Parent _ Family Involvement Plan

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Parent _ Family Involvement Plan Powered By Docstoc
					Dixie State College

Parent & Family Involvement Plan
Goldhardt ELED 4430

                      Shannon Hildebrandt
           Table of Contents

         Standard                 Page
Standard I: Communicating           3-7

Standard II: Parenting             8-13

Standard III Student Learning      14-24

Standard IV: Volunteering          25-26

Standard V: School Decision        27-28
           Making and Advocacy
Standard VI: Collaborating with    29-37

Standard I: Communicating
Ten specific ways in which you can communicate with parents:
  1. E-mails
     E-mail messages are a great way to communicate because you can send messages to family
     members at home or at work. It also allows parents and teachers to communicate at any
     Teachers need to consider that their ESL parent may not own a computer, and may not be
     able to read in English. Teachers may therefore have to send home written letters in their
     ESL parent’s native language.
  2. Newsletter (weekly, quarterly, monthly)

     Newsletters can provide fun activities for the families to do together as well as inform
     parents about upcoming subject matters and school events.

     Teachers should take ESL parents into consideration when sending home Newsletters.
     There is a Website that will translate English to different
     languages and vice- versa. This is a great resource in helping to communicate with ELS
  3. SEP

     SEP’s are a time for families and teachers to briefly meet and discuss students’ progress in
     school and implement goals with the student and their parents.

     During SEP’s teachers need to speak slowly and be patient with their ESL parents. Teachers
     may want to have a translator available if necessary.

  4. phone calls
     Phone calls are an excellent way to maintain ongoing communication and regular contact.
     However, phone calls have been known to be used only for reporting problem. Teachers
     should remember to use phone calls for informing parents of positive behaviors as well.

     When making phone calls to ESL parents, teacher should always speak clearly and slowly or
     when necessary a translator should do the calling.
  5. notes/postcards

     Notes/postcards are a fun way for the teacher to communicate with their families. It is a
     great way to inform parents of their student progress or success at school and can
     encourage participation in the classroom.
     Teacher with ESL parents, notes or postcards can be written on the Website previously
     mentioned when communication through newsletters.

6. Back-to-school night

   Most schools host back-to-school nights at the beginning of the school year. This can be a
   time for the teacher and parents to collaborate on ideas, plans, and goals for the school year
   that can be established together.

   During back-to-school night teacher need to be sensitive to the ESL parents needs, they may
   need a translator or for the teacher to speak clearly and slowly.

7. Correspondence journals – homework journals

   Correspondence journals-homework journals are a wonderful way for two-way
   communications. Journals give the teacher and parents to voice information that is vital to
   student success such as learning preferences, interests, strengths, and weaknesses.

   Journals can be a great way for teacher to communicate the ESL parents because sometimes
   it is easier to read the language before you can actually speak it. However, they may not be
   able to respond so therefore you may have to use phone calls with a translator to
   communicate with ESL parents.

8. School newsletter – District Notices

   School newsletters provide two-way communication between the school and/or district
   and the parents of students.

   The school is very aware of accommodations for ESL parents and most newsletters from the
   school and district are available in languages other than English.
9. Welcome Letters to Families

   Welcome letters to families, sent out prior to school beginning for the year, will provide a
   means of greeting and introduction to the student and their family. These help create
   enthusiasm with the parents to want to be a part of school and break the ice, easing the
   newness of the situation.
   Language barriers that may arise with ESL parents, which will be addressed by having
   letters printed in English as well as the family’s native language when possible.
10. Class Website

    My classroom website will allow parents another way to keep up to date on the class and
    school schedules, homework assignments, volunteer needs, and have access to another
    listing of my contact information.
    Barriers for ESL parents and others who may not have access to the internet will receive
    accommodation by providing paper copies of items posted on the website, printed in the
    family’s native language as well as in English whenever possible and sent home to those

   Please see examples on pages 5 & 6.

August 2010.

Dear Parents,

Welcome to a new school year! I hope your family enjoyed your summer
vacation. My name is Mrs. Hildebrandt and I want to personally welcome you
and your child to third grade. Third grade is an exciting year and I am thrilled to
be your child’s teacher. I look forward to meeting all the parents as well as
getting to know the wonderful students of my class.

