Developing a Program of School, Family, and Community Partnerships to Increase Student Success A Research-Based Approach One-Day Workshop for Schools’ Action Teams for Partnerships Use with Chapters 4 and 5 in Joyce L. Epstein and Associates School, Family, and Community Partnerships: Your Handbook For Action, Fourth Edition ©Thousand Oaks, CA: Corwin, 2019 Working Together for Student Success

WORKSHOP OBJECTIVES At this workshop, you will be guided to Organize a goal-linked program of school, family, and community partnerships for successful schools and successful students. Use research-based approaches to strengthen your program. Understand the framework of six types of involvement Solve challenges to engage all families Select practices that produce positive results for students Form an effective Action Team for Partnerships Complete a draft One-Year Action Plan for Partnerships that can be evaluated and improved each year.

How Can Educators and Parents STRENGTHEN and SUSTAIN HEALTHY SCHOOLS? What do we mean by a HEALTHY SCHOOL? We mean a safe and nurturing PLACE. A welcoming environment for ALL A “Partnership School” A “family-like” school with “school-like” families An EXCELLENT school that students, teachers, parents, and others WANT to attend and support Other ideas. . .?

What do we mean by a Healthy School? 2. We mean a place that produces positive RESULTS and helps students develop to their full potential. Academic Results Intellectual development Curricular and other achievements Annual promotions On-time graduation College and career plans Physical Health Good nutrition, exercise Prevention of high-risk behaviors, Alcohol, tobacco, drug abuse good attendance Emotional Growth Positive attitudes about school strong self-concept, good behavior, good relationships with peers, Friends, family, and teachers Appreciation of others Other RESULTS for students?

EXCELLENT and SUCCESSFUL Everyone wants EXCELLENT and SUCCESSFUL SCHOOLS and STUDENTS. How will we reach these goals? Excellent Schools Strong Families Healthy Communities

What is important to know about school, family, and community partnerships? Not only THAT partnerships are important. But also WHAT is needed in an excellent partnership program. HOW to organize high-quality and effective programs. and… HOW to customize programs to engage all families with diverse backgrounds. We must think in new ways about leadership for partnerships.

WHAT DO WE KNOW from U.S. and International Studies on Family and Community Involvement? Parents vary in how much they presently are involved. Parents want their children to succeed in school. Students need multiple sources of support to succeed in school and in life. Schools must reach out to involve all families. Some teachers and administrators are initially resistant to increasing family involvement. Teachers and administrators need preservice, inservice, and advanced education on partnerships. Subject-specific practices involve families in ways that directly assist students’ learning and success. Partnership programs are most effective if they are research-based, customized for each community, evaluated, and continually improved to meet important goals for students.

Framework of Six Types of Involvement Understand the Framework of Six Types of Involvement

COLLABORATING WITH COMMUNITY Keys to School, Family, and Community Partnerships EPSTEIN’s FRAMEWORK OF SIX TYPES OF INVOLVEMENT PARENTING Understand child development. Educators know families. Type 1 COMMUNICATING Two-way. On school programs and children’s progress. Type 2 VOLUNTEERING At school, in class, at home, and as audience. Type 3 LEARNING AT HOME Connections on homework, course choices, other talents. Type 4 DECISION MAKING All major groups represented on school committees. Type 5 COLLABORATING WITH COMMUNITY Resources and volunteers from groups and agencies. Type 6

Basic Responsibilities of Families Type 1 PARENTING Basic Responsibilities of Families  Provide housing, health, nutrition, clothing, and safety for children  Understand child and adolescent development and parenting skills for all age levels  Provide home conditions that support children as students at all grade levels  Provide information to help schools understand children and families

Basic Responsibilities of Schools Type 2 COMMUNICATING Basic Responsibilities of Schools SCHOOL TO HOME  Memos, notices, report cards, conferences, newsletters, phone calls, e-mail, computerized messages, websites  Information to help families Understand school programs and children’s progress Understand state tests and other assessments Choose or change schools, courses, activities HOME TO SCHOOL Two-way channels of communication for questions, suggestions, information, and interactions

Involvement At and For the School Type 3 VOLUNTEERING Involvement At and For the School VOLUNTEERS  In school or classroom  For school or classroom AUDIENCES  Attend assemblies, performances, sports events, recognition and award ceremonies, celebrations, and other activities and events

