A r c h i v e d I n f o r m a t i o n

Implementing Schoolwide Projects - May 1994

The Chapter 1 Schoolwide Project at Richmond Elementary School

Every child deserves a chance at Richmond!

Building a child-centered community through our Chapter 1 Schoolwide Project.

"Today I have a chance to change our lives by making this day the best for you and me. I am kind in what I say and do. I respect myself and others. At Richmond, we are safe."

Possibilities ... hope ... success. This is the true meaning of our school pledge at Richmond Elementary School. Every child begins life with the first two. But every child deserves all three!

This also is the meaning of our Chapter 1 Schoolwide Project. With staff and parents working together, we are creating a school community where children are the focus, where their success at school--and in life--is everyone's goal.

Richmond's federally funded Chapter 1 Schoolwide Project began in 1989. We were the second school in Oregon to embark on this new "schoolwide" concept. After one successful year, our program is now used as a model for others.

And, now that our program has become a success, we're pleased to share it with you. If you have any questions, we'd be happy to give you more information.

The Chapter 1 Schoolwide Project Planning Committee
Richmond Elementary School
Kathy Bebe, Principal

How do we measure success?

The Chapter 1 Schoolwide Project is regularly evaluated through surveys, student outcomes and informal feedback. After one year we are proud of our progress as measure by:

Higher standardized test scores.
Parent involvement has more than tripled.
Increased parent attendance at conferences, school programs.
Fewer behavior problems in the classroom.
Enthusiasm among staff and students.

Key personnel in our program include a parent involvement coordinator, Chapter 1 project coordinator and teachers, child development specialists, principal, and office staff.

What changed at Richmond?

Two major changes are behind our success: giving Chapter 1 services to all children schoolwide, not just those identified as academically disadvantaged; and, reaching more parents.

In this schoolwide project, all children receive Chapter 1 educational services as a consistent part of their curriculum. It permeates the school!

Because of internal shifting of teacher schedules, children are not pulled out of their classrooms for special programs. This can waste everyone's time and energy. Plus, no one is singled out for being "slow" or "disadvantaged." Everyone is part of everything. This leads to improved self-esteem, which leads to greater academic performance. Our teachers also have noticed fewer classroom disruptions.

To support this effort, Richmond staff were trained in a Collaborative Consultation model, and Discipline with Love and Logic, an effective technique to build a child's self-esteem. Other programs help staff increase their awareness of multicultural issues. Richmond is a bilingual school with a high Hispanic population.

Parental involvement is another major reason this project succeeds. Teachers and staff work with parents to build parenting skills and instill a love of learning in the whole family.

"The schoolwide project is the greatest thing we ever did for parents, children and our community."

                                  --Laura Hildebrandt                                     Parent

PST ...!

Have we got your attention? PST has certainly gotten attention at Richmond! PST stands for Parent Staff Together. This group meets monthly to develop leadership and parenting skills. In one year, parental involvement at Richmond has grown from four to more than 20 parents.

Programs that have increased parents' involvement include:

A special lounge and "lending library" for parents.
Workshops in Discipline with Love and Logic
Volunteer work parties
"Principally Speaking," a parent newsletter with school news and parenting hints.
Informal gatherings in homes.
Love, Lunch and Learn, where parents lunch with children, then stay for free workshops.
Open houses and Parent Greeter programs.
Increased contact with kindergarten parents through monthly packet meetings.
Richmond Headlines, a home/school telephone program.

Building self-esteem

Several programs also build student self-esteem and leadership skills:

Elder-Younger Program. Sixth graders earn the privilege to care for younger children during parent meetings. Special training is given.
Crossing Guard Program. It is an honor for fifth and sixth graders to be chosen.
StudentSweep. This stands for Students Who Encourage Environments that are Positive. Fourth through sixth graders visit classrooms during surprise "sweeps" and give points to students who model good behavior, such as promptness and courtesy.

Long-term goals

Richmond staff developed specific goals to monitor and evaluate children throughout the year. The Schoolwide Project Planning Committee is the cornerstone of this effort, and includes parents, teachers, child development specialists, coordinators and school administrators.

Improve student academic skills.
Integrate and strengthen home-school connections.
Raise self-esteem among students and parents.
Encourage staff dedication to professional growth.

"Richmond has been tremendously successful in bringing parent, staff and children together."

                                   --Arnie Leppert                                      Oregon Department of Education

Arnie Leppert, Oregon Department of Education director of Chapter 1 services, has this to say about our program: "Getting parents involved is vital to a child's success in school. Richmond has been tremendously successful in bringing parents, staff and children together."

About Richmond Elementary

Richmond Elementary has bout 480 students and a staff of about 60. It is a unique school because of its high bilingual and poverty population - more than 80 percent of the students are from low-income families, and the school ranks among Oregon's top 10 poverty schools as determined by federal free and reduced-price lunch guidelines.

