Week 6 unedited example final paper v1docI really want you to do.docx

Week 6 unedited example final paper v1doc
I really want you to do an amazing job on your final paper.
Therefore I have posted another unedited example below.
Please, please, please use subheadings as shown in the example.
This makes it much easier for you to write your paper and
remain on track with the assignment's grading criteria.
Parent Involvement for the 21st Century
EDU 617 School, Family & Community Partnerships
Instructor: Joyce Johnson
Student's Name
Date
Introduction
Active community and parent involvement in a school is not
automatic. It involves energy and labor on the part of the
school, its staff and establishing relationship with parents and
the community. The relationship must also be sustained and
continued nurture and support must be established to improve
the relationships. This task is imperative for the growth and
development of the school. Parents and the community should
come together and by joining forces to ensure that each child
receives the necessary resources, continued support and
opportunity they need to be successful in their learning. A
strong parent and community relationship make for a great
school experience for all that is associated to the school.
In an effort to provide support and opportunities for students,
they should be provided opportunities to participate in
community service and internships; that will develop the skills.
By being provided these opportunities, students will be able to
apply these skills not only to the classroom but also their daily
lives. The students will participate and be actively involved in
the community and the parents will support and encourage these
students in doing their best. Community and parent support is a
wonderful source of inspiration for students.
Philosophy

The internship and community service projects goal is to
recover and advance the community through student, parent and
community contribution (Kielsmeier, 2010). The concept is to
get the parents and community involved in giving students the
support they need when actively involved in their projects
within the community and their class assignments. The purpose
is to help produce a deeper understanding of classroom learning
and a chance for improvement in the community. The
classroom abilities and skills attained by students will be
converted into improvements within their local community.
Objectives
There are certain objectives that I will like to meet in the course
of the service project. These objectives are:
1. To increase parent involvement in the community.
The majority of community projects involves the child and the
parent. This means, in order for the child to participate, the
parent must be actively involved; when this happens, the
number of parents that participate will increase. It is
imperative for school staff and teachers to acquire and maintain
a good relationship with parents and school staff. Creating
these relationships encourages parents and motivates them in
wanting to be involved in school activities. Parents should be
assigned positions and tasks to take part in school projects to
enhance the success and comfort of the relationship.
1. Students will enhance skills through community projects
participation
Involving students in school and community activities will
provide them the opportunity to enhance the skills the already
possess or obtain new skills (Marshall & Swan, 2010). When
students become involved in community projects, they can take
the skills and knowledge that they have learned and use it for
real life settings. Through this realistic project, student’s skills
will expand and be more significant.
· To create successful, effective, confident skillful 21st century
students.
Students acquire needed support when parents and community

are involved. The assistance given to the students by the
parents, teachers and community encourages students to one to
improve and become better. The outcome is great in allowing
them to gain the necessary skills while learning and practicing
in the field through real life events. Community projects where
the community and parents work together can provide finances
for students in helping to support projects; posing real world
opportunities and practices for a job. Students will be provided
the opportunity to obtain skills and become successful learners;
while becoming more involved in the community.
Goals
To ensure the project’s success, there must be goals set. Goals
act as instigators to the people actively involved in the project.
For this particular service project, the goals that are included
are:
1. Increase in student involvement for project participation.
This project’s ultimate goal is to increase student involvement.
Through the development of teacher and parent relationships,
school activity participation will increase and the number of
student participation. Parents that are involved in school
activities will give the necessary support and persuade students
to become actively involved in projects. At the end of the
service project, it will be visible the amount of student increase
by 80%.
1. Entice more parent participation in service projects.
When parents become actively involved in school activities,
every aspect relating to the school and community will grow.
Increased school family relationships and involvement with
parents in school activities will encourage other families in
wanting to become involved. At the end of the project, parent
involvement will increase by 60%.
· Increase in community clean up.
Incorporating a tree service project in planting trees around the
community will rise. Expanding the number of trees will be
great in preventing soil erosion and better air quality. The
community will also be enhanced by adding more trees.

1. Develop and increase student’s skills through real life
experiences.
By participating in the service projects, students will be able to
increase their knowledge and skills they have learned inside the
classroom and outside of the classroom (Ferlazzo & Hammond,
2009). Students will be able to enhance those skills they have
learned and also acquire new skills. Development of students’
skills will be reviewed by monitoring how the student performs
in the specialization. The goal is at least an 80% increased
performance.
Resources
There are targeted resources that should be applied for a
successful service project completion. These resources that are
included are those materials needed, the personnel needed for
effectiveness and the funding needed for the project. If the
project does not gain enough resources in the application
process, it will be hard for the students to reach the targeted
goals. For an example, a project that require funding may
slower the application progress and create a challenge; leaving
some goals unfinished.
The qualified personnel that are need for a successful
service project are: Treasurer, project manager, environmental
scientist, community members, school staff, students and
parents. These are the people that will motivate and direct in
the service project development. They will assign duties to the
group based on their interest and experience in the designated
areas. Personnel are imperative for a successful application and
completion because of their diverse background and expertise.
There are also materials needed for the success of the
project. These materials are: transportation, shovels, rope, trees
and manure. These materials are important because they are
used when planting trees. Funds are also needed for the
purchasing of materials and to achieve the goals for the service
project. The sources of these funds will come from parents,