PARENTING COMMUNICATING VOLUNTEERING Keys to School, Family, and Community Partnerships FRAMEWORK OF SIX TYPES OF INVOLVEMENT Share ONE successful activity for ONE of these types of involvement that YOU have seen in schools. We will guess the type of involvement. Type 1 PARENTING Type 2 COMMUNICATING Type 3 VOLUNTEERING 13

Involvement in Academic Activities Type 4 LEARNING AT HOME Involvement in Academic Activities Activities for parent and child on . . . How to help at home with homework Required skills to pass each subject Curriculum-related decisions Other skills and talents

Participation and Leadership Type 5 DECISION MAKING Participation and Leadership  School Improvement Team  Action Team for Partnerships  PTA or PTO  Other school or district committees

COLLABORATING WITH THE COMMUNITY Type 6 COLLABORATING WITH THE COMMUNITY  Community contributes to the school, students, and families Business partners Cultural and recreational groups Health services Service and volunteer groups Senior citizen organizations Faith-based organizations Government and military agencies Other groups and programs  School, students, and families contribute to the community

Keys to School, Family, and Community Partnerships FRAMEWORK OF SIX TYPES OF INVOLVEMENT Share ONE successful activity for ONE of these types of involvement that YOU have seen in schools. We will guess the type of involvement. Type 4 LEARNING AT HOME Type 5 DECISION MAKING Type 6 COLLABORATING WITH THE COMMUNITY

STARTING POINTS An Inventory of Present Practices of School, Family, and Community Partnerships Your TABLE will start by exploring ONE TYPE of involvement. LOOK: With a partner, look down the list of activities for the TYPE you were assigned. CHECK: Check the activities conducted in your school(s) or a school you know well and the grade levels that conduct each activity. REFLECT: What comes to mind as you think about the activities conducted for that TYPE of involvement? CONTINUE. If you finish early, select another TYPE of involvement to review.

Meet the Challenges to Engage ALL Families

Type 1–Parenting Challenge Redefinition Provide information to all families who want or need it, not just to the few who attend workshops or meetings at the program site. Redefinition “Workshop” is not only a meeting on a topic held at the school building at a particular time, but also the content of a topic to be viewed, heard, or read at convenient times and varied locations.

Type 2–Communicating Challenge Redefinition Make all communications clear for all families in languages and formats that they can understand. Redefinition “Communications” about school programs and student progress are not only from school to home, but also from home to school and between the school and the community.

Type 3–Volunteering Challenge Redefinition Recruit widely for volunteers so that all families know that their time and talents are welcome. Redefinition “Volunteer” not only means someone who comes to assist the school during the day, but also anyone who supports program goals and children’s learning and activities in other locations and as audience members.

Type 4–Learning at Home Challenge Redefinition Develop homework procedures that encourage students to share something with a parent that they are learning in class. Redefinition “Homework” not only means work that students do alone, but also interactive activities that students share with a parent, family partner, or the community to link schoolwork with real life.

Type 5–Decision Making Challenge Redefinition Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. Redefinition “Parent leader” is a representative who shares information with and obtains ideas from other families, not just a parent who attends school meetings.

Type 6–Collaborating With the Community Challenge Inform all families and students about community programs and services. Redefinition “Community” includes not only families with children in the schools, but also all who are interested in and affected by the quality of education.

Reach Results for Student Success

For STUDENTS Better social skills and adjustment to school Benefits of Partnerships: Results of Research What Will Well-Designed and Well-Implemented Family and Community Involvement Activities DO? For STUDENTS Higher grades and test scores Better attendance Improved behavior at home and at school Better social skills and adjustment to school More classes passed and credits earned Increased enrollment in more challenging academic programs and graduation on time

For PARENTS and other parents and effective responses to problems Benefits of Partnerships: Results of Research What Will Well-Designed and Well-Implemented Family and Community Involvement Activities DO? For PARENTS Stronger sense of support from school and other parents More awareness of student progress and effective responses to problems Increased self-confidence about guiding student through school Appreciation of teachers’ work and skills Increased feeling of attachment to the school

For TEACHERS Increased respect for families’ strengths and efforts Benefits of Partnerships: Results of Research What Will Well-Designed and Well-Implemented Family and Community Involvement Activities DO? For TEACHERS Increased respect for families’ strengths and efforts Increased understanding of families’ goals for their children Greater readiness to involve all families in new ways Use of community resources to enrich students’ experiences Increased satisfaction with teaching

Reach Results for STUDENTS Studies show that EACH type of involvement promotes different kinds of results. When parents and teachers communicate and collaborate . . . Type 1 – Parenting Students improve health, behavior, attendance. Type 2 – Communicating Students increase awareness of their own progress in subjects and skills Type 3 – Volunteering Students gain academic skills that are tutored or taught by volunteers. Type 4 – Learning At Home Students complete more homework in specific subjects Type 5 – Decision Making Students benefit from goal-linked policies and projects conducted by the parent organization Type 6 – Collaborating With Students gain skills and talents in the Community curricular and extracurricular projects with community partners Each type of involvement ALSO contributes to SPECIFIC goals.

