1. Audience: Parents, families, local community members
Presenter: Local or district PTA/school leader

2. National Standards for Family-School Partnerships
What We Can Do Together to Support Student Success
The difference between a good school and a great school is the parents. It sounds simple, but it’s true. When parents are involved with their children’s education at home and in school, children do better in school. Today, we’re going to explore how PTA’s National Standards for Family-School Partnerships can help (name of your school) move from good to great!

3. Families and Communities Make a Difference!
The evidence from research is clear and consistent:
Families have a major influence on their children’s achievement.
In A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, a 2002 research review of more than 50 studies, Anne T. Henderson and Karen L. Mapp conclude that there is a positive and convincing relationship between family involvement and student achievement.
[THIS SLIDE MAY BE ELIMINATED TO SHORTEN THE PRESENTATION.]

4. Research Shows
Socioeconomic status
Ethnic/racial background
Parents’ level of education
The successful outcomes of parent/family involvement happen regardless of:
This holds true regardless of class, race/ethnicity, or parents’ level of education.
[THIS SLIDE MAY BE ELIMINATED TO SHORTEN THE PRESENTATION.]

5. Why Parents Get Involved
Understand they should be involved
Feel capable of making a contribution
Feel invited by the school and their children
Parents are more likely to become involved when they:
Kathleen Hoover-Dempsey, a researcher in the field of parent involvement, found three key factors that often motivate parents to become involved. She found that when parents:
Believe that they’re supposed to be involved,
Believe that their involvement would make a difference, and
Feel invited by teachers and their children to be involved…
They become more involved with the school and with their children’s learning.
[Presenter note: Ask the audience their experiences with these factors and which one made the most difference for them.]
(Hoover-Dempsey and Sandler, 1997)

6. Parent Involvement in Action
When parents/families:
Encourage learning
Set high expectations
Become involved in their children’s learning at home and in school…
When parents:
Support, encourage and help their children with schoolwork in the home;
Expect the best, and discuss school, classwork, homework and future plans;
Are aware of what their children are supposed to learn in each subject; and
Stay connected with their children’s teachers; (NEXT SLIDE)

7. The Results Students will: Get higher grades and test scores
Have better attendance
Complete homework
Graduate and go on to postsecondary education
Students do better in school:
They earn higher grades and test scores.
They want go to school and have good attendance.
They complete their homework.
They often have a desire to go on to postsecondary institutions of learning (for example, four-year or community college, or schools specializing in certain careers or trades).

8. Everybody Wins! Higher teacher morale and job satisfaction
Greater respect for teaching profession
Improved communication between parents, teachers, and school administrators
More community support
Increased student achievement
When schools, families, and community work together, EVERYBODY WINS!
Teachers feel better about teaching.
Families are more invested in working with schools to support teaching and learning.
Parents, teachers, and school leaders communicate more regularly about student progress.
The broader community becomes more invested in supporting public education.
And most importantly, students experience greater success in school.

9. National Standards for Family-School Partnerships
Just as educators have created standards for what students are expected to learn in class, PTA has created standards for what family involvement policies and programs must do to support student success. These standards are called the National Standards for Family-School Partnerships. Since their introduction in 1997, PTA’s National Standards have provided a roadmap for guiding families, schools, and communities in working together to support student success. Let’s explore each of these standards and discuss how you think they could improve family involvement and support student success.
[Presenter note: To supplement your presentation, consider distributing the “National Standards, Goals, and Indicators for Family-School Partnerships” handout, available at

10. Standard 1 Welcoming All Families
Goal 1: Creating a Welcoming Climate
Developing personal relationships
Creating a family-friendly atmosphere
Providing opportunities for volunteering
Goal 2: Building a Respectful, Inclusive School Community
Respecting all families
Removing economic obstacles to participation
Ensuring accessible programming
Under Standard 1, families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what student are learning and doing in class.
As you think about your school or schools in your district, consider these questions:
How welcoming is the school environment? Are there welcome signs inside and outside the school, written in all the languages of the school community?
Is office staff friendly?
Are relationships between families and teachers strong?
Do the school’s polices and programs reflect, respect and value the diversity of the families in the community?

11. Standard 2 Communicating Effectively
Goal 1: Sharing Information Between School and Families
Using multiple communication paths
Surveying families to identify issues and concerns
Having access to the principal
Providing information on current issues
Facilitating connections among families
Under Standard 2, Communicating Effectively, families and school staff engage in regular, two-way, meaningful communication about student learning.
As you think about your school or schools in your district, consider these questions:
Are communication materials informative, regular, and accessible by all families?
Is there a school policy for teacher communication with families?
Are there translators?
Is there a policy for family communication with teachers?
Does the school and PTA provide opportunities for families and staff to share information in a variety of ways (e.g., , home visits, phone calls, printed materials)?
Is it is easy and convenient for parents to contact teachers and provide feedback to the school around policies and issues of concern?

