| Parent Involvement 2010 What happens … begins in the council chamber, the school board meeting room, the state house, the U.S. Capitol, and the White House. "Every decision is a political decision," says NEA President Reg Weaver (speaking of teachers but applies even more for parents). "We should no longer accept people making decisions for us, about us, and without us."
How Can Schools, Families and Community Groups Put these Goals into Action?
• Recognize that all parents, regardless of income, education or cultural background, are involved in their children's learning and want their children to do well.
• Design programs that will support families to guide their children's learning, from preschool through high school.
• Develop the capacity of school staff and families to work together.
• Link activities and programs for families to improving student learning.
• Focus on developing trusting and respectful relationships among staff and families.
• Build families' social and political connections.
• Embrace a philosophy of partnership and be willing to share power.
• Make sure that parents, school staff, and community members understand that the responsibility for children's educational development is a collaborative enterprise.
• Build strong connections between schools and community organizations.
• Include families in all strategies to reduce the achievement gap between white, middle-class students and low-income students and students of color.
When parents talk to their children about school, expect them to do well, help them plan for college, and make sure that out-of-school activities are constructive, their children do better in school. When schools engage families in ways that are linked to improving learning, and support parent involvement at home and school, students make greater gains. When schools build partnerships with families that respond to their concerns, honor their contributions, and share power, they are able to sustain connections that are aimed at improving student achievement. And when families and communities organize to hold poorly performing schools accountable, school districts make positive changes in policy, practice, and resources.
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." ~~ Margaret Mead (1901 - 1978)
Title I Parental Involvement Policies Requirements of Section 1118
Programs and Policies
Resources
"Where Parents Are Powerful"  The Commonwealth Institute for Parent Leadership offers a variety of programs aimed at bringing together parents, teachers, community members, and school administrators for training, information, and experiences that help them work as partners to raise student achievement. The program was developed by the Prichard Committee in 1997 as a way to support informed, skilled, and parents as effective advocates who are passionate about improving Kentucky public schools. Since its inception, 11 years ago, CIPL has trained an army of more than 1,500 Kentucky parents on how to effectively advocate for high-quality schools. More than three dozen CIPL fellows have served on school boards, and hundreds more are involved daily in education advocacy. The program has been so successful that eight other states and Washington, D.C., have adopted it to help improve their schools, too. Prichard Committee P.O. Box 1658
Lexington, Kentucky 40588-1658
859-233-9849
800-928-2111
859-233-0760 fax
Parents in a JAM
ED I am
I am ED
I am ED
ED I am
That ED-I-am!
That ED-I-am!
I do not like
that ED-I-am!
Do you like
Parents in a JAM?
I do not like them,
ED-I-am.
I do not like
Parents in a JAM.
Would you like them
here or there?
I would not like them
here or there.
I would not like them
anywhere.
I do not like
Parents in a JAM.
I do not like them,
ED-I-am.
Would you like them
in a house?
Would you like them
with a mouse?
I do not like them
in a house.
I do not like them
with a mouse.
I do not like them
here or there.
I do not like them
anywhere.
I do not like Parents in a JAM.
I do not like them, ED-I-am.
Would you teach them
in a box?
Would you teach them
with a fox?
Not in a box.
Not with a fox.
Not in a house.
Not with a mouse.
I would not teach them here or there.
I would not teach them anywhere.
I would not teach Parents in a JAM.
I do not like them, ED-I-am.
Would you? Could you?
In a car?
Teach them! Teach them!
Here they are.
I would not,
could not,
in a car.
You may like them.
You will see.
You may like them
in a tree!
I would not, could not in a tree.
Not in a car! You let me be!
I do not like them in a box.
I do not like them with a fox.
I do not like them in a house.
I do not like them with a mouse.
I do not like them here or there.
I do not like them anywhere.
I do not like Parents in a JAM.
I do not like them, ED-I-am.
A train! A train!
A train! A train!
Could you, would you,
on a train?
Not on a train! Not in a tree!
Not in a car! ED! Let me be!
I would not, could not, in a box.
I could not, would not, with a fox.
I will not teach them with a mouse.
I will not teach them in a house.
I will not teach them here or there.
I will not teach them anywhere.
I do not teach Parents in a JAM.
I do not like them, ED-I-am.
Say!
In the dark?
Here in the dark!
Would you, could you, in the dark?
I would not, could not,
in the dark.
Would you, could you,
in the rain?
I would not, could not, in the rain.
Not in the dark. Not on a train.
Not in a car. Not in a tree.
I do not like them, ED, you see.
Not in a house. Not in a box.
Not with a mouse. Not with a fox.
I will not teach them here or there.
I do not like them anywhere!
You do not like
Parents in a JAM?
I do not
like them,
ED-I-am.
Could you, would you
with a goat?
I would not,
could not,
with a goat!
Would you, could you,
on a boat?
I could not, would not, on a boat.
I will not, will not, with a goat.
I will not teach them in the rain.
I will not teach them on a train.
Not in the dark! Not in a tree!
Not in a car! You let me be!
I do not like them in a box.
 I do not like them with a fox.
I will not teach them in a house.
I do not like them with a mouse.
I do not like them here or there.
I do not like them ANYWHERE
I do not like
Parents in a JAM!
I do not like them,
 ED-I-am.
You do not like them.
So you say.
Try them! Try them!
And you may.
Try them and you may, I say.
ED!
If you will let me be,
I will try them.
You will see.
 Say!
I like Parents in a JAM!
I do! I like them, ED-I-am!
And I would teach them in a boat.
And I would teach them with a goat...
And I will teach them in the rain.
And in the dark. And on a train.
And in a car. And in a tree.
They are so good, so good, you see!
So I will teach them in a box.
And I will teach them with a fox.
And I will teach them in a house.
And I will teach them with a mouse.
And I will teach them here and there.
Say! I will teach them ANYWHERE!
I do so like
Parents in a JAM!
Thank you!
Thank you,
ED-I-am!
This an edited version of Dr. Seuss's Copyrighted Classic Green Eggs and a Ham
Born:
March 2, 1904
Springfield, Massachusetts
United States Of America
Dr. Seuss Biography
Dr. Seuss was born Theodor Geisel in Springfield, Massachusetts on March 2, 1904. After attending Dartmouth College and Oxford University, he began a career in advertising. His advertising cartoons, featuring Quick, Henry, the Flit!, appeared in several leading American magazines.
Dr. Seuss's first children's book, And To Think That I Saw It On Mulberry Street, hit the market in 1937, and the world of children's literature was changed forever! In 1957, Seuss's The Cat in the Hat became the prototype for one of Random House's best-selling series, Beginner Books. This popular series combined engaging stories with outrageous illustrations and playful sounds to teach basic reading skills.
Delve deeper into the world of Dr. Seuss with an Author Study.
Brilliant, playful, and always respectful of children, Dr. Seuss charmed his way into the consciousness of four generations of youngsters and parents. In the process, he helped kids learn to read.
Winner of the Pulitzer Prize in 1984 and three Academy Awards, Seuss was the author and illustrator of 44 children's books, some of which have been made into audiocassettes, animated television specials, and videos for children of all ages. Even after his death in 1991, Dr. Seuss continues to be the best-selling author of children's books in the world.
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