******* school, family, and community partnerships federal programs
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School, Family, and Community Partnerships
Federal Programs
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
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
SMART, SAFE Schools and Students
Schools
CommunitiesFamilies
Families
Communities
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
Joyce Epstein Model
Framework of
Six Types of School, Family, and Community Involvement
Epstein’s Six Types of Involvement
Framework expands/redefines/reframes parental involvement
CollaboratingWith
Community
DecisionMaking
LearningAt
Home
Volunteering
Communicating
Parenting
Successful Partnerships
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
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.
Parenting
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
Type 1
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
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.
Communicating
Communicate with families about school programs and student progress through
effective school-to-home and home-to-school communications
Type 2
Volunteer not only those who come to schoolduring the day, but also those who support
school goals and children’s learning in any way, at any place, and at any time
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.
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
Type 3
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
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.
Learning at Home
Involve families with their children in learning activities at home,
including homework and other curriculum-related
activities and decisions
Type 4
Decision making means a process ofpartnership—sharing views, solving problems,
and taking action toward shared goals, not a power struggle of conflicting ideas
Parent leader means a representative who sharesinformation with and obtains ideas from other
families and community members, not just a parent who attends school meetings
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.
Decision Making
Include families as participants in school decisions, governance, and advocacy
through PTA/PTO, school councils, committees, action teams,
and other parent organizations
Type 5
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 allneighborhoods or locations influencing student
learning and development
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.
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 6
Current Implementation
• School Improvement Plans
• School Policy and Home School Compact
Action Team for Partnerships Focus on Goals
SCHOOL IMPROVEMENT TEAM
ACTION TEAM for SCHOOL, FAMILY,
and COMMUNITY PARTNERSHIPS
Strategic Plan
Goal 2
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.
Draw from the six types of involvement to meet these goals
Strategic Plan
Goal 3
Strategic Plan
Goal 1
Strategic Plan
Goal 4
Strategic Plan
Goal 5
Elementary School ExampleGoal—IMPROVE READING
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
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
Decision Making
Donations from business partners of books for classrooms, for the school library, or for children to take home
Collaborating w/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.
Type Activity
Middle School ExampleGoal—IMPROVE MATH
Continuing education classes for family members only or for family members and students together (e.g., computer classes or GED/ABE classes)
Student recognition page in the school newsletter highlighting students who improve and excel in math
Parents as audience members for “math bowl” or other math competitions
Information for parents on students’ math requirements to prepare for entry to postsecondary education
PTA/PTO support for math with the purchase of manipulatives, calculators, computers, and other materials
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.
Parenting
Communicating
Volunteering
Learning at Home
Decision Making
Collaborating w/Community
Type Activity
Workshops for parents and students on course credits and requirements for high school graduation, college financial aid, college entry tests, and career planning
Series of videotapes for families to borrow to learn about high school requirements and postsecondary, vocational planning
Field trips for students and parents to local technical institutes, colleges and universities
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
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
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.
High School ExampleGoal—IMPROVE GRADUATION RATES
Parenting
Communicating
Volunteering
Learning at Home
Decision Making
Collaborating w/Community
Type Activity
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
One Year Action Plan Document
GOAL 1: Improve academic achievement for ALL students while closing achievement gaps
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
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
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
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 schoolsResearch studies on effective strategiesTIPS—Teachers Involving Parents in SchoolworkTools to evaluate partnership effortsPublications and products—books, surveys, Power Point CDs to conduct workshops, incentives
Questions
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