Family Engagement in Sanger Unified School District. Issue Brief

Autor/inn/en	Fehrer, Kendra; Gerstein, Amy
Institution	Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Titel	Family Engagement in Sanger Unified School District. Issue Brief
Quelle	(2019), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Educational Innovation; Family Involvement; Agency Cooperation; Family School Relationship; Partnerships in Education; Board of Education Policy; Barriers; Administrator Role; Parent Role; Staff Role; Social Development; Emotional Development; Family Needs; Leadership Training; Systems Approach; Homework; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Instructional innovation; Bildungsinnovation; Hochschulpartnerschaft; Parental role; Elternrolle; Soziale Entwicklung; Gefühlsbildung; Führungslehre; Systemischer Ansatz; Hausaufgabe; Kalifornien
Abstract	Over the years, Sanger Unified School District (SUSD) has been engaged in rigorous efforts to improve student outcomes through instructional and organizational innovations--for example, Universal Design for Learning and Multi-Tiered System of Supports (MTSS). While these efforts have facilitated important gains in student outcomes, schools sometimes struggle to engage with families as partners in efforts to foster students' academic success and social-emotional health. Recently, SUSD joined forces with the Sanger Family Resource Center (FRC), a program of Comprehensive Youth Services of Fresno, Inc. Their shared work is to create a new Family Engagement Multi-Tiered System of Support (FE-MTSS). In 2018, SUSD engaged the John W. Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) as a research partner to inform these efforts. This issue brief reports research findings from a qualitative study conducted during fall 2018, detailing the current family engagement landscape in Sanger schools and discussing considerations for practice. Key findings include: (1) Most participants emphasized the importance of home-school partnerships; however, different stakeholders emphasized different aspects of engagement; (2) Across the district, the extent to which families felt welcome and supported at schools varied; and (3) Current practice and district policy provides opportunity to further develop a systemic, multi-faceted approach to family engagement. [Contributions to this study were made by Francine Biscocho and Julia Vazquez.] (ERIC).
Anmerkungen	John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01