Kerry Bane

Epstein, J.L., Salinas, K.C. (May, 2004) Partnering

with Families and Communities. Educational
Leadership , 61(8) 12-18.
Introduction:
The authors of this article indicate a school learning
community is an organized program of family,
school, and community partnerships intended to
increase student achievement, by using school
goals that are facilitated by activities amongst all
participants. (P 1)
 Participants

Participants in a school learning

community:
 Educators
 Students
 Parents
 Community Partners
 Benefits
Benefits
Research has indicated these
benefits from school learning
community programs:
Strengthening of families
Invigorates community
support
Improves schools
Increases student
achievement and success (P 1)
 Implementation
According to the article, over 1000 schools have
implemented school learning community
partnerships. (P 1)
Goal to promote student success
Plan of action:
 Action Team for partnerships – Teachers,
administrators, parents, and community partners.

 The action team works with the school council

and school improvement team. (p 1)
 Team develops annual plans for community and
family involvement.
 Implementation
 Implements and evaluates activities.
 Integrates
activities by other community
groups and teachers into a comprehensive
program for the school. (P 1)
 Implementation cont
Six types of involvement used:
 “Parenting – assist families with parenting skills, family
support, etc…
 Communicating – communicate with families about school
programs and student process.
 Volunteering – Improve recruitment, training, activities, and
schedules to involve families as volunteers and as
audiences as the school or in other locations.
 Learning at home – Involve families with tier children in
academics learning at home including homework, goal
setting, and other curriculum – related activities.
 Implementation cont
Six types of involvement used:

 Decision Making – Include families as participants in school

decisions, governance, and advocacy activates through
school councils of improvement teams, committees, and
parent organizations.
 Collaborating with the Community – Coordinate resources
and services for families, students and the school with
community groups, including businesses, agencies, cultural
and civic organizations and colleges and universities.” (P 2)
 Testaments

General Factors:
•All families are welcome –
Madison Junior High: Evening discussions
about effective parenting strategies,
networking, published newsletters, sent
information home weekly, volunteer
database, breakfasts for honor students,
family literacy programs, established
connections with business owners, and
promoted different celebrations. (p 3)
 Testaments Cont.

Achievement:
Reading – schools offer workshops to the
community and parents on reading, have reading
volunteers, encourage reading at home, book
discussions, community wide interaction to
increase reading. (P 3)
Dr. Lydia T. Wright School in Buffalo, NY - Involved
multi- generational individuals, local celebrities,
police officers and other community members in
volunteer reading projects. (P 4)
 Testaments Cont.

Writing:

Workshops for parents and students, community

forums to display works, and family books. (P 4)

Arminta Street Elementary School North Hollywood,

CA

Established a café where students can read their

works. (P 4).
 Testaments Cont.

Math:
Information sessions for students and parents,
events, community connections, and homework
support. (P 4)
Cuyahoga Falls Ohio –
Teacher led instructive math sessions to parents
and community, take home bags of materials,
community business coupons, math–related
raffles, and other information relating to math. (P
4)
 Testaments Cont.
College and work preparation:
Focus is on planning for the future and what needs
to be achieved to advance.

Glenmary School in Peace River, Alberta Canada

Student, parents and faculty attend career portfolio
night. (P 5)
 Testaments Cont.

Community Collaboration:
Community partners work with the school to
increase student opportunities, enrich student
skills, and further develop experiences to expand
students capabilities. (P 5)
Families Forward Cincinnati Ohio –
A program to develop multi-generational and
community contacts for students using, letters,
dinners, guest readers, oral historians and
volunteer events. (P 6)
 Closing
The No Child Left Behind Act has made all schools

accountable for students learning. To facilitate in

this endeavor faculty, students, parents and

community have to unite and develop programs

to assist in increase student interest and

knowledge. (P 6)
 Additional Resources:

• www.nochildleftbehind.gov

• www.answers.com/topic/no-child-left-behind

• www.tacoma.k12.wa.us/information/departments/sfcpp/Pages/default.as

4. www.csos.jhu.edu/p2000