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan to IMPROVE READING ACHIEVEMENT READING GOAL TYPE 1 Workshops for parents on various ways to read aloud with young children TYPE 2 Parent-teacher-student conferences on reading goals and reading progress TYPE 3 Reading-partner volunteers, guest readers of favorite stories, and other ongoing read-with-me activities TYPE 4 Family Reading Night to demonstrate reading strategies linked to grade-level standards that parents and children can enjoy doing at home TYPE 5 PTA or PTO support for a family room to provide information on children’s reading, conduct book swaps, and sponsor other reading activities TYPE 6 Donations from business partners of books for classrooms, for the school library, or for children to take home . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan to IMPROVE MATH SKILLS MATH GOAL TYPE 1 Workshops for parents on math standards and tests, and how to interpret report cards and reports on math skills and scores TYPE 2 Articles for parents by students and math teachers in school or class newsletters or posted on website on interesting math topics and skills TYPE 3 Volunteer math tutors to assist students who need one-on-one tutoring and extra help with specific math skills TYPE 4 Weekly interactive homework assignments for students to demonstrate mastery of a math skill for family partners and to discuss how each skill is used in everyday situations TYPE 5 PTA- or PTO-sponsored Family Math Night for fun and learning how to help at home, with follow-up for those unable to attend TYPE 6 Classroom visits by community partners on how they use math in their trades, businesses, services, and hobbies . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan to Reach Results for ATTENDANCE GOOD ATTENDANCE GOAL TYPE 1 Success Summit for parents featuring speakers on students’ well-being and the importance of attendance. Speakers may include school administrators, counselors, legal experts, teachers, health service providers, students, and family members. TYPE 2 Recognition postcards for good or improved attendance TYPE 3 Family volunteers as attendance aides to contact parents of absent and tardy students on solving the challenges of attendance and on-time arrival TYPE 4 Interactive homework for students and family partners to create a poster about why good attendance is important TYPE 5 PTA or PTO communications, translated as needed, for all families on requirements for student attendance and on-time arrival, and steps to take when students return to school after illness TYPE 6 Agreement with local businesses for “gold cards” with discounts to reward students’ good and improved attendance each report card period . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT HIGH SCHOOL EXAMPLES for a One-Year Action Plan to Reach Results for POSTSECONDARY PLANNING COLLEGE & CAREER GOAL TYPE 1 Workshops for parents and students on course credits and requirements for high school graduation, college financial aid, college entry tests, and career planning TYPE 2 Webinar series for families and students on how to search for information on college options, scholarships, and career paths (archived for review) TYPE 3 Parent and student volunteers to decorate school halls with college and university banners recognizing alumni placements TYPE 4 Interactive homework for students to discuss their academic goals and career plans with a family partner and outline strategies for reaching these goals TYPE 5 A postsecondary planning committee of parents, teachers, and students to implement a series of activities on college awareness and career options from 9th to 12th grade TYPE 6 Video assignment on phone or other camera to interview a recent high school alum for information and advice on graduating from high school and applying to college or postsecondary program . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MIDDLE AND HIGH SCHOOL EXAMPLES for a One-Year Action Plan to CREATE A CLIMATE OF PARTNERSHIPS PARTNERSHIP GOAL Welcome TYPE 1 Teachers take school bus to visit communities where students live, take a walking tour with students as leaders, meet parents in each location, and learn more about the neighborhood TYPE 2 “Good news” postcards, phone calls, and other two-way communications (e.g., e-mail, voice mail, websites) to connect teachers and families about student progress and success TYPE 3 Volunteers for safe schools to greet, assist, or deter visitors TYPE 4 Quarterly interactive homework assignments for students to review report card grades with family partners and to discuss academic and behavior goals for the next grading period TYPE 5 PTA- or PTO-sponsored Showcase the School day with booths and displays on school programs, student clubs, academic departments, the parent association, and partnership activities TYPE 6 Periodic community forums for educators, students, parents, and citizens to discuss school improvement topics, family and community support for education, and other education issues . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

