1. School, Family, and Community Partnerships
Federal Programs
We are please to share with you the positive steps NNPS is taking to create and sustain School, Family, and Community Partnerships.
Administrators should have received a handout of the presentation and a handout on National Network of Partnership Schools.

2. SMART, SAFE Schools Safe and Nurturing PLACE
Welcoming school environment for ALL
Partnership School
“Family-like” school and “school-like” families
SMART,SAFE school that students, teachers, parents, and others WANT to attend and support
In NNPS we want our schools to be SMART, SAFE Schools. SMART, SAFE Schools are welcoming and are places where students, teachers, parents and others want to attend and support.

3. SMART, SAFE Schools
Place where students develop to their full potential and produce positive RESULTS
Academic
Intellectual Development
Curricular and other achievements
Commitment to role of student
Physical
Good nutrition and exercise
Prevention of alcohol, tobacco and drug use
Good attendance
Emotional
Positive attitudes about school
Positive self concept, behavior, relationships
Appreciation of others
But a SMART, SAFE Schools is not just a feel good place. SMART, SAFE Schools focus on results for students academically, physically, and emotionally. It is a school of EXCELLANCE.

4. SMART, SAFE Schools and Students
Families
In SMART, SAFE Schools—Students are in the center of the equation. They are touched by 3 main spheres of influence—what is available in the community, what is happening in the home, and what learning is taking place in school.
Schools are the chief instruments of formal education, but they cannot do the job alone. You cannot separate HOW a child learns from HOW a child lives.
This is the vision which has been our starting point for creating school, family, and community partnerships here in the division. We want SMART, SAFE Schools and students.
The reality of NCLB is regardless of poverty, high infant mortality rates, low birth rates, rotting teeth, lead poison, violence or substance abuse, schools are expected to have 100% of their students proficient as measured on state assessments by 2014.
Communities

5. School , Family, and Community Partnerships
Comprehensive school improvement
Goal-oriented
Customized, comprehensive, and continually improved
“Realities” solutions sought, found, shared
All grade levels
Mothers, fathers, grandparents, foster parents, family community groups, business partners, volunteers, mentors, external partners
Results for ALL students, parents, teachers, and community
What is a School, Family, and Community Partnership.
This concept is a redefinition of what we have been calling “parental involvement.” School, Family, and Community partnerships differ from the traditional methods and strategies used to involve parents in their children’s education in the following ways:
School, Family, and Community Partnerships
-not separate document or plan
-goals --focused on students reaching their full potential instead of the number in attendance
-living and breathing plan, every changing
-talks of “realities” instead of barriers
--includes all grade levels PK-12; dispelling the myth that older children do not want their parents involved with schools
--is inclusive of everyone who may touch or influence a student
--and produces results for ALL students, parents, teachers, and members of the community regardless of race or economic background.

6. Six Types of School, Family, and Community Involvement
Joyce Epstein Model
Framework of
Six Types of School, Family, and Community Involvement
Dr. Gale Lee our Title I Supervisor has been working with a School, Family and Community Partnership model we are infusing into the already good things happening in our division to address families and communities.
She will walk you through the 6 keys of this framework.

7. Epstein’s Six Types of Involvement
The framework of this researched based model is made up of 6 types of family involvement which, research has shown are essential in creating successful school, family, and community partnerships. The six types of involvement which create successful partnerships are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.
These six types of family involvement are an integral part of each schools’ school improvement plan. These 6 types of involvement can be found under Goal 5 and may be connected in various ways to Goals 1-4 in the school improvement plan.
As we look at the 6 types of family involvement you will notice that we are expanding, redefining and reframing our thinking of how families are involved in activities that influence the success of their students.
Framework expands/redefines/reframes parental involvement

8. Parenting
Type 1
Workshop is not only a meeting at the school building, but also the content of a topic to be viewed, heard, or read at convenient times and varied locations
Assist families with parenting
and child-rearing skills, understanding
child and adolescent development,
and setting home conditions that support
children as students at each age
and grade level
Assist schools in understanding families
The first type Parenting is the basic responsibility of the family.
As school staff infuse information related to understanding child and adolescent development through school workshops they must become aware that all families may not attend workshops held at the school. With that in mind the ideal of workshops has been redefined to mean not just a meeting at the school, but a place where the content of specific parenting, meeting might be viewed, heard or read by the parent at a convenient time and location identified for themselves.
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.

9. Communicating Communicating not only from school to home
Type 2
Communicating not only from school to home
but also includes two-way, three-way, and
many-way channels that connect schools,
families, students, and the community
Communicate with families about school
programs and student progress through
effective school-to-home
and home-to-school communications
Communicating is the second type of school, family and community involvement. This is the basic responsibility of the schools.
As schools communicate with families it is important to note here that communications about school programs and student progress are not only from school to home, but also from home to school and within the community. It is also important to remember that the communications from schools should – to the extent practical, be in the home language of the family.
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.

