Background
Epstein Model
Program Ideas
Core Team
News Briefs
Resources
Brochure
Knowledge Bank

During the winter of the 1995-96 school year, a focus group of parents and community members met to discuss how the District 203 staff could improve communication between our schools, families and community members.  A recommendation from the focus group suggested a need for more parent involvement in our schools.  As a result, the District researched different Parent Involvement models throughout school districts in the U.S.

Representatives attended a seminar at The Institute for Development of Education Activities where they were introduced to the Joyce Epstein Framework of Six Types of Involvement as a foundation to promote better parent involvement in our district.

The District adopted this model and the Parent Involvement Core Team (or School Family Community Partnership as it is now called) was initiated during the summer of 1996.  SFCP teams at the individual schools were organized during the fall of 1996.  Today, there are over 260 parents, teachers, administrators and community members actively involved in this initiative across our 21 schools sponsoring 100+ individual programs.

Since the start of this initiative, many of our schools' best practices have been featured in the National Network of Partnership Schools annual Promising Partnership Practices book.  In addition, three of our schools have received the National Network's Partnership School Award for Excellence and the District Core Team has received the Network's District Award for Excellence four years in a row.

In her research report titled Caring for the Children We Share Dr. Epstein states, "The way schools care about children is reflected in the way schools care about the children's families.  If educators view children simply as students, they are likely to see the family as separate from the school.  That is, the family is expected to do its job and leave the education of children to the schools.  If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development.  Partners recognize their shared interest in and responsibilities for children, and they work together to create better programs and opportunities for students. 

There are many reasons for developing school, family, and community partnerships.  They can improve school programs and school climate, provide family services and support, increase parents' skills and leadership, connect families with others in the school and in the community, and help teachers with their work.  However, the main reason to create such partnerships is to help all youngsters succeed in school and in later life.  When parents, teachers, students, and others view one another as partners in education, a caring community forms around students and begins its work.

The overlapping spheres of influence recognize that there are three major contexts in which students learn and grow - the family, the school, and the community.   In this model, there are some practices that schools, families, and communities conduct separately and some they conduct jointly in order to influence children's learning and development.

The model locates the student at the center.  The inarguable fact is that students are the main actors in their education, development, and success in school.  School, family, and community partnerships cannot simply produce successful students.  Rather, partnership activities may be designed to engage, guide, energize, and motivate students to produce their own successes.  The assumption is that if children feel cared for and encouraged to work hard in the role of student they are more likely to do their best to learn to read, write, calculate, and learn other skills and talents and to remain in school.

A framework of six major types of involvement has evolved from many studies and from many years of work by educators and families in elementary, middle, and high schools.  The framework allows schools to develop more comprehensive programs of school, family and community partnership. 

Each type of involvement induces many different practices of partnership and implementation of partnerships will vary.  However, if done well, all can positively impact students, teachers and parents.  A well-designed and well-implemented program will include all six types of involvement to some degree and be linked to the individual school goals.

Individual schools develop custom programs within the six types of involvement to help achieve their specific school improvement goals and provide opportunities for parents and community members to become active partners in the education of their children at each grade level. Listed below are a few program examples from six of our schools. Click on each "Type of Involvement" below for a listing of District 203 programs (PDF format).

Goal of Activity - To provide Maplebrook families with the necessary resources to enhance their parenting skills that will ultimately maximize children's learning and social growth.

Description of Activity - Maplebrook conducted monthly Parenting Seminars with Core Inc. Counseling to first access the needs of parents and families and then to address topics of mutual interest and concern.

Goal of Activity - To ease the transition to middle school for incoming 6th graders and their families by hosting a fun activity early in the school year.

Description of Activity - WJHS hosted an informal picnic for all 6th grade students and their families as a way to informally meet all the teachers and staff.  Initially, teachers planned/worked the picnic, but parents now assume that responsibility to allow teachers to mingle with all the families.

Goal of Activity - Improve communication between the parents and school and make decisions based on that input and communication.

Description of Activity - A school-wide survey was distributed to families, asking key questions on specific Highlands' programs and overall school performance.  The results were compiled, summarized, and compared using District 203 and Highlands school benchmarks.  Survey results were shared with specific committees plus the Building Leadership Team and became the basis for future school decision making.

Goal of Activity - Family Connection is a volunteer group of Naperville North families, working together with the NNHS Health and Guidance staff and the business community, to lend a helping hand to Naperville North families experiencing difficult times.

District 203 has an SFCP Core Team whose mission is to promote, facilitate, and support the individual school Action Team's work and act as liaison to the National Network, other school district initiatives, and community organizations.

The team is comprised of parents, principals and staff  representatives for the three school levels, as well as members of the community, district administration, school board, and Executive Board of Home and School.

1. Promote understanding and support of Joyce Epstein's framework within individual school action teams and other key constituents (e.g. School Board, Chamber, Community, etc.)

2. Facilitate networking opportunities between the 21 schools and connect with other district & community initiatives that strengthen school, family, and community partnerships.

3. Support the individual school Action Teams with training, tools, and ideas.