1. Handbook on Family and Community EngagementSam Redding, Marilyn Murphy, & Pam Sheley, Editors www.families-schools.org

2. The Handbook on Family and Community Engagement was created with funding and support from the U.S. www.centerii.orgwww.families-schools.org 3. Handbook onFamily and Community EngagementSam Redding, Marilyn Murphy, & Pamela Sheley, Editors 4. AcknowledgementsThe editors acknowledge the support and guidance provided us by the U.S.Department of Education, especially Carl Harris, Patricia McKee, Gary Rutkin, DanitaWoodley, and Fran Walter, for the creation of this Handbook. The timely and competentediting by Robert Sullivan, Lori Thomas, and Stephen Page resulted in a publishedversion worthy of the expert contributions of the authors. Especially, the editors showertheir appreciation on the authors, all scholars of high merit devoted to families, schools,and communities and cheerful in meeting the projects expectations and deadlines. 5. Foreword - -rience reveal promising organizational structures and professional practices. Always, family and -relationships among school personnel, families, and community members remains a vision not entirelyachieved. Our hope is that this Handbook will bring us closer to the realization of that vision.Our desire in preparing this Handbook was to bring together the best minds on the various topicsrelated to family and community engagement and produce a guidebook that is solid in its researchparents, teachers, and the children they hold in their care.This Handbook is intended to provide educators, community leaders, and parents with a succinctsurvey of the best research and practice accumulated over the years. More important, the Handbook Handbookour youth and wise in their understanding that schools cannot provide that opportunity alone. iii 6. iv 7. Table of ContentsForew rd ................................................................................................................................................................ iiiSam Redding ...........................................................................................................................................................Helen WestmorelandPart I: Framing the Discussion................................................................... Oliver C. Moles, Jr. & Arnold F. Fege.......................................................................... Sam Redding ......................................................................................................... Heather Weiss & M. Elena Lopez ................................... Lauren Morando Rhim ................... Amy Mart, Linda Dusenbury, & Roger P. Weissberg ......................................................................... Marty Blank Part II: Families and Learning.......................................................................... William JeynesWilliam Jeynes .............................................................................................................. 60 ......................................................................................................................... Kathleen Hoover-Dempsey ....................................................................................................................................... Herbert J. Walberge Marilyn Murphy ........................................................................................................... 5................................................................................................................................ Lee Shumow Lee Shumow ........................................................................................................................ 80................................................................................................................................ Holly Kreider Georganne Morin & Holly Kreider .................................................................................. 85.......................................................................................................................................................................................................................................... 91.............................................................................................................................. Mary R. Waters & John Mark Williamsv 8. Part III: Families and Schools .............................................................................................................................. Steven B. Sheldon............................................................................................................................................... Anne T. Henderson & Sam Redding....................... ....................................................................................................................................................................................................................................... 116 .......................................................................................................................... ........................................................................................................................ Susan J. Paik... Ronald TaylorSam Redding ....................................................................................................................... 129..................................................... Eva Patrikakou Lori G. Thomas ................................................................................................................... 135........................................................................................................................................................................................................................................ 141 Mavis Sanders .................................................................................... Brian R. Beabout & Lindsey B. Jakiel .................................................................................................................. ............................................................................................ Pamela Sheley Pamela Sheley .................................................................................................................. 161 ........................................................................................................................ Sam Redding..............................................................................................................................................vi 9. A key takeaway from these chapters is that there is a need for schools to create collaborative and coordinated systems for family and community engagement.Helen Westmoreland 10. FACE HandbookT his HandbookHandbook HandbookHandbook Handbook Handbookx 11. Handbook HandbookHandbook Handbook is also aHandbookHandbook This Handbook Handbookxi 12. FACE Handbookxii 13. Part I:Framing the Discussion 14. The one historical constant is the researchand practice links between low-income familiesengaging with their school, which leads to higherstudent achievement, greater social and politicalcapital for families, and empowerment to demandhigh achieving education.Oliver C. Moles, Jr. and Arnold F. Fege 1 15. FACE Handbook4 16. Moles & Fege S ince the passage of the Elementary childrens home learning activities, communi- and Secondary Education Act (ESEA) in 1965, parent involvement (which parent meetings and educational workshops, has been expanded to include familyhelping to write school policies, organizing toengagement) has been recognized to be acomponent of social justice, equity, and qual-decisions about the education of ones childincluding choice of schools. The term parentcomponent of ESEA and federal policy. For involvement is being supplanted today byinstance, the original ESEA Title I did not con-family engagement in recognition that grand-tain any parental involvement provisions, but parents and other family members may alsowas fundamentally a school-based bill designedbe responsible for the care and upbringing ofchildren. Family engagement also suggests aschool districts and to advance integration. Over deeper level of commitment and participationthe years and through seven reauthorizations, than involvement.parental involvement has taken on many shapesand forms, from collective organizing, decisionmaking, and training parents in working withtheir children, to promoting parental choice. Although the original law contained no men-What lessons can be drawn from the 40-yeartion of parental involvement, it did become ahistory of Title I parental involvement thatmight inform policy in the current educationaldebate on ESEA. Senator Robert F. Kennedyand political debates and might guide schools (D-NY), member of the Senate Education Com-and districts in their current practices? The onehistorical constant is the research and practicelinks between low-income families engagingparental involvement, thereby raising somewith their schools, which leads to higher studentachievement, greater social and political capi- between instructional quality, assessment data,tal for families, and empowerment to demand and low-income parents using that informationhigh achieving education (Bryk, Sebring, Allen- to demand improved public schools. Kennedysworth, Luppescu, & Easton, 2010; Gold, Simon,was relentless in his belief that poor parents had& Brown, 2002; Henderson & Mapp, 2002; Nye, a right to decision making in those institutions,Turner, & Schwartz, 2006).such as public schools, that are designed to servethem and their children, and that the federalOn the other hand, many low-income parentsgovernment had a role to play in assuring thatsend their children to schools which generallylocal school districts provided that opportunity.have the lowest levels of student achievementand the highest levels of families who feel parents holding schools accountable as a vitaldisengaged from meaningful involvement andpolitical force in watch dogging, Title I fundsparticipation. In this chapter, we review major would not reach the classroom (Fege, 2006; Hal-provisions concerning parent involvement sincethe inception of the Title I program and weigh1965).family engagement. We conclude with the needThe 1970s were known as the decade of par-for strong federal involvement advocating for ents as advisors, strengthening both the rolerights of low-income Title I parents. The fol-and power of Title I parents. From the federallowing brief account of the evolution of family perspective, the involvement of parents aimedengagement requirements in the federal Titleto: (1) make the services delivered to the poorI program draws on recent reviews of thesemore responsive to their needs; and (2) integraterequirements (Fege, 2006; Moles, 2010a).into community life consistent with other pro-Parent involvement can refer to a wide arraygrams constituting the War on Poverty andof activities in the home and in collaborationhold schools accountable (Davies et al., 1979). Inwith the school. These may include helping with5 17. FACE Handbook1974, P.L. 