How do you keep parents of high school students interested in what's going on at school?

NEA Today, Sep 1999

A Michigan teacher taps into a federal work-- study program that provides reading tutors.

I've been using E-mail and the Internet At the beginning of the school year, I collect E-mail addresses of parents. Then during the school year, I use the addresses to contact the parents quickly and efficiently.

In addition, very soon after grades are entered into our computer, they are posted on the Internet. Parents can log on and view their student's progress. They can also see what assignments or tests the student might need to make up.

Jay Blain

High school math and computer science teacher Salt Lake City, Utah

To keep a continuous flow of communication between myself and the parents, I have my students keep a grade sheet. On the front of the grade sheet is a chart that includes each graded assignment, the date it was due. the point value, the score, and the running cumulative average for the class.

Next to this chart is a graph on which students note their averages for the current grading period. This lets students and parents know how their recent performances affect their averages.

Four times per quarter, students and parents fill out a form. Students write about what they're leaming, scores on their last two assignments, and any current needs they have. Parents write comments. questions, or concerns they have, and students submit the completed forms.

I collect the grade sheets and give students 10 points for each one. Parents thank me for doing this. There are no surprises regarding grades. In fact, it enables us to find the occasional errorbefore I have to submit grades. Doug Cooper

High school social studies teacher

Wilmington, Ohio

To keep parents involved, I send home a monthly letter with a student's grades for each subject, an update on whether homework is completed regularly, a brief statement on behavior, and any other concerns.

Barbara Wig

Teacher of the handicapped

Trenton, New Jersey

Everything in my classes is online through the Internet (on the Web at www.mvhs.net/ ~rkrane/). Parents became highly interested and active in helping our program when they were able to see what their child was doing in class.

The curriculum Web page for each subject shows course outline, syllabus. lectures, and assignments. Parents also have a password to see their child's daily homeworK class work, and test grades in the grade book.

Roseann Krane

High school teacher

Danville, California

In my monthly newsletter, I often ask parents for "discardables" that the class can use, and they often send things in. A "reply" section in a newsletter could also give parents information on how to communicate with school staff.

I also let parents know that one day a week, I stay later than usual and welcome them to call and hear something special about their child's progress. An open line of communication with parents really helps!

Shari Kohl

Science specialist

North Olmsted, Ohio

* In recordkeeping class, we work on simulation packets, and at times students ask to do some work at home.

I record the date on the front of the packet, and I ask the student how much time will be devoted to the work that evening. Then I ask for a parent signature verifying the student worked on it for the stated time period. Parents like this, students like this. and I have a record.

For one senior English writing assignment, I ask parents to write a letter to their child. This is used as part of the final exam-students respond to the letter-and we mail all letters home the weekend before graduation.

Sandra Manfredi

High school business education teacher Lincoln University, Pennsylvania

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Michigan Reading Recovery teacher Judi Beam has seen all sorts of reading programs over the course of her 22-year teaching career. But no program to help kids read has excited her nearly as much as a federal initiative that's still unknown to the vast majority of America's educators.

This two-year-old federal program. the America Reads Challenge. pairs students in Beam's classes with college students from two nearby institutions. for up to 2.5 hours a week of individual or small-group tutoring.

All this tutoring help comes at no charge to the local district. The participating college students are all paid for their work, out of federal work-- study program funding.

Beam's tutors do good work. They've all been trained by the school.

"The one-on-one contact is powerful," says Beam. "Many tutors have had to struggle with their own education. They have a keen understanding of our children, who often come from difficult backgrounds."

Last year, tutors helped 76 students at Beam's Angling Road Elementary School in Portage. District-wide, 324 kids received tutoring from 21 college students. "The tutors have a genuine interest in getting the kids on the right track," says Beam.