MMSD Family and Community Engagement (FACE) Standards
School Self-Assessment Grid
Introduction
6 Standards
for Family and Community
Engagement in MMSD
Standard 1
Welcoming All Families into
the School Community
Standard 2
Communicating Effectively
Research continues to point to a positive and convincing relationship between family involvement and student success,
regardless of race/ethnicity, class, or parents’* level of education. When families are involved in their children’s learning both at
home and at school, children do better in school. Modeled with permission after the National PTA Standards for Family-School
Partnerships, MMSD Family and Community Engagement Standards (FACE) standards provide guidance on how to effectively
partner with families and community for student success.
How to Use This Document
The FACE School Self-Assessment Grid is for School-Based Leadership Teams, principals, parent leaders and others to use in
designing and implementing the school’s family and community engagement strategy. It can be used to:
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Inform the development of the School Improvement Plan
Asses current family involvement practices at the school
Develop ideas for engagement practices and activities
Monitor progress in reaching school improvement goals
Plan professional development for staff
Design conversations on engagement with families and community members
Standard 3
Supporting Student Success
4 Levels of Implementation
Standard 4
Speaking up for Every Child
Unsatisfactory: School does not yet appear to understand the concepts underlying the indicator.
Standard 5
Sharing Power
Standard 6
Collaborating with
Community
The FACE School Self-Assessment Grid contains examples of “what good looks like” for indicators in each of the 6 MMSD family
and community engagement standards. The Grid lays out four levels of implementation for each indicator in each standard:
Basic: Schools are overdependent upon traditional approaches to family and community engagement. Parent groups lead the
school’s FACE efforts, often with little support from administration and staff. Professional development on family and
community engagement for staff does not include follow-up coaching or reflective practice. Teachers implement practices, but
without school-wide supports. Implementation of strategies is sporadic, intermittent, or otherwise not entirely successful.
Proficient: School clearly understands the family and community engagement standards, and does well at planning and
implementing the FACE portion of the School Improvement Plan. School-based professional development and follow-up
coaching on family and community engagement are in place. Staff do some collaborating with parent groups. Practices aim to
build more effective ways of engaging families and community members.
Distinguished: Distinguished performance is very high performance. FACE work revolves around a coordinated, school-wide
effort among staff, families, parent groups, and administration. Principal works closely with parent leaders to provide solid
vision and supports for strong, authentic home-school partnership work throughout the building. Systems are in place to drive
alignment with best practices in the field. There is an emphasis on continuous improvement and reflective practice. Barriers to
engagement for families are diminished or eliminated.
*Throughout this document, the word parent is used to refer to parents, guardians, family members, friends, and other caring adults who play
the parent role in the lives of young people. Also, the words parent and family are sometimes used interchangeably. For more information on
this or other elements of the MMSD Standards for Family and Community Engagement, see mmsd.org/facestandards or call 608.663.5977.
Standard 1—Welcoming All Families into the School Community
Families feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Families are active
participants in the life of the school.
Objective 1: Creating a Welcoming Climate: Do families feel the school is inviting and that they “belong?”
Quality of Implementation
Indicators
Staff develop
personal
relationships
with families
School creates a
family-friendly
atmosphere
Level 1: Unsatisfactory
Family and community
members struggle to build
personal relationships with
staff.
For example, when families
attempt to contact staff,
they may or may not receive
a response. There is no
strategy for using
enrollment, open house, and
parent-teacher conference
time build personal
relationships with families.
Families are not greeted by
staff when entering the
building.
For example, there is no
expectation that staff
pleasantly greet all visitors
with eye contact and a
smile.
Level 2: Basic
Families receive written
announcements via
backpack mail and email
welcoming them to the
school and inviting them to
participate in certain
activities.
For example, families
receive welcome letters
from principal and
classroom teachers at the
beginning of the year.
Announcements on
volunteering are sent home,
mostly by the parent group.
Families are greeted warmly
by staff when entering the
building. Signage is
welcoming and reflects the
diversity of the community.
For example, staff always
greet families with eye
contact and a warm
Level 3: Proficient
Families are greeted promptly by
friendly front office staff who
immediately connect them with
resources in a manner that reflects
competency in cross-cultural
communication.
For example, when a family needs
front office support in another
language but there is no interpreter
on-site, front office staff is able to
either a) immediately connect family
with MMSD BRS for that language by
phone, or b) utilize Pacific
Interpreters fee-based phone
interpretation to determine needs
and connect the family to services.
The school building is easy for
visitors to navigate, and the
community can find out what is
happening at the school. There is
professional development for staff
on creating a family-friendly
atmosphere.
For example, signs in various
Level 4: Distinguished
Designated staff person works with
staff as well as family and community
members from different neighborhoods
and backgrounds, providing training on
parent/family leadership and best
practices for building home-school
partnerships.
For example, through a Parent Liaisonled “Parent Ambassador” program,
trained teachers and the parent group
arrange for mentor parents to call new
families to arrange a school tour,
arrange for Infinite Campus training,
facilitate transportation to attend
school functions/bring back information
disseminated at school functions if the
new family can’t attend, etc.
The school is a welcoming place where
families can drop in and connect with
school staff, other families, and
resources in the community.
For example, the principal charges the
parent group and school staff to
together create a family resource
center, staffed by the school and
2
Quality of Implementation
Indicators
School provides
varied
opportunities
for volunteering
Level 1: Unsatisfactory
Level 2: Basic
greeting; signs in various
languages welcome visitors
to the school.
Volunteers are not welcome
in the school during the
school day.
Family members are
welcome to volunteer in
some classrooms during the
school day.
For example, parents and
community members are
actively discouraged from
volunteering in the school.
For example, a small group
of parents are used by the
school when volunteers are
needed. Background checks
and other practices are in
place in accordance with
MMSD policy and systems
on volunteers.
Level 3: Proficient
languages direct visitors to
important places within the school
such as the office, library, and
guidance office; the school
consistently uses social media to
invite families and community
members to participate in school
events; staff receive professional
development on welcoming families.
Teachers encourage families and
community members to volunteer.
Multiple volunteer opportunities,
including ideas for volunteering at
home, are shared.
For example, in the teacher’s back to
school welcome letter, families are
invited to volunteer. Special
opportunities, like weeding the
school garden or Read Your Heart
Out Day, are advertised through
backpack mail and social media.
Level 4: Distinguished
supported by trained parent volunteers.