Action Team for Partnerships

Who are the Members of the ATP? How Many? 6–12 members or more Who? 2–3 teachers or more 2–3 parents/family members or more Representatives may include parent liaison, families from various neighborhoods, PTA or PTO rep Principal 1–2 students (high school team) 1–2 or more others (nurse, counselor, community partner, special ed teacher, afterschool program rep) Terms? 2–3 years (renewable) Replacements made as needed One “linking” member on the School Improvement Team Leaders? Chair or co-chairs communicate well with educators and families Other ATP members serve as chairs or co-chairs of committees for each page of the One-Year Action Plan for Partnerships or for specific activities All features are flexible to fit school conditions and needs.

Action Team for Partnerships: Focus on Goals SCHOOL IMPROVEMENT TEAM Improve Math PRACTICES from SIX TYPES to meet this goal Improve Reading PRACTICES from SIX TYPES to meet this goal Improve Student Behavior PRACTICES from SIX TYPES to meet this goal Create a Climate for Partnerships PRACTICES from SIX TYPES to meet this goal Academic Goal Academic Goal Nonacademic Goal Partnership Goal

Action Team for Partnerships: Focus on Types SCHOOL IMPROVEMENT TEAM Committee for TYPE 1 Parenting Committee for TYPE 2 Communicating Committee for TYPE 3 Volunteering Committee for TYPE 4 Learning at Home Committee for TYPE 5 Decision Making Committee for TYPE 6 Collaborating With the Community

What Does an Action Team for Partnerships Do? ATP MEMBERS work together to . . . Review school goals: Select two academic goals, one nonacademic goal, and one goal for a welcoming school climate. Write a One-Year Action Plan for Partnerships to involve families and the community in ways that contribute to the selected goals for student learning and development. Implement activities and evaluate their quality—outreach to families, responses, and results. Continually improve partnership plans and practices.

SIT ATP How does the Action Team for Partnerships (ATP) differ from the School Improvement Team ( SIT ) SIT ATP School Improvement Team (SIT) oversees the school’s ENTIRE School Improvement Plan (SIP). Action Team for Partnerships (ATP) oversees the school’s program of family and community engagement with a One-Year Action Plan for Partnerships. SIT meets monthly to discuss all programs, assess progress, and plan next steps to attain the goals in the SIP. ATP meets monthly to discuss the schedule of family and community involvement activities in the One-Year Action Plan, assess progress, improve plans. ATP periodically reports plans, activities, concerns, and progress to the SIT for advice and support. SIT hears committee reports and assists committees in helpful ways.

School Improvement Plan Write a One-Year Action Plan for Partnerships Linked to Goals in the School Improvement Plan

Goal-Linked PLAN for Partnerships Action Team for Partnerships School Improvement Team Approves School Improvement Plan with Specific Goals and Objectives for Student Success Action Team for Partnerships Writes a One-Year Action Plan for Partnerships linked to goals in the School Improvement Plan Academic Goal Reading Page 1 of Plan Academic Goal Math Page 2 of Plan Behavioral Goal Attendance Page 3 of Plan Partnership Goal Welcoming Climate Page 4 of Plan Family & Community Involvement Activities 1. 2. 3. 4. Family & Community Involvement Activities 1. 2. 3. 4. Family & Community Involvement Activities 1. 2. 3. 4. Family & Community Involvement Activities 1. 2. 3. 4.

Improve student achievement in reading – PAGE 1 Sample: How School Improvement Goals are Linked to a One-Year Action Plan for Partnerships Improve student achievement in reading – PAGE 1 Family Reading Night Weekly interactive homework in reading and writing Parent/community volunteer book buddies and book talks Improve student achievement in mathematics – PAGE 2 Family Math Night Afterschool tutoring program in math PTA fundraiser for computer software Increase student attendance rates – PAGE 3 Family volunteers to phone parents of absentees Attendance and lateness policies on website, in parent portal, or other communications venues Family dinner with principal for improved attendance Strengthen the climate of partnerships – PAGE 4 Reformat the website and parent portal to be family-friendly Teachers’ walks in students’ neighborhoods or home visits Welcome back picnic before school starts in the fall

One-Year Action Plan for Partnerships Form G–Goals A GOOD PLAN HAS DETAILED INFORMATION ON . . . Goals 2 academic goals, 1 behavioral goal 1 welcoming climate for partnerships Desired results – measurable (from Time 1 to 2) Assessments / Specific measures (more than 1) Partnership activities Types of involvement Dates of activities Grade levels involved Preliminary actions that must be taken Persons in charge and helping Resources or funds needed

Do you see some PROBLEMS? One-Year Action Plan for Partnerships Look over the page that needs some “HELP!” Do you see some PROBLEMS? Help improve this plan! Circle places that should be fixed.

