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everychild. onevoice. everychild. onevoice.

PTA National Standards for Family-School

Partnerships Assessment Guide

The Framework for Your School District’s Local Control and Accountability Plan

Your voice matters

PTA National Standards for Family-School Partnerships At-a-Glance

STANDARD 1 – Welcoming All Families into the School CommunityFamilies are active participants in the life of the school and feel welcomed, valued and connected to each other, toschool staff and to what students are learning and doing in class.

STANDARD 2 – Communicating Effectively Families and school staff engage in regular, two-way, meaningful communication and learning.

STANDARD 3 – Supporting Student Success Families and school staff continuously collaborate to support students’ learning and healthy development, both athome and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

STANDARD 4 – Speaking Up for Every ChildFamilies are empowered to be advocates for their own and other children to ensure that students are treated fairlyand have access to learning opportunities that will support their success.

STANDARD 5 – Sharing Power Families and school staff are equal partners in decisions that affect children and families andtogether inform, influence, and create policies, practices and programs.

STANDARD 6 – Collaborating With the Community Families and school staff collaborate with community members to connect students, familiesand staff to expanded learning opportunities, community services and civic participation.

everychild. onevoice.®


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Parent and Family Engagement in California

Parent involvement is specifically identified as one of the eight state priority areas forpublic education, yet school districts often struggle to engage families. California’sLocal Control Funding Formula law (LCFF) recognizes that schools need to work withparents and families to help children succeed.

Well-informed parents make a vital difference. With new academic standards, testsand the new funding and local accountability systems, it’s crucial that parents engage,not only to support their own children’s education, but to help guide decision-makingat their schools.

Informing and educating all parents about LCFF is a top priority for California StatePTA and the National PTA. As a grassroots association with more than a century ofexperience in connecting families and schools and helping parents developleadership, communications and advocacy skills, we are ready to work with andsupport schools and school boards through a range of information, resources andtraining, including this comprehensive PTA National Standards for Family-SchoolPartnerships Assessment Guide.

Simply adding a requirement in law for more parent engagement is not enough.Engagement takes hard work, and it starts with getting the word out to make allparents aware of the new opportunity and importance of the LCFF.

PTA National Standards for Family-School Partnerships Assessment Guideeverychild. onevoice.®

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Use PTA’s research-based standards and indicators as the framework to guide your local school district’sgoals and activities for parent and family engagement. These standards and strategies to engage familiesshould be embedded in your Local Control and Accountability Plan (LCAP).

We are pleased to provide the PTA National Standards for Family-School Partnerships Assessment Guide, which describes indicators for each of the six acceptedstandards for family-school partnerships.

The PTA Guide is based on extensive research over the past 30 years. It was developed with the guidance and support of prominent education leaders and practi-tioners in the field of family involvement across the country. The work of Dr. Joyce L. Epstein of the Center on School, Family, and Community Partnerships atJohns Hopkins University, in identifying six types of parent involvement, serves as the foundation of the PTA Standards and Assessment Guide.

The guide is also informed by the research of other experts on family-school partnerships including Dr. Anne T. Henderson, Senior Consultant, CommunityOrganizing and Engagement, Annenberg Institute for School Reform and Dr. Karen L. Mapp, Lecturer, Harvard Graduate School of Education.

In an era marked by federal and state standards and assessment in education, PTA first responded to the challenge of ensuring student achievement in 1997 byissuing its own national standards for parent and family involvement – a proven factor in student success. The standards were updated in 2009 to reflect newresearch on what the standards for family engagement are, as well as research demonstrating what it “looks like” when schools and districts are meeting thesestandards, especially at a time when more is expected from parents and families if we want all children to achieve at even higher levels.

Some key things to keep in mind as you set goals and measurements for parent and family engagement in your school district:

PARENT AND FAMILY ENGAGEMENT IS LOCALA vital premise of LCFF is that decisions affecting student success are best made by those closest to the classroom. The PTA National Standards for Family-School Partnerships Assessment Guide provides anexcellent, research-based framework to guide every school district’s Local Control and Accountability Plan.We recommend that every plan seek to address each of the standards and that the various indicators helpall stakeholders in the district to better understand the standards.

What is the best way to measure progress toward the standards? In the spirit of local control, we encouragethat question to be part of every district’s conversations around the LCAP. As part of local plans, each district,


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with parent and family input, should determine how it will build stronger family-school partnerships and meas-ure progress toward each of the standards and indicators based on the priorities and needs of its community.

PARENT ENGAGEMENT STRATEGIES SHOULD BE EMBEDDEDTHROUGHOUT THE LCAPWhile parent engagement is specifically identified as one of the eight state priority areas that all LCAPs mustaddress, it is important to recognize that parent engagement is also a strategy that will enable school districtsto achieve their goals in each of the other priority areas. As such, districts should be sure to embed parentand family engagement components throughout their entire LCAP plans.

PARENT AND FAMILY ENGAGEMENT IS AN INVESTMENTThere are no shortcuts to raising student achievement or to building successful parent engagement. Each takes an investment of time and resources and ongoingcommitment by school districts, educators, parents and community partners working together.

Authentic engagement is much more than a one-time check-box on a form. It’s about building a culture at every school where parents and family members feelwelcomed, respected and appreciated – a culture where information is freely shared, and input is sought and genuinely considered.

Many school districts are already doing excellent work to engage parents, but there is much more to do across the state, especially to reach parents from allschool sites, backgrounds and in all languages.