The center becomes a place where
families feel comfortable in the school
building, and acts as a stepping stone
to in-classroom volunteering for
parents from underrepresented groups.
A coordinated school volunteer
program reaches out to families of all
neighborhoods and backgrounds,
identifies their unique experiences and
skills, and offers varied volunteer
opportunities for both at home and
school, during the day and during the
evening, during the week and on
weekends.
For example, the principal identifies a
designated staff person to bolster and
relaunch the school volunteer program.
An asset mapping process involves
making personal phone calls to diverse
parents to solicit their ideas on
improving the school volunteer
program and to help connect them to
opportunities at home and at school,
during the day and during the evening.
3
Standard 1 – Welcoming All Families into the School Community
Objective 2: Build a Respectful, Inclusive School Community: Do the school’s policies and programs reflect, respect, and value the diversity of the families in the
community?
Quality of Implementation
Indicators
School creates a
climate of respect for
all families, with
focus on all
dimensions of
diversity—ethnicity,
language, sexual
orientation, culture,
disability, etc.
Level 1: Unsatisfactory
School communiqués
convey the message that
the school values the many
dimensions of diversity in
the school community, but
practices do not follow
suit.
For example, the
principal’s welcome
message shares that the
school values its diversity,
but culturally and
linguistically insensitive
practices are ignored or
allowed to persist.
Level 2: Basic
School makes an effort to
include student cultures and
histories in school resources,
classroom lessons, and
school activities; training in
this area does not include
follow up coaching for deep
implementation.
For example, staff receive
training from IRT’s for
Cultural and Linguistic
Relevance on ensuring that
Book Rooms and classroom
materials reflect the diversity
of the community, but the
school does not follow
through on implementing
new practices.
Level 3: Proficient
The school has a plan for creating a
climate of respect for all families.
For example, the parent group
works with staff to lead a yearly
Multicultural Night. The planning
committee also acts as an advisory
to the principal on diversity issues in
the school. This year’s committee
identified several issues around
religious diversity at the school:
marginalization of Muslim families
due to potlucks being held during
Ramadan (fix: the potluck night
agendas are changed and food is
not served to the adults until the
end of the evening); Jewish families
feeling disconnected due to school
events being held on Friday nights
(fix: a parent group-led space and
time is created for Jewish Sabbath
ritual prior to Friday evening school
events); and disappointment among
Atheist families due to lack of
attention to non-religious winter
observances, (so these
commemorations are inserted into
the curriculum).
Level 4: Distinguished
Strong leadership and the
implementation of sound policies
and practices result in a climate of
respect for all dimensions of
diversity in the school community.
For example, the School
Improvement Plan lays out a plan
for staff and parent leaders to be
trained in relational community
organizing, who then engage staff
and families from different
neighborhoods and cultures in
building relationships, identifying
dimensions of diversity in the
school community, and
implementing actions to address
needed supports and changes.
4
Quality of Implementation
Indicators
School removes
economic obstacles
to participation
Level 1: Unsatisfactory
There are no scholarships
available to participate in
school activities that cost
money, or scholarships are
available only when
requested.
For example, there is a
literacy event at the school
that costs money. Families
can request scholarships to
attend.
There is no strategy for
removing language
barriers to engagement.
School removes
language barriers to
engagement
School ensures
accessible
For example, written
materials are not
translated, nor are verbal
communications
interpreted for the
languages spoken by
families in the school.
There is no focus on
ensuring accessible
Level 2: Basic
For family activities, the
school makes a commitment
to keep the events low-cost
or free.
Level 3: Proficient
There is an expectation that
economic obstacles to participation
will be removed, but practices are
not yet consistent across the school.
For example, students share
a professionally printed,
classroom-published book
during a daytime
presentation; families are
given an open donation
option to pay an amount
between $0 and $50 for a
copy of the book.
For example, transportation for
families is provided for some events
but not for others.
Written information from the
school is translated into
Spanish, but consistent
supports are not in place for
all of the languages spoken in
the school.
There are expectations and
supports for staff to communicate
with families in their languages.
For example, school
communications are always
translated into Spanish; BRS
staff are available to
interpret in some languages,
for some families, at some
school events.
The school makes a goodfaith effort to hold family
For example, classroom teachers
work to interact with families in
their languages with the support of
Bilingual Resource Specialists, other
staff, and community language
supports. Nontraditional
approaches, such as the use of
Pacific Interpreters, are understood
and utilized by staff.
School holds some family programs
in community locations such as
Level 4: Distinguished
Costs for family and student
activities and events are always on
a sliding scale with a free option,
with an invitation to all to
contribute.
For example, all after-school
programs are organized around a
sliding fee scale with a free option
as well as the option to make a
donation or to “pay” with volunteer
hours. Families are continually
invited to sponsor each others’
participation. Transportation, a
meal, and childcare are provided
for every family event.
There is a system in place to ensure
that all families receive information
in their languages, for written and
verbal communications and for
face-to-face events from the school
and parent groups.
For example, all written
communications are provided in
the languages spoken by the
families in the community; for all
phone outreach and every face-toface event, there is a planning
template for ensuring
interpretation for all families.
School establishes consistent
procedures and policies to ensure
5
Quality of Implementation
Indicators
programming
Level 1: Unsatisfactory
programming.
For example, school events
always occur at the same
time of day, are not
accessible to people with
disabilities, do not provide
language interpretation,
and are publicized using
only one mode of
communication.
Level 2: Basic
events at various times and
days of the week to respect
parents’ work schedules.
For example, a family dinner
and science exploration
program is held on a
Saturday evening and again
on a Sunday late afternoon,
instead of the only option
being during the day on a
weekday.
Level 3: Proficient
libraries, community centers, faith
based centers.
For example, the Parent
Empowerment Group organizes a
family program on Parent
Introduction to Special Education,
which is held at a community center
near the school.
Level 4: Distinguished
that all parents and students have
access to school-sponsored
programs and events.
For example, the school conducts a
yearly asset map, asking families
for information on what they need
as well as what they can
contribute; services are then
organized based on need, such as
interpreters during meetings or
classroom instruction,
transportation and child care for
both school-based events and
school events held in community
locations. Interpretation is
provided, even for languages for
which the school does not have BRS
support. Accessibility is also
considered through other
dimensions of diversity; events are
accessible for people with
disabilities, held at times and in
ways that do not conflict with
religious or cultural observances,
and so forth.
6
Standard 2—Communicating Effectively
Families and school staff engage in regular, two-way, meaningful communication about student learning.