My philosophy is a good parent-teacher relationship is critical for student
success. To accomplish this, I will communicate through notes, telephone calls,
weekly notes, and parent meetings. I want parents to be aware of the great
things accomplished throughout the year and I encourage each parent to contact
me at anytime if you have any questions or concerns.

I welcome any volunteers who wish to help out in the classroom this year. I
understand how busy you all are and how valuable your time is, however, I
would appreciate any time you can give.

The following syllabus will provide you with general information about our
classroom and how I plan to teach your child. Please read it with your child,
sign it, and then return the last page to school as soon as possible.
 This packet is for your reference, please keep it, and refer to it any
time a question may arise.

If you have any questions or concerns, please contact me at
435-555-2222 or


Mrs. Hildebrandt

Standard II: Parenting
                     Five proven programs that help parents
                         develop better parenting skills.
1. Love and Logic
Love and Logic ® provides simple and practical techniques to help parents with kids of all ages:

     Raise responsible kids
     Have more fun in their role
     Easily and immediately (first use) change their children's behavior

Love and Logic is a philosophy founded in 1977 by Jim Fay and Foster W. Cline, M.D. It is the
approach of choice among leading educators, parents, and other professionals worldwide.

Love and Logic curriculum is also available in Spanish.

2. Active Parenting's positive parenting program
Active Parenting’s positive parenting program is designed by an established psychologist, Dr.
Michael H. Popkin, who uses sound Adlerian psychological principles in all of the programs. a six-
session class that will teach you everything you need to know about being a superb parent for your
children, including instilling confidence in your children, using nonviolent discipline techniques,
and encouraging mutual respect. The positive parenting program created by Active Parenting
Publishers will teach you how to give your children what they need to succeed in life, and it's never
too early to start. You can easily find a group meeting in your area with our online search tools.
More than 20 years worth of research to support the efficacy of the Active Parenting model.

Active Parenting Publishers offers a variety of videos, books and other materials in Spanish.

3. Parenting with Dignity
Parenting with Dignity evolved into a nine-week course over the years as the program became
more comprehensive and fine-tuned to today’s problems. Mac and Barbara were teaching PWD at
community colleges, hospitals and in PTAs of Northwestern States when their oldest son Drew
approached them with an idea. Drew, a quarterback in the NFL at this time, explained that he
wanted to build a foundation to support and promote their Parenting with Dignity program. After
considerable deliberation, Mac accepted the challenge and founded the Drew Bledsoe Foundation
as a support mechanism to bring Parenting with Dignity to the entire nation. The rest is history.
Parenting with Dignity is now one of America’s most effective and highly acclaimed parent
education curriculums.

Parenting books and videos, DVDs are available in Spanish.

4. Parenting Skill-Building Programs
The importance of educating parents to be as effective as possible in raising children has been
recognized in the United States since at least 1815, when the first parent group meetings were
reported. These and other early efforts allowed groups of parents to gain emotional and social
support from each other and to learn about child development.

In the early 1970's, a new approach to educating and training parents emerged - the creation and
use of carefully constructed parenting skill-building programs.

These programs are designed to improve parental effectiveness by providing a clear parenting
philosophy and a set of positive parenting skills and strategies that can be used immediately to
address a variety of child-rearing challenges and problems.

Research has shown that these programs

      Increase parental confidence
      Reduce parental stress and anxiety
      Improve parenting skills
      Reduce or eliminate spanking and hitting
      Improve parent-child relations
      Reduce child behavior problems
      Improve child cooperation
      Improve child self-esteem
      Improve child adjustment
      Improve child academic performance
      Strengthen families

Spanish version of the program is available.

5. Parenting Prescriptions
Dr. Glenn I. Latham's internationally acclaimed program is founded on a system of Positive
Parenting principles, strategies, and skills, developed, tested, and proven over 35 years of
continuous research and trial. Dr. Latham has defined this behavior model in over 250 technical
research papers, reports, journal articles, presentations, books, and chapters in books relating to
behavior management at home and in schools. Parenting Prescriptions include home remedies,
preventive strategies, and positive skills that bring parents and children together in loving
relationships. As a family first aid, Parenting Prescriptions help solve problems from toilet training,
sibling rivalry, and tantrums, to teenage difficulties, and adult family relations. With the skills
learned through this proven long-term success plan, parents can effectively teach their children and
influence their grandchildren while enjoying better family relationships.