PARENT AND FAMILY ENGAGEMENT FOR STUDENT SUCCESS STARTS AT HOMEEngaged parents make a difference in ensuring that their children enjoy overall success in school. When families, schools and communities work as partners,student achievement is boosted and children are better prepared to lead healthy, happy and productive lives. More than 30 years of research indicates as much. Ittells us that students with involved parents are more likely to attend school regularly, perform better in school, earn higher grades, pass their classes, develop bettersocial skills and go on to post-secondary education.

This successful strategy is based on a shared understanding in the school community that parents are a child’s first teachers and key resources in their child’seducation and growth. As important stakeholders, engaged parents are involved in all aspects of their child’s education. Whether it’s reading together, monitoringhomework at the kitchen table, talking to teachers about their child’s progress or taking an active part in school governance and decision-making, parents make a difference.


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BUILDING BRIDGES AND BREAKING DOWN BARRIERS IS ESSENTIALWhen developing engagement plans, school districts must focus on what the parents in their communities need – it’s imperative that schools meet families“where they are.” That means offering multiple meeting locations and times to accommodate schedules and transportation capabilities. It means providingtranslation and interpretation to break down language barriers.

It also means recognizing that parents come to the table with different levels of knowledge about educational issues, different comfort levels about participating in meetings, and different past experiences interacting with schools.

As we’ve seen through the PTA School Smarts parent engagement program, parents from all backgrounds often desire more foundational training about theschool system. They want to know more about how their children learn, and the different ways to get involved, before they feel comfortable and confident toattend or speak up at a school board meeting, especially on a specific budget matter.

TEACHERS AND PRINCIPALS ARE VITAL LINKSTeachers are parents’ most important links to their schools. Any communications plan to reach parents which fails to include a role for teachers is an incomplete plan. Similarly, we know that the best outreach and engagement occurs at school sites where the principal has established it as a priority.Authentic engagement is a collaborative effort between parents and educators – when we all work together, students succeed.

WHEN COMMUNICATING: MAKE IT REAL AND MAKE IT RELEVANTState policymakers are infamous for making education policy sound complicated. Jargon and acronyms abound: LCAP, Common Core, Smarter Balance,ESSA – the list goes on – and it can quickly cause parents to rub their temples. One of the best ways to engage parents is to ditch the jargon and communicate in a straightforward way. Educators should explain clearly to parents how a particular program or service affects their child in his or her classroom.


Introduction: Measuring SuccessPTA’s National Standards for Family-School Partnerships offer a framework forhow families, schools, and communities should work together to support studentsuccess. To facilitate the implementation in local schools of programs, practices,and policies that are guided by the Standards, PTA has developed an assess-ment guide, otherwise known as a rubric.

This guide focuses on implementation at the local school level, because, ultimately, change must happen within each school building and each schoolcommunity. That’s where the learning happens. Nevertheless, many of theactions recommended will require district policies, resources, professionaldevelopment, and support if they are to be achieved and sustained.

The National Standards Assessment Guide provides specific goals for eachStandard, as well as indicators for measuring whether those goals are beingmet. There are also examples for each indicator to show what good practicelooks like at different levels of development:v Level 1: Emerging—Limited level of development and implementationv Level 2: Progressing—Functioning level of development and implementationv Level 3: Excelling—Highly functioning level of development and implementation

Each level of practice should build on the last; good practices at the emerging and progressing levels are expected to continue at the next level.

Share this assessment guide with your school action team, principal, school board members, community partners, and others as you build family-school partnerships for student success.


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An excerpt from the guide for Standard 1

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10 Ways to Use the Assessment GuideThe National Standards Assessment Guide can be used in a number of ways to helpdevelop and improve programs, practices, and policies that affect family and communityengagement in schools.

Here are 10 ideas on how to use the guide:v To assess current family involvement practices at the school v To develop ideas for involvement practices and activitiesv To inform the development of a school improvement plan and the LCAP.v To monitor progress in reaching school improvement goals, and the goals and

outcomes of the LCAP.v To design professional development for staffv To discuss the Standards at PTA and faculty meetings v To conduct a school walk-through looking for evidence of implementation for each

Standard v To create a survey for parents and staffv To guide the development of school-based parent involvement policies and compacts v To design research and evaluation studies and instruments

Introduction, continued


Who Should Be Usingthe Assessment GuideAnyone who has a stake in improvingschools and making sure childrensucceed should find this assessmentguide to be a useful tool: • PTA leaders, • other parent leaders, • school administrators, • school board members, • policy makers at all levels, • teacher-training institutions, • education advocates, • community organizations, • and more.

Indicators

Quality of Implementation

Your CurrentLevel

Level 3Excelling

Highly functioning level of development and implementation

Level 2Progressing

Functioning level of developmentand implementation

Level 1Emerging

Limited level of developmentand implementation

Developingpersonal relationships

Family volunteers from differentneighborhoods and backgroundsare trained to serve as mentors tohelp other families become moreengaged in the school.

For example, mentors call new familiesto invite them to attend PTA/parentgroup programs, offering to pick themup or meet them at the entrance ofthe school.

PTA/parent group members volunteerto work in the school office to provideinformation and support to familiesand students.

For example, a help desk is establishedand staffed by family volunteers andschool employees.

Families are greeted promptly intheir home language by friendly frontoffice staff that give them correctinformation and helps them connectwith appropriate faculty members.

For example, a staff member or familyvolunteer, using the family’s home language, gives a new immigrant family information about the schooland a tour of the building.

