Kennewick, Washington

Follow the Bus

The ATP at Lincoln was thinking about conducting home visits, but wanted to start in a simple and comfortable way. They planned a “group visit” to one neighborhood where many families of English Language Learners lived. The team invited teachers and staff to “follow the bus” on an early release day and to greet parents as students got off the bus. Teachers talked about the visit in their classrooms and added “we-are-coming-to-visit stickers” on students who lived in the trailer park they would visit first. On the day of the visit, the teachers and staff put on name tags, loaded popsicles in coolers, and followed the bus to the designated stop.

One student became the “host” for this activity. He introduced the visitors to the neighborhood. Some parents and grandparents came to the bus stop to meet and chat with the staff. Some others invited the visitors to come home for a visit. The kids loved showing the visitors where they lived and everyone appreciated the chance to talk together. Plans are in place for more “follow the bus” trips this year and next, including one “walk with students” for those who don’t take the bus.

Dads and Drills

Leaders at Lincoln Elementary School knew that parents’ presence at school can have a profound effect on children. Further, research indicates that the involvement of fathers and father figures adds an extra positive influence on children’s learning, behavior, and commitment to school. The Action Team for Partnerships (ATP), principal, and teachers at Lincoln wanted to encourage more fathers and father figures to spend time at school and to add a bit of excitement to students’ school days.

They designed Dads and Drills, scheduled four times in October, January, March, and May so that dads, moms, grandparents, and others could arrange their schedules to attend at least once. The “drills” were stations for physical fitness and academic skill-building activities. A personal trainer and his assistant from the community brought different equipment for fitness exercises to the four Dads and Drills days. Fitness stations included a balance of races, organized games (e.g., basketball), balance activities, juggling with the principal, speed stacking, and fun skills (e.g., hula hoops). Teachers selected enjoyable academic activities that challenged students to practice grade-appropriate basic skills, such as reading sight words and producing math facts combined with wall climbing. If parents had to leave for work, students could continue for the full scheduled time. At Dads and Drills, the mix of exercise, academic brain-jogging, and a snack proved to be an energizing way to start the day.

Dads and Drills is featured in Promising Partnership Practices 2016.