Preface The important role of the family has been acknowledged in educational research. That research has also expanded the definition of family involvement into six areas that go beyond parent conferences, baking cookies, and other traditional methods for involving families. (Epstein, 1997). The primary goal of family involvement is building partnerships with families and businesses so they can support the education of children at school, at home, and in the community. “As our country’s demographics continue to change, this partnership becomes increasingly important” (Roy, 2004). [In this handbook parent involvement will be used interchangeably with terms that best represent the research and the current involvement theory. Those terms include “family involvement” and “family, school and community partnerships.”] When it comes to beginning or evaluating an already established family involvement program, many questions may come to mind. What is designated as a solid program? What criteria do we follow? How do we start a program? How do we know our existing program is working and providing for the needs of our faculty, students, community, and families? What are the requirements by law? The purpose of this handbook is to guide and support administrators, teachers, staff, parents, and community members as they organize, conduct, and evaluate family involvement programs. Section I contains an introduction to family involvement and includes a copy of the National Standards for Parent/Family Involvement Programs. A brief history of the transition from the 1965 Elementary and Secondary Education Act to the 2001 No Child Left Behind (NCLB) legislation is given. It also provides an outline of the requirements mandated by recent legislation for all Title I and Title III programs. Information on parent-school compacts is included as well as examples of actual compacts. Section II contains a synopsis of current research about different aspects of family involvement. It includes brief sections on each of the following topics and how they apply to family involvement programs: 

Family Involvement and Student Achievement



Building the Home-School Partnership

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Maintaining Partnerships



The Home Environment



Working with Diverse Populations

Section III introduces Joyce Epstein’s Theory of Overlapping Spheres of Influence and her framework for School, Family and Community Partnerships. The framework is an excellent research-based model that can provide a foundation for and guide to involving families in the education of their children. Resources from her book are included in the “Index of Attached Reproducibles” section of this handbook. It offers information, guidance, and direction on how to develop a family involvement program for your school. Strategies for implementation are covered in Section IV which includes information on two of the partnership programs in the district: Boise Parents of English Learners (BPEL) and the District Partnership Action Team (PAT). Descriptions of the roles and the goals of BPEL and PAT leaders are given. It is important to note that these roles can be combined or interchanged according to the staff availability and needs of your particular school and community. A copy of Boise School District’s Family Involvement Policy is included in this section as well. It takes an incomprehensible amount of time to discover what solid research indicates are the best strategies to organize and implement a family involvement program. It is our hope to have completed the legwork for you by sharing best practices, easy to use resources, reproducibles, and websites in Section V. These resources are designed to support you in your efforts to establish, conduct, and evaluate a successful family involvement program.

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Introduction to Family Involvement “Parent involvement” and “family involvement” are often used interchangeably. It is important to recognize that all family, and pseudo-family members: siblings, grandparents, aunts, uncles, day-care workers, friends, and neighbors, often contribute in significant ways to a child’s education (Henderson & Mapp, 2002). Family involvement means different things to different people; therefore many researchers developed their own frameworks for understanding the various types and components of family-school involvement. Epstein’s framework of six types of family involvement: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community has been adopted by the Boise School District and by the Idaho State Department of Education. Research done in the last three decades has demonstrated that family involvement significantly contributes in a variety of ways to student learning and school success. The most effective types of involvement are those that target specific skills and project positive results. There is no “one size fits all” form of family involvement. All programs need to be individualized to fit the needs of the particular students, families, and communities. Student outcomes do reflect the students’ culture, ethnicity, and/or socioeconomic background; therefore, it is vital to consider these differences when family involvement activities are planned. Epstein’s framework is designed to help educators develop more comprehensive programs of school, family, and community partnerships. It helps researchers locate their questions and results in ways that inform and improve practice (Epstein, et al., 2002). Epstein points out that not all practices that involve families will improve children’s achievement. “Certain practices are more likely than others to influence students’ skills and scores; whereas other practices are more likely to affect attitudes and behaviors” (p. 13). Therefore when planning family involvement activities, it is important to set specific goals, target skills, use ageappropriate materials, and when necessary adapt activities to language levels and literacy backgrounds of parents.

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National Standards for Parent/Family Involvement Programs The overall importance of parent and family involvement as the foundation for all other education reforms warranted the establishment of national standards to guide parent involvement programs and evaluate their quality and effectiveness. The National Standards for Parent/Family Involvement Programs were developed in 1998 by the National PTA in cooperation with education and parent involvement professionals through the National Coalition for Parent Involvement in Education (NCPIE). Building upon the six types of parent involvement identified by Dr. Joyce Epstein of the Center on School, Family, and Community Partnerships at Johns Hopkins University, National PTA created program standards and reform initiatives in support of children’s learning and success.

