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Six Types Family/School/Community Partnerships Parenting Type 1. Based on the research of Dr. Joyce Epstein, Johns Hopkins University Baltimore Maryland PowerPoint presentation by Parents Plus of Wisconsin. Parenting Type 1. Parenting: Basic responsibilities of families.

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Six types family school community partnerships parenting type 1 l.jpg

Six Types Family/School/Community PartnershipsParenting Type 1

Based on the research of Dr. Joyce Epstein,

Johns Hopkins University Baltimore Maryland

PowerPoint presentation by

Parents Plus of Wisconsin


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Parenting Type 1

  • Parenting: Basic responsibilities of families.


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Parenting Type 1

  • Assist families with parenting skills and setting home conditions to support children as students, and assist schools to understand families.


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Sample Practices Type 1

  • 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.)


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Sample Practices Type 1

  • 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.


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Sample Practices Type 1

  • Annual survey for families to share information and concerns with schools about their children’s goals, strengths, and special talents.


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Challenges Type 1

  • Provide information to all families who want 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.


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Challenges Type 1

  • Make all information for families clear, usable, age-appropriate, and linked to children’s success.


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Redefine “Workshop” Type 1

  • “Workshop” is not only a meeting on a topic held at the school building at a particular time but also the content of a topic to be viewed, heard, or read at convenient times and varied locations.


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Results for Students:

Results for Parents:

Results for Teachers:

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.

Understanding 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.

Self-confidences 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 other parents.


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