1. Presented by: Sandy, Sunny, Jenny & Henry

2. The national schools must improve education for all children, but schools cannot do this alone. More will be accomplished if schools, families, and communities work together to promote successful students.

3. ☆ Six Types of Involvement ☆ Six Types of Involvement ☆ Results ☆ Results ☆ Challenges ☆Challenges ☆ Sample Practices ☆Sample Practices

4.  Type One--- Parenting---  Type Two--- Communicating---  Type Three--- Volunteering---  Type Four--- Learning at home---  Type Five--- Decision making---  Type Six---Collaborating with the community--- Six Types of Involvement back

5. 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. back

6. Communicate with families about school programs and student progress through effective school- to-home and home-to-school communications. back

7. Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs. back

8. Involve families with their children in learning activities at home, including homework and other curriculum- linked activities and decisions. back

9. Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations. back

10. Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community. back

11. TYPE 1--PARENTING-- TYPE 2--COMMUNICATING-- TYPE 3--VOLUNTEERING-- TYPE 4--LEARNING AT HOME-- TYPE 5--DECISION MAKING-- TYPE 6--COLLABORATING WITH THE COMMUNITY-- back

12. SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS FOR TEACHERS back

13.  Awareness of family supervision Respect for parents  Positive personal qualities, habits, beliefs, and values taught by family  Balance between time spent on chores, other activities, and homework  Regular attendance  Awareness of importance of school back

14. SAMPLE RESULTS FOR PARENTS  Self-confidence about parenting  Knowledge of child and adolescent development  Adjustments in home environment as children proceed through school  Awareness of own and others' challenges in parenting  Feeling of support from school and other parents back

15. SAMPLE RESULTS FOR TEACHERS  Understanding of families' backgrounds, cultures, concerns, goals, needs, and views of their children  Respect for families' strengths and efforts  Understanding student diversity  Awareness of own skills to share information on child development back

16. SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS FOR TEACHERS back

17. SAMPLE RESULTS FOR STUDENTS ظ Awareness of own progress in subjects and skills ظ Knowledge of actions needed to maintain or improve grades ظ Understanding school programs and policies ظ Informed decisions about courses and programs ظ Awareness of own role as courier and communicator in school-family partnerships back

18. SAMPLE RESULTS FOR PARENTS א Understanding school programs and policies א Monitoring and awareness of child's progress in subjects and skills א Responses to student problems א Ease of interactions and communications with school and teachers א High rating of school quality back

19. SAMPLE RESULTS FOR TEACHERS Diversity of communications with families Ability to communicate clearly Use of network of parents to communicate with all families Ability to understand family views and elicit help with children's progress back

20. SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS FOR TEACHERS back

21. SAMPLE RESULTS FOR STUDENTS oSkills in communicating with adults oSkills that are tutored or taught by volunteers oAwareness of many skills, talents, occupations, and contributions of parents and other volunteers back

22. SAMPLE RESULTS FOR PARENTS  Understanding the teacher's job  Self-confidence about ability to work in school and with children  Awareness that families are welcome and valued at school  Specific skills of volunteer work  Use of school activities at home  Enrollment in programs to improve own education back

23. SAMPLE RESULTS FOR TEACHERS Organization, training, and use of volunteers Readiness to involve families in new ways, including those who do not volunteer at school Awareness of parents' talents and interests in school and children Individual attention to students because of help from volunteers back

24. SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS FOR TEACHERS back

25. SAMPLE RESULTS FOR STUDENTS #Skills, abilities, and tests scores linked to homework and classwork #Homework completion #Positive attitude about homework and school #View of parent as more similar to teacher and of home as more similar to school #Self-confidence in ability as learner back

26. SAMPLE RESULTS FOR PARENTS  Knowledge of how to support, encourage, and help student at home each year  Discussions of school, classwork, homework, and future plans  Understanding of instructional program and what child is learning in each subject  Appreciation of teacher's skill  Awareness of child as a learner back

27. SAMPLE RESULTS FOR TEACHERS  Varied designs of homework, including interactive assignments  Respect of family time  Recognition of helpfulness of single-parent, dual-income, and all families in motivating and reinforcing student learning  Satisfaction with family involvement and support back

28. SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS FOR TEACHERS back

29. SAMPLE RESULTS FOR STUDENTS Awareness of representation of families in school decisions Understanding that student rights are protected Specific benefits linked to policies enacted by parent organizations back

30. SAMPLE RESULTS FOR PARENTS Input into policies that affect children's education Feeling of ownership of school Awareness of parents' voices in school decisions Shared experiences and connections with other families Awareness of school, district, and state policies back

31. SAMPLE RESULTS FOR TEACHERS Awareness of perspectives of families in policy development and school decisions Acceptance of equality of family representatives on school committees and in leadership roles back

32. SAMPLE RESULTS FOR STUDENTS SAMPLE RESULTS FOR PARENTS SAMPLE RESULTS FOR TEACHERS back

33. SAMPLE RESULTS FOR STUDENTS Skills and talents from enriched curricular and extracurricular experiences Knowledge and exploration of careers and options for future education and work Self-confidence and feeling value and belonging in the community Positive relationships with adults in the community back

34. SAMPLE RESULTS FOR PARENTS Knowledge and use of local resources to increase skills and talents or to obtain needed services Interactions with other families in community activities Awareness of community's contributions to the school Participation in activities to strengthen the community back

35. SAMPLE RESULTS FOR TEACHERS Knowledge and use of community resources to enrich curriculum and instruction Skill in working with mentors, business partners, community volunteers, and others to assist students and teaching practice Knowledge of referral processes for families and children with needs for specific services back

36. TYPE 1--PARENTING-- TYPE 2--COMMUNICATING-- TYPE 3--VOLUNTEERING-- TYPE 4--LEARNING AT HOME-- TYPE 5--DECISION MAKING-- TYPE 6--COLLABORATING WITH THE COMMUNITY-- back

37. TYPE 1--PARENTING CHALLENGES  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.  Enable families to share information with schools about background, culture, children's talents, goals, and needs.  Make all information for families clear, usable, age-appropriate, and linked to children's success. back

38. TYPE 2--COMMUNICATING CHALLENGES Make all memos, notices, and other print and non-print communications clear and understandable for all families. Consider parents who do not speak English well, do not read well, or need large type. Obtain ideas from families to improve the design and content of major communications such as newsletters, report cards, and conference schedules. Establish an easy-to-use two-way channel for communications from school-to-home and from home-to-school. back

39. TYPE 3--VOLUNTEERING CHALLENGES Recruit widely for volunteers so that all families know that their time and talents are welcome. 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. back

40. TYPE 4--LEARNING AT HOME CHALLENGES Design and implement a regular schedule of interactive homework (e.g., weekly or bi- monthly) for which students take responsibility to discuss important things they are learning with their families. Coordinate family-linked interactive homework assignments if students have several teachers. Involve families and their children in all important curriculum-related decisions. back

41. TYPE 5--DECISION MAKING CHALLENGES Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. Offer training to enable parent leaders to develop skills to serve as representatives of other families. Include student representatives along with parents in decision-making groups. back

42. TYPE 6--COLLABORATING WITH THE COMMUNITY CHALLENGES Solve turf problems of roles, responsibilities, funds, and places for collaborative activities. Inform all families and students about community programs and services. Assure equal opportunities for students and families to obtain services or participate in community programs. Match business and community volunteers and resources with school goals. back

43. TYPE 1--PARENTING-- TYPE 2--COMMUNICATING-- TYPE 3--VOLUNTEERING-- TYPE 4--LEARNING AT HOME-- TYPE 5--DECISION MAKING-- TYPE 6--COLLABORATING WITH THE COMMUNITY-- back

44. TYPE 1--PARENTING-- Workshops, videotapes, computerized phone messages on parenting and child development at each age and grade level Parent education and other courses or training for parents (e.g., GED, family literacy, college or training programs) Family support programs to assist families with health, nutrition, and parenting, including clothing swap shops, food co-ops, parent-to-parent groups Home visiting programs or neighborhood meetings to help families understand schools and to help schools understand families Annual survey for families to share information about their children's goals, strengths, and special talents

