Family Center Handbook - Granite School District

Granite Partnership
Family Center
Handbook
Parent
Leadership
Improved
Student
Achievement
SSAP Support
Welcoming
Climate
From here, anything’s
possible!

Granite Partnership Family Center Handbook
Table of Contents
Section B Purpose
Purpose Statement
Epstein’s Six Types of Involvement
Joyce Epstein and NNPS Resources
2011 National Network of Partnership Schools Annual Progress Report
Critical Issue: Creating the School Climate and Structures to Support Parent and Family
Involvement
Section C Principal
Welcome to Granite Partnership Family Center
Link to Parent Institute Web Site
Parent Institute Website Examples Elementary and Secondary
English and Spanish
Needs Assessment
Section D Parent Liaison
Family Center Orientation Checklist
Parent Liaison Orientation, Professional Development, Responsibilities & Requirements
Liaison Training Calendar
Granite School District Policies
Protocols Principals Appreciate
Granite School District Web Page Guidelines for Schools
Granite School District Technology Plan
Employee Computer Use Agreement
Student Internet Use Agreement
Secondary Schools Section: Special Information
Section E Family Center Coordinator/Specialists/Professional
Development
Organization Chart
Family Center Specialist/Mentor Roles and Responsibilities
Family Center Walk-Through Tool
Things that Work – Epstein’s Summary Guide for Literacy
School General Visit Log
Section F Action Teams
Liaison Implementation Guide
Action Team Planning Guide
Event/Activity Recap Summary Form
Section G Parents

Successful Parent Engagement Strategies Checklist
Parent Engagement Memo
Tips for Involved Parents
15 Reasons to be Involved in Your Child’s School
Kids and Gangs: Protecting Your Child Gradebook, English & Spanish
Section H Forms
Granite Partnership Family Center Information 2011-2012
Payroll Instructions
Liaison Lesson & Event Planning Form
Family Center Messages
Family Center Message Template
Family Center Concern Form
HR Posting Description
Section I Building Leadership Capacity
Finding the Leader in Me Through Stephen Covey’s 7 Habits
What is a School Community Council?
What is the School LAND Trust Program?
School Student Achievement Plans (SSAP)
PTA

Granite Partnership
Family Center Handbook
2011-2012
This Handbook is to serve as a guide to assist you in the
successful execution of your duties and responsibilities as a
Granite School District employee Prevention and Student
Placement Family Center Liaison. Please read its contents
carefully. If you have any questions, please contact your
mentor/specialist.
I have read the contents of this manual and understand my
responsibilities as they apply to my job.
Please print this page, sign and date it, then send through District mail to your
school mentor/specialist by September 9, 2011.
________________________________
Signature
_________________
Date

Section B Purpose
Purpose Statement
Epstein’s Six Types of Involvement
Joyce Epstein and NNPS
Resources
2011 National Network of
Partnership Schools Annual
Progress Report
Critical Issue: Creating the School
Climate and Structures to Support Parent
and Family Involvement

Student Services Granite Partnership Family Center Plan
Member
National Network of Partnership Schools
PURPOSE
To improve student achievement and parent
involvement by establishing a unified partnership between
schools, family, and community to provide:
A welcoming climate,
Support in the implementation of the SSAP, and
Parent leadership through participation
in school decision making committees.
Welcoming
Climate
SSAP Support
Parent
Leadership
Improved
Student
Achievement
THE KEYS TO SUCCESSFUL SCHOOL, FAMILY
AND COMMUNITY PARTNERSHIPS
Epstein’s Six Types of Involvement
PARENTING
COMMUNICATING
VOLUNTEERING
LEARNING AT
HOME
DECISION
MAKING
COLLABORATING
WITH THE
COMMUNITY

THE KEYS TO SUCCESSFUL SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS
Epstein’s Six Types of Involvement
PARENTING
COMMUNICATING
VOLUNTEERING
LEARNING AT
HOME
DECISION
MAKING
COLLABORATING
WITH THE
COMMUNITY
Assist families
in understanding
child and
adolescent
development
and in setting
home conditions
that support
children as
students at each
grade level.
Assist schools in
understanding
families.
Communicate
with families
about school
programs and
student progress
through
effective schoolto-home
and
home-to-school
communications
Improve
recruitment,
training, and
schedules to
involve families
as volunteers
and audiences at
the school and
in other
locations to
support students
and school
programs.
Involve families
with their
children in
learning at
home; including
homework, other
curriculum
related activities,
and individual
course and
program
decisions.
Include families
as participants in
school decisions,
governance, and
advocacy
through the
PTA/PTO,
school councils,
committees,
actions teams,
and other parent
organizations.
Coordinate
community
resources and
services for
students,
families, and the
school with
businesses,
agencies, and
other groups, and
provide services
to the
community.

‣ Google Joyce Epstein for such topics as
6 Types of Involvement
Books
Parent Involvement Model
Quotes
Framework
Joyce Epstein and NNPS Resources
‣ School, Family, and Community Partnerships: Your Handbook for Action Second Edition
Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez
Jansorn, Frances L. Van Voorhis
‣ National Network of Partnership Schools at Johns Hopkins University
www.csos.jhu.edu/p2000
‣ National Network of Partnership Schools Annual Progress Report 2011

Annual Progress Report
NATIONAL NETWORK OF PARTNERSHIP SCHOOLS
AT JOHNS HOPKINS UNIVERSITY
RETURN BY JUNE 30, 2011 for NNPS UPDATE LOTTERY.
2011 SCHOOL UPDATE
Meet with your school’s Action Team for Partnerships to complete this end-of-year evaluation and to RENEW
YOUR SCHOOL’S MEMBERSHIP in the National Network of Partnership Schools (NNPS) at Johns Hopkins
University. The questions will help your team reflect on this year’s progress and will provide ideas for the next
One-Year Action Plan for Partnerships for the 11-12 school year.
NNPS requires payment of a $200 RENEWAL FEE sent WITH this UPDATE Survey. NNPS will pay a
matching sum to cover staff and program costs for benefits to NNPS members throughout the next school year.
By returning UPDATE, you show that you know it is important to EVALUATE your work and progress.
As an active member of NNPS, you will receive the next edition of Promising Partnership Practices 2011, NNPS
newsletters, full use of our website, monthly E-Briefs, on-call consultation privileges, discounts on NNPS
conference registrations, and a report summarizing the 2011 UPDATE data from all schools in NNPS.
All SCHOOL members who return UPDATE on time – by June 30 – will be entered in the 2011 UPDATE
LOTTERY for one free registration to a future NNPS Leadership Development Conference (a $400 value). This
certificate also may be used to renew school membership(s) in future years. Three schools will win each year.
I. NETWORK CONTACTS. Please update NNPS’s mailing list for 11-12 with current information.
SCHOOL
District
Name of School Key Contact(s) for 10-11 (THIS YEAR)
Position(s)
Will the same Key Contact(s) continue in 11-12 (NEXT YEAR)?
____YES ____NO
If NO, provide new name(s)
Position(s)______________________
School Mailing Address
Phone (____)_________________ E-mail
Fax (____)_________________ School Website
Principal for 10-11 (THIS YEAR)_______________________Principal’s E-mail____________________
Will same principal continue in 11-12? ___YES ___NO New principal’s name:
How many principals has your school had over the past 3 years? We have had ____ principals over 3 years.
About what percent of teachers were new to your school this year? About _____% teachers were new to this school.
II. SCHOOL INFORMATION
Please estimate the following for the 10-11 school year (THIS YEAR).
School’s total enrollment?
Free and Reduced Price Meals?
Average daily attendance (ADA)?
_________ Number of Students
_________ % FARMS
_________ % ADA
Where is your school located? ____Large, central city ____Small city ____Suburb ____Rural area
Grade levels (circle all in your school): PK K 1 2 3 4 5 6 7 8 9 10 11 12 Adult Ed
About what percent of the students in your school are:
% African American % American Indian % Asian American
% Latino/Hispanic American % White (non-Hispanic) % Other
_________________________________________________________________________________
NNPS OFFICE USE ONLY
DISTRICT# _________ State # __________ Payment Received Y N

SCHOOL INFORMATION, CONTINUED
About how many languages other than English are spoken by the students’ families? _____languages
Did your school receive Title I funds in 10-11?
___NO ___YES
If YES, is the school a Title I school-wide program?
In the 10-11 school year, did your school attain AYP?
III. PROGRAM COMPONENTS
___NO ___YES
___NO ___YES
1. Which components of a program of school, family, and community partnerships are IN PLACE
at your school for the 10-11 school year? (Check all that apply this year.)
____ We have an Action Team for Partnerships with 6 or more members including parents, teachers, and principal.
____ We wrote a One-Year Action Plan for Partnerships for the 10-11 school year.
____ We identified a budget to cover costs of the activities in our One-Year Action Plan for Partnerships.
____ We participated in an end-of-year celebration to share activities and ideas on partnerships with other schools.
____ We wrote (or WILL write) a new One-Year Action Plan for Partnerships for the 11-12 school year.
____ We replaced (or WILL replace) members of the Action Team for Partnerships who are leaving.
____ We developed other structures that help organize our school’s partnership program.
Please describe one: ____________________________________________________________________
2. How well did your school’s ATP do the following this year? Did NOT Need to OK Very
Circle ONE on each line. Do This Improve Well
We implemented all activities in our One-Year Action Plan 1 2 3 4
We scheduled various partnership activities throughout the year 1 2 3 4
We met in ATP committees or work groups, as needed 1 2 3 4
We involved all families in at least some partnership activities 1 2 3 4
We implemented activities for all six types of involvement 1 2 3 4
We implemented partnership activities linked to
our school improvement goals 1 2 3 4
We evaluated how each activity went after it was implemented 1 2 3 4
We reported our plans and progress to the school council 1 2 3 4
We shared plans and progress on partnerships with the:
PTA/PTO/parent organization 1 2 3 4
ALL families 1 2 3 4
School faculty and staff 1 2 3 4
District leaders 1 2 3 4
3. How often did the full Action Team for Partnership meet this year? (check one)
____Never (or no team yet) ____1-2 times ____A few times ____Monthly ____More than monthly
4. FUNDING
a) How would you rate the level of funding for your school’s program of partnerships this year?
____ NO funds ____ NOT ENOUGH funds ____ ADEQUATE funds ____ WELL FUNDED
b) In 10-11, what were the 3 major sources of funds for your school’s partnership program?
1._____________________ 2._________________________ 3._______________________
5. EVALUATION
. a) Does your school EVALUATE the progress and quality of your partnership program?
__NO
__YES Our schools uses this UPDATE survey as one evaluation tool.
We also evaluate (describe): ________________________________________
b) What question do you have about evaluating your work on family and community involvement?

IV. ACTION TEAM FOR PARTNERSHIPS (ATP) (If you do not have an ATP yet, skip to V.)
1. How many people served on your school Action Team for Partnerships (ATP) in 10-11? _________
2. How is the work of your school’s Action Team for Partnerships (ATP) organized? (check one)
The whole ATP works together on every activity. We have NO committees.
Our ATP creates ad hoc committees, as needed, for activities and projects in our One-Year Action Plan.
Our ATP has standing committees for sections or pages of our One-Year Action Plan.
Our ATP is organized in a different way. Describe: ______________________________________
V. PROGRAM SUPPORT AND DEVELOPMENT
1. How much cooperation did you receive THIS YEAR for your school’s program of school, family, and
community partnerships from the following. Circle ONE on each line.
HOW MUCH COOPERATION. . . .?
NONE A LITTLE SOME A LOT NA
Principal 1 2 3 4 5
Other school administrators 1 2 3 4 5
Most teachers at this school 1 2 3 4 5
School guidance counselors 1 2 3 4 5
Most parents in this school 1 2 3 4 5
Community members 1 2 3 4 5
Parent organization (e.g., PTA, PTO) 1 2 3 4 5
OTHER major supporter (___________________________) 1 2 3 4 5
2. How much guidance or assistance on partnerships did your school receive from your
DISTRICT leaders for partnerships in 10-11 (THIS YEAR)? Circle ONE on each line.
HOW HELPFUL WERE THESE
SERVICES FROM YOUR DISTRICT?
DISTRICT LEADER(S) . . . NOT Not Very Helpful Very
FOR PARTNERSHIPS . . . Provided Helpful Helpful
Conducted workshops on partnerships 1 2 3 4
Provided technical assistance to the ATP on partnerships 1 2 3 4
Met with our principal to discuss
the school’s partnership program 1 2 3 4
Provided funds for our partnership program 1 2 3 4
Disseminated information on successful practices 1 2 3 4
Recognized various schools’ good work on partnerships 1 2 3 4
Helped our school evaluate its partnership program 1 2 3 4
Other district or organization support on partnerships (describe)___________________________________
3. Principals take various roles to support partnerships at the school. Please indicate how much
support your principal provided in the 10-11 school year. Circle ONE on each line.
PRINCIPAL’S ACTIONS ON PARTNERSHIPS Never Sometimes Often Always
Attends the meetings of the Action Team for Partnerships (ATP) 1 2 3 4
Provides time for the ATP to meet and work 1 2 3 4
Allocates funds for ATP activities 1 2 3 4
Publicizes ATP-sponsored activities 1 2 3 4
Attends partnership events and activities 1 2 3 4
Encourages teachers and staff to participate in involvement activities 1 2 3 4
Encourages families to participate in involvement activities 1 2 3 4
Communicates a clear vision of family and community involvement 1 2 3 4
Supports teachers’ efforts to communicate with families 1 2 3 4
Brings community partners and resources to the school 1 2 3 4

4. NNPS BENEFITS AND SERVICES
In 10-11, how helpful were these NNPS benefits and services? Circle ONE on each line.
Very Helpful A Little Not Did
Helpful Helpful Helpful Not Use
Network’s Handbook for Action 1 2 3 4 5
NNPS newsletter (Type 2) 1 2 3 4 5
Promising Partnership Practices (collection) 1 2 3 4 5
NNPS website (www.partnershipschools.org) 1 2 3 4 5
Monthly E-Briefs from NNPS facilitators 1 2 3 4 5
YOUR E-mail or phone calls to NNPS staff 1 2 3 4 5
This UPDATE Survey to evaluate progress 1 2 3 4 5
NNPS written summary of 2010 UPDATE data 1 2 3 4 5
Six Types of Involvement Poster 1 2 3 4 5
NNPS conference or web conference 1 2 3 4 5
VI. MEETING CHALLENGES TO INVOLVE ALL FAMILIES
NNPS is interested in whether schools are working to implement partnership activities that meet
important challenges to reach all families in activities for the six types of involvement. Please note to
what extent your school addressed these challenges in the 10-11 school year. Circle ONE on each line.
1. Get information from workshops or
meetings to all families who could not
attend.
2. Communicate clearly with ALL
families, including those who do not
read or speak English well.
3. Send positive communications
periodically to all parents about their
children’s work and accomplishments
(e.g., positive post cards, phone calls).
4. Create a flexible schedule for
volunteers so that employed parents
can participate at school or at home.
5. Encourage teachers to assign
homework that requires students to
share ideas with a family member.
6. Ensure that all major groups of
families are involved in school
decision-making with representatives
on school committees.
We have NOT
begun to work
on this
challenge
We are making
FFAIR PROGRESS
on this
challenge
We are making
GOOD PROGRESS
on this
challenge
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
We SOLVED
this challenge
and do this
regularly
7. Identify and use community resources
and services to help meet school
1 2 3 4
improvement goals.
8. Develop ways to involve fathers or
father-figures in partnership activities. 1 2 3 4
9. Work with “receiver school(s)” to help
families make a successful transition
with their children to the next school
they will attend.
1 2 3 4

