Solving the Problem of Community Engagement 1

Solving the Problem of Community Engagement

Christine Anne McGrath

William Paterson University

Author Note

The author is currently enrolled in the Educational Leadership Program at William

Paterson University, this paper is the research component for Educational Research: Qualitative

and Quantitative Designs.

 Solving the Problem of Community Engagement 2

Abstract

The purpose of this research paper is to analyze the community involvement in an Urban

Middle School setting and to propose how community involvement can be improved at the

school. The middle school that was studied was Don Bosco Technology Academy in Paterson,

New Jersey. Research strongly indicates that by increasing the level of community involvement

at the school, the level of student achievement will also increase. In this paper, I will examine the

research that focuses on increasing the level of community engagement at the school. I will also

incorporate the results of the community engagement survey to formulate a plan that will be used

at the school to increase the level of community engagement.

Key words: Community engagement, community-school partnerships, involvement, family

participation, cultural diversity, families, parents, staff, teachers, school-based community

events.
 Solving the Problem of Community Engagement 3

Introduction

An ongoing problem as Don Bosco Technology Academy, an urban middle

school in Paterson, NJ, has been the issue of community engagement. The school has hosted a

variety of events in the past few years and the turn out numbers have been lackluster. There is an

immediate need to increase the level of engagement at the school. We are seeing the same

community members at all the school events and not reaching alternate members of the

community. This lack of participation on behalf of the community results in the diversity of our

community not being fairly recognized by the staff. The lack of involvement by the community

at the school has been questioned by the district and it has been strongly suggested that our

numbers need to improve. The administration at the school has been advised to investigate more

meaningful ways to engage the community at the school. The administration has also been

instructed to look at other more successful schools in Paterson.

Don Bosco has a unique problem: our students are bused from the other side of town to

our school. All our students ride a bus to school that is four to five miles from their homes. The

reason for this is simple; the state is building us a high0tech new school. But until it is completed

in 2021, we are faced with a population that does not live near the school they attend. This may

not seem like an issue, as many students in the United States are bused to school, it is a problem

in a high poverty area. Our parents do not have the funds, reliable transportation or the desire to

travel across town to meet with their child’s teachers to discuss grades when this information is

easily accessible online. Most of our parents will access the grades of their children through

Infinite Campus. This program allows a parent to track grades, attendance, and send emails to all

their child’s teachers. It eliminates the need for them to travel to the school to pick up the report
 Solving the Problem of Community Engagement 4

card. So, the parents only need to come to the school in the case of an emergency or a serious

behavioral offense resulting in suspension.

So how do you engage a population that otherwise chooses to remain unengaged? As a

result, of staff survey several interesting ideas where proposed. All the ideas suggested were

investigated by the school PBSIS Team, The Climate and Culture Team; alongside the

administrative team. The ideas with the strongest likelihood of increasing community

engagement were selected and plans for implementation were developed. These plans are

presented in the Informed Action Part of this research. The participation numbers will be tracked,

and modifications made as the plans are rolled out. The goal is to increase the engagement at the

school. It is the hope that a well-established plan is in place when we move to the new building

within two years.

Literature Review

The literature pertaining to this topic clearly indicates that a student’s academic potential

is more fully realized when their parents/guardians are active participatory members in their

child’s school. According to Bogenschneider and Johnson, more parental involvement in school

results in students achieving better grades, having less disciplinary problems, scoring higher on

standardized tests, better attendance records, a lower percentage of dropouts, have more focused

career and college goals, and a more positive attitude towards school, education and homework.

(Bogenschneider, Johnson, 2015) the same authors also point out that these “positive impacts

seem more important for children growing up in disadvantaged, highly stressed families.”

(Bogenschneider, et., al. 2015) Additionally these authors point put that a high level of parental

involvement in most important for the students who are in the most need. (Bogenschneider, et.,
 Solving the Problem of Community Engagement 5

al. 2015) This demographic describes most of the students at Don Bosco Technology Academy.

With a free lunch participation rate of 100%, all the students in the school fall on the economic

indicator scale of below the poverty level. Additional literature further supports this assumption.

Young states that “children with more involved parents tend to have better attendance,

socialization skills, and test scores and are more actively involved in extracurricular activities.

(Young, 2016) It is a child’s involvement in extracurricular activities that results in the parents

coming into the school. Children who participate in sports, or clubs, have parents who will come

to school to watch a game or a performance. These parents in turn will be more engaged in the

school.