45. TYPE 2--COMMUNICATING-- Conferences with every parent at least once a year with follow-ups as needed Language translators to assist families as needed Folders of student work sent home weekly or monthly for parent review and comments Parent and student pickup of report cards Regular schedule of useful notices, memos, phone calls, and other communications Effective newsletters including information about questions, reactions, and suggestions Clear information about choosing schools, and selecting courses, programs, and activities within schools Clear information on all school policies, programs, reforms, assessments, and transitions Annual survey of families on students' needs and families' suggestions and reactions to school programs

46. TYPE 3--VOLUNTEERING-- Annual survey to identify interests, talents, and availability of volunteers Parent room or family center for volunteer work, meetings, and resources for families Class parent, telephone tree, or other structures to provide all families with needed information Parent patrols to increase school safety Annual review of schedules for students' performances, games, and assemblies to encourage all families to attend as daytime and evening audiences

47. TYPE 4--LEARNING AT HOME-- Information for families on required skills in all subjects at each grade Information on homework policies and how to monitor and discuss schoolwork at home Information on how to assist students with skills that they need to improve Regular schedule of interactive homework that requires students to demonstrate and discuss what they are learning in class Calendars with daily or weekly activities for parents and students to do at home or in the community Summer learning packets or activities Family participation in helping students set academic goals each year and plan for college or work.

48. TYPE 5--DECISION MAKING-- Active PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum, safety, personnel) for parent leadership and participation Action Team for School, Family, and Community Partnerships to oversee the development of the school's program with practices for all six types of involvement District-level advisory councils and committees Information on school or local elections for school representatives Networks to link all families with parent representatives Independent advocacy groups to lobby for school reform and improvements

49. TYPE 6--COLLABORATING WITH THE COMMUNITY-- View Community Partnership Charts to learn how schools connect with community partners to reach goals for student success.Community Partnership Charts Information for students and families on community health, cultural, recreational, social support, and other programs or services Information on community activities that link to learning skills and talents, including summer programs for students "One-stop" shopping for family services through partnerships of school, counseling, health, recreation, job training, and other agencies Service to the community by students, families, and schools (e.g., recycling projects; art, music, drama, and activities for senior citizens; tutoring or coaching programs Participation of alumni in school programs for students School-business partnerships

50. The members of an action team An Action team consists of:  Two or three teachers from different grade levels  Two or three parents with children in different grade levels and/or the parent liaison, and/or a parent association officer  One administrator  One member from the community at large  Two students from different grade levels ( at the high school level)  Others who are central to the school’s work with families including: cafeteria worker, school social worker, guidance counselor, or nurse

51. ● Conduct a training workshop for school action teamstraining workshop for school action teams ● Complete an inventory of present practices of school-family-community partnershipsinventory ● Outline a vision of how practices of partnership will develop and improve over three years Outline ● Prepare a detailed one-year action plan indicating how the Action Team will schedule and conduct activities to reach specific results for one school yearone-year action plan ● Evaluate their school, family, and community partnerships program each year in order to continue improving practices Evaluate

52. Funding for Schools, Districts, and States in the National Network of Partnership Schools( a diagram)

53. SCHOOLSDISTRICTSSTATES Levels of Funding Range: under $100 - $70,000 Median = $2,000 Average = $4,065 Range: under $100 - $1.2 million Median = $8,000 Average = $85,013 Range: $105,000 - $350,000 Median = $240,000 Average = $229,000 Funding for Schools, Districts, and States in the National Network of Partnership Schools

54. SCHOOLSDISTRICTSSTATES Major Sources of Funding Bilingual Education Drug Prevention Even Start General funds Goals 2000 Principal’s Title I Title VI Title VII Bilingual Education Drug Prevention Even Start General funds Goals 2000 School Board Special Title I Title VI Drug Prevention Even Start General funds Goals 2000 Special Education Title I Title VI

55. SCHOOLSDISTRICTSSTATES Other Sources of Funding American Legion Partnership Center for the Revitalization of Urban Education (MI) Commonwealt h of Massachusett s Corporate sponsors CESA (WI) Community Education funds Department of Defense Schools Department of Human Services (WI) District funds Communit y Education funds Federal Claud Pepper Act (CT) Goals 2000 Parent Resource Center

