A practicum was designed to increase participation of families in home-school literacy activities. The school was located in a suburban village in the northeastern United States. Data indicated that many families of first- and second-grade minority students who were bused to the school for integration purposes were not participating in home-school activities. A target list of families was established and a comprehensive solution strategy to increase family participation was implemented. The solution strategy consisted of: (1) parent workshops to help families understand how they can be involved; (2) staff development to support parent involvement efforts; and (3) individual meetings with families to develop individual plans for family literacy. The program was coordinated by the school psychologist. Positive outcomes included substantial gains in the participation of minority and non-neighborhood families as well as increased family participation in academic activities (e.g. homework completion and projects). Family participation in other activities (e.g., parent workshops and PTA activities) remained low. Positive outcomes are interpreted as being more a result of the dynamic interactions that developed between home and school than in the specific activities. A combination of leadership and personal attention to teachers and families created a momentum for action which led to improved communication and increased family participation. (Contains 37 references. Appendixes present teacher interview questions, a blank individual family plan for literacy, three notices of parent workshops, outlines and objectives of parent workshops, and tips for parents who want to help their children become readers. (RS)