FOCUS: IDENTIFY GOALS FINISH: FILL IN THE DETAILS TEAM ACTIVITY: DRAFT YOUR SCHOOL’S ONE-YEAR ACTION PLAN FOR PARTNERSHIPS FOCUS: IDENTIFY GOALS Identify goals in the School Improvement Plan that will benefit from family and community involvement. Select 2 academic and 1 nonacademic goal. You also will plan activities to ensure a welcoming school climate. FILTER: DISCUSS IDEAS Identify the CONTINUING AND NEW PRACTICES of family and community involvement that will be implemented during the year to support each goal. FINISH: FILL IN THE DETAILS Provide the details on the One-Year Action Plan for Partnerships to list and schedule the activities, types of involvement, preliminary steps, people responsible, and the rest to create a good plan.

Submit FINAL PLAN as an electronic copy. DRAFT A GOOD PLAN COMPLETE ALL PAGES OF THE PLAN HOW WILL YOUR TEAM WRITE ITS PLAN? FULL TEAM – Work together to focus, filter, and finish the plan OR “PAGE LEADERS” – Work in small groups on each page of the plan. Then, come together to share the drafts, gather ideas, and complete each page of the draft plan. HOW WILL YOUR TEAM RECORD ITS PLAN? ELECTRONIC COPY – Use a laptop at the workshop. Provide an electronic copy of the draft plan for the workshop leader. PAPER COPY – Write ideas on the forms provided at the workshop. Submit FINAL PLAN as an electronic copy.

LET’S REVIEW . . . What are the BASIC COMPONENTS for Developing and Maintaining an Excellent School-Based Partnership Program? Framework of Six Types of Involvement Action Team for Partnerships One-Year Action Plan for Partnerships Evaluation

Establish an Action Team for Partnerships (ATP). What are Research-Based Expectations for EXCELLENT SCHOOL-BASED Partnership Programs? Establish an Action Team for Partnerships (ATP). Write an Action Plan for Partnerships each year linked to school improvement goals. Use the Framework of Six Types of Involvement so that parents become involved in varied ways. Allocate a budget for planned activities. Allocate time for monthly meetings of the ATP. Evaluate and improve the partnership program each year. Network with other schools and see NNPS for ongoing guidance to improve programs every year. DISTRICT FACILITATORS for PARTNERSHIPS help all schools meet these expectations and sustain excellent partnership programs.

COMPLETE A FINAL COPY OF THE YOUR ATP’s NEXT STEPS? COMPLETE A FINAL COPY OF THE ONE-YEAR ACTION PLAN FOR PARTNERSHIPS 1. SHARE THE DRAFT and gather input from teachers, parents, the school council, and others at school. 2. MAKE FINAL REVISIONS on an electronic copy. 3. GIVE COPIES TO ALL ATP MEMBERS and to the district facilitator who will assist your team. 4. PUBLICIZE THE FINAL PLAN in the school newsletter, on the website, on Facebook, at the next open house, and in other ways.

Q and A What questions do you have about GETTING STARTED and MOVING FORWARD with YOUR program of school, family, and community partnerships? Please complete the workshop evaluation. Thank you!

www.partnershipschools.org For more information about this workshop and for membership forms to obtain ongoing guidance and support for partnership program development, click on Join NNPS. Contact nnps@jhu.edu

BONUS SLIDES This CD includes BONUS SLIDES that may be used in place of others in the One-Day Team-Training Workshop or in other presentations. Two slides present the formal diagrams of the external and internal models of the theory of overlapping spheres of influence. Six slides combine the six types of involvement and challenges that must be solved to reach all families. Use the combined slides when workshop time is short. One slide, Challenge-Go-Round, guides an alternative activity about meeting important challenges. Use instead of Jumping Hurdles. One slide shows the research-based standards or “essential elements” that must be organized for excellent partnership programs at the school, district, and state levels. Eleven slides provide a full set of “results” with examples of how elementary, middle, and high schools can select activities for the six types of involvement to address specific goals for student success and to create a welcoming school climate. Use the middle and high school slides in workshops with secondary schools. Use other examples for specific improvement goals. See Chapter 4 in the Handbook for guidelines on how to use these slides in a team-training workshop.