donations, contributions and fund raisers. These funds will be
collected by the secretary who assign and budget where the
money goes.
Student Role
Roles are assigned based on knowledge and experience in a
service project. Students will be assigned different roles than
parents and school staff. One role for the students will be to
encourage other students to participate in the service project.
Students will talk to other students about the importance of
being actively involved in the project and how it will help them
in the future.
Students will also assist in carrying the materials that will be
used for the project. This means that they will carry the shovels
and etc. With the help of the project manager, the students will
know what they are supposed to do when they are needed. The
energy displayed by the student in the community as they
participate will help them not only gain skills bur also become
active citizens in society (Kielsmeier, 2010). Their
participation will show them how they can become actively
involved in the community and society.
Parent Role
The parent’s role will be different that the staff and students
while participating in the service project. Parents will donate
materials needed or provide financial donations. Through these
donations, implementation will take place for the project. The
resources generated from the parents will guarantee that the
project goals will be met.
The parents will also be part of the planning development.
Before the start of any project, one must be reminded of the
importance of holding an informational meeting with all parties
involved; so everyone can come together as a group not only for
informational purposes but to also plan and share ideas. This is
the time when parents are able to voice their ideas. The more
people that are involved, the greater the creative ideas are;
which will help the project run easier.

Parents will also be the voice in encouraging other community
people in participating and supporting the project. They can
help increase the community involvement. The more people
that are involved in the community, the more they become
informed; which will help them understand the importance of
supporting their community school. Community participation
will also help in bringing students together to learn obtain many
life skills that will be of help to them during school and outside
of school.
Lastly, parents will assist the students on the day of the
project. These roles will be assigned accordingly by the project
manager. These roles may also include helping with utilizing
tools, planting and etc.
Community Members / Organizations Role
Community members’ participation is imperative in every
organization. Community organizations gives support to
projects; such as this. Without the support of the community, it
can be very hard to accomplish targeted goal. In this service
project, community support is significant since community
members have their designated roles to play.
One of the roles for the community and organizations is
financial support. When the need is known, many organizations
support on another. One of the roles of the organizations and
community members within this project is to be that financial
support. Community members and organizations will give their
donations as a support system for the project. The funds that
are received will be used for the sole purpose of the project in
ensuring the materials and all items needed are purchased; to
ensure that the project runs smoothly and as expected.
The community members and organizations should ensure that
the community understands the importance of working as a team
towards one shared goal. They will do this by educating people
in the community on the importance of team work and helping
one another when there is a need. Educating people will not
only bring them together as a group but also encourage others to
support the cause. Many others will be encourage and

understand the benefits of supporting each other for the benefit
of the community. If there were no support for the project, the
community members and organizations can fail to understand
the projected goals (Bryan & Griffin, 2010).
The last way that community members and organizations will
have a role is by offering recommendations on what can be
completed for the improvement of the project. Through their
guidance, management and assessments, community members
and organizations will help in directing in areas that need
improvement by sharing what they know and see. Through this
community participation, the project will proceed in reaching
the targeted goal.
Actions Gaining Support
For the project to be successful, it is of most importance to gain
the support from the organization and people alike. The support
that is need can be financial, resource support or physical. In
terms of physical support, there are some in the group that may
volunteer to carry out the work; then there may be some who
would prefer to support financially by donating money and then
there are those that support by way of resources (purchasing
needed items) for the project. All of these types of support are
of great need and serves its own role and purpose. There is not
one greater than the other. You cannot skip and peace and still
expect the project to be a success.
One way to get support for the project is by organizing
community meetings to educate the local community on the
significance of the project. In these meetings the people will
gain knowledge on the importance of the project and how it will
benefit the community. Leaders will be advised to be at the
forefront to unify people in the community to participate, come
together and support the project. Through the assistance and
aid from community leaders and members, the project will be
advertised. Local leaders will notify the government agencies
all government agencies of the project to gain their support
also.
Another way of gaining support is through student education.

