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Resources

The Resource Section is intended to help users delve more deeply into the forum topics. The resources represent a broad range of perspectives and include varied types of documents, including items developed by the forum panelists. The categories used in this section correspond to key topics from the forum:

  • Reframing Engagementredefining the concept of engagement through in-depth explanations, examples of best practice, and research-based suggestions
  • Infrastructuredemonstrating the value of federal, state, and local policy and systemic programmatic design in promoting effective engagement practices
  • Data Useillustrating the importance of data collection and analysis in promoting meaningful engagement practices that focus on student learning and foster relationships between families and schools
  • Targeted Supportdescribing a systemic approach to support student learning and whole school improvement that incorporates partnerships, collaborations, and shared responsibility among family members, educators, community members, and service agency staff

Displaying 47 resources from the category "Reframing Engagement." Click here to view all resources.

Academic Parent Teacher Teams (APTT)
The Creighton School District (AZ) uses a well-defined model—Academic Parent Teacher Teams—to ensure that educators and parents share responsibility for student academic success. The district created two online videos demonstrating its approach. The videos, which document two APTT meetings, provide real world examples of effective home-school partnerships that promote shared responsibility for student learning.
Citation: Creighton School District (Producer). (2010). Academic Parent Teacher Teams: Student Learning as a Shared Responsibility [Online Videos 1 & 2].
Resource Type: Web-based Video
Adapted Hoover-Dempsey & Sandler Model of Parental Involvement: School/Teacher Version Questions
Ron Mirr’s adaptation of the instrument used in the Family-School Partnership Lab's Hoover-Dempsey and Sandler Model of Parental Involvement adds focused questions to the model’s scale for parental involvement. These questions can help determine progress toward achieving engagement goals.
Citation: Mirr, R. (2009). Adapted from the Hoover-Dempsey & Sandler model of parental involvement: School/Teacher version. Iowa City, IA: Iowa Parental Information and Resource Center (PIRC).
Resource Type: Tool
Aiming Higher: Is Your 9th-Grader On Track for College?
This New Visions for Public Schools resource provides parents with information on family-based strategies, specific to the ninth grade year, that help support students in achieving academic success and preparing for college. The resource is available in English and Spanish.
Citation: New Visions for Public Schools. (n.d.). Aiming higher: Is your 9th-grader on track for college. NY, NY: Author.
Resource Type: Tool
Beyond the Bake Sale: Family-School Partnerships
In an audio webcast for the PBS and NPR Forum Network (WGBH), Karen Mapp, Anne Henderson, and others discuss practices to increase family involvement as described in Beyond the Bake Sale: The Essential Guide to Family/School Partnerships (2007). The broadcast includes stories from practitioners who have implemented effective family engagement strategies.
Citation: WGBH Educational Foundation. (Producer). (2007, April 25). Beyond the bake sale: Family-school partnerships. [Audio Webcast].
Resource Type: Audio Broadcast
Breaking New Ground: Data Systems Transform Family Engagement in Education
Developed by the National PTA and Harvard Family Research Project (HFRP), this policy brief describes a new view of effective family engagement—a data-driven education reform model that builds on a systemic approach to family engagement. The brief describes qualities that are central to effective engagement and provides 6 case studies of practice from 4 school districts about how to use data systems to improve family engagement.
Citation: Weiss, H. B., Lopez, M. E., & Stark, D. R. (2011). Breaking new ground: Data systems transform family engagement in education (Issue Brief). Washington, DC: National PTA and Harvard Family Research Project.
Resource Type: Policy Brief
Building Strategic Partnerships to Foster Community Engagement in Education, Webinar 5
This webinar, the fifth in the Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series, addresses a central question about school-community partnerships:
What strategies help to build successful and strategic partnerships that foster community engagement?
The online archive includes the recorded webinar, presentation slides, text transcript, resource links, and questions and answers with additional resources.
Citation: U.S. Department of Education, National PIRC Coordination Center. (Producer). (2011, February 9). Building strategic partnerships to foster community engagement in education [Webinar 5]. Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series.
Resource Type: Webinar
College Pathways Team
This brief, published by the Indiana Partnerships Center, Indiana's Parent Information and Resource Center (PIRC) and the Central Indiana Community Foundation, provides explanations, examples, and suggestions for taking a team approach in efforts to ensure that every child graduates. The authors encourage engaging educators, students, families, and the larger school community in addressing high school graduation challenges.