Objective 1: Sharing Information Between School and Families: Do all families feel that the school keeps them informed on important issues and that it is easy
to communicate and share feedback with teachers, the principal, and other staff?
Quality of Implementation
Indicators
School uses
multiple
communication
modes
Level 1: Unsatisfactory
Families receive school and
district information through
paper mailings and backpack
mail only, which is sometimes
translated into Spanish. With
too much content, academic
writing, unexplained acronyms,
and educational jargon
information is difficult for
families and community
members to understand.
For example, all families receive
a copy of a letter about
standardized testing, which
includes many unexplained
acronyms, in the mail.
School surveys
families to
identify issues
and concerns
Level 2: Basic
The school keeps families
informed of upcoming
events through print and
electronic notices, with an
attempt to meet the needs
for languages spoken in
the community.
For example, the school
sends out information in
backpack mail and through
an emailed newsletter in
English, Spanish, and
Hmong.
There is no survey of families to
identify issues and concerns.
The school participates in
the district parent survey.
For example, the school does not
participate in the district parent
survey.
For example, the school
works for 100%
participation in the parent
climate survey. Results are
used in consulted when
Level 3: Proficient
Schools share information with
families through multiple
communication modes, including
personal calls, focus groups, emails, notes, and face-to-face
communication, both formally and
informally.
Level 4: Distinguished
Families, the community, and school
staff communicate in numerous,
interactive, innovative ways. The
school works to continually improve
its communication with families and
community.
For example, in addition to all
For example, all parents regularly
families receiving regular, up-to-date
receive up-to date information in
information in their languages
their languages and using multiple through multiple two-way
channels (paper, phone, text
communication tools, the principal
message, email, face-to-face, social and parent group leaders have
media), and for every
begun to take part in community
communication there is an
forums in different neighborhoods,
invitation to give feedback with
appear on radio or local TV call-in
clear options for doing so.
programs, and use social networking
online to engage families.
School conducts parent surveys
Data from district parent survey and
after family nights and other
data from school parent surveys are
events (ex. parent-teacher
compiled and analyzed, and help to
conferences). Results are shared
direct the School Improvement Plan
with parents, and the School-Based and conversations about its
Leadership Team uses the data to
implementation.
drive conversations about
improving the school.
For example, the FACE portion of the
7
Quality of Implementation
Indicators
Level 1: Unsatisfactory
It is difficult for families to set up
a conversation with school staff.
For example, families never
receive information encouraging
them to set up conferences with
staff as needed.
Families have
access to staff
School provides
information on
current issues
Level 2: Basic
developing the School
Improvement Plan.
Staff are available for
scheduled meetings with
groups of parents or
individually at different
times of the day.
For example, the school
hosts monthly coffee hours
with daytime or evening
options that are open to all
parents to discuss a variety
of topics.
School staff do not communicate The principal keeps the
major messages to families.
parent group president
informed of current school
For example, families do not
issues and concerns.
Level 3: Proficient
For example, the principal plans
morning coffees and evening
“office hours” to discuss survey
results with parents and solicit
additional feedback. Translators
are available at all meetings, and
Parent Liaison and BRS collaborate
to recruit diverse participation.
Staff actively seek opportunities
for scheduled meetings with
groups of parents or individuals at
various times of the day.
For example, SBLT works with
parent group to organize a
meeting with a Korean BRS and
Korean-speaking families to meet
with the principal and discuss the
School Improvement Plan.
All school families are kept
informed of developing concerns in
the school community.
Level 4: Distinguished
SIP is developed collaboratively by a
diverse group of teachers,
administrators, families, and
community members, and
incorporates analysis of data from
the prior year’s district parent survey
and school-based event surveys.
Staff personally welcome families
into the building, do outreach to
families who don’t frequent the
building, and meet regularly with
parents in small groups or one-onone as needed, in school and in
different neighborhoods. There is an
investment in community-based
leadership, to bridge efforts with
traditionally underserved groups.
For example, the School-Based
Leadership Team plans an agenda
for small-group dialogues to be held
in neighborhoods on issues identified
by groups. A small group of parent
leaders is developed, who help to
recruit families to participate in a
parent-staff basketball game at the
Allied Drive Boys’ and Girls’ Club.
A collaborative team that includes
parents and community members
continually discusses developing
issues that affect families, and works
8
Quality of Implementation
Indicators
Level 1: Unsatisfactory
receive information on current
district initiatives at registration,
conferences, or during the year.
Families are not supported in
building connections with each
other.
School facilitates
connections
among families
School removes
language barriers
For example, there is no strategy
for helping families to connect
with one another.
There is no strategy for
removing language barriers to
Level 2: Basic
For example, the principal
meets monthly with the
parent group president to
review issues that may
affect families and student
learning. The issues
discussed are determined
solely by the principal.
With minimal support from
staff, the parent group
provides opportunities for
parents to come together
for meetings and events to
learn about what’s
happening at the school.
Level 3: Proficient
For example, print and electronic
newsletters are generated on a
regular basis. When serious
concerns arise, families are
immediately informed through email, and letters are sent home.
The classroom teacher creates
systems for facilitating connections
among families.
For example, parent group
holds monthly meetings
and various events, and
sends flyers and emails
home to families
encouraging participation.
The parent group develops
a school directory, but not
every year.
For example, the teacher invites
families to sign up for a classroom
directory, facilitates family
connections at open house and
other school events, has BRS
support for facilitating parent
connections at classroom
performances and presentations,
and sets up partner relationships
among families to facilitate
community building--especially for
students who are new to the school
or classroom.
Written information from
the school is translated
There are expectations and
supports for staff to communicate
Level 4: Distinguished
with the principal to decide how and
when there is a need for a school
wide response.
For example, the principal uses the
“Action Team for Partnerships” (ATP)
model to address school wide issues
and determine appropriate
responses. The principal brings
recommendations from that group
back to the School-Based Leadership
Team, and brings regular reports on
progress back to the ATP.
The parent group collaborates
closely with administration and
classroom teachers to build
community and help parents get to
build relationships, including with
families beyond their own
neighborhood or culture.
Planning for each school or
classroom event or initiative includes
a focus on helping families connect
with each other. The parent group
helps to coordinate “room parents,”
who work closely with the classroom
teachers to facilitate connections
among families. Teachers receive
training on how to lead community
building for their students’ families,
There is a system in place to ensure
that all families receive information
9
Quality of Implementation
Indicators
to engagement
Level 1: Unsatisfactory
engagement.
