Family and Community Involvement in Student Learning
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As data collection, analysis, and decision making expand on state and local levels, so does the expectation of effectively communicating data to the families of school children and their communities. Surveys indicate that people value receiving information on their schools (Owens & Peltier, 2002). They want to know how their schools are doing and are interested in receiving more detailed information (Owens & Peltier).
This home-based migrant preschool program provides 100 lessons aligned to the Revised Texas Prekindergarten Guidelines. The lessons, available in both English and Spanish, are organized around early learning themes or units. A manual to guide home educators and migrant program coordinators is included.
This webinar provides an introduction to the Handbook on Family and Community Engagement, published by the Center on Innovation & Improvement. The intended audience is state Title I directors and those who have responsibility for local parental involvement in education. The webinar examines and shares the resources in the handbook as a way to help disseminate the information in the field.
Becoming a parent, at any age, can be a life-altering experience. Regardless of race, education, and socio-economic status, motherhood—and fatherhood—uniformly places demands on one’s life that were non-existent prior to the birth of a child. When school-aged students become parents, the new responsibilities can be overwhelming. For teenage parents who lack support from their own parents, this experience can be even more daunting as they seek support in adult-oriented systems, which even older parents may find challenging.
The Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series is an opportunity for stakeholders representing national, regional, and local organizations to learn about family, school, and community, engagement research, best practices from the field, and new innovations that are making a difference in school improvement and student learning.
The U.S. Department of Education convened this forum on November 9, 2010 to provide an opportunity for stakeholders representing families, communities, federal agencies, government, philanthropy, practitioners at all levels of the educational system, and support organizations to develop a policy strategy that fosters systemic, integrated, and sustained family and community engagement that connects to student learning. Effective family and community engagement emphasizes shared responsibility and opportunities to support children’s learning from cradle to career in the home, school, and community. This forum will help inform new directions for policies and identify federal, state, and local strategies that can drive these opportunities.
This brief addresses the questions: What are some examples of underachieving schools that have involved parents and community partners to increase student achievement through building a focus on college and career readiness? How do they solicit community response and what contributions have parents/community members made to support a college and career readiness environment? What does the research say about this topic?
The Science After School (SAS) Consumers Guide was created to provide information about sources of high-quality, hands-on science content for afterschool programs. After identifying nominations that seemed most promising, we engaged a panel of afterschool and science content experts to review the resources and provide the commentary presented in the guide.
Many educators recognize the importance of family and community involvement in school improvement efforts and are seeking to reframe the way they engage these groups. This publication, which supplements Working Systemically in Action: A Facilitator’s Guide, provides practical guidance for educators who are seeking to engage family and community members in systemic school improvement efforts.
Parental Information and Resource Center (PIRC) leaders gathered in Washington, DC, for the National PIRC Project Directors’ Conference on July 22–24. The conference was organized around four content strands: early childhood parent education; statewide leadership and partnerships; communicating with parents about state and local report cards, public school choice, and supplemental education services; and parental involvement strategies described in Section 1118 of the Title I provisions.
A Practitioner's Guide: Building and Managing Quality Afterschool Programs is designed to share with you the practices that can help you cover it all—great programming, terrific staff, positive relationships, and plenty of resources to lead and sustain successful afterschool programs.
Designed for educators who are implementing Title I, Part A parental involvement provisions, this toolkit includes detailed explanations of the provisions and 33 tools to help states, districts, and schools meet the requirements.
This searchable, online database includes annotations for over 140 articles, monographs, and other literature related to school, family, and community involvement in education.
This resource, developed by SEDL’s Southeast Comprehensive Center (SECC), is a compendium of tools for promoting policies supporting parent and family involvement.
This online database provides access to high-quality mathematics resources related to afterschool and expanded learning.
These 25 short videos are based on visits to afterschool programs across the country identified through a rigorous process based on data suggesting their afterschool academic practices are positively impacting student learning. The videos provide real-life examples of successful afterschool instruction, and they support the goals of the 21st Century Community Learning Centers by illustrating fun and engaging ways to embed academics in afterschool.
This online toolkit provides resources for developing fun, innovative, and academically enriching activities for afterschool and expanded learning programs. The toolkit includes promising practices and sample lessons in the arts, literacy, math, science, technology, and homework help.
