PTA National Standards

Appendix A  Excerpted with permission from National PTA’s National Standards for    Parent/Family Involvement Programs, © 1998. Communication between home and school is regular, two-way, and meaningful. Communication is the foundation of a solid partnership. When parents and educators communicate effectively, positive relationships develop, problems are more easily solved, and students make greater progress. Too often school or program communication is one-way without the chance to exchange ideas and share perceptions. Effective home-school communication is the two-way sharing of information vital to student success. Even parent-teacher conferences can be one-way if the goal is merely reporting student progress. Partnering requires give-and-take conversation, goal setting for the future, and regular follow-up interactions. Quality Indicators Successful programs: 1. Use a variety of communication tools on a regular basis, seeking to facilitate two-way interaction through each type of medium. 2. Establish opportunities for parents and educators to share partnering information such as student strengths and learning preferences. 3. Provide clear information regarding course expectations and offerings, student placement, school activities, student services, and optional programs. 4. Mail report cards and regular progress reports to parents. Provide support services and follow-up conferences as needed. 5. Disseminate information on school reforms, policies, discipline procedures, assessment tools, and school goals, and include parents in any related decision-making process. 6. Conduct conferences with parents at least twice a year, with follow-up as needed. These should accommodate the varied schedules of parents, language barriers, and the need for child care. 7. Encourage immediate contact between parents and teachers when concerns arise. 8. Distribute student work for parental comment and review on a regular basis. 9. Translate communications to assist non-English-speaking parents. 10. Communicate with parents regarding positive student behavior and achievement, not just regarding misbehavior or failure. 11. Provide opportunities for parents to communicate with principals and other administrative staff. 12. Promote informal activities at which parents, staff, and community members can interact. 13. Provide staff development regarding effective communication techniques and the importance of regular two-way communication between the school and the family. Return to top Program Orientation At the beginning of the school or program year, offer orientation sessions that include the following: Course or program expectations and goals Developmental and skills information Information on how/when to contact program staff or administration Process for handling program questions/concerns Strategies to support learning at home Testing/assessment information and procedures Always include a time for questions and answers to address specific parent or family concerns. If possible, provide a video recording of the event to share with those unable to attend. Building Partnerships With so many students, how can educators build effective partnerships with each of their parents? One teacher sets aside 10 minutes a day to telephone, e-mail, or send postcards to parents. Once a month the teacher is able to make at least two contacts with each family represented in the class. Most conversations focus on student successes and upcoming activities for parents and families. Because of the consistent contact and accessibility, parents are more eager to respond and support student/class goals. Return to top

Sample Applications Use a Variety of Communication Tools Explore program and community support options for improving mail, telephone, fax, or e-mail access and use for educators and parents. For example, automated phone systems are a powerful tool for getting information to parents-from daily assignments and attendance reports, to parenting tips and student achievement information. Create class or program newsletters for parents that contain tips for helping children learn in the home, fun activities to do as a family, and other useful ideas. Establish a routine method for parents to review their children's work on a regular basis. For example, use manila envelopes or folders to send student work home each week with a place for parent comments on the front cover. Implement additional feedback opportunities for parents and family members such as surveys on current program issues or special parent guest columns in the school newsletter. Sponsor program or community events that allow educators and parents to interact on a social basis in addition to standard parent-teacher conferences or school/program meetings. Develop a parent handbook to provide positive, practical information about your school or program. Include information on how parents can support their child's efforts to succeed.

Parenting

Quality Indicators:
Successful Programs | Sample Applications

Parenting skills are promoted and supported.

