# data[].attributes.body
Parents and families know and understand how they can support their children in their learning. They communicate regularly with educators about their children and their needs. They value the work and efforts of the teacher and the teacher values the efforts and support of the parents.

# data[].attributes.body
School working in partnership with families.  Real collaboration and authentic communication.

# data[].attributes.headline
Engagement with families representative of all students in the district

# data[].attributes.subject
Engagement with families representative of all students in the district

# data[].attributes.headline
School & staff working to ensure all families are represented and welcomed to support the student. "No Family Left Behind"

# data[].attributes.subject
School & staff working to ensure all families are represented and welcomed to support the student. "No Family Left Behind"

# data[].attributes.headline
knowing how current events impact our students/families/communities and being responsive

# data[].attributes.subject
knowing how current events impact our students/families/communities and being responsive

# data[].attributes.body
Knowing what's going on in the classroom and what the goals are and how to help my kids.

# data[].attributes.body
Building and growing partnerships with families to ensure success for all students.

# data[].attributes.headline
Families and children that are not currently being well served will have power and influence in changing our systems

# data[].attributes.subject
Families and children that are not currently being well served will have power and influence in changing our systems

# data[].attributes.headline
more conversations about student/family strengths and how we can use those to support school/community 

# data[].attributes.subject
more conversations about student/family strengths and how we can use those to support school/community 

# data[].attributes.body
The school inviting parents or reaching out to parents, often to just share information (one sided).

# data[].attributes.body
Divorced families with two households are not a continual problem--teachers are prepared to provide multiple copies and know there are more than 2 adults involved. Families of all shapes are welcome.

# data[].attributes.headline
Loudest/most "powerful" voices shape the system

# data[].attributes.subject
Loudest/most "powerful" voices shape the system

# data[].attributes.headline
True partnerships with families; open communication and ALL families engaged.

# data[].attributes.subject
True partnerships with families; open communication and ALL families engaged.

# data[].attributes.headline
Engagement is something we do WITH vs TO 

# data[].attributes.subject
Engagement is something we do WITH vs TO 

# data[].attributes.headline
The mindset that we already "do" parent and family engagement; family nights, conferences, traditional ways of family engagement

# data[].attributes.subject
The mindset that we already "do" parent and family engagement; family nights, conferences, traditional ways of family engagement

# data[].attributes.headline
PTA, Ice Cream Social, Pizza with Principal

# data[].attributes.subject
PTA, Ice Cream Social, Pizza with Principal

# data[].attributes.headline
Doing the same thing for every family.  

# data[].attributes.subject
Doing the same thing for every family.  

# data[].attributes.headline
boldly and lovingly engaging black students and families 

# data[].attributes.subject
boldly and lovingly engaging black students and families 

# data[].attributes.headline
Including stakeholders that are convenient rather than thoughtful or diverse.

# data[].attributes.subject
Including stakeholders that are convenient rather than thoughtful or diverse.

# data[].attributes.headline
Cooperative--not just asking for feedback

# data[].attributes.subject
Cooperative--not just asking for feedback

# data[].attributes.body
Families are frustrated because they may not have the skill set to support their child's learning at home or how to navigate the technological challenges that virtual learning is presenting.

# data[].attributes.headline
A lot of judgement about what isn't happening and what the 'expected shoulds' are

# data[].attributes.subject
A lot of judgement about what isn't happening and what the 'expected shoulds' are

# data[].attributes.body
No invitation to engage in shaping the school/classroom in any real way. Parents seen as problems, not smart enough.

# data[].attributes.headline
Not real input, more like occassional feedback

# data[].attributes.subject
Not real input, more like occassional feedback

# data[].attributes.headline
Doing it as a formality - viewing family engagement as "checking off a box" to say that they did it

# data[].attributes.subject
Doing it as a formality - viewing family engagement as "checking off a box" to say that they did it

# data[].attributes.headline
Scheduled family engagement activities planned way before families provide input 

# data[].attributes.subject
Scheduled family engagement activities planned way before families provide input 

# data[].attributes.headline
sparsely attended with a focus on families in poverty

# data[].attributes.subject
sparsely attended with a focus on families in poverty

# data[].attributes.body
Planning "family engagement" opportunities without getting input from families on how these opportunities would work best for them.

# data[].attributes.headline
Developing relationships and honoring all voices

# data[].attributes.subject
Developing relationships and honoring all voices

# data[].attributes.headline
Setting up meetings and communication that works for the system rather than what truly works for families.

# data[].attributes.subject
Setting up meetings and communication that works for the system rather than what truly works for families.

# data[].attributes.headline
Equity is a personal journey, but the system is made up of individuals. We must address the system to support the individuals.

# data[].attributes.subject
Equity is a personal journey, but the system is made up of individuals. We must address the system to support the individuals.

# data[].attributes.headline
Co-Creation:                     Notice: the last bullet point about the marginalized voices 

# data[].attributes.subject
Co-Creation:                     Notice: the last bullet point about the marginalized voices 

# data[].attributes.body
Wonder about marginalized groups working within this system and the trust for a welcoming reception
Use with district leadership, within grade level teams

# data[].attributes.body
Why is there a gap between what FE should look like and what it does look like?

# data[].attributes.body
More personal and passionate voice than other cards.

# data[].attributes.body
Makes us think of going to the classroom level and working up instead of top-down.

# data[].attributes.body
Sometimes progress requires candidly looking at failure. What if we asked where are you finding progress? Could help lift root cause. Put a fresh look on celebrations.

# data[].attributes.headline
Notice: Pitfalls provide greater context beyond guiding questions...pushes the thinking about co creation 

# data[].attributes.subject
Notice: Pitfalls provide greater context beyond guiding questions...pushes the thinking about co creation 

# data[].attributes.body
Notice cultural competency vs. cultural humility

Wondering about the pitfall of not having all stakeholders at the table and asking who else needs to know this

Use: with TA network PD meetings and district teams. Used key questions to guide the work

# data[].attributes.body
In our world right now, where are we making progress? i.e. Movement from 5 virtual learners to 10 virtual learners. Comparing last March to now.

# data[].attributes.body
You can't rebuild if you aren't willing to let go.

# data[].attributes.body
How can we switch from the deficit mindset?  What's the root cause of why kids and families are not engaging? What about the kids who are engaging? How do support kids in reaching these standards? What can we lift?

# data[].attributes.headline
Co creation pitfall #1--this speaks to our group on many levels (our CESA role, as a part of Title I work in a school) What is efficient and compliant isnt necessarily deepening.

# data[].attributes.subject
Co creation pitfall #1--this speaks to our group on many levels (our CESA role, as a part of Title I work in a school) What is efficient and compliant isnt necessarily deepening.

# data[].attributes.body
"Base decisions, practices, plans,
interpretations, and products on
empowerment of employees,
organizations/agencies, schools
and educators to meet the needs
of all students." What makes most sense right now to meet the needs of ALL students.

# data[].attributes.body
Is this what they really need right now?? Admin may want this but teachers are full. Coach to enhance what's currently working well.

# data[].attributes.body
At an upcoming Network meeting, replicate this activity (Share Co-creation and institutional responsibility and Dream vs Reality and next steps to get closer to the Dream

# data[].attributes.body
Take the co-creation cards to Title I network. Start with common pitfalls and consider how we can use these to enhance family engagement system?

Use as a CESA with our teams/consultants (aside from the TAN teams). Take and play with these. Share with networks.