Level 3

Level 2

Level 1

Not here yet

Standard 1, Page 1 of 4

Standard 1—Welcoming All Families into the School CommunityFamilies are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

Goal 1: Creating a Welcoming Climate: When families walk into the building, do they feel the school is inviting and is a place wherethey “belong”?

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Throughout thisimplementationguide, the levelsof practice build oneach other, assumingthat good practicesat the emerging andprogressing levelswill continue at thenext level.


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Standard 1—Welcoming All Families into the School Community, continued

Indicators

Quality of ImplementationYour Current

LevelLevel 3: Excelling Level 2: Progressing Level 1: Emerging

Creating afamily-friendlyatmosphere

The school is a welcoming placewhere families can drop in and connect with school staff andother families.

For example, the PTA/parent group and school staff together create a family resource center, staffed withparent volunteers or school staff fluentin various languages and filled withinformation in various languages aboutthe school and community.

The school building is easy for visitors to navigate, and the com-munity knows what is going on atthe school.

For example, signs clearly direct visitors to important places withinthe school such as the library andguidance office, and an outside marquee keeps the communityinformed of upcoming events.

The school campus is clean andwelcoming to parents.

For example, entrances are clearlymarked and a sign inside the frontdoor welcomes families in the mainlanguages of the community.

Level 3

Level 2

Level 1

Not here yet

Providingopportunitiesfor volunteering

The school volunteer program reach-es out to parents of all neighbor-hoods and backgrounds, identifiestheir unique experiences and skills,and offers varied volunteer opportu-nities for both at home and school.

For example, PTA/parent group leadersmake personal phone calls to diverseparents to solicit their ideas on volun-teering and to help connect them toopportunities.

The PTA/parent group works with theschool to organize a formal volunteerprogram.

For example, the PTA/parent grouphelps develop a range of volunteeroptions, sends volunteer invitationforms to all families in their home language, and coordinates theresponses.

PTA/parent group members andother parents are welcome to volunteer their services in theschool or individual classrooms.

For example, a small group of par-ents are used by the school when vol-unteers are needed.

Level 3

Level 2

Level 1

Not here yet


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Goal 2: Building a Respectful, Inclusive School Community: Do the school’s policies and programs reflect, respect, and value thediversity of the families in the community?

Indicators



Respecting allfamilies

The school and families from allneighborhoods and backgroundsassume collective responsibility toidentify and break down barriers tofamily engagement related to race,ethnicity, class, family structure, reli-gion, and physical and mental ability.

For example, families from differentneighborhoods and cultures createfamily histories that combine to tell thestory of the entire school community.

School and PTA/parent group leaderswork with parents and communitymembers from different neighbor-hoods and backgrounds to gain theirinsights on how to make the schoolmore respectful and supportive.

For example, families and school lead-ers discuss how the school will accom-modate students who might be absentfrom school because of holy days.

Families and school staff affirm stu-dent cultures and history in schoolresources, classroom lessons, andactivities.

For example, PTA/parent group members from different neighborhoodsand backgrounds work with schoolstaff to ensure that media center andclassroom materials reflect the diversityof the community.

Level 3

Level 2

Level 1

Not here yet

Removing economicobstacles toparticipation

Family and student activities andevents are free. The school andPTA/parent group collaborate tocover the costs through the schoolbudget, PTA/parent group fundrais-ing, and contributions from commu-nity businesses and organizations.

For example, fees to participate inafter-school programs are waived forlow-income families.

School leaders, the PTA/parentgroup, and community memberswork together to offer extracurricularactivities at no cost.

For example, the PTA/parent groupsponsors a dialogue with a children’sauthor and each family receives a freecopy of the author’s book.

For family activities, the PTA/parentgroup makes a commitment to keepthe events free or low-cost.

For example, the school book fairoffers a section of new or gently usedbooks donated by other parents to bemade available at no cost.

Level 3

Level 2

Level 1

Not here yet


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“Families” and “parents” are used interchangeably to refer to adults who are responsible for a student. “Families from all backgrounds and neighborhoods” and“diverse families” include families from all races, ethnicities, cultures, religions, familystructures, and economic levels, as well as those with physical or mental challenges.



Indicators



Ensuringaccessibleprogramming

PTA/parent group leaders and schoolofficials jointly create schoolwideprocedures and policies to ensurethat all parents and students haveaccess to school-sponsored programsand events, including academic services.

For example, services such as inter-preters during meetings or classroominstruction, transportation, and childcare are consistently provided for bothschool-based events and school eventsheld in community locations.

PTA/parent group leaders and schoolofficials work together to plan familyprograms to be held at the schooland in community locations such aslibraries, community centers, faith-based centers, homes in differentneighborhoods, and work sites.

For example, the PTA/parent grouporganizes a family program aboutapplying effective study skills at anapartment building near the school.

Family activities are held at varioustimes and days of the week torespect parents’ work schedules.

For example, a family dinner and science exploration program is heldon a Sunday evening instead of aweekday.

Level 3

Level 2

Level 1

Not here yet


13



Indicators


Your CurrentLevel

Level 3Excelling


Level 2Progressing


Level 1Emerging


Using multiplecommunica-tion paths

Families, the community, and schoolstaff communicate in numerousinteractive ways, both formallyand informally.

For example, school and PTA/parentgroup leaders take part in communityforums in different neighborhoods andappear on radio or local TV call-in programs and use social networkingonline to engage families.

