1. School-Based Action Teams for Partnership
Parent and Educator Partnership
25 S. Washington, Suite 106
Naperville, IL 60540

2. Get-to-Know-Your Colleagues Get-to-Know Your Neighbors
INTRODUCTIONS
Get-to-Know-Your Colleagues Get-to-Know Your Neighbors
Quickly introduce yourself:
1. Name.
2. Your role here today.
3. Something about yourself that
we cannot tell by looking at you.

3. Explain the Six Types of Family Involvement
By the end of this workshop, you will be able to:
Explain the Six Types of Family Involvement
Describe the roles and responsibilities of the Action Team for Partnerships
Write an effective One-Year Action Plan for Partnerships

4. Why is it important to involve families and the community in children’s education?
Research shows that:
Students with involved parents – no matter what their income or background – are more likely to do better in school, stay in school longer, and like school more.
Partnership programs can increase student achievements, improve attendance and behavior, and promote positive social skills.
When partnership practices are tightly linked to school goals, families become involved in ways that directly assist students’ learning and success.

5. Research shows that: Nothing Motivates a Child More…
“The research is abundantly clear: nothing motivates a child more than when learning is valued by schools and families/community working together in partnership…These forms of [parent] involvement do not happen by accident or even by invitation. They happen by explicit strategic intervention.”
--Michael Fullan (1997a, pp.34-48). Broadening the concept of teacher leadership. In S.Caldwell (Ed.), Professional development in learning-centered schools. Oxford, OH: National Staff Development Council.
Home Factors… Account for 49% of the Influence on Student Performance…
In October 2001, Stephanie Hirsh, in the National Staff Development Council publication, Results writes, “According to research by Ron Ferguson, home and family factors…account for 49% of the influence on student performance…”
Hirsh continues, “This important position of influence is why family involvement is addressed in the NSCD Standards for Staff Development…educators will benefit from staff development that helps them gain the knowledge and skills aligned with the specific outcomes they want for parents and their children.”

6. Understanding the Framework of Six Types of Involvement

7. COLLABORATING WITH COMMUNITY
Keys to School, Family, and Community Partnerships FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Type 1
PARENTING
Type 2
COMMUNICATING
Type 3
VOLUNTEERING
Type 4
LEARNING AT HOME
Type 5
DECISION MAKING
Type 6
COLLABORATING WITH COMMUNITY

8. Basic Responsibilities of Families
Type 1
PARENTING
Basic Responsibilities of Families
Housing, health, nutrition, clothing, safety
Parenting skills for all age levels
Home conditions that support children
as students at all grade levels
Information and activities from families
to help schools understand children
and families

9. Basic Responsibilities of Schools
Type 2
COMMUNICATING
Basic Responsibilities of Schools
SCHOOL-TO-HOME
 Memos, notices, report cards, conferences,
newsletters, phone calls, computerized messages, , websites
HOME-TO-SCHOOL
Two-way channels of communication
for questions and interactions

10. Involvement At and For the School
Type 3
VOLUNTEERING
Involvement At and For the School
VOLUNTEERS
 In School or Classroom
 For School or Classroom
AUDIENCES
 Attend assemblies, performances,
sports events, recognition, and
award ceremonies, celebrations, and
other events

11. Keys to School, Family, and Community Partnerships
FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Type 1
PARENTING
Type 2
COMMUNICATING
Type 3
VOLUNTEERING
Share ONE successful example of these 3 types of involvement that YOU have seen in schools.

12. Involvement in Academic Activities
Type 4
LEARNING AT HOME
Involvement in Academic Activities
Activities for parent and child on . . .
How to help at home with homework
Required skills to pass each subject
Curriculum-related decisions
Other skills and talents

13. Participation and Leadership
Type 5
DECISION MAKING
Participation and Leadership
 District Improvement Teams
 School Improvement Team
 Partnerships Teams (PTA, ATP)
 Other school or district committees

14. COLLABORATING WITH THE COMMUNITY
Type 6
COLLABORATING WITH THE COMMUNITY
 Community contributes to schools,
students, and families
Business partners
Cultural and recreational groups
Health services
Service and volunteer groups
Senior citizen organizations
Faith-based organizations
Government and military agencies
Other groups and programs
 Schools, students, and families
contribute to the community

15. Keys to School, Family, and Community Partnerships
NNPS FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Type 4
LEARNING AT HOME
Type 5
DECISION MAKING
Type 6
COLLABORATING
WITH THE COMMUNITY
Share ONE successful example of these 3 types of involvement that YOU have seen in schools.

16. An Inventory of Present Practices of School, Family, and Community Partnerships
STARTING
POINTS
With you ATP, review the results of your starting points document
Which type are you doing well?
Do you agree with the results?
What comes to mind as you think about the activities conducted for that TYPE of involvement?
Which type would you like to improve?

17. What does the data tell you:
Outcome Data
Perspective Data
Process Data
Demographic Data

18. Challenge-Go-Round
1. Identify a challenge that your school must solve to involve hard to reach families.
2. At the signal, go ’round the room and write a solution to the challenges.
3. Select one solution that may work in your schools.

19. Meet the Challenges to Reach All Families and Learn “Re-definitions” for Good Partnerships

20. Type 1 - Parenting Challenge
Provide information to all families who want or need it, not just to the few who attend workshops or meetings at the program site.
Redefinition
“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.

