Franklin

Alternative Parent Participation Learning Experience

HISTORY OF A.P.P.L.E.

Years ago, an energetic and dedicated group of parents decided they needed to be more involved in their children’s education. The idea of the Alternative Parent Participation Learning Experience was then created. The parents presented their guidelines and by-laws to the District 81 School Board and it was accepted. Since then A.P.P.L.E. has developed in several locations, ours being at the Franklin Elementary School on 17th and Mount Vernon. It is a privilege to be at the Franklin Elementary School, involved in our children's education, and to be active members of the student body as well as our own enhanced program. Our Franklin Elementary School principal, teachers, and staff have been a wonderful support and with the help of all the A.P.P.L.E. parents Franklin develops our children into successful students. Franklin's A.P.P.L.E. builds character and sets a foundation for our children to become better citizens as they grow into young adults.

A.P.P.L.E. is a partnership between students, teachers and parents. We all work together to create a learning community where each member is valued. Students take responsibility for their learning, setting personal goals, study habits and social skills. Teachers help students meet school district learning targets while guiding them toward their goals. Parents provide classroom support, and wonderful enrichment opportunities.

A.P.P.L.E. continues to develop. Our strength comes from knowing that we are all in this together because we value our children's education. Our joy comes from watching them grow and learn.

A explanatory letter of the "CORE" of Franklin's A.P.P.L.E. program sets the objective of what we hope A.P.P.L.E. is, and remains.

THE “CORE” OF A.P.P.L.E.
By Deb Skalabrin (mom of Natalie, Grade 6)

• COMMUNITY
  • Welcoming and inclusive, e.g. everyone welcome in A.P.P.L.E., helping new members acclimate, respectful dialogue between parents and between kids, asking for input, hours can be earned any time, sensitivity to special needs…
  • Gatherings that create and strengthen community, e.g. potlucks, Spring Event…
  • Families connect .e.g. work on projects together, baby-sit for others, and meet younger siblings… Parents are mentors to all A.P.P.L.E. kids.
  • Traditions (What never changes? What can we look forward to?), e.g. ice skating, Reading Buddies…
  • Awareness of and contributions toward wider community, e.g.  Community projects, learning how we all affect each other, “citizen of the world”…

• INSPIRING, COLLABORATIVE, AND FUN EDUCATIONAL EXPERIENCES
  • Synergy in our meetings and interactions – let’s inspire each other!
  • What can we do to make learning fun?  More broad?  More energizing?
  • Let’s…put on a professional play, make costumes and sets, and study staging…
  • Let’s…study the Renaissance, choose costumes, contribute in Guilds…
  • Let’s…study Lewis and Clark, learn about candles and muskets, and tackle 10 “real-life” challenges in Survivor groups…

• KIDS EXPERIENCE COMPETENCE AND SHOW INDIVIDUALITY
  • Kids tap their imaginations, create, choose, decide, debate, e.g. help choose some events or themes, work in kitchen on field trips, make ethnic food for festival, build catapults, sew costumes, make auction items…
  • Personal responsibility is expected and grows, through expectations from self and others.
  • Kids progress individually against goals they’ve helped form, e.g. early reading packets, kid-run conferences w/ parents…
  • Individuality is celebrated and utilized in learning/projects/events, e.g. different skills, talents, strengths, interests…

• KIDS IN CROSS-AGE GROUPS AND RELATIONSHIPS (WHEN POSSIBLE)
  • In school, e.g. Reading Buddies, different classes do different parts of same project, one class views another class’s project/event…
  • In community, e.g. field trips, camps, community service…
  • In special events, e.g. Renaissance guilds, Lewis and Clark “Survivor”…

• PARENTS SHARE TALENTS AND WORK TOGETHER FOR ALL
  • Everyone helps – meet hour commitments, classroom time, Auction…
  • Our work has collaborative structure – well-run meetings, most decisions in committees, large issues to whole group, everyone’s time is respected…
  • We support and enhance teacher curriculum and goals, e.g., help teachers implement lessons/plans, offer enhancements, find related field trips…
  • We contribute our interests and talents e.g. use your expertise and knowledge by bringing artifacts or giving a talk, plan a science unit w/ teacher approval…