Parent and Family Involvement - NC
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Parent and Family Involvement A Guide to Effective Parent, Family, and Community Involvement in North Carolina Schools PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Transcript of Parent and Family Involvement - NC
Parent and Family InvolvementA Guide to Effective Parent, Family, and Community Involvement in North Carolina Schools
PUBLIC SCHOOLS OF NORTH CAROLINAState Board of Education | Department of Public Instruction
STATE BOARD OF EDUCATION
NC DEPARTMENT OF PUBLIC INSTRUCTIONJune St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street : : Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities andadmissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender,except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:Dr. Rebecca Garland, Chief Academic Officer : : Academic Services and Instructional Support6368 Mail Service Center, Raleigh, NC 27699-6368 : : Telephone: (919) 807-3200 : : Fax: (919) 807-4065
Visit us on the Web :: www.ncpublicschools.org
WILLIAM C. HARRISONChairman and Chief ExecutiveOfficer : : Fayetteville
WAYNE MCDEVITTVice Chair : : Asheville
WALTER DALTONLieutenant Governor : : Rutherfordton
JANET COWELLState Treasurer : : Raleigh
KATHY A. TAFTGreenville
RAY DURHAMJacksonville
KEVIN D. HOWELLRaleigh
SHIRLEY E. HARRISTroy
ROBERT “TOM” SPEEDBoone
MELISSA E. BARTLETTStatesville
JOHN A. TATE IIICharlotte
PATRICIA N. WILLOUGHBYRaleigh
The guiding mission of the North Carolina State Board of Education is that every public school student will graduatefrom high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
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Acknowledgements Dr. June St. Clair Atkinson, State Superintendent State Superintendent’s Parent Advisory Council Members:
Ms. Debra Horton, Wake Forest Ms. Rita Jerman, Fuquay-Varina Ms. Kristen Stephens, Durham Mr. Tim Buff, Morganton Ms. Pat Lillie, Chapel Hill Ms. Charlotte Linder, Clayton Ms. Osiris Collazos, Charlotte Mr. Kenneth Shelton, Hope Mills Ms. Charmaine Murrell, Fayetteville Ms. Anne Cortes, Jamestown Ms. Margaret Carnes, Charlotte Ms. Virginia Parker, Raleigh Ms. Elaine Palmer, Charlotte Ms. Melissa Pruitt, Horse Shoe
Other Contributors:
Charlotte N. Hughes, Director, Program Monitoring and Support Division Vanessa Jeter, Director, Communications and Information Services Donna R. Brown, Interim Section Chief, Program Monitoring Section Carolyn Copelin-Foxx, State Parent Involvement Coordinator
Mr. Phillip Tyler, Pembroke Ms. Lynn Sanderson, Pembroke Ms. Jennifer Barksdale, Winston-Salem Ms. Lavastian Glenn, Winston-Salem Mr. Reggie Smith, Durham Dr. Margaret Arbuckle, Jamestown Ms. Connie Hawkins, Davidson Ms. Angella Dunston, Raleigh Ms. Minnie Brown, Durham Ms. Azell Reeves, Greensboro Ms. Sheila Bazemore, Raleigh Ms. Laurie Jaegers, Raleigh Ms. Henrietta Zalkind, Rocky Mount Ms. Viola Barnes-Gray, Rocky Mount
The North Carolina Department of Public Instruction expresses gratitude to the Kentucky Department of Education for providing access to resources produced by the Commissioner’s Parents Advisory Council.
Table of Contents Why is parent and family involvement important to educators?
Research shows the way 2
Programs and special efforts to engage families make a difference 2
Higher performing schools effectively involve families and the community 2
Parent leadership and community organizing efforts are improving schools 3
North Carolina is committed to supporting high-quality parent, family and community initiatives 3
How can schools enhance current parent and family involvement efforts?
Invest in a systematic approach to determining needs 4
Invest in a systematic approach to identifying and implementing new strategies 6
Invest time in reviewing high-quality resources 10
Appendix
NC State Board of Education Mission and Goals 12 NC State Board of Education Parent/Family Involvement Policy 14
School Self-Assessment of Parent and Family Involvement Practices 16
Parent Information and Resource Center 25
Communities in Schools 27
References 29
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Why is parent and family involvement important to educators? Thirty years of research and a long history of federal and state legislation demonstrate the importance of parent involvement in their children’s learning and development. In the No Child Left Behind Act (NCLB) of 2001, the federal government for the first time offered a definition of parent involvement as a regular, two-way and meaningful communication about student learning and other school activities, including:
Assisting in their child’s learning; Being actively involved in their child’s education at school; Serving as full partners in their child’s education and being included, as
appropriate, in decision-making and on advisory committees to assist in the education of their child; and
The carrying out of other activities such as those described in section 1118 of NCLB and Public Law 107-110, Title IX, Section 9109 (32).
Research shows the way. Family and community involvement can have a powerful and positive impact on student outcomes. According to A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement, a research review published by the Southwest Educational Development Laboratory in 2002, 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 post secondary education. 1
A solid body of research finds that families of all income and education levels, and from all ethnic and cultural groups, support their children’s learning at home. Families with more income and education, however, tend to be more engaged at school and have more resources to help their children at home. Supporting all families to be more involved at school and better informed about what children are learning in class must become a widely-used strategy for improving learning and addressing the achievement gap. Programs and special efforts to engage families make a difference. Teacher outreach to parents can result in strong, consistent gains in student performance in both reading and math. Effective outreach practices include meeting with families face to face, sending learning materials home, and keeping in touch about progress. Workshops for parents on helping their children are linked to higher reading and math scores. Schools with highly rated partnership programs make greater gains on state tests than schools with lower-rated programs. Higher performing schools effectively involve families and the community. Schools that succeed in engaging families from diverse backgrounds share three key practices:
Focus on building trusting, collaborative relationships and two-way communications among teachers, families, and community members;
Recognize, respect, and address families’ needs, as well as bridge class and cultural differences; and
Embrace a philosophy of partnership where power and responsibility are shared and where families are effective advocates for their children. 2
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Parent leadership and community organizing efforts are improving schools. Parent leadership training and community organizing programs, which are growing across the country, expand families’ knowledge of how the system works and how to make it work for their children. Unlike school-based parent involvement, parent leadership and community organizing programs build partnerships to support schools and hold them accountable for results. These organizing efforts have led to upgraded school facilities, improved school leadership and staffing, higher quality learning programs, new resources to improve teaching and curricula, and new funding for after-school and family support programs. North Carolina is committed to supporting high-quality parent, family and community initiatives. The North Carolina State Board of Education (SBE) recognizes that effective parent involvement is necessary for schools to meet the SBE’s Guiding Mission and Goals for the state (Appendix A). In an acknowledgment of the current research and in alignment to state and federal law, the SBE adopted the Parent/Family Involvement Policy on June 30, 2005 (Appendix B).
A report resulting from a needs assessment conducted by Edvantia’s Appalachia Regional Comprehensive Center (ARCC) was released October 2008. This report, Parent Involvement in the Appalachian Region: North Carolina, resulted in one primary recommendation for the state: “Develop and implement a statewide framework for parent involvement.” 3 This guide is a step toward detailing a framework that specifies procedures and activities aimed at building parent capacity and increasing parent involvement at all levels. State Superintendent June Atkinson’s Parent Advisory Committee has directed the development of this guide to help educators better leverage parent involvement as a tool for improving student achievement and learning.
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How can schools enhance current parent and family involvement efforts? A study published in 2007 in the Journal of Human Resources indicates that schools would be wise to invest in parent involvement. This report points out that regular parent involvement at home increases student achievement at a rate equal to a $1000 increase in per-pupil spending. When parents are empowered to talk with their child about his or her interests, studies, and school classes, children succeed. The research then suggests that investing in parent involvement pays. 4
The following sections focus on determining the needs of individual schools, defining strategies that address the essential elements of parent involvement, and identifying some key resources for schools to utilize for working effectively with families and improving parent involvement.
Invest in a systematic approach to determining needs. Research supports that schools that undergo a careful analysis of data and information make better decisions about what to change and how to institutionalize systemic change. The first step to developing high-quality parent involvement initiatives is for the school to undergo a careful review of the practices, processes, and systems within a school that support parent involvement. Schools must determine the effectiveness of current practices and revise existing plans based on the outcomes of the review. The completion of a self-assessment assists school leadership in determining needs, examining their nature and causes, and setting priorities for future action. The outcomes consequently guide the development of meaningful school parent involvement plans and suggest benchmarks for evaluation. The School Self-Assessment of Parent and Family Involvement Practices (see Appendix C) guides school staff in a review of the eight essential elements of effective parent involvement as identified by SBE policy:
Communication Parenting Student Learning Volunteering Advocacy and Decision-Making Training Community Collaboration Student Health
The self-assessment is intended to guide schools in determining the path for improvement of parent, family, and community involvement in a similar way to DPI’s process for conducting a comprehensive needs assessment for schools. The school team should assess how effectively the school devises and implements strategies to increase effective partnerships with parents, families, and the community and how these partnerships impact student achievement. In conjunction with other elements of conducting a comprehensive needs assessment, the school team must review artifacts and other supporting evidence to provide an accurate analysis addressing each essential element of parent, family and community involvement and determine where the school ranks according to the following general rubric:
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Leading Comprehensive evidence supports practices related to this indicator are fully
implemented, consistently used, and routinely refined to incorporate current best practices.
Developing Evidence supports practices related to this indicator are well-established and routinely used to incorporate best practices.
Emerging Limited evidence supports practices related to this indicator may be initially established or inconsistently used.
Lacking Little to no evidence supports practices related to this indicator are developed and implemented.
For each of the eight essential elements of parent and family involvement, the rubric provides more specific examples of practices indicating each rating. Guidance on completing the form: There is no prescribed method for completing the self-assessment. Schools may use different approaches. In some schools, the principal and the leadership team may complete the form at one of the regular meetings. In other schools, the form may be completed as part of a faculty meeting in order to involve all members of the school staff.
Review each essential element of the rubric beginning with the description of Leading. Discuss each of the descriptors under each rating within the rubric to determine which ones accurately reflect the current status of the school.
Be evaluative, rather than descriptive, and focus on outcomes in terms of parent involvement improvement as it relates to student achievement.
Be brief, e.g. bullet points or notes in the Self-Evaluation Summary Form. Include references to where the evidence of the self-evaluation can be found based on
any available evidence such as documentation, feedback from parents and staff, or school improvement plans, e.g. “increased understanding of grade-level curriculum as shown in the outcome of parent surveys.”
Guiding questions for the process: In order to guide the review process, the team may begin by discussing some overarching questions:
What is your school’s definition of parent involvement? What does staff regularly do to build a welcoming climate? How does your school find a balance between an open-door policy and
maintaining security? How does your school help parents understand school information? How do parent involvement efforts address the lifestyles of the families of the
students? How does your school develop a parent and family involvement plan?