10. IMPLEMENTATION CHALLENGES. Please estimate what percent of families and teachers
were included in and affected by the school’s partnership program in 10-11 (THIS school year).
THIS YEAR, about what % of FAMILIES in your school . . . ? Circle ONE on each line.
Attended a Back-to-School Night or Open House 0 % 10 % 25 % 50 % 75 % 100 %
Attended at least ONE parent-teacher conference this year 0 % 10 % 25 % 50 % 75 % 100 %
Volunteered to help the school or individual teachers 0 % 10 % 25 % 50 % 75 % 100 %
Monitored and discussed homework with their children 0 % 10 % 25 % 50 % 75 % 100 %
Are good partners with this school in their children’s education 0 % 10 % 25 % 50 % 75 % 100 %
THIS YEAR, about what % of TEACHERS in your school . . . ? Circle ONE on each line.
Communicated frequently with all of their students’ parents 0 % 10 % 25 % 50 % 75 % 100 %
Conducted at least ONE parent-teacher conference with
EACH student’s family 0 % 10 % 25 % 50 % 75 % 100 %
Utilized parent volunteers in class, at school, or at home 0 % 10 % 25 % 50 % 75 % 100 %
Guided parents in how to monitor and discuss homework 0 % 10 % 25 % 50 % 75 % 100 %
Supported the program of family and community involvement 0 % 10 % 25 % 50 % 75 % 100 %
VII. QUALITY OF PARTNERSHIP PROGRAM
1. How would you rate the OVERALL QUALITY of the school, family, and community partnership
program in your school at the end of the 10-11 school year? (THIS YEAR)
Please check the one that comes closest to a “portrait” of your school’s program this year.
___ PLANNING YEAR – No Action Team was formed this year. Our school will begin its work on
partnerships with NNPS next year – in the 11-12 school year.
___ START-UP PROGRAM – An Action Team for Partnerships was formed. One-Year Action
Plan was not written for 10-11, but will be written for 11-12. Some teachers involve some
families at some grade levels. Most teachers, parents, and students do not know that our school
is in the National Network of Partnership Schools (NNPS).
___ FAIR / AVERAGE PROGRAM – An Action Team was formed and a One Year Action Plan for
Partnerships was written for 10-11. A few activities were implemented for some of the six
types of involvement. The school’s program met at least one challenge to include all families.
Several teachers involve families at several grade levels. Some teachers, parents, and students
know that our school is working to improve school, family, and community partnerships. Some
know that our school is a member of the National Network of Partnership Schools (NNPS).
___ GOOD PROGRAM – An Action Team was formed and a One-Year Action Plan for
Partnerships was written for 10-11. Several activities were implemented which included
most or all of the six types of involvement. School’s program met a few challenges to include
all families. Most teachers involve most families at most grade levels. Most teachers, parents,
and students know that our school has a program of partnerships. Many know that our school is a
member of the National Network of Partnership Schools (NNPS).
___ VERY GOOD PROGRAM – An Action Team was formed and a One-Year Action Plan was written
in 10-11. Several activities were implemented for all six types of involvement. These activities
were linked to school improvement goals for student achievement and other indicators of
success. Our school’s program met most challenges to reach all families. All teachers involve
most or all families at all grade levels. Just about all teachers, parents, students, and the
community know that we have a program of partnerships. Just about everyone knows that our
school belongs to NNPS. There is creative and enthusiastic participation in partnership
activities school-wide.
___ EXCELLENT PROGRAM – ALL components of a VERY GOOD PROGRAM (above) are
present in our school, PLUS: Action Team members who leave are replaced with new
members. New One-Year Action Plans are written each year. This is a permanent program at
the school that would continue even if there were changes in school leadership.

VIII. OPINIONS and IDEAS
Please provide your opinions and ideas on these questions.
A. What CHANGED MOST this year as a result of your school’s work on family and community
involvement?
B. What is ONE MAJOR IMPROVEMENT that your Action Team for Partnerships wants to make
in your school’s program of school, family, and community partnerships next year in 11-12?
C. What question would you ask NNPS to help your school improve its program next year?
D. Who worked with you to complete this UPDATE? (List all positions, e.g., 2 teachers, principal, 2 parents)
_____________________________________________________ Today’s date: ________________
Please keep a copy of 2011 SCHOOL UPDATE for your files.\\
School Name (RENEWAL for 2011-12) ______________________________________________________
METHOD OF PAYMENT: Do not send cash.
Enclose and mail CHECK payable to Johns Hopkins University-NNPS. Check # ______
Purchase Order #_________________________(Attach copy of P. O.) Mail or fax
Credit Card (circle one): VISA Master Card DISCOVER Mail or fax
Credit Card Number: __________________________________
Expiration Date: __________________________________
Signature:
__________________________________
If none of the above, who is paying the school’s renewal fee?
_____________________________ Contact person: _____________________ Phone # ____________________
(Name of District/Organization)
Mail the 2011 SCHOOL UPDATE and RENEWAL fee
in the enclosed envelope by June 30, 2011.
OR (with P.O. or credit card payment) FAX all 6 pages to NNPS at 410-516-8890.
NNPS will enter your SCHOOL in the 2011 UPDATE Lottery for one free registration for an NNPS
Leadership Development Conference ($400 value).
This certificate also may be used to renew membership(s) in future years.
Send UPDATE to:
Dr. Joyce L. Epstein, Director
National Network of Partnership Schools
Johns Hopkins University
2701 North Charles Street, Suite 300
Baltimore, MD 21218
Questions? Contact Jenn Ganss, Network Coordinator, E-mail: jganss@csos.jhu.edu Tel: 410-516-2318.
Need another copy? UPDATE is at www.partnershipschools.org. Follow links from the homepage.
THANK YOU FOR YOUR TEAM’S LEADERSHIP ON PARTNERSHIPS!

Critical Issue: Creating the School Climate and
Structures to Support Parent and Family
Involvement
ISSUE: Evidence shows a strong connection between parent and family involvement in
schools and children's academic achievement, attendance, attitude, and continued education
(Henderson & Berla, 1994; Hickman, 1996). But families may not become involved if they do
not feel that the school climate--the social and educational atmosphere of a school--is one that
makes families feel welcomed, respected, trusted, heard, and needed. Research (e.g., Comer &
Haynes, 1992; Epstein & Dauber, 1993) suggests a connection between the school climate and
the extent to which parents and families are involved in their children's education. When schools
create a positive school climate by reaching out to families and providing structures for them to
become involved, the result is effective school-family partnerships. Such partnerships connect
families and schools to help children succeed in school and in their future.
OVERVIEW: The relationship between school climate and family involvement is
reciprocal: Each one feeds the other in a cyclical pattern. In a positive school climate that
encourages family involvement, the parents' perceptions of the school improve.
Joyce L. Epstein, director of the Center on Families, Communities, Schools, and
Children's Learning at Johns Hopkins University in Baltimore, Maryland, comments on the
positive results of a good partnership between schools and families. Excerpted from "Theory to
Practice: School and Family Partnerships Lead to School Improvement and Student Success," by
J.L. Epstein, 1994, in School, Family, and Community Interactions: A View from the Firing
Lines, edited by C. Fagnano and B. Werber, Boulder, CO: Westview Press. A text version is
available.
Frequent and positive school-to-home communication (in the form of phone calls, progress
reports, conferences, personal notes, newsletters, and home visits) helps parents feel more self-

confident, more comfortable with the school, and more likely to become involved. The Center on
Families, Communities, Schools, and Children's Learning (1994) reports that parents are more
likely to participate in schools if they receive information from teachers about classroom
activities, the progress of their children, and how to work with their children at home.
Epstein (1995) points out that the involvement of families in schools leads to overlapping
spheres of influence between the home, school, and community. Thinking of the school as an
extended family can help to create a positive school climate. Even the simple use of language--
such as saying "children" instead of "students"--can make a difference in making families feel
welcomed and accepted in the school.
Educators also contribute to a school's positive climate when they demonstrate openness,
enthusiasm, and understanding toward all students, and when they show respect for parent
diversity. Epstein (1995) points out the need for teachers and schools to increase their
understanding and respect for student and family diversity, creating a more caring school
climate. Letting parents know that they are valued and acknowledging their time constraints and
familial obligations are other key elements of school climates that are conducive to family
involvement.
Interviews with educators (Nathan & Radcliffe, 1994) indicate that educators recognize the
importance of improving skills needed to work effectively with parents and families. Educators
who are skilled in working with families can make a significant contribution to the positive
climate of a school and the development of partnerships with families.
To formalize their commitment to accepting mutual responsibility for children's learning, some
schools and families have developed a family-school compact for learning. Such compacts or
agreements affirm the importance of school-family partnerships by defining goals, expectations,
and responsibilities of schools and families in educating children.
Joyce L. Epstein, director of the Center on Families, Communities, Schools, and
Children's Learning at Johns Hopkins University in Baltimore, Maryland, points out that the
development of a partnership between school and family is a process that involves careful
planning and time. Excerpted from "Theory to Practice: School and Family Partnerships Lead to
School Improvement and Student Success," by J.L. Epstein, 1994, in School, Family, and
Community Interactions: A View from the Firing Lines, edited by C. Fagnano and B. Werber,
Boulder, CO: Westview Press. A text version is available.
Bonds between families and schools also can be forged or solidified if ways are found to involve
families directly in the ongoing work of the schools. Comer (1988) describes structures for
involvement--parent participation on governance and management teams, as classroom
assistants, and as organizers of school events--used to increase parent participation and promote
positive interaction between families and schools. Davies (1991) suggests three ways that
schools can promote parent involvement: establishment of a parent center, a home visitor
program, and action research teams that examine methods for involving parents. Exceptional

parent-involvement programs use these and other structures to develop two-way communication
between school and home, and to involve parents in decision making, planning, assessment, and
curriculum development. By creating a climate in which parents and families are regarded as
partners in learning, schools can make parent and family involvement a reality.
GOALS:
• The school climate is conducive to involving parents and families in their children's
education.
• Teachers and administrators understand the importance of a positive school climate in
relation to family involvement.
• Teachers and administrators know how to create a positive school climate and are
consistent in their approach.
• Family members feel welcome in the school. They know that they are valued and
supported in their efforts to become more involved.
• Families are involved in their children's learning experiences at school. (Refer to the
critical issue "Supporting Ways Parents and Families Can Become Involved in Schools.")
• Families are involved in school activities and governance.
ACTION OPTIONS: Educators can take the following steps to establish and maintain a
positive school climate that encourages parent and family involvement:
• Develop a plan to promote parent-educator partnerships.
• Devise a questionnaire to assess parent perspectives and participation.
• Recognize the skills needed to work effectively with parents and families and participate
in professional development and training in parent involvement. Such activities might
include college courses that emphasize the importance of family involvement, family
development, human relations, and parenting strategies.
• Find ways for the school to become an extension of the family, thereby providing
continuity between the two settings.

Joyce L. Epstein, director of the Center on Families, Communities, Schools,
and Children's Learning at Johns Hopkins University in Baltimore, Maryland, discusses
how "school, family, and community partnerships" is a better term than "parent
involvement" to describe the efforts of these three elements working together for the best
outcome in the education and development of children. Excerpted from "Theory to
Practice: School and Family Partnerships Lead to School Improvement and Student
Success," by J.L. Epstein, 1994, in School, Family, and Community Interactions: A View
from the Firing Lines, edited by C. Fagnano and B. Werber, Boulder, CO: Westview
Press. A text version is available.
• Help parents increase their knowledge of child development and support them in their
parenting skills.
• Encourage many different types of parental involvement and develop school strategies
for increasing this involvement.
• Break down barriers and establish trust by reaching out to families through home visits,
having meetings in less formal and intimidating settings, and using written
communication that all parents can understand.
• Communicate regularly with parents in a variety of ways to keep them informed about
their children's progress and school activities.
• Accommodate parents' work schedules and time constraints when creating parentinvolvement
opportunities.
• Ensure that school staff are accessible to parents and families.
• Learn about the various ethnic, cultural, and socioeconomic backgrounds of students and
know how to communicate with diverse families; reach out to families whose first
language is not English.
• Begin building close relationships with families in the opening conference of the school
year and continue to provide a comfortable environment for parent-teacher conferences.
• Make parents feel welcome in the school by providing opportunities for parents to visit
the school, observe classes, and give feedback. Consider building a parent center for
parents to use while at school.
• Engage parents in decision-making practices of advisory groups (such as local schoolimprovement
councils), school reform committees, and other school restructuring efforts.
• Write a school policy statement that delineates ways to ensure a positive school climate
for family involvement.

IMPLEMENTATION PITFALLS: Inconsistencies in individual interactions
between families and school personnel in various situations can undermine a positive school
climate. Cultural differences also can bring about mixed or wrong messages affecting how
families feel when they participate. Therefore, cross-checks must be made to ensure the
consistency of the school's atmosphere across all types of families and situations.
Some parents are reluctant to engage in their children's education and may never perceive
schools as friendly, accepting places. They may feel confused about typical school procedures
and intimidated by the school staff. Others parents may believe that school provides hope for
their children's future but are uncertain how to become involved. Schools must make numerous
and continuous attempts to reach reluctant families through a variety of means.
Some parents may try to use their influence to control what goes on at school (for example, in
classrooms when they volunteer) and what decisions are made in school committees. Such
parents overstep their boundaries by using an "I know best" attitude instead of a "we" concept.
To prevent such situations, schools can designate a parent volunteer coordinator to inform
parents about school policies and philosophy and to keep a close check on parents as they
participate in school activities.
Some administrators, school board members, and teachers may have difficulty relinquishing their
decision-making power. Although they may give the appearance of encouraging parent
involvement, they prefer to remain in total control of making all decisions. Such educators also
may be suspicious of parent motives for involvement. By promoting the participation of many
different groups of parents and by providing numerous forums in which parents can voice their
opinions, schools can prevent one person from becoming omnipotent.
DIFFERENT POINTS OF VIEW: Despite encouragement from teachers and
administrators, some parents may be reluctant or unable to become involved in their children's
school. They may view education as the business of only the people who work in schools.
Although many teachers relate family involvement with student success, better teaching, and a
positive school climate, some think they cannot improve the level of family involvement in their
classrooms (Epstein, 1992).
Some principals and administrators may wish to limit parent involvement to bake sales and PTA
meetings, thereby excluding parents from decision-making and governance roles in the school.
They may believe that they have a better perspective of what is necessary and helpful for their
school.

ILLUSTRATIVE CASES
The parent-involvement approaches of the following schools and programs reflect a welcoming
climate symbolized by respect for parents and families:
School Development Program
Home-Oriented Preschool Education (HOPE)
Profiles of Successful Partnerships that promote family involvement
CONTACTS:
Appalachia Educational Laboratory
P.O. Box 1348
Charleston, WV 25325-1348
(304) 347-0400 or (800) 624-9120
Contact: Jane E. Hange, Senior Manager
E-mail: hangej@ael.org
Center on School, Family, and Community Partnerships
(formerly Center on Families, Communities, Schools, and Children's Learning)
Johns Hopkins University
3505 N. Charles St.
Baltimore, MD 21218
(310) 516-8800; fax (401) 516-8890
Contact: Joyce Epstein, Director
E-mail: Jepstein@inet.ws.gov
WWW: http://scov.csos.jhu.edu/p2000/center.htm
National Association for the Education of Young Children (NAEYC)
1509 16th St. N.W.
Washington, DC 20036-1426
(202) 232-8777 or (800) 424-1426
Contact: Pat Saphr, Information Services Director
E-mail: pubaff@naeyc.org
WWW: http://www.naeyc.org/
National Parent Teacher Association
330 N. Wabash St., Suite 2100
Chicago, IL 60611-3630

(312) 670-6782; fax (312) 670-6783
Contact: Patricia Yoxall, Public Relations Director
WWW: http://www.pta.org
Partnership for Family Involvement in Education
(formerly Family Involvement Partnership for Learning)
600 Independence Ave., S.W.
Washington, DC 20202-8173
(800) USA-LEARN or (202) 401-0091; fax (202) 205-9133
E-mail: Partner@ed.gov
WWW: http://pfie.ed.gov/
School Development Program
47 College St., Suite 212
New Haven, CT 06520
(203) 737-1020; fax (203) 737-1023
Contact: Edward T. Johner, Acting Director
WWW: http://info.med.yale.edu/comer
References
This Critical Issue was researched and written by Georgette Comuntzis-Page, adjunct assistant
professor of journalism at West Virginia University, Morgantown, West Virginia, and a childcare
specialist for the West Virginia University Extension Service.
Development and production of this Critical Issue was a collaborative effort of the Appalachia
Educational Laboratory and the North Central Regional Educational Laboratory.
Date posted: 1996
info@ncrel.org
info@ncrel.org
Copyright © North Central Regional Educational Laboratory. All rights reserved.
Disclaimer and copyright information.