Spanish translations available for most materials

                        Ten research-based journal articles
                          that focus on better parenting.

1. Developing and validating a tool to measure parenting self-efficacy
Kendall, S., & Bloomfield, L. (2005). Developing and validating a tool to measure parenting self-
     efficacy. Journal of Advance Nursing, 51(2), 174-181.

This paper reports the development of a tool to measure parenting self-efficacy as an aid to
evaluating parenting programs and provides the research evidence of the views and experiences of
parents themselves. It reports how important it is to develop robust outcome measures, which
draw on well-developed theoretical constructs to measure parents’ perceived abilities to manage
their children based on their own views and experiences. Self-efficacy, a self-perception of one's
ability to perform competently and effectively in a particular task or setting is the focus of this

2. The Fourth R in education- relationships
Witmer, M. (2005). The Fourth R in education- relationships.Clearing House, 78(5), 224-228.

This article argues that relationships are building blocks of effective teaching and student success
and that educators, administrators, parents and students need to work collaboratively.

3. Connecting schools, families, and communities
Taylor, L., & Adelman, H. (2000). Connecting schools, families, and communities. Professional School
   Couseling, 3(5), 298.

This article focuses on the need for collaboration between schools, families, and communities.
Requirements needed for an effective educational collaboration; Framework of functions for the
development of school reforms; Role of school counselors in the development of innovative models
and approaches of counseling.

4. Learning parenting
Kolar, V. (1999). Learning parenting. Family Matters, (52), 65-68.

 This article investigates ways in which parents in families are going about the task of bringing up
their children.

5. Associations between parental control and children's overt and
   relational aggression
Kuppens, S., Grietens, H., Ongnella, P., & Michiels, D. (2009). Associations between parental control
    and children's overt and relational aggression. British Journal of Developmental Psychology,
    27(3), 607-623.

This study demonstrated that if both parents employed similar parenting strategies, it appeared to
have a cumulative effect on child aggressive behavior. Associations involving overt aggression were

more pronounced for boys than girls were, whereas associations involving relational aggression
were not

moderated by gender. Overall, the present study contributes to an emerging research field by
supporting the hypothesis of specialized associations between parental control and child

6. The Impact of adlerian-based parenting classes on self-reported parental
McVittie, J., & Best, A. (2009). The Impact of adlerian-based parenting classes on self-reported
     parental behavior. Journal of Individual Psychology, 63(3), 264-285.

This research shows that the authoritative parenting style protects youth from risky and dangerous
behavior. The purpose of this study was to evaluate whether Adlerian-based parent education
classes influence parental behavior in the direction of being more authoritative.

7. Predicting Young Children's Externalizing Problems: Interactions
   among Effortful Control, Parenting, and Child Gender
Karreman, A., Van Tuigl, C., Van Aken, M. A. G., & Dekovic, M. (2009). Predicting young children's
     externalizing problems: interactions among effortful control, parenting, and child gender.
     Merrill- Palmer Quarterly, 55(2), 111-134.

This study investigated interactions between observed temperamental effortful control and
observed parenting in the prediction of externalizing problems.

8. Constructing normalcy: a qualitative study of parenting children with
   Asperger's Disorder
Lasser, J., & Corley, K. (2008). Constructing normalcy: a qualitative study of parenting children with
    asperger's disorder. Educational Psychology in Practice, 24(4), 335-346
This article discusses children with Asperger's Disorder and how they present unique challenges
due to their impairments in social functioning. In order to better understand the experiences of
parents of children with Asperger's Disorder, this study interviewed 20 parents. The parent
interviewed described a process of meaning-making with respect to standards of “normalcy” and an
effort to create adaptive environments for their children.

9. "I Hardly Understand English, But...": Mexican Origin Fathers Describe
   Their Commitment as Fathers Despite the Challenges of Immigration.
Behnke, A., Taylar, B. A., & Parra-Cardona, J. (2008). "i hardly understand english, but...": mexican
     origin fathers describe their commitment as fathers despite the challenges of immigration..
     Journal of Comparative Family Studies, 39(2), 187-205.