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Invest in a systematic approach to identifying and implementing new strategies. It is critical that schools establish systems that provide a means for 1) ongoing evaluation of existing initiatives, and 2) identification of additional best practices in the involvement of parents, families, and communities. School administrators and school improvement teams should annually review the school’s parent involvement plan and routinely discuss the progress of improvement goals throughout the school year. School leadership must consider the best use of existing resources to ensure parent involvement practices are aligned to the unique family and community needs of the students served. Schools must also develop professional development plans that support parent involvement efforts. Administrators, teachers, other school staff, and parent leaders need to acquire knowledge, skills, and resources to work together productively to improve student achievement. When teachers and other staff believe that parent empowerment and involvement are essential to student learning, effective parent and family involvement practices are more likely to occur. Included in this section are examples of strategies and activities that address each of the eight essential elements outlined in SBE policy. The list of potentially effective practices is not all-inclusive. COMMUNICATION - Facilitate regular, two-way, and meaningful communication between home and school. Provide professional development on effective communication skills including skills for
effective verbal engagement, active listening, and empathetic responding. Encourage and promote a sense of care and concern for physical and emotional safety,
and the health and well-being of students, staff, and parents. Establish systems of communication that will ensure that all information about policies,
procedures, and expectations are available to all parents. Disseminate calendars of school activities to provide advance notice to parents. Provide information and guidance:
o Selecting courses and after-school programs; o Understanding standards, curriculum, and assessments.
Establish a school-wide system of sharing information that is ongoing, timely, and understandable to parents throughout the year.
Hold conferences and home visits as arranged by the district or school or as requested by parents based on student individual needs.
Create a library of virtual tours of the school and community. Conduct surveys for students, parents, and communities to provide responses to school
programs, policies, practices, and share information and concerns about students on an annual or bi-annual basis.
Provide additional opportunities for parents to provide responses to classroom teachers about the academic progress of students.
PARENTING - Promote and support responsible parenting. Teach parenting skills related to health, safety, communication, and academic
achievement based on the unique needs of the parents of the students in the school. Hold school and community-based meetings to help parents understand school needs
and expectations at different levels of the educational process. Establish and maintain partnerships with businesses, faith-based organizations, and
community agencies in order to provide training on effective parenting skills.
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Assist parents in learning how to create conditions that support learning at home. Help parents develop more awareness of the need for literacy and learning in the home. Collaborate with and support programs that assist parents with health, nutrition,
economic, and other family services. Empower parents to understand their role in establishing their children’s boundaries,
rules, and expectations. Identify and connect families of children with special physical and learning needs with
resources to facilitate appropriate services. STUDENT LEARNING - Inform and involve parents and caregivers in children’s learning activities so that they may play an integral role in assisting student learning. Provide teacher training on the value of parent involvement at home. Utilize parent/school contracts/compacts to support shared responsibility for student
learning. Provide information to parents about content knowledge, skills and expectations in all
subjects and at all grade levels. Provide parent training on how students will be evaluated. Share information on how the school accommodates differences in learning. Share information on how the school addresses transitions from preschool programs to
elementary education programs, middle school to high school, and high school to post graduation activities.
Share information on the kinds of projects and assignments in place to help students meet higher academic standards.
Provide parent training on how to discuss and monitor schoolwork and homework. Provide resources for parents that need additional support for assisting students at
home. Provide calendars of home-school activities and events. Sponsor family nights with a content focus at varied times throughout the year. Provide parent training on how to work with their students in goal-setting and planning
for college or work. VOLUNTEERING - Ensure that parents/guardians are welcome in the school and seek their support and assistance in a variety of ways. Create a welcoming physical environment for parents visiting schools. Provide training for office staff on the importance of a parent-friendly school. Provide teacher training on the effective use of parent volunteers in the classroom:
o Planning for volunteers; o Communicating with volunteers; and o Organizing activities for effective volunteer participation.
Develop parent training on how to assist with volunteer efforts. Establish systems of gathering feedback from parents and school staff for identifying
numerous ways that parents may choose to volunteer. Encourage parent participation in community-service, service-learning, field-trips, and
project-based learning types of learning activities. Establish a school-wide volunteer program to encourage parents, teachers, and
administrators to cooperate and participate in building strong, supportive relationships. Establish a resource center for parents and volunteers as a meeting place, work-site, or
workshop area.
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Recruit parent to volunteer as patrols, monitors, proctors or other activities to assist in the learning, safety, school climate, and the overall efficiency and effectiveness of school operations.
Conduct annual surveys to identify interests, talents, availability of volunteers among parents and community members.
Sponsor volunteer recognition programs. ADVOCACY AND DECISION-MAKING - Include parents/guardians as partners in the decisions that affect children and families. Train staff and parents in leadership, problem-solving, conflict resolution, and decision-
making skills. Collaborate with independent parent advocacy groups to lobby and work for school
improvement. Train parents on how to help their children learn to ask for help and assistance with
matters relating to health, safety, harassment, abuse, and academic assistances. Develop networks to link all families with school or district parent representatives,
coordinators, or liaisons. Include parents in the active recruitment of other parents for involvement and
participation. Create a mechanism for identifying and encouraging parents to serve as mentors and
coaches to other parents. Encourage active parent organizations to set goals for the outcomes of their programs
aligned to school goals. Have appropriate representation of parents on various committees of school and district
governance and improvement. Seek input, feedback and support from parents by a variety of methods to get input
about school and district policies, curricula and programs. TRAINING - Training is needed for parents and school personnel. Assess parents’ and school personnel informational needs and provide training based upon those needs. Use various data sources to identify information and learning needs for staff and
parents. Provide training for school staff on vital elements of effective parent involvement:
o Family, community and school partnership development; o Creating an inviting school climate and demonstrating cultural awareness.
Provide parent training that empowers them to advocate for and ensure the success of their children:
o Local board and school policies; o Services provided through student assistance teams; o Pathways to promotion, graduation, and grades; o Pathways that lead to discipline and suspension issues.
Create a video library for virtual training and information sharing. Provide training to staff and families about Internet access and safety. Provide training to parents, families, and school communities so that they share a
common set of knowledge, standards, and expectations.
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COMMUNITY COLLABORATION - Collaborate with community agencies and other organizations to provide resources to strengthen school programs, families, and student learning. Work with communities, organizations, local politicians, staff, and families to identify
ways to reduce stress and enhance quality of life. Provide information for students and families on community health, cultural,
recreational, social support, and other programs or services. Provide information on community activities that link to learning skills and talent
development opportunities, including summer programs for students. Coordinate service integration of school in partnership with businesses, civic,
counseling, cultural, health, recreation, and other agencies and organizations. Provide opportunities for community service and service learning as a pathway to
enhance involvement with community by students, families, and schools. Provide resource directories for parents and students with information on community
agencies, programs, and services. Work with local businesses, industries, and community organizations on programs to
enhance students’ skills and parent involvement. Offer before and after-school programs for students with support from community
businesses, agencies, and volunteers. Partner with parents and community-based entities to develop reciprocal relationships
that support schools and families by disseminating information, volunteering time and talents, providing consultation and other types of support resources.
Partner with parents and community-based entities to identify ways to achieve reciprocal benefit.
Assist local districts in the development, adoption and implementation of identified goals (within the annual school improvement plan) targeting parent involvement.
STUDENT HEALTH - Promote health awareness among parents/guardians by addressing the need for health programs and student health services, which are linked to student learning. Provide staff and parents training about health and safety issues, programs, services,
policies, and practices and how these factors impact student achievement. Create a directory of “who to call” about student health and safety issues. Train school staff and parents about issues related to health and safety:
o Health indicators, behaviors or other events that might indicate a health or safety concern;
o Health education, prevention and intervention programs and services, and heath and safety promotion programs and campaigns;
o Internet safety, bullying, harassment, domestic violence or discrimination. Establish partnerships with community agencies to identify and connect parents with
resources, services, family health screenings, evening or after-school activities, and resource service centers.
Provide opportunities for parents’ feedback on policies and practices that may have an impact on the health and safety of students.
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Invest time in reviewing high-quality resources. Once a school has identified areas for improvement, it is wise to invest time reviewing the many available resources. The list of descriptors provides considerations for school initiatives; however, the resources suggested in this section can provide the means and methods for carrying out the activities in a way that meets individual school and community needs. To get your team started, this section includes a list of some of the high-quality resources available to assist schools in implementing parent/family involvement strategies and activities from a practical standpoint. Many of the publications may be directly downloaded from the website. NOTE: In the electronic view of this document, click on the title linked to the web address. North Carolina Parent Information and Resource Center The Parent Information and
Resource Center (PIRC), Parent Partners, is funded through a grant from the U.S. Department of Education, Office of Innovation and Improvement. See Appendix D.
Communities in Schools of North Carolina Communities in Schools of North Carolina
(CISNC) is an independently incorporated not-for-profit directed by its own board of directors representing both private and public interests in the state. See Appendix E.
Promising Partnership Practices published by the National Network of Partnership
Schools at Johns Hopkins University. The collections, since 1998, include over 600 hundred good ideas from members of NNPS to improve family and community involvement linked to school improvement and student success.
Engaging Parents in Education: Lessons From Five Parental Information And Resource
Centers, published in June 2007 by the U.S. Department of Education. The purpose of this guide is to explain "how to" strategies that the Parent Information and Resource Centers (PIRCs) use to improve or expand their parental involvement programs in public schools.
Building Relationships for Student Success: School-Family-Community Partnerships
and Student Achievement in the Northwest, published by the Northwest Regional Educational Laboratory (NWREL). This publication reviews what research says about family involvement and contains practical suggestions to enlist families in children's learning.
Family and Community Engagement Survey, published by the Intercultural
Development and Research Association (IDRA). This survey can be used by teachers, administrators and parents to assess a school's effectiveness in partnering with families. Available in English and Spanish.
Taking a Closer Look: A Guide to Online Resources on Family Involvement, produced
by Family Involvement Network of Educators (FINE) and the Harvard Family Research Project, 2005. This comprehensive resource contains listings and links to hundreds of websites and resources on family involvement.
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Parent involvement activities in school improvement plans in the Northwest Region, published by the Regional Educational Laboratory (REL) program supported by the U.S. Department of Education’s Institute of Education Sciences. This report addresses the outcomes of a study conducted to determine how improvement plans of Title I Schools align with the parent involvement requirements of the NCLB Act. Included with the report is a helpful checklist for review of parent involvement activities in school improvement plans.
Parental Involvement Under the New Title I & Title III: From Compliance to Effective
Practice published by the Regional Educational Laboratory (REL) program supported by the U.S. Department of Education’s Institute of Education Sciences. This report seeks to assist schools and districts as they consider how the requirements of the law can support the development of sound, effective parental involvement plans.
Early Childhood Learning and Knowledge Center developed as a resource by the
Administration for Children and Families supported by the U.S. Department of Health and Human Services. This website provides resources to support schools in promoting the economic and social well-being of families, children, individuals, and communities.
The Family Involvement Network of Educators (FINE) is an organization supported by
the Harvard Family Research Project. FINE represents a national network of people interested in promoting strong partnerships between schools, families, and communities. Membership is free and includes access to information about family involvement and regular updates of new resources that strengthen family, school, and community partnerships.
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NORTH CAROLINA STATE BOARD OF EDUCATION
FUTURE-READY STUDENTS for the 21st Century
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Goal: NC public schools will produce globally competitive students. Every student excels in rigorous and relevant core curriculum that reflects what students need to
know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology.
Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the 21st Century.
Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition.
Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment.
Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit.
Goal: NC public schools will be led by 21st Century professionals. Every teacher will have the skills to deliver 21st Century content in a 21st Century context with
21st Century tools and technology that guarantees student learning. Every teacher and administrator will use a 21st Century assessment system to inform instruction
and measure 21st Century knowledge, skills, performance, and dispositions. Every education professional will receive preparation in the interconnectedness of the world with
knowledge and skills, including language study. Every education professional will have 21st Century preparation and access to ongoing high
quality professional development aligned with State Board of Education priorities. Every educational professional uses data to inform decisions.
