Family Engagement Framework - A TOOL FOR CALIFORNIA SCHOOL DISTRICTS - California Department of Education
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Family Engagement Framework A TO OL F OR C ALI F OR NI A S C HOOL DI S TR I C TS California Department of Education SACRAMENTO 2 0 1 4
Family Engagement Framework A TO OL F OR C ALI F OR NI A S C HOOL DI S TR I C TS California Department of Education SACRAM E NTO 2 0 1 4
This edition of the Family Engagement Framework was revised by the California Department of Education (CDE) in collaboration with the WestEd Center for Prevention and Early Intervention (CPEI) under a contract with the Californians Dedicated to Education Foundation (CDEF) with funding support from the Heising-Simons Foundation. The Center for Prevention and Early Intervention provides training and technical assistance in policy development, translation of research to practice, systems evaluation, and implementation of evidence-based practices to promote a comprehensive approach to improving developmental, academic, and behavioral outcomes for all children and youth. The publication was originally developed by the CDE in collaboration with the California Comprehensive Center (CA CC) at WestEd. Foundational content and support were provided by the Family Area Network, an informal advisory body to the former Title I Accountability and Partnerships Office at the CDE. The original work was supported by CA CC at WestEd through funding from the U.S. Department of Education, PR/Award Number S283B050032. It does not necessarily reflect the views or policies of the U.S. Department of Education, and readers should not assume endorsement by the federal government. The California Comprehensive Center—a partnership of lead agency WestEd and the American Institutes for Research and School Services of California—is part of a federal network of 16 regional comprehensive centers. Revision and Production Team: CDE Nancy Bodenhausen, Education Programs Consultant, Title I Policy and Program Guidance Office CPEI Angela McGuire, Primary Writer Carolyn Walker, Editor Acknowledgements to the Original Production Team: CDE Deb Sigman, Deputy Superintendent, Curriculum, Learning, and Accountability Branch Carol Dickson, Education Programs Consultant, Title I Accountability and Partnerships Office CA CC Virginia Reynolds, Task Lead Angela McGuire, Primary Writer Janice Lowen Agee, Editor Carolyn Walker, Editor Kelley Versteegh, Graphic Designer Copyright 2014 California Department of Education. Permission to reproduce with the California Department of Education copyright notice is hereby granted.
Family Engagement Framework 1 Table of Contents Message from the State Superintendent of Public Instruction. . . . . . . . . . . . . . 3 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 District Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Required District Activities and Implementation Rubrics Build Capacity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Demonstrate Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Resources: Fiscal and Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Monitor Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Access and Equity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Tools for Communicating with Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Appendixes Appendix A: Matrix of Federal and State Parent Involvement Code and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Appendix B: Linking Parent Involvement to Student Achievement: A Review of Recent Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Appendix B.1. Annotated List of Selected Articles Linking Parent Involvement to Student Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Family Engagement Framework 3 Message from the State Superintendent of Public Instruction Those of us in the education community know that family engagement is one of the single most important factors in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. That is why the California Department of Education (CDE) supports and encourages family engagement, and it is why I am pleased to release this updated Family Engagement Framework (Framework). The Framework is a joint project of the CDE and WestEd. It brings together re- search, requirements, and promising practices. It is a tool for leaders in school districts and county offices of education to use as they work with schools, families, and communities to plan, implement, and evaluate family engagement practices that directly impact improved student achievement. The implementation of the Local Control Funding Formula (LCFF) has placed a renewed emphasis on families and educators working together as partners. The revisions to this Framework include updates to state and federal program require- ments where family engagement is a vital component, including those under the new LCFF. And for the first time, the entire Framework is available in Spanish to reach even more families who want to fully participate in their child’s learning. At the core of the Framework are district principles that were developed collabora- tively with input from a wide variety of parent, education, and community organi- zations. The principles describe expectations, or standards, for districts to engage family members in supporting their children’s education. The principles address capacity building, leadership, resource allocation, progress monitoring, access, and equity. Implementation activities are provided for each district principle, with legal references cited where appropriate. Please share this resource with your schools and wider communities to strengthen involvement and build relationships among critical partners in the education of California’s students. Tom Torlakson
