Excellent Programs of School Family and Community Partnerships
- Slides: 37
Excellent Programs of School, Family, and Community Partnerships: Imperative in 2020 and Beyond Santa Clara County Office of Education Virtual Family Engagement Symposium October 17, 2020 Joyce L. Epstein, Ph. D. , Director Center on School, Family, and Community Partnerships jepstein@jhu. edu www. partnershipschools. org Working Together for Student Success © Johns Hopkins University, 2020
Why should we engage families and the community in children’s education? Research confirms: 1. Students with involved parents – regardless of income, background characteristics, or level of achievement – are more likely to do better in school. This SOCIAL FACT is an important statement. It identifies 2 unacceptable inequalities: n n Some parents are engaged in their children’s education and other parents are not. Some students benefit from parental engagement and other students do not.
Research confirms: 2. Partnership programs can increase student achievement. S, improve attendance and behavior, and promote positive social skills. 3. When partnership practices are linked to school goals (e. g. , reading, math, attendance, etc. ), more and different families become involved in ways that directly assist students’ learning and development. These findings point to the need for policies and actions to produce greater EQUALITY of family engagement and results for students.
Research also shows that: When district leaders provide training and facilitation to schools’ Action Teams for Partnerships, their schools: • Have higher quality partnership programs. • Address more challenges to involve all families, including those who are typically “hard to reach. ” Source: Epstein & Sheldon, 2016; Epstein, Galindo, & Sheldon, 2011.
Everyone wants EXCELLENT and SUCCESSFUL SCHOOLS and STUDENTS. How will we reach these goals?
What is important to know about school, family, and community partnerships? Not only THAT partnerships are important. Not only WHAT is needed in an excellent partnership program? But also, HOW to organize high-quality and effective programs. and … HOW to customize programs to engage all families with diverse backgrounds. We must think in new ways about leadership for partnerships in Idaho? Who is “WE? ”
DEFINITION THEN NOW Parent involvement School, family, and community partnerships
RESPONSIBILITY THEN Up to parents NOW Shared responsibility Part of school and classroom organization Organized by one person or just a few Organized by Action Team for Partnerships
School-Based Action Team for Partnerships (ATP) ü ü 2 -3 teachers 2 -3 parents/family members Principal Others (PTA or PTO representative, nurse, counselor, parent liaison, community partners) ü 1 -2 students at the high school level Tremont Montessori Preschool, 2020 Cleveland, OH
What does an Action Team for Partnerships do? ATP MEMBERS work together to. . . • Review school goals. Select 2 academic goals; 1 behavioral goal; and 1 goal for a welcoming school climate. • Write a One-Year Action Plan for Partnerships with engagement activities that contribute to the selected goals for student learning and development. • Implement and evaluate the quality of the activities, outreach to families, responses, and results. • Continually improve partnership plans, programs, and practices. Hawthorne Elementary School, 2020 Seattle, WA
Structure of an Action Team for Partnerships School Improvement Team ACTION TEAM for PARTNERSHIPS Improve Reading Improve Math Improve Student Attendance Improve the Climate for Partnerships PRACTICES from SIX TYPES to meet this goal Academic goal PAGE 1 Academic goal PAGE 2 Non-Academic goal Partnership goal PAGE 3 PAGE 4
PROGRAM DESIGN THEN NOW Incidental or accidental Part of comprehensive school improvement Off to the side Goal-oriented Framework of 6 types of involvement
Use the Framework of Six Types of Involvement
Keys to School, Family, and Community Partnerships EPSTEIN’s FRAMEWORK OF SIX TYPES OF INVOLVEMENT Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 PARENTING Understand child development. Educators know families. COMMUNICATING Two-way. On school programs and children’s progress. VOLUNTEERING At school, in class, at home, and as audiences. LEARNING AT HOME Connections on homework, course choices, other talents. DECISION MAKING All major groups represented on school committees. COLLABORATING WITH COMMUNITY Resources and volunteers from many groups, agencies.
Solve Challenges to Engage ALL Families
CHALLENGES THEN NOW “Barriers” “Realities” Diverse family structures, racial, economic, linguistic, and cultural backgrounds Solutions sought Solutions found Solutions shared Mobile, migratory, or homeless families All about EQUITY Deficit model and treatment programs Strengths model and prevention programs
IMPLEMENTATION THEN NOW Pre. K-K All grades, Pre. K-12 Separate groups of parents All groups in an integrated program, Special Education, Title I, PTA or PTO, others Isolated activities Sense of community
IMPLEMENTATION THEN NOW School by school decisions Multi-level leaders: School, District State, Organizations, and Federal Meet requirements for official policies on family involvement “Nested” leadership
District Leaders for Partnerships Have TWO Major Responsibilities Leadership-Level Activities on Family and Community Partnerships FACILITATION of many schools’ PARTNERSHIP PROGRAM GOALS Action Teams for Partnerships Pasco School District, Pasco, Washington 2019
COUNTY Leaders for Partnerships Have THREE Major Responsibilities Conduct COUNTY-LEVEL leadership activities for family and community engagement. Create a contact list of DISTRICT Leaders for Partnerships. GUIDE DISTRICT Leaders for Partnerships to FACILITATE school-based ATPs Francis Marion University Florence, SC 2020 PARTNERSHIP PROGRAM GOALS
Reach Results Welcoming School Parents as Partners Results for Students
RESULTS THEN Parent outcomes Public relations Focus on a few parent leaders NOW Student achievement and success in school Link practices to results for all students, parents, teachers, and community
Write an Annual Action Plan for Partnerships Linked to Goals for Student Success
READ ELEMENTARY SCHOOL EXAMPLES ING G OAL for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT TYPE 1 Workshops for parents on various ways to read aloud with young children TYPE 2 Parent-teacher-student conferences on reading goals and reading progress TYPE 3 Reading-partner volunteers, guest readers of favorite stories, and other organized, ongoing read-with-me activities TYPE 4 Family Reading Night to demonstrate reading strategies for parents and grade-specific activities to conduct with students at home TYPE 5 PTA OR PTO supports a family room to provide information on children’s reading, and to conduct book swaps or sponsor other reading activities TYPE 6 Donations from business partners of books for classrooms, for the school library, and for children to take home …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT For all grade levels and goals for student learning and development. See Epstein, et al. (2019) School, family, and Community Partnerships: Your Handbook for Action.