Goal: NC public school students will be healthy and responsible. Every learning environment will be inviting, respectful, supportive, inclusive, and flexible for
student success. Every school provides an environment in which each child has positive, nurturing relationships
with caring adults. Every school promotes a healthy, active lifestyle where students are encouraged to make
responsible choices. Every school focuses on developing strong student character, personal responsibility, and
community/world involvement. Every school reflects a culture of learning that empowers and prepares students to be life-long
learners. Goal: Leadership will guide innovation in NC public schools. School professionals will collaborate with national and international partners to discover
innovative transformational strategies that will facilitate change, remove barriers for 21st Century learning, and understand global connections.
Appendix A
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School leaders will create a culture that embraces change and promotes dynamic continuous improvement.
Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success.
The public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students.
Goal: NC public schools will be governed and supported by 21st Century systems. Processes are in place for financial planning and budgeting that focus on resource attainment and
alignment with priorities to maximize student achievement. Twenty-first century technology and learning tools are available and are supported by school
facilities that have the capacity for 21st Century learning. Information and fiscal accountability systems are capable of collecting relevant data and
reporting strategic and operational results. Procedures are in place to support and sanction schools that are not meeting state standards for
student achievement. Goals approved by the North Carolina State Board of Education on September 7, 2006
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NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual
Policy Identification Priority: Strong Family, Community, and Business Support Category: Parent and Family Involvement Policy ID Number: FCB-A-000
Policy Title: Parent/Family Involvement
Current Policy Date: 06/30/2005
Other Historical Information:
Statutory Reference:
Administrative Procedures Act (APA) Reference Number and Category:
Parent/Family Involvement Policy
The North Carolina State Board of Education recognizes that parents/guardians, families, schools, and the community share the responsibility for the education of our children. Creating positive home, school, and community partnerships is essential to carrying out this shared responsibility successfully. To support the State Board’s strategic priority and the North Carolina Department of Public Instruction’s (NCDPI) efforts promoting high student performance, school administrators, teachers and parents/guardians must work as knowledgeable partners.
The State Board believes that schools must create an environment that is conducive to learning and supports strong family partnerships. Collaboration between all school personnel and parents/guardians is essential to support student learning. School personnel will encourage and involve parents/guardians of children at all ages and grade levels by providing and respecting a variety of opportunities for involvement, while recognizing and respecting the diverse needs of families in their community. The NCDPI, local school districts and school personnel, in collaboration with parents/guardians, shall establish programs and practices that enhance parent/guardian involvement and reflect the specific needs of students and their families.
Local school districts, in collaboration with parents/guardians, teachers, students, and administrators must establish and develop efforts that enhance parental involvement and reflect the needs of students, parents/guardians and families in the communities they serve. In order to enhance parental involvement, schools should promote the following essential elements:
• Communication. Facilitate regular, two-way, and meaningful communication between home and school. (Communication should be in a format that parents/guardians understand.)
• Parenting. Promote and support responsible parenting. • Student Learning. Inform and involve parents and caregivers in children’s learning activities
so that they may play an integral role in assisting student learning. • Volunteering. Ensure that parents/guardians are welcome in the school and seek their support
and assistance in a variety of ways. • Advocacy and Decision-Making. Include parents/guardians as partners in the decisions that
affect children and families.
Appendix B
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• Training. Assess the parents’ informational needs and provide parent training based upon those needs.
• Community Collaboration. Collaborate with community agencies and other organizations to provide resources to strengthen school programs, families, and student learning.
• Student Health. Promote health awareness among parents/guardians by addressing the need for health programs and student health services, which are linked to student learning.
The State Board supports the NCDPI in its role to foster wider and substantive family and community involvement by:
• Identifying and sharing information with parents/guardians and families about effective educational programs;
• Collecting and disseminating information about current research, model programs, and best practices for family/school/community involvement programs;
• Providing information on effective funding sources for the development, implementation, and evaluation of programs;
• Coordinating state-level efforts to work with the private sector, foundations, and other public agencies regarding funding educational initiatives; and
• Working in partnership with higher education to address strategies for parent/family involvement in the coursework for teacher training programs.
• Working with parents/guardians to identify and access health services and programs for parents and family.
The State Board recognizes the importance of administrative leadership in setting expectations and creating a climate conducive to parental participation. The NCDPI shall develop and implement guidelines that support professional development opportunities for school personnel to enhance understanding of effective parent involvement strategies and to develop and implement practices that involve parents/guardians in a meaningful way in the education of their children.
In addition to programs at the school level, the State Board endorses each school district’s development, implementation, and regular evaluation of a program(s) to involve parents/guardians using, to the degree possible, the components listed above. These partnerships are mutually beneficial. Developing cooperative efforts and linking access to resources will ensure improved academic achievement for all students, as well as quality schools.
Engaging parents is essential to improved student achievement and to realize our mission: North Carolina's public schools will create a system that will be customer driven with local flexibility to achieve mastery of core skills with high levels of accountability in areas of student achievement.
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vem
ent i
nfo
rma
tion
and
o
the
r in
form
atio
n th
roug
hou
t the
sc
hoo
l yea
r th
roug
h m
ulti
ple
mea
ns
incl
udin
g p
rinte
d m
ate
rials
, ele
ctro
nic
co
mm
unic
atio
n, p
hone
ca
lls, a
nd
ho
me
vis
its.
M
ulti
ple
two
-way
co
mm
un
ica
tion
s in
th
e h
om
e la
ngua
ge a
re u
sed
to
com
mun
ica
te a
cade
mic
go
als
, cla
ss
wo
rk, h
om
ewo
rk, a
nd g
rade
s.
S
choo
l sta
ff im
ple
men
ts s
yste
ma
tic
effo
rts
to m
axim
ize
pa
ren
t-te
ach
er
con
fere
nce
pa
rtic
ipa
tion
. (F
or
exa
mp
le, o
fferin
g m
ulti
ple
loca
tion
s,
con
ven
ien
t tim
es,
follo
w-u
p w
ith
pa
ren
ts w
ho
do
no
t rep
ly to
firs
t n
otic
es, o
ppo
rtu
nitie
s fo
r st
ude
nt-
led
co
nfe
renc
es.
)
Sch
ool s
taff
offe
rs p
are
nts
o
ppo
rtu
niti
es to
dis
cuss
sch
oo
l-wid
e
ach
ieve
men
t iss
ues,
incl
udin
g
ass
essm
en
t da
ta, a
t lea
st o
nce
a
sem
este
r.
S
choo
l sta
ff h
as a
sys
tem
atic
pro
cess
fo
r su
rvey
ing
pa
ren
ts w
ith a
re
spon
se
rate
gre
ate
r th
an 7
5%
and
res
ults
are
sh
are
d th
roug
h m
ulti
ple
mea
ns
with
p
are
nts
and
ad
dre
sse
d in
the
sch
ool
imp
rove
men
t pla
n.
D
istr
ict a
nd
sch
ool s
taff
pro
vide
s tr
ain
ing
ann
ua
lly to
tea
che
rs a
nd
pa
ren
ts o
n im
pro
vin
g th
e
com
mun
ica
tion
be
twee
n h
om
e a
nd
the
sch
oo
l.
S
choo
l sta
ff im
ple
men
ts in
div
idu
al
effo
rts
to in
form
pa
ren
ts a
bou
t a
cade
mic
goa
ls, c
lass
wo
rk, g
rade
s a
nd h
om
ew
ork
for
the
ir ch
ildre
n in
th
eir
ho
me
lang
uage
.
Mo
st c
om
mu
nic
atio
ns
are
pro
vid
ed in
th
e h
om
e la
ngua
ge to
co
mm
un
ica
te
aca
dem
ic g
oals
, cla
ss w
ork
, h
om
ew
ork
, and
gra
des
.
Co
nfe
ren
ces
are
sch
ed
ule
d tw
ice
a
ye
ar
for
all
stu
de
nts
an
d in
clu
de
p
are
nt o
r a
dvo
cate
, st
ud
en
t a
nd
tea
che
rs w
ith s
om
e e
ffort
to
ma
xim
ize
pa
ren
t-te
ach
er
pa
rtic
ipa
tion
.
Sch
oo
l sta
ff o
ffers
va
ried
wa
ys
tha
t pa
ren
ts c
an s
hare
info
rma
tion
w
ith te
ache
rs a
bou
t the
ir ch
ildre
n’s
le
arn
ing
nee
ds. (
Fo
r ex
am
ple
, p
hone
and
e-m
ail
con
tact
s, o
fferin
g
pa
ren
t con
fere
nce
s, a
nd
mak
ing
h
om
e v
isits
.)
S
choo
l sta
ff of
fers
pa
rent
s op
portu
niti
es to
dis
cuss
sch
ool-w
ide
ac
hiev
emen
t iss
ues,
incl
udin
g
asse
ssm
ent d
ata
, at l
east
onc
e a
yea
r.
Sch
ool s
taff
has
a s
yste
ma
tic p
roce
ss
for
surv
eyin
g p
are
nts
with
a r
esp
onse
ra
te g
rea
ter
than
50
% a
nd r
esu
lts a
re
sha
red
with
pa
ren
ts a
nd
ad
dre
ssed
in
the
sch
oo
l im
pro
vem
en
t pla
n.
D
istr
ict a
nd
sch
ool s
taff
pro
vide
s p
erio
dic
tra
inin
g to
teac
hers
on
im
pro
vin
g th
e c
om
mun
ica
tion
b
etw
een
ho
me
and
the
sch
ool.
S
choo
l sta
ff re
lies
on
one
-wa
y co
mm
unic
atio
n in
En
glis
h to
info
rm
pa
ren
ts a
bou
t aca
dem
ic g
oals
, cla
ss
wo
rk, g
rade
s a
nd h
om
ew
ork
. (F
or
exa
mp
le, n
ewsl
ette
rs, m
arq
uee
s, a
nd
a
gend
as.)
Sch
ool s
taff
use
s in
form
al
con
vers
atio
n a
nd
/or
a p
are
nt t
eac
he
r co
nfe
renc
e to
list
en
to p
are
nts
or
info
rm p
are
nts
of s
tud
ents
’ lea
rnin
g
nee
ds.
P
are
nt -
teac
her
con
fere
nces
are
h
eld
twic
e a
yea
r on
sch
ool g
rou
nds
and
so
me
tea
che
rs s
end
invi
tatio
ns
to p
are
nts
.
Stu
den
t ach
ieve
men
t da
ta o
r a
chie
vem
ent r
esu
lts a
re
com
mun
ica
ted
info
rma
lly to
pa
ren
ts
by
scho
ol s
taff.
Sch
ool s
taff
dev
elop
s a
su
rvey
tha
t is
sen
t to
pa
ren
ts, w
ith lo
w r
esp
ons
e
rate
and
res
ults
are
re
port
ed in
the
sc
hoo
l im
pro
vem
ent p
lan
.
Dis
tric
t an
d s
choo
l sta
ff p
rovi
des
limite
d tr
ain
ing
to te
ach
ers
on
im
pro
vin
g th
e c
om
mun
ica
tion
b
etw
een
ho
me
and
sch
ool.
S
choo
l sta
ff u
ses
only
on
e-w
ay
com
mun
ica
tion
with
pa
ren
ts to
info
rm
the
m a
bou
t stu
den
t wo
rk. (
Fo
r e
xam
ple
, stu
den
t re
port
ca
rds
and
b
ehav
ior
rep
ort
s.)
