For years, educators at PS 17 in Astoria, Queens, have worked hard to engage their students’ families. With the help of the school’s parent coordinator, they’ve created partnerships with local community organizations to set up after-school social skills groups, launched a Facebook page and website, and invited parents to work alongside their children on creative arts projects.

“We have lots of parents who don’t speak English, and we try multiple ways to stay in touch with parents,” says Jennifer Valdez, a speech teacher and the school’s chapter leader.

This school year, with the new time set aside in the UFT-DOE contract for parent engagement, educators at PS 17 have been able to take their efforts to the next level.

“It’s allowed us to be more creative with our time, rather than making five-minute phone calls during our lunch or prep,” says Valdez. “We’re seeing more parents coming in because they understand that this time is for them and they’re making themselves available.”

On a typical Tuesday afternoon, teachers may be working on classroom newsletters or meeting with parents. The school’s music teacher, Larry Cardinale, invites parents to attend workshops with their children in which they learn together how to play new instruments like the xylophone.

“It’s really nice because parents try out the activities we have in the classroom,” says Cardinale.

Thanks to the leadership of the school’s Positive Behavior Interventions and Supports team, the school also organizes events for parents and families in the evenings.

“Positive behavior stems from the home,” says Valdez. “We see these events as a way to bring parents in and get them more involved.”

On a recent Wednesday evening, more than 100 families flooded into the school’s cafeteria for a family game night, where a variety of board games — from Sorry to Guess Who to Candyland — had been donated thanks to a grant request on DonorsChoose.org.

“A lot of our students don’t even get to sit down for dinner together with their parents,” says Valdez. “This is an opportunity to create positive memories with families.”

At one table, Houda Rhout watched her two sons, 2nd-grader Taha and kindergartner Yacouv, eagerly set up the game pieces for Sorry.

“I don’t know how to play!” she exclaimed. “Will you teach me how to play?”

Rhout was appreciative of the efforts of her sons’ teachers to involve parents.

“I always wanted to give my kids more time and have more fun with them,” she said. “This school feels like a family, like it’s our home.”