School staff collaborate withthe PTA/parent group to developconnections with families throughmultiple two-way communicationtools, including personal calls,e-mails, and notes.

For example, parents who are not fluent in English are given up-to-dateinformation through bilingual staff orparent volunteers who are available attimes convenient for these families.

The PTA/parent group and schoolkeep families informed of upcomingevents in a variety of ways, includingregular print and electronic notices,in the languages spoken in the community.

For example, the school uses news-letters, fliers, e-mail, automated phonecalls, and text messages in the homelanguages of families as needed.

Level 3

Level 2

Level 1

Not here yet


Standard 2—Communicating EffectivelyFamilies and school staff engage in regular, two-way, meaningful communication about student learning.

Goal 1: Sharing Information Between School and Families: Does the school keep all families informed about important issuesand events and make it easy for families to communicate with teachers?


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Standard 2—Communicating Effectively, continued

Indicators



Surveyingfamilies toidentify issuesand concerns

Parent survey results are reflectedin the School Improvement Plan.

For example, programs, policies, andpractices are developed collaborativelyby teachers, administrators, families,and community members to meetthe needs of parents as identifiedin the survey.

The parent survey is translated intomultiple languages and communicat-ed in various ways, including in per-son, online, in print, and by phone,and made available to all parents.Results are posted on the schooland/or PTA website and discussed.

For example, the PTA/parent groupplans morning coffees and evening“happy hours” to discuss surveyresults with parents and solicit additional feedback.

PTA/parent group leaders and repre-sentatives from the school staff (e.g.,principal, teacher) complete a parentinvolvement survey. The resultsguide the development of parentinvolvement programs.

For example, the executive committeeof the PTA/parent group and the prin-cipal meet over the summer to discussthe survey results and plan strategiesto address barriers.

Level 3

Level 2

Level 1

Not here yet

Having accessto the principal

The principal personally welcomesfamilies into the building and meetsregularly with parents in small groupsor one-on-one as needed, in schooland in different neighborhoods.

For example, the principal andPTA/parent group develop an agendafor small group dialogues to be heldin different neighborhoods on issuessuch as school security or homeworkexpectations.

The principal is accessible forscheduled meetings with groups ofparents or individually at differenttimes of the day.

For example, the principal hostsmonthly coffee hours that are opento all parents to discuss a variety oftopics. Meeting times vary from monthto month to accommodate parentschedules.

The principal shares informationabout schoolwide issues at PTA/par-ent group meetings, with opportuni-ties for individual follow-up discus-sion by appointment.

For example, the PTA/parent groupinvites the principal to a monthly meet-ing to discuss schoolwide test resultsand plans to address gaps in learning.

Level 3

Level 2

Level 1

Not here yet


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Indicators



Providinginformation oncurrent issues

A team of administrators, teachers,families, and community representa-tives strategically look at developingissues that affect families to deter-mine whether there is a need for aschoolwide response.

For example, the principal meetsmonthly with a parent-schoolcommunity team to address school-wide issues and determine appropriateresponses.

All school families are kept informedof developing concerns in the schoolcommunity.

For example, print and electronicnewsletters are generated on a regularbasis. When serious concerns arise,families are immediately informedthrough e-mail, and letters are senthome.

The principal keeps the PTA/parentgroup president informed of currentschool issues and concerns.

For example, the principal meetsmonthly with the PTA/parent grouppresident to review issues that mayaffect families and student learning.The issues discussed are determinedsolely by the principal.

Level 3

Level 2

Level 1

Not here yet


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Indicators



Facilitatingconnectionsamong families

The PTA/parent group takes stepsto help parents get to know thosebeyond their own neighborhoodand culture.

For example, the PTA/parent groupplans small group events that beginwith icebreaker activities, parents canalso connect electronically throughschool listservs, blogs, and social networking Web pages.

The PTA/parent group and schooljointly develop programs to help parents connect with each other.

For example, the PTA/parent groupcollaborates with school staff to jointlyplan an orientation program at thebeginning of the year and distributesa calendar and a schoolwide directorywith staff and parent listings.

The PTA/parent group providesopportunities for parents to getto know each other.

For example, PTA/parent groupnewsletters provide contact informationfor parents who want to join a commit-tee. Parents of students in each gradelevel can plan informal get-togethersto socialize with each other (e.g., aParents of 4th-Graders BreakfastClub).

Level 3

Level 2

Level 1

Not here yet


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Indicators


Your CurrentLevel

Level 3Excelling


Level 2Progressing


Level 1Emerging


Ensuring parent-teachercommunicationabout studentprogress

Teachers and parents discuss students’ individual learningstyles, family cultural experiences,strengths, and academic and per-sonal needs, then develop learninggoals to support academic successat school and at home.

For example, the school has adopteda Personal Education Plan for parents,students, and teachers to establisheducation/career goals.

Teachers and guidance counselorsregularly contact parents with posi-tive news as well as concerns abouttheir children. Parents have an easyway to communicate with teacherson a regular basis.

For example, each classroom has awebsite where class assignments andother schoolwide events are posted.Parents can ask general questionsor schedule meetings with teachersas needed.

Parents can contact teachersthrough e-mail, notes, or phonemessages and receive a timelyresponse. Teachers make contactwith all families at the start ofthe year to establish positive relationships.

For example, teachers in high schoolsend home a welcome note to all families inviting their comments andproviding an e-mail address or phonenumber.

