← Access to Education
Community resource
Family & Community Engagement — Missouri K-12 Education Reference
Family & Community Engagement — Missouri K-12 Education Reference
flowchart TD
A[Family & Community Engagement] --> B[Epstein's 6 Types]
B --> C[1. Parenting Support]
B --> D[2. Communication]
B --> E[3. Volunteering]
B --> F[4. Learning at Home]
B --> G[5. Decision Making]
B --> H[6. Community Collaboration]
G --> I[Advisory Councils & PTO/PTA]
H --> J[Business Partnerships]
H --> K[Community Schools Model]
K --> L[Integrated Student Supports]
K --> M[Expanded Learning Time]
K --> N[Collaborative Leadership]
D --> O[Translation & Interpretation]
A --> P[Cultural Responsiveness]
Table of Contents
- Family Engagement Frameworks
- ESSA Parent & Family Engagement Requirements
- School-Parent Compact
- Parents as Teachers (School-Based)
- Community Schools Model
- Business & Community Partnerships
- Volunteer Programs
- Service Learning
- Advisory Councils & Committees
- Family Literacy Programs
- Communication Strategies
- Cultural Responsiveness in Engagement
1. Family Engagement Frameworks
Dual Capacity-Building Framework (DCBF)
Developed by Dr. Karen Mapp for the U.S. Department of Education. Core idea: effective family engagement builds the capacity of BOTH families and school staff to partner for student success.
Dr. Joyce Epstein's Six Types of Involvement
| Type | Description | Examples |
|---|---|---|
| 1. Parenting | Help families establish home environments supporting learning | Parent workshops, home visiting (PAT), family resource centers |
| 2. Communicating | Effective two-way communication about school programs and student progress | Conferences, newsletters, apps, translated materials, phone calls |
| 3. Volunteering | Recruit and organize parent help and support | Classroom volunteers, event helpers, mentoring, career day |
| 4. Learning at Home | Provide information to families about how to help with homework and learning | Homework tips, curriculum guides, family learning nights, summer reading |
| 5. Decision Making | Include parents in school decisions; develop parent leaders | PTO/PTA, school improvement teams, advisory councils, board candidacy |
| 6. Collaborating with Community | Identify and integrate community resources to strengthen schools | Business partnerships, mental health partnerships, cultural organizations |
Key Principles
- Move beyond "involvement" (parent does what school asks) to "engagement" (partnership with shared power)
- Families are assets, not problems to solve
- Meet families where they are (physically, linguistically, culturally)
- Build relational trust through consistency and authenticity
- Data-driven engagement (use data to understand which families are/aren't connected)
2. ESSA Parent & Family Engagement Requirements
Title I Schools (Mandatory)
| Requirement | Description |
|---|---|
| Written parent engagement policy | Jointly developed with parents; distributed to all Title I families |
| School-parent compact | Shared responsibilities of school, family, and student for academic achievement |
| Annual Title I meeting | Explain Title I program, parent rights, and engagement opportunities |
| Parent right-to-know | Notify parents of teacher qualifications, student assessment results, testing opt-out rights |
| Language accessibility | Provide information in a language and format parents can understand (to the extent practicable) |
| 1% set-aside | Districts with Title I allocation >$500,000 must set aside at least 1% for parent engagement activities |
| Parent input | Involve parents in planning, review, and improvement of Title I programs |
All Schools (Good Practice)
Even non-Title I schools should implement family engagement strategies aligned to ESSA's emphasis on whole-child support and community partnership.
3. School-Parent Compact
What It Is
A written agreement between the school, parents, and students outlining shared responsibilities:
Typical Compact Elements
School will:
- Provide high-quality instruction aligned to state standards
- Create a safe and supportive learning environment
- Communicate regularly about student progress
- Offer parent conferences and engagement opportunities
- Respect family cultural backgrounds and communication preferences
Family will:
- Ensure student attends school regularly and on time
- Support learning at home (reading, homework, limiting screen time)
- Communicate with the school about concerns
- Participate in conferences and school events
- Review and discuss schoolwork with the student
Student will:
- Come to school ready to learn
- Complete homework and class assignments
- Communicate needs to teachers and family
- Follow school expectations and treat others with respect
Development
- Must be jointly developed with parents (not just handed out)
- Reviewed and updated annually
- Discussed during parent-teacher conferences
4. Parents as Teachers (School-Based)
See references/early-childhood.md for full PAT overview.