P
are
nts
rec
eive
info
rma
tion
abo
ut
stud
ent’s
lea
rnin
g n
eed
s w
hen
the
st
uden
t is
faili
ng a
cade
mic
ally
.
Sch
ool s
taff,
as
man
date
d b
y la
w,
add
ress
es d
ata
on
stu
den
t a
chie
vem
ent.
O
ptio
nal p
are
nt-
teac
her
con
fere
nces
a
re o
ffere
d a
t sch
ool a
nd p
are
nts
are
n
otif
ied
if a
teac
her
wa
nts
to
con
fere
nce
.
Pa
ren
ts h
ave
no
opp
ort
uni
ties
to g
ive
fe
edba
ck o
n s
cho
ol o
r st
uden
t p
erf
orm
ance
.
Sch
ool s
taff
util
izes
no
su
rvey
.
Pro
fess
iona
l de
velo
pm
ent p
lans
do
n
ot a
ddre
ss tr
ain
ing
for
tea
che
rs o
n
imp
rovi
ng
the
co
mm
unic
atio
n
be
twee
n h
om
e a
nd s
choo
l.
Ap
pend
ix C
16
2.
Par
en
tin
g:
Pro
mo
te a
nd
su
pp
ort
re
sp
on
sib
le p
are
nti
ng
.
Lea
din
g
Dev
elo
pin
g
Em
erg
ing
L
ack
ing
Dis
tric
t an
d s
choo
l sta
ff u
tiliz
es
mu
ltipl
e m
ean
s to
iden
tify
fam
ily
inte
rest
s, n
eeds
, and
ba
rrie
rs (
e.g
. p
are
nt f
eed
back
, ann
ua
l su
rve
ys,
focu
s g
roup
s, s
ess
ion
eva
lua
tion
fo
rms)
and
pro
vide
s se
rvic
es
to
ens
ure
aca
dem
ic s
ucce
ss.
T
he s
choo
l est
ab
lish
es a
nd
m
ain
tain
s pa
rtner
ship
s w
ith m
ulti
ple
or
gani
zatio
ns (
e.g
. fa
ith-b
ased
o
rga
niz
atio
n, b
usin
ess
es,
co
mm
unity
a
genc
ies,
etc
.) in
ord
er
to p
rovi
de
p
are
nt t
rain
ing
se
ssio
ns th
at
focu
s sp
ecifi
cally
on
effe
ctiv
e
pa
ren
ting
ski
lls.
S
choo
l sta
ff d
evel
ops
and
im
ple
men
ts a
writ
ten
pla
n fo
r co
ord
ina
ting
an
d c
ond
uctin
g m
ulti
ple
tr
ain
ing
se
ssio
ns fo
r p
are
nts
th
rou
ghou
t the
sch
ool y
ear
with
p
rovi
sion
s fo
r tr
ansl
atio
n o
r in
terp
reta
tion
in a
lang
uag
e th
at
pa
ren
ts th
at c
an u
nde
rsta
nd
.
All
scho
ol s
taff
is a
wa
re o
f and
ro
utin
ely
util
izes
ava
ilab
le
pa
rtn
ers
hip
s an
d r
esou
rces
to a
ssis
t p
are
nts
with
fam
ily s
erv
ice
s (e
.g.
hea
lth, n
utr
ition
, eco
nom
ic, e
tc.)
b
ased
on
pa
ren
t and
fam
ily n
eed
s.
D
istr
ict a
nd
sch
ool s
taff
util
izes
a
surv
ey a
nd p
are
nt f
eed
back
to
iden
tify
fam
ily in
tere
sts,
nee
ds, a
nd
ba
rrie
rs a
nd p
rovi
des
serv
ice
s to
e
nsu
re a
cade
mic
suc
cess
.
The
sch
ool e
sta
blis
hes
an
d m
ain
tain
s p
art
ne
rsh
ips
with
so
me
org
aniz
atio
ns
in o
rde
r to
pro
vide
pa
ren
t tra
inin
g o
n
effe
ctiv
e p
are
ntin
g s
kills
.
Sch
ool s
taff
dev
elop
s a
nd
imp
lem
ents
pla
ns fo
r co
nduc
ting
m
ulti
ple
pa
ren
t tra
inin
g s
essi
ons
th
rou
ghou
t the
sch
ool y
ear
with
so
me
se
ssio
ns
pro
vid
ed fo
r no
n-E
nglis
h
spe
akin
g p
are
nts
.
Mo
st s
cho
ol s
taff
is a
wa
re o
f and
u
tiliz
es a
vaila
ble
pa
rtne
rsh
ips
and
re
sou
rces
to a
ssis
t pa
ren
ts w
ith
fam
ily s
erv
ice
s (e
.g. h
ea
lth, n
utr
itio
n,
eco
nom
ic, e
tc.)
.
D
istr
ict a
nd
sch
ool s
taff
use
s a
su
rvey
to id
en
tify
the
nee
ds
of
fam
ilie
s.
T
he s
choo
l est
ab
lish
es a
nd
m
ain
tain
s a
pa
rtne
rsh
ip w
ith o
ne
ou
tsid
e o
rga
niz
atio
n in
ord
er
to
pro
vide
pa
ren
t tra
inin
g o
n e
ffect
ive
p
are
ntin
g s
kills
.
Sch
ool s
taff
ann
ually
con
duct
s a
p
are
nt t
rain
ing
se
ssio
n th
at
spe
cific
ally
ad
dre
sse
s e
ffect
ive
p
are
ntin
g s
kills
.
So
me
sch
ool s
taff
is a
wa
re o
f and
u
tiliz
es a
vaila
ble
pa
rtne
rsh
ips
and
re
sou
rces
to a
ssis
t pa
ren
t with
fam
ily
serv
ices
(e
.g. h
ealth
, nu
triti
on,
eco
nom
ic, e
tc.)
.
N
o s
urv
ey is
use
d to
ide
ntif
y fa
mily
in
tere
sts
or
need
s.
T
he s
choo
l est
ab
lish
es n
o
pa
rtn
ers
hip
s w
ith o
uts
ide
o
rga
niz
atio
ns
for
the
pu
rpos
e o
f p
rovi
din
g p
are
nt t
rain
ing
on
effe
ctiv
e
pa
ren
ting
ski
lls.
S
choo
l sta
ff co
ndu
cts
no
pa
ren
t tr
ain
ing
se
ssio
ns th
at s
peci
fica
lly
add
ress
effe
ctiv
e p
are
ntin
g s
kills
.
Litt
le to
no
sch
ool s
taff
is a
wa
re o
f the
a
vaila
ble
pa
rtne
rsh
ips
and
re
sou
rce
s to
ass
ist p
are
nts
with
fam
ily s
erv
ice
s.
Evi
de
nce
:
17
3.
Stu
de
nt
Le
arn
ing
: In
form
an
d i
nv
olv
e p
are
nts
an
d c
are
giv
ers
in c
hil
dre
n’s
lea
rnin
g a
cti
viti
es s
o t
hat
th
ey
may
pla
y a
n
inte
gra
l ro
le i
n a
ssi
stin
g s
tud
en
t le
arn
ing
.
Lea
din
g
Dev
elo
pin
g
Em
erg
ing
L
ack
ing
Sch
ool s
taff
invo
lves
all
stak
eho
lde
rs,
and
util
ize
s m
ulti
ple
res
ourc
es to
e
xpla
in s
tan
dard
s a
nd r
igh
ts a
s d
efin
ed u
nde
r D
eve
lopi
ng. P
are
nts
w
ith b
arr
iers
to le
arn
ing
are
in
div
idua
lly a
ssis
ted
.
All
sta
keh
old
ers
are
eng
aged
in
regu
lar
syst
em
atic
com
mun
ica
tion
a
bou
t th
e a
cad
em
ic p
rog
ress
of a
ll st
uden
ts in
sch
oo
l and
dis
tric
t.
Sch
ool s
taff
util
izes
pro
ficie
nt s
tud
ent
wo
rk w
ith s
corin
g g
uid
es to
d
em
ons
tra
te a
cad
em
ic e
xpec
tatio
ns
to p
are
nts
an
d s
tud
ents
, an
d u
pda
tes
the
dis
pla
ys r
egu
larly
.
Sch
ool s
taff
syst
em
atic
ally
de
velo
ps
pa
ren
t le
ade
rs w
ho c
on
trib
ute
re
gula
rly to
oth
er
pa
ren
ts’
und
ers
tand
ing
an
d w
ho h
elp
mee
t o
the
r pa
ren
t lea
rnin
g n
eed
s.
S
choo
l sta
ff d
evel
ops
and
im
ple
men
ts a
writ
ten
pla
n to
offe
r p
are
nt t
rain
ing
se
ssio
ns to
he
lp
pa
ren
ts d
eve
lop
ski
lls in
su
ppo
rtin
g
the
ir ch
ildre
n’s
lea
rnin
g a
nd th
e
sch
ool i
mp
rove
men
t effo
rts.
P
are
nts
ha
ve m
ulti
ple
opp
ort
uni
ties
to
lea
rn a
bou
t and
dis
cuss
: o
No
rth
Ca
rolin
a s
tan
dard
s a
nd
exp
ecta
tion
s fo
r a
ll st
ude
nts
. o
The
sch
ool’s
cu
rric
ulu
m, i
nstr
uct
iona
l m
eth
ods
, and
stu
den
t se
rvic
es.
o T
he s
choo
l’s d
eci
sio
n-m
akin
g
pro
cess
. o
The
ir ch
ildre
n’s
lea
rnin
g a
nd
d
eve
lop
men
t, al
ong
with
lega
l and
p
ract
ica
l op
tions
for
help
ing
the
ir ch
ildre
n s
ucce
ed
, su
ch a
s p
art
icip
atio
n in
PE
P a
nd/o
r IE
P
pro
cess
. o
Co
mm
un
ity r
eso
urc
es
to s
uppo
rt
lea
rnin
g.
o O
ppo
rtun
itie
s to
pa
rtic
ipa
te in
sch
oo
l, d
istr
ict,
and
sta
te s
choo
l im
pro
vem
ent e
ffort
s, s
uch
as
foru
ms,
co
mm
ittee
s, a
nd
su
rve
ys.
S
choo
l sta
ff m
ake
s sy
ste
ma
tic u
se o
f w
ritte
n c
om
mu
nic
atio
ns
(fo
r ex
am
ple
, n
ew
sle
tters
, We
b s
ites,
bu
lletin
bo
ard
s)
to h
elp
pa
ren
ts u
nde
rsta
nd th
eir
own
ch
ildre
n’s
aca
dem
ic p
rog
ress
and
the
p
rog
ress
of s
choo
l.
Sch
ool s
taff
rou
tine
ly u
tiliz
es s
tud
ent
wo
rk s
am
ples
to d
emon
stra
te a
cad
emic
e
xpec
tatio
ns
to p
are
nts
and
stu
den
ts.
P
are
nt l
ead
ers
reg
ula
rly w
ork
with
all
pa
ren
ts to
de
velo
p w
ays
to im
pro
ve
pare
nt u
nder
stan
ding
of l
earn
ing
issu
es.
