A r c h i v e d  I n f o r m a t i o n

Family Involvement in Children's Education - October 1997

Appendix B: Atenville Elementary School


Program/School, LEA, City, State

Program Description

Student Characteristics


Parent Involvement Activities/Strategies

Grades Served;
Enrollment

Race/Ethnicity

%Poverty1
and Title I Status


Atenville Elementary School

Lincoln County Public Schools

Harts, WV

(Rural)


  • Action Research Team of parents and professionals guides, evaluates, and modifies collaborative efforts using relevant research. They receive training two to three times per year and share their training with other parents and teachers on two or three staff development days.

  • Home-visitor program targets hard-to-reach families, obtains information about families' needs and interests, and collects parent input on school issues. Parent coordinator and Telephone Tree volunteer visit approximately 20 families each year.

  • Telephone Tree parent representative contacts 20–25 parents every month to discuss school issues and give parents an opportunity to voice their concerns.

  • Parent workshops take place seven times each year and address topics such as language development among young children, how to help with homework, and children's mathematics learning

  • Each day, 8–10 parent volunteers, approximately 100 each year, serve on school committees, read with students at lunch breaks, run an after-school tutoring program, attend staff development sessions, make site visits to other schools, and attend Board of Education meetings.

  • Centrally located family center makes parents feel invited and included.

    Funding Sources2:

  • Title I, Benedum Foundation in Pittsburgh, Institute for Responsive Education in Boston, state grants, Goals 2000, local business partners

  • Southern West Virginia Community College co-sponsors free for-credit courses for parents and pays Attenville instructors to teach them.

    Evidence of Success:

  • From 1991–92 to 1995–96, the number of parent volunteer hours rose from 2,000 to 7,000.

  • In 1995–96, 100 parents, representing almost half of the families at the school, participated in the annual volunteer training; 8–10 parents volunteer at the school each day.

  • Number of students participating in after-school tutoring program increased from 21 in the first year to 62 in the third year of the program.

  • From 1991–92 to 1995–96, CTBS scores for the third grade rose from the 59th to the 71st percentile; sixth grade scores rose from the 58th to 63rd percentile.

  • In 1996, Atenville parents successfully lobbied the Board of Education to keep the school's K–6 configuration.

  • Pre-K–6

    213


    100% white

    83% FRL

    Schoolwide Program


    1 All schools and districts included in this Idea Book receive Title I funding. This column indicates whether a school has implemented a schoolwide program.

    2 Administrators in many schools cannot separate the costs of parent involvement efforts from other reforms and activities. This is especially true in schools that have implemented schoolwide programs (as have most schools in this appendix). However, administrators reported that, in addition to their school or district general operating budget, the funding sources listed here provide a major source of support for their parent involvement efforts.
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