Rochelle P.

De Leon
March 25, 2023

Reaction Paper for the Report:

Chapter 5: Selecting Materials for Presentations and Workshops

BIBLIOGRAPHIC INFORMATION
Epstein, Joyce L.; Sanders, Mavis G.; Simon, Beth S.;Salinas, Karen Clark; Jansorn, Natalie
Rodriguez; Van Voorhis, Frances L.. School, Family, and Community Partnerships: Your
Handbook for Action. Second Edition.
https://resources.corwin.com/partnershipshandbook/student-resources/powerful-tools

MAJOR POINTS

This chapter is divided into two sections: Transparencies and Handouts and Small

Group Activities for Workshops. The first section provides charts, diagrams, and summaries

that may be used as transparencies on overhead projectors or as printed handouts in

presentations and discussions with teachers, parents, and others. For the technologically

inclined, these pages can be scanned for a computer file, made into color transparencies, or

activated for PowerPoint presentations. If necessary, wording may be revised to match

vocabulary used in specific schools, districts, or states. The second section provides the small

group activities to use in one day workshops to ensure that attendees understand the

presentations on each topic and can apply the information to their own schools.

The chapter discussed A Research-Based Approach entitled: Developing a Program of

School, Family, and Community Partnerships to Increase Student Success. One-Day

Workshop for Schools’ Action Teams for Partnerships. This workshop enables leaders for

partnerships to prepare school-based teams to understand the key components of research-

 Chapter 5: Selecting Materials for Presentations and Workshops

based programs of family and community engagement. The content covers the framework of

six types of

involvement, meeting challenges to reach all families, implementing activities to produce

results for students, and forming a well-functioning team. The activities enable attendees to

process the information presented by the workshop leader and apply ideas and strategies to

their own schools.

All schools want to be safe and nurturing places. They want everyone to feel

welcome. We call this a “partnership school”. But, it is not enough to have a safe and

nurturing place. These days, schools are expected to produce results for students. See the list

of goals for academic success, physical health, and emotional growth that many teachers have

for their students or, tailor the slide to reflect local academic and behavioral goals.

This Chapter suggested the use of the “popularized” version of the theoretical model

of overlapping spheres of influence  to show how more results may be reached by more

students when school, home, and community work together for student success, and further

note for their audiences. This materials addresses the challenging questions of

“how.” How can we organize strong and sustainable partnership programs? and How can we

customize research-based approaches to meet the unique interests at each school? All of these

tools make it easy for a teacher to reflect on what is needed and important in presentation of

workshops.