PARTNERSHIPS THEN and NOW New Directions for Programs

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PARTNERSHIPS THEN and NOW New Directions for Programs of Family and Community Engagement for

PARTNERSHIPS THEN and NOW New Directions for Programs of Family and Community Engagement for Student Success AWARENESS SESSION Presenter: ____________ Location: ____________ Date: _______ Working Together for Student Success From Epstein, J. L. , et al. (2019). School, family, and community partnerships: Your handbook for action, 4 th edition and CD. Thousand Oaks, CA: Corwin.

How Can Educators and Parents STRENGTHEN and SUSTAIN HEALTHY SCHOOLS? What do we mean

How Can Educators and Parents STRENGTHEN and SUSTAIN HEALTHY SCHOOLS? What do we mean by a HEALTHY SCHOOL? 1. We mean a safe and nurturing PLACE. • • A welcoming school environment for ALL A Partnership School A “family-like” school and “school-like” families An EXCELLENT school that students, teachers, parents, and others WANT to attend and support Other ideas. . . ?

What do we mean by a Healthy School? 2. We mean a place that

What do we mean by a Healthy School? 2. We mean a place that produces positive RESULTS and helps students develop to their full potential. Academic Results Intellectual Development Curricular and Other Achievements High Graduation / Low Dropout Rates College or Career Plans and Actions Physical Health Good Nutrition, Exercise Prevention of Alcohol, Tobacco, and Drug Abuse and Risky Behaviors Good Attendance Emotional Growth Positive Attitudes About School Self Concept, Behavior Good Relationships with Peers, Friends, Family, Teachers Appreciation of Others OTHER RESULTS FOR STUDENTS?

Everyone wants EXCELLENT and SUCCESSFUL SCHOOLS and STUDENTS. How will we reach these goals?

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

What is important to know about school, family, and community partnerships? Not only THAT partnerships contribute to good schools and successful students But also WHAT is needed in an excellent partnership program and HOW to organize and sustain high-quality and effective programs of family and community involvement. We must think in new ways about leadership for partnerships at the district and school levels.

DEFINITION THEN NOW Parent involvement School, family, and community partnerships

DEFINITION THEN NOW Parent involvement School, family, and community partnerships

RESPONSIBILITY THEN Up to parents NOW Shared responsibility Part of school and classroom organization

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

Action Team for Partnerships (ATP) ü 2– 3 teachers ü 2– 3 parents/family members

Action Team for Partnerships (ATP) ü 2– 3 teachers ü 2– 3 parents/family members ü Principal ü Others (PTA or PTO representative, nurse, counselor, parent liaison, community partners) ü 1– 2 students at the high school level

What does an Action Team for Partnerships do? ATP MEMBERS work together to. .

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, program, and practices.

Structure of an Action Team for Partnerships School Improvement Team ACTION TEAM for PARTNERSHIPS

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 6 TYPES to meet this goal Academic goal Nonacademic goal Partnership goal

PROGRAM DESIGN THEN NOW Incidental or accidental Part of comprehensive school improvement Off to

PROGRAM DESIGN THEN NOW Incidental or accidental Part of comprehensive school improvement Off to the side Goal oriented Framework of 6 types of involvement

Framework of 6 Types of Involvement

Framework of 6 Types of Involvement

Keys to School, Family, and Community Partnerships EPSTEIN’s FRAMEWORK OF 6 TYPES OF INVOLVEMENT

Keys to School, Family, and Community Partnerships EPSTEIN’s FRAMEWORK OF 6 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

Solve Challenges to Engage ALL Families

CHALLENGES THEN NOW “Barriers” “Realities” Diverse family structures and racial, economic, linguistic, and cultural

CHALLENGES THEN NOW “Barriers” “Realities” Diverse family structures and racial, economic, linguistic, and cultural backgrounds Solutions sought Solutions found Solutions shared Mobile, migratory, or homeless families 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

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 School-byschool decisions NOW Leaders at school, district, state, and federal levels, as

IMPLEMENTATION THEN School-byschool decisions NOW Leaders at school, district, state, and federal levels, as well as from independent organizations Meet requirements for official policies on family involvement “Nested” networks