Section C
Principal
Welcome to Granite Partnership Family
Center
Link to Parent Institute Web Site
Parent Institute Website Examples
Elementary and Secondary
English and Spanish
Needs Assessment

WELCOME TO
Prevention and Student Placement
The Granite Partnership Family Center (GPFC) is part of the National Network of Partnership Schools.
The goal of the GPFC is to support and assist school administrators in:
• Creating a welcoming climate for families.
• Engaging families and the community in ways that support student achievement.
• Assisting in the implementation of involvement activities linked to the school’s SSAP reading and
math learning goals for student success.
The Granite District Prevention and Student Placement Department is excited to provide your school and
Family Center with the following benefits:
• $250.00 to be encumbered by March 1, 2012, only for Family Center supply use.
• School, Family, and Community Partnerships – The Granite District Family Center Handbook is
available on line under the Prevention and Student Placement Department Family Centers
• Family Center Supplies
• Family Center Liaison
• Family Center Administrative Specialist/Mentor Contact
• Assistance in forming a Partnership Action Team supportive of your SSAP and under advisement of
your school’s Community Council
• Focus on ALL families through the 6 Keys of Involvement
• Assistance with SEP conferences and evening events
• Computer internet access to www.parentinstitute.com
• Partnership with Granite Education Foundation with special coordination with Family Centers
Your school will be asked to:
• Reserve PTA funds to send your Family Center Liaison and AT LEAST ONE parent to the spring
PTA Convention held at BYU.
• Sign the Memorandum of Understanding.
• Meet monthly (or as needed) with your Administrative Mentor.
• Provide uninterrupted time for your liaison to work with families.
• Consider the request made by Granite Education Foundation to select Change for Children as your
charitable fundraiser. Change for Children is used to provide children in Granite School District
with eye exams, glasses, hearing aids, bus passes, seasonal coats, shoes, ESL materials and
scholarships.
Granite School District
Prevention and Student Placement
Updated 2011

Principal Information
Link to the Parent Institute Web Site
As part of your participation in the Granite Partnership Family Center, you have access to the
School Success Web Content Service. This web site offers a wide range of topics for parents.
The information is designed to address their questions and increase their knowledge of ways to
support student success. It is another extension for you in providing family services and
increasing parents’ skills.
Each school has a unique ID number and will be responsible for placing the service on your
individual school site.
To add the School Success Web Content Service to your existing website
• Go to: http://www.schoolsuccesswebcontent.com/setup/
• Use the installation option labeled “BEST” as it will provide for the highest usage by
your parents. They will be able to see the information changing each day as they log on
to your website.
• If you have questions, please reply or call 1-800-756-5525.
• Your subscriber ID number is listed below:
SCHOOL
ID NUMBER
1. Granite School District C252920
2. Jackling Elementary C257808
3. South Kearns Elementary C258137
4. Farnsworth Elementary C258607
5. Academy Park Elementary C257714
6. Robert Frost Elementary C258090
7. Roosevelt Elementary C258466
8. David Gourley Elementary C258795
9. Kennedy Jr. High C257949
10. Beehive Elementary C258748
11. Valley Jr. High C258325
12. Granger Elementary C258560
13. Fox Hills Elementary C257761
14. Kearns Jr. High C257855
15. Kearns High C257902

16. Moss Elementary C257996
17. Pioneer Elementary C258043
18. Vista Elementary C258184
19. Western Hills Elementary C258278
20. West Lake Jr. High C258231
21. Oquirrh Hills Elementary C258842
22. Valley Crest Elementary C258372
23. Hillside Elementary C258419
24. Stansbury Elementary C258513
25. Rolling Meadows Elementary C258701
26. Hillsdale Elementary C258889
27. Granger High C258654
You can preview your personalized basic site immediately by going to
http://pageforparents.org/?C252920 (this site is for Elementary Schools.)
http://pageforparents.org/?C252920-sec (this site is for Secondary Schools.)
“Quicktime” will need to be downloaded from the internet in order
to view the video clips. This can be accessed at
www.apple.com/quicktime/download.
Granite School District
Prevention and Student Placement
Revised 2011

Welcome to the
PARENT INSTITUTE WEBSITE
The Granite Parent Institute Website can be
accessed through your school’s homepage.
The site features “Today’s Tip for
Parents” and “School Success Ideas.”
SCHOOL SUCCESS IDEAS FOR
PARENTS – Elementary Level
Idea of the Day
Weekly Quiz
Timely Topics
Ask the Experts
School Success Library
Recent Items/Search
Video Library
IDEA OF THE DAY
• Teaching Students Responsibility for Their
Learning & Behavior
• Helping Students Learn to Resolve Conflicts
• Helping Students Learn Self-Discipline
• Building Respect for Rules, Authority, and
Other People
• The ABCs of Discipline at Home
• Helping Your Student Develop Good Character
Traits
• Instilling the Desire for Success in Your
Student
• Remember . .You Are the Adult and You Are in
Charge!
Parent Guides
• The Road to Reading Success
• 31 Alternatives to TV & Video Games
• Teachers’ Top 10 Learning Secrets
• How to Help Children Do Their Best on Tests
• Helping Children Get Organized for Homework
& Schoolwork
• Seven Proven Ways to Motivate Children to Do
Better in School
• Bullies and Bullying
RECENT ITEMS/SEARCH
WEEKLY QUIZ
• Are You Helping Your Child Become
Independent?
If you want to have a responsible child, it is important to
give him/her responsibilities now. Take this quiz to see
how you are doing.
TIMELY TOPICS
View this feature to see advice for parents on
timely topics such as getting the most from a
parent-teacher conference, etc.
ASK THE EXPERTS
Enter your own personal question for an expert
to answer.
SCHOOL SUCCESS LIBRARY
This feature offers topics most critical to
children’s school success such as:
• Early Childhood Education
• Building Student Responsibility
• The Influence of Home on School Success
• Parenting Ideas That Really Work
• Preventing Conflicts and Violence
• Building Reading Skills
• Spending Time With Children
• Motivating Students
• Improving Discipline
• Building Study Skills

Bienvenidos al
SITIO WEB DEL INSTITUTO DEL PADRE
Se puede ingresar en el sitio Web del Granite
Parent Institute (Instituto del Padre Granite) a
través de la Página Web de la escuela de su
hijo/a. El sitio presenta “Ideas actuales del
padre/s” e “Ideas para tener éxito escolar.”
PADRES: IDEAS PARA TENER ÉXITO
ESCOLAR – Nivel de Primaria
Idea del día
Prueba semanal
Temas del momento
Pregunte a los expertos
Biblioteca de Éxito Escolar
Puntos recientes y búsqueda
Biblioteca de videos
IDEA DEL DÍA
• Enseñar al estudiante a tener responsabilidad
sobre el aprendizaje y el comportamiento
• Ayudar al estudiante a aprender a resolver
conflictos
• Ayudar al estudiante a aprender autodisciplina
• Edificar el respeto por la reglas, la autoridad y
las otras personas
• El ABC de la disciplina en el hogar
• Ayudar a su estudiante a desarrollar buenas
cualidades de carácter
• Inculcar el deseo de tener éxito en su estudiante
• Recuerde…¡Usted es la persona adulta y usted
está a cargo de su estudiante!
Guías del padre
• La ruta de éxito en la lectura
• 31 alternativas de la TV y los juegos de video
• Los 10 secretos reservados de aprendizaje del
maestro
• Cómo ayudar a los niños a tener el Mejor
Desempeño en los exámenes o pruebas
• Ayudar a los niños a organizarse para hacer las
tareas en casa (deberes) y la tarea escolar
• Siete maneras aprobadas de motivar a los niños
a tener mejor desempeño escolar
• Las peleas y los peleadores
PUNTOS RECIENTES Y BÚSQUEDA
PRUEBA SEMANAL
• ¿Está usted ayudando a su hijo/a a ser
independiente?
Si usted quiere tener un hijo/a responsable, es importante
asignarle responsabilidades ahora. Tome esta prueba para
ver cómo lo está haciendo.
TEMAS DEL MOMENTO
Vea esta parte para recibir consejos para los
padres sobre temas del momento tal como el
aprovechar al máximo la Reunión del Padre y
el Maestro, etc.
PREGUNTE A LOS EXPERTOS
Ingrese su propia pregunta para que un experto
la responda.
BIBLIOTECA DE ÉXITO ESCOLAR
Esta parte trata los temas fundamentales de
éxito escolar de los niños tal como:
• Educación de primera infancia
• Edificar la responsabilidad del estudiante
• Influencia del hogar en el éxito escolar
• Ideas al padre que funcionan realmente
• Prevenir los conflictos y la violencia
• Construir las habilidades de lectura
• Compartir el tiempo con sus hijos
• Motivar a los estudiantes
• Mejorar la disciplina
• Construir las habilidades de estudio

Welcome to the
PARENT INSTITUTE WEBSITE
The Granite Parent Institute Website can be
accessed through your school’s homepage.
The site features “Today’s Tip for
Parents” and “School Success Ideas.”
SCHOOL SUCCESS IDEAS FOR
PARENTS – Secondary Level
Idea of the Day
Weekly Quiz
Timely Topics
Ask the Experts
School Success Library
Recent Items/Search
Video Library
IDEA OF THE DAY
• Teaching Students Responsibility for Their
Learning & Behavior
• Helping Students Learn to Resolve Conflicts
• Helping Students Learn Self-Discipline
• Building Respect for Rules, Authority, and
Other People
• The ABCs of Discipline at Home
• Helping Your Student Develop Good Character
Traits
• Instilling the Desire for Success in Your
Student
• Remember . .You Are the Adult and You Are in
Charge!
Parent Guides
• Teachers' Top 10 Learning Secrets
• How to Help Students Do Their Best on Tests
• Helping Students Get Organized for Homework
& Schoolwork
• Seven Proven Ways to Motivate Students to Do
Better in School
• Bullies and Bullying
• Peer Pressure
• How to Help Your Struggling Student
WEEKLY QUIZ
• Are You Learning to Help Your Child Learn?
• Take this quiz to see how well you are
learning how to help your child learn.
TIMELY TOPICS
View this feature to see advice for parents on
timely topics such as drug risk for students with
disabilities, etc.
ASK THE EXPERTS
Enter your own personal question for an expert
to answer.
SCHOOL SUCCESS LIBRARY
This feature offers topics most critical to
children’s school success such as:
• Building Student Responsibility
• The Influence of Home on School Success
• Parenting Ideas That Really Work
• Preventing Conflicts and Violence
• Building Reading Skills
• Spending Time With Teens
• Motivating Students
• Improving Discipline
• Building Study Skills
RECENT ITEMS/SEARCH

Bienvenidos al
SITIO WEB DEL INSTITUTO DEL PADRE
Se puede ingresar en el sitio Web del Granite
Parent Institute (Instituto del Padre Granite) a
través de la Página Web de la escuela de su
hijo/a. El sitio presenta “Ideas actuales del
padre/s” e “Ideas para tener éxito escolar.”
PADRES: IDEAS PARA TENER ÉXITO
ESCOLAR – Nivel de Secundaria
Idea del día
Prueba semanal
Temas del momento
Pregunte a los expertos
Biblioteca de Éxito Escolar
Puntos recientes y búsqueda
Biblioteca de videos
IDEA DEL DÍA
• Enseñar al estudiante a tener responsabilidad
sobre el aprendizaje y el comportamiento
• Ayudar al estudiante a aprender a resolver
conflictos
• Ayudar al estudiante a aprender autodisciplina
• Edificar el respeto por la reglas, la autoridad y
las otras personas
• El ABC de la disciplina en el hogar
• Ayudar a su estudiante a desarrollar buenas
cualidades de carácter
• Inculcar el deseo de tener éxito en su estudiante
• Recuerde…¡Usted es la persona adulta y usted
está a cargo de su estudiante!
Guías del padre
• Los 10 secretos de aprendizaje reservados al
maestro
• Cómo ayudar a los niños a tener el Mejor
Desempeño en los exámenes o pruebas
• Ayudar a los niños a organizarse para hacer las
tareas en casa (deberes) y la tarea escolar
• Siete maneras aprobadas de motivar a los niños
a tener mejor desempeño escolar
• Las peleas y los peleadores
• La presión de los compañeros de edad
• Cómo ayudar a su estudiante con los problemas
PRUEBA SEMANAL
• ¿Está usted aprendiendo a ayudar a su hijo/a
aprender?
• Tome esta prueba para ver cómo de bien está
aprendiendo a ayudar a su hijo/a a aprender.
TEMAS DEL MOMENTO
Vea esta parte para recibir consejos para los
padres sobre temas del momento tal como
riesgo de peligro de drogas de los estudiantes
con discapacidades, etc.
PREGUNTE A LOS EXPERTOS
Ingrese su propia pregunta para que un experto
la responda.
BIBLIOTECA DE ÉXITO ESCOLAR
Esta parte trata los temas fundamentales de
éxito escolar de los niños tal como:
• Edificar la responsabilidad del estudiante
• Influencia del hogar en el éxito escolar
• Ideas al padre que funcionan realmente
• Prevenir los conflictos y la violencia
• Construir las habilidades de lectura
• Compartir el tiempo con adolescentes
• Motivar a los estudiantes
• Mejorar la disciplina
• Construir las habilidades de estudio
PUNTOS RECIENTES Y BÚSQUEDA

Granite School District
Prevention and Student Placement
Revised 2011
SCHOOL NEEDS ASSESSMENT
Below is a list of topics to discuss with your Family Center Liaison during one of your Community Council
meetings. It provides an opportunity for you to priortize the implementation of events and activities to
support your SSAP, PTA, and school goals. It is our goal to help you reach out to ALL families. During
your meeting, check the items of concern or interest. Then prioritize the 5 most important ones.
Granite Partnership Family Center Support
____ Parent Outreach Initiative and Awareness
____ Community Outreach and Resources
____ Translation
____ Promote Parent leadership/involvement through PTA and Community Council
____ “Attending SEP Conference with Your Child” – Things to ask and things to expect
____ What is DIBELS? What does it mean for my child?
____ Accountability assessments used by the school and district and what they mean
____ Gang Awareness
____ Bully Proof Your Child – “Don’t Stand By – Be an Ally”
____ Parenting and Home Discipline
____ How to support your child’s education
____ How to support the teacher’s role
____ Gradebook & Homework Tips
____ Tips for reading with your child
____ Math basics to help students with homework
____ School Resources: Who contact. How to contact. Purpose and what to ask. i.e. Principal,
teachers, secretaries, psychologist, councelor, etc.
____ Prevention and Early Intervention
____ Computer Safety
____ Becoming a Volunteer
____ Lifeskills
____ What is AYP, NCLB, ELD, ESL, ELL, etc.
____ SSAP Reading and Math Goals
____ Planned evening events to support literacy, math, and school climate
____ Teaching English/Spanish classes
____ Opportunities for furthering adult education
____ Other:
Make a copy and send to your school’s assigned GSD FC Mentor. Keep the original for your
records.