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Family Engagement Framework 5 Introduction Purpose In support of establishing strong, healthy, and systematic National Network of Partnership Schools at Johns Hopkins school, family, and community partnerships statewide, University (Epstein, 2002): (1) parenting, (2) communi- the California Department of Education (CDE) engaged cating, (3) volunteering, (4) learning at home, (5) decision the assistance of the California Comprehensive Center at making, and (6) collaborating with the community. WestEd (CA CC) to develop a tool describing expecta- The draft Standards addressed all levels (state, regional, tions and implementation strategies for integrated family county, district, school, classroom, and family) of the engagement within state educational programs. This Family educational system and identified opportunities to Engagement Framework is intended to provide guidance to strengthen school, family, and community partnerships educators, districts, schools, families, and communities through leadership, capacity building, and as they plan, implement, and evaluate strategies across accountability. Although stakeholders, including parent multiple programs for effective family engagement to leaders, teachers, school and district administrators, and support student achievement and close the academic professional associations, expressed a need and apprecia- achievement gap. tion for the Standards, they suggested that the guidance should be provided in a more concise format. Development In 2006, CDE, with the assistance of the CA CC, began to In 2003, the Family Area Network (FAN) Board, an analyze and revise the draft Standards. After several months informal advisory body to the CDE Title I Accountability of discussion, editing, and reorganization, the Family and Partnerships Office, engaged parent and educational Engagement Framework (Framework) was conceptualized. leaders in developing a set of draft Model Standards for National educational policies continued to emphasize the Family Involvement (Standards) grounded in legal statute and importance of establishing programs to involve families academic research. The draft Standards were aligned with and practices to empower and engage families in the six types of parent involvement described in the model educational process (U.S. Department of Education [ED], for school, family, and community partnerships from the 2010). Over the next several years, additional activities Family Engagement Framework Principles • Reference program requirements as well as six types of parent involvement. • Differentiate for each level of education implementation, such as district and school. • Address five domains: capacity building, leadership, resources, progress monitoring, and equity. Required District Implementation Rubrics Tools for Communicating Activities • Reflect FAN draft Standards. with Families • Incorporate federal and • Plan and evaluate. • Are reproducible or state laws and regulations. • Link to research and adaptable. promising practices. • May be disseminated in print or via the Internet.
6 Family Engagement Framework were conducted to ensure that the Framework addressed state the local educational agency (LEA) provides, as and federal requirements and integrated recent research required by law. and useful resources. CA CC staff conducted an extensive VII. Teaching and Learning. Participants receive review of the California Education Code (EC) and pertinent core and categorical program services that meet regulations for CDE programs to identify requirements their assessed needs. related to parent involvement across programs; CDE staff across programs provided verification of the identified Since publication of the Framework in 2011, California requirements. Within regulations for educational programs enacted the Local Control Funding Formula (LCFF) to sim- implemented by the CDE, the review found the following plify the state’s school finance system. The LCFF eliminates requirements: funding for most state categorical programs. LCFF statutes identify parental involvement as a state priority. This edition • Broad parent involvement requirements that apply of the Framework reflects these changes and is accurate as of to all instructional programs its publication date. • Requirements that apply to all categorical To further inform the development of the Framework’s programs content, CA CC staff conducted a focused review of recent • Requirements specific to 17 different programs and literature to identify a current body of research linking initiatives specific parent involvement activities to student achieve- The Matrix of Federal and State Parent Involvement Code and ment. The search phrases used to identify research articles Regulations (Appendix A) lists the legal citations for parent were “parent involvement” and “parent participation.” In involvement requirements across education programs and educational research at the time of this literature review, initiatives. The citations are categorized by Program Dimen- the term “engagement” was associated most often with early sions to align with state accountability and monitoring parent-child relationships and bonding. “Parent involve- processes and to illustrate the breadth of parent involvement ment” and “parent participation” more frequently linked to requirements. With information and input from CDE staff research examining the kind of engaged communication and across programs, the principles of the Family Engagement interaction described in the Family Engagement Framework. To Framework are coordinated with seven Program Dimensions: ensure that articles relevant to current practice and written I. Involvement. Parents, staff, students, and under a rigorous standard of research were identified, only community members participate in developing, peer-reviewed articles published within the nine years prior implementing, and evaluating core and categorical to publication of the Framework (2001–2010) were sought. programs. The focused literature review (Appendix B, Linking Parent Involvement to Student Achievement: a Review of Recent II. Governance and Administration. Policies, Literature) may serve as a resource to administrators and plans, and administration of categorical programs teachers seeking to identify, select, and support meet statutory requirements. effective and promising practices in parent involvement. III. Funding. Allocation and use of funds meet The Annotated List of Selected Articles Linking Parent statutory requirements for allowable expenditures. Involvement to Student Achievement (Appendix B.1) IV. Standards, Assessment, and Accountability. describes each of the articles referenced in the Framework. Categorical programs meet state standards, Content describing required and recommended district- are based on the assessed needs of program level parent and community involvement activities was participants, and achieve the intended outcomes periodically sent to parent resource and involvement groups of the categorical program. for review and input. Members of the FAN, Parent Informa- V. Staffing and Professional Development. tion and Resource Centers, Parent Training and Information Staff members are recruited, trained, assigned, Centers, Family Empowerment Centers, and the California and assisted to ensure the program’s effectiveness. Parent Teacher Association provided input. In 2009, the FAN Board endorsed the draft Framework as a tool and VI. Opportunity and Equal Educational Access. recommended that CDE and the CA CC move forward with Participants have equitable access to all programs production and dissemination.