Interviews with 19 Mexican origin fathers in two parts of the United States examined how these
men describe their parenting practices and give meaning to their involvement with their children. A
grounded theory approach guided by ecological theory revealed salient themes, which included

immigration, parental involvement, discipline, decision-making, parenting roles and relationships
with their children.

10. “Everyone would be around the table”: American family mealtimes
    in historical perspective, 1850–1960.
Cinotto, S. (2006). “everyone would be around the table”: american family mealtimes in historical
      perspective, 1850–1960.. New Directions for Child & Adolescent Development, 2006(111), 17-

The ideal of the proper family mealtime, originally devised by the Victorian middle class, gained
cultural hegemony in modern America, but with the partial exception of the 1950s, only a minority
of American families could ever live by it.

Standard III: Student Learning
Ten homework assignments that will enhance content mastery, and will fully
involve parents and/or family members.

Standard 2
Students will understand cultural factors that shape a community.

Objective 1
Evaluate key factors that determine how a community develops.


Objective 2
Explain how selected indigenous cultures of the Americas have changed over time.

c. Identify how indigenous people maintain cultural traditions today.


Standard 1
Oral Language-Students develop language for the purpose of effectively communicating through
listening, speaking, viewing, and presenting.

Objective 2
Develop language through viewing media and presenting.

   a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain
      information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form
      an opinion).


Standard 2
Concepts of Print-Students develop an understanding of how printed

Objective 1
Demonstrate an understanding that print carries "the" message.
   a. Recognize that print carries different messages.


Standard 1
Students will understand how geography influences community location and development.

Objective 1
Determine the relationships between human settlement and geography.

       b. Use map features to make logical inferences and describe relationships between human
       settlement and physical geography (e.g. population density in relation to latitude, cities'
       proximity to water, utilization of natural resources).


 Standard 7
Comprehension-Students understand, interpret, and analyze narrative and informational grade
level text.

Objective 3
Recognize and use features of narrative and informational text.

   a. Identify characters, setting, sequence of events, problem/resolution.
   b. Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall
      tales, biographies, historical fiction.
   c. Identify information from pictures, captions, diagrams, charts, graphs, table of contents,
      index, and glossary.

   d. Identify different structures in text (e.g., problem/solution, compare/contrast).


Standard 1
Students will understand the base-ten numeration system, place value concepts, simple fractions
and perform operations with whole numbers.

Objective 4a
Find the sum or difference of numbers, including monetary amounts, using models and strategies
such as expanded form, compensation, partial sums, and the standard algorithm.

                               Grocery Store Math
       As you complete this activity, you’ll learn how to save money at the grocery store.

       You’ll need paper, a pen or a pencil and a calculator.

       Family Partner: Ask you child to choose what you’ll have for dinner. Write a menu based on
       his or her choices.
       Student : Make a list of the ingredients you need for your dinner menu. Find out what you
       already have at home. Make a shopping list for the remaining ingredients.
       Family Partner and Student: Before you go, check the newspaper or grocery store flyer for
       coupons for the items you need to buy. At the store, find each item on the grocery list.
       Compare prices and nutritional information to decide which brand of each item to buy. As
       you wait in the checkout line, estimate what the total cost of your groceries will be. Use a
       calculator to find the exact amount.


Standard 6
Vocabulary-Students learn and use grade level vocabulary to increase understanding and read

Objective 3 b
Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales,
biographies, historical fiction.


Standard 2
(Perceiving): The student will analyze, reflect on, and apply the structures of art.

Objective 2
Create works of art using the elements and principles.

d. Create a work of art that uses all of the space on the paper.


Standard 3
Students will understand and apply the health-enhancing benefits of physical activity and proper

Objective 2
Describe how proper nutrition impacts health and physical fitness.

   a. Identify foods rich in proteins, fats, and carbohydrates, and describe the primary function of
   b. Identify snack foods and drinks that are unhealthy.

Standard IV: Volunteering
Two ways in which I can make my classroom inviting and welcoming:
      By setting the stage at back-to-school night, I will establish a good rapport that will last the
       entire year and give parents a peek into everyday learning in my classroom, helping them
       feel like they are a necessary and wanted part of their child's school day.