Standard I: Communication – Communication between home and school is regular, two-way, and meaningful. Standard II: Parenting – Parenting skills are promoted and supported. Standard III: Student Learning – Parents play and integral role in assisting student learning. Standard IV: Volunteering – Parents are welcome in the school, and their support and assistance are sought. Standard V: School Decision Making and Advocacy – Parents are full partners in the decisions that affect children and families. Standard VI: Collaborating with Community – Community resources are used to strengthen schools, families, and student learning. (Resource: http://www.pta.org)

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Family Involvement Legislation The Federal law that governs Title I is worth reading (and rereading) by all Local Education Association (L.E.A.) staff who will be working on parental involvement policies, strategies, and activities. This law provides the framework for Title I activities. It states that the purpose of the Title I program is to “enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the challenging state content standards and to meet the challenging state performance standards developed for all children.” Recognizing the importance of parental involvement in achieving this purpose, Sec. 1118 of the Title I law sets forth the requirements for a viable parent involvement program. Information on recent legislation can be found at: http://www.ed.gov Federal legislation to educate all children began with the 1965 Elementary and Secondary Education Act (ESEA). President Johnson’s plan focused on improving educational opportunities for low-achieving children attending low-income schools: (USDE, 2000, p. 14). Title 1 (Chapter 1) was introduced to provide supplemental instruction in reading and mathematics to students at risk of school failure. Funding was contingent upon building level plans including the development of “compacts” in which families and schools agree to assume mutual responsibility for children’s learning. Head Start, Follow Through, and Job Corps were all established during that time period as well. A Nation at Risk, a 1983 landmark education reform report from the National Commission on Excellence in Education, alerted the public and warned the education community that not all individuals in our society were being given the same opportunities and therefore could not participate fully as a part of society. In 1994, Strong Families, Strong Schools, reviewed 30 years of research documenting the role of the family in the education of their children. The evidence overwhelmingly supported the importance that the family has on a child’s success in school. It concluded that family involvement improved a child’s school success regardless of education level or the socio-economic status of the family. Goals 2000: Educate America Act emphasized the importance of quality education for all students. The act stated, “Every school will promote partnerships Boise School District Family Involvement Handbook

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that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children” (p.11). The Improving America’s Schools Act of 1994, a reauthorization of ESEA, strengthened the family involvement component of Title I. In conjunction with that act, several other federal education programs were established including Even Start and Bilingual Education. Both programs require family education, parent outreach, and training to facilitate the educational achievement of at-risk children. No Child Left Behind (NCLB, 2001) is the largest federal commitment ever made to improving elementary and secondary education. It mandates that all students achieve competence in core subjects, requires annual testing to measure progress, and holds schools accountable for results. NCLB, the latest reauthorization of ESEA, updates the federal legislation and includes provisions for family involvement that schools and school districts must follow to receive federal funding. The requirements of these initiatives have made it necessary to forge partnerships between homes, schools, and communities. Schools are required to develop family involvement programs that are comprehensive and focused on improving student achievement.

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Title I – Improving the Academic Achievement of the Disadvantaged New Requirements for States Recent legislation introduces several major requirements that have an impact on schools districts and school buildings. These state requirements include: 

Test students statewide in reading and math in grades 3,4,5,6,7,8, and once in high school by 2005-06. The state must test students in science at least once in grades 3-5, 6-9, and in grades 10 – 12.



Set up a statewide accountability system that ensures all students will be proficient or better in math and reading by 2013-2014. This statewide accountability system will establish annual gains in reading and math test scores, or benchmarks, all schools must reach each year. Schools and districts are required to test at least 95% of students annually and meet established benchmarks for attendance (elementary and middle school) and graduation rates (high schools and districts). Meeting these standards is also referred to as making adequate yearly progress (AYP).



Measure and report on the progress of all students and subgroups of students by race / ethnicity, children with disabilities, economically disadvantages, and limited English proficient.



Name schools and districts identified for improvement. Schools and/or districts identified for improvement are those that have not made adequate yearly progress (AYP) toward reaching state-set benchmarks in reading and math for two years in a row for all students or any subgroup of students.



Require all teachers of “core academic subjects” to be highly qualified. Core academic subjects under NCLB are English, reading or language arts, math, science, foreign language, civics and government, economics, arts, history, and geography. Highly qualified teachers are those who hold Idaho teaching licenses for the subjects that they teach.



Develop and disseminate a state report card with specific reporting requirements, including the progress of all students and subgroups of students by race/ethnicity, children with disabilities, economically

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disadvantaged, and limited English proficient on state assessments in reading and math. New Requirements for Districts School districts and school buildings receiving Title I funds must meet additional requirements. Title I funding is independently awarded at two levels – district and school. States can impose sanctions on schools the longer they stay in school improvement. These sanctions range from offering intra-district public school choice, offering supplemental services, implementing corrective actions, and reconstruction. NCLB requirements for Title I schools include: 

Notify parents about many issues, including parents’ rights to receive information about their child’s teacher, identification status of the schools, and parent options when a school is identified for improvement.



Ensure that all teachers are highly qualified in core academic subjects in 2005-2006 if they have been hired after January 8, 2002, and teach in programs supported with Title I funds.



Ensure that Title I paraprofessionals meet stricter requirements if they have been hired after January 8, 2002, and all current Title I paraprofessionals meet those requirements by 2005-2006.