The seven promising practices in afterschool for math identified in the Afterschool Training Toolkit are as follows: Finding Math ;Math Centers; Math Games; Math Projects; Math Tools; Math Tutoring; and Family Connections. By “promising” practices, we mean recommended methods that have been observed to increase student achievement. Each practice is built on youth development principles and research on effective mathematics instruction. At their core, the Afterschool Training Toolkit materials are designed to illustrate techniques and activities that leverage student curiosity to make mathematics in afterschool both enjoyable and relevant. This guide provides professional development ideas for each practice.
This issue of SEDL Letter is devoted to topics centered around afterschool and family and community involvement, with a focus on what the latest research shows.
This review of family involvement literature published from 2005 to 2008 explores a range of family involvement programs, challenges, needs, strategies, and contexts.
Beyond the Building: A Facilitation Guide for School, Family, and Community Connections (2006)
This multimedia toolkit will help educators and community organizers understand and learn how to facilitate family and community involvement.
This multimedia toolkit will help educators and community organizers understand and learn how to facilitate family and community involvement.
In this module, you will learn research-based strategies for helping children transition into the early grades and develop a strong foundation for academic success.
This strategy brief includes ideas for involving families actively in the decision-making and implementation efforts needed for school improvement.
This strategy brief discusses the importance of school-family connections in ensuring a successful transition from PreK to Kindergarten.
This strategy brief discusses strategies for successful family involvement at the middle school and high school levels.
The purpose of this guide is to help parents understand the school transfer option when a school has not met the standards required by the No Child Left Behind Act. Also available in Spanish.
The purpose of this guide is to help parents understand the school transfer option when a school has not met the standards required by the No Child Left Behind Act. Also available in Spanish.
This strategy brief examines proactive strategies schools can use to help them build strong relationships with family and community.
This strategy brief includes strategies schools can use to promote involvement of families from diverse cultural backgrounds.
In this interactive research brief, you will learn eight types of family and community connections as well as discover the benefits of family and community connections with schools. You will also discover how to plan strategies for increasing or developing family and community involvement in your school.
In this module you will learn research-based strategies that involve families and partner organizations to support learning in a variety of settings other than the classroom. You will also explore a framework for effective family and community involvement that is based on current research.
This strategy brief was produced by SEDL's National Center for Family and Community Connections with Schools, part of SEDL's Regional Educational Laboratory contract. The Center links people with research-based information and resources that they can use to effectively connect schools, families, and communities.
Readiness: School, Family, & Community Connections (2004)
The fourth research synthesis focusing on family and community connections with schools describes 48 research studies on the contextual factors associated with children's school readiness.
The fourth research synthesis focusing on family and community connections with schools describes 48 research studies on the contextual factors associated with children's school readiness.
Diversity: School, Family, and Community Connections (2003)
SEDL's third research synthesis in a series on family and community connections with schools focuses on race/ethnicity, culture (including language), and socioeconomic status.
SEDL's third research synthesis in a series on family and community connections with schools focuses on race/ethnicity, culture (including language), and socioeconomic status.
A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement (2002)
This review of the research examines the growing evidence that family and community connections with schools make a difference in student success.
This review of the research examines the growing evidence that family and community connections with schools make a difference in student success.
This issue of SEDLetter focuses on family and community connections with schools, school-based mentoring, charter schools, and teacher education programs.
This strategy brief was produced by SEDL's National Center for Family and Community Connections with Schools, part of SEDL's Regional Educational Laboratory contract. The Center links people with research-based information and resources that they can use to effectively connect schools, families, and communities.
Emerging Issues in School, Family, & Community Connections (2001)
This research synthesis highlights critical areas of work in family and community connections with schools where clarification, agreement, and further development are needed.
This research synthesis highlights critical areas of work in family and community connections with schools where clarification, agreement, and further development are needed.
Este libretto es para padres de familia que desean comprender el cómo y el por qué las escuelas están cambiando sus metodologías de enseanza. Lo llevará adentro de salones de clases que están utilizando metodologías inovativas en el aprendizaje - con resultados impresionantes.
This paper focuses in greater depth on the kinds of changes and commitments needed from school systems if service learning and entrepreneurial education projects are to succeed.