Evaluate Results
EVALUATION THEN NOW Minimal or Optional Essential For “compliance” Focus on parents Evaluate quality, results, and progress of programs and practices Focus on student achievement and success in school
NETWORKING THEN NOW Success stories shared locally, if at all Success stories shared nationally and internationally to benefit all “Networking” to improve programs
EQUITY ISSUES THEN NOW Labels for HAVE and HAVE NOTs, ACTION to involve all families “Blame game” Finger-pointing Communicate in languages parents understand
BUDGETS for PARTNERSHIPS THEN NOW $$ Not well allocated $$ For goal-linked activities in schools’ annual plans to engage all families Fragmented spending Capacity building and program development
SUMMARY In this session we discussed many changes from the “old way” to a “new way” of organizing more effective programs of family and community engagement. ls e s v r r e e o n p f L y o io de i S t T i v L n a 6 a A i r f h O e G b De LL G AM ork AN L O and w E A L e T O P N ram ON SCH ing l O o I F n T C ch CT K to lear TS A S L A , U t t L LIN S c n A i E e r U t r R d s N fo NTS Di Stu Y— AN E nty, T LL D I U ou U A T Q S E age s C g – e N n g i i P O I I En amil rk H T o S A R F U tw E L e g D A n N A i V t E E e L g ” d D u B TE S E “N
L s O l t s O n e ve H e p e n C d y L o S u T i t , t e i s T 6 d M n C r I TS fi Gra TEA rk o f L R e T U o D All S ior S S L w I N E N A R for av , D IO ame PLA O S E h T G T T e C r L db A N F ON A T E O S D O an I — U H — T P T C ng Y L C I S S T A H I i S o L L n U t R r A A E Q a K U e E D e N l N N ag lies ing EA LI g L O AN I n T E ami get g D” A n E i F Bud ST LU ork E A “N EV etw N THINK-QUICK ACTIVITY In the CHAT BOX write your idea: WHICH CHANGE from THEN to NOW do you think is most important for improving COUNTY, DISTRICT, or SCHOOL programs of family and community engagement? WHY?
LET’S REVIEW Which components are needed in all SCHOOL programs of partnership? n n § § Establish an Action Team for Partnerships (ATP). Write an Action Plan for Partnerships each year linked to school improvement goals. Use the Framework of Six Types of Involvement so that parents become involved in varied ways. Allocate a budget for planned activities. Allocate time for monthly meetings of the ATP. Evaluate and improve the partnership program each year. District and organization leaders for partnerships guide schools in this work.
A n n o n a c rk netw Help is available from NNPS at Johns Hopkins University ! p l e h Research-based tools, training, publications, and on-going studies. On-going technical assistance from NNPS. On-call facilitators by phone, e-mail, monthly e-briefs, website, newsletters. Coordinated planning and evaluation tools to meet ESSA and Title I requirements for family involvement. Networking opportunities to share best practices with hundreds of schools, districts, states, and organizations across the country.
NNPS PUBLICATIONS From Corwin Press 4 rd Edition and CD 2019 From Corwin Press 2009 From Eye on Education 2 nd Edition, 2015 From Eye on Education 2012 TEXT, SECOND EDITION Westview Press-2011
MORE NNPS PUBLICATIONS FROM NNPS 2020 FROM NNPS (18 Booklets) SAMPLERS Summary of Research & Sample Engagement Activities 2018 READING, MATH SCIENCE, WRITING ARTS, HEALTH, ATTENDANCE, BEHAVIOR, HOMEWORK, TRANSITIONS, FATHERS COLLEGE and CAREERS, PRESCHOOLS, MIDDLE SCHOOLS, HIGH SCHOOLS GRANDPARENTS, SUMMER LEARNING, TESTS & ASSESSMENTS FROM NNPS Interactive Homework Elem Literacy K-3 Math K-5 Middle Grades Language Arts 6 -8 Science 6 -8 Math 6 -8 See TIPS RESOURCES on the NNPS website
Q & A? What questions do you have about. . . using research-based approaches to strengthen programs of school, family, and community partnerships? . . . other questions? Write YOUR questions in the CHAT box. n Give your name and e-mail address. n If we run out of time, Dr. Epstein will answer your questions via e-mail.
For more information and to join NNPS www. partnershipschools. org Dr. Joyce Epstein, Director Center on School, Family, and Community Partnerships Johns Hopkins University, Baltimore, Maryland jepstein@jhu. edu © Epstein, J. L. (2020). Baltimore, MD: National Network of Partnership Schools (NNPS) at Johns Hopkins University.
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