93-380, the Elementary and Second-the repeal of the 1978 provisions led districts toary Amendments of 1974, was passed along abolish both district- and school-based parentwith regulations requiring all school districts to advisory councils. A 1985 Congressional reportestablish parent advisory councils (PACs) before concluded that Chapter 1s weaker parental45 C.F.R., 116.17(o)). In 1978, P.L. 95-561, the on parent involvement, and concluded that to1978 ESEA Amendments, was passed, creating the extent that PACs mobilize parents and politi-the most far-reaching and comprehensive of cal action, that may be a good thingit can leadany of the Title I mandates related to parentalto healthy democracy on the local level (Houseinvolvement.Under the 1978 Amendments, local education Labor, 1985). The PACs were also perceived toagencies were required to involve the PACs inbe the gateway in requiring school districts toTitle I program planning and implementation to: 1997), although they were also seen to promoteassure the PACs composition was repre-parent factions where parents tried to protectsentative of Title I parents,their own programs and funding (Mizell, 1979).assure that PACs had the informationneeded to make decisions and recom-mend programs to be addressed underTitle I,give parents information in their native It was apparent that local school administra-languages, tors and school boards would oppose any newevaluate parent and instructionalTitle I mandates that would create an alternativeprograms,parental power structure such as the PACs; but on the other hand, groups such as the Nationaldevelop procedures to address parent Title I/Chapter 1 Parents Coalition, Childrenscomplaints and grievances, Defense Fund, National PTA, and the Center forprovide funding to the PACs, Law and Education were pushing to reinstituteprovide parents the opportunity to the parental involvement language lost in theapprove or veto district Title I plan1981 reauthorization. What emerged in the 1988applications, andconsider developing parent resource cen- were requirements that LEAs develop policies that ensured parental involvement in planning,learning.design, and implementation of Title I programs, provide timely information to parents about the program, and provide parent information in a language and format they could understand. They were also encouraged to develop resourcebrought in by the new president, Ronald Reagan, - learning (DAgostino, Hedges, Wong, & Borman,ing the 1978 Amendments were too prescriptivestripped the mandated parent involvementthe states and local school districts to determineThe term parent involvement ishow they wished to involve parents. As a result,being supplanted today by familyESEA was replaced with P.L. 97-35, the Educa-tion Consolidation and Improvement Act, andengagement in recognition thatTitle I became Chapter 1 (Sunderman, 2009). The grandparents and other familyparent involvement language was reduced tomembers may also be responsiblea single requirement that schools and districts for the care and upbringing ofhold an annual meeting of Title I parents toinform them about the program. In most cases, children.6 18. Moles & Fege2001). However, the provisions lacked systemic provide materials and training to help parentsmonitoring and enforcement. These provisions improve student achievement and training fororganizing and advocacy toward strategies of parents as equal partners.individual parents working with their childrenat home. as NCLB (Public Law 107-110, 2002), continuedThe Improving Americas Schools Act of 1994, these requirements and strengthened them inknown as IASA, P.L 103-382, was a signaturereauthorizationit accelerated the change inESEA and Title I from a civil rights and anti- essence is the participation of parents in regu-poverty bill to one that assumed that povertylar, two-way, and meaningful communication-involving student academic learning and otherity of parents and schools to develop social school activities, including the idea that par-capital and began the laser focus on standards ents play a key role in helping children learnaligned with assessments, consequences for and act as full partners in their childs educationschools that did not meet state expectations,(P.L. 107-110, 2002, p. 1962). All of these ways of communicating, sharing responsibility, and2007). IASA continued the 1988 provisions forfostering mutual respect are essential buildingparent involvement in Section 1118 and added blocks of successful partnerships, but dependentseveral important new provisions for funding on the leadership, skills, and will of the state andand program development which continue tolocal education agencies. Yet once again, withoutthe present day. School districts receiving over deep monitoring and enforcement provisions,$500,000 yearly in Title I funds must now reserveparents had no recourse if school districts didat least 1% of these funds for activities to involve not implement Section 1118. In essence, theyparents. Each school is also required to develop were armed with legislation and information,with parents a schoolparent compact describ-but at the mercy of local school districts foring the schools responsibilities for providingimplementation.high-quality curriculum and instruction, the par- For parents, NCLB also added new rolesents responsibilities for supporting childrens and opportunities. Parents now have choiceslearning, and the continuing schoolhome com-if their children are in a failing school andmunication needed to achieve high standards. information to help them make choices. AnnualBy 1998, compacts were used in 75% of Title Ischool report cards, either sent to parents orschools, and most of these schools reported that posted on websites, must show several things:parent involvement was strengthened by the student performance on state assessments bycompacts (DAgostino et al., 2001) although theirsubgroups in each school and district in Gradeslong-term impact was more questionable (Funk-1 ,houser, Stief, & Allen, 1998). The prevalence of 1 In December 2010, Congress enacted a provision whichcompacts today is not known.In addition, schools are also required todevelop with parents a parent involvement plan overturned a 9th Circuit Court decision brought by parentsand to make the plan available to the parents of (Renee v. Duncan, 2010) by adding to NCLB a regulationparticipating children. Such a plan must include that had been struck down by the 9th Circuit Court. Thethe input of parents in shaping school-level poli- regulation allows states to describe teachers as highlycies, shared responsibility for bolstering student cases, just beginning trainingin alternative route pro-performance, and build more capacity for parent grams. NCLB gives parents the right to know when theirinvolvement. As part of this, schools must hold ameeting each year for Title I parents in which the and who has not completed training. But by labelingschool explains the program and gives parentsinformation on the schools progress towardmeeting the performance standards of theirstate. Schools and districts are also required to7 19. FACE Handbookand graduation and retention rates for second-ary schools. If the school is failinglackingabout their options, school and district poli- cies on parent involvement were inadequateyearsparents must be given an explanation, be and poorly disseminated, and parents weregiven an account of how the school is working to not included in the development and review ofremedy the problems, be consulted about theschool improvement plans. For a state by stateplan, and be given information on how parentsevaluation, see the U.S. Department of Educationcan help address these academic issues. ParentsStudent Achievement and School Accountabilitymay choose to transfer their children to anotherpublic school without having to pay transporta-tion costs. If a school is failing for a third year, itsstudents are eligible to receive free supplemen- A major component was added to the 1994 ESEA Amendments, the Parental Informationhours. Districts are charged to conduct evalua-and Resource Centers (PIRCs). Each state has one or more PIRCs. Their overall purposes are topolicies for parent involvement each year. Stateshelp implement parent involvement policies andare required to review these district policies and programs for improving childrens achievement,practices. to strengthen partnerships between parents and During the Bush Administration, the U.S.educators, to further Title I childrens develop-Department of Education focused its dissemi- ment, and to coordinate with Title I and othernation and monitoring work on parent choices initiatives for parent involvement under NCLB. Training and support have gone to parents ofof Title I. Many channels were used to informchildren from birth through high school and toschool systems and parents about these options,persons and groups that work with them. At least half of each projects funds must be usedFY 2008 Performance and Accountability Report, to assist low-income families. The PIRCs areduring the school year 20062007 only 14.5% of also expected to help parents understand theeligible students across the nation received sup-accountability systems under Title I and parentalplemental educational services, and a tiny 2.2%options.chose another school (U.S. Department of Edu-A very large number of parents and familiescation, 2008). Apparently, many parents were have been served since the programs incep-simply unaware of their options, school districtstion. In 20082009, large majorities of educatorsdid not adequately communicate the informa-who received PIRC services reported changingtion, quality choices or SES programs were not their practices on family engagement, as didavailable, or parents chose not to exercise themajorities of families on supporting childrensoptions. Satisfaction with their childs schoollearning. Sixty percent of Title I schools andand its location were the principal reasons par- 73% of Title I school districts reported receivingents chose not to transfer their child. The most PIRC services (National Coalition of Parentalcommon reasons for not seeking supplementalInformation and Resource Centers, 2010). (Note:education services were the parents sense thatThe PIRCs will no longer receive federal fundingtheir child did not need help, and tutoring timeswere not convenient for families (Vernez et al., -ation work on non-choice aspects of parentinvolvement during the Bush years, in contrast The history and evolution of parental involve-to the 1990s (Moles, 2010a). ment in ESEA Title I, along with the emerging research and best practices, inform us about Federal monitoring of activities under Title some fundamental next steps. Recall that NCLBI is conducted in each state every few years as and meaningful communication to enhance stu-monitoring regarding parent involvement and dent academic learning. Where such interactionparent options paint a discouraging picture.8 20. Moles & Fege engagement where parents can build social andand support can more easily develop a shared political capital (Appleseed, 