1) When effective, sustained partnerships are in place...we see educators and families working together in meaningful ways to support school and student achievement a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 2) The barriers to effective family-school partnerships can be high for families working in underserved, multilingual communities a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 3) If we only provide certain services to families without working to develop shared capacities, then no one learns, no one grows a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 4) Family engagement is not a program, its a practice a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 5) A lot of schools tell me family engagement is something they do if they have time. They do not understand that it is an active ingredient of children’s success. a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 6) We must move away from seeing parents as clients and toward seeing them as co-educators and co-leaders a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 7) We let families know through our actions not our words that we see them as competent a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 8) If you skip over the step of building authentic and trusting relationships with your families, then all those wonderful initiatives don't have a strong foundation  a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement 9) Schools have good intentions about involving families, but families often don’t become true partners in fostering students’ learning.” — ASCD Interview, 2017 a) Surface / Involvement b) Transition / Capacity-Building c) Core / Engagement

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