Parent and Family Engagement Toolkit...5 What is the difference between “parent involvement” and...
Transcript of Parent and Family Engagement Toolkit...5 What is the difference between “parent involvement” and...
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Title I, Part A
Schoolwide
Program
Parent & Family
Engagement
February 20, 2018
ESC Region 11
3For more information about TEA’s Strategic Priorities, please visit:
https://tea.texas.gov/About_TEA/Welcome_and_Overview/TEA_Strategic_Plan/
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Section 1116
Parent and family engagement law: http://tinyurl.com/yb7a6fdh
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What is the difference between “parent
involvement” and “parent and family engagement”?
Simply put, parent involvement is often more of a "doing to," while
engagement is a "doing with.“
With involvement, schools tend to lead with their mouth -- generally
telling parents what they should be doing. Engagement, on the
other hand, has schools leading with their ears.
When we’re involving parents, they are generally directed toward
completing a task selected by the school. When we are engaging
parents, the parent is considered a potential leader who is integral
to identifying a vision and goals.
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Title I, Part A Annual Meeting
Section 1116 (c)
Each school served under this part shall…
convene an annual meeting, at a convenient time, to which all
parents of participating children shall be invited and
encouraged to attend, to inform parents of their school's
participation under this part and to explain the requirements of
this part, and the right of the parents to be involved;
offer a flexible number of meetings, such as meetings in the
morning or evening, and may provide, with funds provided
under this part, transportation, child care, or home visits, as
such services relate to parental involvement.
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Flexible Number of Meetings
Section 1116(c)(2)addresses that you SHALL offer a flexible
number of meetings…that is inclusive of the annual meeting
and all other required meetings.
The emphasis is on “flexible” to ensure you are trying to
accommodate the needs of parents and families.
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Title I, Part A Annual Meeting
Each school receiving Title I, Part A funds is required to
convene an annual meeting.
The purpose of this meeting is to inform parents and
families of their school’s participation in the Title I, Part A
program and the right of the parents to be involved.
Many schools incorporate their annual meeting into their
“Back to School Night.” It is best to offer a second
annual meeting on another day and different time to
meet the needs of the parents and families.
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The annual meeting shall address, at a minimum:
An explanation of the Title I, Part A program
The right of parents to be involved and how they can support their child’s learning, including information about curriculum and assessment
The school parental involvement policy
The school-parent compact
Parent-Teacher conferences (required at elementary)
The annual evaluation of the parental involvement policy
The Title I, Part A 1% set-aside and the parents role in determining the distribution of funds
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PowerPoint
Annual Meeting PowerPoint
Presentation Template:
https://tinyurl.com/ya2gjw2u
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FORMS for ANNUAL MEETING
Sample Annual Meeting Agenda
Fall MeetingSpring
Meeting
Sample Sign-In Sheets
Sample Minutes
11https://tinyurl.com/ya2gjw2u
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School
Parent
Compact
Section
1116(d)
As a component of the school-level parent and
family engagement policy developed under
subsection (b), each school served under this
part shall jointly develop with parents for all
children served under this part a school-parent
compact that outlines how parents, the entire
school staff, and students will share the
responsibility for improved student academic
achievement and the means by which the
school and parents will build and develop a
partnership to help children achieve the
State's high standards…
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School-Parent
Compact
Every campus receiving Title I,
Part A funds is required to develop
a written school-parent compact.
The compact shall be developed
jointly with parents and families,
and agreed upon by parents and
families, and distributed to parents
and families.
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School-Parent Compact
The compact serves as a reminder of shared responsibility for school and home to work together to improve student achievement.
It is a document that explains what families and schools can do to help children reach high academic standards of excellence.
It is like a compass pointing toward the destination“student success.”
The compact is NOT about student behavior;it should be about student achievement.
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Are signatures required?
No, signatures are not required. A campus can
ask parents to sign and return but they can not require it.
Just a thought…If you have parent(s) return the
document, then they do not have it to review, as needed.
