1. 1 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, third edition ©Thousand Oaks, CA: Corwin Press, 2009 1 Working Together for Student Success

2. 2 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. Develop a research-based partnership program. Use a Framework of Six Types of Involvement Solve Challenges to Involve Families and Community Partners 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.

3. 3 How Can Educators and Parents STRENGTHEN and SUSTAIN HEALTHY SCHOOLS? What do we mean by a HEALTHY SCHOOL? 1.We mean a safe and nurturing PLACE. A welcoming environment for ALL A “Partnership School” A “family-like” school and “school-like” families An EXCELLENT school that students, teachers, parents, and others WANT to attend and support Other ideas...?

4. 4 What do we mean by a Healthy School? 2. We mean a place that produces positive RESULTS and where students develop to their full potential. Academic Results Intellectual Development Achievement S Annual promotion and on-time high school graduation Physical Health Good Nutrition, Exercise Prevention of Alcohol, Tobacco, and Drug Use/Abuse Good Attendance Emotional Growth Positive Attitudes about School, Self Concept, Good Behavior, Positive Relationships with Peers, Friends, Family, Teachers Appreciation of Others OTHER RESULTS?

5. 5 Everyone wants EXCELLENT SCHOOLS and HEALTHY and SUCCESSFUL STUDENTS. Can educators do this work alone?

6. 6 Not only THAT partnerships contribute to good schools and successful students But also WHAT is needed in an excellent partnership program? and… HOW to organize and sustain high-quality and effective programs of family and community involvement. What is important to know about school, family, and community partnerships?

7. 7 WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement? Parents vary in how much they presently are involved. Parents are concerned about their children’s success in school. Students need multiple sources of support to succeed in school and in life. Schools must reach out in order to involve all families. Some teachers and administrators are initially resistant to increasing family involvement. Teachers and administrators in schools and districts need inservice, preservice, 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 help meet important goals for students.

8. 8 Framework of Six Types of Involvement

9. 9 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.

10. 10 THE KEYS TO SUCCESSFUL SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENT PARENTING: Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs. LEARNING AT HOME: Involve families with their children in learning activities at home, including homework, other curriculum- related activities, and individual course and program decisions. DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations. COLLABORATING WITH COMMUNITY: Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community. Type 1 Type 2 Type 6 Type 5 Type 4 Type 3

11. 11 Housing, health, nutrition, clothing, safety Understand child and adolescent development and parenting skills for all age levels Home conditions that support children as students at all grade levels Information and activities to help schools understand children and families Type 1 PARENTING Basic Responsibilities of Families

12. 12 Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, e-mails, Web sites 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 Two-way channels of communication for questions, suggestions, and interactions SCHOOL-TO-HOME HOME-TO-SCHOOL Type 2 COMMUNICATING Basic Responsibilities of Schools

13. 13 In Schools or Classrooms Assist administrators, teachers, students, or parents as aides, tutors, coaches, boosters, monitors, lecturers, chaperones, mentors, or in other ways Assist school programs and student activities from any location at any time Attend assemblies, performances, sports events, recognition, and award ceremonies, celebrations, and other student activities VOLUNTEERS AUDIENCES For Schools or Classrooms Type 3 VOLUNTEERING Involvement at and for the School

14. 14 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 Type 4 LEARNING AT HOME Involvement in Academic Activities INFORMATION FOR FAMILIES ON…

15. 15 School Council or School Improvement Team Title I advisory and other school or district committees Type 5 DECISION MAKING Participation and Leadership Independent advisory and advocacy groups Action Team for Partnerships PTA/PTO membership, participation, leadership, representation

16. 16 Community contributes to schools, students, and families Type 6 COLLABORATING WITH THE COMMUNITY 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 to contribute to the community Service learning and other special projects

17. 17 An Inventory of Present Practices of School, Family, and Community Partnerships Your TABLE will be assigned ONE TYPE of involvement. 1.LOOK. With a partner, look down the list of activities for the TYPE of involvement that you were assigned. 2.CHECK. Check the activities conducted in your school (or schools you supervise or assist) and the grade levels that conduct each activity. 3.REFLECT: What comes to mind as you think about the activities for that TYPE of involvement? 4.CONTINUE. If you finish before time is up, select another TYPE of involvement to review.