S
choo
l sta
ff o
ffers
pa
ren
t wo
rksh
ops
or
me
etin
gs
with
con
ven
ien
t lo
catio
ns to
h
elp
pa
ren
ts d
eve
lop
ski
lls th
at s
upp
ort
th
eir
child
ren
’s le
arn
ing
and
the
sch
ool
imp
rove
men
t effo
rts.
S
choo
l pro
vide
s o
pen
ho
use
an
d
fam
ily n
igh
ts fo
r som
e pa
rent
s to
lear
n ab
out:
o N
ort
h C
aro
lina
sta
nda
rds
and
e
xpec
tatio
ns
for
all
stu
den
ts.
o T
he s
choo
l’s d
eci
sio
n-m
akin
g
pro
cess
, inc
lud
ing
op
port
uniti
es
for
pare
nts
to p
art
icip
ate
on
co
unc
ils a
nd c
om
mitt
ees
. o
The
ir ch
ildre
n’s
lea
rnin
g a
nd
d
eve
lop
men
t, al
ong
with
lega
l a
nd p
ract
ica
l op
tions
for
hel
pin
g
the
ir ch
ildre
n s
ucce
ed
, su
ch a
s p
art
icip
atio
n in
PE
P a
nd/o
r IE
P
pro
cess
es.
o C
om
mu
nity
re
sou
rce
s to
sup
port
le
arn
ing
.
Sch
ool s
taff
pro
vide
s pa
ren
ts w
ith
info
rma
tion
abo
ut t
hei
r ch
ild’s
a
cade
mic
pro
gre
ss a
nd th
e
pro
gre
ss o
f th
e s
cho
ol.
S
choo
l sta
ff e
xhib
its s
om
e s
tude
nt
wo
rk in
com
mun
ica
ting
exp
ect
atio
ns
to p
are
nts
.
Sch
ool s
taff
offe
rs ta
rge
ted
pa
ren
t w
ork
shop
s an
d m
eetin
gs
to h
elp
p
are
nts
dev
elo
p s
kills
to s
upp
ort
th
eir
child
’s le
arn
ing
.
Sch
ool s
taff
relie
s o
n th
e p
are
nt
org
an
iza
tion
s to
pro
vide
lea
rnin
g
opp
ort
un
ities
for
pa
ren
t lea
ders
hip
.
S
choo
l pro
vide
s on
e o
pen
ho
use
a
yea
r an
d o
ffers
som
e w
ritte
n
ma
teria
ls a
bou
t: o
No
rth
Ca
rolin
a s
tan
dard
s a
nd
exp
ecta
tion
s fo
r a
ll st
ude
nts
. o
The
sch
ool’s
cu
rric
ulu
m,
inst
ruct
ion
al m
eth
ods,
an
d
stud
ent s
erv
ices
.
Sch
ool s
taff
pro
vide
s pa
ren
ts o
nly
w
ith in
form
atio
n m
and
ate
d b
y re
quire
men
ts fo
r re
po
rtin
g s
tude
nt
ach
ieve
men
t.
So
me
stu
den
t wo
rk o
f va
rious
leve
ls
is e
xhib
ited
in th
e c
lass
roo
m.
T
here
is li
ttle
or
no
dev
elo
pm
en
t of
pa
ren
t le
ade
rs.
S
choo
l sta
ff o
ffers
so
me
info
rma
tion
to
pa
ren
ts to
lea
rn h
ow
to s
uppo
rt
the
ir ch
ild’s
lea
rnin
g.
Evi
de
nce
:
18
4.
Vo
lun
teer
ing
: E
ns
ure
th
at
par
en
ts/g
uar
dia
ns
are
wel
co
me
in t
he
sch
oo
l a
nd
see
k th
eir
su
pp
ort
an
d a
ssis
tan
ce i
n a
va
riet
y o
f w
ays.
Lea
din
g
Dev
elo
pin
g
Em
erg
ing
L
ack
ing
Dis
tric
t an
d s
choo
l cu
lture
aud
its o
r su
rvey
s a
re c
ondu
cte
d e
ach
yea
r w
ith a
ll st
akeh
old
ers
and
res
pon
se
rate
is a
t lea
st 7
5%
.
Stu
den
t/fa
mily
feed
back
da
ta o
n
sch
ool w
elc
omin
g a
nd
en
gage
me
nt
effo
rts
is r
eta
ine
d in
a u
sea
ble
co
nfid
entia
l fo
rma
t an
d c
an b
e
retr
ieve
d fo
r d
istr
ict o
r sc
hoo
l a
ssis
tan
ce to
fam
ilies
.
The
sch
ool i
mp
lem
ents
a s
choo
l-wid
e
volu
nte
er
pro
gra
m to
enc
ou
rage
p
are
nts
, tea
che
rs, a
nd
ad
min
istr
ato
rs
to c
oop
era
te a
nd
pa
rtic
ipa
te in
vo
lun
tee
r e
ffort
s th
at i
nclu
de
pla
ns
for
tra
inin
g p
are
nts
.
All
scho
ol s
taff
pa
rtic
ipa
tes
in
pro
fess
iona
l dev
elo
pmen
t pla
ns fo
r tr
ain
ing
on
the
effe
ctiv
e u
se o
f pa
ren
t vo
lun
tee
rs in
the
cla
ssro
om
and
in
oth
er
sch
ool a
ctiv
ities
(e
.g. p
lann
ing
fo
r vo
lun
tee
rs, c
om
mu
nic
atin
g w
ith
volu
nte
ers
, org
an
izin
g a
ctiv
ities
for
effe
ctiv
e v
olu
nte
er
part
icip
atio
n).
The
sch
ool d
eve
lops
and
imp
lem
en
ts
pla
ns
to r
ou
tine
ly r
eco
gniz
e a
nd
pro
mo
te v
olu
nte
er
effo
rts
on th
e p
art
o
f sch
ool s
taff
and
pa
ren
ts.
A
dm
inis
tra
tors
and
sch
ool s
taff
eng
age
in p
ract
ices
to w
elc
om
e a
nd
act
ive
ly s
eek
the
pa
rtic
ipa
tion
of
pa
ren
ts o
f mos
t ne
w s
tude
nts
to
enc
oura
ge e
arly
re
latio
nsh
ip b
uild
ing
.
All
pare
nts
are
ask
ed fo
r fe
edba
ck o
n
sch
ool’s
effo
rts
to w
elc
ome
and
e
ngag
e p
are
nts
, and
the
feed
back
is
use
d to
imp
rove
sch
ool
’s e
ffort
s.
T
he s
choo
l im
ple
men
ts a
sch
ool-w
ide
vo
lun
tee
r p
rog
ram
tha
t enc
oura
ges
p
are
nts
to p
art
icip
ate
in v
olu
nte
er
effo
rts
wh
ich
incl
ude
pla
ns fo
r tr
ain
ing
p
are
nts
.
Mo
st s
cho
ol s
taff
part
icip
ate
s in
so
me
tr
ain
ing
on
the
effe
ctiv
e u
se o
f pa
ren
t vo
lun
tee
rs in
the
cla
ssro
om
and
oth
er
sch
ool a
ctiv
ities
.
Vo
lun
tee
r e
ffort
s o
n th
e p
art
of s
taff
and
pa
ren
ts is
re
cog
niz
ed a
nd
pro
mo
ted
ann
ually
.
R
ela
tion
ship
s w
ith p
are
nts
of n
ew
st
uden
ts a
re in
form
al,
occa
sion
al o
r a
ccid
enta
l, a
nd in
form
atio
n is
p
rovi
ded
if r
eque
sted
.
Sta
ff o
ccas
iona
lly a
sks
for
fee
dba
ck
on
sch
oo
l’s e
ffort
s to
we
lco
me
and
e
ngag
e p
are
nts
, in
an
info
rma
l or
casu
al w
ay w
ith n
o r
egul
ar
da
ta
colle
ctio
n.
P
are
nts
are
invi
ted
to a
tten
d s
cho
ol
act
iviti
es
rela
ted
to th
eir
ow
n c
hild
.
Lim
ited
sch
oo
l sta
ff pa
rtic
ipa
tes
in
tra
inin
g o
n th
e e
ffect
ive
use
of p
are
nt
volu
nte
ers
in th
e c
lass
roo
m a
nd o
the
r sc
hoo
l act
iviti
es.
P
are
nt v
olu
nte
er
effo
rts
are
re
cogn
ized
as
pa
rt o
f a fo
rma
l dis
tric
t-w
ide
rec
ogni
tion
pro
gra
m.
S
choo
l sta
ff h
as li
mite
d in
volv
em
ent
with
pa
ren
ts o
f ne
w a
nd a
t-ris
k st
uden
ts.
S
tud
ent/f
am
ily fe
edba
ck is
no
t in
clud
ed in
any
ass
ess
me
nt o
f the
sc
hoo
l’s e
ffort
s to
we
lcom
e a
nd
eng
age
pa
ren
ts.
N
o fo
rma
l vol
unte
er
pro
gra
m is
im
ple
men
ted
.
No
tra
inin
g is
pro
vide
d fo
r sc
hoo
l st
aff
on
the
effe
ctiv
e u
se o
f pa
ren
t vo
lun
tee
rs.
P
are
nt v
olu
nte
er
effo
rts
are
re
cogn
ized
on
ly a
n in
form
al b
asis
.
Evi
de
nce
:
19
5.
Ad
vo
cacy
an
d D
ecis
ion
-Ma
kin
g:
In
clu
de
pa
ren
ts/g
uar
dia
ns
as p
artn
ers
in t
he
dec
isio
ns
that
aff
ect
ch
ild
ren
an
d f
am
ilie
s.
Lea
din
g
Dev
elo
pin
g
Em
erg
ing
L
ack
ing
The
sch
ool i
mp
lem
ents
a d
ecis
ion
-m
aki
ng s
yste
m to
ens
ure
tha
t pa
ren
ts
and
co
mm
un
ity s
take
hold
ers
a
uth
entic
ally
pa
rtic
ipa
te in
the
p
lan
nin
g a
nd
imp
lem
enta
tion
of
sch
ool a
nd d
istr
ict i
mp
rove
men
t a
ctiv
itie
s. P
are
nt p
art
icip
ants
a
ppro
pria
tely
rep
rese
nt a
ll st
uden
t p
opu
latio
ns in
the
sch
ool.
S
choo
l sta
ff im
ple
men
ts s
yste
ma
tic
step
s to
dis
cuss
, mo
nito
r an
d s
ha
re
succ
essf
ul s
tra
tegi
es fo
r m
eetin
g
ind
ivid
ual l
earn
ing
ne
eds
with
all
pa
ren
ts a
nd a
dvo
cacy
gro
ups.
Sch
ool s
taff
colla
bo
rate
s w
ith
stak
eho
lde
rs in
dev
elo
pin
g p
olic
ies
and
pro
ced
ure
s to
res
olv
e is
sues
and
co
mp
lain
ts, t
rack
ing
the
ou
tcom
es,
and
usi
ng
the
info
rma
tion
to id
entif
y n
eede
d im
pro
vem
en
ts.
T
he s
choo
l im
ple
men
ts p
rofe
ssio
nal
dev
elo
pm
ent p
lan
s fo
r pa
ren
ts a
nd
st
aff
to b
e tr
aine
d to
se
rve
as
edu
catio
nal a
dvoc
ate
s o
r to
acc
ess
tra
ine
d e
duca
tiona
l adv
oca
tes
for
stud
ents
to m
ee
t the
ir ac
ade
mic
g
oals
.