2007; Crew, 2007;vision linking public education, parents, com- Noguera & Wells, 2011).munity, and policymakers. Working together, Collective action and a shared vision. Wethere are elements integral in undergirding the learned from the PACs that organizing parentsnext phase of ESEA to assure that every child is an important function for school account-has a quality public education. Besides overall ability and collective action, but parents shouldreform strategies, we also discuss some school- organize around a shared vision such as increas-based reforms. These elements include: ing the number of children ready for college or1. Importance of a federal roleproviding a quality education for all children,2. Collective action and organizing by families with a shared vision towardand divide parents. Whether Title I, English as demanding quality education for all a Second Language (ESL), or special education, childrenamong other programs, the school and parent3. Promoting school capacity building andvisions should be aligned and a learning cul- redesign of the factory model schoolture developed where educators and parents4. Local parent information and resource advocating for all children, as well as their own. centers Family engagement should not be an add-on or5. Promoting school turnaround over paren- a program but should be interwoven throughout tal choicethe schoolits instructional program, planning6. Strengthening of the schoolparentand management, and other aspects of school compactslife so that schools are places of connection7. and the center of the community. As families with parentsgain knowledge about what constitutes a high-8. Ongoing personal communicationachieving school, they will also feel ownership9. Home learning to build a culture of over advocating for change. Building on what learningUCLA professor and co-director of the Civil Rights Project/Proyecto Derechos Civiles Patri- 10. Community coordination and support cia Gndara calls cultural capital, known as 11. Research for program improvementbienes culturales in Spanish (Gndara, 2008), The federal role. Federal policy can andthe parents connect with the school, not because they are in competition with other parents, butencouraging innovations, monitoring andbecause coming together strengthens the aca-enforcing parental provisions such as Sectiondemic opportunities for children (Bryk et al.,1118, conducting ongoing and systemic research,2010; Clarke, Hero, Sidney, Fraga, & Erlichson,and providing incentives for states and LEAsto respond to the needs of low-income parentsParedes, 2011).and communities. There are still too manySchool capacity building. This next phaseschools that shut parents and the communityof family engagement work should focus onout of meaningful participation, and volun-implementation and building school capac-tary strategies by themselves seem not to work ity in responding to the needs of low-incomewithout federal pressure. Family engagementparents. The current factory model school was not designed for partnership, involvement, ormore legitimate part of mainstream education did not value the input or participation of thepolicy, both from a democratic perspective and citizen/consumer. In many cases, educators, par-as instrumental to school improvement whereents, and the community have limited expertiseschool districts blend individual parental activi- and skills in knowing how to partner with eachties in working with their children to collectiveother; do not possess the necessary understand- ing of the cultural, racial, gender, and ethnic 9 21. FACE Handbookdevote any substantial time to helping educa-middle class parent involvement; and educa- tors prepare to work with parents beyond earlytors and parents are not equipped to execute thechildhood and special education (MetLife, 2006).federal and state parental involvement require- Many teachers have negative views of parentsments. Schools need to help families build theirand underestimate the importance of familyknowledge and capacity and then help them toengagement. Yet strong parentteacher relation-act using these new-found skills which result inships are linked to various positive outcomeschange (Delgado-Gaitan, 1991; Trotman, 2001). for students. Skills and practices like welcom-ing partnerships with families, building onLocal parent information and resource cen-family strengths, and positive communicationsters. As counterparts of the state-level PIRCs,can be folded into systems of training (Caspe,school districts can take added steps to bolsterLopez, Chu, & Weiss, 2010). The diverse stu-parent and educator collaboration for studentdents and families of the 21st century challengelearning. Besides informing parents of schoolthe competencies of educators and call for newpolicies and activities as is commonly done,contexts such as those in some emerging pro-educators to joint action. Exemplary PIRCs haveassessed local needs regarding parent involve-ment, trained parent liaisons, trained parents forOngoing personal communication. One keyleadership, and trained parents and educators toto meaningful family engagement is personalwork as teams (U.S. Department of Education,communication. Partnerships are built on close2007).collaboration and interaction. Continued two-way contacts in person or by phone allow for the Parent choice. Parental choice options may notfree exchange of ideas that is a basis of part--nerships. Early home contacts by phone or inperson send a message that all parents and theiroptions, very few parents have chosen to movechildren are welcome and important. Annualtheir children out of failing schools. The strongparentteacher conferences, encouraged underpull of local schools suggests that parents willESEA, can be more productive when teachersbe engaged more productively in ways they canurge parents to bring questions and follow-help strengthen existing schools. Advisory andup plans are made and when teachers engagepolicy making bodies concerning schoolwidefamilies in understanding data and the courseissues with broad parent participation wouldwork required to access college or a career. Thisseem the more appropriate move. requires more than the usual two parentteacherSchoolparent compacts. The schoolparent meetings per year, but rather reinforces thecompacts should be strengthened and imple-need for continuous communications to under-mented. These agreements are appealing inprinciple, and states have provided compre- conferences, contacts with those who miss themhensive compact models for their schools. Ancan open communication with them early inexample of recommendations for constructing the school year. Finally, school meetings withand using compacts can be found at ncpie.org/ parents should allow ample time for questionsnclbaction/SchoolParent_Compact.pdf. Whileand comments to promote personal communica-widely used, compacts rely on voluntary agree-tion. All these modes of communication can bements from parents and educators without any -necessary follow-up or implementation plan.Compacts could become the starting point of (Clarke et al., 2011; Davies, 1988; Gndara, 2008;discussions in creating compacts add to their 2010; Xu & Filler, 2008).potential for action. Home learning. Connecting the home and Focus on training school the school in a culture of learning not onlyenhances the skills of students and parents, butFew colleges of education or school districts10 22. Moles & Fegealso positive relationships between the parent of parents or educators served, information isand teacher. Material and training for parents, as needed on knowledge and skills gained by themESEA requires, could be strengthened especiallywhen coupled with strong two-way communica-data on participation in programs and com-tion, but in formats and languages that parentsparison with matched non-participating groups make a much stronger case than one-time infor-part of a continuing program, home learningmation on participants alone. Where possible,activities can be a potent source of change. Fieldexperiments over many years bear this out (Nye,Turner, & Schwartz, 2006). Another study exam- or program.in 71 Title I schools; making early and continu-ing phone contact with families regardless of If we have learned anything from the rockystudent progress and sending home learning past of Title I parental involvement, it is thatactivities on a regular basis was more importantthan a number of other school reforms in schools the essential partnership of the family in thewith strong improvement (U.S. Department ofacademic as well as the developmental successEducation, 2001). A testable framework based onof low-income children. Many communitiesthis strategy has been developed (Moles, 2010b). and school districts are already engaged in thisCommunity coordination and support.Schools and families need the support of and and empowering parentsall parentsin theircoordination with their community. Parentalchildrens education lies ahead.involvement alone is inadequate to improve the Parents are not and should not be part of the - school bureaucracy. However, school leadersbers must also be involved in and responsiblehave a major role to play in enabling low-incomefor providing resources and funding, support parents to work with schools as engaged part-services, parental assistance, political pressure, ners, to provide individual support for theirand accountability. It is not fair to ask parentschildren, and to build the social and politi-by themselves to be the only entity that holds cal capital they need to demand change andschools accountable, and community-based improvement where it is not forthcoming. Thisorganizations should be part of the capacity-requires building district capacity, teacher andbuilding process noted above (Adelman &administrator professional development, com-Taylor, 2009; Cibulka & Kritek, 1996; Kugler,munity involvement, funding, communications,2002; Public Education Network, 2001). mobilization, and parental decision makingallResearch for program improvement. Devel- part of a coordinated policy in developing aoping and supporting a research-based family whole child. To do this, the whole child needsengagement framework is essential to deter-the whole school, the whole family, and themine when programs are working and how towhole community working in collaboration.improve them. Besides counts and percentages Experience over the years has demonstrated that, without a federal framework, low-income parents frequently do not receive the kind of the seamless link and connection between theConnecting the home and thefamily and the teacher, and between the homeschool in a culture of learning -not only enhances the skills ofS. Paul Reville conclude that in polite educationstudents and parents, but alsopositive relationships between other non-school factors is met with impatience, resigned shrugs, or a weary rolling of the eyes.the parent and teacher. (but) the vision of future education reform is11 23. FACE Handbooksimple: American schools wont achieve unless R. Slavin (Eds.), Title I: Compensatory education atthe crossroads -Reville, 2011). rence Erlbaum