Parents and families are essential partners in promoting literacy and language development for
their children. Parents’ desire for the best for their children should be consistently nurtured and
regularly celebrated by schools and districts. Enlisting parent and family understanding and support of
the CA CCSS for ELA/Literacy, the CA ELD Standards, and this ELA/ELD Framework are key. California’s
vision for its students can only be realized when it is shared by students’ parents and families.
Partnerships
The larger community of cultural, ethnic, and social
community groups; local businesses; local government; and
service groups can be effective school partners. Soliciting
funds should not be the only interaction the school has
with these groups. These groups are often good sources
for professional learning (e.g., cultural awareness, art and
music), volunteers, field trips, publicity, and advocacy. Just
as parents and families need to be valued and feel welcome
in the school, so too do community agencies and businesses.
Local colleges and universities, professional
organizations, technical assistance agencies, and public
agencies can be good sources of expertise and professional
learning for the school. Mentoring, tutoring, student teacher
placement, and other specific opportunities to collaborate
may be available. Strategic identification of services available
from these groups and other partnership opportunities increases the support for the literacy goals of
the school.
Building relationships and a shared vision for students’ literacy goals with a broad range of
individuals and organizations inside the school and school district and within the community and larger
professional milieu may bring positive support to the school and its students.
Conclusion
The professional learning, leadership, and program supports needed to successfully implement
the CA CCSS for ELA/Literacy and CA ELD Standards are complex and many. The opportunities for
increased student engagement and success, however, are great. Dedicated professionals supported by
families and communities within a collaborative and learning culture have the potential to make these
goals a reality for California’s children and youth.
Building relationships and
a shared vision for students’
literacy goals with a broad
range of individuals and
organizations inside the school
and school district and within
the community and larger
professional milieu may bring
positive support to the school
and its students.1002 | Chapter 11 Implementing Instruction