; Whereas parents are eager to partner with their children’s educators in collaborative, productive, and meaningful ways; Whereas providing parents with the opportunity to work in partnership with educators and school leaders toward the improvement of teaching, learning, and school leadership is an important part of building and sustaining excellent schools; Whereas parents with access to information in a language and format they understand are better able to contribute to the school community and support the success of all children; Whereas parents benefit from access to information about how students in their child’s school are performing in relation to State-set academic and school climate standards; Whereas racially, culturally, linguistically, and socioeconomically diverse parents should be given the opportunity to become meaningfully involved in a school community and develop close and lasting connections with educators and school leaders; Whereas parent involvement is complementary and essential to, not separate from, the work of educators, support staff members, and school leaders; Whereas over the years some students and their families have been excluded from public elementary and secondary schools on the basis of their actual or perceived race or ethnicity, the languages they speak, whether they have a disability, actual or perceived LGBTQI+ identity, if they are pregnant or parenting, if they are a religious minority, or where their family comes from; Whereas hostile school environments that discourage families with LGBTQI+ members, multilingual families, families where parents or children have disabilities, or others from joining in the school environment create additional barriers to parental involvement; Whereas parents and other community members with perspectives about the direction and leadership of an elected or appointed Board of a school district are encouraged to peacefully and nonviolently exercise their First Amendment rights to voice those concerns during public Board meetings