Parent Liaison
Responsibilities and Required Training
Section D
Family Center Orientation Checklist
Parent Liaison Orientation, Professional
Development, Responsibilities & Requirements
Liaison Training Calendar
Granite School District Policies
Protocols Principals Appreciate
Granite School District Web Page Guidelines for
Schools
Granite School District Technology Plan
Employee Computer Use Agreement
Student Internet Use Agreement
Secondary Schools Section: Special Information

Parent Liaison Orientation and Professional Development
Granite School District Hourly Employee Policy Handbook
Granite Partnership Family Center Handbook
Local School Policies and Procedures
Parent Institute Parent Support Material
Family Center Parent Liaison Job Description, Responsibilities, and Requirements
Required Forms and Data Collection and Online Reports
Protocols and Professionalism
Presentation Skills and Methods
Technology and Equipment Usage
Community Resources/Referral Process
School Resources/Referral Process (Principal, specialists, counselors, social worker,
staff, secretaries, teachers, etc.)
Community Partnerships
Get Ready For Kindergarten
School Transitions from Elementary to Junior High and Junior High to High School
National and State PTA Training
Volunteer Handbook (Needs Assessment, Recruit, and Train)
Ten Ways to Help Your Child Succeed in School
Harnessing Homework Hassles
National Center for Family Literacy: A Key to Understanding
Utah Family Partnership Network
Homework Time Made Easier and More Effective
Help Your Child Do Better on Tests
What No Child Left Behind Means to My Family
Ready! Set! School! (Curriculum for Parents developed with State Office of
Education and State PTA)
Utah Parent Information Resource Centers/Helping Families and Schools Come
Together for Student Success
Parents as Teachers
National Standards for Family School Partnerships
The School-Parent Team: A Key to Your Student’s Success
National Education Publications
Super Things Parents and Caregivers Can Do
Secrets for Making Children Want to Read
Counting on Excellence
A Child Becomes a Reader
Put Reading First
Kinder, First, Fix, Toddlers, Preschoolers

Second and Third Graders (Learn to Read)
Helping Your Child Through Early Adolescence (NCLB)
Character Education (Our Shared Responsibility) – As it applies to the school
improvement plan in educating and enlisting parent support
Big Dreams (Family Book About Reading)
Babies Love Books, Toddlers’, Booklists, Preschool, Second and Third Grade,
First Chapter Books
Family Engagement Center Classes
School Vocabulary
Reading from Scratch/Spelling Rules
Pronunciation Rules/Principal’s Remarks
Basic Communication
Parent Engagement in Education at Home and School
Parenting
The Legislative Process/A Positive Voice
Activities
Parent Teacher Conferences (SEP)
Parent Nights
PTA
Community Councils
Advocacy/Referral
Mobile Health Clinic
Community Library/Bus/ Etc.
SSAP Support
Other as necessary or need develops

Responsibilities
Parent Liaison Responsibilities and Requirements
• Assist Principals and School Community Councils with partnership activities that meet
the goals of their school parent involvement policy by using the Liaison Implementation
Guide for Action Team for Partnerships (See Action Teams section of this Handbook)
• Recruit families for participation in parent engagement programs.
• Educate parents on how to become involved in their children’s academic success at home
as well as at school.
• Organize and teach family communication and advocacy classes.
• Inform of available school, Granite School District, and community resources/services.
• Assist parents in parent, teacher, and student roles in SEP, SEOP conferences.
• Refer parents to trainings i.e., parent classes, GED, literacy etc.
• Facilitate parent involvement in transitions between pre-school, elementary, junior high,
and high school.
• Facilitate partnerships and involvement between parents, school, and school-parent
organizations.
• Facilitate parent participation in decision making committees at school.
• Facilitate school wide parent workshops quarterly.
• Other duties as assigned by principal and district mentor.
Parent Liaisons are required to:
• Receive direction from school principal, program coordinator, and district
mentor/specialist.
• Attend PTA and Community Council monthly meetings providing monthly updates on
Family Center activities and future planning needs.
• Work with all families.
• Maintain records, complete and turn in reports and paperwork as assigned.
• Work collaboratively with school personnel.
• Work independently using initiative based on needs as well as collaboratively as part of a
team.
• Organize and conduct weekly workshops, parent discussion groups, classes, seminars,
etc.
• Follow Granite School District purchasing policies and procedures. Personal money is
not to be used for Family Center purchases with the intent of a reimbursement. NO
reimbursements will be made.
• Maintain consistent school to home communications.
Employment standards:
• Pass background check.
• Be able to work with a flexible schedule, including some evenings.
• Maintain strict confidentiality of information regarding students, families and staff.
• Maintain professional conduct and dress at all times.
• Work in Microsoft Office: MS Word, Excel, Power Point, Publisher
• Follow payroll policy and procedures.

Liaison Training
November 15, 2010
Barbara Smith, State Director for NNPS
Parent Engagement
• Are parent driven
• Are systemic
• Align with school goals
• Offer multiple pathways to connect
• Include multiple exposures to information
Systemic Structure
• Engagement infused into everything you do
• Any strategies to solve any of the challenges at your school will include a parent engagement element
• Parents are driving the discussion
It is MORE than just sending a not home in Spanish!!!
Form a Partnership Action Team who functions under the Community Council to assist in planning and carrying out
activities supportive to the SSAP
Know SSAP goals
Ask
• How can we use parent engagement to help meet SSAP goals? (The Action Team drives the strategies.)
• Is it systemic?
• Is it parent led?
• Does it align parent engagement activities to the school goals?
• Does it offer multiple exposures to the concept for parents?
• Does it address items identified in the needs assessment?
Parent Liaison Roles and Responsibilities
• Attend Community Council meetings
• Act as staff for the PAT (Partnership Action Team)
• Under the direction of the principal, call the PAT meetings and take minutes of the meetings…..there
should be a parent designated as the chair person. The liaison does not act as the chair for PAT. They call
and can guide the meeting in its format.
• Collect input from parents as to what they would like by way of classes and services
• Make sure the ideas/strategies are driven by the parents – not you or the administration as this then gives the
parents ownership and they can feel their value as partners
o What information do parents want?
o What is the best way to communicate?
o What are the best times for parent activities and classes?
o How many events are acceptable and what are the events?
o
o
Are there several ways for parents to get the information?
ASK YOUR PARENTS FOR IDEAS TO SOLVE THE EDUCATIONAL PROBLEMS AT THE
LOCAL SITE.
• ASK parents for ideas…..give them ownership
• Communication formats?????Newsletter, Face Book, Twitter, notes, newsletter, computer, phone calls?????
Do not guess which format is the best to use….ask your parents
• What do we need to stop doing? What do we need to continue doing? What do we want to add?

FAMILY CENTER ORIENTATION TRAINING
PROFESSIONAL DEVELOPMENT
HANDBOOK
Suggestion Orientation Professional
Development
1. Computer
a. Email
b. Family Center Page
c. Curriculum Page
d. Parents Page
e. Parent Institute
f. SSAP
g. 5 Pillars of Reading
h. Grade book
i. School Site
j. Epstein’s Web Site
Handbook Virginia Specialists Shelley
2. Data
3. Rolls
4. Payroll
5. Classes required to teach
6. Reports required
7. Introduction to principal
8. Introduction to faculty and
staff
9. Visit classrooms
10. Site visit criteria
11. Professional development
12. Events to co-sponsor
13. PTA/ CC
14. Action Team Planning
15. Review principal priorities
sheet and NNPS
16. Review Handbook
17. Lesson plan design

18. Surveys
19. School flier
20. Translation for SEP conf.
21. School Report Cards
22. Testing (DIBELS, etc.)
23. School Info/first day packets
and calendars
24. Parent needs
a. How to navigate the
school system
b. Problems and who to
go to
c. How to address
problems properly
d. Problems with
attendance, friends,
social skills
e. Community
resources
f. Homework
g. Truancy
h. School expectations
i. Reading/math
activities for home
j. POM topics
k. Volunteer programs
– how to train and
set it up
25. Clear all letters etc. with
principal/English-Spanish
translations protocol
26. Recruitment/Family Center
marketing strategies
27. Ways to communicate with
parents

Liaison Training Calendar
Group Training sessions will be held at the beginning of the year on August 1, 2, and 3, 2011.
Other group training will be held quarterly or as needed. Most training and professional
development will be done on site at your schools and will be individualized according to
personal and school needs.
Information will be sent to you regularly as to when to the following items and data are to be
submitted and the person to whom it should be sent. The person responsible for the information
will be your direct contact.
Data and Information to Be Sent Into the District
Data/Information Send to Date Due
Proposed Daily/Monthly Schedule School Mentor August 19, 2011
Sample Lesson/Activity Form School Mentor August 19, 2011
Granite Partnership Family Center
Information Sheet
School Mentor September 9, 2011
Granite Partnership Family Center
Handbook 2011-2012
School Mentor September 9, 2011
Action Team Planning Sheets School Mentor September 30, 2011
Monthly Fliers, Notes, etc. School Mentor First of Each Month
Monthly Data Reports NNPS Virginia End of Each Month
Hourly Employee Time Sheet School Mentor End of Each Pay Period
Hourly Employee Payroll Card Virginia End of Each Pay Period

Granite School District Policies
As an employee of Granite School District, you are responsible to become familiar with and be in
compliance with all Granite School District Policies and Procedures as outlined by the Granite
School District Board of Education and the standards and duties of the Prevention and Student
Placement Department as provided in the Family Center Handbook, as well as additional
requirements as assigned by your District Mentor and Coordinator.
Steps to access GSD Policies on line:
1. Go to the GSD Home Page on the internet www.graniteschools.org
2. Go to Granite School District Departments
3. Click on Superintendent – District Policies
4. Select other categories for understanding of all services provided
Locate Family Center Handbook on line:
1. Go to Prevention and Student Placement Department
2. Family Center - Handbook
Ask your Coordinator or Specialist for assistance as needed.

PROTOCOLS PRINCIPALS APPRECIATE
Professional etiquette is meeting responsibilities in a proper, professional, and dignified manner. The
goal is to establish a positive working relationship with the principal, staff, teachers, and parents and a
warm, inviting atmosphere of help and support.
Introduce yourself to all people and groups in a positive and cheerful manner.
Use the language of etiquette. Please, thank you, may I…..
Positive and consistent communication with your principal is essential. Schedule a time to meet regularly during the
year.
Schedule a 20-30 minute planning meeting with the principal as soon as possible.
• Invite your school mentor to attend.
• Prepare and present to the principal of your school an information packet that contains:
Your name and contact number
A sample of a daily schedule
Copy of your job description
Copy of your liaison meeting schedule
• With your principal, prepare your routine daily schedule. (Let your principal know if you are changing the
schedule or if you are out of the building.)
• Review the sign-in sheet.
• Review the school needs assessment survey.
• Ask your principal for information regarding the demographics of your community.
• Ask for a copy of the school’s Calendar, Handbook, and First Day Packet. Read them and be familiar with the
policies of the school and district and the expectations for all employees. Know the school information.
• Obtain a copy of the Community Council and PTA members along with when they meet and contact numbers.
Principals must approve all forms, events, dates, and handouts. Establish the procedure for doing this. After
coordinating events or activities with the principal and Action Team, design, prepare, and clear all forms before printing
and distribution.
Your access to the office telephone and registration cards is a privilege and a courtesy. Please be courteous in your use
of them, always allowing office personnel priority use.
Confidentiality is a must. It is the law.
When translating, do so accurately. Your responsibility is to translate accurately without offering personal opinions or
making judgments. Most likely, you do not have all the history or details.
Greet parents at the door at the beginning and end of the day or event.
Be tidy in your area.
Remember you serve ALL families.
Know what your principal wants you to do and do it cheerfully and willingly. Take initiative.
Meetings expected to attend: PTA, Community Council, Staff, Principal/Liaison planning, Action Team, and other
meetings as designated by the school principal or district leadership.
Be genuine. Be friendly. Be honest. Be trustworthy. Be reliable. Be a listener. Be on time. Be you….
because you are wonderful!
Granite School District
Prevention and Student Placement
Revised 2011

Granite School District Web Page Guidelines for Schools
1. The purpose of school and district web sites is to improve communication with
students, parents, and the community, and to assist students and schools in
reaching their educational goals. Anything that conflicts with the educational
mission of the schools is prohibited.
2. Every school should have its own web site. Every school web site should be
linked to the district's web site. Every school should have a staff member who
serves as the school's designated web master or web representative with
responsibility and control over the school's site.
3. Information Systems will only provide support for web sites hosted on the
district web server. A username and password will be given by the Information
Systems Department for up-loading web sites and pages to the Internet.
4. Schools using non-Granite District URLs should notify the district
Communications Department (communications@graniteschools.org or ext. 4529)
of the school’s new web address for approval and URL redirection.
5. At the school level, principals and their faculty designees are responsible for all
web site content. At the district level, administrators have content responsibility.
Students may participate in creating or maintaining school and district web sites
only under direct supervision of a teacher or administrator.
6. Web sites must comply with Granite District policies and with local, state, and
federal law.
7. Plagiarism, violations of copyright law, and other illegal acts must be avoided.
Teachers and administrators with responsibility for web page content must insure
compliance with law and policy. Harmful, dangerous, or inappropriate information
must not appear on school or district web sites.
8. Language used on school or district web sites must be appropriate,
grammatically correct, and free of spelling errors.
9. The following disclaimer must appear on each school's lead page:
Granite School District and its schools are not responsible for information obtained
through links to non-school, non-district sites. Please contact school or district web
site staff if you are concerned about a link to a non-school, non-district site.

10. In order to protect the safety and privacy of students, the following restrictions
apply:
a. Personal contact information about students must never be published on school
or district web sites. Personal contact information includes student addresses,
phone numbers, e-mail addresses, and any other personal information that could be
used by unauthorized persons to make personal contact with a student.
b. Internet publication of student names, photos and other information must be in
compliance with current district media guidelines and policy (available on the
district Communications Department website).
c. The above policy does not apply to secure school or district web sites where
parents using a private PIN number can access information about their student's
attendance, grades, assignments, etc.
11. No commercial advertising of any kind is allowed on school or district web
sites. School and district web sites may not provide links to any commercial sites,
including the sites of school business partners. School and district web sites may,
however, provide non- commercial information about school/business partnerships,
including company names and logos.
12. School and district web sites may not be used for fund raising without approval
from the District's Advertising and Fund Raising Screening Committee.