But how does a school encourage parents to be more engaged? One of the strongest ways

according to about positive rather than negative performances, alternate forms of communication

such as email, text messages, internet-based reporting programs; go along way in encouraging

parents and families to be more engaged at the school. (Ferguson & Rodriguez, 2005) Campbell

also supports this belief that communication is the most important aspect of engagement stating

that “when parents and schools interact closely together, they share information among

themselves and this information-sharing helps families to better understand the schools and

schools to understand families.” (Campbell, 2011) Schools and School Districts must be strive to

“communicate proactively in the community and they must find ways to inform the community.”

(Reform Support Network, 2014) The Reform Support Network cites studies that schools that

used both traditional and nontraditional forms of communication had a greater level of

participation from the community. (Reform Support Network, et. al, 2014) This report also

indicates that is necessary to listen to the needs of the community and respond with meaningful
 Solving the Problem of Community Engagement 6

feedback. (Reform Support Network, et. al, 2014) Parents in the schools are more likely to trust

the schools “when schools listen to the concerns of the community and responds to the questions

and concerns.” (Reform Support Network, et. al, 2014)

The struggle to get parents involved or engaged at a school is a difficult challenge and

needs to be addressed. It is a problem that is impeded by many obstacles that include “parents

who lack the desire and confidence to become involved, educators who lack the desire to

encourage parent involvement, teachers’ preconceptions surrounding parental culpability,

scheduling conflicts, conflicting beliefs about the ways parents should be involved.” (De-Hass,

Williams, 2011) These obstacles can be overcome if schools focus on a system on strong

personal interaction, that focuses on scheduling one on one meetings, properly addressing

conflict resolution and a commitment to community empowerment. (Stefanski, Valli, Jacobson,

R. 2016) In order to meet the challenges of community engagement head on schools need to

become invested in developing long term relationships by bridging the cultural gaps and creating

leaders amongst the parents in a school. (Stefanski, et. al, 2016) In order to successfully increase

parental/community engagement a school will be best served by working with a small group of

parents/community members who can represent and report back to the larger community.

(Stefanski, et. al. 2016) When parents and schools become partners, the parents are more willing

to be engaged in the school with a school that is interested in relationship building in the

community. Schools need to look beyond their preconceived notions embracing what it the

parents can offer and letting go of unrealistic expectations. When parents/community member

feel that what they have to offer to a school is valued they will be more interested in being

engaged.
 Solving the Problem of Community Engagement 7

It falls to the school leader to acknowledge their “critical role in building trust and

mutual understanding between school and communities. Trust is nurtured through relationships,

through information and through knowledge.” (Campbell, et. al, 2011) School leaders need to be

more willing to be flexible in their perception or idea of how engagement is defined.

Parents/community members can not be expected to show up at the school looking to engage.

Rather most of today’s parents/community members want to be told what it is the school needs.

They look to the school leader to “lead with its mouth-identifying projects, needs, and goals and

then telling parents how they can contribute.” (Stefanski, et. al, 2016) Our community members

are not going to be at our doorsteps looking to be class moms, field trip chaperones, or

community members on a committee; rather they need to be told what is desired of them. Our

parents need to be taught what it means to be involved and engaged. “Parental school

involvement is a skill that can be taught and learned.” (Bogenschneider, et. al, 2015) Most of the

times the community will respond in a positive way and will learn how it is that we need them to

perform.

It is also the responsibility of the administrator to “lead with their ears- listening to what

parents, dream, and worry about…. not to serve clients but to gain partners.” (Campbell, 2011)

Building parent/community engagement is all about building trusting relationships, being

flexible in expectations, and asking for the help that is needed not waiting for that help to be

offered.

Research Methodology

The research methodology used for this collaborative action research project was a

qualitative study of the proposed topic. In order to gather the information needed to complete the
 Solving the Problem of Community Engagement 8

project and formulate the informed action plan, an open-ended community engagement survey

was written. The purpose of this survey was to gauge the responses and perspectives of the staff

at Don Bosco Technology Academy. Staff members were asked to complete eight questions

whose results would be support the hypothesis formulated by the research. The two questions

that formed the hypothesis are:

1. What are some strategies that can be implemented, introduced and initiated to

increase community involvement?

