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THE HIGH SCHOOL STUDENT.

PROFILE OF OUR STUDENTS:
1,500 STUDENTS

22% ELIGIBLE FOR FREE/REDUCED LUNCH

1% SECOND LANGUAGE LEARNERS
RACIAL PROFILE:

63% CAUCASIAN AMERICAN

22% HISPANIC AMERICAN
6% AFRICAN AMERICAN
5% ASIAN AMERICAN
4% AMERICAN INDIAN

CHARACTERISTICS OF THIS STAGE OF DEVELOPMENT:

PEER PRESSURE
INTEREST IN RELATIONSHIPS
TROUBLES WITH DEFINING SELF-WORTH
ABILITY FOR COMPLEX THOUGHT
INCREASE AND LEVELING OFF OF HORMONES

THIS IS THE LAST STEP BEFORE ADULTHOOD. UPON

LEAVING THIS HIGH SCHOOL, ALL STUDENTS WILL BE

PROFICIENT ENOUGH IN ALL AREAS TO ENSURE
SUCCESS LATER IN LIFE.

OUR ROLE AS CHILD DEVELOPMENT PROFESSIONALS.

OUR RESPONSIBILITIES:

PROVIDE INTERMEDIATE STEPS TO ENCOURAGE PARENTAL INVOLVEMENT

PROVIDE RESOURCES TO DIRECT UNDESIRED BEHAVIOR
ENFORCE EXPECTATIONS SET FORTH BY PARENTS AND SCHOOL
FOSTER THE RELATIONSHIP BETWEEN SCHOOL, HOME, AND COMMUNITY
DEVELOP AND IMPLEMENT GOALS TO HELP THE STUDENT SUCCEED
ASSESS STUDENT GROWTH TO ENSURE GOALS ARE BEING MET
OPEN COMMUNICATION WITH THE PARENTS AND FAMILY TO BUILD AND STRENGTHEN PARTNERSHIPS TO ENSURE CHILD
SUCCESS

WHY WE DO WHAT WE DO.

FOR THE ADVANCEMENT OF OUR CHILDREN!!
PROGRAMS ARE DESIGNED BASED ON NEED

IDENTIFIED THROUGH TESTING

DATA GATHERED IS DECIPHERED BY COMMITTEE

PROBLEM AREAS ARE IDENTIFIED
DESIGN FOR TARGETING PROBLEMS AREAS CREATED
COMMITTEE IMPLEMENTS PROGRAMS
COMMITTEE TESTS EFFECTIVENESS OF PROGRAMS PERIODICALLY

BRONFENBRENNERS ECOLOGICAL THEORY.

ACCORDING TO WILLIAMS, BRONFENBRENNERS THEORY DESCRIBES HOW
THINGS OUTSIDE OF A CHILDS IMMEDIATE ENVIRONMENT AFFECTS THE WAY A
CHILD DEVELOPS. THESE SYSTEMS OUTSIDE OF THE CHILDS IMMEDIATE
ENVIRONMENT INCLUDE THE MESOSYSTEM, EXOSYSTEM, MACROSYSTEM, AND
THE CHRONOSYSTEM. THE SCHOOL RESIDES IN THE MESOSYSTEM. WE ARE A
CLOSE AND VERY IMPORTANT PART OF YOUR CHILDS DEVELOPMENT. WITH
PROPER INSTRUCTION AND ENCOURAGEMENT FROM US AS WELL AS FROM HOME
AND THE COMMUNITY, YOUR CHILD WILL DEVELOP INTO THE MOST COMPETENT
ADULT!

EPSTEINS TYPES OF INVOLVEMENT

ACCORDING TO EPSTEIN, THIS THEORY DESCRIBES HOW DIFFERENT

TYPES OF INVOLVEMENT FROM THE PARENT THAT AID THE CHILD AS
STUDENTS IN INSTRUCTIONAL SETTINGS.

THERE ARE SIX TYPES OF INVOLVEMENT WHICH HELP EDUCATORS

DEVELOP COMPREHENSIVE PROGRAMMING IN SCHOOL THAT FOSTER
PARTNERSHIP BETWEEN THE FAMILY AND COMMUNITY.

EACH INVOLVEMENT IS UNIQUE IN PRACTICE. EACH TYPE LEADS TO

DIFFERENT RESULTS FOR STUDENTS, FAMILIES, AND TEACHERS.

TYPE 1: PARENTING

ACCORDING TO EPSTEIN, THIS TYPE IS DEFINED BY PROVIDING ASSISTING FAMILIES WITH THEIR PARENTING AND

CHILDREARING SKILLS, UNDERSTANDING THE DEVELOPMENT STAGE OF THE CHILD, AND STRUCTURING THE HOME SO
THAT IT IS SUPPORTIVE OF THE CHILD AS A STUDENT.

IN THIS WE WILL PROVIDE WORKSHOPS SO THAT THE PARENT CAN GAIN A BETTER UNDERSTANDING ON PROPER

PARENTING SKILLS THAT WILL LEAD TO DESIRED OUTCOMES IN THEIR CHILDREN. IT WILL ALSO DISCUSS PARENTING
SKILLS THAT ARE PRACTICED THAT MAY NOT YIELD DESIRED RESULTS AND MAY ULTIMATELY LEAD TO ADVERSE
BEHAVIORS IN THE CHILD.