Family Engagement Framework 7 Components and Layout Required District Activities and of the Framework Implementation Rubrics Just as the content of the Family Engagement Framework has The Required District Activities and Implementation undergone significant transformation over the last five Rubrics of the Family Engagement Framework describe years, so too has the name. Originally referred to as the specific district actions for each of the 18 District “Parent Involvement Standards,” the final name reflects Principles. The Required District Activities column in commitment to comprehensive partnering among school, the rubrics presents parent involvement activities that are family, and community members in support of education. required under educational program regulations; citations The terms “parent involvement” and “family involvement” for specific laws and regulations follow each requirement. generally refer to a range of activities. They are often used Actions for implementation of the required activities interchangeably with other terms, like “parent engage- are described qualitatively in the corresponding rubrics ment,” “parent participation,” and “family engagement.” columns progressing left to right from Basic to Progressive The proposal to reauthorize the Elementary and Secondary and Innovative Implementation. The description of Basic Education Act (ED, 2010) uses the term “family engage- Implementation actions reflects Required Activities. ment,” referring to an integrated strategy across multiple The descriptions of Progressive and Innovative programs. The Family Engagement Framework provides Implementation reflect research and promising practice guidance for pursuing an integrated strategy to support models. The research informing the Framework is reviewed the exchange of information, purposeful interaction, and in Appendix B, Linking Parent Involvement to Student meaningful participation among schools, families, and Achievement: A Review of Recent Literature. community partners to support student learning and achievement. In this document, “parent involvement,” Tools for Communicating with Families “family involvement,” and “family engagement” are gener- ally used interchangeably. The Tools for Communicating with Families presents the content from the Principles, Required District Activities, and Implementation Rubrics in a simpler, more District Principles straightforward format. They may be used to present The District Principles of the Family Engagement Framework concepts in the Framework to family and community provide a one-page overview of the essential actions for members who do not need access to legal citations and family and community involvement at the district level. regulatory language. Each single page may be used as a Citations in support of specific principles are provided. stand-alone communication within a newsletter, parent There are 18 principles arranged within five action areas; orientation guide, bulk e-mail, or training packet. the five action areas reference Program Dimensions: Required District Activities are described along with suggestions for parents to pursue involvement at the 1. Build Capacity – addresses Program Dimension level at which they are comfortable. The suggestions for I: Involvement; Program Dimension V: Staffing parent involvement may lead to development of deeper and Professional Development; Program Dimen- family involvement and engagement activities at more sion VII: Teaching and Learning progressive and innovative levels. 2. Demonstrate Leadership – addresses Program Dimension II: Governance and Administration 3. Resources: Fiscal and Other – addresses Program Dimension III: Funding 4. Monitor Progress – addresses Program Dimen- sion IV: Standards, Assessment, and Accountability 5. Access and Equity – addresses Program Dimension VI: Opportunity and Equal Educational Access
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Family Engagement Framework 9 District Principles 1. BUILD C APACIT Y 1 3. RESOURCES: FISC AL AND OTHER 3 1.01 Ensure that all principals understand and implement 3.01 Allocate resources and assign staff to implement the plan. required and effective parental involvement practices at their schools [Title I, Part A, 1118 (a)(1)]. 4. MONITOR PROGRESS 4 4.01 Ensure all schools integrate parental involvement 1.02 Establish family-friendly volunteer policies to recruit and programs into the school’s Single Plan for Student organize help and support from parents. Achievement [EC 11502(e), 11504]. 1.03 Train parents to successfully participate in curricular and 4.02 Provide oversight, support, and coordination of par- budgetary decision making. ent involvement activities among district schools and 1.04 Identify and integrate resources and services from the programs. community to strengthen school programs, family 4.03 Document progress of each school’s implementation of practices, and student learning and development. its parent involvement program [EC 11503(c)(d), refers 1.05 Ensure staff and family access to training in effective specifically to Title I]. school, family, and community partnerships. 4.04 Assess every principal’s effectiveness in establishing and 1.06 Train staff, with the assistance of parents, in how to reach maintaining school, family, and community partnerships out to and work with parents as equal partners in their at his or her school. children’s education [Title I, Part A, 1118 (e)(3)]. 5. ACCESS AND EQUIT Y 5 1.07 Ensure that teachers and families have knowledge 5.01 Ensure that critical parent information is readily available and tools to help students with homework and other in accessible formats and languages spoken by families in curriculum-related activities. the district [EC 48985]. 