Associates.Reauthorization of ESEA, then, needs to Davies, D. (1988, Spring). Low-income parents and the schools: A research report and a plan forvisualize a much broader concept of education action. Equity and Choice 4to move beyond schooling and into areas ofchild development and parent empowerment.Educators and parents should be partners in B., & Zerchkov, B. (1979). Federal and state impacton citizen participation in the schools. Citizen Actionthis process, not adversaries. Whether schoolin Education. Boston, MA: Institute for Respon-improvement, turnaround schools, parental sive Education.choice, or schoolwide Title I, integrating parentinvolvement strategies and parent voices as Delgado-Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. Chicago, IL: University of Chicago Press.should be a core element of reform, and not onethat is marginalized.and school leaders for schoolfamily partner-Promising practic-es for connecting families with schools (pp. 129150).Adelman, H., & Taylor, L. (2009). Schools and their communities: Common purpose in remaking the nation.Fege, A. F. (2006). - edu/whatsnew/announcement(1-22-09).pdfcation: Forty-two years of building the demand for quality public schools through parental and public in-Appleseed. (2007). It takes a parent: Transformation edu- volvement. Cambridge, MA: Harvard Educational Washing- Review. ton, DC: Author. LessonsBryk, A. S. (1997). Democratic localism: A lever for insti- tutional renewal. Los Angeles, CA: Westview Press.in Americas schools -Bryk, A. S., Sebring, P. B., Allensworth, A., Luppescu, sity of Virginia Press.Organizing schools forTitle I improvement: Lessons from Chicago. Chicago, IL:schoolparent compacts: Supporting partnerships to University of Chicago Press.improve learning. Washington, DC: Policy StudiesCaspe, M., Lopez, M., Chu, A., & Weiss, H. (2011).Associates. Teaching the teachers: Preparing educators to engageGndara, P. (2008). The crisis in the education of Latino families for student achievement. (Issue Brief). Cam- students. Washington, DC: Civil Rights Project/ bridge, MA: Harvard Family Research Project and Proyecto Derechos Civilies, University of Califor- Alexandria, VA: National PTA. nia-Los Angeles, NEA Research Series.CoordinationGold, E., Simon, E., & Brown, C. (2002). Strong among schools, families, and communities. Albany, neighborhoods, strong schools: The indicators project NY: State University of New York Press. on education organizing. Chicago, IL: Cross CityClarke, S. E., Hero, R. E., Sidney, M. S., Fraga, L., &Campaign for Urban School Reform.Erlichson, B. A. (2011). Multiethnic moments: The The relationship of school structure andpolitics of urban education reform. Philadelphia, PA:social environment to parent involvement in elemen-Temple University Press.tary schools. Chicago, IL: University of ChicagoPress.Edu-Halperin, S. (1978, September 9). ESEA: Five years cation and Urban Society, 16, 323337. later. Congressional Record, pp. 84928494.Crew, R. (2007). Only connect: The way to save ourHenderson, A. T., & Mapp, K. L. (2002). A new wave schools. New York, NY: Sarah Crichton Books. of evidence: The impact of school, family, and commu- nity connections on student achievement. Austin, TX: Borman, G. D. (2001). Title I parent-involvementSouthwest Educational Development Laboratory. -12 24. Moles & Fege- Renee v. Duncan, 623 F.3d 787 (2010), No. 08-16661.tention will return to non-school factors. Educa-United States Court of Appeals, Ninth Circuit,tion Week. --ary and Vocation Education. (1985). Congress, 89th Congress, 1st Session. (1965). Hear-changes under Chapter 1 of the Education Consolida- ings on the Elementary and Secondary Education Acttion and Improvement Act..Kugler, E. G. (2002). Debunking the middle-class myth:Sunderman, G. L. (2009). The federal role in educa- Why diverse schools are good for all kids. Lanham, MD: Scarecrow Education. Providence, RI: Annenberg Institute for SchoolMetLife, Inc. (2006). The MetLife survey of the AmericanReform, Voice of Urban Education (VUE). teacher: A survey of teachers, principals, and leaders of New college education programs. New York, NY: Author.visions for public schools: Using data to engage fami-Mizell, M. H. (1979). Maintaining parent interest inlies. Cambridge, MA: Harvard Family Research Title I parent advisory councils.Project. 11(2), 8187.Trotman, M. F. (2001). Involving the African Ameri-Moles, O. (2010a). Family involvement in federalcan parent: Recommendations to increase thelevel of parent involvement within the AfricanMichael (Ed.), Promising practices to support familyAmerican families.,involvement in schools275285.Information Age.U.S. Department of Education. (2007). Engaging par-Moles, O. (2010b). Parent outreach that can increase stu-- dent achievement. Unpublished manuscript.tion and resource centers.www2.ed.gov/admins/comm/parents/parentin-Montemayor, A. M. (2011). School and communityvolve/index.htmlcapacity building for collaboration. San Antonio, TX:Intercultural Development Research AssociationEvaluation and Policy Development, Policy and- Program Studies Service. (2008). State and localgies/School_and_Community_Capacity_Build-ing_for_Collaboration/Volume IV - Title I school choice and SupplementalEducational Services: Interim report. Washington,National Coalition of Parental Information andDC: Author. Resource Centers. (2010). Great families mean great. Washington, DC: Author.C., & Gill, B. (2009). State and local implementationNoguera, P. A., & Wells, L. (2011). The politics of school choice and Supplemental Education Services: school reform: A broader and bolder approach for Final report. Washington, DC: U.S. Department Newark.(1), 525. Theand Policy Development. Retrieved from www.academic performance of elementary school children:-A systematic review. Campbell Collaboration ment and support for inclusive education. SchoolReviews of Interventions and Policy Evaluations(2), 5371. Retrieved from-collaboration.org/review_list/index.phpParedes, Maria, C. (2011). Parent involvement as an instructional strategy: No more waiting for Superman. New York, NY: Teachers College Record.Public Education Network. (2001). Communities at work: A guidebook of strategic interventions for com- munity change. Washington, DC: Author. 13 25. FACE Handbook14 26. Strong school communities engender strongstudents. The school communitys purposeis to ensure that each student acquiresthe knowledge, skills, habits, and attitudesnecessary for success in school and in life.The School Community:Working Together for Student SuccessSam Redding Chapter 2 27. FACE Handbook S trong school communities engender - strong students. The school commu- nitys purpose is to ensure that each student acquires the knowledge, skills,that their students succeed;student success is bolstered when par-That requires many people working together. school community work in unison onThe work includes that done by the student and- establishing and nurturing the processes Academic, personal, social, and emotional and practices necessary to intentionally strengthen the school community. - In short, a school community rests upon -mutual respect, strong relationships, sharedkakou, Weissberg, Redding, & Walberg, 2005;Zins, Weissberg, Wang, & Walberg, 2004). Theacademic, personal, social, and emotional learn-school directly impacts the students learning, as a communityrather than in a community, its constituents asso-community. --relationships among the people in that studentsschool. Especially, we are-demic, personal, social, and emotional learning that cement their relationships to one another.Their discrete but symbiotic roles rest upon thiseachstudents success. A school community is built and continuouslyintimately associated with a schoolstudents,1. Leadership that is shared among its members.2. Goals and Roles that guide its membersparents, the students are their own children; and learning and in their relationships to one another.-matically within a school, but is intentionally In short, a school communityrests upon mutual respect, strongand honored, and by ensuring that all are con-relationships, shared responsibility,nectedand focused attention to studentsacademic, personal, social, and2007). A school community is premised upon theemotional learning.16 28. Redding3. Communication among its members that Goals and Roles their roles and responsibilities.4. Education academic, personal, social, and emotional learn- responsibilities.5. Connections among its members thatthe goals in mind, we can then consider the goal- enhance their personal relationships, strengthen their bonds to one another and In the academic realm, teachers carry a broad-6. Continuous Improvement because aeration to the areas in which the home and the built. It is always building its capacity-- Shared Leadership A school community is organized to make students ability to master content and manage -decision-making bodies such as a Leadershipdisciplined study at home.-leadersand teacher Instructional Teams. A ment, including social and emotional learning,parent or parentteacher organization sponsors-Community Council to this structure introduces--each student acquires the knowledge, skills, A School Community Council includes the 1. Reading & Literacy. read well,members, and they are the primary custodi-employed by the school. This or a similar com-instruction. - 2. Self-Directed Learningwill become athroughCouncils engage the parent or parentteacherteaching that incorporates study skills- and learning strategies, homework prac-rying out its plans and communicate regularlywith them. The Council operates with a consti--month is a necessity), with agendas, minutes,3. Respect & Responsibility.and work products.willsocial and emotional well-being through17 29. FACE Handbook4. Community. The put in touch with each other with telephone and - that teachers send home to parents and parents send to teachers.Why wouldnt education be a building block what schools do. In a school community, edu- cation is not limited to the students. Teachersteachers, and sometimes principals. The SchoolCommunity Compact outlines these responsi- -bilities related to the school communitys goals,such as homework guidelines, school and class- assistance to make the school a welcoming place. Volunteers are trained and guided in the roles Community Council members, helps them grow in their competence with decision making andthat communication between the home and the -For parent education, well-trained parents -munication among parents, teachers, administra-communitys purpose and goals are the centralThe School Community Compact is an impor- by residence, workplace, and school enrollmentdiscussion among students, parents, teach-described in it. Children are most likely to become - avid readers, skilled learners, and self-confident, socially adept,by parents, students, teachers, and others. Inter- respectful, and responsible human beings when they are part of acommunitys constituents, including guidance community of people workingon how best to support student learning. Tele- together on their behalf. 