Educating Our Children Together: A Sourcebook for = Effective Family-School-Community Partnerships

Educating Our Children Together: A Sourcebook = for=20 Effective Family-School-Community Partnerships

Susanne Carter and CADRE =

October 2003

Please click on any link below to read sections of the = sourcebook=20 in Adobe PDF format (you can obtain the free Adobe Acrobat Reader = here). = If=20 you wish to download the sourcebook PDF in its entirety, please = click here. Please note that depending on your = connection=20 speed, it may take a while to load Adobe PDF documents.

Tell us what you think of the document, please click here to take a short survey.

Introduction

The introduction to this sourcebook stresses the need for = schools,=20 communities, and families to work together to educate children to = be=20 productive and caring 21 st century citizens. American families = are=20 described as more diverse than ever before, spanning cultures, = languages,=20 levels of education, and socioeconomic and demographic = differences. Family=20 involvement is defined in an expansive way to include and = recognize the=20 value of a broad spectrum of activities that involve family = members and/or=20 guardians helping children to learn, both at home and at school. = Barriers=20 that limit family involvement are also recognized. Research = evidence over=20 the past three decades is cited that demonstrates family = involvement=20 significantly contributes to improved outcomes. Guidance for = schools=20 getting started in family involvement activities is provided with = the=20 caveat that not all of the more than 80 promising practices = organized into=20 eight =E2=80=9Ccluster strategies=E2=80=9D included in the = sourcebook will work for every=20 school. To be most effective, school administrators and teachers, = in=20 consultation with parents and community representatives, need to = select=20 and/or adapt strategies based upon individual schools=E2=80=99 = needs, priorities,=20 resources, student population, and community support.

Strategy 1: Creating a family-friendly school=20 environment

This strategy describes promising practices for creating a=20 family-friendly school environment. The importance of assessing = the=20 diversity of families represented in the school is emphasized as = is the=20 inclusion of family members in planning and guiding the process. = Guidance=20 is providing on creating a family-friendly policy or mission for = the=20 school and developing a school environment that is welcoming to = all=20 families. Promising practices are also described for planning = regular=20 events to bring families and school staff together for positive=20 interaction in support of learning.

Strategy 2:Building a support = infrastructure=20

Encouraging family involvement in schools requires the creation = of an=20 infrastructure to support these efforts. This strategy provides=20 information and describes best practices for developing a family = center in=20 the school, hiring a family coordinator, and insuring ongoing = resource=20 commitments to maintain and/or expand family involvement = activities.

Strategy 3: Encouraging family = involvement=20

Involving parents who represent the diversity of the school = population=20 in all aspects of planning, implementing, and evaluating volunteer = activities is essential to developing an active family involvement = program. This strategy describes a variety of practices utilized = by=20 schools to include families in educational activities at all = levels of=20 involvement and to recognize and value the many ways that families = can=20 contribute volunteer efforts, both at home and at school. Although = these=20 efforts are most effectively coordinated by a full-time family=20 coordinator, this responsibility may be shared among various = school=20 personnel.

Strategy 4: Developing family-friendly = communication=20

Family-school communication is essential to developing and = maintaining=20 an effective family involvement program. This strategy describes a = variety=20 of practices utilized by schools to convey both positive and = negative news=20 with families. Some of these practices take school personnel to = families=20 in their home communities with neighborhood walks, family focus = group=20 meetings, and home visits. Other practices utilize various = technology=20 tools to communicate to families in multiple ways. Being sensitive = to=20 cultural and linguistic differences among families is also = important in=20 all school-family communication.

Strategy 5: Supporting family involvement on the = homefront=20

One of the keys to supporting homefront family involvement is = beginning=20 early in children=E2=80=99s education to involve families in = meaningful ways. Many=20 families will benefit from guidance on developmentally appropriate = practices for children and how learning progresses at each stage = of=20 development. Families can be involved in their children=E2=80=99s = education a=20 number of ways beyond traditional homework assignments, as = described in=20 this strategy.

Strategy 6:Supporting educational = opportunities=20 for families

Schools that develop effective family interaction programs = recognize=20 that education is a lifelong process and offer opportunities for = both=20 children and their families to continue to learn, often together. = These=20 may range from evening family science activity nights to support = groups=20 for families whose children have Attention Deficit Hyperactivity = Disorder=20 (ADHD). This strategy emphasizes the importance ongoing = assessments to=20 determine educational needs of the school=E2=80=99s families and = diverse=20 participation of families in planning educational opportunities to = meet=20 those needs. Ways to reach out to families who are not typically = involved=20 in school activities are especially important.

