5/19/2019 Family-School-Community Partnering: Targeted and Intensive Strategies for Student Learning August 3, 2016

Session Objectives Participants will: 5/19/2019 Session Objectives Participants will: Learn the components of a comprehensive structure for implementing family-school-community partnerships. Gain strategies to partner with families based on the National Standards for Family-School Partnerships. Plan next steps to implement a comprehensive, sustainable partnership structure.

After writing your headline, share with others at your table. 5/19/2019 Headline! One year in the future, the local newspaper is writing a story about your site’s family-school-community partnership program. What will the headline say? After writing your headline, share with others at your table.

OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON Theoretical Model OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING Force C Experience, Philosophy, Practices of School Force B Experience, Philosophy, Practices of Family Force D Experience, Philosophy, Practices of Community This is a theoretical model for how school, family, and community interaction effects children’s learning. It was developed by Dr. Joyce Epstein based decades of research from schools primarily located in Baltimore City. You will see that three entities are represented: Family, School, and Community. Community can include businesses, school alumni, neighbors, parents with children not yet at school age. Each group does some things for students separately, and others together. What are some sole responsibilities for families? Schools? The Community? Depending on the extend of collaboration, the spheres either move closer together or farther apart. This model is NOT a Venn diagram. It is a dynamic model that is different for every student and school and can change over time. If the school’s beliefs and values differ greatly from those of the family, the circles will move away from each other. Likewise, if families, schools, and the community unite for a shared goal/vision, the circles will move closer together. Just think about the answer to this question, you don’t need to vocalize it, but if you were to draw the Overlapping Spheres of Influence Model for you school, families, and community, how do you think it would look? Keep that question in mind as we move throughout the day. Force A Time/Age/Grade Level

Implementation Research 5/19/2019 Implementation Research Students need multiple sources of support to succeed in school and in their communities. Teachers and administrators may be initially hesitant to increasing family involvement. Teachers, administrators, and external supports need inservice, preservice, and advanced education on partnerships. Schools must reach out in order to involve all families. Structures will be most useful to schools and to families if they are customized, comprehensive, and continually improved to help meet important goals for students. Epstein, J. L. et al. (2009). School, Family, and Community Partnerships: Your Handbook for Action (Third Edition). Thousand Oaks, CA: Corwin Press.

Comprehensive, Sustainable Structure Components Framework Meet the Challenges Reach Results for Students Action Team Action Plan Evaluation

Four Core Beliefs Are you ready for FSCP? All parents have dreams for their children and want the best for them. All parents have the capacity to support their children’s learning. Parents and school staff should be equal partners. The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders. 7 Henderson, A.T. et al. (2007) Beyond the bake sale: The essential guide to family-school partnerships.

Multi-Tiered Family, School, and Community Partnering Key Discussion Points: Family-school-community partnering in tiers aligns time & resources effectively; responsibilities & expertise can be utilized according to need. Each tier includes previous one, but provides additional support or focus. Partnering may be different across time or situation for any stakeholder as circumstances & expectations change. Universal Tier similar to core curriculum: more consistently & broadly implemented the more effective it will be. Can be applied to entire districts, communities, sites, classrooms, &/or special programs. Percentages used as guidelines in any setting in thinking through time & resources in each situation 80-90% will benefit from universal, 10-20% from targeted, and 1-5% from intensive. Example: classroom of 30 students, 3 student/ families may need targeted or intensive support. Important to use data in making decisions. There is a specific checklist which provides specific actions for schools, classrooms, specific staff, and stakeholders. This checklist aligns with the National Standards, research, and has grown from ideas in the field. Ideas to Consider: Discuss specific site tiers.

National PTA Standards The Six Types of Parent Involvement (Epstein, 1995) Parenting Communicating Volunteering Learning at Home Decision-Making Collaborating with Community National Standards for Family-School Partnerships (PTA, 2008) Welcoming All Families Communicating Effectively Supporting Student Success Speaking Up for Every Child Sharing Power Collaborating with Community Based on Epstein’s work, the National PTA created explicit standards focusing on positive student outcomes for every student.

Our Perspective on Relative Impact of Family Engagement Strategies on Student Learning Lower impact Higher impact Parent help on administrative tasks Goal-setting talks Celebrations Parent training events Weekly data-sharing folders Parent resource rooms Regular, personalized communication Fundraisers Back to school night Home visits Family support services Parent-teacher conferences Positive phone calls home Modeling of learning support strategies To your question, yes, that slide is from Flamboyan’s work. I think I presented it during the webinar a few years ago. It’s not based on any one study but comes from our research on the roles parents play that support learning and our best hypotheses on which home-school practices enable them to play those roles. In our later iterations of it, we made it clearer that’s what it is (the tough thing about these USDE presentations is that old versions persist). Let me know if you have any other questions! Potlucks Generic school newsletters Performances and showcases Interactive homework Classroom observations Parent help on learning projects Flamboyan Foundation defines family engagement as collaboration between families and educators that accelerates student learning.

Starting Points Inventory 5/19/2019 Starting Points Inventory Complete the Inventory to identify whether your site is excelling, progressing, or emerging for each indicator. Then prioritize an area of improvement and identify how you will evaluate that practice.   Emerging: Limited level of development and implementation Progressing: Functioning level of development and implementation Excelling: Highly functioning level of development and implementation

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What resources/initiatives are already in place to achieve the goal? 5/19/2019 Revisit your Headline Look back at your headline from this morning and turn it into a FSCP goal for student learning. With a partner discuss: What resources/initiatives are already in place to achieve the goal? What resources/initiatives are still needed to achieve the goal?

5/19/2019 Thank You! Darcy Hutchins, Ph.D. hutchins_d@cde.state.co.us SACPIE http://www.cde.state.co.us/SACPIE/ 14