Each child should be educated on the task at hand, once the
child is educated and understands the importance of the project,
they will then be encouraged to share this knowledge with their
parents. The parents will be motivated by the students to join
in on the project and give their help where needed. Projects in
the community are destined to improve the community and
people will take an active role through their contributions and
support. People know and appreciate the fact that their
participating in the project will strengthen and improve their
community and perhaps produce more resources for the
community.
The last way to gain support for the project is through writing
grants and proposals to the government about the project. The
requests will address the resources needed, the benefits that the
project will bring to the community and the budget. By
proposing these proposals, the government officials will have
the opportunity to assess the proposal and decide on if this is
something they will support. Government officials have the
authority to send specialists for help or support financially to
increase community involvement. Governments are normally
concerned with the success of the community and would support
of the benefits that the project will offer and bring the
community as a whole.
Events Gaining Support
Events are an actual way of obtaining support, community
attendance and participation. These events has a chance of
motivating people to join and support the project or
discouraging one not to participate. People work better when
they feel appreciated and are acknowledged for their work. The
project will provide times that will offer recognition of those
members who participated and exceeded the expectations in the
work that they fulfilled.
Events that will aid in gaining parent participation and
community attendance is through community forums. These
forums when the organizations, parents and community
members will have the chance to offer their opinions and

suggestions about the project. These ideas will be used when
making decisions. These decisions are important because they
determine the direction the project will go in and ensures that
the goal is reached. Many people attend community forums;
whether it is to hear the thoughts and opinions of others or
simply be in the know of upcoming projects. In such forums,
active families are able to voice their views about the project;
expanding community attendance and participation.
Another hosted event can be an awards ceremony after the
completion of a project. This ceremony will bring recognition
to all who contributed or participated in the project. The
community, parents and students will be motivated to
participate and offer their support to receive this recognition
award. This will increase community attendance and
participation. This will also encourage those parents who may
have not participated in this project to partake in the next.
Evaluation
To know if the project is moving in the direction planned, it is
vital to have a way of monitoring and assessing the project for
targeted success. Without evaluation benchmarks for
determining success, it may be hard in knowing if the project is
actually progressing.
A way in evaluating the success of the project’s success is the
collection of data. Data displays information from prior
projects. If the data shows participants increase, then it is a
sign that the project is making progress and reaching targeted
goals. On the other hand, if the data displays the amount of
participants has decreased and made no growth, it is a clear
signal that the project is not meeting the target goals.
Another way of measuring progression of the project is
monitoring and making notes of how fast or slow the goals are
being met. When more goals are being met at a short period of
time, it is a clear sign that the project is moving at not only a
good pace but also on task in the direction it should go.
However, if the goal reached are less than the target amount or
no goal has been met after a long time period, it is a sign that

the project is not doing well and it is a possibility that it will
not succeed without making proper changes.
Lastly, another way for project evaluation is an overview of
community approval. After the service project, all participants
will receive a survey to complete. The survey will show if the
community has made enhancements to the communities natural
beauty from the service project.
Conclusion
Parent and community involvement in a school setting does not
just happen. It takes effort from each part of the school staff to
create positive relationships with parents and the community;
and work to every effort in continued nurture of the relationship
to maintain it. Good community and parent relationships
establishes a good school experience for all that are associated
with the school. By being provided these opportunities,
students will be able to not only apply this to classroom
learning but also their daily life experiences. Students will
continue to succeed within the community as long as the parents
and community come together and be actively involved.
References
Bryan, J.A. & Griffin, D. (2010). A Multidimensional Study of
School Family Community Partnership Involvement: School,
School Counselor and Training Factors. Professional School
Counseling. Retrieved from EBSCOhost.com
Epstein, J.L. (2011). School, family and community partnership:
Preparing Educators and Improving Schools. Boulder, CO:
Westview Press.
Ferlazzo, L., & Hammond, L.A. (2009). Building Parent
Engagement in Schools. Columbus, Ohio: Linworth
Books/Libraries Unlimited.
Kielsmeier, J.C. (2010). Build a Bridge Between Service and
Learning. Retrieved from EBSCOhost.com
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Week 6 Unedited example of the final assignment
Below is an unedited example of the final assignment. Please
pay particular attention to the subheadings. They follow the
criteria in the scoring rubric. I hope you will find this example
useful as you prepare your own final paper.
TITLE PAGE
Introduction
Research studies usually drive the perceptions about a topic like
parental participation in school because numbers are solid data
points that offer an inside look at subject dynamics. Even so,
newer studies may discover underlying elements that seem
minuscule, yet they have a pivotal influence on research
outcomes. It is a common practice to view parental participation
through the lens of time spent at the school, at events and
membership in the Parent-Teacher Association. However,
studies show that parental expectations, disciplinary practices,
and attitudes conveyed to offspring about education in the home
counts as parent involvement (Jeynes, 2011). When educators
build relationships with parents it offers insight into how
parents rule their households and what they expect from their
children. When parents and teachers agree about expectations
and goals students are presented with a solid plan that
encourages academic and behavioral success. Educating
students is a lofty task that requires participation and
cooperation by all immediate stakeholders and that includes
parents, teachers, schools, counselors, and community centered
outreach programs.
Philosophy: Purpose
The purpose of the parent involvement plan is to create
opportunities for families and students to foster collaborations
with community groups through volunteerism. Secondary

