San Bernardino City Unified School District

Family, Schools & Community Partnership“Working Beyond the Mandates”

Presented by:

Marcelino “Mars” Serna,

Sam Casey & Emily Valdez

The Mission

• To improve student achievement through

partnerships between schools, families and communities.

Our Philosophy

• All parents have strengths and are important.

• All parents can contribute to their child’s education and the school.

• All parents can learn how to help their children in school.

Our Philosophy (cont’d.)

• All parents have useful ideas and insights about their children.

• All decisions about how to involve parents should be made only after consulting parents.

• All parents really do care deeply about their children.

The Three R’s

Research: More than 40 years of research support the effectiveness of parent involvement

Requirement: NCLB Sec. 1118; United States Code, Title 20, 6318; State Education Code 11503

Resource: Family engagement is an underutilized resource for boosting student success. All children benefit when families are involved in strategic ways. The children who benefit most are underachieving students.

Must Read Research & Best Practices

A New Wave of Evidence: The Impact of School Family, and

Community Connections on Student Achievement

Henderson and Mapp, 2002

• 51 studies• Across families of all economic, racial/ethnic, and

educational backgrounds for students at all ages• Found a positive and convincing relationship between

family involvement and benefits for students, including improved student achievement

What the Research Says

• Families vary in their involvement• Parents care about success for their kids• Students need multiple sources of support to succeed• Teachers and administrators are initially resistant to

partnerships (but become supportive when they see results)

• Schools must reach out to involve families (most families won’t do it on their own)

STATE WIDE DATA

34

65

40 39.738.5

51.2

35.6

66.5

34.834

29

48.5

0

10

20

30

40

50

60

70

Perc

ent P

rofic

ient

Math English/Language Arts

State AYP 2008

Black White Latino S.E.D. Eng. Lear. State

643

805665

662645 727

658

816

683 679661 742

0

200

400

600

800

1000

Disa

ggre

gate

d Sc

ores

2007 2008

State API Comparison: 2007 & 2008

Black White Latino S.E.D. Eng. Lear. State

District Level DataDistrict Level Data

9,637

6,712

38,050

449 1,022 1,527

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

Num

ber o

f St

uden

ts

Student Groups

Who Are Our Student Groups?

Black White Latino Native American Asian Other

0

500

1000Di

sagg

rega

ted

Scor

es

SBCUSD API Comparison: 2002, 2007, & 2008

Black

White

Latino

S.E.D.

Eng. Lear.

DistrictBlack 533 605 622

White 667 716 730

Latino 554 629 645

S.E.D. 552 623 641

Eng. Lear. 609 627

District 577 640 656

2002 2007 2008

25.4

47.2

3230.9

30.6 33.5

26.4

48.7

27

26.6

22.6

30.2

0

10

20

30

40

50

Perc

ent P

rofic

ient

Math English/Language Arts

SBCUSD AYP 2008

Black White Latino S.E.D. Eng. Lear. District

Activity #1

On the next slide, answer the 3 questions!

What is Parent Involvement?(Complete as many as you can in each of the 3 categories.)

When you think of parent involvement, what adjectives/descriptions come to mind?

1.2.3.4.5.

Complete this sentence: Parent involvement is . . . . . . .

1.2.3.4.5.

Complete this sentence: Parent involvement IS NOT . . . . . .

1.2.3.4.5.

Joyce Epstein Model

Framework of

Six Types of School, Family, and Community Involvement

Epstein’s Six Types of Parent Involvement Plus Type XO

Type 1 - ParentingType 2 - CommunicatingType 3 - VolunteeringType 4 - Learning at HomeType 5 - Decision MakingType 6 - Collaborating with the CommunityType XO - Relationship Building (XO is ours)

Type 1 - ParentingType 2 - CommunicatingType 3 - VolunteeringType 4 - Learning at HomeType 5 - Decision MakingType 6 - Collaborating with the CommunityType XO - Relationship Building (XO is ours)

Dr. Joyce Epstein of The Center on Families, Communities, Schools, and Children’s Learning, Johns Hopkins University, developed the 6 Types framework

for categorizing types of parent involvement found at effective schools.

Dr. Joyce Epstein of The Center on Families, Communities, Schools, and Children’s Learning, Johns Hopkins University, developed the 6 Types framework

for categorizing types of parent involvement found at effective schools.

Type 1: Parenting

Family and school support for the well being of children is basic. Effective schools build on parenting strengths and help families to nurture children.

• Effective parenting classes

• Home learning environment

• Nutrition, Health, Wellness

• Dad’s Clubs Events

• Kindergarten Readiness classes

• Positive Discipline classes

• Parent-Child Book clubs

• Cultural Contributions

Type 2: CommunicatingDesign and implement effective two-way communication practices with families to ensure reciprocal communication and input about children,

programs, school activities, and opportunities for involvement.