Force B Force C Experience, Experience, Philosophy, Philosophy, Theoretical Model OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING External Structure Force B Experience, Philosophy, Practices of Family Force C Experience, Philosophy, Practices of School Force D Experience, Philosophy, Practices of Community Force A Time/Age/Grade Level See Handbook chapters 4 and 5 for the Internal structure of interpersonal connections in this model.

OVERLAPPING SPHERES OF INFLUENCE* Theoretical Model OVERLAPPING SPHERES OF INFLUENCE* Internal Structure KEY: Inter-institutional interactions (in overlapping area) F = Family C = Child S = School P = Parent T = Teacher Interactions include those at the institutional level (e.g., all families, children, educators, and entire community) and at the individual level (e.g., one parent, child, teacher, community partner). *Note: In the full model, the internal structure is extended to include the community (Co) and individual business and community agents (A), and interactions in the nonoverlapping areas.

Basic Responsibilities of Families Type 1 PARENTING Basic Responsibilities of Families  Provide housing, health, nutrition, clothing, safety  Understand child and adolescent development and parenting skills for all age levels  Provide home conditions that support children as students at all grade levels  Provide information to help schools understand children and families MEET THE CHALLENGE! Provide information to all families who want it or who need it, not just to the few who attend workshops or meetings at the school building.

Basic Responsibilities of Schools Type 2 COMMUNICATING Basic Responsibilities of Schools SCHOOL TO HOME Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, e-mails, websites Information to help families Understand school programs and children’s progress Understand state tests, report cards, and other assessments Choose or change schools Choose or change courses, placements, programs, and activities HOME TO SCHOOL Two-way channels of communication for questions, suggestions, and interactions MEET THE CHALLENGE! Make memos, notices, and other print and nonprint communications clear and understandable for all families.

Involvement AT and FOR the School Type 3 VOLUNTEERING Involvement AT and FOR the School VOLUNTEERS In Schools or Classrooms Assist administrators, teachers, students, or parents as aides, tutors, coaches, boosters, monitors, lecturers, chaperones, or mentors; or assist in other ways For Schools or Classrooms Assist school programs and student activities from any location at any time AUDIENCES Attend assemblies, performances, sports events, award ceremonies, celebrations, and other activities MEET THE CHALLENGE! Recruit widely, create flexible schedules, provide training for volunteers, and recognize audiences as volunteers.

Type 4 LEARNING AT HOME student Involvement in Academic Activities INFORMATION and ACTIVITIES FOR FAMILIES and STUDENTS ON… How to help at home with homework Required skills to pass each subject Curriculum-related decisions by and for the student Development of students’ other skills and talents MEET THE CHALLENGE! Design and implement interactive homework that guides students to discuss classwork, demonstrate skills, and share ideas with their families.

Participation and Leadership Type 5 DECISION MAKING Participation and Leadership School Council or School Improvement Team Action Team for Partnerships PTA or PTO membership, participation, leadership, representation Title I advisory and other school or district committees Independent advisory and advocacy groups MEET THE CHALLENGE! Include parent leaders from all racial, ethnic, linguistic, socioeconomic, and other major groups on councils, teams, and committees.

COLLABORATING WITH THE COMMUNITY Type 6 COLLABORATING WITH THE COMMUNITY Community contributes to schools, students, and families Business partners Cultural and recreational groups Health services Senior citizen organizations Faith-based organizations Government and military agencies Other groups, agencies, and organizations Schools, students, and families contribute to the community Service learning and other special projects MEET THE CHALLENGE! Inform all families and students about community programs and ensure equal opportunities for participation and services.

Write your name at the top of the activity. CHALLENGE-GO-ROUND Write your name at the top of the activity. List ONE important challenge that your school (or a school you know well) must solve to involve all families. At the signal, pass the page to the next person to suggest one possible solution to the challenge. (Wait for two signals to get two suggestions.) Return the page to the “Starter.” Put a * next to one solution that you think might work well. Be ready to discuss.

