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Parents Teaming for Literacy Success

Parents Teaming for Literacy Success
“If we continue to work together we can get all children where they need to be.” –Smith Elementary School parent

Parents & Teachers on the Same Page for Literacy Learning

Parents Teaming for Literary Success (PTLS) is a different approach to the parent-teacher relationship that increases coordinated efforts to develop and facilitate an authentic, culturally relevant model for parent engagement, empowerment and community with the ultimate goal of improving child literacy through joint engagement between parents and teachers.

It Takes a Village

With PTLS parents are partners in their children’s learning. With teachers, other parents, and the school itself, a community of learners and learning is established through literacy sessions that help parents understand how their children learn, grow, and mentally process language for the acquisition of literacy skills. Parents work with teachers in setting literacy benchmarks and learn to use parent-friendly materials, which in turn are used by parents with their children in the home.

The Six Types of Involvement

PTLS utilizes the research of Joyce Epstein’s six types of involvement which highlights the ways parents can be involved:

  • Parenting: Understand child and adolescent development for learning, set conditions that support children’s learning at home, and assist schools in understanding families.
  • Communicating: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
  • Volunteering: Improve recruitment, training, work, and schedules to involve families as audiences at the school or in other locations to support students.
  • Learning at Home: Involve families with their children in learning activities, including homework and other curriculum-linked activities and decisions.
  • Decision Making: Include families as participants in school decisions regarding their children’s learning.
  • Decision Making: Include families as participants in school decisions regarding their children’s learning.
  • Collaborating with the Community: Coordinate community resources and services for families, students, and the school with businesses, agencies, and other groups.