objectives include building stronger family relationships and
peer interactions through a commitment to a common goal.
Creativity and communication are important when dealing with
young students. Service learning projects and volunteerism are
great ways to re-enforce the four C's associated with the 21st-
century skills mandate. The four C's are collaboration,
communication, creativity and critical thinking (P21, n.d).
Parental involvement plans are necessary because parents and
schools need to work together to ensure that all students receive
a high-quality education. Teachers do not blindly enter the
classroom and hope that things go well. They plan and
strategize to engage students in a manner that will encourage
them to reach their academic goals. In the process of dealing
with parents, organization and planning are needed just like in
the classroom. The involvement plan will create activities that
help teachers and parents get to know each other better. The
students will practice working with their peers and
communicating with members of their community.
Some of the best strategies for getting parents involved in
school include having a welcoming school environment and an
open door policy (Hjalmarson, 2011). Educators are encouraged
to adapt to the needs of the parents in the same manner that they
cater to the needs of their students (Hjalmarson, 2011).
Consistency, communication, and mutual respect are qualities
that enhance situations that require relationship building.
Another way to build connections with families is to practice
cultural relevance and engage family funds of knowledge. Each
student in a class is a representative of knowledge that passes
from one generation to next generation (Lopez, n.d). Oral
histories, traditions, and cultural elements are naturally present
in every home environment. Educators have the option to tap
into these funds of knowledge and incorporate them into the
classroom. Doing so creates opportunities for parents to get
involved and it shows students that their history and their
presence in society add value to the world.
Plan Aims

Plan Aims
What you intend to do?
Boost student Self-Esteem
Helping others is a way to boost self-esteem because doing so
adds a sense of purpose to one’s life and promotes the idea that
each individual has something positive to offer to the
community in which they live regardless of their economic
status.
Promote Academic Development
CCSS.ELA-LITERACY.W.8.2 (Links to an external site.)Links
to an external site.
Final Paper: “Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content (CCSI,
2017).”
CCSS.ELA-LITERACY.W.8.3 (Links to an external site.)Links
to an external site.
Journaling: “Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences (CCSI,
2017).”
When a community project connects to classroom content, it
becomes a service learning project. As the person spearheading
the plan, the intent is to get students to reflect on their
experience and perform well on written assignments that
correlate with common core standards. True reflection builds
character and hones critical thinking skills. Students will also
use computer skills to create a flyer, project calendar and a
website.
Promote Physical Development
Community projects require footwork. Parents and students will
distribute flyers and communicate the purpose of their cause to
local businesses in the community. Walking is a healthy
practice, and it will benefit all who are involved.

Promote Social Development
Hunger and poverty are issues that plague people from all walks
of life. Peer to peer collaborations is a good way to practice
relationship building skills, tolerance, and respect for other
cultures (Cleary & Simons, 2006). It is important to teach
students how to view others through the lens of our
commonalities rather than our obvious differences.
Increase Parental Participation
The students will come up with a call to action that they think
will persuade their parents to help with the project. As a class,
we will develop a short video listing some facts about hunger in
the area. The students will be challenged to be as creative as
possible and to use elements that they think will get their
parents attention. We will then send the video to the guardian's
phone as a message.
Goals of the Plan
There are three goals in the involvement plan.
1. Get parents involved- the project manager will share research
information with parents that shows them how their children
benefit when they participate and build relationships with
schools, educators and the community.
2. Teach students about volunteerism- The goal is to teach the
students that they are a part of something that reaches beyond
their block and inspire them to take action. If education can
stretch student vision beyond their immediate surroundings, it
increases the chances of pushing their vision and ideas about
where they fit into the scheme of things beyond their state to
the nation and ultimately to the world.
3. Increase community awareness about hunger- The purpose is
to present information that debunks myths about hunger and
lack in this country. Awareness is the key component to
changing public opinion.
4. Build a relationship with a local food bank- Local initiatives
such as homeless shelters, soup kitchens and food banks need
volunteers. Realistically, regardless of how technologically