Parents are a child's life support system. Consequently, the most important support a child can receive comes from the home.
School personnel and program staff support positive parenting by respecting and affirming the strengths and skills needed by parents to fulfill their role. From making sure that students arrive at school rested, fed, and ready to learn, to setting high learning expectations and nurturing self-esteem, parents sustain their children's learning.
When staff members recognize parent roles and responsibilities, ask parents what supports they need, and work to find ways to meet those needs, they communicate a clear message to parents: "We value you and need your input" in order to maintain a high-quality program.
Quality Indicators
Successful programs:
1. Communicate the importance of positive relationships between parents and their children.
2. Link parents to programs and resources within the community that provide support services to families.
3. Reach out to all families, not just those who attend parent meetings.
4. Establish policies that support and respect family responsibilities, recognizing the variety of parenting traditions and practices within the community's cultural and religious diversity.
5. Provide an accessible parent/family information and resource center to support parents and families with training, resources, and other services.
6. Encourage staff members to demonstrate respect for families and the family's primary role in the rearing of children to become responsible adults.  

Return to top

Respecting Diverse Family Cultures and Traditions Quality schools and programs must be culturally sensitive to increasingly diverse student and family populations. Appreciating the traditions of families from various cultures requires, first of all, an awareness and acceptance of their differences. Find ways to help parents and families value and share their distinctiveness. Cultural fairs or other opportunities to celebrate specific ethnic holidays or traditions may help parents and family members develop a sense of belonging and ownership in the school and community. Making resources available in the parents' first language remains critical in responding to the needs and concerns of the parents and families served.

Parent and Family Resource Centers Designate an area in your school or community for parents and family members to call their own. The "center" should be tailored to respond to the issues and concerns of your school or program members. The center's function could vary from providing an informal gathering place for parents to share information, to providing comprehensive access to community services. A wide array of family resource and support materials including videos, brochures, and other publications are often included. Some centers have expanded to provide parenting workshops, toy-lending libraries, or English as a Second Language (ESL) classes. Highlighting "what's new at the family center" in each school newsletter and sponsoring special family or education events at the center throughout the year helps to increase the center's visibility and effectiveness.

Standard III

Student Learning

Quality Indicators:
Successful Programs | Sample Applications

Parents play an integral role in assisting student learning.

Student learning increases when parents are invited into the process by helping at home. Enlisting parents' involvement provides educators and administrators with a valuable support system-creating a team that is working for each child's success.
The vast majority of parents are willing to assist their students in learning, but many times are not sure what assistance is most helpful and appropriate. Helping parents connect to their children's learning enables parents to communicate in powerful ways that they value what their children achieve. Whether it's working together on a computer, displaying student work at home, or responding to a particular class assignment, parents' actions communicate to their children that education is important.
Quality Indicators
Successful programs:
1. Seek and encourage parental participation in decision-making that affects students.
2. Inform parents of the expectations for students in each subject at each grade level.
3. Provide information regarding how parents can foster learning at home, give appropriate assistance, monitor homework, and give feedback to teachers.
4. Regularly assign interactive homework that will require students to discuss and interact with their parents about what they are learning in class.
5. Sponsor workshops or distribute information to assist parents in understanding how students can improve skills, get help when needed, meet class expectations, and perform well on assessments.
6. Involve parents in setting student goals each year and in planning for post-secondary education and careers. Encourage the development of a personalized education plan for each student, where parents are full partners.
7. Provide opportunities for staff members to learn and share successful approaches to engaging parents in their child's education.  

Return to top

How Much Help Is Too Much? Offer suggestions to parents on how they can help their children learn, including questions to ask and practical ways to practice skills. One English teacher describes how parents can ask questions and make suggestions to help students learn and practice writing skills. Studies have found that writing improves when students seek advice from others and write for an audience. Parents and family members can provide that needed feedback and support.

Student-Parent Workshops Provide brief workshops on specific topics of interest to students and parents. Topics might include a series on study skills, new information on a particular curriculum area such as math or science, or college and career planning. When applicable, include hands-on learning activities and detailed information to help both parents and students practice new skills.