30. Reddingschoolmates. Teachers understand their students- - -drens learning when they know their teachers.when they know each other well.in schools to understand what each student - -and emotional learning. Connections also buildsocial capital.students think they are doing with the respon- Home gatherings, where a teacher meets in thesibilities outlined in the School Community - -ties that enable people to get to know each other.ing homework on time and with good quality?- -ers? What do people suggest to make the schoola more welcoming place?can be channeled toward a later meeting with -instruction, how children learn to read, and howThe School Community Council takes these datainto account when making its plans.parents learn to appreciate each others roles. ConclusionsA school community is strengthened with thebuilding blocks described herein, and it nurturesAgain, the preparation and organization arestudents in their academic, personal, social, and--its membersto their personal aspirations, their- -to the parents is paramount.or she plays and appreciates the roles played by-nity naturally; community is built intentionally. ReferencesEduca--tional Researcher, 16-Building local leadership for change: A national scan of parent leadership training 31. FACE Handbook programsBeyond the bake sale: The essential guide to familyschool partnerships. Parental involvement and academic successSchoolfamily partnerships for childrens success.Parents and learning. Education - -The mega system: Deciding, learn- ing, connecting. - Building community in schools. Developing home-school partnerships: From concepts to practice. Building school success on social and emotional learning: What does the research say? Resources/Websites emotional learning. School Community Journal.20 32. We believe that investment in studentperformance data that is accessible,meaningful, and actionable to families isa core component of 21st century familyengagement strategies.Heather B. Weiss and M. Elena Lopez3 33. FACE Handbook We believe that investment ingain access to meaningful student data that canstudent performance dataguide their actions to support childrens learningthat is accessible, meaningful, and school success. Sharing individual studentand actionable to families is a performance data with familiesas well ascore component of 21st century family engage- drawing information from families about stu-ment strategies. New data-sharing initiatives dents interests, behaviors, and challengescandescribed here suggest that, equipped withtransform the way family engagement is orga-student data, families can strengthen their roles nized. Rather than focusing on random acts,as supporters of their childrens learning and as family engagement elevates the strategies thatadvocates for school improvement. Their expe- support learning, continuous improvement, and- successful outcomes. Collective data about stu-dent performance deepen parents understand-ing of the quality of their schools. They helpto ascertain their value added as part of largerparents make school choices and enable parentand community leaders to take action withthey need to succeed. schools on improvement strategies.States and school districts have spent over onebillion dollars in the last decade to build andimplement student performance data systems(Tucker, 2010a). In addition, with funds fromWhile the examples we note are grade levelthe American Recovery and Reinvestment Act -of 2009, 38 states are planning to build datasystems that track the achievement of studentsstudents, it is useful to envision and constructby individual teachers. Thirty-seven states are a birth through high school strategy built onworking to align K12 data systems and higher shared responsibility for data use among family,education to produce longitudinal data forschool, and community stakeholders. A dataindividual students (Kober & Rentner, 2011).pathway consists of measureable benchmarksAs policymakers invest in data systems to drive for a childs learning that begins in early child-decision making from the classroom to the hood and continues through the school years.legislature, families are important stakeholders. A family can track progress over the short termResearch on family engagement repeatedly cor- (e.g., to improve reading) and over the longrelates family engagement with student achieve-ment and is discovering more precisely what itlevels). Through this pathway, families can helpis that families do that promotes learning andtheir children stay on the right track to gradu-school success. Sustained family engagement ination and college and career readiness, accesschildrens learning is linked with higher gradesan array of school and community learningand test scores, motivation to achieve, socialresources, and gradually transfer responsibilitycompetence, and aspiration for and enrollment for performance-based learning to the student.Our research on pioneering initiatives suggests2009).with families: access, understanding, and actionUnfortunately, many strategies and inter- (Weiss, Lopez, & Stark, 2011).ventions to promote family engagement havebeen disconnected from any instructional goalsAccess. Families want to know how theirand do not take advantage of available data tochildren are doing in school so that they canengage families in ways that support learning orconsists of separate and uncoordinated pro- academic progress and performance. Such dataare being shared through parentteacher con-ferences and, increasingly, through electronicKressley, 2008). The trend toward data-driven media. Because not all families have computersreform opens new possibilities for families toor reliable internet connections, some schools22 34. Weiss & Lopezare providing parents access to computers andthe subject areas that are being assessed. Parentonline student data by opening their computerteacher conferences are ideal for making studentlabs to parents and extending hours of opera-data a centerpiece of conversations during thetion, others are working with community-basedschool year. These meetings become the essen-organizations to set up computer kiosks, and tial conversation for improving student prog-some school-community partnerships are refur-ress on the pathway to graduation and collegebishing computers and giving them to familiesand career readiness. (See Appendix 3.1 for anthat complete a set of family-engagement and example of online tools that help parents under-computer-learning workshops. stand their childs assessments and ask teachers Knowing the circumstances of families helps questions to support a childs progress.) The Creighton School District (K8) in Phoe-data. In New York City, for example, one schoolnix, Arizona has recreated the parentteacherwith a high number of children from a nearby conference to focus on helping parents under-homeless shelter set up a parent room with a stand student data and take action to improvewasher-dryer, microwave, mini-library, and student progress and performance. Calledcomputers. Parent coordinators invited parents Academic ParentTeacher Teams (APTT), theto use the room and encouraged them to learn sessions consist of three 75-minute parenthow to use the online student data system and to teacher group meetings and one individualunderstand their childs academic performanceparentteacher meeting. Teachers volunteer to(Polakow-Suransky, 2010). Parents in New Yorkuse this approach, and the number of classroomsCity are also involved in testing the formats of using APTT has expanded since the pilot phase.online data systems in order to increase userDuring group meetings, a teacher explainsaccessibility. learning goals for reading and math and pres- Understanding. Families need to be able toents data on aggregate classroom progress overunderstand the data and know what to do with the school year. Each parent receives a folderit. They need to grasp what the data suggest containing his or her childs academic data andin terms of their childs short- and long-term learns to interpret the childs performance indevelopment and academic progress. Data arerelation to class learning goals and the overallmeaningful when placed in the context of schoolstanding of students. Teachers present the datarequirements and a students learning goals. in creative and concrete ways. For example, some teachers display a linear achievement linewhen families know the schools expectations designating where the average child mightabout the number of allowable absences, the con--ask parents to chart where their own child falls.ences between excused and unexcused absences.Teachers work with parents to set 60-day learn-At the Washoe School District in Reno, Nevada, ing goals for their child based on academichigh school parent workshops and communica-scores. Parents also practice teaching skills mod- eled by the teacher and receive materials thatof the online data system go beyond the use of they can use with their child at home (Paredes,technology to incorporate information about2010, 2011). In this way, parents become partners with teachers and work together to support con-parents can seek help if their teen shows signs oftruancy (Crain, 2010). Action.Understanding data so that they are meaning- provide resources that are linked to the dataful takes time and regular communication. It gathered from ongoing assessments. Thesebegins with training parentsusually face-to-faceso they understand education terminol--ogy and student data within a framework of ish, how to overcome challenges, and how tostandards and assessments. In-person trainingengage their children in activities and discus-can be followed by web-based tutorials about sions that will support their overall learningwhat students should know and be able to do in and growth. In short, data must be actionable 23 35. FACE Handbookin order to produce changes in student achieve-especially when districtwide changes are sought.ment. From providing families with recom-For example, the Community Involvementmended activities that they can do at home withProgram of the Annenberg Institute for Schooleveryday materials, to highlighting resources in Reform at Brown University has been instru-the community that they can access, schools aremental in providing data analysis, research, and training to the Coalition of Educational Justice in New York City, a parent-led entity composedof individual students. With access to data, anof several community-based organizationsunderstanding of what that data reveals, and and unions. Based on its reports, the Coalitionresources for action, families can:acquired compelling information to address sev-Support, monitor, and facilitate student eral issues about educational equity, includingprogress and achievement in a focusedthe middle school achievement gap and schooland concrete way that complements learn- closures (NYC Coalition for Educational Justice,ing at school. 