School-Based PAT Connection
- Most Missouri school districts operate a PAT program through the early childhood department
- PAT serves families prenatally through kindergarten entry
- PAT parent educators may work with school counselors and kindergarten teachers on transition planning
- PAT data (developmental screening results) can inform Child Find and early intervention referrals
5. Community Schools Model
Definition
A community school is a public school that integrates academics, health and social services, youth development, and community engagement to improve student learning, stronger families, and healthier communities.
Four Pillars (Coalition for Community Schools)
- Integrated student supports — case management, mental health, health services, food/clothing, housing referrals
- Expanded learning time and opportunities — before/after school programs, summer learning, enrichment, tutoring
- Family and community engagement — family resource center, parent leadership, community events, volunteering
- Collaborative leadership and practices — school-community partnership team, shared decision-making, data-driven improvement
Community School Coordinator
Key role: a full-time coordinator who:
- Assesses community and family needs
- Identifies and connects community resources to the school
- Facilitates partnerships with health, mental health, and social service agencies
- Coordinates after-school and summer programs
- Leads family engagement efforts
- Supports school improvement planning with community voice
Missouri Community Schools
Growing movement in Missouri, particularly in St. Louis and Kansas City:
- Some districts have designated community schools
- Funded through Title I, Title IV-A, 21st CCLC, foundation grants, and community partnerships
- Full-Service Community Schools federal grant program (competitive)
6. Business & Community Partnerships
Types of Partnerships
| Type | Description | Examples |
|---|---|---|
| Philanthropic | Financial or material donations | Backpack drives, technology donations, scholarship funds |
| Mentoring | Adult volunteers providing mentoring to students | Big Brothers Big Sisters, career mentors, reading buddies |
| Work-Based Learning | Employer provides workplace experiences | Internships, job shadowing, apprenticeships, tours |
| Advisory | Industry professionals advise on curriculum and programs | CTE advisory committees, STEM advisory boards |
| Service | Community members provide professional services | Pro bono legal, dental screenings, mental health, tutoring |
| Strategic | Long-term, integrated partnerships aligned to school improvement | University partnerships, hospital partnerships, corporate adopt-a-school |
Partnership Development Process
- Identify mutual needs and goals (what does the school need? what does the partner gain?)
- Define roles, responsibilities, and expectations
- Formalize with a written agreement (MOU recommended)
- Communicate regularly and provide updates
- Recognize and celebrate contributions
- Evaluate impact and adjust annually
Legal Considerations
- Volunteers must undergo background checks (RSMo 168.133)
- Liability and insurance coverage
- FERPA compliance (volunteers should not access student records without proper authorization)
- Gift acceptance policies (board policy)
- Advertising and branding restrictions in schools
7. Volunteer Programs
Volunteer Management Best Practices
- Written volunteer policy (board-approved)
- Background check requirement (RSMo 168.133 — especially for unsupervised access to students)
- Volunteer orientation (school procedures, confidentiality, mandated reporting awareness, emergency procedures)
- Clearly defined roles and expectations
- Sign-in/sign-out procedures (visitor management system)
- Supervision by school staff
- Recognition and appreciation
Types of Volunteers
- Classroom helpers (reading, art, science experiments)
- Library assistants
- Office helpers
- Field trip chaperones
- Career day presenters
- Lunch buddies / reading partners
- Athletic event support
- PTO/PTA leaders
- School improvement committee members
8. Service Learning
Definition
Service learning combines meaningful community service with academic instruction and reflection. It differs from community service by its intentional integration with curriculum.