Sample Home-to-School Communication Design homework assignments to include parent sign-off. Provide instructions about what to look for in each assignment, and offer a quick check-off response such as: [ ]My child understands and correctly applies this skill. [ ]My child needed help on this, but overall seems to understand this lesson. [ ]My child needs further instruction on this skill/lesson. Other comments ____________________ Parent signature ____________________

National Standards for Parent/Family Involvement Programs - National PTA Standard IV Volunteering Quality Indicators: Successful Programs | Sample Applications Parents are welcome in the school, and their support and assistance are sought. When parents volunteer, both families and schools reap benefits that come in few other ways. Literally millions of dollars of volunteer services are performed by parents and family members each year in the public schools. Studies have concluded that volunteers express greater confidence in the schools where they have opportunities to participate regularly. In addition, assisting in school or program events/activities communicates to a child, "I care about what you do here." In order for parents to feel appreciated and welcome, volunteer work must be meaningful and valuable to them. Capitalizing on the expertise and skills of parents and family members provides much needed support to educators and administrators already taxed in their attempts to meet academic goals and student needs. Although there are many parents for whom volunteering during school hours is not possible, creative solutions like before- or after-school "drop-in" programs or "at home" support activities provide opportunities for parents to offer their assistance as well. Quality Indicators Successful programs: 1. Ensure that office staff greetings, signage near the entrances, and any other interaction with parents create a climate in which parents feel valued and welcome. 2. Survey parents regarding their interests, talents, and availability, then coordinate the parent resources with those that exist within the school and among the faculty. 3. Ensure that parents who are unable to volunteer in the school building are given the options for helping in other ways, at home or place of employment. 4. Organize an easy, accessible program for utilizing parent volunteers, providing ample training on volunteer procedures and school protocol. 5. Develop a system for contacting all parents to assist as the year progresses. 6. Design opportunities for those with limited time and resources to participate by addressing child care, transportation, work schedule needs, and so forth 7. Show appreciation for parents' participation, and value their diverse contributions. 8. Educate and assist staff members in creating an inviting climate and effectively utilizing volunteer resources. 9. Ensure that volunteer activities are meaningful and built on volunteer interests and abilities. Return to top Volunteer Orientation Take time to train volunteers regarding school or program protocols, routines and procedures, volunteer expectations, and equipment usage. In addition, provide a central location for volunteers to work with secure places for personal belongings. Give clear instructions for completing volunteer tasks as well as the appropriate staff or teacher contact name if more information is needed. Look for creative ways to show appreciation for volunteer support on an ongoing basis. Volunteer Information Packet As part of the volunteer orientation, provide a packet containing the following important information: Accident procedures Building map Emergency exit plans Equipment operating instructions Parking information School or program handbook Sign-in/out policies Suggestion forms Volunteer welcome letter and list of benefits Volunteer work locations Where to go for help and supplies