For example, written materials
are not translated, nor are
verbal communications
interpreted for the languages
spoken by families in the school.
Level 2: Basic
into Spanish, but
consistent supports are not
in place for all of the
languages spoken in the
school.
For example, school
communications are
always translated into
Spanish; BRS staff are
available to interpret in
some languages, for some
families, at some school
events.
Level 3: Proficient
with families in their languages.
For example, classroom teachers
work to interact with families in
their languages with the support of
Bilingual Resource Specialists,
other staff, and community
language supports. Nontraditional
approaches, such as the use of
Pacific Interpreters, are understood
and utilized by staff.
Level 4: Distinguished
in their languages, for written and
verbal communications and for faceto-face events from the school and
parent groups.
For example, all written
communications are provided in the
languages spoken by the families in
the community; for all phone
outreach and every face-to-face
event, there is a planning template
for ensuring interpretation for all
families.
10
Standard 3—Supporting Student Success
Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular
opportunities to strengthen their knowledge and skills to do so effectively.
Objective 1: Sharing Information About Student Progress: Do families know and understand the practices in their child’s classroom, how well their children are
succeeding in school and how well the entire school is progressing?
Quality of Implementation
Indicators
School promotes
home-school
communication
about school and
classroom
expectations,
practices
Teachers
communicate home
about student
progress
Level 1: Unsatisfactory
Family can’t be sure
they will hear from their
child’s school, even
when there is a
behavior or academic
problem.
For example, there is no
consistent practice for
staff to proactively
communicate about
student progress with
families.
Families do nt hear
from school about
expectations or
practices.
For example, start-ofyear materials do not
include information on
classroom or school-
Level 2: Basic
Families can contact teachers
through e-mail, notes, or
phone messages and receive a
response. Teachers make
contact with all families at the
start of the year to establish
positive relationships and
explain classroom
expectations.
For example, teachers in high
school send home a welcome
note to all families with a
syllabus, a grading scale, and
teacher contact information.
Some parents may not
understand the information.
Families receive information
on school-wide practices once
per year. Some teachers
communicate with parents
about expectations for their
classroom.
For example, start-of-year
information includes
Level 3: Proficient
Teachers and guidance
counselors regularly contact
parents with positive news as
well as concerns about their
children. Parents have an easy
way to communicate with
teachers on a regular basis.
Level 4: Distinguished
Teachers and parents discuss students’
individual learning styles, family
cultural experiences, strengths, and
academic and personal needs, then
develop learning goals to support
academic success at school and at
home.
For example, each classroom has
a website where class
assignments and other school
wide events are posted. Parents
can ask general questions or
schedule meetings with teachers
as needed. Teachers proactively
communicate with parents
regarding student progress.
Families receive information on
school-wide and classroom
practices from every teacher.
For example, the school has adopted a
personalized plan for each child,
through which parents, students, and
teachers collaborate to establish
education/ career goals and proactively
communicate along the pathway to
reaching those goals.
For example, start-of-year
information includes information
on school-wide practices and
expectations, and there is a
coordinated effort for teachers to
There is a school-wide strategy for
families to engage in two-way
communication with every teacher on
school-wide and classroom practices
and expectations.
For example, start-of-year information
includes information on school-wide
practices and expectations, and there
11
Quality of Implementation
Indicators
School links student
work to academic
standards
Level 1: Unsatisfactory
wide expectations and
practices.
Families do not receive
updates about how
student work is linked
to academic standards.
Level 2: Basic
information on school-wide
practices and expectationse,
but there is no coordinated
effort for teachers to
communicate about classroom
expectations and practices
with parents.
Student work is displayed
throughout the school in a
way that shows how it met
academic standards.
For example, the
classroom newsletter
does not highlight
connections to
academic standards in
discussion of weekly
activities.
For example, teachers display
students’ writing assignments
to demonstrate how students
used skills such as clear and
concise language, proper
spelling, and staying on the
topic.
Level 3: Proficient
communicate their classroom
expectations and practices to
parents.
Level 4: Distinguished
are supports for teachers to collaborate
on the work of engaging families in
two-way communication on school and
classroom expectations and practices.
Teachers explain to parents
throughout the year what
students are learning and what
good work looks like under the
academic standards for the
student’s age and grade level.
Teachers and parents have regular
discussions about how each school
program or activity links to student
learning through academic standards.
For example, teachers maintain
portfolios of students’ work for
parents to review upon request.
For example, the teacher and families
discuss the music curriculum goals
before a student concert: parents of
football players are offered
opportunities to learn how the playbook
relates to math and logic standards.
12
Quality of Implementation
Indicators
School shares
information about
school progress
Level 1: Unsatisfactory
The school’s academic
goals are not presented
at the beginning of the
school year, nor is a
report shared on
progress made the
previous year.
For example, the
principal or other school
administrator does not
present the School
Improvement Plan for
the year to families and
the community.
Level 2: Basic
The principal collaborates with
parent group leaders to
facilitate discussion between
school staff and families on
needed academic
improvements.
Level 3: Proficient
Families can access personalized
student performance and/or
assessment data easily, and
understand the data in context of
other students at the same grade
level.
For example, family-school
dialogues focus on increasing
the diversity of students in the
gifted program or the number
of girls taking advanced math
and science classes.
For example, data is provided to
all parents on their students to
determine whether their child is
at grade level, on track for
graduation and other transitions,
and ready for college, career, and
community. Data resources and
training are offered to help
parents understand the data
being provided.
Level 4: Distinguished
The School-Based Leadership Team
collaborates with parent leaders to
present regular progress updates on
reaching academic goals, and develops
strategies to support improvement.
For example, the principal holds a
“State of the School” meeting with the
entire parent community at the
beginning of the year to review data
and school culture, discuss data trends,
and set the vision for the year. Periodic
updates throughout the year target
particular groups of parents (Nepalispeaking parents, for example). DataIn-A-Day provides a 1-day leadership
opportunity for nontraditional parent
leaders.
13
Quality of Implementation
Indicators
School trains staff on
best practices for
home-school
partnerships
Level 1: Unsatisfactory
There is no schoolbased professional
development for staff
on best practices for
home-school
partnerships.
Level 2: Basic
Designated staff who focus on
home-school partnership work
receive some training on the
home-school partnership.
For example, self-taught
designated staff focus on
For example, there is no family and community
Professional
engagement, without much
Collaboration Time
training or support from the
dedicated to training for principal, parent leaders, or
staff on family-school
the Family and Community
partnerships.
