Broad Creek Middle School, Carteret, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.

Get Parents Involved: When Mom and Dad Come to Class, Kids Do Better
Seville, Michael. (2005). Edutopia.
http://www.edutopia.org/magazine/ed1article.php?id=art_1310&issue=jun_05
This article describes a program at Christa McAuliffe Elementary, a public school in Silicon Valley, which requires parents to become involved in the school as volunteers. Parents lead lessons based on their personal expertise, act as chaperones on field trips, or provide administrative or technological support after the school day. They also attend a training program that helps parents make active contributions to their children’s schooling.

Grandparents Helping in the Classroom
Christian Science Monitor, March 9, 2006
http://www.csmonitor.com/2006/0309/p08s02-comv.html?s=hns%20
In this editorial, the Christian Science Monitor reports the mutual benefits experienced by seniors and students when older Americans volunteer in the classroom. Since there will be a dramatic increase in the number of Americans over the age of 65 in the next 15 years, the potential impact of this group is great. The article reports on a recent study of volunteers from Experience Corp in Baltimore and discusses the cost effectiveness of such a program.

Making Time for Adult Learning
Pardini, P. (Spring 1999) Journal of Staff Development
http://www.nsdc.org/library/publications/jsd/pardini202.cfm
This article highlights different methods used by eight schools across the country to create time for teacher collaboration. Strategies include early release, involving students in community service projects, allowing paraprofessionals to cover classes for a limited period of time, and reassessing how faculty meeting time is currently used. The author provides contact information for each of the profiled schools.

Treating Teachers as Professionals
By Diane Curtis 10/1/2000
http://www.glef.org/php/article.php?id=Art_412&key=238
This article features the Sherman Oaks Charter School, where teachers meet from 11:30-1pm daily for professional development.  They make time by combining a lunch, study hall, and recreation period, which is staffed by para-professionals and parent volunteers. This article addresses the content of such meetings and how they create that time in their schedule.

Answering the Perplexities of Parent Involvment
ASCD 2006 Annual Conference Blog
http://ascd.typepad.com/annualconference/2006/04/answering_the_p.html
This blog, from the Association of Curriculum Supervision and Development, addresses strategies for getting more Hispanic and African American parents involved in their children’s schools. The author talks about the different understandings of “parent involvement” that she encountered in her work as a parent liaison and describes many of the factors that make it difficult for parents to find the time to come to school. Finally, she offers a list of strategies, such as providing child care during meetings and assisting with transportation, which can lead to successful involvement when implemented together.

What do we mean by “family and community connections with schools? 
Southwest Educational Development Laboratory (SEDL).  (2002, November). Research Brief.
http://www.sedl.org/connections/resources/rb/research-brief1.pdf
This short brief explains that there are many different forms of school-community involvement and emphasizes the need to clarify each group’s understanding of and expectations for such partnerships.  It includes a series of guiding questions to help schools, parents, and community groups decide which type of partnerships to pursue and provides additional references for related research.

National Standards for Parent/Family Involvement Strategies
National PTA.
http://www.pta.org/parentinvolvement/standards/index.asp
Strategy four pertains to volunteer programs, listing quality indicators of successful volunteer programs and suggesting the types of materials volunteers should receive during training. Successful programs make parents and other volunteers feel welcome, utilize their skills and expertise, and provide opportunities for working parents to help in creative ways.

Making the Most of Volunteers
Grossman, J.B. and Kathryn Furano. (2002). Philadelphia: Public/Private Ventures.
http://www.ppv.org/ppv/publications/assets/152_publication.pdf
This essay explains the kind of infrastructure that organizations, such as schools, need to put in place in order to maximize the effectiveness of volunteers.  The authors discuss screening, training and skills, on-going management and support (including assigning tasks, providing support and supervision), and cost implications.

What is a Partnership Program?
National Network for Partnership Schools. 
http://www.csos.jhu.edu/p2000/program2.htm
This page highlights six types of involvement for partnership programs, summarizing recommendations from the book Schools, Family, and Community Partnership: Your Handbook for Action (Epstein, 1997).  The six types of involvement are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.  For each type, the website briefly lists sample practices, challenges and redefinitions, and results.

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