2010).Inform transition from one grade level toUnderstanding. Parent organizations investanother or one school to another so that in training parent leaders to understand studentteachers can be cognizant of and build data within an educational framework such asupon the childs unique development andhigh school graduation and college readinessinterests. requirements, standards, curriculum, and assess-Engage in ongoing conversations withtheir child about planning for career andtypes of data reveal and the distinction betweencollege. formative data showing student progress and summative data showing achievement. Parents,Align student skills and interest to avail- especially those from low-performing schools,able programs/resources in the commu- gain new insights when data are disaggregated and viewed longitudinally. When they see datasummer camps to further enrich learning from high-performing schools and then look atand growth opportunities. their own schools data in comparison, they are motivated to act. Through an understanding ofBeyond supporting an individual studentslearning, data on schoolwide performance can and problem-solve on possible action steps.motivate parents to take action to improve The Commonwealth Institute for Parent Lead-their schools. School data help parents under- ership is an organization that pioneered parentstand their schools standing in relation to other training in understanding school data as an inte-schools, raise questions about areas where per-gral part of leadership development. Throughformance falls short of school goals, and work a three-part training program, parent leaderswith schools as strategic partners in addressing learn about the educational system; their roles asthese issues. Parent leaders and community advocates; the relationship of standards, curricu-groups are on the forefront of accessing and lum, and assessment; how to gather informationusing student performance data to advocate foreducational equity.Access. Student performance data are available Families want to know how theirthrough national, state, district, and school web-sites. However, the data are not always easily children are doing in school soaccessible or presented in a format and language that they can help them at home.that parents can understand. Some parent orga-nizations translate publicly available data into They benefit from timely anduseful formats so that parents can grasp how relevant data on attendance,students are performing. Other parent organi-behavior, and academic progresszations choose to partner with research centersto conduct more sophisticated data analysis, and performance.24 36. Weiss & Lopezabout schools; and how to interpret data within results show that data sharing serves as a cata-the framework of standards and curriculum.lyst for meaningful communication betweenParents learn to examine disaggregated data byparents and teachers. As Bill Tucker of the Edu-cation Sector observes, Parents will no longerwhere learning gaps occur. With their newlyimparted knowledge and skills, parents developprojects with other parents in their schools that the conversation so that it becomes respectful,focus on improving student learning and engag-engaging, and results-oriented (B. Tucker, com-ments made at the National Policy Forum forWilson, 2000).Family, School, and Community Engagement,Action. Data can answer important questions,November 9, 2010). The early initiatives alsopoint the way to change, and improve policies,suggest that access to schoolwide data enablesprograms, and practices. Through useful dataparents and community organizations to advo-displays, parents can grasp school issues thatcate for data-based improvements, design localdemand action. They use data to hold schoolssolutions that take full advantage of a com-accountable and to innovate new approaches to munitys resources, and track student progress.tackle hard issues. For example, parents in one Although we are in the early stages of learningMississippi community became concerned aboutthe high school dropout rate. Based on training not a cure-all for todays educational challenges,in data interpretation provided by Parents forwe suggest it is emerging as a powerful wayPublic Schools, a national advocacy organiza- to leverage growing investments in state andtion, the parents examined longitudinal datadistrict data systems and as a core element oftracking students back to sixth grade. They real- family engagement strategies.ized that the dropout problem could be traced toa middle school student engagement problem.I didnt know I couldParents then worked with principals and teach-do that: Parents learning to be leaders through theers and created a mentoring program that brings Commonwealth Institute for Parent Leadership.current high school students to the middleschool to build relationships with and provideorg/Portals/1059/CIPL/cipl_didnt_know.pdfacademic support for the younger students (N.Rudy, personal communication, May 25, 2011).what it takes for my own child to graduate:(See Appendix 3.2 for an example of disaggre- Engaging immigrant families around data. Familygated data used in training parent leaders.)Involvement Network of Educators (FINE) Newslet-ter, 2EngagingImmigrantFamiliesAroundDataThe experience of early data-sharing initia- Breaking new ground:tives suggests there is enough value added in Seeding proven practices into proven programs. Paperensuring that families access, understand, andpresented at the National PIRC Conference intake action on student data to warrant more Baltimore, MD.investment, development, and evaluation. EarlyKober, N., & Rentner, D. S. (2011). More to do, but less capacity to do it: States progress in implementing the recovery act education reforms. Washington, DC:www.cep-dc.org/ Through an understanding ofNYC Coalition for Educational Justice. (2010). New data, parents identify patterns, York Citys middle grade schools: Platforms for suc-cess or pathways to failure? New York, NY: Author. ask questions, and problem-solve on possible action steps.uploads/2010/03/nyc-middle-grade-schools-rpt.pdfParedes, M. C. (2010). Academic ParentTeacher Teams: Reorganizing parentteacher25 37. FACE Handbook conferences around data. Family Involve- 2 ReorganizingConferencesAroundDataParedes, M. C. (2011, March, 21). Parent involvement as an instructional strategy: No more waiting for Superman. Teachers College Record. Retrieved fromPolakow-Suransky, S. (2010). ARIS Parent Link: Fivelessons in linking families to student data sys-tems. Family Involvement Network of Educators www.hfrp.org/ARISParentLinkTucker, B. (2010). Five design principles for smarter data systems to support student learning. Washington, www.educationsector.org/publications/ W. E. (2009). Reframing family involvement in education: Supporting families to support educa- tional equity. 5. New York, NY: The Campaign for Educational Equity, Teachers College, Columbia University.Weiss, H. B., Lopez, M. E., & Stark, D. R. (2011). Breaking new ground: Data systems transform family engagement in education. Washington, DC, and Cambridge, MA: National PTA and Harvard www.hfrp.org/breakingnewground26 38. Weiss & LopezThis graphic is one example of how parents can learn about a childs progress inmeeting state standards using the parent portal of an online student data system.Source: NYC Department of Education.27 39. FACE Handbook 1. 2. 3. 4.28 40. Families and communities can assist districts toimprove instruction through their contributionsto and support of rigorous academics insideand outside of school.Lauren Morando Rhim 4 41. FACE Handbook chool turnaround is not school and communities on student achievement andfactors critical to successful school turnaround---pos-itive growth in one to two years.- ---There is an established research base docu-------- -30 42. Mobilizing Parents to Advocate for Empowerment Act A dramatic example of parents advocating for school turnaround is Californias Parent Empow- erment Actthe parent trigger lawthat empowers parents to petition districts to convert transform the curriculum, or close the school. If at least 50% of parents sign the petition, the district is required to respond. The legislation passed in the Top federal funding.- Highly controversial, the law was invoked to turn around McKinley Elementary in Compton - regarding the validity of signatures on the peti- issued regulations clarifying how districts should verify signatures, clearing the way for McKinleyfor school turnaround is to communicate the parents to exercise their right to demand dramatic - Extending authority already granted to districts-- nia parent trigger law provides parents of children in low-performing schools a clear legal channel - to demand dramatic change when districts are turn around failing schools. and there is discussion of including similar language in reauthorization of the Elementary In an interview with Time magazine regarding- - for years, and its not working. 43. FACE HandbookResources to Support Academic Goals-aggressive school turnaround initiativetheElementary Initiativeschool principals modi-from volunteer coordinators to analysts chargedwith allocating and tracking external resources -ment in schools has been limited to activities-- classrooms and programs according to schools -academic priorities as opposed to volunteers- a program that does not support high-priority---other activities that can enhance or inhibit learn-amounts of time relative to the instructional---communities to make certain that all students32 44. -- --other forms of screen time be it television or- -- - - ----- tions that in some instances have underserved --- - -to occur for the turnaround to be successful and-33 45. FACE Handbook -turnaround and sustain these critical commu- - - - - - -ful manner to assist district and school leaders - - - American Journal of Clinical Nutrition, 91 Changing the conversation with families in implementation of school improvement grants - - Organizing schools for improve- ment: Lessons from Chicago Califor- nia parent empowerment regulations to parent empowerment regulations.Academic Support change: A national scan of parent leadership training - programs. - - 46. A new waveof evidence: The impact of school, family and commu-nity connections on student achievement Journal of Educational -guide to familyschool partnerships- Parental involve-ment and student achievement: A meta-analysis.Fixing failing dramatic change.Parental involvement and academicsuccessUrgent mes-for schools parent trigger law.sage: Families crucial to school reformthe cross-sector evidence on dramatic organizationalimprovementchildrens success engagement as an integral part of education reform Parents and learning- -engagement on student learning outcomes- - The strengths andchallenges of community organizing as an educationreform strategy: What the research says archives of the Learning how to dance in the queenFulcrum ofchange: Leveraging 50 states to turn around 5,000schools - 47. FACE Handbook 48. Social and emotional learning is an integral part of childrens development and their success in school. Educational success depends not only on academic achievement, but also on students ability to engage respectfully and responsibly with others.Amy Mart, Linda Dusenbury, and Roger P. Weissberge5 49. FACE Handbook Social and emotional learning is an for