Develop and disseminate school district and school building report cards with specific reporting requirements, including the progress of all students and subgroups of students by race/ethnicity, children with disabilities, economically disadvantages, and limited English proficient on state assessments in reading and math. (http://boiseschools.org/performance/index.html)

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Title I NCLB Requirements for Parent Involvement Policies for Schools and Districts Every district and school using Title I funds must develop a written parent involvement policy jointly with parents of children participating in Title I programs. Parents must agree to the policy, and the district must distribute the policy to parents and the community. Schools or districts may amend current parent involvement policies that involve all parents to meet the following new requirements. The parent involvement policy must detail ways the district will: 

Involve parents in developing district school improvement plans.



Offer technical assistance and coordination to help schools plan parent involvement activities to improve student and school academic performance.



Build school and parent capacities for strong parent involvement.



Coordinate and integrate parent involvement strategies with other programs, such as Head Start, Reading First, Early Reading First, Even Start, and limited English proficiency programs.



Annually evaluate with parents the effectiveness of the policy in academically improving district schools. This evaluation needs to include identification of barriers to parent involvement, especially barriers to parents who are economically disadvantaged, disabled, have Limited English Proficiency, have limited literacy, or belong to a racial or ethnic minority.

Districts receiving more than $500,000 in Title I funds must use at least one percent of those funds for parent involvement activities. Parents of children served by Title I should help decide how funds are spent.

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Individual School Obligations Each school using Title I funds must write a parent involvement policy jointly developed with, agreed to by, and distributed to Title I parents. The policy must be made available to the community and updated periodically. The school must also: 

Conduct an annual meeting for Title I parents to inform them about the policy, their rights under Title I, and how they can be involved in the planning, review, and improvement of Title I programs in the school, including development of this policy.



Provide Parents with timely information about Title I school programs, school curriculum, assessments used by the school to measure student achievement, and proficiency levels students are expected to meet.



Respond quickly to parent requests for opportunities to meet regularly and participate in decisions about the education of their children.



If parents are dissatisfied with the school’s Title I program plans, include parent comments in the report to the school district.

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The School-Parent Compact The school-parent involvement policy must describe how the school will develop jointly with parents a school-parent compact for all children served by Title I. The compact must outline how students, parents, and staff will share responsibility for improved student achievement and how parents and the school will build and develop partnerships to achieve state expectations for student achievement. The compact must describe: 

The school’s responsibility to provide high-quality curriculum and instruction in a supportive learning environment



Parents’ responsibility for supporting children’s learning, such as monitoring attendance, homework completion, and television watching; volunteering at school; participating in decisions about their children’s education; and monitoring use of time outside of school.



The importance of ongoing parent-teacher communication, including elementary schools’ plans to offer at least one annual parent-teacher conference to discuss the parent-teacher compact and all schools’ plans to report children’s progress frequently to parents and communicate how parents can contact staff, volunteer in their children’s classrooms, and observe classroom activities.

**Examples of School Compacts can be found in the resource section of this handbook.

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Title III Law and Parent Involvement Similar to the Title I Law, the Title III Law exists to establish necessary educational support for children and their families with limited English language proficiency. The government provides monetary support to educational agencies and institutions with high concentrations of English language learners. With this support these educational agencies and institutions must, according to subsection (E) of Sec. 3213, “implement culturally and linguistically appropriate family education programs, or parent outreach and training activities that are designed to assist parents of limited English proficient children to become active participants in the education of their children.”

Title III English Language Acquisition, Language Enhancement, and Academic Achievement Title III funds sent to eligible school districts must be used to provide language instruction education to students with limited English proficiency (LEP). Schools and school districts receiving Title III funds must notify parents of children identified for participation in an LEP program no more than 30 days after the start of the school year. Parents must be notified within two weeks of a student’s placement in an LEP program. Districts and schools using Title III funds must notify parents of the following:* 

The reasons for identifying the child as limited English Proficient and for placing the child in a language instructional educational program for LEP students.



The child’s level of English proficiency including how the level was assessed and the status of the child’s academic achievement.



The instructional methods to be used in the program in which the child is participating or might be assigned to, and a description of all language programs that differ in content, use of English, and a native language.

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How the program will help the child learn English and meet age-appropriate academic achievement standards.



Specific exit requirements of the program, including when the transition will take place. Secondary schools also inform parents of the child’s expected date of graduation.



For children with a disability, how the program will meet the objectives of an individualized education program (IEP).

The notification must include written guidance that explains the following: 

The parent’s right to have his or her child removed, immediately upon request, from the language instructional program.



The other possible programs or methods of instruction available, and the parent’s option to decline enrolling his or her child.



How parents will receive assistance in selecting another program or method, if the district offers one.

* A sample letter can be found in the Resource Section of this handbook. School districts are also required to notify parents of LEP children participating in a Title III program if the program is failing to help the child make progress on annual measurable achievement objectives. This notice must be provided no later than 30 days after the failure occurs and, as with all notices, must be in an understandable and uniform format and, to the extent practicable, in a language parents can understand. A child may not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language minority status.

