The experiences of the local schools and districts included suggest the following guidelines for effective home-school partnerships:

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• The experiences of the local schools and
  districts included suggest the following
  guidelines for effective home-school
  partnerships
• There is no "one size fits all'' approach to
  partnerships. Build on what works well locally.
  Begin the school-family partnership by
  identifying, with families, the strengths,
  interests, and needs of families, students, and
  school staff, and design strategies that respond
  to identified strengths, interests, and needs.

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• Training and staff development is an essential
  investment. Strengthen the school-family
  partnership with professional development and
  training for all school staff as well as parents
  and other family members. Both school staff and
  families need the knowledge and skills that
  enable them to work with one another and with the
  larger community to support children's learning.

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• Communication is the foundation of effective
  partnerships. Plan strategies that accommodate
  the varied language and cultural needs as well as
  lifestyles and work schedules of school staff and
  families. Even the best planned school-family
  partnerships will fail if the participants cannot
  communicate effectively.

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• Flexibility and diversity are key. Recognize that
  effective parent involvement takes many forms
  that may not necessarily require parents'
  presence at a workshop, meeting, or school. The
  emphasis should be on parents helping children
  learn, and this can happen in schools, homes, or
  elsewhere in a community.

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• Projects need to take advantage of the training,
  assistance, and funding offered by sources
  external to schools. These can include school
  districts, community organizations and public
  agencies, local colleges and universities, state
  education agencies, and Comprehensive Regional
  Assistance Centers.4 While Title I program funds
  support the parent involvement activities of many
  programs featured here, several have increased
  the resources available for parent involvement
  activities by looking beyond school walls.

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• Change takes time. Recognize that developing a
  successful school-family partnership requires
  continued effort over time, and that solving one
  problem often creates new challenges. Further, a
  successful partnership requires the involvement
  of many stakeholders, not just a few.
• Projects need to regularly assess the effects of
  the partnership using multiple indicators.These
  may include indicators of family, school staff,
  and community participation in and satisfaction
  with school-related activities. They may also
  include measures of the quality of school-family
  interactions and varied indicators of student
  educational progress.

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• Read Together
• Use TV Wisely
• Establish a daily family routine with scheduled
  homework time
• Talk to your children and teenagers -- and listen
  to them, too

• Express high expectations for children by
  enrolling them in challenging courses
• Find out whether your school has high standards
• Keep in touch with the school
• Use community resource

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• "Home, school and community are the legs of the
  tripod upon which student learning rests...."
  (Thomas Rodd, 1996).

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• When families, schools and communities work
  together in partnership, students hear that
  school is important from their parents, from
  teachers and from community leaders and they
  perceive that caring people in all three
  environments are investing time and resources to
  help them succeed. The closer the relationship
  approaches a comprehensive, well planned
  partnership, the higher the student achievement
  (Henderson 1994).

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• Uri Bronfenbrenner (1989) states that every child
  needs to have an adult who is "crazy" about them
  in order to develop intellectually, emotionally,
  socially, and morally
• Somebody's got to be crazy about that kid, and
  vice-versa! But what does crazy mean? It means
  that the adult in question regards this
  particular child as somehow special.... It is the
  illusion that comes with love -- an illusion that
  flows in both directions. For the child, the
  adult is also special..