National Standards for Parent/Family Involvement Programs 

National PTA

Standard I

Communicating

Communication between home and school is regular,
two-way, and meaningful.

Communication is the foundation of a solid partnership. When parents and educators communicate effectively, positive relationships develop, problems are more easily solved, and students make greater progress.

Too often school or program communication is one-way without the chance to exchange ideas and share perceptions. Effective home-school communication is the two-way sharing of information vital to student success. Even parent-teacher conferences can be one-way if the goal is merely reporting student progress. Partnering requires give-and-take conversation, goal setting for the future, and regular follow-up interactions.

Standard II

Parenting

Parenting skills are promoted and supported.

Parents are a child's life support system. Consequently, the most important support a child can receive comes from the home.

School personnel and program staff support positive parenting by respecting and affirming the strengths and skills needed by parents to fulfill their role. From making sure that students arrive at school rested, fed, and ready to learn, to setting high learning expectations and nurturing self-esteem, parents sustain their children's learning.

When staff members recognize parent roles and responsibilities, ask parents what supports they need, and work to find ways to meet those needs, they communicate a clear message to parents: "We value you and need your input" in order to maintain a high-quality program.

Standard III

Student Learning

Parents play an integral role in assisting student learning.

Student learning increases when parents are invited into the process by helping at home. Enlisting parents' involvement provides educators and administrators with a valuable support system-creating a team that is working for each child's success.

The vast majority of parents are willing to assist their students in learning, but many times are not sure what assistance is most helpful and appropriate. Helping parents connect to their children's learning enables parents to communicate in powerful ways that they value what their children achieve. Whether it's working together on a computer, displaying student work at home, or responding to a particular class assignment, parents' actions communicate to their children that education is important.

Standard IV

Volunteering

Parents are welcome in the school, and their support and assistance are sought.

When parents volunteer, both families and schools reap benefits that come in few other ways. Literally millions of dollars of volunteer services are performed by parents and family members each year in the public schools. Studies have concluded that volunteers express greater confidence in the schools where they have opportunities to participate regularly. In addition, assisting in school or program events/activities communicates to a child, "I care about what you do here."

In order for parents to feel appreciated and welcome, volunteer work must be meaningful and valuable to them. Capitalizing on the expertise and skills of parents and family members provides much needed support to educators and administrators already taxed in their attempts to meet academic goals and student needs.

Although there are many parents for whom volunteering during school hours is not possible, creative solutions like before- or after-school "drop-in" programs or "at home" support activities provide opportunities for parents to offer their assistance as well.

Standard V

School Decision Making and Advocacy

Parents are full partners in the decisions that affect children and families.

Studies have shown that schools where parents are involved in decision making and advocacy have higher levels of student achievement and greater public support.

Effective partnerships develop when each partner is respected and empowered to fully participate in the decision-making process. Schools and programs that actively enlist parent participation and input communicate that parents are valued as full partners in the educating of their children.

Parents and educators depend on shared authority in decision-making systems to foster parental trust, public confidence, and mutual support of each other's efforts in helping students succeed. The involvement of parents, as individuals or as representative of others, is crucial in collaborative decision-making processes on issues from curriculum and course selection, to discipline policies and over-all school reform measures.

Standard VI

Collaborating With Community

Community resources are used to strengthen schools, families, and student learning.

As part of the larger community, schools and other programs fulfill important community goals. In like fashion, communities offer a wide array of resources valuable to schools and the families they serve.

When schools and communities work together, both are strengthened in synergistic ways and make gains that outpace what either entity could accomplish on its own:

• Families access community resources more easily;
• Businesses connect education programs with the realities of the workplace;
• Seniors contribute wisdom and gain a greater sense of purpose; and ultimately,
• Students serve and learn beyond their school involvement.

The best partnerships are mutually beneficial and structured to connect individuals, not just institutions or groups. This connection enables the power of community partnerships to be unleashed.