      Be available, either by phone or email, throughout the year for parent questions, and be
       sure to respond promptly to the parents inquiries.

Five ways I will solicit and invite parents to volunteer:
      At back-to-school night, I will have a sign-up sheet for volunteering positions/needs that I
       am aware of at that time.

      I will invite parents to share their unique talents and knowledge in the classroom as
       “experts in that area” to teach the class.

      I will send out an annual survey to parents identifying all available times, talents, and
       locations of parents who would like to be volunteers for activities and situations that arise
       throughout the year, such as class and school productions, field trips, etc.

      I will create a sense of welcome not only by giving parents invitations from the school, but
       also by having the students make hand-made invitations for their parents when extending
       open-invitations to participate in the classroom, as well as for various events wherein
       family involvement is desired.

      Bribery – any parent putting in 15 or more hours per semester will receive a school T-shirt
       for first semester and free book club coupons for subsequent semesters of 15 accumulated
       volunteer hours. Hours must be logged between 9am to 4pm, on days when school is held.

Two specific ways I will involve parents in my classroom:
      I will create a volunteer station where parents who “drop-in” can go and pull a file that
       outlines specific activities that need to be done. The outlines will explain what needs to be
       done, how to do it, for which students (if applicable for that

      I will involve parents in academic activities such as reading and tutoring, by soliciting
       volunteers for reading time periods and allowing them to work with the students in a
       variety of Language Arts activities.

         When working with ESL parents, cultural barriers will be embraced as teaching moments
for the students and language barriers will be addressed through various accommodations in
volunteer capacities. One of the ways I plan to adapt volunteering for ESL parents is having the
volunteer reading a book in their native language to the students and then having the students
write their version of the story in English.

Standard V: School Decision Making
and Advocacy
        In my classroom, one-way I plan to involve my parents in developing classroom policies and

procedures, is to collaborate with my parents during back-to-school night. During this night, I plan

to discuss classroom rules, procedures, and ways of communication between myself as the teacher

and the parents of my students. When discussing these issues, parent input will be asked for and

considered for rules and procedures. I feel it is very important for parents to know they are an

integral part of the classroom community and feel they have say in the decision making affecting

their child’s education. I believe this assists in building trust and in establishing an avenue of open

communication between all concerned parties. Specific policies that will be addressed are those

relating to make-up work procedures, homework requirements, and how positive and negative

communications will take place. In addition to the identified issues, parent’s input will be

considered for other issues brought up at that time.

        One way I will address the possible language barriers with ESL parents, is to have a

translator present, if the other languages needed are known and a translator is available for

that night. I feel it is very important that these individuals feel a part of developing

classroom policies and procedures, therefore accommodations will be made and adjusted

to fit the identified need at the time of occurrence for back-to-school night.

Standard VI: Collaborating With
Ten Community resources that can be used to strength the school, family, and
student learning.

Big Brothers Big Sisters Of Southern Utah
 285 West Tabernacle Street
 Suite 305
 St George, UT 84770
 Voice: 435-986-9776
 Serving Washington County

Clothing donation center also – dist.

Eligibility: Children from single parent families age 6-12 (once match is made, up to age 17),
children must want a Big Brother or Big Sister, parent must support the match relationship, and
there are no income-related qualifications.
Intake Procedure: Walk In, Apply By Phone
Description: 1. Traditional Mentoring Program - adults, 18 and older, are matched one-on-one with
a child, aged 6-12, from a single parent family home. They meet after school and/or on the
2. School-based Mentoring Program - high school aged youth and adults are matched, one-on-one
with a child in a school setting. They meet for one hour a week at the school.
3. Donation Center
Phone - (801)747-1050, 1-800-238-0286
Accepts vehicle donations (Cars for Kids), clothing, and small household items to fund programs.
Donation bins located across the Wastach Front, check website or call for locations.
Area Served: Washington County

Dixie Care & Share
 131 North 300 West
 St George, UT 84770
 Voice: 435-628-3661
 Serving Washington County


Eligibility: Low-income individuals and families
Documents Needed: Social Security Number (SSN), Proof of Income, Proof of Residence
Intake Procedure: Walk In, Apply By Phone
Languages Spoken: English,Spanish