Citation: The Indiana Partnerships Center, Indiana Parental Information and Resource Center (PIRC) & Central Indiana Community Foundation. (2009). College pathway teams, research brief. Indianapolis, IN: The Indiana Partnerships Center, Indiana Parental Information and Resource Center.
Resource Type: Brief
Data Driven: Making Student and School Data Accessible and Meaningful to Families, Webinar 3
This webinar, the third in the Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series, addresses a key question about the use of data in engagement efforts:
How do districts and schools use data to engage families in their children’s education?
The online archive includes the recorded webinar, presentation slides, text transcript, resource links, and questions and answers with additional resources.
Citation: U.S. Department of Education, National PIRC Coordination Center. (Producer). (2010, August 10). Data driven: Making student and school data accessible and meaningful to families [Webinar 3]. Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series.
Resource Type: Webinar
Education Innovator—A New Era of Family Engagement
In this issue of the U.S. Department of Education's Education Innovator, the authors describe a new approach to family engagement in education. It includes information on
  • research-based practices,
  • explanations of key issues, and
  • district- and school-based examples of effective practice in action.
Citation: U.S. Department of Education, Office of Innovation and Improvement. (2010, June 25). A new era of family engagement. Education Innovator, 95(5).
Resource Type: Newsletter
Essential Supports for School Improvement
This report on a longitudinal, comparison study of effective schools in Chicago, created by the Consortium on Chicago School Research at the University of Chicago, describes a framework of essential supports and resources for school improvement. Family and community engagement is one of these essential supports. The report provides detailed information and data on the development and use of family and community engagement in this framework.
Citation: Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The essential supports for school improvement. Chicago, IL: Consortium on Chicago School Research at the University of Chicago.
Resource Type: Report
Four Questions for Karen Mapp
In a Teaching Matters multimedia interview, Karen Mapp answers four questions about how to foster meaningful family-school connections:
  • What are some of the major challenges urban schools face in increasing family involvement in their students' education?
  • How can schools best support students who do not come from nurturing home environments?
  • What are some of the first steps schools can take to build, strengthen, and maintain partnerships with families and communities?
  • How can schools work with parents and communities to extend learning beyond the traditional school day?
Citation: Mapp, K. (2010, December 13). Four questions for Karen Mapp [Online interview]. Interview posted to Teaching Matters blog.
Resource Type: Web-based Multi-Media
Innovative Model for Parent-Teacher Partnerships
This interview transcript provides an overview of the key structures of the Academic Parent Teacher Team (APTT) model used by the Creighton School District (AZ) to engage parents actively in the support of their children’s learning.
Citation: An innovative model for parent-teacher partnerships. (n.d.) Washington, DC: U.S. Department of Education.
Resource Type: Interview
Key Leverage Points for Parents and Community Leaders
This seminal resource, created by Anne Henderson, describes six leverage points that parent and community leaders can use to create the culture necessary for meaningful family and community engagement. After each description, she lists actions that optimize that leverage point.
Citation: Henderson, A. T. (2002). No Child Left Behind: What’s in it for parents? Arlington, VA: Parent Leadership Associates.
Resource Type: Research
Lake Nona YMCA Family Center
This video uses the words of families, community members, and school staff to illustrate a collaborative community-school partnership that provides full services to students, their families, and the larger community.
Citation: Central Florida YMCA (Producer). (2009). Lake Nona YMCA Family [Online video].
Resource Type: Web-based Video
National Network of Partnership Schools Partnership Model
The National Network of Partnership Schools (NNPS) has a variety of tools on its Web site that support inservice education and ongoing professional development for school, district, and state leaders as well as staff from other agencies.  These resources include
  • detailed information on the partnership model,
  • guidance and implementation materials, and
  • research reports.
Resource Type: Web Site
Neighborhood Watch, Promise Neighborhoods Newsletter
This newsletter is published by the U.S. Department of Education to provide information on Promise Neighborhoods. Each issue provides information on
  • programs that have developed strong support systems of family and community engagement,
  • new resources that foster this approach, and
  • examples of effective strategies and practices that strengthen efforts.