EMPLOYEE COMPUTER USE AGREEMENT
GRANITE SCHOOL DISTRICT
EMPLOYEE COMPUTER USE AGREEMENT
Every Granite District employee will be required to sign this computer Acceptable Use Agreement for the school
Year 2010-2011. This form supersedes previous forms. Employees who have signed previous forms must also
complete this new form.
Computer use is often a valuable and necessary component of an employee’s work. In addition, varying work
responsibilities result in access to information sources such as software, programs, the Internet, district network, etc.
Although employees may have access to these information sources, their use must be specially authorized. Access
and authorization to information and equipment carry a corresponding responsibility for their appropriate use.
District equipment and access are intended to be used for educational and professional or career development
activities. Expectations of employees include, but are not limited to, the following:
1. Student Personal Safety
a. Employees who supervise students with access to computer equipment shall be familiar with the Granite School
District Student Internet Use Agreement and enforce its provisions.
b. All student computer use must be supervised.
2. Student Information and Records
a. Student data on the SIS, other databases, or simply gathered by educators are educational records for the purposes
of FERPA and are protected as are other educational records.
b. Employees are responsible to meet the requirements of FERPA prior to the release or dissemination of any
educational records, including student data, whether aggregated or disaggregated.
c. Employees are responsible to prevent disclosure of information or data in their control on portable devices (e.g.:
laptops, flash drives, etc.)
3. Illegal or Destructive Activities
a. Employees shall not go beyond their authorized access to the District network or other computer equipment or
software including the files or accounts of others.
b. Employees shall not disrupt or attempt to damage or disrupt any computer, system, system performance or data.
c. Employees shall not use District equipment to engage in illegal acts.
4. System Security
a. Employees are responsible for the security of their computer equipment, files and passwords.
b. Employees shall promptly notify the District of security problems.
c. Employees with access to student records may not use, release, or share these records except as authorized by
Federal and State law.
d. Students may not have access to computer equipment other than workstations.
e. Staff will not leave their workstations unattended while logged into the network.
f. Passwords are to be protected and not shared with anyone. This includes students who are teacher aides.
5. Inappropriate Conduct—The following are prohibited in public, private or posted messages or files:

a. obscene, profane, lewd, vulgar, rude, inflammatory, threatening or disrespectful language;
b. potentially damaging, dangerous or disruptive material;
c. personal or generalized attacks or harassment; and
d. false or defamatory information.
6. Plagiarism and Copyright Infringement
a. Works may not be plagiarized.
b. The rights of copyright owners are to be respected. Copyright infringement occurs when an individual
inappropriately reproduces a work that is protected by copyright. If a work contains language that is protected by
copyright, the expressed requirements should be followed. If an employee is unsure whether or not a work can be
used, the copyright owner should be contacted for permission.
c. Software copyrights must be strictly respected.
7. Inappropriate Access to Material
a. District equipment shall not be used with material that is profane, obscene (pornographic) or advocates illegal
acts, violence or discrimination.
b. The non-educational use of multi-player computer games is not allowed.
c. Inadvertent inappropriate access shall be reported immediately to the principal or supervisor.
8. Expectation of Privacy
a. Employees have no expectation of privacy in files, disks, documents, etc., which have been created in, entered in,
stored in, downloaded from, or used on District equipment.
9. Services and Assumption of Risks
a. The District makes no warranties of any kind, whether express or implied, for services provided and is not
responsible for any damages suffered while on the system to include loss of data and inaccurate or poor quality
information obtained from the system.
10. Due Process
a. In the event there is an allegation that an employee has violated this agreement, the employee will receive notice
of the alleged violation and an opportunity to present an explanation.
b. Disciplinary actions in harmony with Corrective Discipline procedures will be tailored to meet the specific
concerns related to the violation. Deliberate violations of this agreement (e.g. malicious acts or omissions; searching
for, viewing or otherwise visiting pornographic or sexually explicit sites) are cause for immediate termination.
I have read and understand the Employee Computer Use Agreement and its provisions. I understand that violation of
this Agreement is grounds for discipline and may be cause for immediate termination.
Name_________________________________________________________________________(last, first, middle)
Grade/Subject/Department___________________________School/Location_______________________________
Signature__________________________________________________________Date_______________________
Revised 1/

Granite School District -Student Internet Use Agreement
Internet resources can be valuable for a student's education. School Internet access is a privilege
which may be authorized as well as withdrawn. Students are expected to be aware of and abide by
the following:
1. Student Personal Safety
Personal contact information may not be entered on Internet sites open to public access. This
includes student address, phone numbers and personal e-mail addresses.
2. Internet Use
Students may use school Internet access, including e-mail, only for teacher-directed educational
activities. Students may use school Internet access only when authorized, and only when supervised.
3. Prohibited Computer Uses Students are strictly prohibited to:
Access or create files or materials without authorization Access or create offensive, profane, or
pornographic files Use Internet games, MUDs (multi-user domains), IRCs or web chats Plagiarize
works or violate copyrights or trademarks Damage, alter, or modify hardware or software Attempt to
bypass computer security.
4. Expectation of Privacy
Students do not have an expectation of privacy in files, disks, documents, e-mail, etc., which have
been used or created with District equipment.
5. Disciplinary Actions
Disciplinary actions will be taken to meet the specific concerns related to violations of this agreement
(e.g. loss of access to computers, suspension, law enforcement involvement, etc.).
For further information, please contact your student's teacher or school administration.
Student Name (First)____________________ (M.I.)_____
(Last)___________________________________ (Please Print)
Grade __________Student # _________________
If I have the opportunity to use District computer equipment, I will do so subject to the
provisions of the Student Internet Use Agreement.
Student Signature _____________________________________ Date _______________
I give permission for my child to use the Internet subject to the provisions of the Agreement.
Parent/Guardian Signature ____________________________________________ Date
_______________

Secondary Schools Section
Special Information
Information taken from the Harvard Family Research Project No. 3 in a series. Spring 2007. Harvard
Graduate School of Education.
‣ Family Involvement Processes in Adolescence: A large body of research supports the importance of
family involvement in the middle and high school years, and intervention evaluations increasingly
demonstrate that family involvement can be strengthened with positive results for youth and their school
success. Such results can be achieved when there is a match among youth’s developmental needs,
parents’ attitudes and practices, and schools’ expectations and support of family involvement. Three
family involvement processes for creating this match emerge from the evidence base:
o Parenting consists of attitudes, values, and practices of parents in raising youth.
o Home-school relationships are the formal and informal connections between the family and
secondary school.
o Responsibility for learning is the aspect of parenting that places emphasis on activities in the
home and community that promote youth’s social and academic growth.
‣ Parenting of Adolescents: Parenting is the family involvement process that consists of parents’
attitudes, values, and practices in raising youth. The parenting styles used to engage youth, the quality of
parent-youth relationships, and the ways parents monitor youth behavior collectively and uniquely
influence adolescent achievement. Monitoring represents a parent’s attempts to know what is going on in
an adolescent’s life. Monitoring of social activities, such as being aware of an adolescent’s whereabouts,
decreases school problems, substance use and delinquency, and promotes social competence and good
grades. Parental monitoring is most effective for academic motivating and achievement when
adolescents perceive their parents as truly invested in their well-being and caring about them.
‣ Home-School Relationships: Home-school relationships are the formal and informal connections
between the family and school. Home-school relationships seem to be just as important for youth as they
are for younger children. There are several reasons why home-school relationships matter in middle and
high school. Involvement and presence at school helps parents
o monitor their youth’s academic and social progress
o acquire information they need to make decisions about their children’s academic future
o foster positive relationships with school staff
o increase student achievement by conveying to both teachers and students parents’ beliefs about
the importance of education and appropriate behaviors for adults in society
o increase student completion of high school
o become more involved in decision making and community issues
o influence student post-graduation plans
‣ Responsibility for Learning Outcomes: Responsibility for learning is an aspect of parenting that places
emphasis on homework management, educational expectations, and encouragement for college.
‣ Policy and Practices:
o Invest in initiatives that engage families in college preparation
o Promote family engagement
o Help parents obtain the information they need to support their children’s academic trajectories
o Strengthen the family involvement process
o Approach family involvement in middle and high schools in multiple ways
o Facilitate parents’ ability to monitor their adolescents’ growth and progress
o Support youth and their parents in the transition to college
o Develop a climate of high expectations in the home, school, and community
o Be sensitive to the cultural values of adolescents and their families

Section E
Family Center
Coordinator/Specialists/Professional Development
Organization Chart
Family Center Specialist/Mentor
Roles and Responsibilities
Family Center Walk-Through Tool
Things that Work – Epstein’s
Summary Guide for Literacy
School General Visit Log

GRANITE PARTNERSHIP FAMILY CENTER
ORGANIZATION AND RESPONSIBILITIES
CURT HANSEN – DIRECTOR
Prevention and Student Placement
TEAM
Coordinator
SPECIALISTS
Professional
Development
•Hire Interviews
•Professional Development Topics
•Liaison Placement & Assignments
•Problem Solving Issues
•New Hire Training Protocol
•Newsletter Articles
•Establish Protocol for Signing
Payroll Cards
• Payroll GEC
•Physical Facilities Inventory
(Purchases and End of Year)
•PTA Convention
•Legislative Visit
•Data Reports
•Lending Library
TEAM: Curt Hansen, Virginia Sanchez, Fern Wilkerson,
Georgia Block, Shelley Stevens
COORDINATOR: Virginia Sanchez
SPECIALISTS: Fern Wilkerson & Georgia Block
PROFESSIONAL DEVELOPMENT: Shelley Stevens
•School Site Payroll Policy
•Liaison Communications/Concerns
•On Site Facility Labels
•Liaison
Retraining/Redirection/Corrections
•Address Liaison Policy Questions
•Beginning and End of Year Site
Visits with Curt
•Community Council and PTA
•Principal Contact
•Use of Parent Institute
•Imlementationn of Professional
Development and Epstein Model
•Expansion of Family Center
School Community and Patron
Recruitment
•Schedule Professional
Development with
Team/Specialists
•Conduct Professional
Development Sessions

Family Center Specialist/Mentor Roles and Responsibilities
• Help ease the principals’ load in accomplishing school goals through Family Center
Support.
• Be a contact with the principals and a resource to move the Family Center services
forward.
• Brainstorm ideas based upon the school survey and SSAP literacy, numeracy, and
cultural goals to create a more effective and influential resource for the school and
parents.
• Attend at least one PTA and Community Council Meeting at each school to share the
Family Center vision and goals.
• To assist in gathering information regarding present strengths, needed changes,
expectations, sense of community, and links to goals. (School, Family, and Community
Partnerships: You Handbook for Action. Third Edition. P. 22. Joyce L. Epstein and
Associates.)
• Meet with the school liaison and principal to assist in establishing a functioning Action
Team for Partnerships to develop a one-year action plan that includes at least one goal,
desired results, measures to assess results, and specific involvement activities that will be
implemented, improved, or maintained; dates scheduled; types of involvement; actions
needed to prepare the activity; people responsible for implementing the activities and
those assisting; funds or resources required; and other important details. (School, Family,
and Community Partnerships: You Handbook for Action. Third Edition. P. 22. Joyce
L. Epstein and Associates.)
• Assist in moving the Granite Partnership Family Center goals forward.
• Conduct “walk-throughs” to assess liaison needs for continuing training in becoming
highly qualified.
• Assist principals in increasing parental involvement in the school through PTA and
Community Counsel membership, leadership, and participation roles with a vested
interest in their local school in order to increase student success.
• Meet regularly with District Family Center Team to report on school status and determine
continuing action plans for support.

FAMILY CENTER WALK-THROUGH TOOL
Mentor/Specialist __________________________ Parent Liaison___________________________
School /Principal ______________________________________ Date/Time __________________
√ Strategy is apparent. √+ Strategy is well done! √- Strategy is attempted.
- Strategy is missing and should be occurring.
Physical Environment:
Observed:
___ The room is clean and neat
___ Room arrangement is warm and inviting
___ The room is “child friendly” (Toys displayed, age sorted, and used; small furniture)
___ Room is organized (easy access to materials; easily see child area; large enough to
accommodate children)
___ Adults are supervising children with expectations posted
___ The room is “child safe”
___ Materials purchased by the program and evident and used
___ Schedule is posted
___ Learning objectives are posted
Parent Interaction:
Observed:
___ Evidence of PARENT CLASSES being held (2X per week)
___ Liaison is involved in ENGAGED INSTRUCTION with parents
___ RECRUTING FLIERS are present
Number of parents present __________ Number of children present __________
Response:
“How many parents are on your EMAIL LISTSERVE or your MAILING LIST?”_________
“How many NEW PARENTS have attended this month? _________
School Interaction:
Observed:
___ The Parent Liaison is involved in appropriate school activities. (Caution: Time spent as a school
aide during Family Center time is prohibited.)
___ Attendance at PTA meetings
___ Attendance at Community Council Meetings
___ Attendance at Trainings/Professional Development
___ Correct use of Payroll Forms
Response:
“When is the last time you interacted with your principal?”____________________________
Keepers
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Things to Consider
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Goals/Directives
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Comments/Questions
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Follow-Up
__________________________________________________________________________________
__________________________________________________________________________________
Thank you for your hard work and dedication!
You are making a difference!
I have reviewed and understand this form with my Specialist and have received a copy of it:
Signature:_______________________________________________ Date:_______________________
Liaison
Signature:________________________________________________ Date: _____________________
Mentor

THINGS THAT WORK – Epstein Summary Guide
BACKGROUND:
Bottom of the district in math and lower third in science and reading
• Step 1 was to clean up the environment and develop a respect for school and each other
• Needed to establish an environment for learning – started by cleaning up faculty room
getting rid of junk, new tables, cloths, utensils, bulletin boards, etc.-
• Posed the question of what does a room, school, community of learning look like
• Step 2 was to look at school wide expectations and procedures – started out by asking
what is going well and what makes you most annoyed –put concerns onto posters and
put them on the wall – staff asked to stand by the poster that had the items that
bothered them the most – those individuals were put into teams and asked to bring
back to the faculty what they thought the solution would be to solving the problemeliminated
the word rule and changed it to expectations
• The words expectations and procedures replaced the word rules- classroom and schoolwide.
• The name for behavior contracts was changed to “Steps for Success”-focused on what
the students needed to learn and do to succeed
• Step 3 was to celebrate success – “hives of hero’s “ homework completion, personal
best, overall improvement-reward good behavior and administer consistent
consequences for negative behavior
• The development of a consistent, positive, school-wide citizenship program-whole
school approach- these are not your kids or my kids, but our kids
• The goal was to get teachers and students feeling good about themselves
• Used the Susan Cobalis approach to academics “integrated thematic instruction –focus
on developing lifelong skills in behavior and academics
• Developed a whole school approach to academics by using specific materials like
Houghton/Mifflin and using “Target talk” which is making sure essential concepts is
subjects are posted in every classroom both for academics and behavior
• Strong focus on what does the concept mean
• Friday Gems –scheduled twice a month- voluntary- 15 to 20 minute time frame --used to
teach concepts and clear up questions and solve problems. – Started out to be led by
the principal –based on ideas and concepts she felt were important-next moved into
concerns faculty had – leadership became shared – went from 5 to 25 or more teachers
attending- a major goal was to empower the teachers so they could empower students
• Specific training- focus on one idea only-look to a solution to one problem rather than
becoming overwhelmed with many –principal models – teachers model

• Goal was to teach teachers-provide them with the tools to implement the programsteachers
then became excited to teach the students – lessons for teachers –strategies
for classroom
• Motivation to come was receiving tools and materials to implement programs,
strategies, etc. into classroom – (note) often teachers would report before the end of
the day on how it went in their classroom.
• YPP was used to improve math skills- checked on progress as a grade level-principal met
individually with teachers
• Principal was aware of ideas and brought them to faculty to try out before they were
presented or mandated by the district – example was interconnections – lessons from
interconnections were often times the discussion for Friday Gems-
• Focused on certain programs that were successful and did not jump on every band
wagon that came along
• The process was to set the goals and use a two or three year step process to finalize and
accomplish the goal
• When teachers did not have enough time during Friday Gems they would break off at
other times into grade level groups- working lunches -they were ahead of their time on
the concept of Professional Learning Groups (Communities)
• Used available funds to hire and fully train para-educators to support teachers in the
most needy classrooms-focused in on specific programs and instructional methods
• Had a CSPD (approximately 40-60,000) - ESL aides were trained in English Language
Development (ELD) strategies- able to have a person specializing in YPP and Acuity
Testing part time kindergarten - (K-3- First and Second)
• January to January calendar focus rather than August to June – begin making plans for
the following year before the end of the year-get staff members thinking and trying new
things before – if things don’t work during trial period – won’t have as much of an
impact on new year
• This forward thinking was especially helpful in looking at staff needs for the following
year and getting a jump on hiring and getting the most qualified people (not just
whoever is left over- this is helpful with supplies, program, etc.
• Use a three step approach to intervention- example- this year focus on Tier I
intervention strategies so we know and understand them, following year Tier II, then
Tier III ( what or should whole group instruction look like, small group, individual )
• Used trained volunteer of aide to take the class when teachers were in training
• Seasoned teachers were used as mentors for new teachers and they took their
stewardship serious so that there was a unified approach to curriculum, instruction, and
school management –this developed leadership qualities and a strong sense of
ownership among faculty and greatly assisted new teachers

• Extensive use of community resources –brought in the Gang Metro Unit to help stop
gang activity before it could get started. The focus once again was on acceptable
expectations in regard to behavior, dress, etc.
• Reading, writing, math, science, art, - across the curriculum – rather than just doing a
“holiday art project” of drawing a pumpkin, another curriculum skill such as mapping
would need to be tied into the project - art or science had to tie directly into the
approved core curriculum
• Made sure school personnel had the tools that they needed starting with teacher’s first,
then office, then principal- example new bulletin boards, etc.

