Exemplary
Program AwardWorthington Public Schools
Parents Advocating For Student Success (PASS)
Submitted by Jerry Fiola, Community Education Director
This parent involvement initiative was designed based on a program that was originally developed by the Parent Institute for Quality Education (PIQE) in San Diego, California. In adapting this model to meet the needs of our own community, we have subscribed to much of PIQE’s stated mission/vision – “To bring schools, parents, and community together as equal partners in the education of every child to provide all students with the option and access to a postsecondary education. We are committed to creating a community in which parents and teachers collaborate to transform each child’s educational environment, both at home and at school, so that all children can achieve their greatest academic potential.”
To fulfill this goal, our PASS program encourages and supports all parents of pre-school and school-age youth to assume a participatory role in their children’s education by creating a home learning environment; navigating the school system; collaborating with teachers, counselors, and principals; encouraging college attendance; and supporting a child’s emotional and social development
The primary strategy of the PASS Program is a series of 9-week classes presenting parents with a variety of information on topics related to children’s school success. Each class’s curriculum is customized to be appropriate for the age of the child.
The PASS classes have been provided in three different languages – English, Spanish, and Lao. For the convenience of parents with varied family/work schedules, they have been held in the mornings, evenings, and on weekends. Transportation to the classes and child care has also been offered, free of charge, to eliminate any potential participation barriers.
In addition, the elementary and middle school teachers attended a full-day workshop on parent involvement best practices. This training was facilitated by PIQE’s program development staff. At the end of the day, each building established their own parent involvement goals for 2006 – 2007 to ensure that the schools were inviting and encouraging parents to take a more active role in their children’s education.
Educational research clearly supports the fact that the more involved parents are in their children’s education the greater the likelihood they will experience success in school. Their children attend school more regularly and they reach higher academic achievement levels.
Over a 14-month period, from March 2006 thru May 2007, our trained staff facilitated a total of 15 classes (11 Spanish, 3 English, 1 Lao) that included 352 participants (230 Spanish, 111 English, 11 Lao) and yielded 189 graduates (144 Spanish, 42 English, 3 Lao).
From the data we have been able to collect and from the observations of our staff, we are convinced that the PASS classes have helped to create a more active group of parents who have become more involved with the schools and their children’s education. Inevitably, this development will positively impact and benefit students.
Award
of DistinctionMarshall Public Schools
Mentor Connection
Submitted by Brian Jones, High School Principal
Since the fall of 1997, Marshall High School Seniors have been given the opportunity to enroll in a new and different course offering called Mentor Connection. It is not on the job training or job shadowing, but rather it gives students who have a passion for a particular career the opportunity to explore that area in depth and work along side a mentor.
During the first half of the school year, the students prepare for the mentorship by learning as much as possible about their chosen field. The second half of the year, they are placed with a mentor where the students develop a project relating to their field of study. At the end of the school year the project is presented at an open house.
Students involved in the program must be highly motivated, highly independent learners and, most importantly, they must have a real passion for a career – be it professional, academic or artistic. The students in Mentor Connection are selected following an application and interview process.
Out of the students’ class day, one block is scheduled for Mentor Connection. Four of the five class days, the students work independently, exploring and researching their field of interest. One day a week, the students meet as a group with the Mentor Connection Coordinator. During the class meeting, they will study and practice techniques for effective oral communication, good listening skills and etiquette useful in everyday life. The students participate in round table discussions about controversial topics and stand before the group and present their research. These weekly updates are very enlightening to the group and provide students an opportunity to learn more about a variety of fields. The students must also submit a written paper on their research each week.
When the Coordinator determines that the preparation is sufficient, a mentor will be sought for each student. Students who are interested in medicine go through a rotation at the hospital and spend time in each department. These students also have an individual physician as their mentor with whom they meet one on one and explore a more specific aspect of medicine. For example, if a student is interested in surgery he/she will participate in the rotations at the hospital and will also observe surgeries and meet with the surgeon to discuss what was observed. A student interested in architecture may go over plans, visit construction sites and attend meetings with the client. A student interested in education will not only observe the activity in the classroom, but will have the opportunity to help develop lesson plans and teach units with the guidance of the teacher.
All of the Mentor Connection students get first hand experiences and participate in what goes on in their chosen field of interests. They truly learn so much and gain an insight that they could not otherwise gain.
Honorable
Mention AwardBrainerd Public Schools
Bridges Career Academies
Submitted by Linda Dockter
The Purpose of Bridges Career Academies is to increase career education for students, expand education and training beyond the classroom, educate parents and the community about career opportunities, and give students opportunities to earn college credit, while in high school, for high-demand occupations in our region.
The Bridges Career Academy concept began as a result of a Chamber of Commerce Workforce Committee whose members include business leaders in the areas of manufacturing, healthcare, building and construction trades, engineering, business, the Department of Employment and Economic Development (DEED) and representatives from 5 school districts. The business members identified trends in the local area that show students graduating from high school are not prepared to fill their employment needs. DEED identified the 5 areas that our area needs to focus on -- Healthcare, Nursing, Manufacturing, Business and Engineering.
During the summer of 2006, several members of the Chamber Workforce Committee, DEED, Business and Industry, Secondary School Administration, Higher Education Administration and Educators went to Cedar Rapids Iowa to visit with a program that had been implemented, where business, industry, and education had been working together. Then, they began working to bring enhanced concurrent enrollment opportunities to students of the Brainerd, Staples, Pillager, Crosby and Pequot Lakes School Districts and Central Lakes College.
Bridges Career Academies was formed to Bridge the gap between business and industry and education. In the spring of 2007, students in 5 area school districts, Brainerd, Staples, Pillager, Crosby and Pequot Lakes, registered for Bridges Career Academies courses.