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT READING GOAL TYPE 1 Workshops for parents on various ways to read aloud with young children TYPE 2 Parent-teacher-student conferences on reading goals and reading progress TYPE 3 Reading-partner volunteers, guest readers of favorite stories, and other ongoing read-with-me activities TYPE 4 Family Reading Night to demonstrate reading strategies linked to grade-level standards that parents and children can enjoy doing at home TYPE 5 PTA or PTO support for a family room to provide information on children’s reading, conduct book swaps, and sponsor other reading activities TYPE 6 Donations from business partners of books for classrooms, for the school library, or for children to take home . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS MATH GOAL TYPE 1 Workshops for parents on math standards and tests and on how to interpret report cards and reports on math skills and scores. TYPE 2 Articles for parents by students and math teachers in school or class newsletters or posted on website on interesting math topics and skills TYPE 3 Volunteer math tutors to assist students who need one-on-one tutoring and extra help with specific math skills TYPE 4 Weekly interactive homework assignments for students to demonstrate mastery of a math skill for family partners and to discuss how each skill is used in everyday situations TYPE 5 PTA- or PTO-sponsored Family Math Night for fun and learning how to help at home, with follow-up for those unable to attend TYPE 6 Classroom visits by community partners on how they use math in their trades, businesses, services, and hobbies . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE STUDENT BEHAVIOR BEHAVIOR GOAL TYPE 1 Parent-to-parent forum on student behavior, age-appropriate discipline, preventing bullying, and related topics TYPE 2 Student-of-the-month assembly, bulletin board, social media, and/or luncheon with parents to recognize students for good or improved behavior, character, and citizenship TYPE 3 Volunteers for school patrols in hallways, cafeteria, playground, or other locations to increase or maintain students’ good behavior TYPE 4 Monthly interactive homework assignments for students to talk with parents or other family partners about selected character traits, values, and behaviors TYPE 5 ATP survey of dads and father figures to develop activities to increase their participation in ways that motivate students’ positive behavior and academic success TYPE 6 Community connections with students on problem-solving and conflict-resolution skills to reduce bullying and other problem behaviors . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to CREATE A CLIMATE OF PARTNERSHIPS PARTNERSHIP GOAL TYPE 1 Free or low-cost immunizations and health examinations for students to assist parents with these school requirements TYPE 2 Student-led parent-teacher-student conferences to communicate with all parents about goals, progress, and next steps TYPE 3 Resource directory to identify the available time and talents of parents and other volunteers to assist teachers and school staff throughout the year TYPE 4 Information for and exchanges with parents on homework policies, how to help at home, and whom to call with questions TYPE 5 Survey of parents on topics they want to discuss in workshops and to identify those willing to serve on school committees TYPE 6 Salute the Arts fair where community artists demonstrate drawing and painting, music, dance, and crafts; and information on community-based art programs and museums is offered. . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

