1. School-Family-Community Partnerships: Partnerships are Influential
presented by
Tanya Braden, Ed.S.
State Support Team Region 1 Lynn McKahan, M.S., Director 2275 Collingwood Boulevard, Suite C, Toledo, Ohio [fax]

2. PARENT PROFESSIONAL PARTNERSHIPS
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PARENT PROFESSIONAL PARTNERSHIPS
“Partnerships = relationships in which families and professionals build on each others’ expertise and resources for the purpose of making and implementing decisions
that will directly benefit students and indirectly benefit the parents and professionals” (Turnbull et al., 2011, p. 107).

3. The Importance of Parent Professional Partnerships
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The Importance of Parent Professional Partnerships
“The evidence is now beyond dispute. When schools and families work together to support learning, children tend to succeed not just in school but also throughout life.”
(Henderson & Berla, 1997)

4. Everyone wants CHILDREN to be HEALTHY and SUCCESSFUL STUDENTS
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Excellent
Schools
Strong
Families
Healthy
Communities

5. PARENT PROFESSIONAL PARTNERSHIPS
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PARENT PROFESSIONAL PARTNERSHIPS
NCLB: The law now says that parents are to be "afforded substantial and meaningful opportunities to participate in the education of their children." (Title I, Sec (12)) IDEA 2004: Parents as EQUAL partners in every aspect of their child’s education - federal regulations clearly define parent involvement in the special education process

6. PARENT PROFESSIONAL PARTNERSHIPS
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PARENT PROFESSIONAL PARTNERSHIPS
OHIO:
State Board of Education -
Parent and Family Involvement Policy (7/07)
Early Learning Program Guidelines
Ohio Improvement Process
Special Education Process

7. PARENT PROFESSIONAL PARTNERSHIPS ENHANCE:
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PARENT PROFESSIONAL PARTNERSHIPS ENHANCE:
Academic Results Intellectual Development
Achievement
Annual promotion and on-time
high school graduation
Physical Health Good Nutrition, Exercise
Prevention of alcohol, tobacco, and
drug use/abuse
Good Attendance
Emotional Growth Positive attitudes about school,
Self Concept, Good Behavior,
Positive Relationships with peers,
friends, family, teachers
Appreciation of others

8. Benefits of Partnerships: Results of Research
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Benefits of Partnerships: Results of Research
For Students
Higher grades and test scores
Better attendance
Improved behavior at home and at school
Better social skills and adjustment to school
More classes passed and credits earned
Increased enrollment in more challenging academic programs and graduation on time

9. Benefits of Partnerships: Results of Research
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Benefits of Partnerships: Results of Research
For Parents
Stronger sense of support from school and other parents
More awareness of student progress and effective responses to problems
Increased self confidence about guiding student through school
Appreciation of teachers’ work and skills
Increased feeling of ownership of school

10. Benefits of Partnerships: Results of Research
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Benefits of Partnerships: Results of Research
For Teachers
Increased respect for families’ strengths and efforts
Increased understanding of families goals for their children
Greater readiness to involve all families in new ways
Use of community resources to enrich students’ experiences
Increased satisfaction with teaching

11. Parents vary in how much they presently are involved.
WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement?
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Parents vary in how much they presently are involved.
Parents are concerned about their children’s success in school.
Students need multiple sources of support to succeed in school and in life.
Schools must reach out in order to involve all families.
Some teachers and administrators are initially resistant to increasing family involvement

12. 4/12/2017
WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement?
Teachers and administrators in schools and districts need inservice, preservice, and advanced education on partnerships.
Subject-specific practices involve families in ways that directly assist students’ learning and success.
Partnership programs are most effective if they are research-based, customized for each community, evaluated, and continually improved to help meet important goals for students.

13. 4/12/2017
WHAT DO WE KNOW from U.S. and International Studies of Family and Community Involvement?
Effective family engagement is a set of INTENDED day-to-day practices, attitudes, beliefs and interactions which support learning at home, at school, afterschool and during the summer.
To ensure that the students of today are ready for the careers of tomorrow, families, schools, and community groups need to work together to promote engagement that is systemic, sustained, and integrated into school improvement efforts.
Source: Harvard Family Research Project
school-and-community-engagement-webinar-series

14. PARENT PROFESSIONAL PARTNERSHIPS
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PARENT PROFESSIONAL PARTNERSHIPS