2. Are there specific cultural/ethnic events that can be developed to engage different

groups within the community?

The surveys were distributed at a half day in-service. The staff members were told that

they did not have to complete the survey, but that it needed to be returned in the envelope

provided. The importance of the survey to future events was stressed. Staff members were given

a portion of the time at the in-service to complete the survey. Of the forty-five surveys that were

handed out, fifteen were returned completed. A small portion of the surveys were only partially

completed. Table 1 indicates how many surveys were returned and the number of questions that

were answered, skipped and suggestions or criticisms were offered.

Table 1

Community Involvement Survey Results- Fifteen surveys were returned.

Questions (1-8) Answered Skipped Made Made

(Questions are listed below table) Suggestions Criticisms
1 12 1 11 0
2 15 0 15 0
3 13 2 13 1
4 14 1 14 3
5 15 0 15 0
6 15 1 14 0
 Solving the Problem of Community Engagement 9

Questions (1-8) Answered Skipped Made Made

(Questions are listed below table) Suggestions Criticisms
7 15 0 15 2
8 12 3 12 3

As indicated in the table only three questions were skipped by the participants in the

surveys. It can be assumed that some of these questions were skipped by the new staff members

in the building, the ones who have not participated in events previously at the school. It is also

assumed that question number seven was skipped for the same reason, because the new staff

members do not have a point of reference on which they can base a suggestion.

The questions required that the participants offer suggestions, observations and opinions

on past and future events that were held or may be held at the school. The survey presented the

participants the opportunity to provide feedback on school wide community engagement events.

The questions asked were as follows:

1. What are some ways that you think that Community Engagement/Involvement can be
improved at Don Bosco Academy?
2. In your time at this school what were some of the more successful events you attended?
Why were these events successful?
3. What are some suggestions that you would like to make regarding increasing the level of
community engagement at Don Bosco? How would your ideas be implemented? Why do
you think they would be successful?
4. Do you think that the school should also events associated with the Cultural and
Religious Observances practiced by the community? (Please do not answer yes or no,
give as much detail as you possibly can provide) What kind of events do you think that
the school could hold in response to these Religious and Cultural Observances?
 Solving the Problem of Community Engagement 10

5. Do you feel that academic based events (science fairs, report card nights, honor
ceremonies) are successful than sport or competition-based events? (Please do not
answer yes or no, give as much detail as you possibly can provide)
6. Would you like to see more academic type events or sport/competition-based events at
the school?
7. Do you think that the school should host events that are more social in nature? (movie
nights, Poetry Nights, Art Exhibits or Family Fun Days) Do you think that these events
would increase the level of community engagement? Why or Why not?
8. Are there any other suggestions you would like to make regarding increasing the level of
community engagement at Don Bosco? Do you have any specific suggestions or ideas?

Results

Of the 45 surveys that were distributed fifteen were returned. This amount of

completed surveys proved to provide an accurate representation of the how the staff viewed

community events. Most of the staff felt that community engagement/involvement needed

improvement at the school. (question one) Some of the participants who completed the surveys

were unsure of this could happen at Don Bosco. The survey results are broken down as follows.

Question Two: Some of the events that the staff indicated as being successful were

basketball games, cheerleading competitions, school-based science fairs, and a Harvest Festival

that was held once. The reasons cited for these events being successful were sport related. It

seems that most of the participants felt that the community enjoyed the competitive nature of

athletic events over academic events.

Question Three: Suggestions for implementation included more sport events including

parent versus student games and teacher versus student games. Some other suggestions include a

family movie night, a family dance for grades six and seven, more events that showcased the
 Solving the Problem of Community Engagement 11

talents of the non-athletic students of the school, and more academic based events. While they

staff was quick to offer suggestions as far as possible events that could be held; they had no

opinion on how they could be implemented.

Question Four: All of the staff members felt that there should be events associated with

the Religious and Cultural needs of our students. Most of the staff members felt that a Cultural

Diversity event of some sort would be the best option. One staff member even suggested that this

event should coincide with the end of Ramadhan and the Muslim Eid Holiday.

Question Five: A majority of the staff indicated that they felt that sport events were

more popular with the community because of their competitive nature. They did not feel that the

community was interested in academic based events or ceremonies.

Question Six: The results for this question was split with half of the respondents

wanting more sport events and half wanting more academic based events. (It was 8 to seven in

the favor of sports.)