21. Type 2 - Communicating Challenge
Make all communications clear for all families in languages and formats that they can understand.
Redefinition
“Communications about school programs and student progress” are not only from school to home but also include two-way channels of communication that connect schools, families, students, and the community.

22. Type 3 - Volunteering Challenge
Recruit widely for volunteers so that all families know that their time and talents are welcome.
Redefinition
“Volunteer” not only means someone who comes to school during the day, but also anyone who supports program goals and children’s learning in any way, at any place, and at any time.

23. Type 4 - Learning at Home Challenge
Develop homework procedures that encourage students to share something with a parent that they are learning in class or in an after-school program.
Redefinition
“Homework” not only means work that students do alone, but also interactive activities that students share with others at home or in the community, linking schoolwork to real life.

24. Type 5 - Decision Making Challenge
Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school.
Redefinition
“Decision making” is a process of partnership – sharing views, solving problems, and taking action toward shared goals, not just a power struggle between conflicting ideas.

25. Type 6 - Collaborating with the Community
Challenge
Inform all families and students
about community programs and
services.
Redefinition
“Community” includes not only families with children in the schools, but also all who are interested in and affected by the quality of education.

26. Reaching Results and Goals for Student Success
Each type of involvement has been linked
to specific results for students.
All six types of involvement can be
designed and implemented to contribute to
specific school improvement goals.

27. Reaching Behavior Results for Students
Type 1 – Parenting Attendance Summit
Type 2 – Communicating Recognition Postcards
Type 3 – Volunteering Volunteers to assist with planning
Type 4 – Learning At Home Discussion guide for families and students
Type 5 – Decision Making PTA/PTO communication to all families regards attendance policy and recognition
Type 6 – Collaborating with Businesses award attendance levels
the Community

28. Action Team for Partnerships
Members of an ATP work together to:
Review school improvement goals
Select, plan, implement, and evaluate family and community involvement activities linked to school goals
Continually improve partnership practices

29. Action Team for Partnerships
Membership on the ATP are:
2-3 teachers or more
2-3 parents/family members or more
Principal (or assistant principal)
Other members (nurse, counselor, community partners)
1-2 students on high school

30. School Improvement Team Action Team for Partnership
Oversees the entire school improvement plan
Meets monthly to discuss all programs, assess progress, and plan for all goals in the SIP
Hears committee reports and assists committees to reach goals
Oversees the goals in the SIP for family and community involvement
Meets monthly to discuss the schedule of family and community involvement activities in the One-Year Action Plan, assess progress, and improve plans
Provides committee reports to the SIT

31. Linked to School Improvement Action Team for Partnerships
Academic
Academic
Behavior
Climate
Practices from
TYPES 1-6
To meet your goal plans

32. HOW WILL YOUR SCHOOL ORGANIZE AN ACTION TEAM FOR PARTNERSHIPS (ATP)?
Discuss and decide:
WHAT members should we still recruit?
WHO will be your ATP Co-Chairs?
WHEN will the whole Action Team for Partnerships (ATP) meet?
WHICH GROUPS at your school should hear from the ATP about its plans and progress on family and community involvement?
BE REALISTIC about how frequently reports should be made.
What questions do you have about the ATP?

33. Lunch

34. Creating Goal Plans

35. School Improvement Goals Lead to a 4-Page One-Year Action Plan for Partnerships
Improve STUDENT ACHIEVEMENT in reading – PAGE 1
Review your Promising Practices book to find activities
Improve STUDENT ACHIEVEMENT in math – PAGE 2
Improve STUDENT BEHAVIOR – PAGE 3
Strengthen the CLIMATE of partnerships – PAGE 4

36. Let the Data do the talking…
Starting Points
Perception Data
Demographic Data
Who didn’t get it?
Student Outcome Data
What didn’t they get?
Process Data
What have you done?
Did work have the desired outcomes?

37. One-Year Action Plan for Partnerships S.M.A.R.T. Goals
Specific
Measurable
Attainable
Realistic
Timely

38. One-Year Action Plan for Partnerships Writing the Plan
Goals
2 academic goals, 1 behavioral goal
1 welcoming climate for partnerships
Desired results – measurable
Assessments / Specific measures
Partnership activities
Types of involvement
Dates of activities (not ongoing)
Grade levels involved
Preliminary actions that must be taken
Resources or funds needed
Persons in charge and helping

40. Use the Six Types to Reach Results
ACTIVITY: GOALS MAP
Use the Six Types to Reach Results
Place a goal for student success in the middle of your Goal Map.
Focus on one goal at a time.
Select one activity for each type of involvement to involve families and the community in productive ways to help students reach that goal.

41. ACTIVITY: GOALS PLAN

43. Let’s Do It! Let’s Write a School’s One-Year Action Plan for Partnerships!
Begin with the data:
Who is your target?
What will you target?
Work through each of your school improvement goals.
Goals Web
Select 2 – 3 activities to put on your goal sheet
Write a workable plan:
Distribute responsibility
Are they S.M.A.R.T. Goals?

44. Moving Forward Celebrate your accomplishments
Request the support you need
Determine your next steps
We will:
Review your action plans and provide feedback
Meet monthly with your Co-Chairs
Provide quarterly meetings for networking
Assist with measuring progress
Communicate importance and success of partnerships

45. Thank you for taking the time and making the commitment.