National Standards for Parent/Family Involvement Programs - National PTA Standard V School Decision Making and Advocacy Quality Indicators: Successful Programs | Sample Applications Parents are full partners in the decisions that affect children and families. Studies have shown that schools where parents are involved in decision making and advocacy have higher levels of student achievement and greater public support. Effective partnerships develop when each partner is respected and empowered to fully participate in the decision-making process. Schools and programs that actively enlist parent participation and input communicate that parents are valued as full partners in the educating of their children. Parents and educators depend on shared authority in decision-making systems to foster parental trust, public confidence, and mutual support of each other's efforts in helping students succeed. The involvement of parents, as individuals or as representative of others, is crucial in collaborative decision-making processes on issues from curriculum and course selection, to discipline policies and over-all school reform measures. Quality Indicators Successful programs: 1. Provide understandable, accessible, and well-publicized processes for influencing decisions, raising issues or concerns, appealing decisions, and resolving problems. 2. Encourage the formation of PTAs or other parent groups to identify and respond to issues of interest to parents. 3. Include parents on all decision-making and advisory committees, and ensure adequate training for such areas as policy, curriculum, budget, school reform initiatives, safety, and personnel. Where site governance bodies exist, give equal representation to parents. 4. Provide parents with current information regarding school policies, practices, and both student and school performance data. 5. Enable parents to participate as partners when setting school goals, developing or evaluating programs and policies, or responding to performance data. 6. Encourage and facilitate active parent participation in the decisions that affect students, such as student placement, course selection, and individual personalized education plans. 7. Treat parental concerns with respect and demonstrate genuine interest in developing solutions. 8. Promote parent participation on school district, state, and national committees and issues. 9. Provide training for staff and parents on collaborative partnering and shared decision making. Return to top Parent Involvement in Making Program Decisions By recruiting parent representatives to serve on committees dealing with policies and program decisions, administrators acknowledge the importance of parents' knowledge of and experience with children. To ensure ongoing effective parent participation in the decision-making process, policy makers can work to create an environment where parents can: Attend open meetings on school/program issues Receive clear program goals and objectives Ask questions without fear of intimidation Understand confusing terminology and jargon Monitor the steps taken to reach program goals Assist their children in understanding program expectations and changes Volunteer Information Packet Promoting positive, constructive parent advocacy begins with frequently publicizing the process for dealing with concerns. Parents need to understand the steps to problem solving and feel that the administration is genuinely interested in responding to their concerns in a constructive and fair manner. The process should include identifying the problem, keeping the focus on the student's needs, avoiding blaming, meeting with the proper person(s) involved, gathering pertinent facts and information, brainstorming potential solutions, developing an action plan, and implementing and checking on progress. Repeat each step as necessary to resolve the problem.

National Standards for Parent/Family Involvement Programs - National PTA Standard VI Collaborating With Community Quality Indicators: Successful Programs | Sample Applications Community resources are used to strengthen schools, families, and student learning. As part of the larger community, schools and other programs fulfill important community goals. In like fashion, communities offer a wide array of resources valuable to schools and the families they serve. When schools and communities work together, both are strengthened in synergistic ways and make gains that outpace what either entity could accomplish on its own: Families access community resources more easily; Businesses connect education programs with the realities of the workplace; Seniors contribute wisdom and gain a greater sense of purpose; and ultimately, Students serve and learn beyond their school involvement. The best partnerships are mutually beneficial and structured to connect individuals, not just institutions or groups. This connection enables the power of community partnerships to be unleashed. Quality Indicators Successful programs: 1. Distribute information regarding cultural, recreational, academic, health, social, and other resources that serve families within the community. 2. Develop partnerships with local business and service groups to advance student learning and assist schools and families. 3. Encourage employers to adopt policies and practices that promote and support adult participation in children's education. 4. Foster student participation in community service. 5. Involve community members in school volunteer programs. 6. Disseminate information to the school community, including those without school-age children, regarding school programs and performance. 7. Collaborate with community agencies to provide family support services and adult learning opportunities, enabling parents to more fully participate in activities that support education. 8. Inform staff members of the resources available in the community and strategies for utilizing those resources. Return to top Employer Support Innovative businesses have established policies that enable parents to support their children's learning more easily. Some are allowing parents to adjust work schedules to attend parent-teacher conferences or serve as volunteers. Other employers distribute school and program information or recognize employees who give personal time to support schools. Potential Partners Within each community is a unique mix of organizations and service agencies that can offer valuable supports to parents and families. Consider the following partner categories: Businesses Chamber of commerce Charitable organizations Churches Civic groups Foundations Local government Local media Military groups Nonprofit associations Senior citizens Youth groups Community Service Learning More and more schools are providing students with the opportunity to learn by serving in the community. From soup kitchens and clean-up projects, to volunteer activities in government and business, these hands-on student opportunities are especially powerful when linked to class discussions and curriculum objectives. In some cases where student skills have been linked to employee needs, not only have employers expanded opportunities for student learning, but their companies have also benefited. Through these programs, employers are able to complete important projects, while students benefit from new learning experiences in actual work settings.