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San Diego State University

Center for Family, School, Community Engagement

About the California Parent Center

Research-Based Model and Approach

The CPC technical assistance approach for districts and schools is based on a set of Core Beliefs grounded in research and years of experience working with schools and families, and is supported by a research-based model.

Core Beliefs:

  • When families are involved at home and at school, children do better in school and their schools improve.
  • Parental support and advocacy have protective effects on children and help them stay in school and on track to graduate.
  • Most parents will do something more or different if approached respectfully and with practical information they can use.
  • Educators need and deserve the support of their students' families and the school community to help each child succeed.
  • Effective partnership programs are based on data reflecting student needs, built on existing successful efforts and co-constructed by educators and parent leaders.
  • Leadership from administrators, teachers, and parents is essential for organizing effective home-school partnerships to support increased student achievement.

Model and Approach:

CPC’s approach, the Achievement-Focused Partnership Model, has been adapted and developed from the work of the National Network of Partnership Schools at Johns Hopkins University. This comprehensive model is designed to help districts and schools use family involvement as a powerful school improvement strategy.

The Achievement-Focused Partnership Model includes:

  1. A typology for School-Family-Community Partnerships, based on the work of National Network of Partnership Schools, with important adaptions and additions developed by the CPC, and
  2. A Framework for Implementation developed for California districts and schools.

1. CPC Typology for School-Family-Community Partnerships

  1. Parenting---Families providing basic support for children’s health, growth and development and schools providing assistance and information to help parents support children’s developmental ages and stages from preschool through high school
  2. Communicating---Regular two-way communication between families and schools about educational standards/expectations, children’s progress, educational programs and choices
  3. Volunteering/Participating---Development of volunteer opportunities for parents and community and opportunities to attend and participate in school/program activities for children
  4. Learning at Home---Information, resources, and materials to assist families to support and monitor their children’s learning
  5. Decision Making and Advocacy---Educators and parent leaders working together on advisory/decision making groups, development of parent leaders and parents advocating for children
  6. Connecting---Identifying and connecting families to community services and resources, connecting community and families to the school and connecting families with each other
  7. Relationship Building-XO—Establishing a welcoming school environment, celebration events, and activities to establish positive relationships among families, schools and community that can serve as a “gateway” for strengthening partnerships

2. Framework for Implementation

  1. Establish a Partnership Team of educators and parent leaders, and connect it as a subcommittee to the School Site Council or other decision-making body
  2. Provide training/support for the Partnership Team to guide development of a comprehensive Partnership Plan, based on student data and other indicators of student/family needs and using the Typology for School-Family-Community Partnerships
  3. Align the Partnership Plan to directly support the school’s academic goals for students and Single Plan for Student Achievement
  4. Identify resources (human and fiscal) for implementation
  5. Implement the Partnership Plan activities
  6. Evaluate progress, adjust, and strengthen the Partnership Plan
  7. Celebrate successes
  8. Continue implementation of the improved Partnership Plan