56. ◆ Create or identity an Action team for School-Family- Community Partnerships ◆ Obtain funds and official support ◆ Provide training and guidelines to Action Team ◆ Identify starting points—present activities, strengths and weaknesses ◆ Develop a three-year outline ◆ Write a one-year action plan for partnerships ◆ Enlist staff, parents, students, and community groups to help conduct activities ◆ Evaluate implementations and results ◆ Conduct annual celebrations and report progress to all participants ◆ Continue working toward a comprehensive, on-going, positive program of partnerships

57. ##District Leadership Roles ## State Leadership Roles

58. 1. WRITE A POLICY that identifies district-level and school-level goals for school, family, and community partnerships, including all six types of involvement. Include the district's commitment to enact the policy and to assist schools to implement it.six types of involvement 2. ASSIGN A FACILITATOR (or more than one) who will oversee the district's work and assist the schools with their plans to develop programs of partnership. Provide adequate staff and resources for the district's work on partnerships. Note: One FTE Facilitator for school, family, and community partnerships may work with from 15-30 schools.ASSIGN A FACILITATOR

59. 3. GUIDE EACH SCHOOL TO FORM AN Action Team for Partnerships (ATP) consisting of teachers, parents, and administrators. Action Team for Partnerships (ATP) 4. PROVIDE IN-SERVICE EDUCATION for teachers, parents, and administrators, and TRAINING WORKSHOPS for Action Teams on the goals, practices, and planning processes for programs of school, family, and community partnership.

60. 5. HELP EACH ACTION TEAM DEVELOP A ONE-YEAR ACTION PLAN to involve all families in their children's education. Each school's plans should link directly to its goals, and objectives, and include practices for all six types of involvement. ONE-YEAR ACTION PLANsix types of involvement 6. CONDUCT END-OF-YEAR CELEBRATION WORKSHOPS to enable Action Teams to share promising partnership practices, discuss progress, solve problems, and plan ahead.

61. 7. PROVIDE FUNDING AND RECOGNITION PROGRAMS for schools, such as program costs for Action Teams, awards for excellent activities or improvement, and small grants for special projects. 8. ESTABLISH A NEWSLETTER, CLEARING HOUSE, OR OTHER COMMUNICATIONS to disseminate effective practices, ideas, materials, research, and other information that will help schools' Action Teams improve their programs of partnership.

62. 9. SUPPORT RESEARCH AND EVALUATION to learn which practices help schools produce specific results for students, parents, teachers, the school, and the community. 10. CONDUCT OTHER DISTRICT LEADERSHIP ACTIVITIES to build strong and permanent programs of partnership in all schools and at the district level. back

63. 1. WRITE A POLICY that identifies state goals for school, family, and community partnerships, including all six types of involvement. Include enactments to assist districts and schools to understand and implement the policy.six types of involvement 2. IDENTIFY A DEPARTMENT for School, Family, and Community Partnerships, and provide adequate staff and resources for the coordinator.

64. 3. ASSIGN A COORDINATOR who will oversee and coordinate the State Department of Education's work with families and communities, and provide technical assistance to districts and schools to develop comprehensive programs of partnership. 4. PROVIDE IN-SERVICE EDUCATION and ANNUAL TRAINING WORKSHOPS for district leaders, Action Teams, and other educators and parents to prepare leaders to increase their capacities to conduct programs of partnership.district leadersAction Teams

65. 5. PROVIDE FUNDING AND RECOGNITION to support districts and schools to develop partnerships and to reward excellence. Offer competitive grants for extra funding for special projects. 6. CONDUCT END-OF-YEAR WORKSHOPS to encourage regional or cross-district exchanges of good practices, ideas, and solutions to challenges of school-family-community partnerships. Or, support district-level conferences where schools share ideas and make plans to continue their programs.

66. 7. ESTABLISH A CLEARING HOUSE, NEWSLETTER, OR OTHER COMMUNICATIONS to disseminate effective practices, ideas, materials, research, and other information to help districts and schools improve their programs of partnership. 8. SUPPORT RESEARCH AND EVALUATION to learn which practices help schools produce specific results for students, parents, teachers, schools, and communities.

67. 9. WORK WITH STATE COLLEGES and UNIVERSITIES to set requirements for teaching and administrative credentials to prepare educators to understand and conduct programs of school, family, and community partnerships. 10. WORK WITH BUSINESS and INDUSTRY to establish flexible leave policies so parents can attend conferences at their children's schools, business-school partnerships, and volunteer programs. back