2. DEMONSTRATE LEADERSHIP 2 5.02 Ensure that parent representation on committees reflects 2.01 Ensure that all schools have parent/family involvement the composition of the student body. programs (EC 11502 – 11504). 5.03 Ensure that schools have a system in place with multiple 2.02 Meet requirements of state and federal law regarding strategies to facilitate two-way communication with family involvement. parents and community members on a regular basis [EC 11502(c), EC 11503(b)(4)]. a. Ensure parent representation on district and school committees as required by law. b. Establish district family involvement policies and programs [Title I, Part A, 1118 (a)(2); EC 11503 – 11504]. 2.03 Involve families in advisory bodies and training strategies. 1. Items 1.01 through 1.04 support Program Dimension I: Involvement – Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs. Items 1.05 and 1.06 support Program Dimension V: Staffing and Professional Development – Staff members are recruited, trained, assigned, and assisted to ensure the program’s effectiveness. Item 1.07 supports Program Dimension VII: Teaching and Learning – Participants receive core and categorical program services that meet their assessed needs. 2. Items in this domain support Program Dimension II: Governance and Administration – Policies, plans, and administration of categorical programs meet statutory requirements. 3. Items in this domain support Program Dimension III: Funding – Allocation and use of funds meet statutory requirements for allowable expenditures. 4. Items in this domain support Program Dimension IV: Standards, Assessment, and Accountability – Categorical programs meet state standards, are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program. 5. Items in this domain support Program Dimension VI: Opportunity and Equal Educational Access – Participants have equitable access to all programs the local educational agency provides, as required by law.
Family Engagement Framework 11 Required District Activities and Implementation Rubrics 1. Build Capacity This set of rubrics describes program implementation addressing Program Dimension I: Involvement, Program Dimension V: Staffing and Professional Development, and Program Dimension VII: Teaching and Learning. 1.01 Ensure all principals understand and implement required and effective parental involvement practices at their schools. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Provide coordination, technical Provide to principals In addition to basic training on the In addition to basic and progressive assistance, and other support to • technical assistance materials for role of families in governance and training for principals, employ school staff for including families training advisory committees in decision making, provide princi- joint training and team-building as participants in local educational their roles and responsibilities; pals with training and resources on activities for principals and parent agency (LEA) and school gover- • engaging with family members leaders to nance and decision making [20 • information, support, and professional development individually or as members • build relationships; United States Code (USC) 6318(a) of advisory groups to solve (2)(B)]. opportunities addressing the • engage in strategic planning; role of families as participants in problems, draft policy, and make decisions; and/or • examine student achievement LEA and school governance and in relationship to parent Establish parent/community decision making; • linking school-level plans and involvement; advisory committees [5 California • information and models for school-parent compacts to Code of Regulations (CCR) 18275]. student learning; and/or and/or required school-level plans for parent involvement; • focusing advisory group and Encourage principals to schedule council activities to support ongoing opportunities for Ensure that plans for parent • information and guidance parent-teacher communication and involvement and education include on involving families in the student achievement; interaction. • Parent conferences development of required parent and/or involvement and education Encourage principals to increase o At least two per year plans; [5 CCR 18275]. opportunities for parent-teacher • support to establish and hold conferences, in addition to the regular, calendared meetings required two. of required parent community advisory committees; and Support school sites to conduct at least two parent-teacher conferences per year. 1.02 Establish family-friendly volunteer policies to recruit and organize parent help and suppor t. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Facilitate supervision of family Provide teachers with written In addition to basic information and In addition to teacher training and members volunteering time and information and guidance on guidance, develop and disseminate resources, provide training for resources to improve school supervising parent volunteers who volunteer management resources parents in specific skills for work- facilities and programs [28 EC are assisting in classrooms. and provide teachers with training ing with children in classrooms 51101(a)(3)]. on their use, including: • handbook; and/or • volunteer forms; • guidelines for recruiting, Provide fiscal or other real support screening, training, and retain- for a recognition program for ing volunteers; classroom volunteers and family/ • certificates of recognition. teacher leaders.