Sch
ool s
taff
act
ive
ly s
eek
s p
art
ne
rsh
ips
with
pa
ren
ts a
nd
oth
er
adv
oca
tes
for
spec
ific
stu
den
t p
opu
latio
ns (
e.g
. ES
L, M
igra
nt,
stud
ents
with
dis
abili
ties,
etc
.) to
im
pro
ve th
e w
ay
scho
ol m
eets
st
uden
t le
arn
ing
nee
ds.
A
n a
ppro
pria
te r
epre
sen
tatio
n o
f p
are
nts
and
co
mm
un
ity s
take
hold
ers
fo
r th
e s
choo
l pa
rtic
ipa
te in
the
p
lan
nin
g a
nd
imp
lem
enta
tion
of
sch
ool i
mp
rove
men
t act
iviti
es.
Sch
ool s
taff
sha
res
and
mon
itors
su
cces
sfu
l str
ate
gies
for
mee
ting
in
div
idua
l lea
rnin
g n
eed
s w
ith a
ll p
are
nts
and
ad
voca
cy g
roup
s.
S
choo
l sta
ff u
nde
rsta
nds
and
p
rovi
des
pare
nts
with
cle
ar,
co
mp
lete
in
form
atio
n o
n th
e e
stab
lishe
d
po
licie
s a
nd p
roce
du
res
to r
eso
lve
is
sue
s a
nd c
om
pla
ints
. Ou
tco
me
s a
re
use
d to
iden
tify
need
ed
imp
rove
men
ts.
S
choo
l sta
ff e
nsu
res
tha
t pa
ren
ts a
nd
co
mm
unity
me
mb
ers
are
we
ll in
form
ed
ab
out h
ow
to b
eco
me
an
e
duca
tiona
l adv
oca
te o
r ho
w to
a
cces
s an
edu
catio
nal a
dvoc
ate
w
hen
nee
ded
.
Sch
ool s
taff
coo
pera
tes
with
an
d
pro
vide
s tr
ain
ing
for
pare
nts
and
o
the
r ad
voca
tes
for
spe
cific
stu
den
t p
opu
latio
ns (
e.g
. ES
L, M
igra
nt,
stud
ents
with
dis
abili
ties,
etc
.) a
nd
th
e s
tra
tegi
es n
eed
ed
to im
pro
ve
aca
dem
ic a
chie
vem
ent.
P
are
nts
an
d c
om
mu
nity
sta
keh
olde
rs
are
me
mb
ers
of t
he
sch
ool
im
pro
vem
ent t
eam
.
So
me
pa
ren
ts a
re in
volv
ed
in
info
rma
l con
vers
atio
n w
ith s
cho
ol
sta
ff to
ad
dre
ss th
eir
child
’s in
divi
dua
l le
arn
ing
nee
ds.
T
he s
choo
l has
a p
olic
y an
d a
p
roce
ss to
re
solv
e is
sue
s o
r co
mp
lain
ts a
nd o
utc
om
es
are
so
me
time
trac
ked
an
d r
epo
rte
d.
S
choo
l sta
ff kn
ow
s w
hic
h s
tud
ents
h
ave
a p
are
nt o
r an
oth
er
adu
lt w
ho
can
adv
oca
te fo
r th
em
reg
ard
ing
the
ir a
cade
mic
goa
ls a
nd le
arn
ing
nee
ds.
S
choo
l sta
ff id
entif
ies
stu
den
ts
nee
din
g ta
rge
ted
str
ate
gie
s fo
r a
cade
mic
imp
rove
men
t str
ate
gie
s a
nd p
are
nts
are
info
rmed
.
T
he s
choo
l im
pro
vem
ent t
eam
in
clud
es n
o p
are
nt r
ep
rese
nta
tives
or
insu
ffici
ent p
are
nt r
ep
rese
nta
tion
of
the
stu
den
t pop
ula
tion
.
Sch
ool s
taff
info
rms
pa
ren
ts o
f st
uden
ts’ a
cade
mic
pro
gre
ss.
T
each
ers
han
dle
pa
ren
t com
pla
ints
b
ut o
utc
omes
are
no
t tra
cked
or
repo
rted
.
Sch
ool s
taff
doe
s no
t inc
lude
pa
ren
t o
r ad
voca
te in
pu
t whe
n m
akin
g
dec
isio
ns
abou
t stu
den
t aca
dem
ic
goa
ls o
r le
arn
ing
nee
ds.
S
om
e te
ache
rs p
rovi
de
add
itio
nal
stra
teg
ies
for
the
ir st
ude
nts
, bu
t p
are
nts
are
no
t ro
utin
ely
info
rmed
.
Evi
de
nce
:
20
6.
Tra
inin
g:
Ass
ess
par
en
ts’
an
d s
ch
oo
l p
ers
on
nel
in
form
atio
nal
ne
ed
s a
nd
pro
vid
e tr
ain
ing
ba
sed
up
on
th
os
e n
ee
ds.
Lea
din
g
Dev
elo
pin
g
Em
erg
ing
L
ack
ing
Sch
ool c
ultu
re a
udits
or s
urv
eys
are
co
nduc
ted
each
yea
r w
ith a
ll st
ake
-ho
lder
s an
d re
spon
se ra
te is
at l
east
75
%.
S
choo
l sta
ff co
llabo
rate
s w
ith p
are
nts
and
co
mm
unity
mem
bers
to d
evel
op a
nd
impl
em
ent a
writ
ten
pa
rent
invo
lvem
ent
plan
that
add
ress
es p
are
nt
com
mun
ica
tion
(e.
g. n
ew
sle
tters
, pr
ogre
ss re
por
ts, s
choo
l cal
enda
rs, e
tc.)
, an
d pa
ren
t act
iviti
es (e
.g. D
ough
nuts
for
Dad
s, O
pen
Hou
se, F
all F
estiv
al),
but
fo
cuse
s p
rimar
ily o
n pa
ren
t tra
inin
g on
ho
w to
sup
port
chi
ldre
n’s
lea
rnin
g,
scho
ol, a
nd d
istr
ict i
mp
rove
men
t effo
rts.
The
sch
ool i
mpl
em
ents
com
pre
hens
ive
pr
ofes
sion
al d
evel
opm
ent p
lans
to
prov
ide
all
trai
nin
g fo
r st
aff o
n th
e vi
tal
elem
ents
of e
ffect
ive
pa
rent
invo
lvem
ent,
such
as
fam
ily, c
omm
unity
and
sch
ool
partn
ers
hip
dev
elop
men
t, cr
eatin
g a
n
invi
ting
sch
ool c
lima
te, a
nd c
ultu
ral
awar
enes
s. P
lans
are
bas
ed o
n
stak
ehol
der
feed
back
and
indi
vid
ual
teac
her
need
s.
P
aren
ts a
re in
clud
ed in
the
pla
nnin
g a
nd
deve
lopm
ent o
f tra
inin
g se
ssio
ns a
s de
scrib
ed u
nder
Dev
elo
ping
. P
are
nt
train
ing
ses
sion
s ar
e o
ffere
d a
t var
ious
tim
es a
nd lo
catio
ns to
enh
ance
op
portu
niti
es fo
r pa
rtic
ipat
ion.
Par
ent a
nd s
taff
train
ing
ses
sion
s ar
e
eval
uate
d, r
esul
ts a
re s
hare
d w
ith a
ll st
akeh
olde
rs, a
nd r
esu
lts a
re u
sed
to
dete
rmin
e a
dditi
ona
l tra
inin
g n
eeds
.
The
sch
ool r
ese
rve
s a
nd u
tiliz
es
suffi
cie
nt r
eso
urc
es
(e.g
. fun
ds, s
taff,
tim
e)
spe
cific
ally
for
pro
vid
ing
a
ppro
pria
te s
taff
and
pa
ren
t tra
inin
g.
S
choo
l cu
lture
aud
its o
r su
rve
ys a
re
con
duct
ed e
ach
yea
r w
ith a
ll st
akeh
old
ers
, an
d th
e r
esp
ons
e r
ate
is
at l
east
50
%.
S
choo
l sta
ff im
ple
men
ts a
writ
ten
p
are
nt i
nvo
lvem
ent p
lan
de
velo
ped
by
the
sch
oo
l im
pro
vem
en
t te
am
tha
t in
clud
es p
are
nt c
om
mun
ica
tion
, pa
ren
t a
ctiv
itie
s, a
nd
pa
ren
t tra
inin
g o
n h
ow
to
sup
port
ch
ildre
n’s
lea
rnin
g.
T
he s
choo
l im
ple
men
ts p
rofe
ssio
nal
dev
elo
pm
ent p
lan
s o
n a
n a
nnu
al b
asi
s to
pro
vid
e s
om
e r
equ
ired
sta
ff tr
ain
ing
o
n th
e v
ital e
lem
en
ts o
f effe
ctiv
e p
are
nt
invo
lve
me
nt s
uch
as
fam
ily, c
om
mu
nity
a
nd s
choo
l pa
rtne
rsh
ip d
eve
lopm
ent,
crea
ting
an
invi
ting
sch
ool c
lima
te, a
nd
cultu
ral a
wa
rene
ss.
P
are
nts
are
pro
vide
d w
ith m
ulti
ple
o
ppo
rtu
niti
es to
pa
rtic
ipa
te in
tra
inin
g
sess
ion
s on
o
No
rth
Ca
rolin
a S
tan
dard
Cou
rse
of
Stu
dy
o S
erv
ices
pro
vid
ed th
rou
gh s
tud
ent
ass
ista
nce
tea
ms
o S
tate
an
d lo
cal a
sse
ssm
en
ts
o P
rom
otio
n a
nd g
radu
atio
n
requ
irem
ents
o
Lite
racy
and
ma
th
o G
oa
l-se
tting
and
hig
h e
xpe
cta
tions
fo
r st
ude
nt a
chie
vem
en
t
Ses
sion
s a
re e
valu
ate
d a
nd
re
sults
are
u
sed
by
the
sch
ool i
mp
rove
men
t tea
m
to d
ete
rmin
e a
dd
ition
al t
rain
ing
ne
eds.
The
sch
ool u
tiliz
es
suffi
cien
t res
ourc
es
for
pro
vid
ing
app
rop
riate
sta
ff a
nd
pa
ren
t tra
inin
g.
S
choo
l cu
lture
aud
its o
r su
rve
ys a
re
con
duct
ed e
ach
yea
r an
d te
ach
ers
e
ncou
rage
pa
ren
ts to
res
pon
d.
T
he s
choo
l im
ple
men
ts a
writ
ten
p
are
nt i
nvo
lvem
ent p
lan
tha
t a
ddre
sses
pa
ren
t co
mm
unic
atio
n
and
act
iviti
es fo
r pa
ren
ts to
atte
nd
, b
ut p
rovi
des
little
to n
o o
ppo
rtun
ity
for
pare
nt t
rain
ing
.
So
me
sch
ool s
taff
pa
rtic
ipa
tes
in
pro
fess
iona
l dev
elo
pmen
t on
the
vi
tal e
lem
ents
of e
ffect
ive
pa
ren
t in
volv
em
en
t, bu
t on
a v
olu
nta
ry
bas
is.
P
are
nts
are
pro
vide
d w
ith tr
ain
ing
o
n a
n a
nnu
al b
asis
at t
he
sch
ool
o
nly
for
item
s re
qui
red
by
sta
te a
nd
lo
cal p
olic
y.
E
valu
atio
ns a
re c
ondu
cted
an
d
ma
inta
ined
on
file
.