Resource Type: Newsletter
New Day: Family, School, and Community Engagement in Education Reform, Webinar 2
This webinar, the second in the Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series, addresses a central question in fostering family and community engagement:
What do innovative and successful family engagement programs look like on the ground, especially in Title I schools?
The online archive includes the recorded webinar, presentation slides, text transcript, resource links, and questions and answers with additional resources.
Citation: U.S. Department of Education, National PIRC Coordination Center. (Producer). (2010, June 30). A new day: Family, school, and community engagement in education reform [Webinar 2]. Achieving Excellence and Innovation in Family, School, and Community Engagement Webinar Series.
Resource Type: Webinar
New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement
This seminal review of the research examines the growing evidence that family and community connections with schools make a difference in student success. This review provides a synthesis of 51 studies about the impact of family and community involvement on student achievement as well as effective strategies for connecting schools, families, and community.
Citation: Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Resource Type: Tool
Opening the Door to Learning, Literacy Is a Family Affair
This resource was codeveloped through a partnership among the New York City Department of Education, the Astor Center for Public School Libraries, and Random House. It is designed to provide guidance and ideas to families on how to create a literacy-rich environment—an essential element in preparing children for school. The publication is available in English, Arabic, Chinese, Haitian Creole, Russian, and Spanish.
Citation: New Visions for Public Schools & New York City Department of Education. (2008). Opening the door to learning: Literacy is a family affair. NY, NY: Author.
Resource Type: Tool
Organizing Schools for Improvement
In this article for Phi Delta Kappan, Bryk provides an overview of research findings from a longitudinal, comparison study conducted by the Consortium on Chicago School Research at the University of Chicago. The Consortium found that there are five essential supports for school improvement. One of those supports is family and community engagement. The author includes an explanation and justification for the importance of engaging family and community in school improvement.
Citation: Bryk, A. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23–30.
Resource Type: Article
Organizing Schools for Improvement: Lessons From Chicago
These presentation slides include information on the five essential supports for school improvement and data charts that demonstrate why family and community was identified as one of the essential supports by the Consortium on Chicago School Research at the University of Chicago. Detailed information on the Consortium’s longitudinal study of Chicago Public Schools was published in Organizing Schools for Improvement: Lessons From Chicago (Bryk, Sebring, Allensworth, Luppescu, & Easton, University of Chicago Press, 2009).
Citation: Bryk, A. S., Sebring, P. B., Allensworth, E., & Luppescu, S. (2010, January 14). Organizing schools for improvement: Lessons from Chicago. [Presentation slides].
Resource Type: Presentation Slides
Parent Involvement Council 2008 Needs Assessment: Summary of Parent, Staff, and Administrator Survey Results
In this report, Christiansen, Rye, Maitoza, and Boswell (2008) present an in-depth analysis of the Washoe County School District's (NV) policy in action. The authors provide extensive detail on implementation strategies that are supported through policy and highlight various types of data collected in support of their findings.
Citation: Christiansen, E., Rye, A., Maitoza, R., & Boswell, T. (2008). Parent Involvement Council 2008 Needs Assessment: Summary of parent, staff, and administrator survey results. A Report Prepared for Washoe County School District. Reno, NV: Center for Program Evaluation, Division of Health Sciences, University of Nevada.
Resource Type: Report
Parent Involvement: Encouraging and Supporting Parents’ Active Role in Their Children’s Education, Washoe County School District Administrative Regulation §1160.1
The Washoe County School District (NV) has built a strong structure of support for family-school-community partnerships. The districtwide policy statement demonstrates the district’s value and commitment to supporting meaningful family engagement. By creating policy to define expectations and actions, the document provides a support structure for engagement.
Citation: Parent involvement: Encouraging and supporting parents’ active role in their children’s education, Washoe County School District Administrative Regulation § 1160.1 (2007).
Resource Type: Policy Document
Parent Power: Build the Bridge to Success
This resource describes an array of strategies parents can use to support their children’s education from preschool through graduation.
Citation: U.S. Department of Education, Office of Communications and Outreach. (2010). Parent power: Build the bridge to success. Washington, DC: Author.
Resource Type: Tool
Parental Involvement, Nevada Public Radio Summer Series on Education
For this radio interview, the producer brought practitioners and experts together to talk about how to build strong engagement programs. The participants discuss examples of success, suggestions for effective practice, and key issues related to building momentum for engagement.