Engagement Department.
Level 3: Proficient
There is school-based
professional development on
home-school partnerships for the
entire staff.
For example, the school provides
many resources for staff to learn
about building family-school
partnerships..
Level 4: Distinguished
There is school-based professional
development on home-school
partnerships, which includes a focus on
continuous improvement and reflective
practice.
For example, staff receive regular
information on engaging families and
communities as partners, as a part of a
larger, school-based, interactive series
of learning opportunities.
14
Standard 3—Supporting Student Success
Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular
opportunities to strengthen their knowledge and skills to do so effectively.
Objective 2: Supporting Learning by Engaging Families: Are families active participants in their children’s learning at home and at school?
Quality of Implementation
Indicators
Teachers engage
families in
classroom
learning
School supports
families in
strengthening
learning at home
Level 1: Unsatisfactory
Families may see student
work, but do not receive
information on how to
support learning at home.
For example, families may see
student work when it comes
home as homework or when
it comes home as work that
has been graded. Families
can see assignments and
grades on Infinite Campus,
but there are no
accompanying resources for
how to support learning at
home.
Programs on parenting skills
that will help promote
learning are not offered.
For example, there Is no
effort to develop family
ability to strengthen learning
at home.
Level 2: Basic
Families communicate with
teachers about daily/weekly
assignments.
For example, students bring
home a “Friday Folder” each
week, that is to be signed by a
family member and return on
Monday.
Families receive written
resources throughout the year
to support student learning at
home.
For example, a newsletter
announcement contains a link
to an article on helping your
child with math. Another
month, there is a link to
information on Common Core
expectations for your child’s
Level 3: Proficient
Families and teachers engage in
innovative ways to collaborate
with families on classroom
learning.
Level 4: Distinguished
School regularly provides
resources for families on how to
support classroom learning at
home.
For example, teachers invite
families and community members
to day or evening author
celebrations, at which students
share their writing. “Room parent”
supports community building at
the event by leading introductions
and closing with appreciations for
the students and teacher.
For example, in addition to
quarterly reminders on how to
support learning at home, each
classroom uses technology to share
student work with families, sends
home periodic interactive
homework assignments, and
families of students who are
struggling receive extra
information via face-to-face,
phone, and other avenues.
There is a coordinated effort to
build family ability to strengthen
learning at home.
Resources and supports for
supporting learning at home are
made available through varied
modes and methods.
For example, workshops on a
variety of topics that help parents
support learning are held during
lunchtime at a community site or
at a childcare site in the late
afternoon. The workshop is
videotaped, and parents are
For example, the school
implements the Strengthening
Families program or the MALDEF
Parent-School Partnership.
15
Quality of Implementation
Indicators
Level 1: Unsatisfactory
School does not help develop
protective factors and self
efficacy with families.
School helps
develop
protective factors
and self efficacy
for families and
chilren
School promotes
after-school time
that prepares for
college, career,
and community
For example, there are no
targeted supports for
developing protective factors
or self efficacy.
Level 2: Basic
grade level.
School shares some written
information on parenting.
Curriculum supports young
people’s awareness and sense
of self.
For example, school sends home
a booklet on child development
at the beginning of the year.
Second Step and the Behavioral
Science strand of Social Studies
standards help students learn
awareness of individual
uniqueness and emotions, roles,
responsibilities; local and global
cultures; group membership.
The school does not inform
parents of out-of-school-time
opportunities.
The school informs families
about the value of out-ofschool-time activities.
For example, fliers about
school-based as well as
community-based programs
are not shared with families.
For example, the parent group
hosts a conversation to raise
awareness about the
importance of after-school
programs and inform families
about out-of-school-time
programs that are available to
youth in the school.
Level 3: Proficient
invited to view the workshop
online.
Families receive information on
child development all year long,
thoguth multiple communication
modes and in their languages.
Parent education focuses on
protective factors and self efficacy,
for youth and adults.
Level 4: Distinguished
There is a cycle of training and
communication on protective
factors and self efficacy, for staff
and families. The cycle includes
reflective practice and ongoing
coaching.
The school works closely with
providers to build a network of
before- and after-school
programming in the school that
serves a range of students.
There is a cycle of training of
trainers for staff and families that
focuses on protective factors and
self efficacy. Participants generate
content to be shared with those
who do not attend, to be provided
through multiple communication
modes and in multiple languages.
Participants keep ongoing records
of their learnings in this area. Each
year, the trainees become the
trainers.
The school is engaged in
community efforts to ensure
equitable access to high-quality
out-of-school programs for all
young people
For example, a school has four
before- and after-school programs
that serve different groups of
students but that operate in the
building at the same times.
Students and families in the
programs interact with each other
For example, parents can access a
database of all-out-of-school
programs available to children in
the school, along with cost and
scholarship information. A
designated staff person or
volunteer works to facilitate
For example, written and face to
face communication on child
development, resilient families,
and how to help children believe in
themselves is received by families
repeatedly throughout the year, as
stand alone content and as content
that is embedded in other
messages.
16
Quality of Implementation
Indicators
Level 1: Unsatisfactory
Level 2: Basic
Level 3: Proficient
and develop a sense of community.
Enrollment, parent-teacher
conferences, and other events with
parents are used to communicate
these programs and opportunities.
Level 4: Distinguished
communication among the
programs, families, and the school,
and to procure scholarships for
students who need them.
17
Standard 4—Speaking Up for Every Child
Families are empowered to be advocates for all children’s access to thriving schools that prepare every student for college, career and community.
Objective 1: Understanding How the School System Works: Do parents know how the school and district operate, how to raise questions or concerns, and their
rights and responsibilities under law and policy? Are there many types of training in this area, to level the playing field for families?
Quality of Implementation
Indicators
Level 1:
Unsatisfactory
Families do not
receive information
on the school and
district mission,
goals, or
organizational
structure.
Level 2: Basic
The school distributes written
information on parent rights
and responsibilities. The
school responds individually
to questions and concerns as
they arise throughout the
year.
Schools help
families
understand how
the school and
district operate
For example, there is
no school handbook.
For example, the parent
group and school staff cohost
a fall orientation where
families can learn about
different types of family
involvement in school,
programs for academic and
social growth, tour the school,
and meet the entire school
staff. Questions and concerns
that arise are addressed
individually.
Schools help
families
understand rights
and responsibilities
There is no approach
to helping families to
understand rights
and responsibilities
School and district distribute
written materials about state
and federal parent
involvement mandates.