SCHOOL GENERAL VISIT LOG
Facilitator:_____________________________
Date__________ Time ______to______
School________________________________
Phone # __________________________
Principal______________________________
Liaison ___________________________
Address_____________________________________________________________________________
Who initiated the visit: _________________________________________________________________
Attendees: ___________________________________________________________________________
Purpose of Meeting: ___________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Meeting Notes: Issues, Challenges, Celebrations, Concerns, Events, Goals, Planning, Progress, Decisions
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Next Meeting: ______________________________
Follow-Up Items/Next Steps to Assist
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Section F
Action Teams
Liaison Implementation Guide
Action Team Planning Guide
Event/Activity Recap Summary Form

Center on
School, Family, and
Community Partnerships
Joyce L. Epstein, Ph.D.
Director
1
1

Theoretical Model
OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND
COMMUNITY ON CHILDREN’S LEARNING
External Structure
Force B
Experience,
Philosophy,
Practices
of Family
Force C
Experience,
Philosophy,
Practices
of School
Force D
Experience,
Philosophy,
Practices
of Community
Force A
Time/Age/Grade Level
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press. See Handbook, page 164, for the internal structure of this model.
2

Standards
for
EXCELLENT
Partnership Programs
“ESSENTIAL ELEMENTS”
3

ESSENTIAL ELEMENTS FOR
EXCELLENT PARTNERSHIP PROGRAMS
• Leadership
• Teamwork
• Plans for Action
• Implementation and Facilitation
• Evaluation
• Funding
• Support
• Network Connections
4

Framework of
Six Types of
Involvement
5
20

Type 1
Type 2
THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
PARENTING: Assist families with parenting and child-rearing
skills, understanding child and adolescent development, and setting
home conditions that support children as students at each age and
grade level. Assist schools in understanding families.
COMMUNICATING: Communicate with families about school
programs and student progress through effective school-to-home
and home-to-school communications.
Type 3
Type 4
Type 5
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.
LEARNING AT HOME: Involve families with their children in
learning activities at home, including homework and other
curriculum-related activities and 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.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press.
6

Meeting the
Challenges
7
25

ELEMENTARY SCHOOL EXAMPLES
for a One-Year Action Plan
to IMPROVE READING
TYPE 1 Workshops for parents on various ways to read aloud with
young children
TYPE 2
TYPE 3
TYPE 4
Parent-teacher-student conferences on reading goals at
the start of the school year and on reading progress midyear
Reading-partner volunteers, guest readers of favorite
stories, and other organized, ongoing read-with-me activities
Weekly interactive reading homework activities for all students
to read aloud for a family partner, show links of reading and writing,
go over vocabulary and spelling words, and other reading activities
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, create family
books, and sponsor other reading activities
Donations of books from business partners for classrooms, the
school library, or for children to take home
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press.
8

ELEMENTARY SCHOOL EXAMPLES
for a One-Year Action Plan
to IMPROVE MATH SKILLS
TYPE 1
TYPE 2
Workshops for parents to explain new math standards and tests
and to demonstrate and discuss how math skills are taught to
students
Articles for parents in school or class newsletters by students and
math teachers on interesting math topics and skills
TYPE 3
TYPE 4
TYPE 5
TYPE 6
Volunteer math tutors to assist students who need one-on-one
tutoring and extra help with specific math skills
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
PTA/PTO- sponsored Family Math Night for fun and learning
After-school programs funded by business/community partners
to provide students with extra help and enrichment activities in math
…AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press.
9

MIDDLE SCHOOL EXAMPLES
for a One-Year Action Plan
to Reach Results for ATTENDANCE
TYPE 1
TYPE 2
TYPE 3
TYPE 4
TYPE 5
TYPE 6
“Attendance Summit” for parents featuring speakers on the
importance of student attendance. Speakers may include
school administrators, counselors, legal experts, teachers, health
service providers, students, and family members
Recognition postcards for good or improved attendance
Family members volunteering as attendance monitors
Interactive homework for students and family partners to create a
poster about why good attendance is important
PTA/PTO communications for all families on school goals and
requirements for student attendance and on-time arrival, and
guidelines on 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
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press.
10

PLANS FOR ACTION
3-Year Vision (Long-Term Goals)
One-Year Action Plan
for Partnerships
Linked to
School Improvement Plans
and School Goals
11

Action Team
Structure
12
11

Action Team for Partnerships: Structure G
(Focus on Goals)
EXAMPLE
SCHOOL COUNCIL
ACTION TEAM for SCHOOL,
FAMILY, and COMMUNITY
PARTNERSHIPS
Improve Math
Grades 3,4
Improve Reading
Improve Student
Behavior
Create a Climate
For Partnerships
PRACTICES
from SIX TYPES
to meet this goal
PRACTICES
from SIX TYPES
to meet this goal
PRACTICES
from SIX TYPES
to meet this goal
PRACTICES
from SIX TYPES
to meet this goal
Academic Academic Non-Academic Partnerships
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press.
13

Members of the Action Team for Partnerships
How Many?
Who?
6-12 members
2-3 teachers or more
2-3 parents/family members or more
Representatives may include parent liaison,
PTA/PTO officer, parents with children in different grades,
families from various neighborhoods
Principal
1-2 students (in high school)
1-2 other members (nurse, counselor, community partners)
Terms? 2-3 years (renewable)
Replacements made as needed
At least one member also serves on the
School Improvement Team or School Council
Leaders? Chair or Co-Chairs are team members who communicate
well with educators and families
Other ATP members serve as Chairs or Co-Chairs
of committees for each type of involvement or for
specific school goals
All features are flexible to fit school conditions and needs.
14

Reaching
Results
15
34

Benefits of Partnerships: Results of Research
What Will School, Family, and Community
Partnerships Really DO for My School?
For Students:
Higher grades and test scores
Increased enrollment in more challenging
academic programs
More classes passed and credits earned
Better attendance
Improved behavior at home and at school
Better social skills and adaptation to school
16

Benefits of Partnerships: Results of Research
What Will School, Family, and Community
Partnerships Really DO for My School?
For Parents:
Increased feeling of support from school
and other parents
More interactions with other families in
school and community activities
More effective responses to student problems
Increased awareness of student progress
and how to help student do better
Increased feeling of ownership of school
17

Benefits of Partnerships: Results of Research
What Will School, Family, and Community
Partnerships Really DO for My School?
For Teachers:
Increased respect for families’
strengths and efforts
Greater readiness to involve
all families in new ways
Increased satisfaction with
family involvement and support
18

NETWORK CONNECTIONS
Share Ideas
Solve Problems
Spotlight Successes
Obtain On-Going
Professional Development
19

www.partnershipschools.org
20 43

Liaison Implementation Guide
Action Team for Partnerships (ATP)
Goals:
• Support School/Student Achievement Plan through use of ATP
• Increase liaison’s use of the Action Team Planning Guide for Literacy, Numeracy, and/or School Climate
Desired Results:
• Increase understanding of ATP role in supporting SSAP
• Read and understand the SSAP School Improvement Plan
• Assist in coordinating literacy, numeracy, and school climate events and activities
• Plan or assist in planning a support activity based upon one of the goals indentified in the SSAP
• Delegate responsibilities to increase parental involvement
• Monitor progress
• Solve problems
• Publicize activity/ies
• Report progress to Community Council
• Use the Action Team Planning Guide ~Literacy for planning, monitoring, and reporting progress forms
• Increase parent engagement and student achievement to meet identified SSAP goal
Liaison Expectations:
• Phase One ~Liaisons will be able to
• Access the school’s SSAP and Trustland Plans
• Read plan with the ability to highlight areas the Family Center would be able to support
• Write an academic goal
• List the desired results/outcomes for the goal and the measurement tool to be used
• List student expectations
• List parent expectations
• Plan at least one supportive activity in collaboration and under the direction of the Community
Council
• Phase Two~Liaisons will be able to
• Collaborate with Principal, PTA, and Community Council in deciding upon the ATP activity or
event
• Assist in recruiting and selecting team members
• Schedule and facilitate planning meetings
• Report on progress/status of event
• Write up an activity sheet summary and report success of event
To learn how to access your school’s SSAP plan, see section I.

ACTION TEAM PLANNING GUIDE
School
Month
Principal
Liaison
Mentor
Action Team
Goal/Objective/SSAP for (check one) ____ Literacy ____ Numeracy ____School Climate
Desired Result for this Goal & Measurement Tool
Parent Expectation
Student Expectation
Organize and Schedule Family and Community Involvement Activities to Support this Goal
Activities
1.
Type
(1-6)
Date
Grade
Levels
What Needs to be Done
and When
Person in
Charge
Status and Follow-up
2.
Needs Funds Supplies Other Resources

Granite School Partnership
Family Center
Activity Re-Cap
School______________________________________
Activity_____________________________________
Location_____________________________________
Date________________________________________
Attendance___________________________________
Pictures Attached ______ Yes ______No
Event Summary
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Section G
Parents
Successful Parent Engagement Strategies
Checklist
Parent Engagement Memo
Tips for Involved Parents
15 Reasons to be Involved in Your Child’s
School
Kids and Gangs: Protecting Your Child
Gradebook, English & Spanish

Successful Parent Engagement Strategies Checklist
Barbara Smith
Parent-driven Systemic Aligned with School
Goals
Using Strategies suggest
by Parents Y N
Parents included from the
beginning Y N
Included throughout the
discussion Y N
Assisted in implementation
of project Y N
Voted or agreed on final
outcome Y N
Is part of the solution to
every problem Y N
Is infused into all systems
Y N
Someone or some group
has parent engagement as
their main objective Y N
Is always part of the
discussion Y N
Integral part of community
Council discussions Y N
Is never left out of the
discussion Y N
Each goal has 1-3 parent
engagement strategies Y N
All parent activities can be
connected to a goal Y N
All parents know school
goals
Y N
Community knows
school’s goals Y N
Multiple Pathways to
Connect
Plan must have at least 3
ways parents connect to
school Y N
Parents Have Multiple
Exposures to
Information
Ideas can be parent driven
within the guidelines of the
Family Center Mission
Must be 2-way Y N Weekly homework nights
Y N
Newsletters Y N DVDs Y N
Phone calls Y N Small classes Y N
Notes home Y N Students demonstrate skill
to parents Y N
Surveys Y N Materials sent home to
reinforce concept Y N
DVDs Y N Parents report successes
Y N
Face to face Y N Teachers include parent
activities in homework
assignments Y N
E-mails Y N
Webpage Y N
Facebook Y N
Other Y N

Parent Engagement Memo
Dear Parents,
Studies show that children whose parents are actively engaged in their child(ren’s) education
perform much better. The home atmosphere is a crucial factor in creating and maintaining the
child’s attitudes toward school. If parents are actively engaged in reading and math, children’s
performance improves. Parent engagement shows children that parents value their education and
want them to succeed.
Many parents do not know how to get started. There are some simple basic things parents can do to
become engaged in education. Our school offers support in helping you understand how to do this.
Please check the following options that would be most helpful to you in becoming engaged in your
child(ren’s) literacy/reading and/or math activities and assignments at home. We also offer training
to parents who would like to volunteer at the school or in classrooms. We provide information about
the PTA and Community Council.
_____ Send reading information/activities home
_____ Send math information/activities home
_____ I would like to attend a 1 hour training course on how to help my child(ren) with
_____ reading
_____math _____other (please list:____________________________)
_____ I would like to attend a multiple series of courses (3-5 sessions) to better understand the
assessments my child takes and activities to support them at home
_____ I would like more information about what my child is learning at school
_____ I would like to take the volunteer training class
_____ I would like to attend a question/answer event with the principal
_____ I would like to learn more about the PTA
_____ I would like to learn more about the School Community Council
_____ I would like to learn more about helping to plan a school event for reading and/or math
Parent Name (Please Print)_____________________________________________
Names & Grades of children ___________________________________________
___________________________________________________________________
___________________________________________________________________
Circle Times Available _____ Daytimes _____Evenings
Mon Tue Wed Thurs

Tips for Involved Parents
1. Talk to your child daily about school activities and experiences.
2. Talk with teachers regularly -- even when no problems exist.
3. Broaden your child's understanding of the world by visiting malls, museums, parks, zoos,
universities, sports stadiums, theaters, transportation facilities, farms, and local landmarks.
4. Make learning relevant by encouraging activities that use what kids learn at school.
Encourage kids to count money; make shopping lists; calculate costs, sales prices, and taxes;
read menus and newspapers; and write letters.
5. Designate a specific time and place for homework.
6. Read to your child every day and encourage independent reading. Make frequent trips to
the public library.
7. Set goals that are challenging but attainable.
8. Visit the school regularly and become involved in school activities as often as possible.
9. Become familiar with your child's curriculum and its required skills and goals.
10. Be aware that your attitudes about school -- and teachers -- influence your child's attitudes.
© 2000 by Education World®. Permission is granted to teachers to reproduce this skill page for
classroom use.

15 Reasons to Be Involved In
Your Child's School
1. It provides you an opportunity to meet other parents who have children at the
same age and stage.
2. As you get to know the school staff you will feel more comfortable when you
want to ask questions.
3. You will have the chance to observe your children in another setting.
4. You will watch other children of the same age and stage as your children and be
able to compare and contrast.
5. You will gain a better understanding of what your children are doing in school so
your questions and comments will be more relevant.
6. You will get to know your kids' friends and see them in the school setting.
7. You might pick up some new tips on how to handle children of their age group.
8. You'll see some interesting projects, art activities and games that you can try at
home to reinforce the concepts that your children are working on at school.
9. You will have the opportunity to chat informally with many school staff members.
10. You will have a chance to learn about the resources that are available at the
school.
11. Your children will see that you are interested in their education and will likely be
more motivated.
12. Your child will feel special.
13. You will feel valued and probably discover skills you didn't know you possessed.
14. You will come to appreciate the role of the teachers and become confident that
you chose the best learning environment for your child.
15. You'll have fun!