TYPE 2: COMMUNICATING

COMMUNICATION MUST BE EFFECTIVE AND MUST NOT BE ONE SIDED.

PARENTS MUST BE ABLE TO COMMUNICATE WITH US AND WE MUST BE ABLE
TO COMMUNICATE WITH THE PARENT. THE PARENT SHOULD BE AWARE OF THE
CHILDS PROGRESS AND INVOLVEMENT IN SCHOOL.

PROPER COMMUNICATION WILL ENSURE THAT THE NEEDS OF THE STUDENT

AND THE PARENT ARE BEING MET. IT ALLOWS FOR THE NEEDS OF BOTH TO BE
RECOGNIZED.

TYPE 3: VOLUNTEERING

ACCORDING TO EPSTEIN, SCHOOLS MUST IMPROVE RECRUITMENT

PROCEEDINGS, TRAINING , WORK AND SCHEDULES TO BE ABLE TO
INVOLVE PARENTS TO SHOW SUPPORT TO THEIR CHILD AND THE
SCHOOL.

WE NEED YOU AS VOLUNTEERS IN ANY CAPACITY TO ENSURE YOUR

CHILD AND OTHER CHILDRENS SUCCESS. WE CANNOT DO THIS
ALONE!

TYPE 4: LEARNING AT HOME

ACCORDING TO EPSTEIN, SCHOOLS MUST ENCOURAGE

FAMILY INVOLVEMENT IN THE LEARNING PROCESS OF THEIR
CHILDREN BY DEVELOPING THE CURRICULUM THAT
INCLUDES THE USE OF FAMILY IN THE COMPLETION OF
ASSIGNMENTS.

OUR SCHOOL OFFERS:

AFTERSCHOOL TUTORING SESSIONS

BIMONTHLY SATURDAY SCHOOL SESSIONS
TRAINING TO USE THE SCHOOL WEBSITE
COMPREHENSIVE END OF THE YEAR PROJECTS

TYPE 5: DECISION MAKING

ACCORDING TO EPSTEIN, SCHOOLS HAVE THE TASK OF INCLUDING FAMILIES

IN THE GOVERNANCE OF THE SCHOOL.

OUR SCHOOL OFFERS THE FOLLOWING TO INCREASE PARENTAL INVOLVEMENT

IN DECISION MAKING:

PARENT-TEACHER ASSOCIATION
SCHOOL COUNCIL (INCLUDES STUDENT REPRESENTATIVES AND LOCAL SCHOOL BOARD SEAT HOLDERS)
COMMUNICATION OF ISSUES VIA USAGE OF

BULLETIN BOARD POSTING

E-MAILS
PHONE CALLS
FLYERS SENT HOME WITH STUDENTS

TYPE 6: COLLABORATING WITH

THE COMMUNITY

ACCORDING TO EPSTEIN, SCHOOL SHOULD COORDINATE

RESOURCES AND SERVICES FOR FAMILIES , STUDENTS, AND
THE SCHOOL WITH BUSINESSES, AGENCIES, AND OTHER
GROUPS, AND WHILE PROVIDING SERVICES TO THE
COMMUNITY.

OUR SCHOOL AIMS TO:

HOST MEETINGS AND WORKSHOPS SO THAT LOCAL BUSINESSES,

AGENCIES, ETC. CAN VOICE THEIR OPINION ON RELATED TOPICS.

THEY MAY ALSO OFFER SERVICES TO BE ABLE TO PROVIDE TO THE SCHOOL OR PEOPLE
IN THE COMMUNITY.

REFERENCES
EPSTEIN, J.L., COATES, L., SALINAS, K.C., SANDERS, M.G., & SIMON, B.S. (1997). SCHOOL, FAMILY, AND COMMUNITY
PARTNERSHIPS: YOUR HANDBOOK FOR ACTION. THOUSAND OAKS, CA: CORWIN PRESS.

DECKER, L.E., & BOO, M.R. (1996). COMMUNITY SCHOOLS: LINKING HOME, SCHOOL, AND COMMUNITY [ONLINE].
AVAILABLE: HTTP://ERIC-WEB.TC.COLUMBIA.EDU/COMMUNITY/COMMUNITY_SCHOOLS/INDEX.HTML

DECKER, L.E., & BOO, M.R. (1996). COMMUNITY SCHOOLS: LINKING HOME, SCHOOL, AND COMMUNITY [ONLINE].
AVAILABLE: HTTP://ERIC-WEB.TC.COLUMBIA.EDU/COMMUNITY/COMMUNITY_SCHOOLS/INDEX.HTML

WILLIAMS, Y. (N.D.). BRONFENBRENNER'S MESOSYSTEM: DEFINITION, EXAMPLES & QUIZ. RETRIEVED MAY 26, 2015,

FROM HTTP://STUDY.COM/ACADEMY/LESSON/BRONFENBRENNERS-MESOSYSTEM-DEFINITION-EXAMPLES-QUIZ.HTML