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Title: Increasing Parental Involvement for Diverse Students: A Proposal for School Administrators

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Maintaining communication with family members and actively including them in the education of their children is a very important component of student success in school. Unfortunately, many parents of diverse students cannot attend conferences and school events; they may also struggle to receive and respond to letters or telephone calls from schools.
For this week’s assignment, you will develop a formal proposal you could present to a school administrator or other educational body aimed at increasing parental involvement for all parents in your school or classroom, while specifically addressing diversity issues.
Write a proposal covering the following points:
Proposal Audience
Problem: In 3-5 sentences, describe the problem as you see it in your school. Begin with the “The problem is…”
Causes: Discuss the reasons you believe some parents do not participate in the school environment. (1-2 paragraphs)
Possible Solutions: Describe several successful practices you have read about aimed at promoting a parent/caregiver/school partnership. Include citations from the literature to support your points. (1-2 paragraphs) 
Specific Solution: Choose one idea to propose to your school leader/organization.
Be specific and include objectives, timeframes, budget needs, a complete and thorough description of the activity, and a sample of one required material for the activity (handouts, charts, PowerPoint, related student assignment, letter, etc.). Describe how you will maintain connections throughout the school year. (1-2 pages)
Rationale: Why is the activity appropriate for all parents, including those of diverse students? What adaptations can you make to encourage the involvement of diverse groups of parents?
Length: 3-5 pages, not including the reference page
References: minimum two references

The post Title: Increasing Parental Involvement for Diverse Students: A Proposal for School Administrators appeared first on Brisk Writers.

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