Academic, Social, and Emotional Learning,integral part of childrens development2003; Elias et al., 1997). Social and emotionaland their success in school. Educational learning teaches the skills we all need to handlesuccess depends not only on academic ourselves, our relationships, and our workachievement, but also on students ability toengage respectfully and responsibly with othersknowing how to recognize and manage our(Greenberg et al., 2003; Zins, Weissberg, Wang,emotions, develop care and concern for others,& Walberg, 2004). Achieving the broad goalsestablish positive relationships, make respon-of education becomes easier when the focus onsible decisions, and handle challenging situa-social, emotional, and academic learning is con- tions constructively and ethically. These skillssistently reinforced across home and school con- also are the ones that allow children to calmtexts (Albright & Weissberg, 2010). The purposethemselves when angry, make friends, resolveof this chapter is to establish the importance ofbroadening the focus of schoolfamily partner- -ships to explicitly address social and emotionaldevelopment and to examine strategies that can of competence:support families and educators to collabora-Self-awarenessaccurately assessing onestively achieve the most powerful outcomes for emotions, values, strengths, and capacities.students. This perspective grows from an under-Self-managementmanaging emotionsstanding that the ultimate objective is not simplyand behaviors; persevering in overcomingto involve families in supporting academiclearning in and out of schools, but also to havetoward achieving personal and academicschools take a more active and thoughtful role ingoals.promoting social and emotional development.Social awarenessshowing empathy andHome and school are among the most power- understanding for others; recognizing andful environments impacting students devel- appreciating individual and group simi-opment. Students develop essential social,emotional, and cognitive skills as they interactRelationship skillsestablishing and main-with key adults in their lives. The traditionaltaining positive relationships based onview that families are responsible for promot-cooperation; preventing and constructivelying social and emotional learning while schoolsare responsible for academic learning can leadto somewhat dichotomized roles for families Responsible decision makingmakingand educators (Crozier, 1999). However, it hasconstructive choices about personal andbecome increasingly apparent that school is social behavior.also a critical context for social and emotionalReliable science and hands-on experience havegrowth (Greenberg et al., 2003; Merrell & Guel-illustrated that social and emotional competen-dner, 2010; Zins & Elias, 2006), and home is a cies can be taught and developed in every typecrucial context for fostering academic achieve-of school and in students of diverse backgroundsment (Henderson & Mapp, 2002). With this and ages, and that academic achievementrealization, the question becomes not one of improves when social and emotional competen-who should be responsible for which domainscies are taught. A recent meta-analysis (Durlak,of development, but rather how can schools and Weissberg, Dymnicki, Taylor, & Schellinger,families work together in coordinated ways to2011) that aggregated the results of 213 exper-support success in all these areas.imental-control group studies of school-based social and emotional learning reported that stu- dents receiving high-quality instruction in socialSocial and emotional learning is a process for and emotional learning demonstrated:helping childrenand even adultsto develop-the fundamental social and emotional com- ment scores an average of 11 percentilepetencies necessary for success (Collaborative38 50. Mart, Dusenbury, & Weissberg points higher than students who did not receive such instruction.live, but also the relationships between these set-tings. In their extensive work on factors that sup- motivation to learn, deeper connection(2009) emphasize the ways that academic and improved social relationships with peers.personal support for teachers interact with Fewer negative behaviorsdecreased dis-parent supports for learning to promote student ruptive class behavior, aggression, delin- motivation and participation. Studies suggest quent acts, and disciplinary referrals.that students may be at greatest risk for aca-demic failure when they experience inconsistent Reduced emotional distressfewer reportsexpectations across home and school contexts of student depression, anxiety, stress, and(Phelan, Davidson, & Yu, 1998; Pianta & Walsh, social withdrawal.1996). Although creating consistent expectationsaround academic work is clearly important,suggest that building social and emotionalcreating continuity of goals and expectationsskills help students from preschool through around social and emotional behaviors may behigh school to be engaged and ready to learnjust as essential and perhaps more challenging.(Greenberg et al., 2003; Kress & Elias, 2006; Zins, This may be particularly true in cases whereBloodworth, Weissberg, & Walberg, 2004). Inschools, social and emotional learning happenscreate barriers to communication and sharedwhen educators implement strategies that create understandings between home and school. Thecaring learning environments, explicitly teachremainder of this chapter outlines a few basicsocial and emotional skills, and provide oppor- principles that might guide educational leaderstunities for students to use these skills through-in creating the necessary conditions for educa-out the school day (Collaborative for Academic, tors to form true partnerships with families forSocial, and Emotional Learning, 2003).social, emotional, and academic learning.To achieve the full potential that families andThe idea that schools are taking a proactiveschools can have when they join forces, it is nec-role in building students social and emotional essary to broaden the schools mission and goalscompetence is an exciting one. However, socialand emotional skills cannot be taught in isola- Many parents, educators, and policymakerstion, either at home or in school. Social and share a common goal to promote childrensemotional competencies develop in dynamic social and emotional development, academicrelationship with others as they are modeled, success, and readiness for the future. These com-practiced, and reinforced across contexts (Chris-tenson & Havsy, 2004; Zins et al., 2004). Bron- Education Goals Panels (1995) assertion thatfenbrenners (1979) ecological systems theory schools should promote partnerships that will- increase parental involvement in promotingenced not only by characteristics of the home,the social, emotional, and academic growth ofLegislatures (2002) statement that scholasticachievement must go hand in hand with the Social and emotional acquisition of traits such as honesty, cooperation,fairness, respect for others, kindness, trustwor- competencies develop in dynamic relationship with others as they insight to understand why such traits are so are modeled, practiced, andimportant (p. 1). Likewise, a recent survey bythe Association for Supervision and Curriculum reinforced across contexts.Development (ASCD) reveals that parents areeager to work together with schools to promote 39 51. FACE Handbookwhole child education aimed at supportingwhile also creating potential opportunities forstudents development as resilient, adaptable,social and emotional learning at home and pro-and creative learners (McCloskey, 2011, p. 80). viding shared language for students, teachers,When schools, districts, and state education and families (Albright & Weissberg, 2010; Kam,authorities formally incorporate this educationalGreenberg, & Walls, 2003).philosophy and clearly communicate a broadermission to all stakeholders, they empower fami-lies and educators to expand the focus of theirwork together. Organizing parents to be involved in deci- sions about social and emotional learning also demonstrates commitment to making social and emotional development a priority and serves toThe adoption of evidence-based programspromote communication and involvement. Par-to systematically promote students social and ticipation in making decisions about issues thatemotional learning at school is an important stepimpact their children is among Epsteins (1995)toward pursuing this broader mission for educa-six types of family involvement, and it is rele-tion. In 2003, CASEL systematically reviewed vant to social and emotional as well as academic80 social and emotional learning programs andlearning. Giving families a voice in planning andpublished a guide for educational leaders (avail-decision making helps to ensure that leadersable in revised form in fall 2011). This guide make good decisions, and it can enhance fami-helps leaders to identify programs that uselies commitment to supporting new initiativeshigh-quality instructional strategies to promote once they are adopted.assistance to support implementation. Recogniz-Schools can help equip parents and othering the importance of schoolfamily collabora- caretakers with the knowledge and skills theytion for social and emotional learning, CASELalso evaluated the quality of family involvement social and emotional skills, and build positiveactivities in these programs and found that arelationships with their children in the home bynumber of evidence-based social and emotionalproviding workshops and informational ses-learning programs explicitly emphasize familysions on topics related to social and emotionalengagement.learning. Sessions might focus on understand- Similarly, 52 of 209 studies reviewed bying normal child development or approaches toDurlak and colleagues (2011) included one or promoting healthy development at home suchmore family components, and these had positive as: establishing limits and consistent discipline, increasing use of praise, and modeling sociallyschool performance. Social and emotional learn-and emotionally competent behavior. Durlak and colleagues (2007) found that school-basedfamilies up to date on the social and emotionalparent training programs that addressed theseskills that their children are learning in school orfamily guides that explain social and emotionaldevelopment. Of all the interventions theylearning concepts in family-friendly language. examinedwhich included a variety of school-,Some programs also include home activities thatfamily-, and community-focused programsprovide opportunities for families and studentsparent training programs were the only categoryto work together on learning activities that pro--mote social and emotional learning (Albright,dents was sustained over time. Although theseWeissberg, & Dusenbury, 2011). With supportwere universal programs, made available to allfrom administrators for quality implementation,families regardless of their students previousthese programs can enhance students socialbehavior or level of risk, parent training may beand emotional skills through explicit instructionespecially helpful for families of students who40 