Document Type
Article
Publication Date
Summer 2024
Abstract
Parental involvement has been empirically shown to improve assessment growth over the years throughout a teacher’s career. Research has revealed foundational pillars, Bronfenbrenner’s bioecological model and Epstein’s six types of parental involvement, that are used to encourage parents to understand the importance of parental involvement. Barriers to consistency have been identified as having differing attitudes based on culture and climate, discrepancies in school leadership related to policies and programs, effective communication among teachers and parents, and advocation in early childhood parental involvement. Three components are linked to implementing an operational plan that addresses and overcomes these barriers. This school improvement plan is designed for early childhood special education (ECSE) teachers in the Sioux City Community School District (SCCSD) where teachers will engage parents in monthly involvements about targeted topics of discussion, while intertwining Bronfenbrenner and Epstein’s research throughout plan. Relationships will be fostered with the required monitoring of reciprocal communication among teachers and parents. A school readiness program, called Ready for K! will also be used during these monthly events to provide parents with research-based strategies to build and strengthen skills in their children.