Finally, in order for this tool to be truly effective for all families,
it is important that the letter is translated into other languages for those families that
cannot read English well, or at all. This not only shows that the teacher respects these
families, but also ensures that the invitation to begin this partnership is received clearly
(Davis & Yang, 2005, p. 29).
Volunteer Postcard
Upon the first day of school, my CT and I were already being approached by parents
asking how they could sign up to volunteer in the classroom. Sending an annual
volunteer postcard home the day before, or the day of, the first day of school is a good
way to identify all available talents, times, and locations family volunteers are willing to
contribute (Epstein, n.d.). According to the results of a statewide questionnaire by the
Virginia Department of Education, volunteer ideas such as reading to the class, being a
guest speaker, becoming a watch dog, and helping plan events are just a few ways
parents can be involved in their childs school day. It is also important, however, to offer
volunteer opportunities at varying times before and after the school day in recognition of
families diverse schedules (Tips and Strategies, 2012). Finally, one significant
outcome that can result from family volunteers is building a sense of community among
families in the classroom and becoming familiar with one anothers backgrounds, skills,
and talents. When families develop positive relationships with one another, their children
are more likely to engage with each other outside of school, which may help improve
both childrens development in school as well (Davis & Yang, 2005, p. 34).
Weekly Folders
There are many ways to establish school-to-home and home-to-school communication. It
is important to utilize a variety of methods that accommodate various familial preferences
and provide consistent contact (Tips and Strategies, 2012). One way to do this is by

AUGUST-SEPTEMBER ENGAGEMENT PLAN NARRATIVE/RATIONALE

sending home weekly folders containing important classroom notices, student work,
flyers, and school wide information, and should assist parents with monitoring their
childs progress and responding effectively to students needs (Epstein, n.d.). As with any
form of written communication, all relevant information should be translated into the
familys native language as needed. Again, this not only shows that the teacher respects
these families, but also ensures that the information is received clearly (Davis & Yang,
2005, p. 29). At my current placement in Fairfax County where I hope to work, weekly
folders are utilized/distributed countywide at the elementary level.
Listening Conferences
Included in my welcome letter was a mention of a revitalized parent-teacher conference
format called a listening conference. During this conference, parents control the content
and tone of the conversation, while the teachers main purpose is to listen. Davis and
Yang state, This allows the teacher to [obtain] crucial information about the child and
the family early, which can mean more effective teaching of the child right from the
beginning of the year (2005, p. 35). One way teachers may want to guide this dialogue is
by inviting families to share some of their goals they have for their childs school year.
These goals can be academic and/or social, and it is critical that the teacher documents
the childs progress in those areas, so that they may be presented to the family during the
next meeting/interaction. At that point, families may have new goals or goals they would
like to change based on the progress they have seen; and the cycle continues (Davis &
Yang, 2005, p. 36-38). Holding listening conferences during the first month of school
also reinforces the desire to establish and strengthen a home and school partnership.
Simply stated, When school adults listen, parents feel respected and known, and the
school gets important information (Wood & Freeman-Loftis, 2011). Additional
resources, such as interpreters, should also be sought-out and planned for in advance so
that the conference is truly beneficial for both parties (Tips and Strategies, 2012).
Student-made Back-to-School Night invitations
Using a variety of methods of communication does not always imply that all methods
should be formal and exchanged solely between parent and school. Its important to seek
out less formal communication opportunities throughout the year in order to encourage
family participation at any degree (Wood & Freeman-Loftis, 2011). One suggestion
received from the Virginia Department of Educations questionnaire was to send
personalized invitations home with students to encourage family involvement/turn-out for
particular events (Tips and Strategies, 2012). One such event could be Back-to-School
Night where the child personally invites their family to attend. Given that the student is
aware of the event and will be familiar with the happenings surrounding its execution,
families may feel more inclined to participate. For example, I intend to implement the
morning meeting routine with the families that attend my back-to-school night since their
children participate in one each day. The child will therefore have something to discuss
with their family before the event when delivering the invitation (Davis & Yang, 2005, p.
40).
Back-to-School Night morning meeting

AUGUST-SEPTEMBER ENGAGEMENT PLAN NARRATIVE/RATIONALE

After the invitation to Back-to-School Night has been received and hopefully accepted,
families will arrive and be greeted much like their child is each day. The morning
meeting at Back-to-School Night gives the families of students the opportunity to
continue getting to know one another as well as the teacher, while experiencing
something their child does in class everyday (Davis & Yang, 2005, p. 40). Davis and
Yang find that it is easier for parents to support their childs education when they have
connections with other parents (2005, p. 40). When parents are supported not only by
the school but by other families as well, they become aware of certain challenges that
they may not be facing alone, and can therefore feel secure that there are others working
alongside them toward a solution (Epstein, n.d.). The circular seating during the morning
meeting sends a message of inclusion to families in that the teacher will not be talking at
them for the next few minutes, but with them. Wood and Freeman-Loftis stress the
importance of this idea by stating, Whenever you meet with parents, aim to listen more
than you talk [] (2011). The morning meeting structure is as follows: (1) greeting, (2)
sharing, (3) group activity. All aspects are tailored toward families describing themselves
and their child without forcing any specific or personal information. Its important that all
participants feel comfortable throughout, but also understand that certain aspects may be
more uncomfortable than others regardless. Finally, have families reflect on the
experience and provide written information for those who could not attend, and as
reminders for those that did (Davis & Yang, 2005, p. 44-45).

AUGUST-SEPTEMBER ENGAGEMENT PLAN NARRATIVE/RATIONALE

References
Davis, C. & Yang, A. (2005). Parents and teachers working together. Turners Falls, MA:
Northeast Foundation for Children.
Epstein, J.L., Partnership Center for the Social Organization of Schools (n.d). Epsteins
framework for six types of involvement. Baltimore, MD: Center for the Social
Organization of Schools.
Virginia Commonwealth University, Center for Family Involvement (2012). Tips and
strategies for increasing parent and family involvement in Virginia schools.
Retrieved from
http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/
cohort/2012/apr/tips_and_strategies.pdf
Wood, C. & Freeman-Loftis, B. (2011). School-Home communication strategies.
Retrieved from https://www.responsiveclassroom.org/article/school-homecommunication-strategies