Question 4:
What steps can I take to effectively engage the community
to support CA CCSS implementation?

Introduction

For family and community members to make a positive impact on the implementation of the California Common Core State Standards (CA CCSS), local educational agencies (LEAs) should engage in ongoing efforts to communicate information, identify and leverage community resources that could support student learning, identify needs and concerns of the community through collaboration, and encourage family and community involvement through learning and sharing opportunities.

Successful communication should include an assessment that identifies your key audiences and gauges their awareness of and support for your identified goals and efforts. Consider the following outreach priorities:

  • Be clear about what audiences you are trying to reach and mobilize and where they stand on college and career readiness, higher standards, and more rigor for students.
  • Collect information that will help you prioritize strategies and limited resources.
  • Create two-way communication and engagement strategies to anticipate issues and answer important questions for multiple audiences.

As instructional leaders think about what steps they can take to effectively engage the community to support CA CCSS implementation, there are several resources and tools available to consider, but the most comprehensive and widely vetted resources available to California educators are the State Board of Education-adopted curriculum frameworks. With this in mind, this section will focus on helping instructional leaders answer the question above using guidance from the framework, viewing a video of multiple panels of instructional leaders discussing the question, and considering what all of this means for their work and local context.

Connections to the California Professional Standards for Education Leaders (CPSEL)

CPSEL: 4A and 4B

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT
Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs. 
Example Indicators:
4A-1 Establish a welcoming environment for family participation end education by recognizing and respecting diverse family goals and aspirations for students.
4A-2 Follow guidelines for communication and participation established in federal and state mandates, district policies, and legal agreements.
4A-3 Solicit input from and communicate regularly with all parents and families in ways that are accessible and understandable.
4A-4 Engage families with staff to establish academic programs and supports that address individual and collective student assets and needs.
4A-5 Facilitate a reciprocal relationship with families that encourages them to assist the school and to participate in opportunities that extend their capacity to support students.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready for college and career.
Example Indicators:
4B-1 Incorporate information about family and community expectations and needs into decision-making and activities.
4B-2 Share leadership responsibility by establishing community, business, institutional and civic partnerships that invest in and support the vision and goals.
4B-3 Treat all stakeholder groups with fairness and respect and work to bring consensus on key issues that affect student learning and well-being.
4B-4 Participate in local activities that engage community members and staff in communicating school successes to the broader community.

Before you begin…

Prior to focusing on the question above, participants in this activity should be familiar with the following chapters of California’s curriculum frameworks:

Mathematics Framework

English Language Arts/English Language Development (ELA/ELD) Framework

On the next page, you will find a video that features multiple groups of instructional leaders from across the state. A Note-taking Guide (DOC) is provided to help you consider the perspectives shared in the video. You may want to review it before watching the video and print it or have it open on your desktop to have in front of you while you watch.