Level 3

Level 2

Level 1

Not here yet


Standard 3—Supporting Student SuccessFamilies and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

Goal 1: Sharing Information About Student Progress: Do families know and understand how well their children are succeedingin school and how well the entire school is progressing?


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Standard 3—Supporting Student Success, continued

Indicators



Linking student workto academicstandards

Teachers and parents have regulardiscussions about how each schoolprogram or activity links to studentlearning through academic standards.

For example, the teacher and familiesdiscuss the music curriculum goalsbefore a student concert; parents offootball players are offered opportuni-ties to learn how the playbook relatesto math and logic standards.

Teachers explain to parents through-out the year what students are learn-ing and what good work looks likeunder the academic standards forthe student’s age and grade level.

For example, teachers maintain portfolios of students’ work forparents to review upon request.

Student work is displayed throughoutthe school in a way that shows howit met academic standards.

For example, teachers display students’ writing assignments todemonstrate how students usedskills such as clear and concise language, proper spelling, and stay-ing on the topic.

Level 3

Level 2

Level 1

Not here yet

Using stan-dardized testresults toincreaseachievement

Parents are included on school orschool district academic standardscommittees and discuss how to raiseexpectations and achievement forevery student.

For example, a cochair of the stan-dards committee is a position estab-lished and reserved for parents only.

Families have opportunities to learnhow to interpret testing data.

For example, family members andteachers are invited to participatein workshops, sponsored by thePTA/parent group and the school, tolearn how the school uses standard-ized test results to improve studentachievement.

Parents are informed about standardized tests.

For example, the principal explainsat an informational meeting when andwhich standardized tests are given atwhich grade levels, and why the testsare being given.

Level 3

Level 2

Level 1

Not here yet


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Indicators



Sharing schoolprogress

The principal collaborates withPTA/parent group leaders to presentregular progress updates on reach-ing academic goals and developsstrategies to support improvement.

For example, the PTA/parent groupworks with school staff to match mentors with struggling students.

The principal collaborates withPTA/parent group leaders to facilitatediscussion between school staff andfamilies on needed academicimprovements.

For example, family-school dialoguesfocus on increasing the diversity ofstudents in the gifted program or thenumber of girls taking advanced mathand science classes.

The principal presents the school’sacademic goals at the beginningof the school year and reports onprogress made the previous year.

For example, the principal or otherschool administrators host parentmeetings for each grade or subjectmatter to present academic goalsfor the year and to solicit feedback.

Level 3

Level 2

Level 1

Not here yet


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Goal 2: Supporting Learning by Engaging Families: Are families active participants in their children’s learning at home andat school?

Indicators



Engaging families inclassroomlearning

The PTA/parent group helps organizea database of parent and familyskills, expertise, and backgrounds,through which teachers can findresources.

For example, a parent who is an artistis brought in to work with students tocreate a school mural.

Families and teachers engagein innovative ways to collaborateon classroom learning.

For example, teachers invite communitygroups and families to their classes toshare information about their culturesand demonstrate how foods from theircultures are prepared, helping studentslearn history and culture, as well asmath and chemistry skills.

Families and teachers work togetherto provide resources for upcomingunits of study.

For example, grandparents discusslife under segregation during a lessonon civil rights.

Level 3

Level 2

Level 1

Not here yet

Developingfamily abilityto strengthenlearning athome

Teachers and the PTA/parent groupplan regular family learning eventsat workplaces and community locations.

For example, workshops on a varietyof topics that help parents supportlearning are held during lunchtime at alocal manufacturing plant or at a child-care site in the late afternoon.

The school and PTA/parent groupwork together to provide familiestools to support student learningat home.

For example, a series of workshopsteach parents strategies for supportingreading development for differentgrade levels.

The school and PTA/parent groupoffer programs on parenting skillsthat will help promote learning.

For example, an expert is invited togive a presentation to help parentsdeal with the tough issues of raisingteenagers.

Level 3

Level 2

Level 1

Not here yet


21



Indicators



Promotingafter-schoollearning

The school partners with communityorganizations (including faith-based)to provide after-school programs forchildren and families.

For example, the local Boys and GirlsClub works with parents, students, andschool staff to create a program thatmeets the recreational and academicneeds of students. The programis available five days a week andis free of charge.

The PTA/parent group and theschool invite families to learn moreabout the value of after-school activities.

For example, the PTA/parent grouphosts an Afterschool Alliance Lights OnAfterschool event to raise awarenessabout the importance of after-schoolprograms.

The school informs parents of after-school opportunities.

For example, fliers about school-basedas well as community-based programsare sent home with the student. E-mail,Web announcements, and phone callsin families’ home languages are alsoutilized.

Level 3

Level 2

Level 1

Not here yet



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Indicators


Your CurrentLevel

Level 3Excelling


Level 2Progressing


Level 1Emerging


Understandinghow the schooland districtoperate

The school district offers workshopsfor family members about schooland district programs, policies, andresources, and the skills to accessthem. The workshops are offeredin various languages and locations inthe community.

For example, workshops are offered onparent and student rights under Title 1.

The PTA/parent group and schoolcollaborate to inform the school com-munity about how the school andschool district operate and the roleof parent involvement in the school.

For example, the PTA/parent group andschool staff cohost a fall orientationwhere families can learn about pro-grams for academic and social growth,tour the school, and meet the entireschool staff. Interpreters are available.

The principal provides all parentswith information on the school’s mission, goals, and organizationalstructure.

For example, the school handbookis available in print and on the schoolwebsite. It is also available in variouslanguages as needed.