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The school-parent compact shall address, at a minimum:
The school’s responsibility to provide high-quality
curriculum and instruction
Meeting the State’s challenging academic standards
Ways in which parents will be responsible to support their
child’s learning
The importance of regular two-way, meaningful
communication
The value of annual parent-teacher conferences,
required in elementary schools
Frequent reports of student progress
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The school-parent compact shall address, at a minimum, cont.:
Reasonable access to school staff, which includes
opportunities for parents to observe and volunteer in their
child’s class
CLASSROOM OBSERVATION - Things to consider:
Must follow local policy
Be aware of testing schedule(s)
VOLUNTEERS - Things to consider:
Volunteers need to be trained
Volunteers need to be aware of FERPA requirements
If volunteer is going to work alone with students one-on-one or
in a group setting, it is important to conduct a background
check
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RESOURCES
Publication: Five Steps to Success for
Developing School-Parent Compacts:
http://tinyurl.com/y7cgtsjw
PowerPoints:
Five Steps to Success for Developing
School-Parent Compacts:
https://tinyurl.com/yb5hcevt
Let’s Revive Our Compact:
http://tinyurl.com/y9popvxt
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MORE RESOURCES
Six Tips on Compacts:
• http://tinyurl.com/y9zhrr2b
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Compact Checklist:
• https://tinyurl.com/ybr235uy
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Compact Samples:
• https://tinyurl.com/y99js7gn
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Compact Resource:
• https://tinyurl.com/y7gorvnf
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Written Parent and Family Engagement Policy
STATUTE:
Section 1116(a)(2)(A-F),
Section 1116(b)(1-4),
Section 1116(c)(1-5),
Section 1116(d)(1-2),
Section 1116(e)(1-14), and
Section 1116(f)
http://tinyurl.com/yb7a6fdh
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Written Parent and Family Engagement Policy
Every LEA receiving Title I, Part A funds and every schoolreceiving Title I, Part A funds is required to develop a written parent and family engagement (PFE) policy.
The policy shall be developed jointly with parents and families, and agreed upon by parents and families, and distributed to parents and families.
The policy is a statement that describes the PFE program for the school year; the emphasis should be upon the unique roles of home and school and how this partnership enhances student success.
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The LEA policy shall address, at a minimum:
Involve parents in the development of the parent and family
engagement policy, as well as the district improvement plan;
Assist schools to implement parent and family engagement (PFE)
activities to improve student performance;
Assist schools and parents to build capacity;
Coordination of parent and family engagement strategies;
Conduct, with meaningful involvement of parents, an annual
evaluation of the content and effectiveness of the PFE policy in
improving the academic quality of the schools; and
Involve parents in the activities of the school, which may include
establishing a parent advisory board.
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The school policy shall address, at a minimum:
Convene an annual meeting to describe the school’s participation in a Title I, Part A program and the right of the parents to be involved;
Offer a flexible number of meetings;
Include parents in the planning, review, and improvement of the school parent and family engagement (PFE) policy and programs;
Timely information about parent activities, a description and explanation of the school curriculum and forms of academic assessment and expected achievement levels; and
The school-parent compact which addresses the importance of communication between school and home.
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Does the policy have to be approved by the School Board?
ESSA Statute does not require
approval by the board.
If it is local policy for all “policies” to
be approved by the board then
must follow the most restrictive
requirement.
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RESOURCES
Publication: Developing a Written Parent and Family Engagement Policy:
http://tinyurl.com/ybjb6v4t
PowerPoints:
Comprehensive Needs Assessment:
http://tinyurl.com/y9pxfy8l
Parent and Family Engagement Policy:
http://tinyurl.com/y8wxx8uy
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MORE RESOURCES
District & School Policy Resource:
http://tinyurl.com/ybw4rsds
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District Policy Checklist:
http://tinyurl.com/y9de47yv
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School Policy Checklist:
http://tinyurl.com/ydxa8pad
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MORE RESOURCES
Sample District & Campus Policies:
http://tinyurl.com/yagol7gh
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District Template: http://tinyurl.com/yddeoc3x
Campus Template:http://tinyurl.com/y8qn4pst
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Annual Evaluation
According to statute, every LEA
receiving Title I, Part A funds is
required to evaluate annually
the effectiveness of their
PFE policy and its programs.
Specifically, the evaluation
should attempt to identify the
success of the PFE policy in
improving the academic quality
of the schools.
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Annual
Evaluation
The emphasis is upon affirming the
connection between student
improvement and effective home-
school communication and partnership.
The evaluation should identify the
strengths and weaknesses of the
strategies in the PFE policy for
advancing student achievement.
The evaluation is also expected to
identify barriers to greater participation
by parents.
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Annual Evaluation
Section 1116 (a)(2)(D)
The policy SHALL describe
how the LEA WILL…
Conduct, with meaningful
involvement of parents and
family members, an
evaluation of the content and
effectiveness of the parent
and family engagement policy
in improving the academic
quality of schools, including…
(next slide)30
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Annual Evaluation
The evaluation SHALL identify:
Barriers to greater participation by parents in activities (with particular
attention to parents who are economically disadvantaged, disabled,
have limited English proficiency, have limited literacy, or of any racial
or ethnic minority background)
The needs of parents and family members to assist with the learning
of their children, including engaging with school personnel and
teachers
Strategies to support successful school and family interactions.
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SURVEYS
Programs that are especially effective at engaging families often conduct surveys to gather information from families.
Surveys can assist in building strong bridges with all stakeholders, because it lets them know you value their input and ideas; it helps to create valuable partnerships.