Question Seven: This was a resounding yes. All the respondents felt that there should

be more events that are social in nature. Some of the suggested events included a family movie

night, a family dance for the sixth and seventh graders, an art show, a talent show and a fashion

show. It was also suggested that the school renew its charter for the National Junior Honor

Society and the induction ceremonies should resume.

Question Eight: The answers for question eight were indicative of the previous

questions and most of the answers were a repeat of suggestions already offered. The only new

suggestion was a school wide carnival held at the beginning of the school year to kick off a new

school year.
 Solving the Problem of Community Engagement 12

All of the suggestions were carefully considered and the PBSIS Committee, the Climate

and Culture Committee and the administration selected a handful of events that will be

implemented, scheduled and held during the remainder of this school year and the 2019-2020

school year.

Informed Action Plan

As a result of the analysis of previous attendance at school events, the results from the

surveys that were completed and the research that was conducted for this paper a tentative action

plan has been developed. Much of this action plan depends greatly on budgetary approvals,

assistance from administrators in other schools, and continued support from community

organizations currently active in our school.

The first step in the proposed action plan is to reestablish the relationship with the Full-

Service Community School at School Five. When Don Bosco Technology Middle School was

established six years ago, students and staff in grades seven and eight were moved to a new

location. The sixth-grade classes joined us two years. The purpose of this move was to help

relieve the burden at schools 27 and Five. With less students in the building, the administrators at

School 27 would be able to add more primary classrooms, resulting in smaller class sizes and

more effective instruction. The move would allow School Five to clear classroom space for the

needed renovations to accommodate its newly minted status as a Full-Service Community

School. The freed-up class space would be used for medical offices, dental offices, on site

counseling services and a parent resource center. Even though the upper grades at this school

would now be housed at a new location, they would still be able to take advantage of the services

offered at School Five.

 Solving the Problem of Community Engagement 13

Sadly, this never came to pass and our students, and parents, were not encouraged to seek

what the school had to offer. Despite their geographic proximity to the school, our students and

parents, were not welcomed at the school and effectively denied the services that had been

promised when the move was made. Our current principal at Don Bosco has reached out to the

principal at School Five in the hope of rekindling this relationship. A percentage of our budget

does to support the programs at this school, and we want our children to be able to take

advantage of them. As a part of the action plan connected to this paper, this relationship will

slowly be reestablished. The principal has promised that clinic hours will be scheduled for the

students of Don Bosco and the parent resource center will be made available to the parents of our

students. Several our parents plan on enrolling in ESL Classes in the fall and a few have already

sought out the medical services offered by the school. It is a start.

Another key component of the action plan will be to hold school events at alternate

locations. Currently our students are bused from one side of to our current location; while a new

school is being built. This poses a problem for our parents because many of them do not have

cars, must rely on public transportation and have a difficult time traveling across town in the

evening; when the bus scheduled is reduced. It is also necessary to mention that many of the

students come from high crime areas and the parents do not feel safe being out at night. The plan

is to hold key events at schools that are more accessible to our students’ parents and guardians. A

key supporter of this plan has been one of the principals at John F. Kennedy High School. He is

willing to let us use his cafeteria for two evenings in the upcoming school year. We plan on

holding our initial Welcome Back to School Night at the school. The teachers will travel to this

alternate location, which is near many of our students’ homes. It is the hope that by having this
 Solving the Problem of Community Engagement 14

first event at Kennedy we will encourage our parents to attempt to make to other events at our

regular site. A decision will be made at a later date as to the second event that will be held at the

high school. This decision will be made based partially on a survey that will be distributed to the

parents that first night. Based on their responses, and needs, a decision will then be made.

Another part of the plan is to schedule our evening functions at early times. The events

will start earlier and end at the regularly scheduled time. While this will result in a longer

evening for the staff, most agree that we may see a larger turnout on these evenings. This will

give the parents a greater chance to use public transportation before the schedule changes to late

night service. This too will be done on trail basis with turnout determining if we will repeat the

strategy again.

