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​In 360-degree communication, we collaborate with families, students, and community partners to establish an equal voice in decisions about education.

360-Degree Communication Do’s

• Create or utilize practices that promote strong r​elationships.
• Seek feedback and ensure families know how to and have opportunities to provide input. Listen and learn from families. They are the experts on their child.
• Take action and incorporate feedback into your structures and practices.
• Share back and help families understand how their feedback is being used.​
  
  
  

Culture

Culture is composed of the shared norms, values, traditions, languages, systems, and behaviors of a group or community. Culture is not limited to racial or ethnic groups. When working with families, educators must understand and include components of their students’ cultures in the school environment. Cultural inclusion not only helps create a sense of belonging for students, but also helps us avoid potential miscommunication or offense.

When creating a school culture, the above terms should be considered and purposefully planned for. Review your student and community demographic data. Be intentional about planning for all demographics with equity in mind. Ensure that all feel included and have access to your engagement efforts.

Climate

The quality and character of school life based on the patterns of students’, parents’ and school personnel's experience of school life. School climate reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.

Whole Student

Teaching to the whole student includes not only the student’s academic achievement, but also their overall physical health and social-emotional well-being.

Identifying the tangible and intangible resources in communities. This includes, but is not limited to, people, institutions, businesses, natural resources, organizations, and physical structures.

In many counties, the United Way sponsors 211. United Way has conducted asset mapping through 211 platforms, which include the list of resources, a physical map of locations, qualifications for services, and other helpful information.

The Illinois Early Care and Education Services map is specific to finding early learning service sites, such as  prekindergarten, Head Start, child care centers, etc,for our youngest learners.

The following is a basic example of considerations when conducting an asset map for your community. Once you have a general sense of categories, you can begin to list all those who can fulfill this resource along with any contact information.

Asset Mapping

Identifying the tangible and intangible resources in communities. This includes, but is not limited to, people, institutions, businesses, natural resources, organizations, and physical structures.

In many counties, the United Way sponsors 211​. United Way has conducted asset mapping through 211 platforms, which include the list of resources, a physical map of locations, qualifications for services, and other helpful information.

The Illinois Early Care and Education Services map​ is specific to finding early learning service sites, such as prekindergarten, Head Start, child care centers, etc, for our youngest learners.

The following is a basic example of considerations when conducting an asset map for your community. Once you have a general sense of categories, you can begin to list all those who can fulfill this resource along with any contact information.

• Housing (i.e. Township Housing Authority)
• Food (i.e. Local Pantry, Grocery Store)
• Higher Education (i.e. Community College)
• Transportation (i.e. Bus System, Rideshare)
• Childcare (i.e. Boys & Girls Club, Park District)
  

Needs Assessment

A process by which data is collected and analyzed to understand the needs or gaps toward an intended outcome. The results will then help you develop a strategic plan.

Continuous Improvement Cycle

The cycle is a continuous, collaborative process​ through which staff and stakeholders identify strengths and weaknesses of the entire school program and use the information as a basis for making deliberate, positive, cohesive, and observable changes in measurable student outcomes.

Families and community members should be included in the school’s continuous improvement process. Families should be made aware of school and district data, such as that found on their Illinois Report Card, local district and school assessments, classroom assessments, and grades, as well as interventions that have been utilized for improvement and their results. ISBE’s School Improvement Common Language guide provides additional helpful terminology and definitions.