18. 18 Meeting the Challenges

19. 19 Enable families to share information with schools about their backgrounds, cultures, children’s talents, goals, and needs. Challenges—Type 1 PARENTING 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. Redefinitions A “workshop” is not only a meeting on a topic at the school building, but also the content of the meeting to be viewed, heard, or read at convenient times and varied locations by those who could not attend.

20. 20 “Communications about school programs and student progress” go not only from school to home, but also from home to school, and within the community. Obtain ideas from families to improve the design and content of communications such as newsletters, report cards, and conference schedules. Challenges—Type 2 COMMUNICATING Make all memos, notices, and other print and non-print communications clear and understandable for ALL families. Redefinitions Establish easy-to-use two-way channels for communications from school to home and from home to school.

21. 21 “Volunteer” not only means someone who comes to school during the day, but also anyone who supports school goals and children’s learning and development in any way, at any place, and at any time. Make flexible schedules for volunteers, assemblies, and events to enable working parents to participate. Provide training for volunteers, and match time and talent with school needs. Challenges—Type 3 VOLUNTEERING Recruit widely for volunteers so that all families know that their time and talents are welcome. Redefinitions Recognize volunteers and audiences for their support and assistance at school and in other locations

22. 22 “Homework” not only means work that students do alone, but also interactive activities that students discuss with others at home, linking schoolwork to real life. “Help” at home means how families encourage, listen, praise, guide, and discuss schoolwork with their children, not whether or how they “teach” school subjects. Involve families and their children in important curriculum-related decisions in a timely way. Challenges—Type 4 LEARNING AT HOME Design and implement interactive homework on a regular schedule that guides students to discuss classwork, demonstrate skills, and share ideas with their families. Redefinitions

23. 23 “Decision making” means a process of partnership – sharing views, solving problems, and taking action toward shared goals, not an endless power struggle. Parent “leader” means a representative who shares information with and obtains ideas from other families, not just a parent who attends school meetings. Offer training for parent leaders to develop leadership skills and to represent other families. Include student representatives along with parents on decision-making committees in high schools. Challenges—Type 5 DECISION MAKING Include parent leaders from all racial, ethnic, linguistic, socioeconomic, and other major groups on councils teams, and committees. Redefinitions

24. 24 “Community” is rated not only on low or high social or economic qualities, but also on the strengths and talents of individuals and groups who may support students, families, and schools. “Community” includes not only families with children in the schools, but also others who are interested in children’s success and who are affected by the quality of education. Inform all families and students about community programs and ensure equal opportunities for participation and services. Challenges—Type 6 COLLABORATING WITH THE COMMUNITY Prevent or solve problems among partners of turf, goals, responsibilities, and funds. Redefinitions

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26. 26 Reaching Results

27. 27 What Will Well-Designed and Well-Implemented Family and Community Involvement Activities DO? Benefits of Partnerships: Results of Research 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

28. 28 Benefits of Partnerships: Results of Research 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 ownership of school What Will Well-Designed and Well-Implemented Family and Community Involvement Activities DO?

29. 29 Benefits of Partnerships: Results of Research 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 What Will Well-Designed and Well-Implemented Family and Community Involvement Activities DO?

30. 30 Type 1 – Parenting Students improve when families are provided information on child development and school expectations at each grade level (e.g., to support student health, behavior, attendance). Type 2 – Communicating Students Increase awareness of their own progress in subjects and skills when teachers, students, and parents communicate about classwork. 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 when teachers guide parents in how to interact on assignments. Type 5 – Decision Making Students benefit from policies and projects conducted and supported by parent organizations and partnership teams. Type 6 – Collaborating with the Community Students gain skills and talents in curricular, extra-curricular, and afterschool projects with community partners. Reaching Results for Students Studies show that each type of involvement promotes different kinds of results. EACH TYPE of involvement also can strengthen SPECIFIC RESULTS

31. 31 ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT 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 organized, ongoing read-with-me activities TYPE 4 Family Reading Night to demonstrate reading strategies for parents and grade-specific activities to conduct with students at home PTA/PTO support for a family room or parent center to provide information on children’s reading, and to conduct book swaps, make book bags for read-at-home programs, and sponsor other reading activities TYPE 5 Donations from business partners of books for classrooms, for the school library, and for children to take home TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT READING GOAL