The
sch
ool r
ese
rve
s a
lim
ited
a
mou
nt o
f res
ou
rces
for
pro
vid
ing
st
aff
and
pa
ren
t tra
inin
g.
S
choo
l cu
lture
aud
its o
r su
rve
ys
are
no
t pro
vid
ed.
T
he s
choo
l has
no
writ
ten
pa
ren
t in
volv
em
en
t pla
n.
T
he s
choo
l has
no
form
al
pro
fess
iona
l dev
elo
pmen
t pla
n fo
r p
rovi
din
g tr
ain
ing
for
sta
ff on
the
vi
tal e
lem
ents
of p
are
nt
invo
lve
me
nt.
L
ittle
to n
o p
are
nt t
rain
ing
is
pro
vide
d o
n a
n a
nnu
al b
asi
s.
T
he s
choo
l res
erv
es
no
res
ourc
es
for
pro
vid
ing
sta
ff a
nd p
are
nt
tra
inin
g.
Evi
de
nce
:
21
7.
Co
mm
un
ity
Co
lla
bo
rati
on
: C
oll
ab
ora
te w
ith
co
mm
un
ity
ag
en
cies
an
d o
ther
org
an
izat
ion
s to
pro
vid
e re
so
urc
es t
o
stre
ng
the
n s
ch
oo
l p
rog
ram
, fa
mil
ies,
an
d s
tud
ent
lear
nin
g.
Lea
din
g
Dev
elo
pin
g
Em
erg
ing
L
ack
ing
Sta
keh
old
ers
he
lp p
lan
dis
tric
t an
d
sch
ool s
urv
ey
con
ten
t re
gard
ing
sc
hoo
l pe
rfo
rman
ce a
s it
rela
tes
to
the
ir ch
ild.
A
t lea
st 7
5% o
f org
an
iza
tion
s su
rvey
ed
re
spon
d to
dis
tric
t st
akeh
old
er
surv
eys.
Sta
keh
old
er
surv
ey d
ata
is
con
sist
en
tly u
sed
to p
lan
sch
ool
imp
rove
men
t effo
rts
and
to e
valu
ate
th
eir
effe
ctiv
enes
s.
S
choo
l sta
ff n
etw
ork
s an
d p
art
ne
rs
with
co
mm
unity
lea
ders
an
d
org
an
iza
tion
s to
bu
ild p
are
nt
und
ers
tand
ing
of a
cad
em
ic
exp
ecta
tion
s, s
cho
ol s
tra
teg
ies,
and
st
uden
t ach
ieve
men
t res
ults
.
Dis
tric
t/sch
ool s
taff,
pa
ren
ts a
nd
com
mun
ity s
take
hold
ers
iden
tify
and
u
tiliz
e s
uffi
cie
nt c
om
mun
ity r
esou
rces
to
mee
t stu
den
ts’ a
nd
pa
ren
ts’
lea
rnin
g n
eeds
.
Sch
ool s
taff
use
s m
ulti
ple
str
ate
gie
s to
invo
lve
co
mm
uni
ty le
ade
rs to
a
ssis
t in
pa
ren
t ed
uca
tion
on
issu
es
dire
ctly
re
late
d to
stu
den
t a
chie
vem
ent.
S
choo
l le
ade
rsh
ip e
nsu
res
all
stak
eho
lde
rs a
re a
wa
re o
f co
mm
unity
-bas
ed
lea
rnin
g
opp
ort
un
ities
tha
t are
lin
ked
to
stud
ent-
spe
cific
nee
ds.
D
istr
ict s
take
ho
lde
r su
rvey
s a
re
dev
elo
ped
by
sch
ool s
taff
and
use
d in
co
nju
nctio
n w
ith a
ny s
urv
eys
dev
elo
ped
by
the
dis
tric
t.
At l
east
50%
of t
he
org
an
iza
tions
su
rvey
ed
re
spon
d to
dis
tric
t st
akeh
old
er
surv
eys.
Sta
keh
old
er
surv
ey d
ata
is u
sed
to
pla
n s
choo
l im
pro
vem
ent e
ffort
s.
S
choo
l le
ade
rsh
ip r
egu
larly
sha
res
info
rma
tion
on
stu
den
t ach
ieve
me
nt
and
invo
lves
bu
sine
ss a
nd
com
mun
ity le
ade
rs in
sch
oo
l im
pro
vem
ent e
ffort
s.
T
he s
choo
l has
ide
ntif
ied
the
a
vaila
ble
co
mm
uni
ty r
eso
urc
es
and
sh
are
d th
e in
form
atio
n w
ith a
ll st
aff.
Sch
ool s
taff
pa
rtn
ers
with
co
mm
unity
le
ade
rs a
nd o
rgan
iza
tions
to b
uild
p
are
nt u
nde
rsta
ndin
g o
f aca
dem
ic
exp
ecta
tion
s, s
cho
ol s
tra
teg
ies,
and
st
uden
t ach
ieve
men
t res
ults
.
Sch
ool s
taff
offe
rs a
nd p
ub
liciz
es
com
mun
ity-b
ase
d le
arn
ing
act
iviti
es,
such
as
tuto
ring
lin
ked
to th
e
curr
icul
um
, fo
r a
ll st
ude
nts
and
p
are
nts
.
D
istr
ict s
take
ho
lde
r su
rvey
s a
re
dev
elo
ped
by
the
dis
tric
t offi
ce.
F
ew
er
than
50
% o
f the
org
aniz
atio
ns
surv
eye
d r
esp
ond
to d
istr
ict
stak
eho
lde
r su
rvey
s.
S
take
ho
lde
r su
rvey
da
ta is
so
me
time
s us
ed to
pla
n s
cho
ol
imp
rove
men
t effo
rts.
Em
plo
yer-
part
ners
ad
opt p
ract
ices
to
pro
mo
te a
nd s
uppo
rt p
are
nt a
nd
volu
nte
er
part
icip
atio
n in
stu
den
ts’
edu
catio
n.
S
choo
l sta
ff so
me
times
pro
vid
es
com
mun
ity o
rgan
iza
tions
with
in
form
atio
n a
bou
t aca
de
mic
e
xpec
tatio
ns
for
pa
ren
ts w
ho
use
th
eir
serv
ices
.
Sch
ool s
taff
ma
inta
ins
a r
eso
urc
e
dire
cto
ry o
n s
om
e a
genc
ies,
p
rog
ram
s a
nd s
erv
ice
s th
at p
rovi
des
serv
ices
for
stu
den
ts.
S
take
ho
lde
r su
rvey
s a
re n
ot u
tiliz
ed
to e
nha
nce
co
llabo
ratio
n w
ith
com
mun
ity p
art
ners
.
The
re is
no
pro
cess
in p
lace
to
incl
ude
sta
keho
lde
r su
rvey
da
ta in
sc
hoo
l im
pro
vem
ent p
lan
nin
g.
S
choo
l le
ade
rsh
ip r
are
ly in
vite
s e
mp
loye
rs to
su
ppo
rt a
dult
pa
rtic
ipa
tion
in e
duca
tion
.
Sch
ool s
taff
rare
ly p
rovi
des
gene
ral
info
rma
tion
to th
e c
om
mu
nity
abo
ut
aca
dem
ic e
xpec
tatio
ns
of s
tud
ents
.
Sch
ool s
taff
rare
ly u
pda
tes
a
reso
urc
e d
irect
ory
or
com
mun
ica
tes
with
loca
l age
ncie
s o
r p
rog
ram
s th
at
pro
vide
lea
rnin
g s
erv
ices
.
Evi
de
nce
:
22
8.
Stu
de
nt
Hea
lth
: P
rom
ote
hea
lth
aw
are
ne
ss a
mo
ng
par
en
ts/g
uar
dia
ns
by
ad
dre
ssi
ng
th
e n
eed
fo
r h
ealt
h p
rog
ram
s a
nd
st
ud
en
t h
ealt
h s
ervi
ces
wh
ich
are
lin
ke
d t
o s
tud
en
t le
arn
ing
. Le
adin
g D
evel
opin
g Em
ergi
ng
Lack
ing
T
he s
choo
l has
est
ablis
hed
a
syst
em
atic
pro
cess
for
revi
ew
ing
an
d
revi
sin
g s
cho
ol i
mp
rove
me
nt p
lans
b
ased
on
mile
ston
es e
sta
blis
hed
th
rou
ghou
t the
sch
ool y
ear
to
suffi
cie
ntly
add
ress
he
alth
and
sa
fety
is
sue
s fo
r st
uden
ts.
T
he s
choo
l dev
elo
ps a
pro
fess
ion
al
dev
elo
pm
ent p
lan
in c
olla
bo
ratio
n w
ith
com
mun
ity s
take
hold
ers
, pa
ren
ts, a
nd
st
aff
to p
rovi
de s
taff
and
pa
ren
t tra
inin
g
on
re
quire
d h
ealth
and
sa
fety
issu
es
(e.g
. blo
od
-bo
rne
pa
tho
gens
), a
s w
ell
as
beh
avio
rs o
r o
the
r ev
ents
tha
t in
dic
ate
a h
ea
lth o
r sa
fety
con
cern
.
Sch
ool s
taff
imp
lem
ents
a s
yste
ma
tic
pro
cess
to a
ctiv
ely
se
ek a
nd e
stab
lish
p
art
ne
rsh
ips
with
co
mm
un
ity a
genc
ies
to id
en
tify
and
con
nect
pa
ren
ts w
ith
reso
urc
es, s
erv
ices
, hea
lth s
cree
nin
gs,
eve
nin
g o
r a
fter-
scho
ol a
ctiv
ities
, an
d
reso
urc
e s
erv
ice
ce
nte
rs.
T
he s
choo
l im
ple
men
ts a
writ
ten
pa
ren
t in
volv
em
en
t pla
n d
eve
lop
ed in
co
llab
ora
tion
wit
com
mun
ity
stak
eho
lde
rs, p
are
nts
, and
sta
ff to
p
rovi
de p
are
nts
with
tra
inin
g o
n h
ealth
a
nd s
afe
ty is
sue
s su
ch a
s g
ang
a
wa
ren
ess,
bu
llyin
g, d
om
estic
vio
lenc
e,
and
inte
rne
t sa
fety
.
The
sch
ool i
mp
lem
ents
a s
yste
m fo
r a
ctiv
ely
se
ekin
g p
are
nt a
nd c
om
mun
ity
feed
back
on
pol
icie
s an
d p
ract
ices
tha
t m
ay
have
an
imp
act o
n th
e h
ealth
an
d
safe
ty o
f stu
den
ts.
T
he s
choo
l offe
rs s
pec
ific
hea
lth
serv
ices
to s
tude
nts
.
T
he s
choo
l util
ize
s st
ake
ho
lde
r su
rvey
s an
d o
the
r d
ata
to
dev
elo
pm
ent s
choo
l im
pro
vem
ent
pla
ns
tha
t su
ffici
ently
ad
dre
ss h
ealth
a
nd s
afe
ty is
sue
s fo
r st
uden
ts o
utli
ned
w
ith m
eas
ura
ble
goa
ls fo
r im
pro
vem
ent.
T
he s
choo
l im
ple
men
ts a
pro
fess
iona
l d
eve
lop
men
t pla
n to
pro
vid
e s
taff
and
p
are
nt t
rain
ing
on
req
uire
d h
ea
lth a
nd
sa
fety
issu
es (
e.g
. blo
od
-bo
rne
p
ath
ogen
s), a
s w
ell
as o
the
rs s
uch
as
beh
avio
rs o
r o
the
r e
ven
ts th
at i
ndic
ate
a
he
alth
or
safe
ty c
once
rn.
