Force B
Experience,
Philosophy,
Practices of Family
Theoretical Model
OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND
COMMUNITY ON CHILDREN’S LEARNING
External Structure
Force C
Experience,
Philosophy,
Practices of School
Force D
Experience,
Philosophy,
Practices of Community
Force A
Time/Age/Grade Level
See Handbook chapters 4 and 5 for the Internal structure of interpersonal connections in this model.

THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
Type 1
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 2
COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
Type 3
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 4
Type 5
LEARNING AT HOME: Involve families with their children in learning activities at home, including homework, other curriculumrelated activities, and individual course and program decisions.
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.

Basic Responsibilities of Families
 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

Basic Responsibilities of Schools
SCHOOL-TO-HOME
 Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, e-mails, 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

Basic Responsibilities of Schools
SCHOOL-TO-HOME
 Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, e-mails, 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

Involvement in Academic Activities
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

Participation and Leadership
 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

 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

An Inventory of Present Practices of
School, Family, and Community Partnerships
Your TABLE will be assigned ONE TYPE of involvement.
1. LOOK.
With a partner, look down the list of activities for the TYPE of involvement that you were assigned.
2. CHECK. Check the activities conducted in your school (or schools you supervise or assist) and the grade levels that conduct each activity.
3. REFLECT : What comes to mind as you think about the activities for that TYPE of involvement?
4. CONTINUE.
If you finish before time is up, select another TYPE of involvement to review .

ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE READING ACHIEVEMENT
TYPE 1 Workshops for parents on various ways to read aloud with young children
TYPE 2 Parent-teacher-student conferences on reading goals and reading progress
TYPE 3 Reading-partner volunteers, guest readers of favorite stories, and other organized, ongoing read-with-me activities
TYPE 4 Family Reading Night to demonstrate reading strategies for parents and grade-specific activities to conduct with students at home
TYPE 5
TYPE 6
PTA/PTO support for a family room or parent center to provide information on children’s reading, and to conduct book swaps, make book bags for read-at-home programs, and sponsor other reading activities
Donations from business partners of books for classrooms, for the school library, and for children to take home
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

ELEMENTARY SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE MATH SKILLS
TYPE 1 Workshops for parents to explain new math standards and tests, and to demonstrate and discuss how math skills are taught to students
TYPE 2 Articles for parents in school or class newsletters or posted on the school Web site by students and math teachers on interesting math topics and skills
TYPE 3 Volunteer math tutors to assist students who need one-on-one tutoring and extra help with specific math skills
TYPE 4 Weekly interactive homework assignments for students to demonstrate mastery of a math skill for family partners and to discuss how each skill is used in everyday situations
TYPE 5 PTA/PTO-sponsored Family Math Night for fun and learning
TYPE 6 After-school programs funded by business and community partners to provide students with extra help and enrichment activities in math
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE ATTENDANCE
TYPE 1
“Attendance Summit” for parents on the importance of student attendance. Speakers may include school administrators, counselors, legal experts, teachers, health service providers, students, and family members
TYPE 2
Recognition postcards for good or improved attendance
TYPE 3 Family volunteers as attendance monitors
TYPE 4 Interactive homework for students and family partners to create a poster about why good attendance is important
TYPE 5
TYPE 6
PTA/PTO communications, translated as needed, for all families on requirements for student attendance and on-time arrival, and steps to take when students return to school after illness
Agreement with local businesses to post signs that students are welcome only during nonschool hours
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships to IMPROVE POSTSECONDARY PLANNING
TYPE 1
Workshops for parents and students on course credits and requirements for high school graduation, college financial aid, college entry tests, and career planning
TYPE 2 Series of videos for families to learn about high school graduation requirements and postsecondary planning
TYPE 3 Field trips for students and parents to local colleges and universities
TYPE 4 Interactive homework that requires students to discuss their academic goals and career plans with a family partner and to outline strategies for reaching these goals
TYPE 5
TYPE 6
A postsecondary planning committee of parents, teachers, and students to implement a series of activities on college awareness and career options from 9 th to 12 th grade
“College and Careers” club linking students and families with alumni from the school to increase knowledge and actions on postsecondary paths and opportunities
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

MIDDLE AND HIGH SCHOOL EXAMPLES for a One-Year Action Plan to CREATE A CLIMATE OF PARTNERSHIPS
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., e-mail, 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
TYPE 5
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
PTA/PTOsponsored “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

Write your name at the top of the activity .
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