The idea of providing busing for the parents has been proposed but as this was attempted

before and it is not a feasible solution. The parents did not accept the offer of the free school bus

rides and the cost outweighed the benefit. The principal is going to allow me to investigate the

bus companies, who normally service our students during the day, to see if they are willing to

donate time to transport parents on designated evenings. If they are willing the campaign to

inform the parents of this option will be more aggressive; including automated calls, school fliers

sent home with students and mailed. Emails will be sent to the parents via Infinite Campus and

Class Dojo. We will also provide the “sending” schools of School 27 and School Five copies of

the fliers to be sent home with their students. This will be done in the hopes that are parent who

may other wise be unaware of this option will be informed of this service.

We will be hosting two basketball events in the spring. One will be teachers against the

school basketball team game. This is usually something that we have during the day but the
 Solving the Problem of Community Engagement 15

suggestion of making an evening event has been considered. Most students who were informally

polled said their parents would attend such an event. Several parents said they would also attend

such an activity. Once again, this event would be scheduled early in the evening so that public

transportation will be a viable option.

The second basketball event will be a parent versus student game. This is not something

we have attempted before but some of our most active parents have said they would play in such

a game. This game would be scheduled in the early evening and would be held in the spring;

which provides more daylight hours for our parents to travel safely. The enthusiasm amongst the

students for this event is high; it is the hope that this excitement will encourage the parents to

attend, and participate, in the event.

Based on the surveys, staff member would like to see more academic based events at the

school. Many were disheartened that the only after school activities are basketball and

cheerleading. The plan is to hold a Graduation Award Ceremony one evening before graduation.

At this ceremony, the graduates will be the primary focus; but other grade levels will be invited

to give their own awards. The awards will be in all key subject areas, and will include art,

physical education, music, computer science, and world language awards. This will give the

students who do not participate in sports a chance to be recognized and acknowledged. Once

again multiple sources of parental communication will be used, and we will try to reach as many

parents as possible.

To go along with the desire of the staff that events be more “academic” in nature. We will

be reinstating our charter with the National Junior Honor Society. Students in all grades will be

invited to apply for membership and the eligible students will be inducted during an evening
 Solving the Problem of Community Engagement 16

ceremony. Before the induction ceremony, the inductees and their invited guests will be invited

to a dinner reception. This will be an opportunity for parents, and students, to interact with

teachers in a less formal setting. Staff members of the inducted students will be invited to attend

the evening. Only staff member of inductees will be invited due to budgetary restraints. A more

formal invitation will be sent home to the families of the inductees. These families will also be

sent message via Infinite Campus and Class Dojo; for this event an automated call will not be

made. The reasoning for this is because such a call is placed to the whole school community; this

event will only be open to inductees and their families; and we not want more people to attend an

event not affecting themselves or their students.

The next planned event will be a three in one event, we will be hosting an Art Gallery

Exhibit, a Talent Show and a Fashion Show. The Art Gallery will be on display for several

weeks in the lobby of the school and parents/families will be able to come and view the exhibit at

multiple times during the day. For security reasons the show will “close” during lunch periods.

The Talent Show and Fashion Show will be scheduled on an evening in April. This event will

also have an earlier start to accommodate transportation issues. For this event parents will have

to request their tickets in advance, there will be no admittance at the door with a ticket. There

will be a concession stand ran by the members of the PBSIS Committee and the Student

Government.

The event will be spear headed by the music and art teachers with assistance from the

physical education teachers. There will be a talent show committee and students will be required

to audition for the show. The fashion show component will also have an audition process, where

students must show the clothing they will use for the show and have it approved by the
 Solving the Problem of Community Engagement 17

committee. Students who are participating in the art gallery or either one of the shows will

receive special invitations for their parents. These parents will also be given “front row” seats.

Members of the board of education, city council and the mayor will be invited. We will also be

sending out donation letters to governing bodies in the hopes they will donate snacks for the

PBSIS Committee to sell at the concession stand.

The final two events for the school year will be a Formal Dance for the sixth and seventh

graders. (The eighth grade will not participate in this event as they have their prom in June) For

this event a dance will be held in the gym; with a formal dinner served in the cafeteria before the

dance. All tickets for this event will be presold. Parents and students with dress in their “finest

clothes” and join us for a Night Under the Stars. Staff members will serve as chaperones. Which

will also provide for another opportunity for parents to see staff members in a different setting.

Reverend Marcus Debnam and his IAAM Initiative will be sponsoring the DJ for the event and

donating money to cover the cost of table and chair rental. This event will be held on a Friday

evening.

