1. Strengthening Family and Community Relationships Session 1: Meaningful Family and Community Engagement

2. Session Questions: What does meaningful family and community engagement with schools look like? How does having a common framework for family and community involvement help engagement efforts? 2

3. Educating Everyone Takes Everyone! 3

4. “The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life. . . .When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” Henderson, A. T. and Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement (p.7). Austin, TX: SEDL. 4

5. “. . . students with involved parents, no matter what their income or background, are more likely to • earn higher grades and test scores, and enroll in higher-level programs; • be promoted, pass their classes, and earn credits; • attend school regularly; • have better social skills, show improved behavior, and adapt well to school; and • graduate and go on to postsecondary education.” Henderson, A. T. and Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement (p.7). Austin, TX: SEDL. 5

6. What does meaningful family and community engagement look like? ESEA/NCLB/Title I provides the following definition for parental involvement: The participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring that parents. . . PL 107-110, No Child Left Behind Act of 2001, Title IX, Part A, Section 9101(32) 6

7. Definition Components • play an integral role in assisting their child’s learning • are encouraged to be actively involved in their child’s education at school • 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 PL 107-110, No Child Left Behind Act of 2001, Title IX, Part A, Section 9101(32) 7

8. Directions for Table Groups • Think of two or three examples of effective practices that illustrate your group’s component; post them on chart paper. • Discuss the questions on Handout 2 that relate to your group’s component. 8

9. Table Group Reports An integral role for parents to assist their child’s learning Encouragement for parents to be actively engaged in their child’s education at school Parents as full partners in their child’s education (included in decision making, as appropriate; on advisory committees, and other activities) 9

10. Debrief • How does having a common framework for family and community involvement help engagement efforts? • How might this activity enhance regular, two-way, meaningful communication among school staff, family, and community? 10