Key Elements (National Service Learning Standards)
- Meaningful service — addresses a real community need
- Link to curriculum — connected to academic learning objectives
- Reflection — structured reflection activities (journaling, discussion, presentations)
- Youth voice — students have a role in planning and decision-making
- Partnerships — collaboration with community organizations
- Progress monitoring — assessment of learning and impact
Missouri Context
- Service learning is not mandated but is encouraged by DESE
- A+ Schools Program requires 50 hours of unpaid tutoring/mentoring — some schools incorporate service learning to meet this requirement
- National Honor Society and other organizations require service hours
- Some districts include service learning as a graduation requirement (local board policy)
9. Advisory Councils & Committees
Common School/District Advisory Bodies
| Council | Purpose | Composition |
|---|---|---|
| School Improvement Team | Develop and monitor CSIP | Teachers, parents, students (secondary), community members, admin |
| Title I Parent Advisory | Input on Title I programs and parent engagement | Title I parents (majority), teachers, admin |
| Special Education Advisory | Advise district on special education policies | Parents of children with disabilities, educators, community members, agencies |
| CTE Advisory Committee | Industry input on CTE programs | Employers, post-secondary, community, students, educators |
| Health/Wellness Advisory | School health policies, wellness programs | Health professionals, parents, students, food service, PE/health teachers |
| PTO/PTA | Parent organization for fundraising, volunteering, events | Parents, teachers, admin |
| District Diversity/Equity Committee | Equity initiatives, policy review | Diverse community representation |
| Student Advisory / Student Council | Student voice in school decisions | Elected/appointed students |
Effective Advisory Council Practices
- Clear purpose and scope of authority (advisory vs. decision-making)
- Diverse and representative membership
- Regular meeting schedule (monthly or quarterly)
- Agenda and minutes shared in advance/after meetings
- Meaningful engagement (not just information sharing — genuine input sought)
- Feedback loop: communicate how input was used
10. Family Literacy Programs
Definition
Family literacy programs provide literacy instruction and support to parents/caregivers alongside children, recognizing that parent education level is a strong predictor of child outcomes.
Components (Toyota Family Literacy Model)
- Adult education (basic skills, HiSET prep, English language acquisition)
- Children's education (early childhood, Pre-K, elementary instruction)
- Parent-child interactive literacy activities (reading together, learning activities)
- Parent education (parenting skills, child development, navigating school systems)
Missouri Family Literacy Resources
- Dolly Parton Imagination Library — free book distribution (some Missouri counties participate)
- Parents as Teachers — home-based literacy promotion
- Public library partnerships — summer reading, storytimes, family literacy events
- Adult Education & Literacy (AEL) programs — parent literacy classes
- Even Start (when funded) — comprehensive family literacy model
11. Communication Strategies
Effective School-Family Communication
| Channel | Best For | Considerations |
|---|---|---|
| Parent portal (SIS) | Grades, attendance, assignments | Requires tech access; training for parents |
| School website | General info, calendars, policies | Keep updated; ADA accessible |
| Robocalls / mass text | Urgent notifications, reminders | Don't overuse; allow opt-out preferences |
| Email newsletters | Detailed updates, event info | Not all families use email regularly |
| Social media | Community building, event promotion | Monitor comments; maintain FERPA compliance |
| Paper communications | Families without tech access | May not reach home; translation needed |
| Parent-teacher conferences | Individual student progress | Offer flexible scheduling; interpreter services |
| Home visits | Building relationships, hard-to-reach families | Training for staff; cultural sensitivity |
| Phone calls | Personal connection, urgent matters | Time-intensive but high-impact |
| Family engagement app | Two-way communication, photos, updates | ClassDojo, Bloomz, Seesaw, Remind |
Translation & Interpretation
- ESSA and Title VI require communication in a language families can understand (to the extent practicable)
- Written translation of key documents (enrollment, IEP notices, discipline notices, report cards)
- Oral interpretation for meetings (conferences, IEPs, discipline hearings)
- Sources: bilingual staff, Language Line (phone interpretation), community interpreters
- Avoid using students as interpreters for parent-school communication (inappropriate role reversal; confidentiality concerns)
12. Cultural Responsiveness in Engagement
Principles
- Recognize and respect cultural differences in parenting, communication, and school participation
- Avoid deficit thinking ("these parents don't care") — reframe as access and barrier analysis
- Build on cultural assets (family values, community traditions, bilingualism)
- Recruit family liaisons from the community who share cultural and linguistic backgrounds with families
- Offer engagement opportunities at varied times and locations (not just school-based, school-hours events)
- Provide food, child care, and transportation support for family events
- Celebrate cultural diversity through curriculum, events, and school environment
Engaging Historically Marginalized Families
- African American families: build trust through consistent, respectful interaction; acknowledge historical exclusion; involve faith-based community leaders
- Hispanic/Latino families: provide bilingual staff and materials; understand the role of familismo (extended family); offer flexible meeting times for working families
- Refugee and immigrant families: navigate language barriers; explain school system and expectations; connect to community resources; understand trauma experiences
- Families experiencing poverty: remove financial barriers to participation; avoid judgment; connect to concrete supports
- Families of children with disabilities: respect family expertise; provide clear information about rights; offer advocacy support
- LGBTQ+ families: ensure inclusive language and policies; welcome all family configurations; address bullying/discrimination
Nonpartisan informational resource for Missouri — District 2 — not legal, medical, or financial advice. Source: dougdevitre/access-to-education.
Paid for by Matt Grant for Congress.