Benefits2: Collaborative strategies for revitalizing rural schools and communities (2000)
This issue of the Benefits series of papers focuses on strategies for using a formal school-community collaborative to help plan and implement successful projects.
This issue of the Benefits series of papers focuses on strategies for using a formal school-community collaborative to help plan and implement successful projects.
This paper discusses ways in which rural communities and schools can work together to guarantee their students receive the best education possible.
This issue, the last in the Benefits series of papers, continues our focus on approaches and tools that can help to guide collaborative groups.
This paper is dedicated to discussing ways in which rural communities and schools can work together to guarantee their students receive the best education possible.
This paper is dedicated to discussing ways in which rural communities and schools can work together to guarantee their students receive the best education possible.
This practical guide is designed for educators, civic leaders, community organizers or anyone else interested in involving traditionally hard-to-reach communities.
This report discusses the efficiency of study circles in increasing interaction between the public and state decision makers.
This videotape provides information about the study circle model of dialogue and what it offers to community members, school staffs, policymakers, and others who are interested in organizing community dialogues on education to inform policymaking.
This publication is the final report from the Collaborative Action Team (CAT) project and includes information about participants, characteristics and implementation of the CAT process, research design and methodology, site characteristics, sustainability, student outcomes, results in CAT sites, and implications and recommendations.
This multi-media kit is a set of concepts, activities, and resources that individuals, school districts and other organizations can use to develop a partnership between home, school, community, and students at the local level.
This book is geared toward teachers, principals, and superintendents who want to develop meaningful parent and community involvement in culturally and linguistically diverse communities.
Esta guía es práctica y es diseñada para maestros, líderes cívicos, organizadores de la comunidad o cualquier persona que le interesa involucrar a las comunidades que tradicionalmente no participan en las escuelas.
Este libro está dirigido a maestros, directores y superintendentes que desean generar el involucramiento significativo de los padres de familia y comunidad por parte de miembros comunitarios de diverso origen cultural y linguístico.
This booklet is designed for anyone who is interested in bringing state policymakers and their constituents together to dialogue and deliberate about public education.
This booklet is designed to serve as a handy guide to participating with constituents in community dialogues on education.
This brief is the last in a series of Insights on SEDL's investigation of the potential use of study circles to engage the public and state-level decision makers in discussions about education.
This issue of SEDLetter includes the articles: (1) Putting the Public back into Public Schools, (2) Study Circles Stave Off Crises for Two Arkansas School Districts, (3) The Community Is the Key to Engaging Culturally and Linguistically Diverse Families, (4) Parents Are Partners in Fabens, and (5) The Arts of Liberty: Absent from School Today.
This book provides the background information and basic tools needed to start a joint school-community development effort.
This booklet is for parents who want to understand how and why schools are changing their approach. The booklet takes you inside classrooms that are using innovative approaches to learning—with impressive results.
This brief examines the potential of deliberative dialogue as a tool for connecting state policymakers and the public.
Esta publicación cubre varios procesos de la deliberación pœblica con respecto a la reforma escolar y asuntos de diversidad.
This publication discusses various processes of public deliberation in regard to school reform and diversity issues.
This brief introduces the concept of deliberative dialogue and its potential utility for policymakers, communities, and educators.
This resource guide was produced by SEDL to accompany study circles in Arkansas.
This resource guide was produced by SEDL to accompany study circles in Oklahoma.
This issue of SEDLetter includes the articles: (1) A Comprehensive Collaboration, (2) Designs on Comprehensive School Reform, and (3) Resources for Family and Community Involvement in Schools.
Building Home, School, and Community Partnerships (1995)
These three handbooks identify a successful process and key issues in the development of home, school, and community partnerships, and provide lessons learned from five demonstration sites.
These three handbooks identify a successful process and key issues in the development of home, school, and community partnerships, and provide lessons learned from five demonstration sites.
This document focuses on what a community can do to support families with young children.
Creating New Governance Structures (1994)
This publication discusses the trend toward increasing local participation in designing and implementing new structures for education, health, and human services delivery and provides examples taken from California, Colorado, and Kentucky.
This publication discusses the trend toward increasing local participation in designing and implementing new structures for education, health, and human services delivery and provides examples taken from California, Colorado, and Kentucky.