32. 32 ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS TYPE 1 Workshops for parents to explain new math standards and tests, and to demonstrate and discuss how math skills are taught to students TYPE 2 Articles for parents in school or class newsletters or posted on the school Web site by students and math teachers 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 PTA/PTO-sponsored Family Math Night for fun and learning TYPE 5 After-school programs funded by business and community partners to provide students with extra help and enrichment activities in math TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MATH GOAL

33. 33 MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE ATTENDANCE TYPE 1 “Attendance Summit” for parents on the importance of student 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 monitors TYPE 4 Interactive homework for students and family partners to create a poster about why good attendance is important PTA/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 5 Agreement with local businesses to post signs that students are welcome only during nonschool hours TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ATTENDANCE GOAL

34. 34 HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE POSTSECONDARY PLANNING 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 Series of videos for families to learn about high school graduation requirements and postsecondary planning TYPE 3 Field trips for students and parents to local colleges and universities TYPE 4 Interactive homework that requires students to discuss their academic goals and career plans with a family partner and to outline strategies for reaching these goals A postsecondary planning committee of parents, teachers, and students to implement a series of activities on college awareness and career options from 9 th to 12 th grade TYPE 5 “College and Careers” club linking students and families with alumni from the school to increase knowledge and actions on postsecondary paths and opportunities TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT COLLEGE & CAREER GOAL

35. 35 MIDDLE AND HIGH SCHOOL EXAMPLES for a One-Year Action Plan to CREATE A CLIMATE OF PARTNERSHIPS TYPE 1 Parent support groups to discuss parenting approaches and school issues with other families and with school counselors TYPE 2 “Good news” postcards, phone calls, and other two-way communications (e.g., e-mail, voice mail, Web sites) 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 PTA/PTO-sponsored “Showcase the School Day” with booths and displays on school programs, student clubs, academic departments, the parent association, and partnership activities TYPE 5 Periodic community forums for educators, students, parents, and citizens to discuss school improvement topics, family and community support for education, and other education issues TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT PARTNERSHIP GOAL

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37. 37 Action Team Structure

38. 38 Members of the Action Team for Partnerships Terms? 2-3 years (renewable) Replacements made as needed At least one “linking” member also serves on the School Improvement Team or School Council How Many? 6-12 members Who? 2-3 teachers or more 2-3 parents/family members or more Representatives may include parent liaison, families from various neighborhoods, PTA / PTO rep Principal 1-2 students (in high school) 1-2 or more others (nurse, counselor, community partners, special education teacher, after-school program leader) Leaders? Chair or Co-Chairs communicate well with educators and families Other ATP members serve as Chairs or Co-Chairs of committees for specific school goals, for each type of involvement, or for planned activities All features are flexible to fit school conditions and needs.

39. 39 Action Team for Partnerships: Structure G (Focus on Goals) SCHOOL COUNCIL or SCHOOL LEADERSHIP TEAM ACTION TEAM for PARTNERSHIPS Improve Math PRACTICES from SIX TYPES to meet this goal Create a Climate for Partnerships PRACTICES from SIX TYPES to meet this goal Improve Student Behavior PRACTICES from SIX TYPES to meet this goal Improve Reading PRACTICES from SIX TYPES to meet this goal Academic Goal Non-Academic Goal Partnership Goal Academic Goal

40. 40 Action Team for Partnerships: Structure T (Focus on Types) SCHOOL COUNCIL or SCHOOL LEADERSHIP TEAM ACTION TEAM for PARTNERSHIPS Committee for TYPE 2 Communicating Committee for TYPE 1 Parenting 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 Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

41. 41 How does the Action Team for Partnerships (ATP ) differ from the School Council or School Improvement Team ? Council ATP School Council or School Improvement Team oversees the school’s ENTIRE School Improvement Plan (SIP). Action Team for Partnerships (ATP) guides action to increase family and community involvement by writing an annual Action Plan for Partnerships linked to SIP goals. School Council meets monthly to discuss all programs, assess progress, and plan next steps to attain goals in the SIP. ATP meets monthly to discuss the schedule of family and community involvement activities, assess progress, and improve plans. School Council hears all committee reports and assists committees in helpful ways. ATP is one committee that reports plans and progress to the School Council for advice and support.

