1. Training Formula C Literature and Research Review

2. Epstein’s Framework on Involvement “A philosophy, culture, and process; overlapping influence on education/well-being of children and adults.” 2 Community SchoolFamily Researcher, Joyce Epstein, Director, National Center on School, Family, and Community Partnerships

3. Epstein’s Framework on Involvement Parenting. Assist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions, too. Communicating. Create two-way communication channels between school and home that are effective and reliable. Volunteering. Improve recruitment and training to involve families as volunteers and as audiences at the school or in other locations. 3

4. Epstein’s Framework on Involvement (2) Learning at Home. Include families with their children in academic learning at home, homework, goal setting, and curriculum-related activities. Decision Making. Include families as participants in school decisions, as well as in governance/advocacy activities. Collaborating with the Community. Coordinate resources/services for families/students/school with community groups, businesses, agencies, cultural/civic organizations/colleges / universities. 4

5. Family Engagement is: A SHARED RESPONSIBILITY Schools and other community agencies and organizations are committed to engaging families in meaningful ways, and families are committed to actively supporting their children’s learning and development. CRADLE TO CAREER Family Engagement is continuous across a child’s life, from early head start to college and career. ACROSS CONTENTS Family Engagement is carried out everywhere that children learn— home, in pre-Ks, school, after-school programs, faith-based institutions, and community programs and activities. National Family and Community Engagement Working Group, 2009 5

6. What successful schools do… Focus on building trusting, collaborative relationships among teachers, families and community members Recognize, respect, and address families’ needs, as well as class and cultural differences Embrace a philosophy of partnership where power and responsibility are shared 6 A New Wave of Evidence (Henderson and Mapp, 2002)

7. Collaboration Collaboration means Working out how to Work together. 7

8. Collaboration Stages and Milestones Stage 1: Getting together Evaluate the progress Set initial ground rules Involve the right people Decide to act Reflect and celebrate Together We Can: A guide for Crafting a Profamily System of Education and Human Service) Step 2: Build trust and ownership Evaluate the progress Identify planning resources Revisit and revise ground rules Commit to elaborate Define shared vision Develop common base of knowledge Engage partner Reflect and celebrate 8

9. Collaboration Stages and Milestones (2) Stage 3: Developing a Strategic Plan Evaluate the progress Develop a plan of action Evaluate and select strategies Establish well formed goals Assess the environment and the collaboratives capabilities Develop a mission statement Reflect and celebrate Step 4: Taking Action Evaluate the progress Adapt and expand initiative Deepen collaborative culture Implement plan of action Formalize interagency relationships Reflect and celebrate Together We Can: A guide for Crafting a Profamily System of Education and Human Service) 9

10. Qualities and Skills of Collaborative Leaders Listening and communicating Building visions Risk-taking Respect for diversity Knowledge and skills in group process Conflict management Organized/decisive Consensus building Motivational/passionate Empowering Reflective Flexible Knowledgeable about other systems 10 Source: Institute for Educational Leadership. Leadership for Collaboration: A National Dialogue. Washington, DC 1992. From: Home-School-Community Relations. Training Manual & Student Guide. By Larry E. Decker & Associates. Mid- Atlantic Center for Community Education. University of Virginia March 1994. p. 92-93