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Research Family Involvement and Student Achievement Recent legislation put into law what effective educators have known for a long time: students achieve most when parents are informed about, involved in, and supportive of their child’s education. Thirty years of research have shown that schools with involved parents enjoy higher student achievement and greater support from the community. These schools also employ teachers who have higher morale, higher expectations of students, and higher opinions of parents. “Title I of the Elementary and Secondary Education Act (ESEA) was enacted in 1965 to improve educational opportunities for low-achieving children attending low-income schools” (USDE, 2000, p.14). Title I provides supplemental instruction in reading and mathematics to students at risk of school failure. Funding is contingent upon building level plans including the development of “compacts” in which families and schools agree to assume mutual responsibility for children’s learning. There is no “one size fits all” form of family involvement. All programs need to be individualized to fit the needs of the particular students, families, and communities. Student outcomes reflect the students’ culture, ethnicity, and/or socioeconomic background; therefore, it is vital to consider these differences when family involvement activities are planned. The research done in this field confirms that family involvement is one of the most critical components in a child’s learning. Studies also indicate that increased achievement is proportional to the extent families are involved. Regardless of family background or income level, students whose families are involved in their education make behavioral and/or academic gains. Children who struggle the most in school sometimes make the greatest gains when families get involved. Most schools already have various plans and opportunities for family involvement. Parents may be helping out in the classroom, supporting fund-raising efforts, chaperoning on field trips, attending parent meetings and conferences and signing off on report cards. While these activities are all important and justifiable, the Title I law asks us to view parent involvement from a more focused perspective. Specifically, Title I programs must ensure that…

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Parents play an integral role in assisting their child’s learning.



Parents are encouraged to be actively involved in the child’s education at school.



Parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and that other activities are carried out such as those described in Section 1118 of the ESEA (Parental Involvement) [Section 9101(32), ESEA]

Building the Home-School Partnership There are many reasons to build a strong partnership between the home and the school. Plans for partnerships can improve school programs and school climate. They can help provide family services and support, increase parents’ skills and leadership, and connect families with school staff and other parents. The most important reason for creating partnerships is to help students succeed in school and later in life. In strong partnerships, teachers and administrators create more family-like schools. These schools recognize each child’s individuality and make each child feel special and included. They also welcome all families, not just those who are easy to reach. They take cultural differences into consideration when they plan family involvement activities. Likewise, in a strong partnership, parents create more schoollike families. These families reinforce the importance of school, homework, and activities that build skills and aim for success. There are many barriers to creating strong partnerships between the home and the school. Race, income, language, education, and past negative experiences are just a few of the reasons that families may not participate in school activities. Yet when parents are provided opportunities to learn from their children’s teachers, many are willing and able to do so. Families must feel connected to their children’s school before they will get involved (Epstein et al., 2002; Henderson & Mapp, 2002; Lustberg, 1998; Vopat, 1994). In addition to training the school staff on how to connect with families, schools Boise School District Family Involvement Handbook

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should provide a safe and welcoming climate in which partnerships can grow. The best way to create a welcoming climate and build this connection is through communication and collaboration. “Educators can view home-school collaboration as a two-way partnership in which parents and teachers learn from one another in order to provide children with as seamless as possible a transition from learning at home to learning at school” (Krol-Sinclair & DeBruin-Parecki, 2003, p.308).

Maintaining Partnerships In strong partnerships, teachers and administrators create more family-like schools (Epstein et al., 2002). These schools recognize each child’s individuality and make each child feel special and included. They also welcome all families, not just those who are easy to reach. They take cultural differences into consideration when they plan family involvement activities. Likewise, in a strong partnership, parents create more school-like families. These families reinforce the importance of school, homework, and activities that build skills and aim for success. Students do better in school when they feel supported from both home and school. Indeed schools and educators need to view students as their own children by recognizing their shared interests and responsibilities and working together to create more opportunities for those children. With frequent interactions among schools, families, and communities, more students are more likely to receive common messages from various people about the importance of school, of working hard, of thinking creatively of helping one another, and of staying in school (Epstein, et al., 2002, p. 8). The Home Environment Not all families instinctively know how to become involved in their children’s education. In fact, many families feel inadequate in assisting their children with schoolwork at home. Families can encourage and support their children if they understand what home factors contribute to learning. Programs that train families how to support their children academically at home benefit learning at school. Therefore, it is important for educators to provide families with the tools necessary to take an active part in their children’s education. To begin, families need information