Richmond Elementary School
466 Richmond Avenue SE
Salem, Oregon 97301-6799
(503) 399-3180

Richmond Elementary Presents:
Principally Speaking

Special Thoughts on Raising Kids                    Kathy Bebe, Principal

My Child, The Winner

The greatest gift we can give children is the knowledge that they can first rely on themselves for the answers to their problems. A child who develops an attitude which says, "I can probably find my own solutions, and if not adults will be willing to give me some advice." becomes a survivor. This child usually has the edge in learning, relating to others, and making his or her way in the world.

People often ask how they can support their children to ensure they excel. This often means, "What can I do to make sure my child gets ahead or is a winner?" Sometimes it mans, "What can I do to help my child be successful, feel secure, and lead a happy life?" It doesn't matter which question is asked. The answer is the same.

The foundation for success lies in the belief that the best solution to any problem comes from within. Then if you don't find the answers ask for advice from others.

Parents and teachers can help children develop this attitude by being understanding and sympathetic each time a child has a problem. This can be done in variety of ways such as, "I bet that really bothers you," or "Wow! I bet that makes you feel mad," or "If that happened to me, I would really feel ..."

These types of statements usually bring about some kind of response which conveys that the child is relieved that we understand. As soon as we see that response, it is time to ask one of the most important questions children ever hear, "What do you think you are going to do about it?" This is a powerful statement because it implies that we know the child is capable of doing his or her own thinking.

This question is often answered by, "I don't know." This is a good time to offer some different kinds of solutions. We discuss the possible consequences with the youngster, and then allow the child to choose the solution he/she likes best, even if it means that the child decides not to solve his/her problem.

Children have too few opportunities to learn about and practice for the real world. These opportunities present themselves most often as problems to solve or decisions to make. Each time I move into the situation, solve the problem or rescue the child, I have stolen one of the child's growth experiences. He or she is now less prepared to face the real world than if I had been there with understanding and the question, "What are you going to do about it?"

Steps

Show understanding

Ask, "How are you going to solve the problem?"

Share some choices.

Help him/her look at the consequences.

Give permission to solve it or not solve it.

Richmond Elementary Presenta:
Conversaciones Con El Director

Reflecciones Especiales en la Crianza de Niños      Kathy Bebe, Directora

Los Amigos

"¿Por qué juegan con esos muchachos?" Muchas veces, como los adultos, los muchachos esogen como amigos a otros de su mismo nivel de madurez.

"Me han preocupado los niños Willcox," dijo la mamá de Debbie. "Después vino Debbie y me dijo que un día la Señora Wilcox le había dicho a sus niños. '¡ Debbie significa un desastre! ¡Yo tabié había pensando lo mismo acerca de ellos!"

Proteja la Relación con Su Niños

La relaión que existe entre un niño y sus padres es fundamental y afecta a todas sus otras relaciónes. Los padres que tratan de cambiar las relacióes que tienen sus niños se encuentran muchas veces que es la relación con sus niños la que termina afectada. Presumiendo que usted y su niños se lleven bien, es mejor darse a uno mismo de eiemplo par dar información: "¡ Me alegro que mis amigos no me traten así!," ode otro modo, "Creo que si yo tratara así a mis amigos, no tendría ninguno." Pocas veces resulta el repetir conttinuamente a otros como deben regir su vida. "Jimmy, si esos niños te tratan así, no juegues con ellos."

Porque los niños imitan a sus padres, es provechoso para usted dar consejo usandose a sí mismo de ejemplo: "¿Te gustaría escuchar lo que yo haría?" o "Bueno, si Marge (una amiga de los padres) me quitara mis cosas y no me las quisiera devolver, yo probablemente haría todo por no juntarme mucho con ella."

Evite Criticas

Cuando su niños le cuenta de situaciónes disgustosas con sus amigos, lo más seguro y generalmente mejor es decir cosas como, "¿Y como te sientes acerca de eso?," o "¿Piensas que va a ser diferente la próxima vez?," o "¿Piensas que esto va a cambiar la situación entre ustedes a largo plazo?"

Tales preguntas eben ser hechas con el motivo de conseguir información y no como si fueran hechas desde el "banquillo de los acusados." Los padres que hacen preguntas como. "Bueno pues. y ¿después que hiciste tú?," estan en realidad criticando en vez de haciendo una pregunta.

Conozca a los Amigos de Sus Niños

A veces los padres son gratamente sorprendidos cuando conocen a los amigos de sus niños. De cualquier modo, no hace ningún dañ conocer a sus amigos y es además un buen ejemplo. Esto también le permite comprender porque sus niños se sienten atraidos a ciertos amigos.

Prohibiciónes

Prohibir al niño jugar con un amigo, generalmente, le dice all muchacho que tememos que las actitudes, creecias y hábitos del otro niños lo influira. También les dice que no es capaz de pensar por sí mismo. El resultado es que el amigo generalmente se convierte en más influencia decir, "Lo unico que puedo decir de un amigo como eso es que ojalá se le peque a él algo de ti. Y estoy seguro que así será!"