Level 3

Level 2

Level 1

Not here yet


Standard 4—Speaking Up for Every ChildFamilies are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

Goal 1: Understanding How the School System Works: Do parents know how the local school and district operate and how to raisequestions or concerns about school and district programs, policies, and activities? Do they understand their rights and responsibilitiesunder federal and state law as well as local ordinances and policies?


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Standard 4—Speaking Up for Every Child, continued

Indicators



Understandingrights andresponsibilitiesunder federaland state laws

A network of PTA/parent group members helps other families exercise their rights understate and federal education laws.

For example, the PTA/parent groupengages its members to use state andfederal mandates to develop a ParentBill of Rights.

The PTA/parent group invites districtstaff to talk about parent rights and responsibilities under state andfederal laws.

For example, parent advocates helpfamilies understand their options iftheir school does not make progressunder their state’s accountability system.*

The PTA/parent group distributeswritten materials about parentinvolvement mandates in state andfederal programs, such as the EveryStudent Succeeds Act (ESSA)* andIndividuals with Disabilities Act(IDEA).**

For example, information about eachof these mandates is posted on theschool’s website with links to otherprograms related to these mandates.

Level 3

Level 2

Level 1

Not here yet

Learning aboutresources

Guidance counselors, parent advo-cates, and teachers work with fami-lies to take advantage of resourcesand programs that support studentsuccess. They target families whomay not know how to access theseresources.

For example, they work with familieswhose children are underrepresentedin advanced classes to encourage theirsons and daughters to take higher-level courses.

Meetings at school and in the com-munity help families better under-stand students’ options for extraacademic support or enrichment.

For example, the PTA/parent groupand school cosponsor informationalsessions on after-school and summerlearning programs.

The PTA/parent group helps developand distribute information aboutavailable programs and resources,such as magnet programs in math,science, and Advanced Placementclasses.

For example, the school and parentgroup create a school handbook withacademic resources that is availablein all languages spoken in the community.

Level 3

Level 2

Level 1

Not here yet

* The Every Student Succeeds Act (ESSA) is the latest reauthorization of the Elementary and Secondary Education Act/No Child Left Behind (ESEA/NCLB) and theprimary law governing the federal role in K-12 public education. It includes significant family engagement policies and activities to improve student achievement.

** The Individuals with Disabilities Act (IDEA) of 2004 is a federal law ensuring services to children with disabilities. IDEA governs how states and public agenciesprovide early intervention, special education, and related services.


25



Indicators



Resolvingproblems andconflicts

School staff and the PTA/parentgroup jointly plan strategies to helpparents, teachers, and students identify and resolve problemsand conflicts at school.

For example, conflict resolution classesare offered to help parents, students,and teachers learn effective ways toresolve conflicts at home and at school.

The school has a clear, written procedure for resolving concernsor problems.

For example, a committee of schoolstaff and PTA/parent group leadersis established to ensure that concernshave been addressed, and that furtheraction is taken if needed.

The PTA/parent group provides information to all parents on howto resolve problems at school.

For example, a Guide to Identifyingand Resolving Problems at Schoolis developed and made availableon the school website and in print,in appropriate languages.

Level 3

Level 2

Level 1

Not here yet


26



Goal 2: Empowering Families to Support Their Own and Other Children’s Success in School: Are parents prepared to monitor students’ progress and guide them toward their goals through high school graduation, postsecondary education, and a career?

Indicators



Developingfamilies’capacity tobe effectiveadvocates

The PTA/parent group works with theprincipal to establish school policesthat support parents as advocates.

For example, the school handbookincludes a number of resources (e.g.,information on parent rights under federal and state education mandates,local district policies, requirementsfor promotion and/or graduation, andnumbers to call for additional support)that help prepare parents to be advo-cates for their and other children.

The PTA/parent group offers parentsopportunities to learn advocacystrategies and techniques.

For example, workshops and otherinformation sessions are offered tohelp parents learn how to ask the rightquestions about their child’s progressin school.

The PTA/parent group collects anddisseminates useful information onhow to be an effective advocate forstudent success.

For example, the PTA/parent groupprovides monthly tips (on the schoolwebsite and in print) on how to bean advocate for student success.

Level 3

Level 2

Level 1

Not here yet

Planning forthe future

The school has created partnershipswith colleges and universities andlocal businesses to expand opportu-nities for career exploration andpreparation.

For example, advanced students haveopportunities to take courses at thelocal college or university. Businessesoffer internships for students duringthe school year and summer.

The PTA/parent group and schoolstaff help prepare parents and stu-dents to make informed decisionsthat connect career interests withacademic programs.

For example, information sessions areoffered to help parents and studentsidentify career interests and goals.They then can focus on the skillsand education needed to be successfulin that career.

With support from the PTA/parentgroup, the school offers opportunitiesfor students to explore careers.

For example, local employers are invited to speak at a school careerexpo, and asked to offer field tripsto work sites.

Level 3

Level 2

Level 1

Not here yet


27


Indicators



Smoothingtransitions

A transition program developed byPTA/parent group leaders and schoolstaff helps parents feel connectedand remain involved as their childrenprogress through school.

For example, informational sessionsexplain how expectations, standards,and approaches to teaching changefrom elementary to middle and highschool.

School staff and PTA/parent groupleaders reach out to new studentsand their families before the nextschool year starts, offering an orien-tation to the school, opportunitiesto participate in school-sponsoredactivities, and to meet other studentsand parents.

