This document discusses building school partnerships with families and community groups. It outlines topics that will be covered, including levels of involvement, components of successful change, program models, and features of successful collaborations. It then goes on to describe in detail minimum, associative, and decision-making levels of involvement. It also explains the planning, implementation, and assessment processes that are components of successful change. Several program models are outlined, including Head Start, Comer's School Development Program, Reggio Emilia, and National Network of Partnership Schools. Features of successful collaborations are listed, and achieving partnerships is briefly discussed.

1. Building School
Partnerships with Families
and Community Groups
PSEd 26 – Home-School Relations
Presented by:
Mr. Ronald Macanip Quileste, MAEd-SM
School of Education
Xavier University – Ateneo de Cagayan
Corrales Avenue, Cagayan de Oro City

2. Topic Outline
A. Levels of Involvement
B. Components of Successful Change
C. Program Models
D. Features of Successful Collaborations
E. Achieving Partnerships

4. Levels of Involvement in
Collaborations
• Good collaborative efforts mean that the
individuals in an evolving group endeavor will
recognize that different levels of involvement
exists in partnerships (Epstein et al.,2008; Rubin,
2002).
• Levels of Involvement:
1. Minimum level
2. Associative level
3. Decision-making level

5. Understanding Involvement

6. Understanding Involvement
• The key to successful collaboration is for
many community citizens to be
involved at one level or another, with a
few individuals contributing at all levels.

7. Understanding Involvement
• Minimum Level
- Schools tell, inform and make requests
from homes and community

8. Understanding Involvement
• Minimum Level
School
Parents Community
PTA

9. Understanding Involvement
• Associative level
- Schools involve parents in many ways
and communicate with community

10. Understanding Involvement
• Associative level
School
Parents Community

11. Understanding Involvement
• Decision – Making level
- Schools, homes, and communities all
work together as equals to devise
good learning opportunities for
children.

12. Understanding Involvement
• Decision – Making level
SchoolParents Community

13. Components of Successful Change

14. Components of Successful Change
• Planning Process
- during planning, the team determines
the needs of children in the community,
develops goals, and designs procedures
for accomplishing these goals.

15. Components of Successful Change
• Implementation Process
- after the team sets the priorities for the
community’s needs, it begins to plan and
collaborate on such activities as providing
families with needed services, improving
school and home discipline, adapting
curriculum to particular community needs,
establishing appropriate social activities, and
developing program evaluation strategies.

16. Components of Successful Change
• Assessment Process
- Data are collected and interpreted
regularly; then strategies used in the
school programs are altered or continued
accordingly.

17. Components of Successful Change
• Communication
- Good partnership team will provide
many avenues for parents and
community members to get information
about school activities and the status of
the collaboration.

18. Program Models

19. Program Models

20. Program Models
• Head Start
- Head Start, through involvement and
commitment, it began to provide, in
holistic rather than fragmented ways,
comprehensive services in health,
nutrition, and economic counseling for
individuals, as well as school readiness for
children and their low-income families.

21. Program Models
• Head Start
Structural Features
a. Parents as Partners
b. Parents as Observers
c. Parents as Learners
d. Supporting Children’s Learning

22. Program Models
• Comer’s School Development Program
- In 1968, James Comer and his
colleagues at Yale Child Study Center
began the School Development
Program, a collaboration with two New
Have, Connecticut, elementary schools
to increase parental involvement in
children’s education.

23. Program Models
• Comer’s School Development Program
Structural Features
a. School Planning and Management Team
b. Mental Health Team
c. Pupil Personnel Team
d. Parent Program
e. Focus Program
f. Workshop for Adults
g. Extended – Day Programs
h. Social Skills Curriculum

24. Program Models
• Reggio Emilia
- The Reggio Emilia program was developed
in Northern Italy by a group of parents
soon after WWII.
- The curriculum in these 3-year preprimary
schools evolved as teachers, children,
and parents worked together, learned
about each other, and valued each
other’s ways of processing information.

