One of the greatest benefits of “looping” this year has been the continued connection with my students and their families.  I have greater insight than most teachers based upon my extended experiences.  Of the 14 families in my second grade class, 13 work full time at at least one job.  However, I have learned that although these families are not available to volunteer in the classroom, they are more than committed to their students’ education and willing to do whatever they can to help out in other ways.  Throughout the year, I plan activites that require “extra supplies” that would need to be purchased by me, if not for the support of my students’ families.  Sending in recycled containers or baby pictures do not require any expense but show the connection to our classroom and willingness to get involved.  Research projects this year have generated a tremendous amount of parent support and involvement.  Many of my colleagues do not take part in these activities because they “assume” parents will not be receptive.  Like my students, I hold their families to high expectations and I have not been disappointed.

When I think about parent involvement from a school perspective, the results are mixed.  Monthly P.T.A. meetings where selected classrooms perform songs or skits generate large audiences for that particular grade level.  However, meetings held to offer suggestions regarding math and literature are sparingly attended.  I’m not sure our parents have a “voice” in our school?  We have the token “School Council” of which I have been a member and served to disseminate information to a select body of parents and community members.  However, the parents that served on the council were not representative of the majority of our working parents.  These parents need to be surveyed to truly see what the needs are of our students and parents.

In efforts to be a “full-service” school, a dental van regularly visits our school and offers free and reduced cost dental cleanings and restorative work.  We also offer an affordable after-school program for families who work.  Both services help to support our families.  We have also talked at the leadership level about the need to bridge the gap between our school and the local Boys and Girl Club.  Many of our students use this after-school resource and yet we work in isolation from each other.  “It takes a whole village to raise a child…”  It seems as though so much more could be accomplished with some type of school and community liaison.  This person (or agency) could listen to the needs of our families and students and help to coordinate services and agencies within our community, many of which already exist.  Hmm, maybe this could be the job for an educator with a newly acquired Specialist’s Degree??