12 Required District Activities and Implementation Rubrics 1.03 Train parents to successfully par ticipate in curricular and budgetar y decision making. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Provide training and resources to Provide training and resources In addition to providing training In addition to progressive training parents on to parents, especially those serving to parents serving on advisory activities, • content standards; on advisory committees, to committees, • utilize the Internet to survey include • provide training accessible to parents and/or provide infor- • academic achievement standards; • content standards; all families on parent/family mation and training to facilitate • academic achievement involvement policies, plans, their participation in decision • academic assessment; roles, and responsibilities; and/ making; and/or standards; • parent involvement or • adopt a train-the-trainer model, requirements; • academic assessment; • actively recruit new parents to using veteran parents for • monitoring academic progress; • parent involvement participate in training and on ongoing training of new parents; requirements; advisory committees; • working with teachers. • provide parents/family • monitoring academic progress; • involve parents in the members Internet access [20 USC 6318(e)(1)] development of training. through public computer labs. • working with teachers. Provide targeted training and resources to advisory committee members [EC 62002.5, 5 CCR 11308(d), 20 USC 6312(g)(4)]. 1.04 Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Conduct outreach to community Utilize one-way communication In addition to basic activities, Form a partnership* with agencies to outlets (mailers, brochures, public • provide teachers with lists of community-based organizations • inform of services; service announcements) to available community resources; and other public agencies to community agencies to and/or • plan or coordinate parent/ • solicit support. • provide information about • provide presentations for, family involvement activities educational services; attend functions of, and and programs; Coordinate and integrate parent • solicit support for educational maintain communications with • obtain or provide technical involvement activities with programs; community organizations to assistance; • public preschool; and cultivate relationships in • establish effective channels for support of education; and/or communicating with families; • other public educational Ensure that parent involvement programs; activities address the needs of • collaborate with other public • obtain or provide training for and are available to families with agencies providing services to families; • parent resource centers. families to support parent/ children • disseminate resources and [20 USC 6318(e)(4)] family involvement in • across education programs; education; information on an ongoing • in public preschool; basis; and/or and and/or Encourage parent resource centers Work with parent resource centers to collaborate to provide services Support the establishment of a (established under Title I and and support to all families. comprehensive, collaborative the Individuals with Disabilities parent resource center to meet Education Act) to implement the needs of all families. parent involvement activities. * Example: Action Team for Partnerships as described by Epstein, 2002.
Family Engagement Framework 13 1.05 Ensure staff and family access to training in effective school, family, and community par tnerships. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Provide parent orientation [5 CCR Provide printed information In addition to providing basic In addition to providing training for 18275]. and resources to support parent information and linkage to staff and families, orientation activities at schools resources, • involve parents in training Inform parents and parent and • survey parents to determine design and delivery; and/or organizations of information Disseminate to parents and information, skill, and support needs for participation; • support participation of district available from parent parent organizations, via mail and and school teams in train-the- information and resource centers Internet, information about the and/or trainer opportunities, such [20 USC 6318(g)]. appropriate parent information • provide training for staff and as the National Network of and resource centers. families on Partnership Schools Leadership Institute; and/or o respectful partnerships; o organizing programs; • encourage the formation of parent groups, even when not o conducting meetings; state-mandated, and provide o linking program activi- space for formal and informal ties to academic goals; meetings. o skills for collaboration; and/or • access parent information and resource centers as a training resource for staff and families. 1.06 Train staff, with the assistance of parents, in how to reach out to and work with parents as equal par tners in their children’s education. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Educate staff in the value of parent Provide information, support, and Augment basic information In addition to providing involvement, outreach to parents, professional development for staff and support with professional information and training for all communication with parents, on parent/family involvement, development in specific strategies staff, establish and provide training partnering, implementing parent including for parent/family involvement to a designated district parent programs, and building ties • the value of parent/family provided annually via involvement leadership team, between parents and the school involvement; • regular in-service days; [20 USC 6318(e)(3), EC 8238(d) (3)]. • outreach, communication, • principals’ meetings; and/or and partnering with parents/ • leadership days; families; and/or In addition to consulting parents for • implementing parent/family input on training, utilize parent programs; Provide professional development, including strategies and resources leaders as partners in the delivery • building ties between the home for communicating with parents of training. and the school; about and • content standards; Utilize parent input to design and • expectations for student deliver staff training on parent achievement; involvement. • strategies for parents to support student achievement and learning at home.