advanced a nation may become there will always be people who
need help and the way to ensure future participation is to instill
volunteerism into students through education and community
partnerships.
Resources: School, Funding, & Materials
The materials needed for the project include printing paper, ink,
and a t-shirt and project planner for each student. The t-shirts
will make our students visible in the community and serve as an
advertisement for the cause. We will need poster boards,
pushpins for hanging flyers, and a spot in the morning
announcements, envelopes and postage stamps. Many of the
items may be purchased at the local dollar store, building a
website is free, and a few parents and myself may donate
postage stamps for our community mailing list. The goal as it
relates to finances is not to spend a lot of money to complete
this project.
Students Role
The students will be responsible for the flyer, the theme, and
the website design. As the facilitator, the plan is to mediate the
decision-making process of the students and provide materials.
The intended purpose is for the students to be able to look back
at the experience and realize that they were instrumental in
reaching the goal. Students will also distribute the flyers and
participate in donation pickup and delivery. The students will
be challenged to take on the role of a reporter to complete their
final paper for the unit. The students will need to use their
critical thinking and communication skills to reach an
agreement on how to move forward with each step of the plan.
It is possible that they may not always agree on how to proceed
and that will create opportunities for them to practice problem-
solving skills. The students will need to be outspoken and give
their input to find solutions and enhance their experience. The
students will be responsible for keeping in touch with each
other outside of school and delegating tasks within their group.
The activities will develop leadership skills and community
mindedness. Students must be informed and ready to answer

questions from potential donors and explain why they are
seeking donations.
Parents Role
For this project, parents are expected to participate by driving
or being present when the students are distributing their flyers
and talking to local businesses. Parents may also donate
printing paper and ink for printing the flyers. We want the
parents to ask their employers to be sponsors or donate non-
perishable food items to the student food drive. We want
parents to know that volunteering time for the project is just as
important as giving money or goods. We need parents to assist
with storage and delivery of the goods. Parents will also be
expected to provide motivation and encouragement for their
children to embrace the project if they feel uncomfortable
stepping out of their comfort zone. We will also need parents to
take leadership roles in negotiating the price for our ad in the
local paper and t-shirt prices. The project manager is well aware
that parents may not participate and she is ready to step up and
make sure that the students have a valuable experience. She is
prepared to enlist volunteers from the community and the PTA
to help her students reach their goal.
Community & Organization Roles
The local food bank chosen for this endeavor must be willing to
form partnerships with our students and trust them to represent
their mission and brand in the community. The relationship
building process will include sharing information. The students
will need access to information such as how many families does
the food bank serve in a week, what is the most trying time of
year for local families, and what products are needed the most.
It is our goal not to create any financial burden for the food
bank. However, the operators may already have connections that
will assist the students in some way, or they may have
containers or receptacles with their logo on them to place at
local businesses. The role of residents (community) is to give,
even if it is just one item and support our students and future
leaders of the town.

Gaining Support for the Plan
The facilitator of the project will be responsible for the
newspaper ad, acquiring a free or reasonably priced spot on the
local radio, and enlisting other teachers to ask students to bring
an item. The project manager will also be responsible for
mailing flyers to local churches soliciting their participation in
the food drive.
Soliciting Support for Events & Parent Participation
1. Local Newspaper- the project manager will meet with a local
reporter to see if he/she would like to do a story about the
project.
2. Social Media- If parental consent is given; students will live
stream pivotal moments and requests throughout the process.
3. Class Website- parents will also be able to learn details about
the project on the site.
4. Challenge to other schools- students will invite their friends
from other schools to donate.
5. Challenge to local businesses- local businesses will receive a
flyer and a challenge to donate directly to the food bank.
6. Call to Action for Parents- students will create a short video
that will be sent out to all parents via phone messages and
emails.
Plan Evaluation & Criterion for Success
Successful completion of the project is a reflection of the level
of parent participation; the amount of food collected, and
student reflections on their volunteerism experience. The most
important measurements of success are parent involvement and
student experience because any amount of food raised will help
needy families in the community. Parental support is critical
because the project is trying to build bridges between family-
school and community. The greatest challenge is trying to get
people to look beyond their circumstances to help someone who
may be going through something more difficult. If the students
walk away with a sense of community, concern for others,
gratefulness for what they have and a willingness to volunteer
again then the project is a success. There are no guarantees that

the goals for this project will happen, even so, the students
deserve to have the experience because the problem that we are
trying to address is a real-life issue. A survey will be provided
for the students, parents, and other volunteers to gauge
individual experiences and to determine what went well and
improvements that need to be made.
Theory: Identity Role Model & Epstein’s Six
The role identity theory teaches that experiences such as
volunteering become identity markers that are filed away for
later use in life to inspire a repeat of the previous experience
(Henri & Stefanik, 2014). Example 1: the knowledge gained
during Certified Nursing Assistant training emerges in the
presence of those needing care. Techniques such as pillow
placement to ease pain and pressure points, positioning to lift or
assist with mobility, changing elaborate bandages, recognition
of infection and perception of fever and dehydration through
mere observance occur without much effort. Even though the
pursuit of higher education ventured down the path of
Psychology and Education, the actions mentioned above
distinctly define a personal characteristic acknowledged as the
caregiver. Example 2: Giving, sharing, and collaborating are
also experiences that create identity markers that encourage
future participation in the practices. In a previous experience,
lack encouraged sharing. Four friends (including me) found
themselves hungry, and none of them had any money or the
ingredients to make a complete meal. One friend had eggs,
another had bread, and the third had luncheon meat and ketchup.
The fourth friend had nothing to offer, and that did not matter.
The friends combined what they had, and everyone departed
nourished. The activities discussed above precisely explain a
personal characteristic confirmed as the collaborator and the
contributor. These examples may seem simple; even so, they are
real-life encounters that add validity to the premise that
supports the identity theory role model. If schools are seeking
to inspire future events of volunteerism and community
mindedness, they must first provide student experiences that