For example, the PTA/parent groupassigns “buddies” to new students andconnects families to parent mentors.

Spring orientation programs cospon-sored by the school and PTA/parentgroup help prepare students for thenext grade level or school.

For example, an elementary schoolorganizes visits to the middle schoolfor parents and students, who aregiven an opportunity to familiarizethemselves with the new environmentand to ask questions.

Level 3

Level 2

Level 1

Not here yet



28



Indicators



Engaging incivic advocacyfor studentachievement

The PTA/parent group partners withother education advocates to mobilizeschool and community support aroundissues that affect student learning.

For example, “parent café conversa-tions” are held on the need for smallerclass sizes, after-school programs, orfunding for a middle school science lab,resulting in families advocating for theseimprovements before the school board.

PTA/parent group leaders offer discussions on policy issues andorganize families to testify at localpublic hearings on school needs.

For example, the PTA/parent groupinvites school board members to givean informal budget briefing and holdsa voter registration drive.

PTA/parent group leaders help families learn about political issuesaffecting education.

For example, the PTA/parent groupsponsors local candidate forums dur-ing election campaigns.

Level 3

Level 2

Level 1

Not here yet



29



Indicators


Your CurrentLevel

Level 3Excelling


Level 2Progressing


Level 1Emerging


Having a voicein all decisionsthat affectchildren

The school has established policy toensure that parents have an equalvoice in all major decisions thataffect children, such as principalselection and budget allocation.

For example, 50% of the SchoolImprovement Team is made up of parents. The PTA/parent group leaderholds a permanent seat and makesrecommendations for additional parent members.

The PTA/parent group and schoolhost dialogues with families andschool personnel about issues andpolicies to gain their ideas andinsights.

For example, proposed changes inthe grading system are discussedat the school and in neighborhood settings during the day and evening,with interpreters as needed.

The school informs families aboutissues or proposed changes, andgives them an opportunity torespond.

For example, the school informs families in advance about changesin the school schedule or building renovations, and offers contact information in case families havequestions.

Level 3

Level 2

Level 1

Not here yet


Standard 5—Sharing PowerFamilies and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs.

Goal 1: Strengthening the Family’s Voice in Shared Decision Making: Are all families full partners in making decisions that affecttheir children at school and in the community?


30


Standard 5—Sharing Power, continued

Indicators



Addressingequity issues

PTA/parent group leaders work withthe school improvement team toadopt effective strategies to engagefamilies in reducing achievementgaps between groups of students.

For example, families, faculty, andcommunity members join in open dialogue with the school improvementteam about root causes of the achieve-ment gap, and identifies strategies toclose that gap.

PTA/parent group leaders workwith school staff to address barriersto family involvement and student success that are related to diversityin race, income, and culture.

For example, van pools are establishedfor families whose students are busedfrom distant neighborhoods so theycan take part in math and sciencenights.

The PTA/parent group identifies barriers to working with school staffon issues such as low attendancethat affect student achievement.

For example, parents and faculty workon shared strategies and jointly deter-mine best practices in raising studentattendance.

Level 3

Level 2

Level 1

Not here yet

Developing parent leadership

PTA/parent group leaders aretrained in facilitation skills suchas brainstorming, role-plays, andsmall-group activities that encourageeveryone to speak.

For example, PTA/parent group leadersuse these skills to facilitate regularschoolwide meetings to discuss ideasfor improving school climate and student achievement.

PTA/parent group leaders recruitinterested families from all back-grounds and neighborhoods to vol-unteer (both in and out of school—according to their schedules), siton a committee, and run for office.

For example, leaders survey families tofind out their interests and skills, andfollow up with opportunities where theymight be able to help.

PTA/parent group leaders reach outto parents with diverse backgroundsand invite them to become involvedin the PTA/parent group.

For example, leaders greet families asthey bring their children to schoolevents, and get their ideas for familylearning activities.

Level 3

Level 2

Level 1

Not here yet


31



Goal 2: Building Families’ Social and Political Connections: Do families have a strong, broad-based organization that offers regularopportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders?

Indicators



Connectingfamilies tolocal officials

The principal and parent leaders personally invite public officials tomeetings to discuss ideas, issues,and problems in the community.

For example, as a result of ongoingconcerns for student safety raisedby parents, representatives from thepolice department, the department ofpublic works, and the school boardare invited to an open meeting at theschool to address the problem andpropose solutions.

The school and PTA/parent grouphost regular meetings with local offi-cials, such as school board members,local police, and other communityleaders, so that families can learnabout resources in the community.

For example, the PTA/parent groupplans a community resource fair thatincludes representatives from the public and private sectors to provideinformation about their programs.

The school and PTA/parent groupprovide written materials in multiplelanguages on local government andcommunity services.

For example, the PTA/parent groupsupplies voter registration forms inthe school’s front office.

Level 3

Level 2

Level 1

Not here yet


32




Indicators



Developingan effectiveparent involve-ment organi-zation thatrepresentsall families

The PTA/parent group leaders buildthe organization’s effectiveness byrecruiting and maintaining a leader-ship team that reflects the schooland community and by aligning allprograms and practices with PTA’sNational Standards for Family-SchoolPartnerships.

For example, the PTA leadership teamholds focus groups and communitydiscussions throughout the schoolcommunity to identify issues and inviteparticipation on planning committeesbased on the National Standards.

The PTA/parent group leaders reachout to families who are not involvedat the school to identify interests,concerns, and priorities.