15. 7 PRINCIPLES OF PARTNERSHIPS
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7 PRINCIPLES OF PARTNERSHIPS
Communication: friendly, listen, clear, honest, informative
Professional Competence: quality education, high expectations, continue to learn
Respect: cultural diversity, affirm strengths, treat with dignity
Trust: reliable, sound judgment, maintain confidentiality, trust yourself
Commitment: sensitive to other needs, be available and accessible, go “above and beyond”
Equality: share power, foster empowerment, provide options
Advocacy: prevent problems, pinpoint and document problems, form alliances, seek solutions
Turnbull, A., Turnbull, R., Erwin, E., & Soodak, L. (2006). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships
and Trust, 5th Ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

16. STAFF - Points to consider
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PARTNERSHIPS
STAFF - Points to consider
Let them see you as a person, too – from a family / with a family
Let them know how your experiences can help them / their child
Build on your students’ and their families’ vision for the future
Prove your commitment
Trust them as parents doing the best to their ability
Provide a school resource contact
Student focused discussions / meetings
Focus on solutions, not problems
Be honest when you don’t have the knowledge – seek out

17. PARENT PROFESSIONAL PARTNERSHIPS PRINCIPLES Professional Competence
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Communication
PARENT PROFESSIONAL PARTNERSHIPS PRINCIPLES
Advocacy
Professional Competence
Trust
Equality
Respect
Commitment

18. STAFF - Questions to consider
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PARTNERSHIPS
STAFF - Questions to consider
What are my beliefs about how families, schools and communities support learning?
What is my role as a family, school, or community member to support children’s school success?
What are my expectations of others?

19. Framework of Six Types of Parent Involvement

20. THE KEYS TO SUCCESSFUL SCHOOL -FAMILY-COMMUNITY
PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENT
PARENTING: Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.
Type 1
Type 2
COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
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
Type 4
LEARNING AT HOME: Involve families with their children in
learning activities at home, including homework, other curriculum-
related activities, and individual course and program decisions.
Type 5
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 6
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.

21. PARENTING: Basic Responsibilities of Families Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.
Type 1
Housing, health, nutrition, clothing, safety Understand child and adolescent development and parenting skills for all age levels Home conditions that support children as students at all grade levels Information and activities to help schools understand children and families

22. COMMUNICATING: Basic Responsibilities of Schools
Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
Type 2
SCHOOL-TO-HOME
Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, s, Web sites
Information to help families
Understand school programs and children’s progress
Understand state tests, report cards, and other assessments
Choose or change schools
Choose or change courses, placements, programs, and activities
HOME-TO-SCHOOL
Two-way channels of communication for questions, suggestions, and interactions

23. Your Challenge Type 2 - COMMUNICATING
Make all memos, notices, and other print and non-print
communications clear and understandable for ALL
families.
Obtain ideas from families to improve the design and
content of communications such as newsletters, report cards, and
conference schedules.
Establish easy-to-use two-way channels for communications from
school to home and from home to school.
Redefinitions
“Communications about school programs and student progress” go not only from school to home, but also from home to school, and within the community.

24. Assist administrators, teachers, students, or parents as
VOLUNTEERING: Involvement at and for the School
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
VOLUNTEERS
Assist administrators, teachers, students, or parents as
aides, tutors, coaches, boosters, monitors, lecturers,
chaperones, mentors, or in other ways
Assist school programs and student activities from
any location at any time
AUDIENCES
Attend assemblies, performances, sports events,
recognition, and award ceremonies, celebrations, and
other student activities

25. Your Challenge Type 3 - VOLUNTEERING
Recruit widely for volunteers so that all families know
that their time and talents are welcome.
Make flexible schedules for volunteers, assemblies, and
events to enable working parents to participate.
Provide training for volunteers, and match time and
talent with school needs.
Recognize volunteers and audiences for their support
and assistance at school and in other locations
Redefinitions
“Volunteer” not only means someone who comes to school during the day, but also anyone who supports school goals and children’s learning and development
in any way, at any place, and at any time.