open the door to the concept and service learning projects are
the way to accomplish that goal.
Epstein's theory contains six components that are needed to
influence student success. The six components are "parenting,
communicating, volunteering, learning at home, decision-
making, and collaborating with the community (Griffin & Steen,
2010, p. 1)." Parenting refers to how parents relate to their
children. Psychology constructs place parents in one of four
categories; authoritative, agreeable, inattentive, and tyrannical
(Mgbmere & Telles, n.d). Psychology suggests that parenting
styles directly affect children's ability to adapt to new situations
and how they interact with others. Communication skills can
make or break any relationship. The home environment is the
first place of learning for all students. Since children learn from
their environment through natural observances, the ability to
communicate is shaped by those experiences. Volunteer
activities make room for social, emotional, and academic
growth. Learning at home encourages students to be responsible
for their role in the education process, prepares them for future
learning, and solidifies what they are learning in school.
Decision-making entails developing skills that foster the ability
to weigh actions, choices, and their consequences.
Collaborating with the community is important because it
creates expanding support systems that expose students and
families to a diverse group of people with different levels of
knowledge, expertise, and wisdom.
Conclusion
The purpose of this discourse was to discuss a plan to get
parents involved in a service learning project with their
children. Educators are charged with the task to reach out to
parents in a way that appeal to them and to continue the process
even if parents do not respond. In this plan, the students and the
project facilitator develop creative ways to get the parents
attention via text messages, emails, flyers, and word of mouth.
A marketing strategy to advertise the project is in place, and
donation solicitation methods are present. Schools and

educators need the support of parents, and the research supports
the idea that children have a better educational encounter when
their parents are available shareholders. Some parents will meet
the challenge to participate with enthusiasm and others will
remain uninterested, and in that case, the focus shifts to the
well-being of the student (Hjalmarson, 2011). As this dialogue
comes to a close please remember: Educating students is a high
task that requires participation and cooperation by all
immediate stakeholders; that includes parents, teachers, schools,
counselors, and community centered outreach programs,
however, the omission of involvement on the part of parents
does not negate the fact that all children deserve a proper
education.
References
Cleary, B. & Simons, L. (2006).THE INFLUENCE OF
SERVICE LEARNING ON STUDENTS' PERSONAL AND
SOCIAL DEVELOPMENT. Retrieved
from http://stgwww.stjohns.edu/sites/default/files/documents/ad
minoffices/asl-influence-on-development.pdf (Links to an
external site.)Links to an external site.
Common Core Standard Initiative (2017). English Language
Arts Standards >> Writing >> Grade 8. Retrieved from
http://www.corestandards.org/ELA-Literacy/W/8/
Griffin, D., & Steen, S. (2010). School-Family-Community
Partnerships: Applying Epstein's Theory of the Six Types of
Involvement to School Counselor Practice. Professional School
Counseling, 13(4), 218-226.
Henri C. & Stefanik, G. (2014).VOLUNTEERING:
THEORETICAL APPROACHES AND PERSONAL
CHARACTERISTICS. Retrieved from
http://www.afahc.ro/ro/afases/2014/socio/Andronic,%20Razvan-
Lucian_%20Volunteering.pdf
Hjalmarson, F. (2011). Differentiated parent support: Engaging
parents in unique ways to increase their involvement in School.
San Diego, CA: TurnAround Schools Publishing.
Jeynes, W. (2011). The School Community Journal (Links to an