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on how to create a home environment that fosters learning and how to work effectively with their children at home. Family involvement at home does have a significant impact on a child’s success at school; therefore, it is important to stimulate educational involvement and support at home. Educators should find creative ways to engage families in their children’s learning. “Future intervention efforts may look to focus on the content of home-based learning activities and search for more effective and efficient ways of parents to spend time with their children in the home context” (McWayne & Owsianik, 2004, ¶ 5). When parents assist their children at home it creates a feeling of care and respect between the child and the parent. It is natural that children would profit from added support and extra attention at home. Students’ positive attitudes about themselves and their control over the environment are a key to their achievement. Caring families who support their children have a positive effect on the children’s success in school. Differences in student achievement across states are often attributed to factors that can be controlled in the home. There are many simple ways for families to support their children’s learning at home. Programs that engage students with their families on weekly homework assignments are linked to improved grades. Other ways families can support learning at home include: providing a quiet, well-lit place to study; monitoring activities outside school; identifying certain times that must be devoted to reading and learning; and sending children to school healthy and well-nourished. “Providing parents with strategies to support their children’s literacy at home and at school can help bridge gaps between the two places of learning and can strengthen the ways that families use literacy in their daily lives” (Krol-Sinclair & Debruin-Parecki, 2003, p. 307). Three additional ways that parents can support student learning at home are: create an encouraging learning environment; set high, but realistic expectations for their child’s achievement; and become involved in their child’s education at school and in the community.

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Working with Diverse Populations The Title I law and guidance recognizes the diversity of families seeking to be involved in their children’s education. In multiple places, it requires that communication with families be “in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand.” To ensure that every parent can find a way to participate, schools should develop a range of activities that match the strengths, interests, needs and outside obligations of the families they serve. Successful programs… 

invite involvement,



are welcoming,



address specific parent and community needs,



engage diverse families,



recognize, respect and address cultural and class differences. (Henderson & Mapp, pp.46, 48) Each year, schools in the United States become more ethnically and

linguistically diverse. These changes underscore the necessity of culturally sensitive methods for understanding and encouraging family involvement. Educators are encouraged to take a close look at and learn more about the diversity of families they serve. They can then use this information to develop family involvement activities that all find useful and enjoyable. Every school needs to approach family involvement in a manner that explores the richness and variety that can emerge within diverse populations and subgroups. “Programs that are the most effective in engaging diverse families recognize, respect, and address cultural and class differences” (Henderson & Mapp, 2002, p. 48). All families, regardless of ethnicity or minority status, are concerned about their children’s education. Studies show that low-income and culturally diverse families can and do want to help with their children’s schooling – both at home and at school. However, these families often lack the confidence, knowledge, and tools with which to help their children. Educators can help these families become as effective as families who are more educated. Since families often wait for an

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approach from the school, educators should make a special effort to reach out to them. While many immigrant parents do not feel comfortable at school, at home they are actively supporting their children’s education – making sure homework is done, checking up on their friends, keeping track of their time after school, and helping them plan for the future (Kugler, 2002, ¶ 3). Students from non-English-speaking backgrounds represent the fastest-growing subset of the K-12 student population. One key to meeting the needs of English learners is to establish strong relationships with their families. This can present several challenges. First, the non-English speaking families often have no way to communicate with the school. Secondly, they may have different cultural expectations in regard to their relationship with the school. It is vital that educators think outside the box, reach out to these families, and invite them to participate in meaningful activities.

For a complete list of resources used in this section, email Ruth Calnon at: [email protected]

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Theoretical Framework A framework for family involvement is extremely important. Many family involvement programs are unfocused and families are still a largely untapped resource. Programs need a framework to follow and a guide for ways families can become involved. A framework helps your state, your district, and your school move from random acts of family involvement to a strategic plan of action. The Idaho State Department of Education and Boise School District have adopted Dr. Joyce Epstein’s framework as the foundation for and guide to involving families in the education of their children (Epstein, et al., 2002). Epstein’s framework of six types of family involvement is cited and used most frequently in the literature (Baker & Soden, 1997; Henderson & Mapp, 2002; Lunenburg & Irby, 2002; Olmscheid, 1999). Her framework includes six types of family involvement: parenting, communicating, volunteering, learning at home, decisionmaking, and collaborating with the community. This typology evolved from numerous studies and years of work done by educators and families in elementary, middle, and high schools. Currently, 18 states, hundreds of schools districts, and thousands of individual schools have adopted Epstein’s framework for family involvement. The National Standards for Family Involvement established by the National Parent Teacher Association (NPTA) are also based on Epstein’s framework. Epstein’s Theory of Overlapping Spheres of Influence (Epstein, et al., 2002), provides the foundation on which to build a strong family involvement program. This theory states there are three spheres of influence that directly affect student learning and development: the family, the school, and the community. Students are the main actors in their education, development, and success in school. School, family, and community partnerships cannot simply produce successful students. Rather, partnership activities may be designed to engage, guide, energize, and motivate students to produce their own successes (p. 8). The Overlapping Spheres of Influence can be either pushed apart or pulled together by the philosophies and activities of schools, families, and communities. Since it has been shown that children learn best when all the significant adults in

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their lives work to together to support and encourage each other, building partnerships is essential. Epstein summarizes the importance of partnerships: The way schools care about children is reflected in the way schools care about the children’s families. If educators view children simply as students, they are likely to see the family as separated from the school. If educators view students as children, they are likely to see both the family and the community as partners with the school in the children’s education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students. (Epstein et al., 2002, p. 7)

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Epstein’s Six Types of Involvement Epstein’s framework of six types of family involvement is cited and used most frequently in the literature. Her framework includes: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. This typology evolved from numerous studies and years of work done by educators and families in elementary, middle, and high schools.

