Family Center Handbook - Granite School District

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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
Page 1: Granite Partnership Family Center H
Page 4 and 5: Successful Parent Engagement Strate
Page 6 and 7: Section B Purpose Purpose Statement
Page 8 and 9: THE KEYS TO SUCCESSFUL SCHOOL, FAMI
Page 10 and 11: Annual Progress Report NATIONAL NET
Page 12 and 13: IV. ACTION TEAM FOR PARTNERSHIPS (A
Page 14 and 15: 10. IMPLEMENTATION CHALLENGES. Plea
Page 18 and 19: parent-involvement programs use the
Page 20 and 21: IMPLEMENTATION PITFALLS: Inconsiste
Page 22 and 23: (312) 670-6782; fax (312) 670-6783
Page 24 and 25: WELCOME TO Prevention and Student P
Page 26 and 27: 16. Moss Elementary C257996 17. Pio
Page 28 and 29: Bienvenidos al SITIO WEB DEL INSTIT
Page 30 and 31: Bienvenidos al SITIO WEB DEL INSTIT
Page 32 and 33: Parent Liaison Responsibilities and
Page 34 and 35: Second and Third Graders (Learn to
Page 36 and 37: Liaison Training November 15, 2010
Page 38 and 39: 18. Surveys 19. School flier 20. Tr
Page 40 and 41: Granite School District Policies As
Page 42 and 43: Granite School District Web Page Gu
Page 45 and 46: EMPLOYEE COMPUTER USE AGREEMENT GRA
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Page 49 and 50: Section E Family Center Coordinator
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Page 61 and 62: Standards for EXCELLENT Partnership
Page 63 and 64: Framework of Six Types of Involveme
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ELEMENTARY SCHOOL EXAMPLES for a On
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PLANS FOR ACTION 3-Year Vision (Lon
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Action Team for Partnerships: Struc
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Reaching Results 15 34
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Benefits of Partnerships: Results o
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NETWORK CONNECTIONS Share Ideas Sol
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Liaison Implementation Guide Action
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Granite School Partnership Family C
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Successful Parent Engagement Strate
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Tips for Involved Parents 1. Talk t
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About Us ParentNet® Get Involved R
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• Parents need to know what child
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Mary Johnson, President Parent-U-Tu
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Section H Forms Granite Partnership
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PAYROLL INSTRUCTIONS Family Center
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LIAISON LESSON/EVENT PLANNING FORM
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Monthly Family Center messages Thes
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FAMILY CENTER CONCERN FORM Directio
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Section I Building Leadership Capac
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Welcome to Leadership day! Adapted
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ALL INFORMATION LISTED BELOW IS TAK
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• Report progress, modifications
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• gets bigger each year, providin
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PTA To view information regarding P
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Family Center Handbook - Granite School District

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