14 Required District Activities and Implementation Rubrics 1.07 Ensure that teachers and families have the knowledge and tools to help students with homework and other curriculum-related activities. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Establish guidelines and Establish guidelines and Develop parent guides and tools Develop parent-teacher procedures for classroom procedures for parents visiting to link classroom observation to observation follow-up activities observations [27 EC 49091.10(b)]. classrooms to observe. supporting learning at home. to encourage partnering; and and/or and/or Survey parents to plan and Survey parents, or support Include items in the survey to Support parent resource centers to conduct activities to help parents schools to survey parents, to plan parents/families to assess what • collect and disseminate support child learning and and conduct activities to help families are already doing and resources on environments development [5 CCR 18280]. parents support child learning and what they need to learn to support and approaches that support development. learning at home. learning at home; Provide information to and and/or • publish and/or post families [20 USC 6318(e)(1), 28 EC Disseminate information to Translate basic written information; 51101(a)(11-12)] regarding families on information and resources into • establish an accessible • academic performance • academic performance languages used by families in the information library and/or standards; standards; district. center; • proficiencies; • proficiencies; and/or • establish a mobile library • expected skills; • expected skills; In addition to written information and/or center; for families, provide training for and/or • school rules; • school rules; parents. • results of standardized and • results of standardized and Train family members and and/or teachers together and/or in teams statewide tests [28 EC 51101(a) statewide tests; (5)]; Include in parent training specific to support strategies for learning • materials and training to skill areas identified through the at home. • materials and training to help help parents work with their district survey. parents work with their children children; [20 USC 6318(e)(2); 20 USC and/or • training to participate in team 6381d(2),(4),(7); EC 8238(b)]; meetings and decisions Train teachers in • training to participate in team involving their own children. • the use of interactive meetings and decisions homework; involving their own children [EC • other effective strategies for 56363(b)(11); 5 CCR 3051.11]. supporting homework. and/or Conduct other activities to Provide family literacy services to encourage and support parents, develop skills of family members including parent resource centers to support learning at home. [20 USC 6381(d)(4)].
