1. 1 1 Adapted from National Network of Partnership Schools Johns Hopkins University How Can Educators, Parents and Community Members STRENGTHEN and SUSTAIN HEALTHY SCHOOLS? www.partnershipschools.org

2. 2 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...?

3. 3 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 AchievementS Cognitive Growth 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?

4. 4 Everyone wants EXCELLENT SCHOOLS and HEALTHY and SUCCESSFUL STUDENTS Can educators do this work alone?

5. 5 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.

6. 6 Some teachers and administrators are initially resistant to increasing family involvement. Teachers and administrators in schools and districts need in-service, pre-service, 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.

7. 7 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?

8. 8 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 their child(ren) 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?

9. 9 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

10. 10 Your TABLE will be assigned to start a notes poster. Begin with: 1.Type of involvement and definition – pass 2.Description of type of involvement – pass 3.Challenges and clarifications – pass 4.Specific benefits for the students – pass 5.Sample activities – pass 6.Visual representation – post NOTE: Leave room for comments

11. 11 Type of Involvement and Definition

12. 12 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

13. 13 Description of Type of Involvement

14. 14 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 Description PARENTING Basic Responsibilities of Families

15. 15 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 Description COMMUNICATING Basic Responsibilities of Schools

16. 16 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 Description VOLUNTEERING Involvement at and for the School

17. 17 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 Description LEARNING AT HOME Involvement in Academic Activities INFORMATION FOR FAMILIES ON…

18. 18 School Council or School Improvement Team Site-based Management Team Type 5 Description DECISION MAKING Participation and Leadership Independent advisory and advocacy groups Action Team for Partnerships PTA/PTO membership, participation, leadership, representation

19. 19 Community contributes to schools, students, and families Type 6 Description 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

20. 20 Challenges and Clarifications

21. 21 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. Clarification 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.

22. 22 “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. Clarification Establish easy-to-use two-way channels for communications from school to home and from home to school.

23. 23 “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. Clarification Recognize volunteers and audiences for their support and assistance at school and in other locations

24. 24 “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. Clarification

25. 25 “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. Clarification

26. 26 “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. Clarification

27. 27 Specific Benefits for the Students

28. 28 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

29. 29 Sample Activities

30. 30 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 READING GOAL

31. 31 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 & community partners to provide students with extra help and enrichment in math TYPE 6 MATH GOAL

32. 32 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 BEHAVIORAL 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 ATTENDANCE GOAL

34. 34 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

35. 35 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 READING GOAL

36. 36 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 HEALTH GOAL

37. 37 HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS TYPE 1 Continuing education classes for family members 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 MATH GOAL

38. 38 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 COLLEGE & CAREER GOAL

39. 39 Visual Representation Post It & Take a Break

40. 40

41. 41 'We spend too much of our time worrying about the mosquitoes and not enough time concerning ourselves about the health of the pond.' Anonymous