Type 1: Parenting: Assist Families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.

Type 2: Communicating: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.

Type 3: Volunteering: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.

Type 4**: Learning at Home: Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions.

Type 5: Decision Making: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other organization.

Type 6: Collaborating with the Community: Coordinate community resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.

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** Research has shown that Type 4: Learning at Home activities have the highest correlation with student achievement. **

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Using the Partnership Action Team to Meet NCLB Requirements Schools can involve families in meeting the federal and state requirements, helping schools reach student achievement and other school improvement goals, and strengthening partnership efforts. They can coordinate activities to meet their goals through the use of Partnership Action Teams (PAT). This section will explain why and how PAT teams can help schools achieve their goals. Steps to Take Step 1: Create a Partnership Action Team (PAT) 

Include parents and teachers representing different grade levels, the school principal and other school staff.



Analyze which requirements the school or district is meeting.



Evaluate how many parents are being reached and how well they understand Title I and ELL-related efforts regarding their child’s learning.



Create partnership goals and activities that link families to student learning and that meet federal and state requirements.



Be sure to connect this team to a larger School Leadership or School Improvement Team through one or more liaisons.



Create subcommittees as needed.

Step 2: Inventory your school’s current partnership practices by grade level. 

Which activities and practices are done well?



Which are no longer needed?



Where do gaps in student performance and expectation occur?



Conduct a needs-assessment survey to gather parent input.



How can effective partnership practices be expanded or revamped to be more focused on student achievement requirements?



Conduct a needs-assessment survey to gather parent input.

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Step 3: Write a One-Year Action Plan to link partnership goals to Title I requirements and to school improvement goals. 

A new plan should be written each year.



Include specific activities that will be implemented, improved, or maintained for each type of involvement.



Establish a timeline of monthly actions needed for each activity.



Identify subcommittee chairs that will be responsible for each goal set or each activity planned if needed.



Identify other teachers, parents, students and or staff who will assist with the implementation of each activity.



Decide how to assess the success and effectiveness of each activity.



Share this plan with the Leadership Team, parent organizations, all teachers, staff, parents, and students, and solicit feedback.

Step 4: Continue Planning and Working 

Hold an annual presentation and celebration to celebrate the progress you’ve made so that all teachers, families, and students will know about the work that has been done each year to build partnerships.



Update the school’s Three-year Outline.



Develop a detailed one-year action plan for the coming year.



Evaluate the plan’s effectiveness in reaching the goals you set.



Reevaluate your school’s needs and adjust the plan accordingly.

Remember: “The development of a partnership program is a process, not a single event. All teachers, families, students, and community groups do not engage in all activities on all types of involvement all at once. Not all activities implemented will succeed with all families. But with good planning, thoughtful implementation, welldesigned activities, and pointed improvements, more and more families and teachers can learn to work with one another on behalf of the children whose interest they share” (Epstein, et al., 2002).

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4210 Page 1 of 1 Boise Parental Involvement The Board believes that the District must build a partnership of shared responsibility with students and their families to achieve the District goal of increased student learning and development. The Board directs the Superintendent or designee to work with school personnel to invite and encourage parents to be involved in their children's education. The Superintendent or designee will:  Provide the support necessary for effective parental involvement programs in District schools;  Communicate to parents information which affects them and their children, including student achievement, curriculum, assessment and staff;  Provide opportunities for participation of parents, including parents who are economically disadvantaged; are disabled; have limited English proficiency, or have limited literacy; or are of any racial or ethnic minority background;  Ensure that parents are involved in the design, implementation, and evaluation of the school improvement plan or the schoolwide program;  Meet all of the requirements of state and federal laws concerning parental involvement such as Title I, English Language Learner Program, etc.;  Conduct, with the involvement of parents, an annual review of this policy; and  Use the findings of the annual review to improve the parental involvement program and, if necessary, to revise policies and procedures relating to parental involvement.

Adopted :

5/12/03

Reviewed :

5/12/03

Revised :

Cross Reference:

Civil Rights Grievance Policy #3211 Section 504 #3212

Legal Reference:

No Child Left Behind, Section 1118

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4210BP Page 2 of 3 Title I Parental Involvement The District is committed to providing the support necessary for effective parental involvement programs in Title I Schools. The Superintendent or designee will guide Title I Schools in meeting the requirements of Section 1118(b)- (h) of the No Child Left Behind Act as outlined in this document. (b) School Parental Involvement Policy 

Parents will participate in the review of this document, providing input as the District works toward a final draft.



Parents will be notified of this document and, to the extent practicable, it will be provided in a language they understand.

(c) Policy Involvement The Superintendent or designee will: 

Convene an annual meeting (c(1)).



Annually provide Title I schools with information and tools to give an overview of the District Title I Program and the Title I Procedural Policy and solicit input from parents at the schools annual meetings (c(1);c(4)A).



Offer flexible meeting times and places and, when feasible assist with transportation, child care, and other related services such as translation and interpretation (c(2)).



Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of parental involvement policy in improving the academic quality of the Title I schools (c(3)). o Use the findings of the annual review to improve the parental involvement program and, if necessary to revise policies and procedures relating to parental involvement.

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o Use the findings of the annual review to identify barriers to greater parent participation and develop strategies for more effective parent involvement. 

Develop, implement, and annually revisit an action plan for parent involvement aligned to Title I schoolwide plans and Title III requirements (c(3); c(5)).



Ensure that parents are involved in the design, implementation, and evaluation of the schoolwide program and parental involvement policy under Section 1112 (c(3)).



Communicate information to parents which affects their students including student achievement, curriculum, assessment, and staff (c(4)B; d(2)A-C).



If requested by parents, provide opportunities for regular meetings to facilitate participation in decisions regarding the education of their students (c(4)C).

(d) Shared Responsibilities for High Student Academic Achievement The Superintendent or designee will: 

Develop, with the involvement of parents, a school-parent compact (d(1)).

(e) Building Capacity for Involvement The Superintendent or designee will: 

Plan and conduct an effective parent involvement program (e).



Coordinate and integrate parental involvement strategies with parent involvement strategies under other District, state, federal, and community programs (e(1)-(4)).



Provide training and support to Title I schools, including parents, for planning parent involvement programs and providing resources aligned to Title I Schoolwide Plans and Title III requirements (e(3); e(12)).



Provide the coordination, technical assistance, and other support necessary to assist participating schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance (e(11)).

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Conduct ongoing meetings with representative committees that include a District Parent Action Team (D-PAT) along with an ELL parent advisory committee, Boise Parents of English Learners (BPEL). The purpose of these committees is to share ideas, conduct research, involve parents in decisionmaking about district programs, and provide leadership and resources to Title I schools (e(12)).

(f) Accessibility 

Provide opportunities for participation of parents, including parents who are economically disadvantages; are disabled; have limited English proficiency, or have limited literacy; or are of any racial or ethnic minority background.

Adopted :

Reviewed :

Revised :

Cross Reference:

Civil Rights Grievance Policy #3211 Section 504 #3212

Legal Reference:

No Child Left Behind, Section 1118 (b)-(h)

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Boise District Family Involvement Guidelines for Fulfillment of Federal Requirements BPEL Elementary & Secondary Site Goals: 

A minimum of three school-based parent meetings per year



One BPEL parent representative to participate in District level BPEL meetings

Requirement: In addition to site/parent-specific topics, meetings must also address district testing protocols (ISAT, IRI, DMA, DWA, etc.), SIP or SWIP plans, ELPs and current English language testing procedures. Title I Elementary & Secondary Site Goals: 

Each school is required to have Partnership Action Team. The Partnership Action Team is a group of teachers and parents who coordinate and implement the Action Team Plan that supports the SIP or SWIP plan as well as student academic and social development.



The Partnership Action Plan is an action plan based on goals identified in the SIP or SWIP plan at each school site.



The Partnership Plan must include one annual meeting on district testing protocols (ISAT, IRI, DMA, DWA etc.) and SIP or SWIP plans.



The Partnership Action Plan must include activities such as literacy workshops, newsletters, open houses and other activities included in each of Epstein’s 6 types of parent involvement.

Title I and BPEL should work together to complete parent involvement requirements. When doing so, special consideration should be given to the BPEL component of the meeting. For example, the environment and approach of meetings should be tailored to the needs of BPEL parents. The use of interpreters and handson materials as well as the modification of materials to be user-appropriate are important considerations for successful meetings.

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Partnership Action Teams Who: The Partnership Action Team is a group of teachers, parents, administrators and support staff who coordinate and implement parent involvement programs in relation to school wide improvement initiatives. What: The purpose of the Partnership Action Team is to create parent involvement programs to support and implement goals of the Title I schoolwide plan. The Partnership Action Team is focused on creating and implementing activities based on increasing student success at each school site. Members have the opportunity to participate at building and district level meetings. Where: Partnership Action Teams meet at the discretion of the group at building levels. District level meetings (D-PAT) are held monthly for all PAT leaders at the District Services Center (8169 W. Victory). When: Each action plan will be reviewed and implemented on a yearly basis. Information is available at building sites for PAT meetings.

PAT Staff Roles Defined: Partnership Action Team Leader:  Coordinates Title 1 Parent Involvement initiatives and ensures programs are consistent with district and federal guidelines  Leads and coordinates Partnership Action Plan with Partnership Action Team  Attends district level meetings and reports to Partnership Action Team at school site  Creates, implements and documents Partnership Action Plan activities  Collaborates with BPEL Leader to differentiate Partnership Action Plan activities for ELL parents: i.e. contacting families through interpreters, providing translation if possible, adapting activities to language levels and literacy backgrounds of parents, arranging transportation and childcare. (See Section 3212 and 3213 of NCLB.) Title 1 Paraprofessional:  Assists PAT Leader and Partnership Action Team with preparation and implementation of Partnership Action Plan activities**  Assists PAT Leader with documentation of Partnership Action Plan activities ** Arrangements for comp time and/or additional compensation must be approved by the building principal if additional hours are worked.