For example, parent leaders and schoolstaff have a “back-to-school” walk andmeet with families at local beautyshops, laundromats, parks, places ofworship, and other community gather-ing spots for open conversations.

PTA/parent group leaders receiveleadership training.

For example, all parents interested inleadership roles in the school are invit-ed to participate in leadership training,and those holding such positions arerequired to participate.

Level 3

Level 2

Level 1

Not here yet


33



Indicators


Your CurrentLevel

Level 3Excelling


Level 2Progressing


Level 1Emerging


Linking tocommunityresources

School staff and the PTA/parentgroup create a comfortable, invitingfamily resource center. Staff and par-ent volunteers inform families aboutservices, make referrals to programs,and plan activities.

For example, the family resource centerat the school is available to the com-munity to provide services on site suchas a used clothing exchange, dentalclinic, and summer program expo.

School staff work with the PTA/parentgroup to determine and describecommunity resources for studentsand families.

For example, with support from thePTA/parent group and faculty, middleand high school students map all thecommunity resources and create anonline and print guide (in appropriatelanguages) for distribution to familiesand throughout the community whilethey earn credits for service-learning.

School staff and the PTA/parentgroup collect information for familiesabout community resources.

For example, the school office has abulletin board and resource table withbrochures about local colleges, healthservices, sports teams, and service-learning opportunities.

Level 3

Level 2

Level 1

Not here yet


Standard 6—Collaborating with CommunityFamilies and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

Goal 1: Connecting the School with Community Resources: Do parent and school leaders work closely with community organizations,businesses, and institutions of higher education to strengthen the school, make resources available to students, school staff, and families,and build a family-friendly community?


34


Standard 6—Collaborating with Community, continued

Indicators



Organizingsupport fromcommunitypartners

Community and business represen-tatives work with school and parentleaders to assess needs and developprograms to support student successand find creative ways to providefunding and staff.

For example, the local Rotary Club collaborates with the school and par-ents to create a Student LeadershipAcademy.

School staff and parents reach outto community organizations andbusinesses about offering donationsand sponsoring scholarship programs.

For example, the PTA/parent groupappeals to local businesses to sponsora family science program.

The PTA/parent group invites community leaders to make presen-tations on programs available to chil-dren and families outside of school.

For example, the PTA/parent groupplans an After-school or SummerCamp Resource Fair.

Level 3

Level 2

Level 1

Not here yet

Turning theschool intoa hub of community life

School facilities such as the computer lab, library/media center,classrooms, and gym are open year-round for broad community use.

For example, PTA/parent group members work with community mem-bers to run micro-enterprises such asparty planning, Web design, and computer programming.

Adult education, recreation, and GEDprograms are offered after hours atthe school.

For example, based on a survey, class-es are offered in creative writing, Webdesign, English as a Second Language,storytelling, cooking, computer repair,plumbing, hair braiding, and playingthe drums.

A variety of community groupsuse school facilities for events andactivities during the school year.

For example, the PTA/parent groupapproaches scout groups and 4-Hclubs about organizing chaptersthat can meet at the school.

Level 3

Level 2

Level 1

Not here yet


35



Standard 6—Collaborating with Community, continued

Indicators



Partneringwith commu-nity groupsto strengthenfamilies andsupport stu-dent success

Teachers and families work withgrassroots groups to develop solutions to local problems.

For example, community groupsdonate supplies and labor to workwith families and students on fixingup a deteriorating park, renovatinga home for a needy family, or plantinga community garden.

The PTA/parent group works withschool staff to sponsor student businesses to bring student skillsto the community.

For example, high school studentsstart up a local café and bookstore,offer graphic design and printing, ordo carpentry and light home repair.

School staff and the PTA/parentgroup partner with local communityevent organizers to sponsor resourcefairs.

For example, holding a health expoat a Cinco de Mayo celebration ora job fair on a soccer field.

Level 3

Level 2

Level 1

Not here yet


California State PTA’s School Smarts Parent Engagement Program

A new model for creating meaningful and diverse parent involvement

www.capta.org

36

About PTAPTA comprises millions of families,students, teachers, administrators,and business and communityleaders devoted to the educationalsuccess of children and thepromotion of parent involvement inschools. PTA is a registered 501(c)(3)nonprofit organization that pridesitself on being a powerful voice forall children, a relevant resource for

families and communities, and a strong advocate for publiceducation. Membership in PTA is open to anyone whowants to be involved and make a difference for theeducation, health, and welfare of children and youth.

About California State PTACalifornia State PTA connects families, schools and commu-nities, reaching millions of families in California throughmembers, local associations and allied agencies. PTA is the nation's largest volunteer child-advocacy associationworking to improve the education, health and welfare of all children. For more information: www.capta.org.

Discover

The Power of Partnershipswww.pta.org

Family Engagement Research Briefs

Decades of research indicates that students with involved parents are more likely to attend school regularly, perform better in school,develop better social skills and go on to post-secondary education. For more information and to view family-engagement research briefs:http://capta.org/focus-areas/family-engagement/

© 2016 California State PTA © 2008 PTA All rights reserved. Printed in U.S.A. (12/08)

and everychild.onevoice. are registered service marks of the National Congress of Parents and Teachers.

(800) 307-4PTA (4782)[email protected] R www.pta.org

®

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Documents

PTA National Standards for Family-School Partnerships ...downloads.capta.org/edu/e-school-finance...PTA National Standards for Family-School Partnerships Assessment Guide ... The PTA