• Newsletters, calendar of events written by teachers & Parents

• Telephone Trees

• Flyers, notices, announcements

• Principal’s Breakfasts or Coffee Chats

• Positive notes and phone calls

• Parent-Teacher Conferences

• Back-to-School Nights

• Home Visits*****

• Commendations for customer service

Type 3: VolunteeringRecruit and organize parent and community volunteers. Ongoing opportunities are provided for parents to share knowledge, skills, and culture with students and staff.

Parent volunteers at a Family Center

• Room Parents

• Tutors, committee members, chaperones, role models, Cultural ambassadors, special guests

• College students (CSUSB & SBVC)

• Dads Clubs

• Fundraising roles

• Mentoring Programs

• Providing a Parent Center on Campus

. . . is the type most closely linked to

boosting student achievement

Type 4: Learning at Home

Type 4: Learning at Home Involve families with their children in learning activities and enrichment at home by building on family strengths, demystifying ways to create a home learning environment, and offering specific ways to support children as more powerful learners.

Let’s read this

one, Mom.

• Family Fridays

• Book Fairs

• Curriculum Nights

• Interactive workshops on Homework, Study skills, Questioning,

OrganizingLiteracy, Writing, Reading, Math, Science Creating a Home Learning EnvironmentKinder Readiness, Transition Readiness

• Provide family materials and resources• Interactive homework

Type 5: Decision Making and AdvocacyRecruit and empower parents and other community members as

advocates, advisors, committee members, representatives, and decision makers on behalf of school improvement and student success.

• Parent-Teacher Organizations

• School Site Council

• Action Team for Partnership

• English Learner Advisory Committee

• African-American Parent Advisory Councils

• District Parent Groups: DAC, ELAC, DAAPAC, ATP, CAC

Type 6: Collaborating with the CommunityType 6: Collaborating with the Community

Project-CUIDARProject-CUIDAR

Community Christian CollegeCommunity Christian College

Latino Health CollaborativeLatino Health Collaborative

African-American Health InstituteAfrican-American Health Institute

City of San Bernardino (Operation City of San Bernardino (Operation Phoenix & Mentorship Programs)Phoenix & Mentorship Programs)

County of San Bernardino (Children’s County of San Bernardino (Children’s Services & DA’s OfficeServices & DA’s Office

Establish partnerships with individuals, businesses & organizations to provide support services andresources for children & their families,and to strengthen school programs.

Establish partnerships with individuals, businesses & organizations to provide support services andresources for children & their families,and to strengthen school programs.

Collaborative Partners (cont)Collaborative Partners (cont)Planned Parenthood (San Bernardino)Planned Parenthood (San Bernardino)SB County Superintendent of SchoolsSB County Superintendent of SchoolsWestside Community Center/New Hope Life CenterWestside Community Center/New Hope Life CenterInland Empire Health Plan (IEHP)Inland Empire Health Plan (IEHP)La Salle Medical AssociatesLa Salle Medical AssociatesBlacks In Government (BIG)Blacks In Government (BIG)Argosy UniversityArgosy UniversitySan Bernardino Valley CollegeSan Bernardino Valley CollegeCal State San BernardinoCal State San BernardinoPriscilla’s Helping Hands, IncPriscilla’s Helping Hands, IncVolunteers of AmericaVolunteers of AmericaSpringboard Financial SolutionsSpringboard Financial Solutions

Collaborative Partners (cont)Collaborative Partners (cont)Children’s ResourcesChildren’s Resources

Young VisionariesYoung Visionaries

First 5 San BernardinoFirst 5 San Bernardino

SBCUSD-Adult Ed.SBCUSD-Adult Ed.

SBCUSD-CAPS ProgramSBCUSD-CAPS Program

Supervisor Josie Gonzales’ OfficeSupervisor Josie Gonzales’ Office

Congressman Joe Baca’s OfficeCongressman Joe Baca’s Office

Assembly member Wilmer Amina Carter’s OfficeAssembly member Wilmer Amina Carter’s Office

Senator Gloria Negrete-McCloud’s OfficeSenator Gloria Negrete-McCloud’s Office

Arrowhead Credit UnionArrowhead Credit Union

San Bernardino Teachers Federal Credit UnionSan Bernardino Teachers Federal Credit Union

New York LifeNew York Life

Type XO: Relationship BuildingRecognition and celebration events build trust by helping

parents and community to feel more welcome at the school.

• Events @ Apartment Complexes

• Student Centered Events: Recognition Assemblies, Performances, Exhibitions

• Back-to-School Events

• Talent Shows

• Parent-Child Dances (Father/Daughter)

• Volunteer Breakfast/Dinners

• School Bar-B-Qs/picnics

• Ice Cream Social

• Bring Your Dad to School Day

Relationship building leads to increased participation in more dynamic types of involvement directly related to supporting student performance and development.