The final new event for the school year will be a multi-cultural celebration to coincide

with end of Ramadhan this year. This celebration will be open to the community and a

partnership with a local Masjid is being investigated. While, the event will signify the end of

Ramadan all members of the community will be invited to attend an event which showcase

cultures. Preparation for this event will be in January with students completing culture projects in

their art classes. These projects will highlight various aspects of a student’s culture and will be

used as decorations at the event. Families will be asked to donate food for the event. Students

will also prepare presentation about their respective cultures in their computer, ELA and Social
 Solving the Problem of Community Engagement 18

Studies classes. A select number from each grade level will presented through out the evening.

To offset the cost of table and chair rental, a small admission fee will be charged, and tickets will

be presold. This evening is being planned for a Friday Evening after the end of Ramadhan. We

can not hold this event on the Eid, because there is no school on that evening and our Muslim

Population would not attend as they would be spending the day celebrating with their families.

The basketball games and cheerleading competition will continue as these are our most

popular events. To help fund the cost of future events, the PBSIS Committee and the SGA will

alternate running a concession stand at the all home games. To monopolize on their popularity

fliers will be distributed at these games for other events we will be hosting. We will also be

making comment cards available at these games to continually survey the parents in reference to

their interest in events. These comment cards will also ask parents to suggest events that they

would like to see hosted by the school. The parents would also be able to request follow up

contacts from the committee regarding their ideas. The cards would also encourage parents to

volunteer at the school for all hosted events. The PBSIS Committee will be tasked with

analyzing the information on the cards, contacting the parents, and planning future events based

on the suggestions made.

In addition to these events, all newly enrolled families will receive a welcome packet. In

the packet will be the contact information for all the administrators, the school nurse, the

guidance counselors, and the student’s teachers. The packet will also include the parent student

handbook, a copy of the child’s schedule, information on the uniform policy, information on the

transportation situation, all necessary forms that need to be completed and a calendar listing all

important events for the school year. There will also be a small welcome gift for the new student;
 Solving the Problem of Community Engagement 19

either a t-shirt or an academic planner to be used during the school year. The welcome packet

will be given to the new family by an administrator, a guidance counselor and one of the child’s

teachers. Each new family will be personally welcomed. The family will be given a tour by a

member of the SGA. The purpose of this is to ensure that the family feels like a member of the

“family” from day one and are an important part of the community at the school. It is the hope

that this personal welcome we encourage the family to be an active member of the school

community.

Conclusion

Community engagement in something that needs to be fostered, nurtured, and developed.

It is not an easy prospect encouraging reluctant family members to become involved in the

school. They need to be made to feel as if the school is a place “where they belong” (PTA

National Standards for Family-School Partnerships: and Implementation Guide, pg.10) When a

parent or family member enters into our school they need to be given a sense of security and

made to feel that their presence in the school is appreciated and valued. In order to create this

welcoming environment three things, need to happen; we need to “respect them as equal

partners, recognize their potential contributions, and welcome them into the school and this new

effort.” (Ferguson, c., et. al, 2005) Don Bosco Technology Academy has begun to develop a

solid plan to increase the level of community involvement at the school. The first step was to

recognize that our parents do not feel welcomed at the school, and sometimes feel like a burden.

The school’s staff needs to change their perspectives regarding community involvement, they

need to realize that “parents are an important component within the school system, to which

teachers must be responsive” (Campbell, et.al, 2011)

 Solving the Problem of Community Engagement 20

The second step in the plan involves recognizing that not all parents are interested in

sport-based activities. This stems from the fact that not all children are athletes. By offering a

variety of events, and addressing the cultural uniqueness of our community, the level of

community engagement should increase. The plan to hold different types of events, an art show,

a talent show, an awards ceremony, and a multi-cultural event will help to highlight the talents of

all our students, not just the athletes. This diversity of activities will provide different members

of the community with an event that they are interested in participating.

The third step is recognizing that this is going to take work. The level of community

involvement is not going to magically increase overnight. The school is going to have to take

stock of its successes and failures, and constantly revise the plan until success is achieved.

Members of the staff who are otherwise unwilling to work as a part of team will need to step

aside or cooperate. It is truly going to be a team effort. While, I can take the suggestions made,

and develop a plan for implementation; it will only be successful if the school works together.