Strategy 7: Creating family-school-community = partnerships=20

Educators alone cannot prepare our children for 21 st century=20 challenges. Educating children to live in our rapidly changing and = increasingly complex society =E2=80=9Crequires contributions and = commitments from=20 everyone in the community=E2=80=9D (Dodd & Konzal, 2002, p. = 288). Thus, as=20 information provided in this strategy points out, families, = schools, and=20 community organizations must overcome traditional barriers and = come=20 together in a collaborative effort to meet the comprehensive needs = of=20 children, families, and the community. Practices discussed in the = context=20 of this strategy include building school-business partnerships, = creating=20 full-service schools, opening schools beyond traditional hours and = uses as=20 community learning centers, and developing comprehensive, = wraparound=20 services for families.

Strategy 8: Preparing educators to work with = families=20

We cannot assume that educators know how to work effectively = with=20 families, especially during an era of rapid change of the American = family=20 composition and structure. Preservice teachers need experiences in = working=20 with families to encourage involvement, and practicing teachers = need=20 ongoing professional development addressing ways to create = family-friendly=20 schools, build positive school-family relationships, and involve = families=20 in the education of their children. This strategy includes = practices to=20 better prepare educators to work with families in their shared = mission of=20 educating children together.

Conclusion

The concluding sections of the sourcebook include information = and=20 practices related to both formal and informal, ongoing evaluations = of the=20 effectiveness of family involvement programs in schools; a sample=20 school-year calendar of family involvement activities; a list of = national=20 contacts and resources associated with each =E2=80=9Ccluster = strategy=E2=80=9D; and a list=20 of references cited in the sourcebook.=20

=20

Contact = Us =C2=B7=20 About = CADRE =C2=B7=20 Privacy	Topical Search: Text = Search: =20