District Program of Partnerships A District Leader for Partnerships conducts. . . DISTRICT-LEVEL ACTIVITIES

District Program of Partnerships A District Leader for Partnerships conducts. . . DISTRICT-LEVEL ACTIVITIES DIRECT FACILITATION at SCHOOLS May be a district or organization leader. PARTNERSHIP PROGRAM GOALS

Reach Results Welcoming School Parents as Partners Results for Students

Reach Results Welcoming School Parents as Partners Results for Students

RESULTS THEN Parent outcomes Public relations Focus on a few parent leaders NOW Student

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

Annual, Written Action Plans for Partnerships Linked to Goals for Student Success

Annual, Written Action Plans for Partnerships Linked to Goals for Student Success

ELEMENTARY SCHOOL EXAMPLE for a One-Year Action Plan to IMPROVE READING ACHIEVEMENT REA DIN

ELEMENTARY SCHOOL EXAMPLE for a One-Year Action Plan to IMPROVE READING ACHIEVEMENT REA DIN GG OAL TYPE 1 Workshops for parents on various ways to read aloud with young children TYPE 2 Parent-teacher-student conferences on reading goals and on reading progress TYPE 3 Reading-partner volunteers, guest readers of favorite stories, and other ongoing read-with-me activities TYPE 4 Family Reading Night to demonstrate reading strategies for parents and activities to conduct with students at home TYPE 5 PTA or PTO support for a family room or parent center to provide information on children’s reading, conduct book swaps, and other reading activities TYPE 6 Donations from business partners of books for classrooms, for the school library, or for children to take home …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT Apply the 6 types to improve outcomes: ACHIEVEMENT (in SPECIFIC subjects). ATTENDANCE, ATTITUDES, BEHAVIOR, COLLEGE/CAREER PLANNING.

Evaluate Results

Evaluate Results

EVALUATION THEN NOW Minimal or optional Essential For “compliance” Evaluate quality, results, and progress

EVALUATION THEN NOW Minimal or optional Essential For “compliance” Evaluate quality, results, and progress of programs and practices Focus on parents Focus on student achievement and success in school

NETWORKING THEN NOW Success stories shared locally, if at all Success stories shared nationally

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 HAVEs and HAVE NOTs ACTION to involve all

EQUITY ISSUES THEN NOW Labels for HAVEs 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

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

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 ev P S s I n L e H A p io e L S y t O i R T G E n 6 D fi L ad e A r — O E D ll G k O L r N H o L M A A L C IPA A ew S P E T am o C N S t T N N O r I K L I O F R T I N P I C T SU L E C A A R for L S A T U N N N E — O N I D Y A T T LL U I A T U S U A L Q e A E ag V g s T E g e n C g i i n I l i R HIP et En ami k T r g S o d I S F w R D t Bu E D Ne EA L

s S n e S s L o l p T i A y

s S n e S s L o l p T i A y e t L M T O U ni Lev EA i G S 6 f E T L R for O De ade ON ork— S O T N r I H P N A SC w G CT I E L e l N H l P D S A ram A O o U I R N Kt — T E T Y O F S D A I T L N A I T g ALU ing T C n LI L LE QU e AL i A t EV rk IC E ag e L A g o TR P A P s ud I I U e w g i H t S C N n mil e DI ERS B N E N I N A D PR Fa A LE PAIR-SHARE ACTIVITY Tell your “elbow partner”: WHICH CHANGE from THEN to NOW is most important for improving YOUR program of family and community engagement? . . . and WHY?

LET’S REVIEW Which components are needed in all SCHOOL programs of partnership? n n

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 6 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.

Q&A What questions do you have about using research-based approaches to strengthen programs of

Q&A What questions do you have about using research-based approaches to strengthen programs of school, family, and community partnerships? Other questions?

Presenter’s Contact Information For more information on developing effective programs of family and community

Presenter’s Contact Information For more information on developing effective programs of family and community engagement, visit the National Network of Partnership Schools (NNPS). www. partnershipschools. org