Citation: Nevada Public Radio (Producer). (2010, July 22). Parental involvement [Interview, Online Audio Recording]. Jordan, C., Flatt, D., Gelfer, J. I., & Lago, B. (Speakers).
Resource Type: Online Audio Broadcast
Parental involvement: Model Revision Through Scale Development
In this article, the authors describe their efforts to effectively implement the Family-School Partnership Lab model’s scale for increasing involvement. They emphasize the importance of using an approach that integrates
  • well-grounded theory,
  • ongoing data collection, and
  • data analysis.
Citation: Walker, J. M. T., Wilkins, A. S., Dallaire, J., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2); 85–104.
Resource Type: Article
Parents and Teachers: What Does an Effective Partnership Look Like?
Resource Category
In this blog created for the U.S. Department of Education, Owens and Taylor pose a series of questions about effective home-school partnerships for both educators and noneducators. The responses illustrate the varied perspectives about roles and expectations for educating the nation’s children among all stakeholders.
Citation: Owens, S., & Taylor, K. (2010, October 22). Parents and teachers: What does an effective partnership look like? [U.S. Department of Education  blog].
Resource Type: Blog
Partnering for Success: The Creation of Urban Schools That Work Better
This article reports on 5 long-term case studies of urban schools using the New Century’s school-based partnerships model. It describes
  • challenges to the partnership efforts,
  • strategies for implementation,  and
  • a framework for using this approach in other locations.
Citation: Hirota, J. M., Hughes, R. L., & Chaluisan, R. (2008). Partnering for success: The creation of urban schools that work better. Providence, RI: Annenberg Institute for School Reform.
Resource Type: Report
Partnership & Innovation: New Century High Schools in New York
This report describes the partnership efforts in 2 New Century High Schools in New York. It includes descriptions of strategies that supported implementation and expectations that made the programs successful.
Citation: Hirota, J. M. (2004). Partnership & innovation: New Century high schools in New York. A Report to the Carnegie Corporation in New York. NY, NY: Youth Development Institute at the Fund for the City of New York.
Resource Type: Report
Partnerships for Joint Use: Expanding the Use of Public School Infrastructure to Benefit Students and Communities
This report provides detailed information and examples of three types of strategies for joint use of school facilities:
  1. Shared use of a school- or district-owned facility
  2. Cocreated and shared use of a newly built or remodeled facility
  3. Formal partnerships between a school or district and another entity
Citation: Vincent, J. M. (2010). Partnerships for joint use: Expanding the use of public school infrastructure to benefit students and communities. Berkley, CA: Center for Cities & Schools, University of California.
Resource Type: Report
Plan.Act.Learn.Go.
This tool was developed through a partnership between New Visions for Public Schools and Citi Foundation. It is designed to provide guidance and ideas to families on how to help their children prepare for college.
Citation: New Visions for Public Schools. (2008). Plan.Act.Learn.Go. Adapted from The Citi College Planning Guide, New Visions for Public Schools, 2007, NY, NY: Author.
Resource Type: Tool
Practitioner’s Guide: Building and Managing Quality Afterschool Programs
This guide provides detailed information on effective practices and tools for developing afterschool programs that support classroom instruction, including the need to embed family and community engagement throughout these efforts.
Citation: Jordan, C., Parker, J., Donnelly, D., & Rudo, Z. (Eds.). (2009). A practitioner’s guide: Building and managing quality afterschool programs. Austin, TX: SEDL.
Resource Type: Guide/Toolkit
PTA National Standards for Family-School Partnerships: An Implementation Guide
This guide, developed by the National PTA, provides explanations and school-based examples to help teachers, administrators, and parents incorporate the PTA National Standards into family engagement efforts.
Citation: National PTA. (2009). PTA national standards for family-school partnerships: An implementation guide. Washington, DC: Author
Resource Type: Guide/Toolkit
Putting Middle Grades Students on the Graduation Path: A Policy and Practice Brief
In this brief, Balfanz examines the current research on factors influencing graduation, focusing specifically on the middle-grade years. Throughout the document, he emphasizes the importance of family and community engagement in addressing dropout factors before it is too late.
Citation: Balfanz, R. (2009). Putting middle grades students on the graduation path: A policy and practice brief. Westerville, OH: National Middle School Association.