Family Engagement Framework 15 2. Demonstrate Leadership This set of rubrics describes program implementation addressing Program Dimension II: Governance and Administration. 2.01 Ensure that all schools have family/parent involvement programs. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Establish a districtwide, board- Document that the district Establish a parent involvement Include in the district parent adopted parent involvement policy governing board has adopted leadership team to guide and involvement leadership team applicable to all schools [7 EC • a parent involvement policy coordinate parent involvement • membership representative of 11504]. applicable to all schools that programs throughout the district, all district schools; addresses the program require- including • a plan for continuity during Integrate parent involvement ment for Title I schools in its • membership of teachers, changes in district leadership; programs into school plans for district (see 2.02) parents, administrators, and other partners; and/or academic accountability and [7 EC 11502(e)]. • regularly scheduled meetings; Include in the district parent • an LCAP for the district that de- involvement policy scribes annual goals for parental and/or involvement and specific actions • personnel policies that incorpo- Ensure that policies and programs In developing the district parent rate parent involvement in for Title I programs meet to achieve those goals. involvement policy and plan, o staff selection, requirements for parent utilize a planning model to evaluation, promotion, involvement under Title I • analyze surveys; and development; [EC 11503]. o preparation of new staff; • set goals and expectations; o contract time for • identify and design supports to meeting with families; Include and review annual goals achieve expectations; for parental involvement in the o rewards and incentives; Local Control and Accountability • identify staff and resources to • school-home communication; Plan (LCAP) [EC 52060]. support the plan. • guidelines for o agreements with community agencies; o partnering with businesses; o district- and school-level decision making; o parent choice among schools and programs. 2.02 Meet requirements of state and federal law regarding family involvement. a. Ensure parent representation on district and school committees as required by law. b. Establish district family involvement policies and programs. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Establish a District English Ensure that at least 51 percent of Actively inform and recruit Train parents to serve on advisory Learner Advisory Committee DELAC members are parents of parents representative of the bodies, including school site and (DELAC), at least 51 percent of English learners. student population about district councils. whose members are parents of and opportunities to participate in English learners [5 CCR 11308, EC advisory groups. 52176(a)]. Ensure that the district has a Parent Advisory Committee for early Establish a Parent Advisory childhood programs. Committee (Child Care and and Development) [5 CCR 18275]. Ensure that the district Community Establish a Community Advisory Advisory Committee includes parents Committee, including parents of of students with exceptional needs individuals with exceptional needs and other pupils enrolled in school. and other pupils enrolled in school and [EC 56192]. Ensure that the district has a parent Establish a parent advisory com- advisory committee to advise the dis- mittee for LCAP [EC 52063(a)(1)]. trict on the development of the LCAP. continued next page
16 Required District Activities and Implementation Rubrics 2.02 (continued) Meet requirements of state and federal law regarding family involvement. a. Ensure parent representation on district and school committees as required by law. b. Establish district family involvement policies and programs. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Develop and review with and Develop with and distribute In developing the district parent To facilitate linking the parent distribute to parents a written to parents an annually updated involvement policy and plan, involvement policy and plan to parent involvement policy [20 written parent involvement policy, establish school improvement school improvement and student USC 6318(a)(2), 28 EC 51101(b)] outlining the district’s Title I plan efforts and student performance achievement, establish an annual describing how the LEA will for goals as the foundation. work plan identifying • involve parents in program • involving parents in program • strategies; planning, review, and improve- planning, review, and • timelines; ment [20 USC 6318(a)]; improvement; • persons responsible for • assist schools to implement • assisting schools to implement implementation; effective parent involvement effective parent involvement activities; activities; • measurable goals; • build capacity for parent • building capacity for parent • a plan for dissemination. involvement; involvement; • coordinate and integrate parent • coordinating and integrating involvement strategies across parent involvement strategies programs; across programs; • conduct an annual evaluation • conducting an annual evaluation of the impact of the parent of the impact of the parent involvement policy, including involvement policy, including o improvement in o improvement in academic achievement; academic achievement; o barriers to parent o barriers to parent participation; participation; o strategies for effective o strategies for effective parent involvement. parent involvement; Include in the parent involvement • regular and periodic parent program regular and periodic training on training [7 EC 11503(b)] on o how to support learning • how parents can support at home and at school; learning at home and at school; o activities, strategies, and • activities, strategies, and materials to support materials to support learning at learning at home and at home and at school; school; • child development; o child development; • positive discipline; o positive discipline; • healthy parent-child o healthy parent-child relationships; relationships; • effective two-way, home-school o effective two-way, communication. home-school Involve parents in draft and review communication. of the policy. Present the LCAP or annual Update the policy periodically. update to required parent advisory Present the LCAP or annual committees for review and com- update to required parent advisory ment and respond to committee committees for review and com- comments in writing. ment; respond in writing to comments [EC 52062(a)(1-2)].