external site.)Links to an external site., 21(1), 9-18. Retrieved
from http://www.adi.org/journal/resources/2011ss_SCJ.pdf
Lopez, J. (n.d). Funds of Knowledge.
http://www.learnnc.org/lp/pages/939
Mgbmere, B. & Telles, R. (n.d). Types of Parenting Styles and
How to Identify Yours. Retrieved from
https://my.vanderbilt.edu/developmentalpsychologyblog/2013/1
2/types-of-parenting-styles-and-how-to-identify-yours/
Partnership for 21st Century Learning (n.d). The 4C Research
Series. Retrieved from http://www.p21.org/our-work/4cs-
research-series
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Week 6 Final Project Parent Involvement for the 21st Century
Effective parent and community involvement in a school setting
does not just happen—it requires effort on the part of the school
staff to first establish good relationships with parents and the
community and then requires additional effort to maintain and
improve these relationships. This is a necessary task for schools
to attend to. Good parent and community relations make for a
better school experience for everyone connected to the school.
For your final assignment in this course, you will create a
parent and community involvement plan. Your plan should be
ten to twelve pages in length, not including the title page and
reference page. Be sure to include a minimum of five scholarly
sources (not including your textbook), cited and referenced in
APA style, that support your ideas.
Your plan should address the following items:
1. Describe a philosophy of the plan. Why you are creating this
involvement plan?
2. Describe aims of the plan. What you intend to do?

3. Describe goals of the plan. What you intend to accomplish?
4. Describe school resources to implement the plan. Include
personnel, materials, and funding.
5. Explain the student role in the plan. What will they be doing?
6. Explain the parent role in the plan. What they will be doing?
7. Explain the role of other community members/organizations
in the plan. What will they be doing?
8. Explain actions to gain support for the plan. How will you
create and engage support?
9. Explain events to gain support for the plan; include events to
gain parent participation and community attendance.
10. Explain how you will evaluate the plan and criteria for
success.
Carefully review the Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original
guidance in this document.
In Week Five, you read about the link between Maslow’s
Hierarchy of Needs and parental involvement. When students do
not have their basic needs met or do not feel safe in school, they
are not fully prepared for academic instruction. “It is
imperative that we proactively create a climate that will support
all students learning” (Hjalmarson, 2011, p.135). Partnerships
are all about connection. In this final week of the class, we will
end our discussion about the need to develop partnerships
among schools, families, and communities to support student
success.
Parents are the glue that helps to bring students and schools
together. For schools, it is important to gain parent support and
involvement in assisting students in their educational growth.

Schools must develop strategies to offer parents in establishing
better support for students in their educational journey;
however, in order for schools to help parents, there must be a
plan in place. We learned at the start of this course that there
are a variety of ways in which parents can be supportive of
students in school. Far gone are the days when the only way
that parents could show support was to help with homework.
Although helping with homework is still vital, it is only a small
example of the many strategies that parents can use to support
the education of their children.
Think about the classroom today, beyond fundraisers and PTA
meetings. What are some of ways in which your child's school
has asked for your support or you have asked parents for
support? How does this extend to using technology as a means
of academic support? Consider the technology you use to
communicate with your child’s teachers or with the parents of
your students. Research shows a strong correlation between the
achievement gap and home Internet accessibility (Empowering
Parents, 2010). “If, as President Obama emphasizes, parents
have a responsibility to be actively involved in their children’s
education, they will need the technology tools and skills to do
so effectively” (The Children’s Partnership, 2010, p. 7).
Having regular communication with schools through email,
blogs, and social media helps parents receive updates to their
child’s performance and plan for what additional supports they
might need for areas of need.
We have learned throughout the previous weeks of this course
that classrooms throughout the U.S. have become increasingly
diverse. Hjalmarson writes that, “when people are born into
families with limited parenting skills, without some intervention
or training, they will very likely be the same kind of parent that
they were raised by” (2011, p. 157). Leaders in schools today
must recognize the need to become culturally literate so that
students can be successful. There have been a variety of

strategies discussed that can be used to implement a strong
program to support students and their families through
collaboration. Members of the school must take on the needed
leadership roles to address what's most important to students
and their families; however, according to the NEA, "cultural
competence is a key factor in enabling educators to be effective
with students from cultures other than their own" (no date, para.
2). What makes the need for cultural competence so important?
How can you contribute to building a positive relationship with
your school’s community? What can you do to provide support
to parents to encourage stronger school involvement?
Week 6 Discussion Guidance
Successful models of family partnerships makes families feel
welcome, include family input in multicultural curriculum, and
offer workshops for parents to learn and grow with their
children. One organization, Parents Reaching Out, uses the
Epstein model for parental involvement by developing family
leadership, connecting families throughout the community, and
provide families with learning opportunities (Parents Reaching
Out, 2008). They relate a supportive academic environment to
weaving a blanket. “Consider the similarities between weaving
blankets that stand the test of time and creating supportive
environments that help our children to thrive. The systems,
services and families in our children’s lives are strands of
thread” (Parents Reaching Out, 2008, p. 2). For the first
discussion, Community Involvement, reflect back to the
writings of Epstein. Respond to all of the questions being
posed here. Our communities are an important aspect of the
growth of the students within them. What does it look like to
have a community that is involved in the support and education
of students through shared decision-making and service learning
opportunities?
For the second discussion post, Los Pen, look back at the