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43. 43 One-Year Action Plan for Partnerships Linked to Goals in the School Improvement Plan

44. 44 Goal-Oriented PLAN for Partnerships School Council / School Improvement Team Writes or Approves School Improvement Plan with Specific Goals and Objectives for Student Success 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. Action Team for Partnerships Writes a One-Year Action Plan for family and community involvement linked to the goals in the School Improvement Plan

45. 45 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 After-school 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 in newsletter and Web site Family dinner with principal for improved attendance Strengthen the climate of partnerships – PAGE 4 Reformat the newsletter and Web site to be family-friendly Teachers’ walks in students’ neighborhoods or home visits Welcome back picnic before school starts in the fall Sample: How School Improvement Goals are Linked to a One-Year Action Plan for Partnerships

46. 46 One-Year Action Plan Form G-Goals A good plan includes detailed information on... Goals 2 academic goals, 1 behavioral goal 1 goal for a welcoming partnership climate Desired results Assessments to measure results Partnership activities Types of involvement Dates of activities Grade level(s) What needs to be done and when Persons in charge and helping

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48. 48 One-Year Action Plans Do you see some PROBLEMS? Compare the bad and good pages of the plan. Remember: The full One-Year Action Plan for Partnerships will have 4 pages of planned involvement activities for 2 academic goals, 1 non-academic goal, and 1 overall goal for good partnerships. Look over the “bad” page. HELP!

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50. 50 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.

51. 51 DRAFT A GOOD PLAN COMPLETE ALL PAGES OF THE PLAN (USE FORM G – Goals or FORM T- Types) HOW WILL YOUR TEAM WRITE THE PLAN? (Check ONE)  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 THE PLAN? (Check ONE)  ELECTRONIC COPY – Use a laptop at the workshop. Provide an electronic copy of the draft plan for the workshop leader. OR  PAPER COPY - Write ideas on the forms provide at the workshop. Transfer ideas to an electronic copy to complete the FINAL version of the plan.

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53. 53 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

54. 54 What are NNPS’s 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 NNPS and other schools for ongoing guidance for improving partnerships every year. DISTRICT FACILITATORS for PARTNERSHIPS help all schools meet these expectations and sustain excellent partnership programs.

55. 55 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 a paper or electronic copy. 3. PUBLICIZE THE FINAL PLAN in the school newsletter, on the Web site, at the next Open House Night, and in other ways. 4. GIVE COPIES TO ALL ATP MEMBERS and to the district facilitator who will assist your team.

56. 56 Q and A What questions do you have about GETTING STARTED and MOVING FORWARD with YOUR program of school, family, and community partnerships ?

57. 57 www.partnershipschools.org For information and membership forms to obtain ongoing guidance and support for partnership program development, click on Join NNPS or contact nnps@csos.jhu.edu School, Family, and Community Partnerships, Third Edition, by J.L. Epstein et al. © 2009 by Corwin Press. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book and CD.

58. 58 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. 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.

59. 59 Housing, health, nutrition, clothing, safety Home conditions that support children as students at all grade levels Information and activities to help schools understand children and families Type 1 PARENTING Basic Responsibilities of Families 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. MEET THE CHALLENGE! Understand child and adolescent development and parenting skills for all age levels

60. 60 Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, e-mails, Web sites 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 Two-way channels of communication for questions, suggestions and interactions SCHOOL-TO-HOME HOME-TO-SCHOOL Type 2 COMMUNICATING Basic Responsibilities of Schools Make memos, notices, and other print and non-print communications clear and understandable for all families. MEET THE CHALLENGE!

61. 61 In Schools or Classrooms Assist administrators, teachers, students, or parents as aides, tutors, coaches, boosters, monitors, lecturers, chaperones, mentors, or in other ways Assist school programs and student activities from any location at any time Attend assemblies, performances, sports events, award ceremonies, celebrations, and other activities VOLUNTEERS AUDIENCES For Schools or Classrooms Type 3 VOLUNTEERING Involvement AT and FOR the School Recruit widely, create flexible schedules, provide training for volunteers, and recognize audiences as volunteers. MEET THE CHALLENGE!

62. 62 Keys to School, Family, and Community Partnerships FRAMEWORK OF SIX TYPES OF INVOLVEMENT PARENTING COMMUNICATING VOLUNTEERING Type 1 Type 2Type 3 Share ONE successful activity for each of these types of involvement that YOU have seen in schools.