Resource Type: Brief
Quiet Crisis: The Urgent Need to Build Early Childhood Systems and Quality Programs for Children Birth of Age Five
Resource Categories
The Council of Chief State School Officers (CCSSO) has long promoted the importance of meaningful family and community engagement. In this policy statement, the authors build the case for beginning these efforts with very young children. They provide a detailed analysis of key issues and research related to preparing children to enter school.
Citation: Council of Chief State School Officers. (2009). A quiet crisis: The urgent need to build early childhood systems and quality programs for children birth to age five (Policy Brief). Washington, DC: Author.
Resource Type: Policy Brief
Reframing Family Involvement in Education: Supporting Families to Support Educational Equity
The authors of this brief present a definition and a framework for effective family engagement that
  • fosters a comprehensive and co-constructed approach to support student learning;
  • uses a wide range of engagement efforts that includes school-based, home-based, and community-based strategies; and
  • incorporates a shared responsibility for learning among families, schools, out-of-regular school time programs, school-based health programs, and other community and state efforts.
Citation: Weiss, H. B., Bouffard, S. M., Bridglall, B. L., & Gordon, E. W. (2009). Reframing family involvement in education: Supporting families to support educational equity (Equity Matters: Research Review No. 5). NY, NY: The Campaign for Educational Equity, Teachers College, Columbia University.
Resource Type: Brief
Secretary Arne Duncan Takes “Listening and Learning
Resource Categories
The YMCA and North Lake Park Community Elementary (FL) partnership is a successful example of a collaborative approach to education. The two organizations share facilities and work together to provide a richer and stronger educational experience for all children. This resource includes
  • a web-based video that chronicles Secretary Duncan’s visit to the Lake Nona YMCA Family Center and his discussion with families, staff, and community members about the design and benefits for this community-based school and
  • a blog that provides insight into varied perspectives and issues related to this type of engagement approach.
Citation: U.S. Department of Education (Producer). (2009). Secretary Arne Duncan takes “listening and learning" tour to Orlando” [Web video].
Resource Type: Blog and Web-based Video
Seeing Is Believing: Promising Practices for How School Districts Promote Family Engagement
This brief examines how school districts create systems of support for family engagement that span a child’s life from birth to career. It includes an explanation for a new definition for family engagement and examples from school districts that are operationalizing this definition.
Citation: Westmoreland, H., Rosenberg, H. M., Lopez, M. E., & Weiss, H. (2009, July). Seeing is believing: Promising practices for how school districts promote family engagement (Issue Brief). Washington DC: National PTA, and Cambridge, MA: Harvard Family Research Project.
Resource Type: Brief
Seven Essentials of Whole-School Improvement
Boston Public Schools has woven expectations for parent engagement into their school improvement process, as can be seen in the framework presented in Seven Essentials of Whole-School Improvement. Family and community is listed as one of seven core essentials in their improvement process. Each core essential is defined by three categories of information:
  • Expectations for schools
  • Evidence in the classroom and around the school
  • Expectations for central administrators
Evidence of parental involvement is also expected in the shared leadership core essential.
Citation: Boston Public Schools. (2007). Seven essentials of whole-school improvement. Boston, MA: Author.
Resource Type: Tool
Shared Responsibility: Recommendations for Increasing Family and Community Involvement in Schools
Maryland's Parent Advisory Council (M-PAC) Summary Report provides detailed information on Maryland’s framework for parental involvement. The report includes 21 recommendations under five themes—communication, training, partnership, leadership, and accountability.
Citation: Maryland State Department of Education. (2005). A shared responsibility: Recommendations for increasing family and community involvement in schools (M-PAC Summary Report). Baltimore, MD: Author.
Resource Type: Policy Recommendations and Report
Strengths and Challenges of Community Organizing as an Education Reform Strategy: What the Research Says
This paper explores current research on community organizing as a strategy for school reform, including
  • a definition for community organizing for school reform,
  • an explanation for why community organizing in school reform is important,
  • a description of how this approach works in real settings,
  • an explanation of its limitations,
  • evidence of its impact, and
  • effective strategies for implementation.
Citation: Renée, M., & McAlister, S. (2011). The strengths and challenges of community organizing as an education reform strategy: What the research says. Community Organizing as an Education Reform Strategy Series. Prepared by the Annenberg Institute for School Reform at Brown University. Quincy, MA: Nellie Mae Education Foundation.
