Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 5630 | WWW.CAPSS.ORG Why is this important? Parents are the number one influence on their children’s educational achievement.27 Especially in transformed educational systems, educators need to work with parents to better understand student needs and to coordinate learning opportunities both within and outside school.28 When the responsibility for learning is shifted to the student, that student becomes energized and dedicated to pursuing his or her learning goals. It is critical that the transformed school make “student voice” an integral component of the culture of the school. Families, schools, programs, neighborhoods, communities, and virtual spaces where our children and youth live and learn have tremendous potential to address the challenges that young people face while also nurturing in them key character strengths that are foundational for success in life. Therefore we must be intentional and purposeful about how we weave these components into a system of support for all students. The vision Parents in Connecticut help schools understand their children’s academic needs, set high expectations for their children, and help to provide the support necessary for their children to be successful and graduate from college, be prepared for a career, and be ready for life. Students in Connecticut are highly engaged in their learning and demonstrate agency of self and ownership of their own learning. Involve Students and Parents [continued next page] EXECUTIVE SUMMARY | 30 EXECUTIVE SUMMARY | 30