25. Program Models
• Reggio Emilia
Structural Features
a. Organization
b. Scheduling
c. Implementation is Evolving

26. Program Models
• National Network of Partnership Schools
- As in other partnership models, the
framework of Joyce Epstein’s program
centers on the idea of the shared
responsibilities of parents, schools, and
communities for children’s learning and
development.

27. Program Models
• National Network of Partnership Schools
Structural Features
a. Action Team
The group membership is important and includes reasonable
arrangement of delegates from following constituencies:
1. A few teachers from different grade levels
2. A few parents
3. The school principal
4. At least one community delegate
5. A student delegate if the school is a junior or senior high
school

28. Program Models
• Community Schools
- Community schools are built on the
premise that “educators can’t improve
schools without paying attention to
children, their families, and the
community around them” (Warren, 2005,
p. 135).

29. Program Models
• Community Schools
Structural Features
a. Extended School Day
b. School – Based Health Clinic
c. Community Focus
d. Parent Involvement

30. Program Models
• Freedom Schools
- The Children’s Defense Fund (CDF)
Freedom Schools program is a new
endeavor by CDF to connect children
and families to their cultural heritage snd
to their communities.

31. Program Models
• Freedom Schools
Structural Features
a. Sponsor
b. Project Director
c. Site Coordinator
d. Servant – Leader Interns
e. Volunteers

32. Program Models
• HABLA Program
- HABLA, founded in 2001 by Virginia
Mann, aims at improving the language
skills of low income preschool children in
Santa Ana, California’s Hispanic families.
- Home-based Activities Building
Language Acquisition

33. Program Models
• Charter Schools
- The charter school movement began in the
early 1990s and grew rapidly.
- Featuring charter schools as a positive
model for family-school-community
cooperation is risky, because in the 16 years
of their existence, the philosophy direction of
these programs has moved in many
directions.

34. Program Models

35. Program Models
• Charter Schools
Goals and Objectives
a. To free individual public schools from
large-district bureaucracy;
b. To grant autonomy to make decisions
regarding structure, personnel,
curriculum, and educational emphasis
while holding accountability for
academic achievement.

36. Features of Successful Collaborations

37. Features of Successful Collaborations
All successful partnerships seem to include the following
features (Comer, Haynes, Jovner, & Ben-Avie, 1996; Rubin,
2002):
• Programs integrate educational and social services for
children, and especially for needy families.
• Parents’ schools personnel, and community members are
empowered to make decisions about, to plan for, and to
implement changes for the community children.
• School bureaucracy is reduced, and involvement of
families and community members in school management
increases.

38. Features of Successful Collaborations
All successful partnerships seem to include the following
features (Comer, Haynes, Jovner, & Ben-Avie, 1996; Rubin,
2002):
• Schools become family centers to promote better
interactions among teachers, children, parents, and
community members.
• Programs include strong volunteer programs, with parents,
grandparents, and community members contributing
expertise to support children’s learning and assist in school
operations.
• The community and home are viewed as important child
learning environments and are integrated into school
learning.

39. Features of Successful Collaborations
All successful partnerships seem to include the
following features (Comer, Haynes, Jovner, & Ben-
Avie, 1996; Rubin, 2002):
• Programs have strong leadership and committed
partners able to gain the support of power brokers in
their setting.
• School faculty and staff develop skills needed to
build and maintain relationships of trust and respect
with children and families.
• Researchers, teachers, and parents work together in
assessing the successes of school programs.

40. Achieving Partnerships

41. Achieving Partnerships
•Anyone interested in achieving
partnerships for their schools should
carefully examine the literature on
established programs.
•Information about the sustainability of
these programs is helpful for beginners
developing their own particular plans.

42. Individual Responsibility

43. Achieving Partnerships
•Individual Responsibility
- When reading about model programs, we
can certify that those programs including a
research and assessment dimension have
shown great strides in reaching a new level
of participation.
- These also demonstrate that exciting things
happen when new ideas are introduced,
nurtured carefully, and built as change
mechanisms.

46. Thank You!
Namaste!