S
choo
l sta
ff u
tiliz
es m
ulti
ple
co
mm
unity
pa
rtne
rsh
ips
to id
en
tify
and
co
nne
ct p
are
nts
with
re
sou
rce
s,
serv
ices
, hea
lth s
cree
nin
gs, e
ven
ing
o
r a
fter-
scho
ol a
ctiv
ities
, and
res
ourc
e
serv
ice
cen
ters
.
The
sch
ool i
mp
lem
ents
a w
ritte
n
pa
ren
t in
volv
emen
t pla
n th
at p
rovi
des
p
are
nts
with
tra
inin
g o
n h
ealth
an
d
safe
ty is
sues
, suc
h a
s ga
ng
aw
are
nes
s, b
ully
ing
, do
mes
tic
vio
len
ce, a
nd
inte
rne
t sa
fety
.
The
sch
ool e
ffect
ive
ly in
form
s pa
ren
ts
and
co
mm
un
ity s
take
hold
ers
of d
istr
ict
and
sch
ool p
olic
ies
and
pra
ctic
es th
at
ma
y ha
ve a
n im
pac
t on
the
hea
lth a
nd
sa
fety
of s
tud
ents
.
T
he s
choo
l im
pro
vem
ent p
lan
a
ddre
sses
he
alth
and
sa
fety
issu
es
for
stu
den
ts w
ith m
eas
ura
ble
goa
ls,
bu
t may
no
t be
bas
ed o
n c
urr
ent
stak
eho
lde
r fe
edb
ack
.
The
sch
ool p
rovi
des
requ
ired
p
rofe
ssio
nal d
eve
lopm
ent t
o s
taff
and
pa
ren
ts o
n h
ea
lth a
nd s
afe
ty
issu
es
on
an
an
nua
l ba
sis.
Sch
ool s
taff
ma
inta
ins
a d
irect
ory
of
com
mun
ity p
art
ners
hip
s th
at i
s re
adily
ava
ilab
le fo
r st
aff
use
.
The
sch
ool i
mp
lem
ents
a w
ritte
n
pa
ren
t in
volv
emen
t pla
n w
ith li
mite
d
stra
teg
ies
for
add
ress
ing
the
hea
lth
pro
gra
ms
and
stu
den
t he
alth
se
rvic
es li
nke
d to
stu
den
t lea
rnin
g.
T
he s
choo
l pro
vide
s lim
ited
writ
ten
co
mm
unic
atio
n to
pa
ren
ts o
n s
choo
l p
olic
ies
and
pra
ctic
es th
at m
ay
imp
act t
he
hea
lth a
nd
sa
fety
of
stud
ents
.
T
he s
choo
l im
pro
vem
ent p
lan
a
ddre
sses
min
ima
l he
alth
and
sa
fety
issu
es w
ith fe
w to
no
m
eas
ura
ble
goa
ls.
S
choo
l sta
ff p
art
icip
ate
s in
p
rofe
ssio
nal d
eve
lopm
ent o
n h
ealth
a
nd s
afe
ty is
sue
s o
n a
n in
cid
enta
l o
r vo
lun
tary
bas
is.
S
choo
l sta
ff ra
rely
upd
ate
s o
r u
tiliz
es a
dire
cto
ry o
f co
mm
unity
p
art
ne
rsh
ips.
The
sch
ool h
as n
o w
ritte
n p
are
nt
invo
lve
me
nt p
lan
with
str
ate
gie
s a
ddre
ssin
g th
e h
ealth
pro
gra
ms
and
stu
den
t he
alth
se
rvic
es li
nke
d
to s
tude
nt l
earn
ing
.
The
sch
ool p
rovi
des
no
form
al
pro
cess
for
com
mun
ica
ting
to
pa
ren
ts o
n s
choo
l po
licie
s an
d
pra
ctic
es th
at m
ay
impa
ct th
e
hea
lth a
nd s
afe
ty o
f stu
den
ts.
Evi
de
nce
:
23
Sel
f-E
val
uat
ion
Su
mm
ary
Ess
en
tia
l Ele
me
nt
Rat
ing
fro
m
Ru
bri
c A
ctio
n(s
) N
eed
ed
N
ext
Ste
ps
Co
mm
un
icat
ion
Par
en
tin
g
Stu
den
t L
earn
ing
Vo
lun
teer
ing
Ad
voc
acy
and
D
ecis
ion
-Ma
kin
g
Tra
inin
g
Co
mm
un
ity
C
olla
bo
rati
on
Stu
den
t H
ealt
h
24
25
Resource Overview North Carolina Parent Information and Resource Center
The North Carolina Parent Information and Resource Center (PIRC), Parent Partners, has provided services to families and educators in Title I schools, schools in urban areas and to NC’s lowest performing school since 1985. The PIRC is a multi-level training and information project designed with parents, parent groups, schools and community participants in mind. Each month PIRC offers, Parent Partners E-PIC, an electronic bulletin that features quick facts and information concerning parent and family involvement. Each month PIRC focuses on a topic and addresses parent involvement issues a one page, easy to read format to share information school staff, parents and other educators. The center offers parents, parent groups, schools, and community groups a variety of workshops and trainings on topics to include:
Reading Reading and Your Child Helping a Child who is an English Language Learner with Reading
No Child Left Behind No Child Left Behind & Title 1 Supplemental Services under No Child Left Behind
Home / School Engagement Developing a Family Friendly Culture in Schools ESP – 123: Effective School Partnerships are as easy as 1-2-3! Encouraging Family Involvement in Secondary Schools Positive Parent/Teacher Conferences Tips for Improving Home-School Communication for English Learning Families Helping Your Child with Homework
Parenting Bring the Village Home Just for Dads Middle School Mania Coping with Common Behavior Problems Growing up Safe: Parent’s Guide to School & Community Safety
The PIRC also offers a series of workshops for Spanish speaking families. All workshops in Spanish last approximately one hour and can be scheduled by calling Paula at 1.800.962.6817 extension 22. Sessions in Spanish include:
No Child Left Behind Helping Your Child Become a Good Reader Effective School Partnerships Parent/Teacher Conferences Involving Dads
Appendix D
26
Discipline Middle Mania Cultural Diversity Self Esteem EOG Testing Violence Prevention How to Succeed in School Summer Activities Parent Involvement
To enable Spanish speaking families to better support the academic achievement of their children, the Parent Information and Resource Center has developed some valuable parent resources for districts and schools to use at open houses, workshops or for school's parent resource centers. Booklets, handouts, and materials can be ordered free by emailing Paula Hutchison at [email protected]. Featured in the December E-PIC are the following items available in Spanish: Spanish Basic Information Packet
Spanish NCLB Packet
Toolkit for Hispanic Families-US Dept. of Education
Helping Your Child Series of booklets – US Dept. of Education
A Guide for Parents, How Do I Know a Good Early Reading Program When I See One?
Put Reading First; Helping Your Child Learn to Read - A Parent Guide Preschool through Grade 3 – National Institute for Literacy
Questions Parents Can Ask...About Reading Improvement
Questions Parents Can Ask...About School Choice
Questions Parents Can Ask...About Supplemental Educational Services
Practical Reading Ideas for Families – adapted from The Texas Reading Initiative All of PIRC’s resources and services are provided free of charge and are available to you by calling 704-892-1321 or our toll-free number 1-800-962-6817. You may also email at [email protected].
27
Resource Overview Communities in Schools of North Carolina
Since 1989, Communities in Schools of North Carolina (CISNC) has assisted communities in replicating the CIS process of coordinated service delivery, supports the thirty-one local CIS organizations across the state, and advocates for children, youth, and their families. CISNC provides regional and on-site training and technical assistance, builds partnerships with state agencies and organizations to benefit young people, and serves as a resource and information center for local communities concerned about youth at risk of school failure.
Communities in Schools is the nation’s largest stay-in school network, serving just over one million youth in 154 communities across the United States. CIS is providing the link between teachers and the community – by bringing caring adults into the schools and community sites to meet children’s needs. This link gives children the much-needed opportunity to focus on learning and their future. CIS National assists CISNC with training, technical assistance and network opportunities.
Through our focus on the strategic goals approved by the State Board of Education, CISNC supports the state’s Plan for Excellent Schools. Local CIS programs have this information and use it as a guide when they create their annual operations plans. Furthermore, CISNC is represented on the School Improvement Panel.
The resources and people that CIS connects with the schools are often already in place in the community. But are they in the right place? Such resources are usually found outside the school building...across town...open during business (and school) hours only. Communities in Schools is the connector, bringing a team of caring adults into the school building to help kids prepare for life. What do children need from the community?
The solution to student underachievement and our school dropout problem requires a commitment from all community members - parents, social service providers, businesses, civic organizations, local government and educators. Accordingly, CIS brings resources, services, business partners, parents, and volunteers into our public schools and after-school sites across North Carolina.
WHAT is Communities in Schools (CIS)?
CIS brings hands in need together with hands that can help. CIS is a process that connects community resources with students and their families at schools and other community sites to ensure that youth stay in school, learn needed skills, and are prepared to enter the world of work or post-secondary education upon graduation.
WHY do we need CIS?
Too many young people are failing in our public schools today, and consequently, leave school without the skills needed to succeed in life. During the 2005-2006 school year, 20,000+ students dropped out of North Carolina's public schools. 47% of prison inmates in North Carolina are school dropouts. Schools alone cannot solve the complex and diverse problems faced by today's youth.
Appendix E
28
HOW does CIS work?
CIS supports the development of collaborative community strategies for improving the way existing programs and services serve students and families. Students' school failure is the result of multiple stresses, most often from factors outside of school. The CIS process enlists, coordinates and facilitates the delivery of already existing community resources to the school site. Within a school, CIS works with repositioned service providers (from many agencies and organizations) and school personnel so that they function together as a team to deliver their services in a personable and accountable manner. In this way, they effectively and efficiently meet the needs of students and their families.
WHO initiates CIS in a community?
Communities invite a state CIS representative to present CIS strategies to community leaders. Interested communities then identify a "local liaison" who continues to introduce CIS concepts while soliciting input and support from community stakeholders. During this process, the local liaison is guided by a steering committee and community leaders. The introductory process adapts the CIS strategy to meet local needs and leads to the formation of a permanent governance structure. The CIS state office trains and works with the local liaison and serves as a continuous resource to the steering committee.
To Learn More About Us... Read our Newsletter!
Contact Information Phone: (919) 832-2700 Toll Free: (800) 849-8881 Fax: (919) 832-5436 Email: [email protected]
29
References 1 Anne T. Henderson and Karen L. Mapp, A New Wave of Evidence: The Impact of School,
Family and Community Connections on Student Achievement (Austin TX: Southwest Educational Development Laboratory, 2002).
2 Karen L. Mapp, “Having Their Say: Parents Describe How and Why They Are Involved in
Their Children’s Education,” School Community Journal 13, no. 1 2003, 35-64. 3 Parent Involvement in the Appalachian Region: North Carolina (Charleston WV: Edvantia’s
Appalachia Regional Comprehensive Center, October, 2008. 4 Andrew J. Houtenville and Karen Smith Conway, Parent Effort, “School Resources and
Student Achievement,” The Journal of Human Resources, XLIII, 2, May, 2007, 437-453.