26. Involve families with their children in
LEARNING AT HOME: Involvement in Academic Activities
Involve families with their children in
learning activities at home, including homework, other curriculum-related activities, and individual course and program decisions.
Type 4
INFORMATION FOR FAMILIES ON…
How to help at home with homework
Required skills to pass each subject
Curriculum-related decisions by and for
the student
Development of students’ other skills and talents

27. Your Challenge Type 4 - LEARNING AT HOME
Design and implement interactive homework on a
regular schedule that guides students to discuss
classwork, demonstrate skills, and share ideas with
their families.
Involve families and their children in important
curriculum-related decisions in a timely way.
Redefinitions
“Homework” not only means work that students do alone, but also interactive activities that students discuss with others at home, linking schoolwork to real life. “Help” at home means how families encourage, listen, praise, guide, and discuss schoolwork with their children, not whether or how they “teach” school subjects.

28. DECISION MAKING: Participation and Leadership
Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school
councils, committees, action teams, and other parent organizations.
Type 5
School Council or School Improvement Team
Action Team for Partnerships
PTA/PTO membership, participation, leadership, representation
Title I advisory and other school or district
committees
Independent advisory and advocacy groups

29. Your Challenge Type 5 - DECISION MAKING
Include parent leaders from all racial, ethnic, linguistic,
socioeconomic, and other major groups on councils
teams, and committees.
Offer training for parent leaders to develop leadership
skills and to represent other families.
Include student representatives along with parents on
decision-making committees in high schools.
Redefinitions
“Decision making” means a process of partnership – sharing views, solving problems, and taking action
toward shared goals, not an endless power struggle.
Parent “leader” means a representative who shares information with and obtains ideas from other families,
not just a parent who attends school meetings.

30. 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
 Community contributes to schools, students, and families
Business partners
Cultural and recreational groups
Health services
Senior citizen organizations
Faith-based organizations
Government and military agencies
Other groups, agencies, and organizations
 Schools, students, and families to contribute to the community 
Service learning and other special projects

31. Your Challenge Type 6 - COLLABORATING WITH THE COMMUNITY
Prevent or solve problems among partners of turf,
goals, responsibilities, and funds.
Inform all families and students about community
programs and ensure equal opportunities for
participation and services.
Redefinitions
“Community” is rated not only on low or high social or economic qualities, but also on the strengths and talents of individuals and groups who may support students, families, and schools.
“Community” includes not only families with children in
the schools, but also others who are interested in children’s success and who are affected by the quality of education.

32. Studies show that each type of involvement
promotes different kinds of results.
Type 1 – Parenting
Students improve when families are provided information on child development and school expectations at each grade level (e.g., to support student health, behavior, attendance).
Type 2 – Communicating
Students Increase awareness of their own progress in subjects and skills when teachers, students, and parents communicate about class work.
Type 3 – Volunteering
Students gain academic skills that are tutored or taught by volunteers.
Type 4 – Learning At Home
Students complete more homework in specific subjects when teachers guide parents in how to interact on assignments.
Type 5 – Decision Making
Students benefit from policies and projects conducted and supported by parent organizations and partnership teams.
Type 6 – Collaborating with the
Community
Students gain skills and talents in curricular, extra-curricular, and afterschool projects with community partners.

34. TYPE 1 TYPE 2 TYPE 3 TYPE 4 TYPE 5 TYPE 6 PARTNERSHIP GOAL EXAMPLES
for a One-Year Action Plan
to CREATE A CLIMATE OF PARTNERSHIPS
PARTNERSHIP GOAL
Welcome
TYPE 1
Parent support groups to discuss parenting approaches and school issues with other families and with school counselors
TYPE 2
“Good news” postcards, phone calls, and other two-way communications (e.g., , voice mail, Web sites) to connect teachers and families about student progress and success
TYPE 3
Volunteers for safe schools to greet, assist, or deter visitors
TYPE 4
Quarterly interactive homework assignments for students to
review report card grades with family partners and to discuss academic and behavior goals for the next grading period
TYPE 5
PTA/PTO-sponsored “Showcase the School Day” with booths
and displays on school programs, student clubs, academic departments, the parent association, and partnership activities
TYPE 6
Periodic community forums for educators, students, parents, and citizens to discuss school improvement topics, family and
community support for education, and other education issues
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

35. RELATIONSHIPS “Coming together is a beginning,
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RELATIONSHIPS
“Coming together is a beginning,
staying together is progress, & working together is success.“
Henry Ford

36. Q and A What questions do you have about GETTING STARTED and
MOVING FORWARD
with YOUR process of school, family, and community relationships ?

37. IDEA Part-B Funds Disclosure Statement
There are no copyright restrictions on this document/product/software; however, please cite and credit the source when copying all or part of this document/product/software. This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H027A130158, CFDA A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.