10. Volunteering Volunteer not only those who come to school
Type 3
Volunteer not only those who come to school
during the day, but also those who support
school goals and children’s learning
in any way, at any place, and at any time
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
Volunteering is the 3rd type of involvement. Volunteering now means involvement at and for the school. School staff should focus on ensuring that volunteers assist school programs and children’s progress from any location at any time.
This includes recruiting widely and creating flexible schedules for volunteers so that all families know that their time and talents are welcomed and valued.
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.

11. Learning at Home Homework not only means work students do
Type 4
Homework not only means work students do
alone, but also interactive activities students
share with others at home or in the community,
linking schoolwork to real life
Help at home means how families encourage,
listen, react, praise, guide, monitor, and discuss
schoolwork with their children, not how they
“teach” children school subjects
The 4th type of family involvement is Learning at Home. This focuses not only on the student’s involvement in academic activities but the interactive activities that students share with others at the home or in the community. This is a wonderful help at home and provides an opportunity for families to interact and make connections between school work and real life.
Teaching staff should be encouraged to designing and implementing interactive homework for which students take responsibility to discuss important class work and ideas with their families is an important part of learning at home.
Involve families with their children in
learning activities at home,
including homework and other
curriculum-related
activities and decisions
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.

12. Decision Making Decision making means a process of
Type 5
Decision making means a process of
partnership—sharing views, solving problems,
and taking action toward shared goals,
not a power struggle of conflicting ideas
Parent leader means a representative who shares
information with and obtains ideas from other
families and community members,
not just a parent who attends school meetings
Decision Making is the 5th type of family involvement. This is an opportunity to include families as participants in school decisions and governance. Decision Making means a process of partnership – sharing views, and taking action toward shared goals for school improvement and student success, not a power struggle.
The term parent leaders means representatives who share and gather information and ideas from other families and community members. This is not just a parent who attends school meetings.
Include families as participants in school
decisions, governance, and advocacy
through PTA/PTO, school councils,
committees, action teams,
and other parent organizations
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.

13. Collaborating with Community
Type 6
Collaborating with Community
Community not only low/high social or economic
qualities, but also strengths/talents available
to support students, families, and schools
Community not only families with children in the
schools, but also all who are interested in
and affected by the quality of education
Community not only neighborhoods where
students’ homes/schools are located, but also all
neighborhoods or locations influencing student
learning and development
The 6th type of involvement is Collaborating with the Community. This type focuses on the community contributing to the schools, students, and families through business partners, agencies, cultural groups, health services, recreation and other groups and programs. But in turn it also addresses how the schools, students, and families contribute to the community through service learning, and special projects to share their talents and solve local problems.
As school staff continue to infuse these 6 types of family involvement into the school culture we will continue to get excellent results for our schools, families and communities.
Coordinate resources and services
for students, families,
and the school with businesses,
agencies, and other groups,
and provide services to 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.

14. Current Implementation
School Improvement Plans
School Policy and Home School Compact
This Framework has been adopted by the PTA as their national standards.
Every school in the division has been using aspects of the Framework in their school improvement plans under Goal 5.

15. Action Team for Partnerships Focus on Goals
SCHOOL IMPROVEMENT TEAM
ACTION TEAM for SCHOOL, FAMILY,
and COMMUNITY PARTNERSHIPS
Strategic
Plan
Goal 1
Strategic
Plan
Goal 2
Strategic
Plan
Goal 3
Strategic
Plan
Goal 4
Strategic
Plan
Goal 5
This is how the Framework would look. As you know each SIT begins by looking at the strategic plan and its school’s data on reaching those goals. An action team or group is responsible for using the six types of involvement to develop strategies to meet these goals.
Linked to Goals for Student Success
Not Another Plan
Appendix to Current School Improvement Plan
Provides the Details (When, How, Where, Who)
Draw from the six types of involvement to meet these goals
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.

16. Elementary School Example
Goal—IMPROVE READING
Type
Activity
Parenting
Workshops for parents on various ways to read aloud with young children
Communicating
Parent-teacher-student conferences on reading goals at the start of the school year and on reading progress midyear
Volunteering
Reading-partner volunteers, guest readers of favorite stories, and other organized, ongoing read-with-me activities
Learning at Home
Weekly interactive reading homework activities for all students to read aloud for a family partner, show links of reading and writing, go over vocabulary and spelling words, and other reading activities
Decision Making
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, create family books, and sponsor other reading activities
A plan at the elementary level focused on the goal of reading would look like this
Collaborating w/Community
Donations from business partners of books for classrooms, for the school library, or for children to take home
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.