52. Mart, Dusenbury, & Weissbergschool or at home. Weissberg, & Dusenbury, 2011):Child-centered communication that is highlyindividualized is of most interest to fami-lies (Patrikakou & Weissberg, 1999, 2007).While it may also be helpful to provideSebring and colleagues (2006) suggest that:some general information, discussion that(1) teachers need to be knowledgeable aboutstudent culture and the local community andstruggles allows both teachers and familydraw on these in their lessons, and (2) schooldevelopment.to engage them in the processes of strengtheningstudent learning (p. 11). To do so, educatorsConstructive communication and informa-must regularly share information with familiestion is meaningful and useful because itand create opportunities for families to commu- provides families with practical sugges-nicate their insights, concerns, and hopes. Thistions. Positive language that focuses ontwo-way communication informs and empowerssolutions helps families remain optimisticfamilies to support their childrens education, (Ames, 1993; Christenson, Weissberg, & -Klein, 2007). communication is mostengagement. By focusing schoolfamily commu- -nications on social and emotional as well as aca- drens actual learning. This is particularlydemic development, educators convey respect important when communicating aboutfor students inner lives and an understandingissues of social and emotional develop-of students as complex and multifaceted. This ment for which parents and families maynot share a common vocabulary. Commu-build trust and deepen communication withfamilies (Adams, Forsyth, & Mitchell, 2009).examples and clear guidelines using simplelanguage and minimal text. Keeping thisIt is not our intention to overburden teachersprinciple in mind may help minimize mis-with the responsibility for constant communica-tion with families about social and emotionalin literacy, language, and culture.development. In fact, quality of schoolfamilyinteractions, rather than quantity, seems to pre- Continuous communication keeps familiesdict student achievement and behavior (Adamsinformed about their childs development& Christenson, 2000; Patrikakou & Weissberg,and in sync with classroom practices and1999). Brief surveys at the beginning of thepolicies. Teachers should reach out tofamilies as early as possible to establish alearn more about students home lives and their collaborative tone (Rubenstein, Patrikakou,families goals and concerns and to establish Weissberg, & Armstrong, 1999) and main-an emphasis on social and emotional learning. tain regular contact throughout the schoolGuidance for teachers should encourage them toyear.-tronic communications. Other families may have- By focusing schoolfamilyliteracy or language barriers or may not havecommunications on social andaccess to a computer, so in-person modes are emotional as well as academic-development, educators convey-tion serve as a useful framework for supporting respect for students inner lives andteachers in communicating with familiesan understanding of students asabout social and emotional learning (Albright, complex and multifaceted. 41 53. FACE Handbook key adults in their lives work collaboratively to support them in all developmental domains. We believe that when schools and school systems To further contribute to clear, timely com- -munication about social and emotional learning,ciples outlined above, they are best positioned toeducational leaders might consider incorporat- support coordinated schoolfamily partnershipsing social and emotional competencies into that support social, emotional, and academicstudent learning standards and report cards. learning.Learning standards provide an objective basisfor discussion of students social and emotionaldevelopment, and they provide a common Adams, K. S., & Christenson, S. L. (2000). Trust andthe familyschool relationship examination oflanguage for these discussions. In the absence of secondary grades. ,conveying their insights about a students social477497.and emotional development, and parents have Adams, C., & Forsyth, P., & Mitchell, R. (2009). Theno basis for understanding what to expect fromformation of parentschool trust: A multileveltheir child at a given developmental period.analysis.Standards that outline what a child should45(1), 433.know and be able to do in social and emotional Albright, M. I., Weissberg, R. P., & Dusenbury, L.domains provide a starting point for shared (2011).understanding of a students strengths andchallenges and a guide for collaborative work(Dusenbury, Zadrazil, Mart, & Weissberg, 2011).Health Promotion and Youth Violence Preven-When standards for social and emotionaltion, Educational Development Center, Inc.learning aligned with assessments are mean-Ames, C. (1993). How school-to-home communica-report card, schools send a message about the (3), 4449.importance of these competencies and provide Bronfenbrenner, U. (1979).-structured opportunities for teachers, families, Cam-and students to discuss social and emotional bridge, MA: Harvard University Press.development. Report cards are a powerful toolBryk, A. S., Sebring, P. B., Allensworth, E., Luppescu,for communicating with familiesperhaps S., & Easton, J. Q. (2009).the single most impactful tool that educators . Chicago, IL:University of Chicago Press. Christenson, S. L., & Havsy, L. H. (2004). Familythe complementary goals of social, emotional,and academic learning will be an important stepemotional, and academic learning. In J. E. Zins, R.toward promoting holistic schoolfamily part-P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.),nerships (Elias, 2009; Elias, Wang, Weissberg,(pp. 5975).Zins, & Walberg, 2002). Christenson, S. L., Weissberg, R. P., & Klein, J. A.As evidence builds for the idea that social (2007). .and emotional skills support academic learn-Unpublished manuscript.ing and foster healthy outcomes in their own Collaborative for Academic, Social, and Emotionalright, schools are beginning to focus on socialLearning. (2003). Sand emotional learning as a means of promot-ing students success. The full potential of these . Chicago, IL: Author. Crozier, G. (1999). Is it a case of We know whenand families continue to engage in separate, par- were not wanted? The parents perspective onparentteacher roles and relationships. Educa-(3), 315328.42 54. Mart, Dusenbury, & WeissbergDurlak, J. A., Taylor, R. D., Kawashima, K., Pachan,Merrell, K. W., & Gueldner, B. A. (2010). M. K., DuPre, E. P., Celio, C. I., . . . Weissberg, R.programs on school, family, and community sys-The Guilford Press.tems.(34),269286.August).Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, . Washington, DC: Author. R. D., & Schellinger, K. (2011). The impact of enhancing students social and emotional learn-. ing: A meta-analysis of school-based universal interventions., 474501. -Dusenbury, L., Zadrazil, J., Mart, A., & Weissberg, R.ary). The seven Ps of schoolfamily partnerships. P. (2011).(21), 34, 36. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.family partnerships to enhance childrens social,Elias, M. J. (2009). Social-emotional and character emotional, and academic learning. In R. Bar-On, J.development and academics as a dual focus ofG. Maree, & M. J. Elias (Eds.),educational policy. , 831846. (pp. 4961). Westport, CT:Elias, M. J., Wang, M. C., Weissberg, R. P., Zins, J. E.,&Praeger Publishers.Walberg, H. J. (2002). The other side of the report Phelan, P., Davidson, A. L., & Yu, H. C. (1998).-card: Student success depends on more than test .scores.(11),2830.Pianta, R., & Walsh, D. B. (1996).Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S.,T. P. (1997). - Alexandria, VA:Association for Supervision and Curriculum& Armstrong, M. (1999).Development. . Philadelphia, PA:Temple University Center for Research in HumanEpstein, J. L. (1995). School/family/community part-Development and Education. nerships: Caring for the children we share.(9), 701712. Sebring, P., Allensworth, E., Bryk, A., Easton, J., & Luppescu, S. (2006).Greenberg, M. T., Weissberg, R. P., OBrien, M. U., (Research Report). Chicago, IL: Con- Zins, J. E., Fredericks, L., Resnik, H., & Elias, M.sortium on Chicago School Research. J. (2003). Enhancing school-based prevention and youth development through coordinated social,Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & emotional, and academic learning.- , 466474. social and emotional learning to school success.In J. E. Zins, R .P. Weissberg, M. C. Wang, & H. J.Henderson, A. T., & Mapp, K. L. (2002). Walberg (Eds.),Austin, TX:Southwest Educational Development Laboratory.Zins, J. E., & Elias, M. J. (2006). Social and emotionalKam, C. M., Greenberg, M. T., & Walls, C. T. (2003). learning. In G. G. Bear & K. M. Minke (Eds.), Examining the role of implementation quality in school-based prevention using the PATHS cur- intervention riculum. , 5563.Association of School Psychologists.Kress, J. S., & Elias, M. J. (2006). Building learningZins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, communities through social and emotional learn- H. J. (Eds.). (2004). - tion. (1), 102107.McCloskey, M. (2011). What does whole child educa-tion mean to parents? (8),8081.43 55. FACE Handbook44 56. Community schools come in all shapesand sizes. Yet, each one is designed as acenter of communitya place and a set ofpartnerships connecting school, family, andcommunity.Marty Blank 6 57. FACE Handbook I t is almost impossible to imagine that,connecting school, family, and community. between 2007 and 2010, a school that had Community schools have a vision of students experienced a dropout rate of 84% by succeeding in school, graduating, and becom- Grade 10 became a school with a gradu- ing productive parents, workers, and citizens.ation rate of 82%. But that is what happened at As they work toward this vision, communityCincinnatis Oyler Community Learning Center, schools align school and community resourcesone school in a system of community schools so that the essential conditions for learning arethat has helped raise that citys graduation rate in place:from 51% in 2000 to 83% in 2009. Early childhood development programsSince 2002, when the Cincinnati Public Schools nurture growth and development.and its public and private partners made acommitment to transform every school into acommunity school, Cincinnati has intentionally instruction is organized around a challeng-structured the collaborative delivery of quality ing and engaging curriculum with highlearning opportunities and supports for students standards and expectations for students.districtwide. Using a community schools strat- Students are motivated and engaged in learningin both school and communityits school and community resources (e.g., mentalhealth, youth development, college preparation,and in the summer.mentoring, tutoring, and others) to improve The basic physical, mental, and emotionalresults for students, families, and schools. health needs of young people and theirCommunity schools, with their emphasis onfamilies are recognized and addressed.intentional partnerships, represent the most - -community engagement that the U.S. Depart- tiv