Sample surveys:
http://tinyurl.com/ya2mwj5l
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SURVEY TIPS
Keep questions simple and straight forward.
Annually conduct a survey to record changes and set priorities.
Surveys need to be truly anonymous.
Have completed surveys returned in 48 hours.
Tabulate the return rate for each survey.
Participants should be able to respond easily.
Keep open-ended responses to a
minimum.
Beware of timing of survey. Accept
the good and the not-so-good
results.
Keep surveys short, manageable,
and USEFUL.
SHARE RESULTS with ALL
stakeholders in a timely manner.
Make no assumptions. Objective
questions are more reliable.
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Language
and
Format
1116
Section 1116(b)(1)
1116
Section 1116(e)(5)
Go to Section 1116:http://tinyurl.com/yb7a6fdh 34
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Language and Format
To maintain regular, meaningful, two-way communication the
message needs to be understood by the parents and family.
LEAs and schools send a lot of information to families: the student
handbook, the parental involvement policy, the school-parent
compact, the school report card, various notifications, surveys, etc.
Yet, many parents and families are unable to respond either due to
limited literacy or possessing a home language other than English.
As a result, it is essential to provide information to families in a
format, and to the extent practicable, in a language they can
understand.
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What is practicable?
Please note, it says
practicable not practical.
Practicable means able to
be done
If you are able to do it;
then you should be
translating into necessary
languages
Let’sDefine
Practicable
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If it is not practicable to provide the information in print, ask a parent translator to read the notification in the home language to the family. If necessary, record the translation and make it available as a pod-cast or on a CD or a DVD.
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BUILDING CAPACITY
Section 1116 (e)
To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the
community to improve student academic achievement-
• A district and school MUST provide assistance to parents of children served by the school or LEA…
•MUST provide materials and training to help parents to work with their child…
To read in full, click on the link:
http://tinyurl.com/ycwgygu4 38
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BUILDING CAPACITY
Section 1116 (e)
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MUST educate staff in the value and utility of contributions
of parents, and how to communicate and work with parents
• Parent-Teacher Training Resources: http://tinyurl.com/y9gcbfkc
MUST, to the extent feasible and appropriate, coordinate
and integrate with other Federal, State and Local…
MUST ensure that information is in language and format…
To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the
community to improve student academic achievement-
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BUILDING CAPACITY
Section 1116 (e)
MAY involve parents in the development of training for teachers…
MAY provide necessary literacy training from funds received…
MAY pay reasonable and necessary expenses…
MAY train parents to enhance the involvement of other parents
To ensure effective involvement of parents and to support a
partnership among the school, parents, and the community to
improve student academic achievement -
To read in full, click on the link:
http://tinyurl.com/ycwgygu4
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BUILDING CAPACITY
Section 1116 (e)
MAY arrange school meetings at a variety of times…
MAY adopt and implement model approaches…
MAY establish a district wide parent advisory council…
To ensure effective involvement of parents and to support a
partnership among the school, parents, and the community to
improve student academic achievement.
To read in full, click on the link:
http://tinyurl.com/ycwgygu4
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BUILDING CAPACITY
Section 1116 (e)
MAY develop appropriate roles for community based…
MUST provide such other reasonable support for family
engagement activities
To ensure effective involvement of parents and to support a
partnership among the school, parents, and the community to
improve student academic achievement.
To read in full, click on the link:
http://tinyurl.com/ycwgygu4 42
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BUILDING CAPACITY
The goal for building capacity eclipses programs; it is
about establishing partnerships among the school,
parents, and the community with the priority of
improving student academic achievement.
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RESOURCES
Building Capacity One-Pager:
http://tinyurl.com/ycwgygu4
PowerPoints:
Building Capacity Requirements:
http://tinyurl.com/y9hvbhj7
Constructing a Parent and Family
Engagement Program to Build Capacity:
http://tinyurl.com/y9vokhpy
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How does your PFE Program connect to
TEA’s Strategic Priorities? District
Policy
Campus
Policy
Annual
Meeting
Annual
Evaluation
Compact Two-Way
Communi
cation
Use of
Funds
Recruit…
Teachers
Build
Reading
and Math
Connect HS
to Career &
College
Improve
Low-
Performing
Schools45
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Title I, Part A Parent and
Family Engagement Handbook
The handbook is a comprehensive guide
to implementing an effective Title I, Part A
Parent and Family Engagement Program.
Sections include:
Statute
Descriptions
Resources with Links
Visit the handbook:
http://tinyurl.com/y9bcm4qr 46
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For more resources and
information, visit the ESC Region 16 Parent and Family
Engagement Initiative website:
https://tinyurl.com/ybksegwm
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We are here to help!
Gretchen Kroos
(817) 740-7630
Kelli Crain
(817) 740-7548