17. Middle School Example Goal—IMPROVE MATH
Type
Activity
Continuing education classes for family members only or for family members and students together (e.g., computer classes or GED/ABE classes)
Parenting
Communicating
Student recognition page in the school newsletter highlighting students who improve and excel in math
Volunteering
Parents as audience members for “math bowl” or other math competitions
Learning at Home
Information for parents on students’ math requirements to prepare for entry to postsecondary education
A plan at the middle school level focused on the goal of math would look like this
Decision Making
PTA/PTO support for math with the purchase of manipulatives, calculators, computers, and other materials
Collaborating w/Community
After-school program with local college students as math tutors
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.

18. High School Example Goal—IMPROVE GRADUATION RATES
Type
Activity
Parenting
Workshops for parents and students on course credits and requirements for high school graduation, college financial aid, college entry tests, and career planning
Communicating
Series of videotapes for families to borrow to learn about high school requirements and postsecondary, vocational planning
Volunteering
Field trips for students and parents to local technical institutes, colleges and universities
Learning at Home
Interactive homework that requires students to discuss and document their academic goals and career plans with a family partner and to outline strategies for reaching these goals
And at the high school level, a school focusing on improving graduation rates might have an action plan looking like this.
Decision Making
A postsecondary planning committee of parents, teachers, and students to implement a series of activities on college and vocational awareness and career options from 9th to 12th grade
Collaborating w/Community
Career club for linking students and families with alumni to foster knowledge and actions on postsecondary opportunities; information on dual enrollment
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.

19. One Year Action Plan Document
GOAL 1: Improve academic achievement for ALL students
while closing achievement gaps
Type
(1-6)
Activity (continuing or new)
Date of Activity
Grade Level(s)
What needs to be done for activity & when?
Persons in charge and helping
What results and how measured?
Parenting
Communicating
Volunteering
Learning At Home
Decision-Making
Collaboration w/Community
Develop a plan to ensure the different types of involvement are being used as part of the your School Improvement plan. This is a way of organizing the work and determining effectiveness.
This data can be used to analyze your partnership efforts. Are we using strategies related to all 6 keys? Are you heavy in one or two areas but lacking in others?

20. Higher grades and test scores
What Will School, Family, and Community Partnerships Really DO for My School? RESULTS OF RESEARCH For Students
Higher grades and test scores
Increased enrollment in more challenging academic programs
More classes passed and credits earned
Better attendance
Improved behavior at home and at school
Better social skills and adaptation to school
Let’s get REAL! What is this Framework going to do for MY school? This is what the research has shown in schools that are using the Partnership model.

21. What Will School, Family, and Community Partnerships Really DO for My School? RESULTS OF RESEARCH For Parents
Increased feeling of support from school and other parents
More interactions with other families in school and community activities
More effective responses to student problems
Increased awareness of student progress and how to help student do better
Increased feeling of ownership of school

22. What Will School, Family, and Community Partnerships Really DO for My School? RESULTS OF RESEARCH For Teachers
Increased respect for families’ strengths and efforts
Greater readiness to involve ALL families in new ways
Increased satisfaction with family involvement and support
More likely to report ALL parents can help their children; less likely to stereotype single parents, poor parents, or those with less education as unable to help

23. Next Steps? Training by Dr. Epstein
Administrators
School Improvement Teams
Parents
Membership in National Network of Partnership Schools
Success stories of Promising Partnership Practices from schools
Research studies on effective strategies
TIPS—Teachers Involving Parents in Schoolwork
Tools to evaluate partnership efforts
Publications and products—books, surveys, Power Point CDs to conduct workshops, incentives
The Framework and real change in how we involve families and the communities is difficult to do without training.
Federal Grants is willing to fund Dr. Joyce Epstein working with administrators and school improvement teams. Also, Pat Finneran is willing to support and organize an opportunity for her to speak and work with parents.
Dr. Epstein has reserved the week of June 18—22 to come to NNPS. She is waiting to hear from us on how and when.
All our Title I Schools are members in the National Network of Partnership Schools. As part of the Network, Schools will have the opportunity to share nationally all the great things they are doing. They also will have a data base of strategies other schools have found successful. Membership in the NNPS provides training and professional development and several different tools SITs can use to evaluate their schools’ School, Parent and Community Partnerships.
Cost of membership is $100. Administrators received the information on how to join at Tuesday’s meeting.

24. Questions
Please me your feedback on how you see the School, Family, and Community Partnership Framework working in Newport News and your suggestions on training.
Thanks!
Ruth Murray
Director
Federal Grants
, extension 187