12. Standard 3 Supporting Student Success
Goal 1: Sharing Information About Student Progress
Ensuring parent-teacher communication
Linking student work to academic standards
Using standardized test results to increase achievement
Sharing school progress
Goal 2: Supporting Learning by Engaging Families
Engaging families in classroom learning
Developing family ability to strengthen learning at home
Promoting after-school learning
Under Standard 3, families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.
[Ask the group to consider these questions:]
Do parents have regular opportunities to learn what students are doing in class?
Is student achievement data used to inform and improve teaching and learning?
Do parents have opportunities to learn how to work with their child?
Are parent education and other courses or training for parents available (e.g. GED, college credit, family literacy, ESL)?

13. Standard 4 Speaking Up for Every Child
Goal 1: Understanding How the School System Works
Understanding how the school and district operate
Understanding rights and responsibilities under federal and state laws
Learning about resources
Resolving problems and conflicts
Goal 2:  Empowering Families to Support Their Own and Other Children’s Success in School
Developing families’ capacity to be effective advocates
Planning for the future
Smoothing transitions
Engaging in civic advocacy for student achievement
Under Standard 4, families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.
[Ask the group to consider these questions:]
Are families consulted about major decisions?
Do the PTA and school support leadership opportunities for all families?
Does school leadership and other school staff believe that parents should be partners in education?
Do parents know how the local school and district operate and how to raise questions or concerns about school and district programs, policies, and activities? Do they understand their rights and responsibilities under federal and state law?
Are parents prepared to monitor students’ progress and guide them toward their goals through high school graduation, postsecondary education, and a career?

14. Standard 5 Sharing Power
Goal 1: Strengthening the Family’s Voice in Shared Decision Making
Having a voice in all decisions that affect children
Addressing equity issues
Developing parent leadership
Goal 2: Building Families’ Social and Political Connections
Connecting families to local officials
Developing an effective parent involvement organization that represents all families
Under Standard 5, families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. This is often one of the hardest standards to achieve.
[Ask the group to consider these questions:]
Do the PTA and school support leadership opportunities for all families?
Does school leadership and other school staff believe that parents should be partners in education?
Are families full partners in making decisions on issues that affect their children at school and in the community?
Do you believe your PTA represents the needs and concerns of all families?

15. Standard 6 Collaborating with Community
Goal 1: Connecting the School with Community Resources
Linking to community resources
Organizing support from community partners
Turning the school into a hub of community life
Partnering with community groups to strengthen families and support student success
Under Standard 6, families and school staff collaborate with community members to connect student, families, and staff to expanded learning opportunities, community services, and civic participation.
[Ask the group to consider the following questions:]
Are families aware of resources in the community that link to learning?
Are students organized to provide a service to the community?
Is the community engaged in supporting learning through such opportunities as service learning and internships?
Are community members included in planning and implementing programs and policies?

16. What Parents Can Do Send your child to school ready to learn every day
Become knowledgeable about how schools work and the laws that govern their work
Be confident about your ability to work with schools
Expect only the best from your child and for your child
Join the PTA!
As parents, we must believe that we should be involved, and that our contributions matter. While the National Standards offer a roadmap for developing policies and programs for engaging families and working in partnership with school leaders, staff and the community, each of us as parents, family members, friends and advocates should consider these action steps as essential to the success of our children:
Send your child to school ready to learn every day.
Become knowledgeable about how schools work and the laws that govern their work.
Be confident about your ability to work with schools.
Expect only the best from your child and for your child. And,
Join the PTA.

17. What Schools Can Do
Welcome parents and community members as equal partners and value their involvement
Educate parents about academic standards, assessments, student achievement requirements
Share decision-making power with parents and the community
School must not only create a family-friendly climate where families and community feel welcomed, but must actively invite families to be involved.
If schools want parents to be more invested in their children’s learning, then they have to see parents as partners in education. In other words, schools must be willing to share decision-making power with families and communities if they want meaningful family involvement that will make a difference in student success.

18. What Communities Can Do
Offer resources to schools, students, and families (financial, in-kind, political influence)
Represent community interests in school planning and problem solving
Provide extended learning opportunities outside of school (e.g., after-school, service learning, internships)
Community stakeholders (e.g., neighbors with or without children in the school, businesses, community-based organizations, politicians) must see themselves as part of the solution to building strong schools and successful learners. The education of our children is everybody’s business. Here are some things the community can do:
Offer resources to schools, students, and families (financial contributions, in-kind donations, political influence).
Represent community interests in school planning and problem solving.
Provide extended learning opportunities outside of school (e.g., after-school, service learning, internships).

19. What PTA Can Do Be a powerful voice for children
Serve as a relevant resource for families and communities
Act as a strong advocate for the education and well-being of every child
Your PTA has three main goals. To be
A powerful voice for all children,
A relevant resource for families and communities, and
A strong advocate for the education and well-being of every child.
The National Standards for Family-School Partnerships offer a way for us to meet those goals, but we can’t do it alone. We believe every family wants the best for their child and has something to contribute to ensure that child’s success. We invite each of you to share your time and talents to support our students’ success. Thank you for joining us this evening and we look forward to the opportunity to working with you.
[Presenter Note: If time allows, ask the audience to complete the “Power of Partnerships Family Survey,” available at If possible, provide an incentive (e.g., door prize, coupons, dessert) for turning in the survey before they leave.]

20. (800) 307-4PTA (4782)
[Insert your PTA’s contact information on this slide.]