Level 3: Proficient
The school works to educate all families
on school and district programs,
policies, and resources. Some families
receive additional information.
For example, families receive
information on school and district
programs, policies, and resources in
their languages, at many points during
the year, and through many modes of
communication. Parent leaders help
train other parents on how the school
and district operate.
Families receive information about
parent rights under state and federal
laws throughout the year.
Level 4: Distinguished
Family and community members have
access to a yearlong cycle of
leadership development opportunities
on school and district programs,
policies, and resources, and the skills
to engage with the school and the
district.
For example, a yearlong cycle of
workshops on school and district
programs, policies, and resources-and
the skills to access them--is offered in
various languages and locations in the
community, and includes support and
training on navigating confusing parts
of the educational system such as
Advanced Placement, Gifted and
Talented, Special Education, ELL,
college readiness exams, etc.
The school helps families to
understand and exercise their rights
under state and federal education
laws.
18
Quality of Implementation
Indicators
under federal and
state laws
Schools help
families learn
about school and
community
resources
Schools help
families resolve
problems and
conflicts
Level 1:
Unsatisfactory
under the law.
For example, families
have to search
outside of the school
district for
information on rights
and responsibilities
under the law.
There is no approach
to supporting families
in learning about
resources to help
their children
succeed in school.
For example, parents
may ask for resources
on helping their child
succeed in school.
There is no approach
to resolving problems
and conflicts at the
school.
For example, there is
no expectation that
conflict resolution is
addressed in the
school community.
Level 2: Basic
For example, parents at
schools receiving Title I
funding receive a letter at the
beginning of the year
explaining the program.
Level 3: Proficient
For example, parents receive
information through several different
communication modes regarding
parent rights under Title I, TAG, Special
Education, ELL, and other programs.
Families receive information
in print and through the
district website on helping
your child succeed in school.
Meetings at school and in the
community help families better
understand students’ options for extra
academic support or enrichment.
For example, parents receive
information on Common Core
expectations for their child’s
grade level at parent-teacher
conferences; these resources
are also shared by email in
family newsletters.
For example, the parent group and
school cosponsor informational
sessions on after-school and summer
learning programs.
Families receive information
on the general
complaint/concern process in
MMSD.
The school has a clear, written
procedure for resolving concerns or
problems.
For example, the MMSD
General Complaint/Concern
Process is available on the
school website and in print, in
appropriate languages.
For example, a committee of school
staff and parent group leaders is
established to create a written
procedure on ensuring that concerns
are addressed effectively. The staff and
parents then give a presentation to
Level 4: Distinguished
For example, families can access
trainings at the school on parent rights
under Title I, TAG, Special Education,
ELL, and other state and federal
programs.
Designated staff work with families to
take advantage of resources and
programs that support student
success. They target families who may
not know how to access these
resources.
For example, Guidance counselors,
parent advocates, and teachers work
with families whose children are
underrepresented in Advanced
Placement courses to increase
enrollment and successful completion
in these courses.
There is an overall approach to helping
parents, teachers, and students
identify and resolve problems and
conflicts at school.
For example, the school establishes a
common approach to conflict
resolution with families that includes
relationship building, restorative
practices, and other proactive
19
Quality of Implementation
Indicators
Level 1:
Unsatisfactory
Level 2: Basic
Level 3: Proficient
staff on effectively resolving concerns
at the school level.
Level 4: Distinguished
approaches.
20
Standard 4—Speaking Up for Every Child
Families are empowered to be advocates for all children’s access to thriving schools that prepare every student for college, career and community.
Objective 2: Are parents prepared to monitor students' progress and guide them toward their goals through high school graduation, postsecondary education,
and a career?
Quality of Implementation
Indicators
Schools
develop
families'
capacity to be
effective
advocates
Schools help
families in
planning for
students’
futures
Level 1: Unsatisfactory
Parents can attempt to advocate for
their children, but advocacy is not
encouraged or developed.
Level 2: Basic
Parents receive written information
on how to be an effective advocate
for student success.
Level 3: Proficient
Families have opportunities to
learn advocacy strategies and
techniques.
For example, a few parents in the
school advocate for their own children,
usually around access to
For example, the parent handbook
includes a number of resources
(e.g., information on parent rights
under federal and state education
mandates, local district policies,
requirements for promotion and/or
graduation, and numbers to call for
additional support) that help
prepare parents to be advocates for
their and other children.
For example, workshops and
other information sessions are
offered to help parents learn
how to ask the right questions
about their child’s progress in
school.
There is no focus on planning for the
future.
The school has a plan for
supporting all students with
planning for the future.
Parents and students receive
information and training to help
with decisions about
postsecondary plans.
For example, school does not make
connections to future college, career,
and community readiness.
For example, counselors work with
parents on long-term planning.
For example, special information
sessions for families on the
Individualized Learning Plan help
families and students identify
career interests and goals.
Enrollment, open houses, and
parent teacher conference time
Level 4: Distinguished
Policies and practices
support parents as
advocates for their own
children and for all children.
For example, staff engage in
professional development
on capacity building for
excellent family
engagement. Practices are
in place to support and
develop parent advocacy.
Staff are empowered with
tools and supports for
engaging and supporting
parent advocates.
The school has strong
partnerships with colleges
and universities and local
businesses to expand
postsecondary
opportunities for students.
For example, students have
opportunities to take
courses at the local college
or university. Businesses
offer internships for
21
Quality of Implementation
Indicators
Level 1: Unsatisfactory
There is no coordinated effort to
smooth student transitions.
For example, there is no coordinated
effort to smooth transitions for
incoming or outgoing students.
Schools
support
transitions
from
elementary to
middle,
middle to
high, high to
postsecondary
Level 2: Basic
Level 3: Proficient
is used to strengthen the
communication and messaging
on the Individualized Learning
Plan.
Spring orientation programs help
prepare students for the next grade
level or school.
School staff and parent group
leaders reach out to new
students and their families
before the next school year
starts, offering an orientation to
the school and opportunities to
participate in school-sponsored
activities and to meet other
students and parents.
For example, a middle school hosts
an orientation night.
For example, a “Kindergarten
Playdate” is organized at the
school playground for incoming
K families. The school building is
open on that day, and families
are able to do a tour of the
school with a staff person or
trained volunteer.
Level 4: Distinguished
students during the school
year and summer. Students
have access to mentor
relationships with
individuals and
organizations.
