Based on visits to 11 schools in 6 urban areas across the country, this article describes the perspectives and behavioral responses of school staff to "reaching out" policies that lead schools to form partnerships with parents and community organizations for the purpose of enhancing children's development and academic achievement. All of the schools were members of the Institute for Responsive Education's League of Schools Reaching Out and served many children from poverty areas. A brief introduction is followed by sections concerning: (1) policy implementation in three districts; (2) policies and organizational structures; (3) the principal as intermediary; (4) school culture and shared decision-making; (5) interactions among teachers and parents; and (6) policy implications related to structures and interpersonal relations. Findings indicated that sustained attention over a relatively long period of time is required for the formation of working partnerships among schools and parents. Reaching out programs are dependent on process, and the school principal is the key actor in the implementation of policies. Implementation ultimately depends on the degree to which teachers can reach out to parents in ways that facilitate participation. Citations number 23. (RH)