Service Hours: 11 am - 2 pm Mon - Fri
Description: 1. Food pantry/bank - Provides supplementary food boxes for local families and
Federal Commodities program.
2. Emergency shelter - Family and men's shelter providing a laundry facility, sleeping quarters,
showers, clothing vouchers, and basic personal needs on a temporary or short term basis.
3. Transitional housing.
4. Individual case management.
5. Life Skills classes - People learn to consciously overcome their incorrect thoughts about
themselves and the way they perceive the world. They may come to understand that they are much
better and more capable than they have believed.
6. Anger Management - Part of Life Skills Course, the Anger Management sessions get people to
consciously change their incorrect thoughts about themselves and the way they perceive the world.
Participants learn the skills of conflict resolution and problem solving as part of this intense and
comprehensive curriculum that confronts distorted thinking and presents new cognitive and
emotional abilities.
Area Served: Washington County
Service Details for Transitional Housing/Shelter:

Eligibility: Low-income individuals and families
Documents Needed: Social Security Number (SSN), Proof of Income, Proof of Residence
Intake Procedure: Walk In, Apply By Phone
Languages Spoken: English,Spanish
Service Hours: 11 am - 2 pm Mon - Fri
Description: 1. Food pantry/bank - Provides supplementary food boxes for local families
and Federal Commodities program.
2. Emergency shelter - Family and men's shelter providing a laundry facility, sleeping
quarters, showers, clothing vouchers, and basic personal needs on a temporary or short
term basis.
3. Transitional housing.
4. Individual case management.
5. Life Skills classes - People learn to consciously overcome their incorrect thoughts about
themselves and the way they perceive the world. They may come to understand that they
are much better and more capable than they have believed.
6. Anger Management - Part of Life Skills Course, the Anger Management sessions get
people to consciously change their incorrect thoughts about themselves and the way they
perceive the world. Participants learn the skills of conflict resolution and problem solving
as part of this intense and comprehensive curriculum that confronts distorted thinking and
presents new cognitive and emotional abilities.
Area Served: Washington County

The Learning Center for Families
 1192 West Sunset Blvd, Suite 2
 St George, UT 84770
 Director: (435) 673-5353
 Serving Washington

Eligibility: Early intervention: moderately delayed in gross motor, fine motor, communication,
cognition, adaptive and/or social emotional skills; or a diagnosis associated with delay such as
Down Syndrome, cerebral palsy. Head Start - federal poverty guidelines.
Fees: No fee for Early Head Start. Sliding scale for some ealy intervention services. No family denied
services for inability to pay.
Intake Procedure: Apply By Phone
Languages Spoken: English,American Sign,Spanish,Japanese
Service Hours: 8 a.m. - 8 p.m., Mon. - Sat.
Description: 1. Early intervention services consist of - evaluation and assessment to determine if a
child has delays or disabilities strongly associated with delays. Speech therapy, physical therapy,
occupational therapy, nursing, special education, service coordination and family education.
2. Early Head Start program for low-income pregnant women and families of infants and toddlers.
Families are selected based on those with most needs.
3. Services for eligible children are provided in their homes, in one of 4 family centers, or in any
other environment identified (i.e., child care center, etc.)
4. Family support includes sibling groups as well as family activities and a Dads' Club.
5. Branches in Hurricane, Hildale, Colorado City.
Area Served: Washington

Division of Child and Family Services (DCFS) - St. George
 377 East Riverside Dr
 St George, UT 84770
 Voice: 435-652-2960
 Serving Washington County

Eligibility: Varies according to service, eligibility determined by local DCFS offices.
Intake Procedure: Apply By Phone
Languages Spoken: English,Spanish
Service Hours: 7 am - 6 pm, Mon - Thurs
Description: CHILD ABUSE HOTLINE - 24 Hours...1-800-678-9399

1. Child welfare services - protective services, foster care and adoptions.
2. Family services - family, marriage and child counseling, parenting groups, day care placement,
supervision and follow through.
3. Family Preservation Unit - services for families who have experienced some difficulties related to
abuse or neglect, but for whom removal of the child from the home is not necessary.
4. To be a foster parent contact the Utah Foster Care Foundation,, or 1-
877-505-5437 (Toll-free).
5. Adoption.