Resource Type: Report
Teacher-Parent Relationship: Using Professional Development to Improve Family and Community Engagement
This webinar, the fourth in Achieving Excellence and Innovation in Family and Community Engagement webinar series, addresses two questions about capacity building:
  1. How can states embed family engagement into their professional development and teacher preparation systems?
  2. How can educational programs systemically include family engagement as part of preparing future educators?
The online archive includes the recorded webinar, presentation slides, text transcript, resource links, and questions and answers with additional resources.
Citation: U.S. Department of Education, National PIRC Coordination Center. (Producer). (2010, November 18). The teacher-parent relationship: Using professional development to improve family and community engagement [Webinar 4]. Achieving Excellence and Innovation in Family, School, and Community Engagement Webinar Series.
Resource Type: Webinar
Tools for Expanding Effective Early Childhood Education: A Companion to Five State Case Studies
This toolkit was designed as a companion document to an earlier study on effective early childhood programs published by the Council of Chief State School Officers (CCSSO). The author uses the finding from that earlier report to describe effective practices and suggest strategies for putting those practices into action to build stronger early childhood programs. A key aspect of these effective practices and strategies is incorporating meaningful family and community engagement into support for student learning.
Citation: Warren, L. B. (2002). Tools for expanding effective early childhood education: A companion to five state case studies. Washington, DC: Council of Chief State School Officers.
Resource Type: Guide/Toolkit
Transforming Schools Through Family, School, and Community Engagement, Webinar 1
This webinar, the first in the Achieving Excellence and Innovation in Family and Community Engagement webinar series, addresses a central question in redefining family and community engagement:
How can stakeholders build the capacity to transform schools through effective family, school, and community engagement?
The online archive includes the recorded webinar, presentation slides, text transcript, and resource links.
Citation: U.S. Department of Education, National PIRC Coordinator Center. (Producer). (2010, April 29). Transforming schools through family, school, and community engagement. [Webinar 1]. Achieving Excellence and Innovation in Family, School, and Community Engagement webinar series.
Resource Type: Webinar
Washoe County School District Web Site
This Web site demonstrates the district’s commitment to engage families and community members in supporting education. Using the top navigation bar, users can easily activate pop-up menus to access specific topics of interest.

For example, the “Volunteering” section, accessed through the Community pop-up menu, reinforces the district’s open and active approach to increasing school-family-community engagement. This section includes resources and information for both educators and noneducators on the district’s guidelines and policy for engaging volunteers in school support. Resources include the following: 
  • Map and directions to the volunteer services office 
  • Volunteer application forms and guidance, including procedures to ensure child safety
  • Checklists to ensure that staff are following district policy in using volunteers
  • Information on specific volunteer activities that support student achievement
  • Suggestions for volunteer-led activities that support overall school improvement efforts as well as classroom-level activities
  • Volunteer recognition procedures
Resource Type: Web Site
What Works? Common Practices in High Functioning Afterschool Programs: The National Partnership for Quality Afterschool Learning Final Report
This report, created by the National Partnerships for Quality Afterschool Learning, documents the efforts of 53 high-functioning 21st Century Community Learning Center programs. Although the importance of family engagement in supporting student learning is woven throughout the entire report, Chapters 5 and 7 provide more detailed information on effective engagement strategies.
Citation: Huang, D., Cho, J., Mostafavi, S., Nam, H., Rudo, Z., Jordan, C., & Caverly, S. (2008). What works? Common practices in high functioning afterschool programs: The National Partnership for Quality Afterschool Learning final report. Austin, TX: SEDL.
Resource Type: Report
Working Systemically in Action: Engaging Family & Community
This guide provides detailed information on a process for embedding family and community engagement into a systemic approach to school improvement. The guide includes explanations of key concepts related to effective engagement and districtwide and schoolwide change as well as suggested strategies and tools for fostering a systemic approach to engagement that focuses on student learning.
Citation: Ferguson, C., Jordan, C., & Baldwin, M. (2010). Working systemically in action: Engaging family & community. Austin, TX: SEDL
Resource Type: Guide/Toolkit
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This policy forum is funded in part by the U.S. Department of Education's Parental Information and Resource Center program. The content of this policy forum does not necessarily reflect the views of the U.S. Department of Education.