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Transfigurations of Parent Involvement That
Work For 21st Century
Since the majority of schools in urban communities are under performing, one model fix can’t fix all
of them. Due to the lack of funding and resources that exist in urban schools, parents of the nonprofit
"Parent U-Turn" in Los Angeles created seven different types of parent involvement for all parents in
the twenty-first century. These seven keys help empower parents to make informed decisions on the
education, safety, and health of their children. This is the first time that parents of urban students
have written a document on engaging parents as equal partners in education with the goal of
improving student achievement.
When recasting Joyce Epstein’s six principles, we used her model as a guide. We included
principles, which we, as parents of color, believe all parents need in order to successfully move our
children beyond high school and into college. These are the seven types required.
Type 1 : Access to Information and Data Collection
Parents need to have access to timely and accurate information regarding their child’s education in
order to best support their children’s academic success. This includes:
• Parents using, analyzing, and collecting data about their schools
• Parents understanding data and using data that drives reforms
• Parents becoming empowered to investigate and document conditions at their schools by
becoming researchers in their own communities
• Parent access to information about the resources, and rights to support their children.
In Joyce Epstein’s “Six Keys Steps” she doesn’t mention anything regarding data collection. We now
live in a data driven society. Type 1 is aligned with the intention of the 2001 NCLB section 1118 and
California School Report Card. Research shows that an informed parent is a powerful instrument for

social change.
Type 2: Parents In Decision-Making Roles
with teachers and administrators to:
Parents provide leadership in schools by being at the table
1) Actively develop policies and be involved in the decisions along with school leadership
teams.
2) Ensure that the school has adequate resources and allocates them appropriately to carry out its
mission.
3) Provide training and evaluation of school structures, physical and academic
4) Incorporate input from families and the community
This might include:
• Local Advisory Committees with genuine parent participation
• Effective advocacy and education as a direct result of understanding how systems are
structured (e.g. how decisions and power are distributed between schools, staff, parents and
students)
• Providing parents with knowledge, skills, and opportunities to be actively engage them in all
levels of the decision-making process
• Representation of parents on the school decision-making teams
Develop a parent workshops team to integral input from families and community and
establish benchmarks.
In recasting Type 2, Joyce Epstein addressed decision-making in her six keys. However, it was too
general, and lacked content or suggestion on what it should look like in practice. It left too much
open to interpretation. This left too much up to the school district to determine what it should look
like.
Our Type 2 actually correlates to Joyce Epstein’s Type 5, “Decision Making: including families as
participants in school decisions, governance, and advocacy through PTA/PTO, school councils,
committees, and other parent organizations.”
Type 3: Parents as Student Advocates
Parents need to know how to navigate and negotiate the school system. We need to support the
creation of an environment where parents have access to information and support systems to be
effective advocates by monitoring and directing the education of our children. This includes:

• Parents need to know what children need, how to access resources and how to implement a
plan of action.
• Parents need to understand a “power map” detailing the functions and structures of the
system. Parents need to understand and be able to communicate in an educational setting,
using terms spoken by educational professionals.
• Parents need to identify the areas of training and services needed.
The recasting of Type 3 content wasn’t addressed in the six keys that the State of California adopted.
Parents need to know how to engage grades K-12 if they are going to be public participants in their
children’s education. Only when parents know the rules of engagement, can they hold the system
accountable.
Type 4: Parent Leaders at Home and in the School-Community
Parents need opportunities to build leadership and advocacy skills to enhance student-parentcommunity
partnerships. Schools will serve the family and community needs for health and social
service and provide resources and information for accessing those services:
• Parents will learn intergenerational and cross-cultural communication strategies, with a
special emphasis on immigrant families.
• Parents will learn “twenty-first century parenting skills” such as how to develop boundaries,
parent-child communication, identify risk factors- drugs, gang involvement, etc.
• Parents will understand the college requirement and financial aid process.
• Leadership training will be offered that will include meeting facilitation, public speaking,
conflict resolution and cross cultural training.
• Communications training for parents will be more effective in navigating their children
through K-12 and to college.
• Parents receive on-going support and technical assistance to equip them for effective
participation.
Joyce Epstein did discuss parent roles, but it was limited in content. There was a need to expand
content beyond homework to address urban parents’ needs. Parents in urban schools need equal
resources in the area of gang, drug, and criminal activities that go beyond basic parenting skills.
Our Type 4 correlates to Joyce Epstein’s Type 1 , “PARENTING: Assisting families with parenting
and child-rearing skills, understanding child and adolescent development, and setting home
conditions that support children as students at each age and grade level. Assisting schools in
understanding families.”
Type 5: Effective Two –Way Communication
• Communication must be translated in languages that parents speak in their home.
• Communication between home and school is regular, two-way, and meaningful.
• There is a need to have computerized machines, newsletters, personal contact, letters/flyers
and a marquee.
• Parent Liaison roles include helping bridge the open communication between school and

home and helping to create effective home/ school relationships.
• Parent Liaisons will have the ability to work with all races of people.
We enhanced and expanded on Type 5 because a major stakeholder was left out of the two-way
communication. This was the Parent Liaison role that is the key to fostering relationships with
parents and open communication between schools and communities.
Our Type 5 correlates to Joyce Epstein’s Type –2, “COMMUNICATING: Communicate with
families about school programs and student progress through effective school-to-home and home-toschool
communications.”
Type 6: District Level Support
Structures are provided to build parent capacity that is well-defined, meaningful participation
where dialogue, empowerment and action are critical components of educational reform. This
mid-level structure will be fully funded and led by parent councils that will:
• Provide parents with training and capacity building opportunities to effectively engage in
school reform at the local and district level.
• Provide parents with information and resources to meet the needs of the whole child.
• Enable parents to support students and schools programs.
• Create opportunities for collaboration in providing training and services jointly with
parents such as in areas of: college fair, parenting classes. School leadership and
PLC’s.
Also, it very important that there be support at the District Level. We are looking at the district with a
critical eye. We are hoping to see the District develop a forum that is led by parents, as we can’t
continue with the status quo. There are many people in high places that are still limited in their
perception of parent involvement. Parents at the district level need authentic roles that look similar
to the ones described in appendix.
Type 7: Friendly Schools Atmosphere
Schools will post welcome signs throughout the school in many languages including English.
The staff of each school will provide mandatory customer service every year for the entire
school. Parents will be asked to fill out a survey on services rendered.
A friendly school atmosphere was also left out of the six keys that were adopted by the State
of California. The number one complaint in urban schools from parents is that the school staff
is rude and unfriendly. This is the major reason parents stop participating or volunteering at
local schools.
Please see the Appendix Section (separate PDF) to this article which includes
recommendations for training and leadership, a sample Parent Report Card, accountability
procedures, assessment measures, etc.

Mary Johnson, President
Parent-U-Turn
President of Parent U-Turn, a grass roots non-profit organization, committed to improving schools
and the rights of urban families in Los Angeles. For the past seven years, she has worked as a
research associate within UCLA’s Institute for Democracy and Access (IDEA) and was most recently
elected as the chairperson of the Los Angeles Unified School District (LAUSD) Parent Collaborative.
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Kids and Gangs: PROTECTING YOUR CHILD
Whether you realize it or not, your children can be at risk to join gangs. The reasons that kids join gangs are complex
and varied. However, as a parent, you have a lot more power to keep your kids from joining gangs than you may
think. The time to begin is now, whether your child is 5, 10, or 15 years old.
Your Children Need Good Social Skills
Children and teens who have good skills to deal with other people are less likely to join gangs or be involved in
negative behavior. To build self-confidence and respect for others in children, parents need to teach them the
following:
• Honest communication. They need to learn how to express feelings such as anger, joy, love, and fear. They
must believe it’s okay for them to do so without being teased or punished. Since children learn by example, you
must also express your feelings honestly. Be a good listener. This helps teach your children to be good listeners,
too.
• Cooperation. They must learn to cooperate, negotiate, and put themselves in another person’s shoes. Practice
by talking about what TV programs to watch or where to go on vacation. Praise your children for cooperating,
especially when they don’t get what they want.
• Personal responsibility. Teach your children to be responsible for their actions. Give them family jobs for which
they are responsible. Make sure they are able to handle the tasks. Gradually increase their responsibilities. Let
them know that even if they don’t get it right at first, what counts is that they are trying hard and learning from the
experience.
• Ability to make decisions. Instead of solving problems for your children, give them chances to think about
solutions for the problem. Help them think about the choices they have, and the consequences for each choice.
• Ability to give and receive unconditional love. Love your children for who they are, regardless of how well
they do in school, sports, or other activities. Even if you are angry at them, let them know that you still love and
respect them. Help your children learn they can feel angry at someone and still love them.
Your Children Need a Balance Between Love and Discipline
Children may join a gang to gain a sense of belonging that they don’t feel in their family. To show your children that
they are loved and valued:
• Spend time alone with each child. It doesn’t matter what you do, as long as it helps you to get to know each
other.
• Plan family time. Make time for your family to play, eat meals together, and take trips together (even to local
parks or activities), keep family traditions, and have family meetings to talk about plans, feelings, and complaints.
• Listen to your children and ask their opinions. Help your children talk with you, without fear of punishment.
Even five-year-olds have a lot to offer if you give them a chance. Do not talk down to your children. Even though
adults are older, children’s thoughts and feelings deserve respect.
• Talk to your kids about ways to deal with pressure from friends. Help your kids make up some simple ways
to respond to peer pressure. For example, if they are challenged by a peer who says, “If you are my friend, you
would...” Your child can respond, “If you were my friend, you wouldn’t ask.” Then, they should walk away.
• Set firm limits with your children and teens. Kids need to know exactly what is expected of them, and the
consequences for acting otherwise. Do not rescue your children from the consequences of their actions.
Teach Your Children About Gangs
Learn about gang activity in your area. Talk to your children about the negative things that gangs do, and how they
can affect your child, their friends, your neighborhood and your family.
• Do not allow your children to dress in gang-style clothing. Explain to your children that these clothing items
can put them in danger and that you will not purchase them or allow them to be worn.
• Point out violent messages on television and in movies. Violence is not a solution for problems. Talk to your
children about ways that they can solve problems without fighting or violence.
• Get to know your child’s friends and their parents. Be aware of their attitudes towards drugs, alcohol, and
gangs. When children feel pressure to use drugs or join gangs, it usually comes from their friends.
• Start educating your children at an early age. While five-year-old kids may not understand about the effects of
joining a gang, they can learn how to say “no” to negative behavior. Give your kids consistent messages about
the negative consequences of gang activities. Encourage your children to participate in recreational activities that
they might enjoy, as well as hobbies and other interests. These things can replace gangs as something to do.
Salt Lake Area Gang Project 3365 South 900 West
Salt Lake City, Utah 84119 (801) 743-5864
Information adapted from “Drug Free Children & Teens” by the National PTA

Section H
Forms
Granite Partnership Family Center
Information 2011-2012
Payroll Instructions
Liaison Lesson & Event Planning Form
Family Center Messages
Family Center Message Template
Family Center Concern Form
HR Posting Description

Please complete and return to your School Family Center Mentor/Specialist by September 9, 2011.
Granite Partnership Family Center Information
2011-2012
School: Liaison : Specialist:
Principal:
Assistant Principal:
Secretaries/Assignments:
Custodian:
STS:
Community Council Chair:
Leadership Organization
Meeting - Please Check Each Month You Plan to Attend
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Meeting Date, Time, and Location:
PTA President:
Meeting Date, Time, and Location:
Principal/Liaison Planning Meeting
Date, Time, and Location:
Faculty Meeting:
Date, Time, and Location:
Newsletter & Calendar of Events:
Time Card:
Action Team Members:
Meeting Date, Time, and Location:
Action Team Activity/Event:
Fall Event Winter Event Spring Event
Date, Time, and Location

PAYROLL INSTRUCTIONS
Family Center Liaison Hourly Time Sheet
Procedures: EACH DAY – Stop at the school office to check in and log entry time in your Red Binder using
the template provided. You will need to make copies of the template for your book. At the end of the day, the
office is your last stop to log exit time and to transfer the number of hours worked onto your GSD Hourly
Employee Time Record. Remember that each pay period must be initialed at the end of the pay period by you.
1. Log the date worked and your arrival and departure times in the Date, Time In and Time Out columns.
a. If you work as an hourly aide hired by the school in addition to your Family Center position, DO
NOT log those hours on this Time Sheet. Your school secretary will give you a separate Time
Sheet.
b. If you work at 2 schools, you will need to keep a Time Sheet for each school.
2. If your hours are split because of another school aide assignment during the same day or because you are
trading time to cover an evening event, record your Family Center In and Out Time accordingly. This
sheet is ONLY for your Family Center hours. Example:
Date Time In Time Out Total Time
1-28-10 8:30 a.m. 10:30 a.m. 2 hours
1-28-10 4:00 p.m. 7:00 p.m. 3 hours
3. Total your hours at the end of each day, record them in the Total Time column, and sign your name.
Then transfer the Total Time log onto your orange office Granite School District Semi-Monthly
HOURLY Employee Time Record 2011-2012.
4. You are required to call your school secretary on days out for illness or other circumstances that will
prevent you from reporting to your school Family Center Duties. She will make you absent on the office
orange Hourly Employee Time Record card. This allows her to let patrons know of your absence.
5. At the end of the Pay Period
a. Total your hours for the 2 weeks and place in the space provided at the bottom of this sheet and
sign it.
b. Complete the Fax Cover Sheet provided by your school and fax a copy of your Time Sheet(s)
and your Granite School District Semi-Monthly Hourly Employee Time Record to Virginia.
(The originals will be kept with the school secretary in the school employee binders.)
c. Your payroll sheets MUST be faxed by 3:00 p.m. on the last day of the pay period.
d. Get the pay period dates from your school secretary and begin a new log for the next period.
e. Keep all sheets in their appropriate binders. Your mentor will periodically check them for
accuracy. These records are subject to District auditing.
Sample of Form:
DATE
TIME
IN
TIME
OUT
TOTAL
TIME
EMPLOYEE SIGNATURE

FAMILY CENTER PARENT LIAISON
HOURLY EMPLOYEE TIME SHEET
Pay Period: ________________________ to ________________________
Hourly Key:
15 minutes = .25
30 minutes = .5
45 minutes = .75
Employee___________________________
School:______________________
DATE
TIME
IN
TIME
OUT
TOTAL
TIME
EMPLOYEE SIGNATURE
TOTAL TIME FOR PAY PERIOD _________________________
EMPLOYEE SIGNATURE_______________________________________________________

LIAISON LESSON/EVENT PLANNING FORM
Liaison ____________________________
School _________________________ Date______________
Lesson/Event:______________________________________________________________________________
Goal/Ojective:______________________________________________________________________________
Performance Objective (After completion of the lesson, students will be able to:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Lesson/Event Description:
Date of Event:___________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Epstein’s Key Focus: (Circle all applicable) 1. Parenting 2. Communicating 3. Volunteering
4. Learning at Home 5. Decision Making 6. Collaborating With the Community
Principal and Community Council and/or PTA Clearance Date: _______________________________________
Prerequisites/Preparations Needed: (How will you prepare your students for this lesson?)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Resources & Materials Needed:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Parents/Groups/Businesses Assisting:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Procedures/Activity:
_____________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Participants:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Invited Guests:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Assessment/Evaluation:
______________________________________________________________________________________________
______________________________________________________________________________________________
Level of Understanding: 1. Awareness 2. Interest 3. Learning 4. Mastered
Technology Connections:_________________________________________________________________________
Child Management:_____________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Other:

Monthly Family Center messages
These messages will be generated from the District and sent out electronically to each liaison. You
may then:
Personalize the Family Center Message with the name of the school and the date of the
publication.
In the space provided write your personalized liaison message.
List the monthly highlights.
List all upcoming lessons/events/meetings.
Other specific school information.