6. Independent Living Program (ILP) - a program for teens from age 16 to 18 who will not be
returning to their natural home. Teaches youth to function independently and transition
successfully from foster care into adulthood. Teen must currently be in the custody of the state such
as foster care.
7. Services for youth - in their home.
Area Served: Washington County

Boy Scouts of America – Snow Canyon District
St. George Scout Service Center
204 N. 1000 E.
St. George, Utah 84770
For: membership, advancement, tour permits, and related services.
Serving boys in Cub Scouts from ages 7-10 and boys in Boy Scouts from ages 11-18

Girl Scouts of America
If you need specific information or location details concerning any Girl Scout activities and/or
recruitments, contact Girl Scouts of Utah at (801) 265-8472 or (800) 678-7809, or email us at

The wide variety of opportunities in the program encourages skill building and responsibility, as
well as promotes the development of strong leadership and decision-making skills. All program
activities are age-appropriate and based on the Girl Scout Promise and Law and the Girl Scout
Leadership Experience

      All girls are welcome. No girl will be denied membership to the Girl Scout Program
       because of race, color, ethnicity, creed, national origin, socioeconomic status, or
      Girls discover the fun, friendship, and power of girls together.
      Girls grow courageous and strong by participating in enriching experiences, such as
       extraordinary field trips, skill-building clinics, community service projects, cultural
       exchanges, and environmental stewardships.
      Girls participate in the Cookie Program and earn activity credits to use toward camp
       and in the Girl Scout Shop.
      Girls go to camp and learn how to ride horses, make pottery, sing, and more.
      Girls develop their full individual potential.
      Girls learn how to relate to others with increased understanding, skill, and respect.
      Girls develop values to guide their actions and provide the foundation for sound
      Girls contribute to the improvement of society through their abilities, leadership
       skills, and cooperation with others.
      Girls have a place to belong.

The Utah Parent Center

The mission of the Utah Parent Center (UPC or Center) is to help parents help their children
with disabilities to live included, productive lives as members of the community. We
accomplish our mission by providing accurate information, empathetic peer support,
valuable training, and effective advocacy based on the concept of parents helping parents.

The UPC offers free training, information, referral, and assistance to parents and professionals
through the provision of one-on-one consultations (or calls), workshops, and presentations.

Department of Workforce Services – Office of Work & Family Life
162 N 400 E Bldg B
St George, UT 84770-7132
Phone:(435) 674-5627

Child Care Assistance - help paying for child care
Child Care Resource and Referral - help finding child care/out-of-school time care
Infant/Toddler -Baby Steps and environment rating scales
Out-of-School Time - information on before and afterschool and summertime activities for
youth and teens

About OCC - mission, goals and the importance of quality child care in Utah
Data, Reports and Publications - supply and demand studies, needs assessments, annual
reports, brochures, etc.

Networking - links to child care organizations and agencies

Washington County 4-H Office
44 N. 100 E.
St. George, UT 84770

 4-H is FUN!
 4-H is for boys and girls in grades K-12
 4-H is 6 million youth working with 540,000 adult volunteers across the nation
 4-H is 89,619 youth and 8,613 volunteers learning and having fun together in Utah!

Through 4-H, you can experience:

      Independence and Friendships
      A sense of belonging with club members and adult volunteers

      A spirit of generosity in helping others
      And lots of opportunities to master life challenges!

Do you like robotics, GPS, ATV’s, scrapbooking, cooking, gardening, dance, science, music,
history, or public speaking? These are just a few of the projects and fun things to do in 4 -H.

It’s not just a program in rural areas – we’re still strong on the farm, and we’ve have gone
way beyond it too into the urban and suburban areas of the state and nation. And, while
having fun in hands-on discovery and active learning, you get to meet new people, share
your talents, learn new skills, and make a difference in your community.

CHIP - Covering Utah's Children
Call 1-877-KIDS-NOW

You may apply now for CHIP. CHIP is always open for enrollment!

As of 2/1/2010, CHIP is giving health insurance to 41,170 Utah children.

Utah's Premium Partnership for Health Insurance (UPP) may be able to help you pay for your
monthly health insurance premium if you are:

      Uninsured, but have access to health insurance through your employer
      COBRA eligible or already have COBRA coverage