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School, Family, and Community Partnerships Federal Programs. 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.

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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
smart safe schools1
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
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

School , Family, and Community Partnerships
slide6
Joyce Epstein Model

Framework

of

Six Types of School, Family, and Community Involvement

parenting

Type 1

Parenting

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

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

Type 2

Communicating

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

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

Type 3

Volunteering

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

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

Type 4

Learning at Home

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

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.

decision making

Type 5

Decision Making

Decision making means a process of

partnership—sharing views, solving problems,

and taking action toward shared goals,

not a power struggle of conflicting ideas

Parentleader means a representative who shares

information with and obtains ideas from other

families and community members,

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.

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

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.

current implementation
School Improvement Plans

School Policy and Home School Compact

Current Implementation
action team for partnerships focus on goals
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

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.

slide16

Elementary School Example

Goal—IMPROVE READING

Type

Activity

Parenting

Workshops for parents on various ways to read aloud with young children

Parent-teacher-student conferences on reading goals at the start of the school year and on reading progress midyear

Communicating

Reading-partner volunteers, guest readers of favorite stories, and other organized, ongoing read-with-me activities

Volunteering

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

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.

slide17

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

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.

high school example goal improve graduation rates
High School ExampleGoal—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

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.

one year action plan document
One Year Action Plan Document

GOAL 1: Improve academic achievement for ALL students

while closing achievement gaps

slide20
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 RESEARCHFor Students
slide21

What Will School, Family, and Community Partnerships Really DO for My School?RESULTS OF RESEARCHFor 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
slide22

What Will School, Family, and Community Partnerships Really DO for My School?RESULTS OF RESEARCHFor 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

Next Steps?
  • 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
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