Family Center messages
[School Name]
[Date]
Liaison’s Message
School Messages
The Parent Institute
This Month’s Highlights
Upcoming Events

FAMILY CENTER CONCERN FORM
Directions: If you have a Family Center Concern that needs action, please fill out the following
information and give the form to Arlene, Student Service Secretary.
School:
Name:
E-Mail Address:
Phone:
Nature of Concern:
Attempts/Actions to resolve the problem:
Action Requested:
Signature: ____________________________________
Date: _________________________
Administrative Actions:
Initials________ Date___________ Initials______ Date____________

Granite School District
Prevention and Student Placement
Granite School District is currently accepting classified hourly applications for Parent Center
Liaison part time positions (10-19.5 hours per week). Salary Range: $11.72-13.49 per hour.
Starting Date: August, 2011.
Description:
• Must have High School Diploma or GED equivalent
• Fluent Spanish and English (written and spoken) required
• Must be flexible to work mornings, afternoons, and early evenings
• Be able to build a positive relationships with community, parents, students, teachers,
administration, and co-workers
• Be willing to teach academic and functional support skills to adults from district approved
curriculum
• Exhibit strong communication and promotional skills
• Prefer working experience with students and/or adults in a school environment
• Willing to work with and take directions from Family Center Specialist and school
administration
• Presentation skills
• Data collection and reporting skills
• Basic computer and technology skills and aptitude
Qualifications:
• Interested candidates may go to the Granite School District home page at
www.graniteschools.org and go to the Human Resource green tab located on the left. Click
the Employment Opportunities tab. Under Classified click Classified Hourly and complete
the on-line application form.
• For questions regarding this position or to schedule an appointment, contact Georgia Block,
Family Center Specialist at 801-664-8562 or at glblock@graniteschools.org.

Section I
Building Leadership
Capacity
Finding the Leader in Me Through Stephen
Covey’s 7 Habits
What is a School Community Council?
What is the School LAND Trust Program?
School Student Achievement Plans (SSAP)
PTA

Finding the Leader-in-Me
Through
Stephen Covey’s 7 Habits
S.O.A.R
SEEK SUCCESS ~ OVERCOME CHALLENGES ~ ACHIEVE GOALS ~ REACH HIGH
We only get one chance to prepare our students for a future that none of us can possibly predict.
What are we going to do with that one chance? Dr. Stephen Covey
Habit 1: Be Proactive – I am a responsible person. I take initiative. I choose my actions, attitudes,
and moods. I do not blame others for my wrong actions. I do the right thing without being asked,
even when no one is looking.
Habit 2: Begin with the End in Mind – I plan ahead and set goals. I do thing that have meaning
and make a difference. I am an important part of my classroom and contribute to my school’s
mission and vision, and look for ways to be a good citizen.
Habit 3: Put First Things First – I spend my time on things that are most important. This means I
say no to things I know I should not do. I set priorities, make a schedule, and follow my plan. I am
disciplined and organized.
Habit 4: Think Win-Win – I balance courage for getting what I want with consideration for what
others want. I make deposits in others’ Emotional Bank Accounts. When conflicts arise, I look for
third alternatives.
Habit 5: Seek First to Understand and then to be Understood – I listen to other people’s ideas and
feelings. I try to see things from their viewpoints. I listen to others without interrupting. I am
confident in voicing my ideas. I look people in the eyes when talking.
Habit 6: Synergize – I value other people’s strengths and learn from them. I get along well with
others, even people who are different than me. I work well in groups. I seek out other people’s
ideas to solve problems because I know that by teaming with others we can create better
solutions than any one of us alone. I am humble.
Habit 7: Sharpen the Saw – I take care of my body by eating right, exercising, and getting sleep. I
spend time with family and friends. I learn in lots of ways and lots of places, not just at school. I
take time to find meaningful ways to help others.
Leadership is communicating a person’s worth and potential so clearly that they are
inspired to see it in themselves. (Dr. Stephen Covey, The Leader in Me. Page 21-22.
Free Press 2008.)
[PDF] Finding the Leader-in-Me Through Stephen Covey's 7 Habits
schools.mukilteo.wednet.edu/me/documents/LeaderInMeParentNight.pdf - Block all schools.mukilteo.wednet.edu results
File Format: PDF/Adobe Acrobat - Quick View
Leader-in-Me. Through. Stephen Covey's. 7 Habits. Developing Leaders Who S.O.A.R. ... one chance? -Dr. Stephen Covey.
Developing Leaders Who S.O.A.R.

Welcome to Leadership day!
Adapted for Adult Leadership using Stephen Covey’s and Mukilteo Elementary Model
Leadership is communicating a person’s worth and potential so clearly that they are
inspired to see it in themselves. Dr. Stephen Covey
Begin With the End in Mind
To develop a partnership among schools and communities as we support one another in
building 21 st Century Leadership Skills
To develop a S.O.A.R. Parent Action Team
Form partnerships
21 st Century Leadership Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
School-wide Parent Leader Jobs
Lunchtime Leader Chats with….
6 Essential Implementation Ingredients: Modeling, Environment, Curriculum, Instruction, Systems,
Traditions
A leader knows the way, goes the way and shows the way. John Maxwell
The best way to predict your future is to create it. Abraham Lincoln
Obstacles are those frightful things you see when you take your eyes off your goal. Henry Ford
The only place success comes before work is in the dictionary. Vince Lombardi
As we let our own light shine, we give other people permission to do the same. Nelson
Mandela
Understanding is a two way street. Eleanor Roosevelt
One finger cannot lift a pebble. A Hopi Proverb
To keep the lamp burning, we have to keep putting oil in it. Mother Teresa
We only get one chance to prepare our students for a future that none of us can possibly predict.
What are we going to do with that one chance? Dr. Stephen Covey
If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence
is not an exception, it is a prevailing attitude. Colin Powell
Example is not the main thing in influencing others, it is the only thing. Albert Schweitzer
Our Parents Speak: When you want to teach children to think, you begin by treating them seriously
when they are little, giving them responsibilities, talking to them candidly, providing privacy and
solitude for them, and making them readers and thinkers of significant thoughts from the beginning.
~Bertrand Russell

It Takes a World of Difference
It takes the sunshine and the rain to help a garden grow.
The sun and moon together work to make the ocean flow.
Our strength is in our differences, the gifts we have to share
And together we can build a better world for people everywhere.
We’re the colors of the rainbow; we’re the stars up in the sky
No two of us are quite the same and here’s the reason why:
We all have a purpose and a special place to serve
For it takes a world of differences to make a difference in our world.
Mountains need valleys, the water needs the sand
And we all need each other to lend a helping hand.
So we must work together; we can’t do it alone.
Yes we all need each other to make this house a home.
We’re the colors of the rainbow; we’re the stars up in the sky
No two of us are quite the same and here’s the reason why:
We all have a purpose and a special place to serve
For it takes a world of differences to make a difference in our world.
How has our school changed?
• We are all headed the same way and all talking the same language.
• Students are serving in many leadership roles and seek out those roles by applying for jobs around the
school.
• Students report that “kids are nicer” and bullying has gone way down.
• Kids are more interested in working together to solve problems
• There are fewer discipline referrals to the office and fewer students are getting into trouble (The kids
notice that the whistle blows less on the playground)
• Students take ownership in their own learning by setting goals and tracking their progress with data
notebooks.
Source of Information:
[PPT]
Slide 1 - Schools at Mukilteo School District No.
schools.mukilteo.wednet.edu/me/ldrday-docs/LeadershipDay2011.pptx
File Format: Microsoft Powerpoint - Quick View
Stephen Covey. Developing Leaders Who S.O.A.R.. Developing Leaders Who S.O.A,R ...

ALL INFORMATION LISTED BELOW IS TAKEN FROM THE GRANITE DISTRICT WEB SITE
&
COMMUNITY COUNCIL HANDBOOK
What is a School Community Council?
PURPOSE
The Board of Education recognizes that parental participation is an essential component in promoting student
achievement. The Board of Education directs each school receiving LAND Trust Funds to establish and maintain a
School Community Council for the purpose of promoting student achievement, subject to the provisions of Board
Policy and State law (see Utah Code 53A-Ia-108 et seq.).
“Public schools belong to the community. Community Councils play a very significant role in improving student
achievement in ech local school. By sharing their unique perspectives and expertise, parents, teachers and
administrators have a wonderful opportunity to address the critical academic needs of the school.
“The charge to analyze data, identify needs, set goals, and align resources, and then report back on progress –
establishes Community Councils as providing front-line accountability to our school communities.
“We appreciate the dedicated service of Council members as they work together to support ALL students learning
at higher levels.” Dr. Martin W. Bates, Superintendent
GOAL - IMPROVE STUDENT ACHIEVEMENT
MISSION
Focus school community councils on empowering students to live and contribute meaningfully through
knowledge, continual learning, innovative thinking, and problem solving.
OBJECTIVES
• Promote systemic, continuous improvement for every school in Utah.
• Provide tools and resources that support the work of effective school community councils.
• Promote partnerships that engage the family, school, and community to support student success.
• Promote and celebrate each school’s success stories (students, teachers, administrators, volunteers,
school community council, etc.)
• Accelerate the effectiveness of school community councils.
• Promote decision-making that is:
Based upon and responsive to data
Conducted regularly and re-evaluated as necessary
Representative of constituencies and viewpoints.

MEMBERSHIP AND MEETINGS
Community Councils are public meetings and all parents and community members are welcome to attend. The following
ideas may help with this process:
• At the first meeting of the year, establish a schedule of regular meeting dates, times and locations
• Hold meetings in a common area, such as the library, multipurpose room or a large classroom
• Publicize the schedule and extend an open invitation to the community
• Send a reminder notice in your newsletter or post fliers
• Establish procedures for accepting public input
• Follow an agenda
• Keep minutes and a recording of the meetings and publicize the Council’s plans and decisions
• Begin and end on time
• Keep meetings focused on the goal of improving achievement
STAUTORY ROLES AND RESPONSIBILITIES
2009-2010
The Community Council shall develop:
1. School Student Achievement Plan (SSAP)
• Gather and analyze multiple sources of data regarding student achievement
• Determine the school’s most critical academic needs
• Establish clearly stated goals with measurable results in the focus areas of:
Required: 1) Literacy 2) Numeracy
Optional: School Choice
• Recommend a course of action to meet the identified needs, specifically noting programs, practices, materials,
equipment, and/or staff development the school will need to implement to reach the established goals
• Submit SSAP on-line by announced due date
• Respond to feedback from the district accountability process
• Implement the plan
• Report progress, modifications on goals and/or funding changes at mid-year review
• Collect data all year
• Publicize plan and results achieved
2. School LAND Trust Plan - A subset of the SSAP
• Survey the community for input
• Use data collected for SSAP plus survey results to determine the school’s most critical need
• Target an academic goal (objective must be in the Utah CORE)
• Establish clearly stated goal(s) with measurable results
• Allocate LAND Trust funds to support goal(s) Submit LAND Trust fund on-line by announced due date
• Respond to feedback from the district accountability process
• Implement the plan

• Report progress, modifications on goal(s) and/or funding changes at mid-year review
• Collect data all year
• Publicize plan, results achieved and use of funds to the community
3. K-3 Reading Achievement Plan—A subset of the SSAP
• District directed and reported
• Elementary SSAP Literacy Goal supports district goals by responding to the unique needs of the local school
4. Child Access Routing Plan
• Evaluate and update neighborhood map sent by District each Spring to determine safest walking route for children
• Submit recommendations to the District Traffic Safety Committee
• Publicize final plan to the community
The Community Council shall assist in the development of:
1. Components of the Staff Professional Development Plan which align with the SSAP.
2. Recommendations, in the interest of academic achievement, regarding school and district programs, and issues relating
to the community environment for students.
The Community Council's authority to carry out their roles does not extend beyond their individual schools.
The Community Council shall comply with all regulations regarding the composition and election of Council Members,
publicizing and holding open meetings, use of funds and working collaboratively towards consensus .
Responsibilities reserved by the Board of Education
• Human Resource functions such as hiring, corrective discipline, grade-level assignments, surplus status, etc.
• Individual student decisions such as discipline, placement, etc.
• Application of district policy and/or administrative memoranda.
Final approval of the SSAP, LAND Trust Plan and Staff Development Plan.

ALL INFORMATION LISTED BELOW IS TAKEN FROM THE GRANITE DISTRICT WEB SITE
&
COMMUNITY COUNCIL HANDBOOK
What is the School LAND Trust Program?
"Learning And Nurturing Development” with Trust Land Dividends
The U.S. Congress, in exchange for not taxing federal land, gave lands to Utah schools at
statehood. The lands are held in a legal trust for our schools. Schools own 3.3 million acres.
The lands are managed by the School and Institutional Trust Lands Administration and
must, by law, be used to generate money for our schools. The money is put in a permanent
savings account, which is never spent, but invested. The interest earned from the
permanent fund now goes to each school in the state. Your school will get its share of the
Trust Lands money because of a bill sponsored by Representative Mel Brown and Senator
David Steele, which passed the 1999 Legislature and was signed by Governor Leavitt. Your
education leaders in PTA, UEA, School Boards, the State Board of Education, as well as
superintendents and principals, have worked diligently for decades to give this opportunity
to you - use it wisely.
Other key facts:
1. School trust lands:
• are scattered all over Utah in a checkerboard pattern
• comprise 7% of land ownership in Utah (21% is privately owned 71% is federally owned and
Native American reservations)
• generate revenue by renting surface lands and minerals and by selling the land are leased for:
o production of oil, gas, coal, and other minerals
o farming
o retail stores
o commercial buildings
o telecommunication sites
o ski resorts
o grazing for cattle and sheep
o hunting and fishing
2. The permanent State School Fund:
• is a large savings account for schools
• grows because all revenue from trust lands, after expenses, is deposited in it
• grows from wise investments
• is invested and never spent
• generates (from investments) earnings that support our schools

• gets bigger each year, providing more and more support for our schools
• will be $1 billion by 2010 if the Trust Lands Administration reaches its goal
3. School Trust Lands will never be given away, sold for less than full value or used for any purpose
except supporting our schools.

School Student Achievement Plans
Link to http://ssap.graniteschools.org
The School/Student Achievement Plan (SSAP) is a comprehensive plan designed to improve
student achievement. It involves analyzing the school’s performance overtime using
multiple lines of evidence and setting specific, measurable goals for improvement.
The SSAP includes the LAND Trust Plan as well as many initiatives already in place in the
school—such as Accreditation, Grants, Professional Development, Special Programs,
alliances with networks, universities, business partners, etc.
To access more information regarding School LAND Trust Program and to view your school’s plan
follow these steps:
1. Log onto the Granite School District Home Page at www.graniteschools.org.
2. Click on the “Community” tab located at the top in the orange. A menu will drop down
3. Click “Community Councils”.
4. At the bottom of the page, left hand side click the blue menu tab “Land Trust Plan”.
5. At the top of the page it will say “Also see: Utah State Office of Education LAND Trust Plan.
Click this.
6. Click on the Schools Plans & Programs tab at the top. A drop down menu will appear.
7. Click on Program Plans.
8. Below the explanation paragraph is a section “To View Plans and Reports for Any School, Choose
the District and School.
9. Type in Granite for the District, and in the school type in the name of the school you want to
view.
10. The school’s name will appear. Just below the school name you can click “To print or view a
generic copy click on the following links 2010-2011 Progress Report or 2011-2012 School Plan.
Click on both. The first will give you information on last year’s success. The second is this year’s
school plan.
11. For other general information, have fun and click on various options to read and educate
yourself about.
To view your school’s web link follow steps 1-3 then:
4. At the bottom of the page, left hand side click the blue menu tab : School/Student
Achievement Plan.
5. Click on the Link to http://ssap.graniteschools.org found at the top of the page.
6. In the search bar at the top, type in the name of your school.
7. Click on the site with the green URL listed as www.graniteschools.org/(name of school)

PTA
To view information regarding PTA follow steps 1 and 2 above then:
1. Click on ”PTA”. This will link you to events and links with PTA information for your use. Notice
the orange tabs located at the top for additional choices.
Look for:
• 10 Truths About Parent Involvement
• The Power of Partnerships Family Survey
• Parents’ Guide to Student Success
o High School English
o High School Math
o 8 th Grade
o 7 th Grade

Contact Information
Contact Information for Family Center
Staff
General Community Resources