TYPE 1 TYPE 2 TYPE 3 TYPE 4 TYPE 5 TYPE 6 MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to INCREASE SUCCESSFUL TRANSITIONS SUCCESSFUL TRANSITIONS TYPE 1 New students and parents scavenger hunt for information about the school, teachers and staff, programs, curriculum, and resources TYPE 2 Panel discussions at “feeder” elementary schools for fifth grade students and their parents to hear about middle school from sixth graders, middle school teachers, counselors, administrators, and parents TYPE 3 Survey of parents on how they could volunteer to share their time, specific talents, or resources at school or for the school TYPE 4 Videos starring middle grades students, parents, and educators to inform fifth graders and their families about ways to help students in the middle grades TYPE 5 PTA or PTO e-mails, newsletters, or other communications to help parents and students learn about their new school and available programs and services TYPE 6 Orientation day for students and parents at the “receiver” school with information on programs and services in the community and at school to support student success . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to Reach Results for ATTENDANCE GOOD ATTENDANCE GOAL TYPE 1 Success Summit for parents featuring speakers on students’ well-being and the importance of attendance. Speakers may include school administrators, counselors, legal experts, teachers, health service providers, students, and family members TYPE 2 Recognition postcards for good or improved attendance TYPE 3 Family volunteers as attendance aides to contact parents of absent and tardy students on solving the challenges of attendance and on-time arrival TYPE 4 Interactive homework for students and family partners to create a poster about why good attendance is important TYPE 5 PTA or PTO communications, translated as needed, for all families on requirements for student attendance and on-time arrival, and steps to take when students return to school after illness TYPE 6 Agreement with local businesses for “gold cards” with discounts to reward students’ good and improved attendance each report card period . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT READING GOAL TYPE 1 Parent workshops on how to guide and encourage students in reading for pleasure at home TYPE 2 Parent-teacher-student conference, led by the student, on the student’s own reading program, successes, and challenges for the next marking period: what the student will do, what the teacher will do, and how the parent may support reading at home TYPE 3 Family members as volunteer literacy tutors, reading buddies, or library aides during the school day or in afterschool programs TYPE 4 Interactive homework in reading and writing for students to share their ideas and drafts of written work (e.g., essays, poems, critiques) with a parent or family partner TYPE 5 PTA- or PTO-sponsored fundraiser for books, magazines, and other reading materials for the school media center TYPE 6 School-organized reading project for students to read to senior citizens at a local center or to young children at public library . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS MATH GOAL TYPE 1 Continuing education classes for family members (e.g., GED or ABE) or for parents and students together (e.g., computer classes) TYPE 2 Information on the school website and in teacher e-mails about learning resources such as peer tutoring, professional tutoring, free websites, and school coaching classes in math TYPE 3 Parents as organizers, coaches, and audience members for “math bowl,” robotics, or other math competitions TYPE 4 Interactive homework activities for students to discuss with parents on how to apply math concepts in real-world contexts TYPE 5 PTA or PTO support for math with the purchase of calculators, computers, and other materials TYPE 6 Afterschool program with local college students as math tutors . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to Reach Results for POSTSECONDARY PLANNING COLLEGE & CAREER GOAL TYPE 1 Workshops for parents and students on course credits and requirements for high school graduation, college financial aid, college entry tests, and career planning TYPE 2 Webinar series for families and students on how to search for information on college options, scholarships, and career paths (archived for review) TYPE 3 Parent and student volunteers to decorate school halls with college and university banners recognizing alumni placements TYPE 4 Interactive homework for students to discuss their academic goals and career plans with a family partner and outline strategies for reaching these goals TYPE 5 A postsecondary planning committee of parents, teachers, and students to implement a series of activities on college awareness and career options from 9th to 12th grade TYPE 6 Video assignment on phone or other camera to interview a recent high school alum for information and advice on graduating from high school and applying to college or postsecondary program . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MIDDLE AND HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE STUDENTS’ HEALTH HEALTH GOAL TYPE 1 Parent support groups and forums to discuss questions and best practices for adolescent health, resiliency, and safety TYPE 2 Articles on the school website or in school newsletter on school and district health and safety requirements, health tips, and topics of importance in adolescence for parents and students to discuss TYPE 3 Volunteers, audiences, and participants for school walk-a-thons, team sports, and other activities TYPE 4 Interactive homework in science, health, or physical education for students to discuss disease prevention, health, and wellness topics with a parent or family partner TYPE 5 School, parent, and student task force to examine school and district data on student well-being and to advocate for improvements in policy and practices to solve serious problems TYPE 6 Sessions for students by community specialists in meditation, yoga, dance, aerobics, gardening, healthy cooking, running, and other sports and activities before or after school or on weekends . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

. . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MIDDLE AND HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to CREATE A CLIMATE OF PARTNERSHIPS PARTNERSHIP GOAL Welcome TYPE 1 Teachers take school bus to visit communities where students live, take a walking tour with students as leaders, meet parents in each location, and learn more about the neighborhood TYPE 2 “Good news” postcards, phone calls, and other two-way communications (e.g., e-mail, voice mail, websites) to connect teachers and families about student progress and success TYPE 3 Volunteers for safe schools to greet, assist, or deter visitors TYPE 4 Quarterly interactive homework assignments for students to review report card grades with family partners and to discuss academic and behavior goals for the next grading period TYPE 5 PTA or PTO-sponsored Showcase the School day with booths and displays on school programs, student clubs, academic departments, the parent association, and partnership activities TYPE 6 Periodic community forums for educators, students, parents, and citizens to discuss school improvement topics, family and community support for education, and other education issues . . . AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

FOR EXCELLENT PARTNERSHIP PROGRAMS IN SCHOOLS, DISTRICTS, and STATES STANDARDS FOR EXCELLENT PARTNERSHIP PROGRAMS IN SCHOOLS, DISTRICTS, and STATES ·    Teamwork ·    Leadership ·    Plans for Action ·    Implementation and Facilitation ·    Evaluation ·    Funding ·    Collegial Support ·    Networking Research shows that these “essential elements” contribute to high-quality partnership programs that improve from one year to the next.

www.partnershipschools.org For more information about this workshop and for membership forms to obtain ongoing guidance and support for partnership program development, click on Join NNPS. Contact nnps@jhu.edu