research and data surrounding the success of the Los Pen
school. What conclusions can we draw from what we have
learned? Consider their motto: We are committed to creating a
school that knows no limits to the academic success of each
student. What does this mean in relation to the school’s
transformation? Using the empirical evidence as a starting
point, focus on the quantitative data and qualitative narratives,
what conclusions can you draw about the efficacy of the many
aspects of differentiated parent support? Please review the
discussion board rubric prior to your initial post to ensure you
are fully meeting each of the set criteria to earn full credit.
Your initial post should include relevant professional, personal,
or other real-world experiences in a manner that is rich in
thought and provides valuable insight into the topic.
Additionally, all elements of the discussion board prompt
should be thoroughly addressed with strong and precise
connections to previous and/or current course content, or to
real-life situations. When substantively replying to your peers’
post, be sure to provide a thorough and constructive analysis
relating the response to relevant course concepts that
incorporates pertinent follow-up thoughts or questions about the
topic, and demonstrates respect for the diverse opinions of
fellow learners.
Week 6 Assignment Guidance
All of the previous assignments have brought us to the
preparation for the final project for this course. Last week, you
developed an outline of a plan for a service learning project that
involved the school, the family, and the community. For
schools to be successful in supporting students academically
and emotionally, a strategic plan must be developed. Like you
addressed in the discussion post, the way schools care about
children is reflected in the way school’s care about the
children’s families. For this final project, Parental Involvement
for the 21st Century, revisit the National Network of
Partnerships Schools (Links to an external site.) from Week

Two. This organization provides sample plans and templates to
get you started. Be sure that your plan is supported by research
and resources for a successful outcome. Thoroughly read the
instructions for the final project to gain a better idea of what is
expected. Please use the assignment rubric to assist with the
development of your paper. Finally, make sure to use the
grading rubric as a self-checklist before submitting the final
copy of your assignment to confirm you have met or exceeded
each required expectation. The highest level of achievement on
the rubric is “distinguished,” which is only earned through
exceeding posted expectations at the proficiency level. Please
remember you are in a masters-level program. Therefore, your
writing, research, and content are held to graduate-level
expectations.
References and Resources
Hjalmarson, F. (2011). Differentiated parent support: Engaging
parents in unique ways to increase their involvement in School.
San Diego, CA: TurnAround Schools Publishing.
Jeltovski. (2011). mf692 (Links to an external site.)
[photograph]. Retrieved from
http://www.morguefile.com/archive/display/786542
Learning Leaders. (2011, March 11). Family engagement =
student success (Links to an external site.). Retrieved from
https://www.youtube.com/watch?feature=player_embeddedv=gw
EPv2ob_QI
National Network of Partnership Schools. (2010). One-year
action plan for partnership (Links to an external site.).
Retrieved
from http://sowashco.granicus.com/MetaViewer.php?view_id=2
&clip_id=333&meta_id=10524
NEA. (n.d.). Why cultural competence? (Links to an external
site.) Retrieved from: http://www.nea.org/home/39783.htm
Parents Reaching Out. (2008). Family involvement building
community partnerships (Links to an external site.). Retrieved

from http://www.directionservice.org/cadre/parent/artifacts/PR
O-NM-
3%20Family%20Involvment%20Building%20Partnerships2008.
pdf
The Children's Partnership. (2010, October 7). Empowering
parents through technology (Links to an external site.).
Retrieved from http://www.childrenspartnership.org/research-
list/empowering-parents-through-technology/
Required Resources
1. Read from your text, Differentiated Parent Support: Engaging
Parents in Unique Ways to Increase Their Involvement in
School:
· Chapter Eleven – Home to School Connection
· Chapter Twelve – Full Circle
2. Abravanel, S.A. (2003). Building community through service-
learning: The role of the community partner. Links to an
external site.University of Nebraska Digital Commons..
Retrieved from
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article
=1014&context=slcepartnerships/
1. With the community partner in mind, from the school
perspective, what can be done to encourage and support the
emergence of the agency or organization as a partner? From the
agency or organization perspective, what are the significant
considerations involved in establishing successful service-
learning partnerships?
Recommended Resources
1. Marshall, L. & Swan, P. (2010). Parents as Participating
Partners. Australian Primary Mathematics Classroom, 15(3), 25-
32. Retrieved from EBSCOhost.
1. This article highlights some key pedagogical strategies that
assisted classroom teachers to improve indigenous students’
understanding of mathematics, particularly in the area of
numbers.

· School/ Family/ Community Partnerships: Caring for the
Children We Share. (2010). Phi Delta Kappan, 92(3), 81-96.
Retrieved from EBSCOhost.
1. Epstein discusses the need to develop partnerships between
schools, families, and communities to support student success.

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