High-Performing Schools

1. A clear and shared focus.

2. High standards and expectations for all students.

3. Effective school leadership.

4. High levels of collaboration and communication.

5. Curriculum, instruction, and assessments aligned with state standards.

6. Frequent monitoring of teaching and learning.

7. Focused professional development.

8. A supportive learning environment.

9. High levels of parent and community involvement.

Research shows that high-performing schools tend to have a combination of many characteristics, which were narrowed into these nine areas:

What are we doing to improve family partnerships?

• Recruiting parents for “Mystery Customer” Program

• Providing Parent Workshops at FRC (Parenting, Financial Literacy, Computers, Health & Nutrition & Resume Writing)

• Collaborative Relationships with over 40 Community Partners (Public, Non-Profit, Faith Based and Businesses)

• Providing Services to Homeless Students

• Intentionally including parents of Latino and African-American descent

• Providing Staff Development to teachers on best practices for Family Engagement

What More Can We Do?

• Organize “Action Teams for Partnerships” at district and school level

• Increase collaboration among our business and faith based organizations

• Provide Parent Trainings throughout each school site

• Empower Parents to be active participants in the school community

• Visit Families in their communities

Building Relationships

Do More:• Small meetings• Focus on students

and their work• Parent help desk

and translators• Open discussions

about issues

Do Less:School-wide

eventsFocus on fund-

raising“No Trespassing”

signs “Executive

board” meetings

Parents Are More Likely to Become Involved When:

• Parents understand that they SHOULD be involved

• Parents feel CAPABLE of making a contribution

• Parents feel INVITED by the school and their children

(Hoover-Dempsey and Sandler, 1997)

earn higher grades and test scores;

be promoted, pass their courses, and earn credits;

attend school regularly;

have better social skills and improved behavior;

graduate and go on to postsecondary education.

Students with involved parents are more likely to…

Different types of family involvement

yield different results.

Some types improve school climate.Some types improve school effectiveness.

Some types improve student achievement.

Many types of parent involvement overlap.

Activity #2

On the handout, brainstorm an activity that you can do at your school and describe how it ties into the six types of family involvement.

PAIR-SHARE ACTIVITYUSE THE SIX TYPES OF INVOLVEMENT

TO REACH A GOAL FOR STUDENT SUCCESSChoose one major GOAL for STUDENT LEARNING or BEHAVIOR that is important

in your school. With a partner, identify specific family and community involvement activities to support that goal.

Goal for student learning or behavior

TYPE 1: PARENTING

TYPE 2: COMMUNICATING

TYPE 3: VOLUNTEERING

TYPE 4: LEARNING AT HOME

TYPE 6: COLLABORATING WITH COMMUNITY

TYPE 5: DECISION MAKING AND ADVOCACY

1) “Parent Involvement”

2) Results focused on parent attendance and attention given to a few parent leaders

3) A few people making some things happen sometimes

4) No set plan of activities – going with the flow – haphazard program planning

5) Participation of preschool/elementary parents ––mostly moms6) Sporadic workshops with ineffective outreach strategies

7) Concentration on barriers to parent involvement

8) Schools and districts working with different levels and expectations for parent involvement

OLD REALITY REALITY SHIFT

NEW REALITY

1) School – family – community Partnerships

2) Results focused on students and connected to school goals

3) An organized team of parents, teachers, and administrators working together

4) Activities planned to support student achievement goals & meet NCLB requirements

5) Participation of all parents preschool-grade 12 (including fathers, grandparents, foster parents)

6) Ongoing efforts and a plan to reach those who can’t/don’t attend school functions

7) Seeking solutions, focused on promising practices

8) Parent Involvement standards at state level set expectations for school-family-community partnerships

Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.

President, Barack Obama

Questions???

For More InformationMarcelino “Mars” Serna, Family Involvement Officer

Sam Casey, African-American Community Liaison

Emily Valdez, Bil. Parent Community Liaison

Family Resource Center

1525 W. Highland Avenue

San Bernardino, CA 92411

(909) 880-4057

Resources

• CDE, Family, School & Community Partnerships; www.cde.ca.gov/ls/pf

• California Parent Center; http://parent.sdsu.edu• No Child Left Behind: www.ed.gov/nclb• PIRC: www.pirc-info.net• US Dept of Ed: www.ed.gov• A New Wave of Evidence (Henderson & Mapp, 2000)• Beyond the Bake Sale (Henderson & Mapp 2007)• Hope for Urban Education: A Study of Nine High

Performing, High Poverty Urban Elementary Schools (Mayer, D. P., Mullens, J. E., & Moore, M. T., 2000)