63. 63 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 Type 4 LEARNING AT HOME Involvement in Academic Activities INFORMATION and ACTIVITIES FOR FAMILIES and STUDENTS ON… Design and implement interactive homework that guides students to discuss classwork, demonstrate skills, and share ideas with their families. MEET THE CHALLENGE!

64. 64 Title I advisory and other school or district committees Type 5 DECISION MAKING Participation and Leadership Independent advisory and advocacy groups Action Team for Partnerships PTA/PTO membership, participation, leadership, representation Include parent leaders from all racial, ethnic, linguistic, socioeconomic, and other major groups on councils, teams, and committees. MEET THE CHALLENGE! School Council or School Improvement Team

65. 65 Community contributes to schools, students, and families Type 6 COLLABORATING WITH THE COMMUNITY 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 to contribute to the community Inform all families and students about community programs and ensure equal opportunities for participation and services. MEET THE CHALLENGE! Service learning and other special projects

66. 66 Keys to School, Family, and Community Partnerships FRAMEWORK OF SIX TYPES OF INVOLVEMENT LEARNING AT HOME DECISION MAKING COLLABORATING WITH THE COMMUNITY Type 6 Type 5 Type 4 Share ONE successful activity for each of these types of involvement that YOU have seen in schools.

67. 67 ACTIVITY CHALLENGE-GO-ROUND 1.List ONE important challenge that your school (or a school you know well) must solve to involve all families. 2.At the signal, pass the page to the next person to suggest one possible solution to the challenge. ( Wait for 3 signals to get 3 suggestions.) 3. Return the page to the “Starter.” Put a * next to one solution that you think might work well. Be ready to discuss. Write your name at the top of the activity.

68. 68 ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT 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 organized, ongoing read-with-me activities TYPE 4 Family Reading Night to demonstrate reading strategies for parents and grade-specific activities to conduct with students at home PTA/PTO support for a family room or parent center to provide information on children’s reading, and to conduct book swaps, make book bags for read-at-home programs, and sponsor other reading activities TYPE 5 Donations from business partners of books for classrooms, for the school library, and for children to take home TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT READING GOAL

69. 69 ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS TYPE 1 Workshops for parents to explain new math standards and tests, and to demonstrate and discuss how math skills are taught to students TYPE 2 Articles for parents in school or class newsletters or posted on the school Web site by students and math teachers 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 PTA/PTO-sponsored Family Math Night for fun and learning TYPE 5 After-school programs funded by business and community partners to provide students with extra help and enrichment activities in math TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MATH GOAL

70. 70 ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE STUDENT BEHAVIOR TYPE 1 Parent-to-parent group meetings on student behavior, age-appropriate discipline, preventing bullying, and related topics TYPE 2 Student-of-the-month assembly, bulletin board, and luncheon with family partners to recognize students for good or improved behavior, character, and citizenship TYPE 3 Volunteers for school patrols in hallways, in the cafeteria, on the playground, or in 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 PTA/PTO-sponsored speaker series for parents on student development, with mental health, medical, and other specialists TYPE 5 Community connections with students on problem-solving and conflict resolution skills to reduce bullying and other problem behaviors TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT BEHAVIORAL GOAL

71. 71 ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to CREATE A CLIMATE OF PARTNERSHIPS TYPE 1 Low-cost immunization shots and health examinations for students to assist parents with these school requirements TYPE 2 Student-led parent-teacher conferences to communicate with all parents about student progress 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 PTA/PTO potluck dinners combined with School Improvement Team meetings to encourage more parents to participate in decision making TYPE 5 “Salute the Arts” fair where community artists demonstrate drawing and painting, music, dance, and crafts and provide information on community-based art programs and museums TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT PARTNERSHIP GOAL

72. 72 MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to INCREASE SUCCESSFUL TRANSITIONS TYPE 1 New students’ scavenger hunt at school for information about the school, teachers and staff, programs, curriculum, and resources, with parents invited for tour 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 of sixth graders 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 school students, parents, and educators to inform fifth graders and their families about ways to help students in the middle grades An Action Team for Partnerships committee focused on ensuring successful transitions of students and families TYPE 5 Collaborating with administrators, teachers, counselors, and parents of “feeder” schools and hosting joint events TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

