Fact Sheet: Different Ways to Involve Parents, Different Results School Change and transformed policies and practices toward parent involvement go hand in hand. Reforms intended to improve the achievement of all students cannot be accomplished within schools alone. Nor will they succeed where schools remain hierarchical rather than collaborative and fail to support the development of teachers capaci-ties to change practice. Such schools are like fortresses. They throw up barriers not only to change but also to listening to and working with their parents and communities. By contrast, those at the conference drew from their experience of successful efforts at involvement to create a framework for engaging parents in school reform-to describe schools for the 21st century Ihe framework is based on these themes: Build on strengths of parents and of commtinities, recognizing the con-tributions families can make through their traditions, culture, language and knowledge of their community. Address the effects of race, class and cultural differences on relationships between schools and parents. Ensure that the school's mission is concerned with the well being of families and connects them to services and supports they need. Consider student academic success to be everybody's responsibility -- no blame, no excuses. Provide opportunities to change behaviors toward collaboration and acceptance of shared roles, knowing that changed attitudes will follow. Involve all within the school family in defining the reforms and setting priorities. The profiles in this report exemplify the princples in the framework. They reject the practices of a fortress school and are moving toward being a 21st century school where "school community" means just that a community of teachers, parents and students working and learning together. Moving from the traditional school to an open, inclusive and dynamic school will require profound changes in policies and practices on a large scale. Just as schools cannot proceed with needed reforms without their communities, they cannot get far either unless they operate in a contect of district and state policies that encourage them to change and to be more inclusive.   A Framework for Parent Involvement in School Reform For Full Parent Involvement Fortress Schools Clear vision of school change Principal and senior teachers set the school's goals and mission, determine changes to take place. Other staff informed after decisions are made. Families learn through the newsletter or at Open House. School invests in children most likely to succeed. Trusting relationships among families, staff and students School staff and families occupy separate spheres. Each "trusts" the other to do its job. One-way communications reinforce the agreement. Staff and families encounter each other at a few large events and at parent-teacher conferences. Meetings are by appointment. Information and tools for full participation School sends a monthly newsletter and school discipline handbook home, in English only. Motivated parents may see information about the school or their children's records if they request the handbook. Data on student achievement is for school use only. Meaningful participation in all aspects of school Parents are expected to reinforce at home what children learn at school and volunteer to help school staff. Parent organization meets once a month. Teachers rarely attend, and principal gives short reports. Supportive policy School recognizes rights of families to be involved in minimal implementation of Title I, the Individuals with Disabilities Education Act (IDEA), the Family Educational Rights and Privacy Act (FERPA) and other laws.   For Full Parent Involvement 21st Century Schools Clear vision of school change Families, staff, community, and students all participate in developing a child-centered vision for the school. High standards are set for all children and carried out in all classrooms. All children have ample opportunities to learn to the high standards. Trusting relationships among families, staff and students School staff tour the neighborhoods, learn about families' cultures. School "maps" the community to identify local groups and institutions, works with them as partners. Social events for families and staff held often, at convenient times. School structure allows for constant conversation about student progress and the educational program. School is open year-round, has a family resource center, and hosts community events. Information and tools for full participation School fully shares data on student progress with community, continually uses data to improve academics. Staff development sessions open to families. Families learn how school system works, take leadership training, build advocacy skills. Family center offers adult education, literacy and job training, referrals to social services. Continuous conversations about concerns and issues. Meaningful participation in all aspects of school Parents develop agendas for what they want, are recognized as experts. Families are included and honored in classroom, curriculum, and teaching materials. School provides services and activities that are enjoyable, inspiring and culturally appropriate. Families monitor children's progress, advocate for their fair treatment, and take part in all major decisions about the school. Supportive policy Family involvement part of written school policy (e.g. handbook) and daily practice. Policy is not reversible. Policy is developed with and approved by parents. Policy spells out how parents will be partners, what training school will offer, and how funds for parent involvement will be spent. Resources are available for transportation, child care, space to meet, access to telephone, supplies and copying.