School-based leadership
team develops a system to
help parents feel connected
and remain involved as
their children progress
through school.
For example, informational
sessions explain how
expectations, standards,
and approaches to teaching
change from elementary to
middle and high school.
School counselor or other
designated staff person
communicates jointly with
parents and with counselors
from students’ previous
school for incoming
students, and students’ next
school for outgoing
students.
22
Standard 5—Sharing Power
Families and community members participate in decision making around policies, practices, and programs.
Objective 1: Strengthening the Family’s Voice in Shared Decision Making: Do all families have access to decision making opportunities around issues that
affect their children at school?
Quality of Implementation
Indicators
Level 1: Unsatisfactory
Parents and families do not
have a voice in decisions that
affect their children.
Schools
support
families in
having a voice
in decisions
that affect
their children
Schools
address equity
issues
For example, most families
and community members are
not given the opportunity to
give meaningful input on the
School Improvement Plan.
Culturally insensitive
practices in teaching,
discipline, or family
engagement are ignored or
allowed to continue.
For example, when parents
or community members
Level 2: Basic
The school informs families
about issues or proposed
changes, and gives them an
opportunity to respond.
For example, the school informs
families in advance about
changes in the school schedule
or building renovations, and
offers contact information in
case families have questions.
There are intermittent
conversations on equity at the
school.
For example, parent leaders lead
a community discussion on the
Race to Equity report. A few
school staff attend the event.
Level 3: Proficient
The parent group and school host
multiple dialogues with families
and school personnel about issues
and policies to gain their ideas and
insights.
For example, proposed changes in
the grading system are discussed at
the school and in neighborhood
settings during the day and
evening, with language
interpretation and other supports
(childcare, transportation, meal)
provided.
Each year, the school collects input
from families and staff on diversity
and social justice issues at the
school. There is an ongoing
conversation at the school on
eliminating barriers to student
success that are related to in
ethnicity, income, disability,
Level 4: Distinguished
The school has established policy to
ensure that parents have a voice in
all major decisions that affect their
children, such as discipline
procedure and the School
Improvement Plan. The school also
provides support for ensuring parent
voice in other decisions, such as
Board policy, district budget, etc.
For example, there is a parent
representative on the School-Based
Leadership Team. That
representative receives staff support
and school resources to promote
parent voice in decisions affecting
children at the school and elsewhere
in the district.
Strong leadership and the
implementation of solid practices
result in a climate of respect and
enthusiasm for a focus on equity.
For example, as part of the School
Improvement Plan process, families,
staff, parent groups, and community
23
Quality of Implementation
Indicators
Level 1: Unsatisfactory
bring up concerns about
culturally insensitive
practices in the school, their
concerns go uninvestigated
or unresolved. There is no
reflective practice for staff
around equity issues.
There is no focus on
developing parent leadership
at the school.
Schools
develop
parent
leadership
For example, there is no
expectation that supports
will be provided to parents
and family members to
develop their leadership
skills.
Level 2: Basic
Level 3: Proficient
gender, sexual orientation, and
other dimensions of diversity.
For example, there is a yearly Tellin’
Stories event held at the school, in
conjunction with a community
partner.
Parents are encouraged by other
parents to participate in parent
groups and take leadership.
Parent leaders generally
represent a traditional parent
leader “type” or demographic.
For example, parent group
leaders work to recruit other
parents to participate in the
parent group. They voice
frustration at the lack of diversity
in their parent group and among
parent leaders, but do not have
the benefit of a school-wide
parent leadership strategy to
support their desired changes.
The school teaches families how to
engage in shared decision making.
For example, there are several
communications throughout the year,
in the languages of the school
community and using varied
communication modes, on how to
engage in shared decision making
around the School Improvement Plan
cycle, the school district budgeting
process, Title I parent involvement
systems, the IEP process, TAG
identification, etc.
Level 4: Distinguished
members join in open dialogue with
the School-Based Leadership Team
about root causes of gaps in student
achievement, and engage in regular
reflective practice on the
implementation of strategies to
reduce those gaps.
Staff collaborate with parent group
leaders to recruit interested families
from all backgrounds and
neighborhoods to take leadership
roles, and provide differentiated
training and supports for those they
recruit.
For example, staff and parent group
leaders provide trainings, articles,
and one-on-one relationship building
and encouragement to develop
parent leadership. Training includes
an emphasis on building and
exercising community power.
24
Standard 5—Sharing Power
Families and community members participate in decision making around policies, practices, and programs.
Objective 2: Building Families’ Social and Political Connections: Do families have strong, broad-based organizations and other supports that offer regular
opportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders?
Quality of Implementation
Indicators
Schools connect
families to local
officials and
community leaders
Schools help
develop effective
parent involvement
organizations that
represent all
families
Level 1: Unsatisfactory
The school does not put
attention on connecting
the school with local
officials.
Level 2: Basic
The school provides written
materials in English and Spanish on
local government and community
services.
For example, there is no
expectation that local
officials will be
connected in any way to
the school community.
For example, the school website has
links with information on polling
places in the community and how to
contact local officials.
The school does not
participate in the work
of developing an
effective parent
involvement
organization that
represents all families.
Parents are encouraged by other
parents to participate in parent
groups and take leadership. Parent
leaders generally represent a
traditional parent leader “type” or
demographic.
For example, school staff
do not engage in the
Level 3: Proficient
Staff and the parent group
leader provide information on
the languages of the school
community, and work to build
relationships with local
officials, such as school board
members, local police, and
other community leaders.
The school reaches out to
families who are not involved
at the school to identify
interests, concerns, and
priorities.
For example, following a parent
discussion about the need for more
engaging Civics curriculum, the
school hosts a community
conversation for elected officials,
educators, and community on the
importance of getting out the vote,
with an emphasis on family
leadership in this area.
The school supports the parent
group in building the organization’s
effectiveness by helping to recruit
and maintain a leadership team that
reflects the school and community.
For example, a “back to-school”
walk includes meetings with
families at local beauty shops,
laundromats, parks, places of
For example, the school has a longterm strategy for working with
Parent Empowerment Groups to
develop PTO leadership.
For example, the principal and
the parent group leader invite
school board members and the
local Alder to a parent group
meeting to discuss issues.
For example, parent group leaders
work to recruit other parents to
participate in the parent group. They
Level 4: Distinguished
The school facilitates access for
families to school-based
conversations with public officials
and community leaders to discuss
ideas, issues, and problems in the
community at school events or at
home with support from the school.