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Boise Parents of English Learners (BPEL) Who: BPEL is a parent group made up of parents of English learners.

What: The purpose of BPEL is to help parents of English learners access information, discuss relevant topics, and provide input for program improvement. There are several ways parents can participate- building-level meetings, Districtlevel meetings, and by becoming a school representative on the BPEL Advisory Team.

Why: Title I and Title III of the No Child Left Behind Act require a meaningful, structured plan for involving all parents. BPEL provides an opportunity for parents of English learners to discuss and learn about issues relevant to their students in addition to traditional District opportunities. Also, parents of English learners are important to the Boise School District and we want to continue to increase the participation of all of our parents, improving access through interpreters and translation to speakers of over seventy languages.

Where: BPEL meetings take place at neighborhood school buildings. District meeting locations vary from event to event, while BPEL Advisory Team meetings are located at the District Services Center (8169 W. Victory).

When: Check with your school for the times and dates of your building BPEL meetings as well as the District meeting information. Parents should be receiving flyers translated into their native language when possible.

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BPEL Staff Roles Defined: BPEL Site Leader:  Coordinates all aspects of BPEL meetings  Collaboration with Partnership Action Team to support the needs of ELL families, i.e. contacting families through interpreters, providing translation if possible, adapting activities to language levels and literacy backgrounds of parents, arranging transportation and childcare. (See Section 3212 and 3213 of NCLB.)  Coordinates language interpretation for ELL parents at BPEL and/or Partnership Action Plan activities  Creates, implements and documents BPEL meetings ELL Paraprofessional:  Assists BPEL Site Leader with preparation and implementation of BPEL meetings**  Assists BPEL Site Leader with documentation of BPEL meetings ** Arrangements for comp time and/or additional compensation must be approved by the building principal if additional hours are worked.

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List of Reproducibles and Samples The following resources have been taken directly from School, Family, and Community Partnerships: Your Handbook for Action by Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, and Frances L. Van Voorhis. They may be photocopied for individual school use.

Epstein’s Framework for Family Involvement Chart of the 6 keys to successful partnerships (p. 165) Summary of each type of involvement (p. 194-199)

Action Team Resources 10 Steps to Successful Partnership Programs (p. 104) Checklist: Getting started with an action Team (p. 105) Members of the Action Team for Partnerships (p. 202) Starting Points (p. 208-211) First ATP meeting of the school year (p. 108) What do successful Action Teams for Partnerships do? (p.110) Detailed One-Year Action Plan (p. 349-352) Annual review of team processes (p.111) End of Year Evaluation – form G (p. 360-364) Samples Sample Parent Compacts Sample Partnership Action Team Membership and Subcommittees Sample Partnership Action Team Plans ELL Services Notification Letter

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Major Resources Used in this Handbook A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement by Anne Henderson & Karen Mapp, published by the National Center for Family & Community Connections with Schools (2002). A Toolkit for Schools: Involving Parents in No Child Left Behind by Ruth Anne Landsverk, published by the Wisconsin Department of Public Instruction (2004) http://dpi.wi.gov/fscp/pdf/bbnclbbk.pdf Building Capacity for Family Involvement: An Information and Resource Guide for Schools. This guide was developed for Idaho’s SDE by the BEST Project at the University of Idaho’s Center on Disabilities and Human Development, Laurie R. Danahy and Jennifer J. Olson, co-authors. Family Involvement at Home: Increasing Literacy Achievement of Diverse At-risk Kindergarten Students, an unpublished dissertation by Ruth Calnon (2005). Family Literacy: From Theory to Practice by Andrea Debruin-Parecki & Barbara KrolSinclair, published by the International Reading Association (2003). National Network for Partnership Schools Website: available at: http://www.csos.jhu.edu/p2000/default.htm

School, Family, and Community Partnerships: Your Handbook for Action by Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, and Frances L. Van Voorhis, published by Corwin Press (2002). Type 2 newsletters for information and best practices on creating and implementing successful partnership programs. Available at: http://www.csos.jhu.edu/p2000/type2.htm

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List of Attached Resources The following resources have been taken directly from School, Family, and Community Partnerships: Your Handbook for Action by Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, and Frances L. Van Voorhis. They may be photocopied for individual school use.

Epstein’s Framework for Family Involvement Chart of the 6 keys to successful partnerships (p. 165) Summary of each type of involvement (p. 194-199)

Action Team Resources 10 Steps to Successful Partnership Programs (p. 104) Checklist: Getting started with an action Team (p. 105) Members of the Action Team for Partnerships (p. 202) Starting Points (p. 208-211) First ATP meeting of the school year (p. 108) What do successful Action Teams for Partnerships do? (p.110) Detailed One-Year Action Plan (p. 349-352) Annual review of team processes (p.111) End of Year Evaluation – form G (p. 360-364) Samples Sample Partnership Action Team Membership and Committees Sample Partnership Action Team Plans Sample Parent Compacts ELL Notification Letter

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