CADRE Resources Home=20 CADRE = Continuum=20 Literature= =20 Database=20 Espa=C3=B1= ol=20 Resources=20 State=20 Information=20 Diversi= ty=20 Calendar=20 Archive=20 This document does not = offer formal=20 policy guidance from the Office of Special Education Programs at = the=20 United States Department of Education. Subscribe to CADRE caucus = =20 This site is funded by: CADRE Practitioner List Serve = =20 Educating Our Children Together: A Sourcebook = for=20 Effective Family-School-Community Partnerships Susanne Carter and CADRE = Email=20 this Print=20 this October 2003 Please click on any link below to read sections of the = sourcebook=20 in Adobe PDF format (you can obtain the free Adobe Acrobat Reader = here). = If=20 you wish to download the sourcebook PDF in its entirety, please = click here. Please note that depending on your = connection=20 speed, it may take a while to load Adobe PDF documents. Tell us what you think of the document, please click here to take a short survey. Introduction The introduction to this sourcebook stresses the need for = schools,=20 communities, and families to work together to educate children to = be=20 productive and caring 21 st century citizens. American families = are=20 described as more diverse than ever before, spanning cultures, = languages,=20 levels of education, and socioeconomic and demographic = differences. Family=20 involvement is defined in an expansive way to include and = recognize the=20 value of a broad spectrum of activities that involve family = members and/or=20 guardians helping children to learn, both at home and at school. = Barriers=20 that limit family involvement are also recognized. Research = evidence over=20 the past three decades is cited that demonstrates family = involvement=20 significantly contributes to improved outcomes. Guidance for = schools=20 getting started in family involvement activities is provided with = the=20 caveat that not all of the more than 80 promising practices = organized into=20 eight =E2=80=9Ccluster strategies=E2=80=9D included in the = sourcebook will work for every=20 school. To be most effective, school administrators and teachers, = in=20 consultation with parents and community representatives, need to = select=20 and/or adapt strategies based upon individual schools=E2=80=99 = needs, priorities,=20 resources, student population, and community support. Strategy 1: Creating a family-friendly school=20 environment This strategy describes promising practices for creating a=20 family-friendly school environment. The importance of assessing = the=20 diversity of families represented in the school is emphasized as = is the=20 inclusion of family members in planning and guiding the process. = Guidance=20 is providing on creating a family-friendly policy or mission for = the=20 school and developing a school environment that is welcoming to = all=20 families. Promising practices are also described for planning = regular=20 events to bring families and school staff together for positive=20 interaction in support of learning. Strategy 2:Building a support = infrastructure=20 Encouraging family involvement in schools requires the creation = of an=20 infrastructure to support these efforts. This strategy provides=20 information and describes best practices for developing a family = center in=20 the school, hiring a family coordinator, and insuring ongoing = resource=20 commitments to maintain and/or expand family involvement = activities. Strategy 3: Encouraging family = involvement=20 Involving parents who represent the diversity of the school = population=20 in all aspects of planning, implementing, and evaluating volunteer = activities is essential to developing an active family involvement = program. This strategy describes a variety of practices utilized = by=20 schools to include families in educational activities at all = levels of=20 involvement and to recognize and value the many ways that families = can=20 contribute volunteer efforts, both at home and at school. Although = these=20 efforts are most effectively coordinated by a full-time family=20 coordinator, this responsibility may be shared among various = school=20 personnel. Strategy 4: Developing family-friendly = communication=20 Family-school communication is essential to developing and = maintaining=20 an effective family involvement program. This strategy describes a = variety=20 of practices utilized by schools to convey both positive and = negative news=20 with families. Some of these practices take school personnel to = families=20 in their home communities with neighborhood walks, family focus = group=20 meetings, and home visits. Other practices utilize various = technology=20 tools to communicate to families in multiple ways. Being sensitive = to=20 cultural and linguistic differences among families is also = important in=20 all school-family communication. Strategy 5: Supporting family involvement on the = homefront=20 One of the keys to supporting homefront family involvement is = beginning=20 early in children=E2=80=99s education to involve families in = meaningful ways. Many=20 families will benefit from guidance on developmentally appropriate = practices for children and how learning progresses at each stage = of=20 development. Families can be involved in their children=E2=80=99s = education a=20 number of ways beyond traditional homework assignments, as = described in=20 this strategy. Strategy 6:Supporting educational = opportunities=20 for families Schools that develop effective family interaction programs = recognize=20 that education is a lifelong process and offer opportunities for = both=20 children and their families to continue to learn, often together. = These=20 may range from evening family science activity nights to support = groups=20 for families whose children have Attention Deficit Hyperactivity = Disorder=20 (ADHD). This strategy emphasizes the importance ongoing = assessments to=20 determine educational needs of the school=E2=80=99s families and = diverse=20 participation of families in planning educational opportunities to = meet=20 those needs. Ways to reach out to families who are not typically = involved=20 in school activities are especially important. Strategy 7: Creating family-school-community = partnerships=20 Educators alone cannot prepare our children for 21 st century=20 challenges. Educating children to live in our rapidly changing and = increasingly complex society =E2=80=9Crequires contributions and = commitments from=20 everyone in the community=E2=80=9D (Dodd & Konzal, 2002, p. = 288). Thus, as=20 information provided in this strategy points out, families, = schools, and=20 community organizations must overcome traditional barriers and = come=20 together in a collaborative effort to meet the comprehensive needs = of=20 children, families, and the community. Practices discussed in the = context=20 of this strategy include building school-business partnerships, = creating=20 full-service schools, opening schools beyond traditional hours and = uses as=20 community learning centers, and developing comprehensive, = wraparound=20 services for families. Strategy 8: Preparing educators to work with = families=20 We cannot assume that educators know how to work effectively = with=20 families, especially during an era of rapid change of the American = family=20 composition and structure. Preservice teachers need experiences in = working=20 with families to encourage involvement, and practicing teachers = need=20 ongoing professional development addressing ways to create = family-friendly=20 schools, build positive school-family relationships, and involve = families=20 in the education of their children. This strategy includes = practices to=20 better prepare educators to work with families in their shared = mission of=20 educating children together. Conclusion The concluding sections of the sourcebook include information = and=20 practices related to both formal and informal, ongoing evaluations = of the=20 effectiveness of family involvement programs in schools; a sample=20 school-year calendar of family involvement activities; a list of = national=20 contacts and resources associated with each =E2=80=9Ccluster = strategy=E2=80=9D; and a list=20 of references cited in the sourcebook.=20 =20

CADRE Resources

Educating Our Children Together: A Sourcebook = for=20 Effective Family-School-Community Partnerships