25
Quality of Implementation
Indicators
Level 1: Unsatisfactory
work of developing an
effective parent
involvement
organization that
represents all families.
Level 2: Basic
voice frustration at the lack of
diversity in their parent group and
among parent leaders, but do not
have the benefit of a school-wide
parent leadership strategy to support
their desired changes.
Level 3: Proficient
worship, and other community
gathering spots for open
conversations.
Level 4: Distinguished
26
Standard 6—Collaborating with Community
MMSD staff partner with community members and groups to connect students, families, and staff with expanded learning opportunities, community services,
and civic participation.
Objective 1: Connect the School with Community Resources: Do staff and volunteers work with community partners to strengthen the school--making
resources available to students, staff, and families?
Quality of Implementation
Indicators
Schools link to
community
resources
Schools
organize
support from
community
partners
Level 1: Unsatisfactory
It is difficult for families
to access information
about community
resources through the
school.
For example, the
expectation is that only
the school social worker
and psychologist will
refer families to
community resources.
The school does not
organize support from
community partners.
There is no organization
of support from
Level 2: Basic
A few staff collect
information for families
about community resources.
For example, the school
office has a bulletin board
and resource table with
brochures about local
colleges, mental health
services, sports teams, food
pantries, and service learning
opportunities.
The parent group invites
community groups to make
presentations on programs
available to children and
families outside of school.
Level 3: Proficient
Staff work with families and
community to determine and describe
community resources for the school
community.
For example, with support from the
parent group and faculty, middle and
high school students earn credits for
service-learning through a mapping of
community resources, which are
compiled into an online and print
guide (in appropriate languages) for
distribution to families and throughout
the community.
Staff and parent group reach out to
community organizations and
businesses about donations and
sponsorships.
Level 4: Distinguished
The school has a comfortable, inviting
family resource center. The resource
center has an online arm as well as an
outreach machine that work to connect
with families who will not physically come
to the center.
For example, a parent resource center at
the school is available to provide services
on site such as linking to housing resources,
information on community-based TAG
programming, and advocacy training for
parents of students with IEP’s. Staff and
trained volunteers inform families about
services, make referrals to programs, and
plan activities. Web and social media
content, as well as phone outreach to
families, connect with families who do not
come to the center.
There is strong leadership and a vision for
organizing support from community
partners, so partners can easily work with
the school to bolster existing partnerships
and develop new partnerships.
For example, the parent group appeals
27
Quality of Implementation
Indicators
The school is a
hub of
community
life
Level 1: Unsatisfactory
community partners.
Level 2: Basic
For example, the parent
group plans a Summer Camp
Resource Fair.
Level 3: Proficient
to local businesses to sponsor a series
of family nights with door prizes.
The school is not a hub
of community life.
Families and community
members see the school as a
gathering place. A variety of
groups use school facilities
for events and activities.
In addition to community group use of
the facility, the school develops its
own system of after-school and
evening options that are based at the
school building.
For example, families and
community members look
forward to annual school
events that are open to the
community. Scout groups
and 4-H clubs meet at the
school on weekends.
For example, a school develops an
Open Schoolhouse program, beginning
with once per week, that includes a
homework club, gym time, Chemistry
Lab, and English language classes for
parents.
For example, family
members and neighbors
are not encouraged to
spend time in the school
building.
Level 4: Distinguished
For example, the local Rotary Club
approaches the school with the idea to
create a Parent Leadership Academy. A
designated staff person or trained
volunteer is able to lead the process of
swiftly establishing an actionable plan that
is implemented without a long wait time.
The school has a strategy for bringing
together components and services of
schools that act as hubs of community life:
case management, primary health clinics,
youth development programs, family
resource centers, early childhood
development, healthcare and mental
health referrals, and after school programs.
For example, the school conducts a space
analysis, gets input from families, organizes
the support of partners, and conducts
readiness training with staff to bring some
of the components and services of a hub
school into their building.
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Standard 6—Collaborating with Community
Families and school staff collaborate with community members to connect students, families, and staff to expanded
learning opportunities, community services, and civic participation.
Objective 2: Align Partnerships to Improve Outcomes for All Students: Do partnerships with community members and organizations align with the
supports provided through the MMSD partnerships policy?
Quality of Implementation
Indicators
Schools align
their
community
partnerships
to school and
district goals
and priorities
Schools use a
system to
track and
monitor
partnerships
Level 1: Unsatisfactory
There is no school-based conversation
about aligning school-community
partnerships to school and district
priorities.
For example, various partnerships with
the school exist, but there is no
communication about alignment to
school and district goals and priorities.
The school does not track or monitor
its partnerships with community
members and groups.
For example, various partnerships with
the school exist, but there is no plan
for tracking and monitoring them.
Level 2: Basic
School-community partnerships are
discussed in terms of school and district
goals and priorities.
For example, the principal encourages
staff to share information on their schoolcommunity partnerships and to think
about how those partnerships align to
district goals and priorities.
Individual staff track and monitor their
own partnerships, in isolation from each
other and from school and district
supports.
For example, each teacher “does their own
thing” and keeps their principal abreast of
developments.
Level 3: Proficient
School partnerships are
coordinated, and align
with school and district
goals and priorities.
For example, the
school-based
leadership team leads a
conversation with staff
on current and future
school-community
partnerships, and
shares highlights of the
conversation with
partners during a
partnerships planning
session.
Staff monitor and track
partnerships with
support from the
school-based
leadership team.
For example, the
school-based
leadership team does a
Level 4: Distinguished
School-community
partnerships exist and are
reviewed annually for
alignment to school and
district goals and priorities.
For example, the school-based
leadership team does an
annual staff and community
survey on school-community
partnerships, and coordinates
with the parent group to lead
ongoing work with staff and
partners on the alignment of
the school’s community
partnerships with school and
district goals and priorities.
The school actively seeks new
and innovative schoolcommunity partnerships and
monitors and tracks existing
school-community
partnerships, with support
from the MMSD Partnerships
and Innovation department.
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Quality of Implementation
Indicators
Level 1: Unsatisfactory
Level 2: Basic
Level 3: Proficient
yearly teacher survey
on school-community
partnerships.
Level 4: Distinguished
For example, the school-based
leadership team conducts a
yearly assessment of schoolcommunity partnerships. Data
is collected, analyzed, and
shared with the Partnerships
and Innovation department.
School-based leadership team
has a standing agenda item on
new partnerships.
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