73. 73 MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE ATTENDANCE TYPE 1 “Attendance Summit” for parents on the importance of student 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 monitors TYPE 4 Interactive homework for students and family partners to create a poster about why good attendance is important PTA/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 5 Agreement with local businesses to post signs that students are welcome only during nonschool hours TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT ATTENDANCE GOAL

74. 74 MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT TYPE 1 Parent workshops on how to guide and encourage students in reading for pleasure at home TYPE 2 A page of the school newsletter and Web site with information on the school’s reading and language arts standards, suggestions for encouraging students to read for pleasure at home and questions to discuss with students about books they read 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 work with a family partner PTA/PTO-sponsored book swaps and fundraisers for books, magazines, and other reading materials for the school media center TYPE 5 Donations from local businesses to be used as incentives to encourage students to read many books TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT READING GOAL

75. 75 HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS TYPE 1 Continuing education classes for family members (e.g., GED or ABE) or for parents and students together (e.g., computer or art classes) TYPE 2 Student recognition page in the school newsletter and Web site highlighting students who improve and excel in math TYPE 3 Parents as audience for “math bowl” or other math competitions TYPE 4 Timely information on math requirements to graduate from high school and to prepare for entry to postsecondary education for parents to guide students with course choices for these decisions PTA/PTO support for math with the purchase of calculators, computers, and other materials TYPE 5 Afterschool program with local college students as math tutors TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT MATH GOAL

76. 76 HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE POSTSECONDARY PLANNING 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 Series of videos for families to learn about high school graduation requirements and postsecondary planning TYPE 3 Field trips for students and parents to local colleges and universities TYPE 4 Interactive homework that requires students to discuss their academic goals and career plans with a family partner and to outline strategies for reaching these goals A postsecondary planning committee of parents, teachers, and students to implement a series of activities on college awareness and career options from 9 th to 12 th grade TYPE 5 “College and Careers” club linking students and families with alumni from the school to increase knowledge and actions on postsecondary paths and opportunities TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT COLLEGE & CAREER GOAL

77. 77 MIDDLE and HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE STUDENTS’ HEALTH TYPE 1 Parent support groups, workshops, and forums to discuss questions and best practices for adolescent health, nutrition, and safety TYPE 2 Articles for parents in the school newsletter or Web site on school health requirements, health tips, and health topics to discuss with student at different grade levels TYPE 3 Volunteers, audiences, and participants for school walk-a-thons, student team sports, and other activities TYPE 4 Interactive homework in science, health, or physical education classes for students to discuss physical and mental health issues, disease prevention, and wellness topics with a family partner PTA/PTO-sponsored health fair featuring community resources, services, free health-screenings, and discussions of careers in the health field TYPE 5 Sessions for students by community specialists in karate, yoga, dance, aerobics, and other activities before or after school or on weekends TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT HEALTH GOAL

78. 78 MIDDLE AND HIGH SCHOOL EXAMPLES for a One-Year Action Plan to CREATE A CLIMATE OF PARTNERSHIPS TYPE 1 Parent support groups to discuss parenting approaches and school issues with other families and with school counselors TYPE 2 “Good news” postcards, phone calls, and other two-way communications (e.g., e-mail, voice mail, Web sites) 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 PTA/PTO-sponsored “Showcase the School Day” with booths and displays on school programs, student clubs, academic departments, the parent association, and partnership activities TYPE 5 Periodic community forums for educators, students, parents, and citizens to discuss school improvement topics, family and community support for education, and other education issues TYPE 6 …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT PARTNERSHIP GOAL

79. 79  Teamwork  Leadership  Plans for Action  Implementation and Facilitation  Evaluation  Funding  Collegial Support  Networking STANDARDS FOR EXCELLENT PARTNERSHIP PROGRAMS IN SCHOOLS, DISTRICTS, and STATES Research shows that these “essential elements” contribute to high-quality partnership programs that improve from one year to the next.

80. 80 www.partnershipschools.org For information and membership forms to obtain ongoing guidance and support for partnership program development, click on Join NNPS or contact nnps@csos.jhu.edu School, Family, and Community Partnerships, Third Edition, by J.L. Epstein et al. © 2009 by Corwin Press. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book and CD.