The idiom “Together Everyone Achieves More,” is apropos for this situation. The survey for this

paper was a start and proves that we have the ideas, the willpower, and the belief that the school

can be successful: we only need to be a team. It can be done. It will be done.

 Solving the Problem of Community Engagement 21

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DeVito, M. (2016) Factors Influencing Student Engagement. Sacred Heart University,

Fairfield, CT. 1-89

Ferguson C., Rodriguez V. (2005) Engaging Families at the Secondary Level: What Schools Can

do to Support Family Involvement. Southwest Educational Development Laboratory.

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Gonzalez-DeHass, A. Williams, P. (2011) Examining the Underutilization of Parent Involvement

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 Solving the Problem of Community Engagement 24

Appendix

Community Engagement Survey

William Paterson University

Project Title: Solving the Problem of Community Engagement

Principal Investigator: Christine Anne McGrath _____________ _

Faculty Sponsor: Dr. Samuel Fancera

Faculty Sponsor Phone Number: 973-720-3088

Department: Educational Leadership

Course Name and Number: Educational Research: Qualitative and Quantitative Designs

(EDLP 6030) _______

Protocol Approval Date: October 20, 2018 ______________________

IRB Contact Phone Number: 973-720-2852

This Community Engagement Survey concerns a study of the Community Engagement Levels at
Don Bosco Technical Academy. It is being conducted to fulfill the requirements of the above-named
course. I understand that my participation is voluntary, and I may stop completing the Community
Engagement Survey at any time and I do not have to answer any question(s) I choose not to answer.
The risks associated with my completing this Community Engagement Survey are there are no
risks associated with this research protocol and I accept them. Benefits of my participation in this study
are that my answers will help the researcher to develop an action plan from which a Community
Engagement plan can be developed, and I accept them.
I understand that any data collected as part of this study will be stored in a safe and secure
location, and that this data will be destroyed when this research is completed.
I understand that my identity will not be revealed in any way through my participation in this
study; I will not write my name on this document and the results will not be reported in a way that will
reveal individual participants.
 Solving the Problem of Community Engagement 25

Consent:
If I do not want to complete Community Engagement Survey, I may return it uncompleted as
instructed for completed surveys or I may keep it. If I do choose to participate, I will return this
document by delivering it to Christine Anne McGrath in the envelope provided.

Community Engagement Survey

Please answer the following questions to assist in the gathering of information regarding
Solving the Problem of Community Engagement study that is being conducted as a part of the
research component for EDLP 6030: Educational Research: Qualitative and Quantitative Designs
at William Paterson University.

 Please answer the questions to the best of your ability

 Any question may be skipped
 Please answer the questions on the paper that is provided in the envelope.
 Additional paper can be provided if you need more space.

1. What are some ways that you think that Community Engagement/Involvement can be
improved at Don Bosco Academy?
2. In your time at this school what were some of the more successful events you attended?
Why were these events successful?
3. What are some suggestions that you would like to make regarding increasing the level of
community engagement at Don Bosco? How would your ideas be implemented? Why do
you think they would be successful?
4. Do you think that the school should also events associated with the Cultural and
Religious Observances practiced by the community? (Please do not answer yes or no,
give as much detail as you possibly can provide) What kind of events do you think that
the school could hold in response to these Religious and Cultural Observances?
5. Do you feel that academic based events (science fairs, report card nights, honor
ceremonies) are successful than sport or competition-based events? (Please do not
answer yes or no, give as much detail as you possibly can provide)
6. Would you like to see more academic type events or sport/competition-based events at
the school?
7. Do you think that the school should host events that are more social in nature? (movie
nights, Poetry Nights, Art Exhibits or Family Fun Days) Do you think that these events
would increase the level of community engagement? Why or Why not?
8. Are there any other suggestions you would like to make regarding increasing the level of
community engagement at Don Bosco? Do you have any specific suggestions or ideas?
 Solving the Problem of Community Engagement 26

Table Two: School Event Tallies

Event Total Event Total

Back to School Night 322 Back to School Night 355
Report Card Nights
November 2017 525 November 2018 520
February 2017 450 February 2019 TBD
April 2018 375 April 2019 TBD
Science Fair 123 TBD
First Basketball 85 December 2018 75
Game
Final Basketball 133 March 2019 TBD
Game
Cheerleading 151 April 2019 TBD
Competition
Art Show 123 May 2019 TBD
Graduation 923 June 2019 TBD