Family Engagement Framework 17 2.03 Involve families in advisor y bodies and training strategies. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Include parents in the decisions Include parents in decisions Actively promote and dedicate Encourage parents to chair or regarding how funds are allotted regarding the allotment of funds time at advisory meetings for co-chair advisory bodies for parent involvement activities and development of programs public input to obtain additional [20 USC 6318(3)(8)]. for parent/family involvement parental perspectives activities, specifically and/or Involve DELAC [5 CCR 11308(c)]. • involve DELAC; and/or • involve all parents in developing Support parent advisory an LCAP; and committee members to serve as Consult parents as programs are Invite and encourage parents to be liaisons to families in their schools being developed [20 USC 7424(c)]. • send notice of and hold regular active members of district person- or communities. meetings to obtain input of nel development work groups or parents of English learners. committees. Send notice of and hold regular meetings to obtain recommenda- tions of parents of English learners [20 USC 7012(e)(2)]. Consult with parents in developing an LCAP [EC 52060(g)]. 3. Resources: Fiscal and Other This set of rubrics describes program implementation addressing Program Dimension III: Funding. 3.01 Allocate resources and assign staff to implement plan. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Reserve not less than 1 percent Dedicate not less than 1 percent Set and expend an adequate Hire a full-time parent involve- of Title I funds to carry out of Title I funds to carry out budget for parent involvement ment staff person, ideally a parent requirements for parent requirements for parent programs and activities, with leader, responsible for involvement, unless 1 percent involvement, unless 1 percent of input from parents/families and • coordinating the training, of district allocation is $5,000 district allocation is $5,000 or less, appropriate advisory groups. strategies, communication or less [20 USC 6318(a)(3)(A)]. processes, and resources; and • reporting on parent Provide other reasonable support involvement. for parent involvement activities as parents may request [20 USC Provide other reasonable support 6318(e)(14)]. for parent involvement activities as parents may request.
18 Required District Activities and Implementation Rubrics 4. Monitor Progress This set of rubrics describes program implementation addressing Program Dimension IV: Standards, Assessment, and Accountability. 4.01 Ensure that all schools integrate parent involvement programs into their Single Plan for Student Achievement. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Ensure that the Single Plan for Develop and implement processes In addition to verifying content of In addition to verifying content Student Achievement (SPSA) has to verify that each school’s SPSA SPSAs, provide information and of SPSAs, provide training to been prepared with review and has been prepared with review and resources to school administrators school administrators and advisory advice from appropriate parent/ advice from appropriate parent/ and advisory group members on group members on linking parent community advisory committees, community advisory committees, linking parent involvement plans involvement plans to SPSA and including DELAC and parents of including DELAC and parents of to SPSA and special education special education district English learners [EC 64001(a), 5 English learners. district performance goals. performance goals. CCR 11308(c)(3), 20 USC 6312(g) (1)(B)(2), 20 USC 7012]. 4.02 Provide oversight, suppor t, and coordination of parent involvement activities among district schools and programs. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Coordinate and integrate parent Coordinate and integrate parent Collect documents from all parent Hold regular meetings of advisory involvement strategies under involvement strategies across involvement groups and programs committee chairs, across • Title I; programs, including and make them available at one programs, to facilitate • Title I; central access point, online, and/ collaboration; • Head Start/Early Head Start; or at a district office, including • Head Start/Early Head Start; and/or • Even Start; • agendas; • Even Start; Support parent resource and • Parents as Teachers; • meeting notes; advisory bodies across programs to • Home Interaction Program for • Parents as Teachers; jointly conduct parent events and • outreach materials; Preschool Youngsters; • Home Instruction Program for trainings; Preschool Youngsters; • reports; • state preschools. and/or • state preschools. and/or [20 USC 6318(a)(2)(D)] Include family members on district Include parent/ family input in monitoring teams (Program Moni- the collection of data for district toring, Consolidated Application, monitoring processes (Program and others as appropriate). Monitoring, Consolidated Applica- tion, and others as appropriate).
Family Engagement Framework 19 4.03 Document progress of each school’s implementation of its parent involvement program. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Evaluate the content and Survey families or collect other Expand collection of evaluation In addition to evaluative feedback, effectiveness of the parent evaluation data annually to feedback to include students, include program evaluation within involvement policy: evaluate the content and effective- teachers, administrators, and the parent involvement plan: • Identify barriers to par- ness of the parent involvement community members, in writing • Identify measures of ticipation, especially for diverse policy and to identify barriers to or via the Internet; effectiveness linked to parents. participation, especially for diverse and/or parents; o student achievement; • Use findings to design more Create an evaluation panel, o specific parent effective strategies. and including parents, to coordinate involvement activities. • Revise parent involvement Use the survey results to design the review of parental more effective parent involvement involvement with representation • Identify tools and processes for policies, as needed. collecting data. strategies; from all schools; [Refers specifically to Title I, 20 • Implement a schedule for data USC 6318(a)(2)(E), EC 11503(c)- and and/or collection. (d)] Use the evaluation data to inform In addition to addressing challenges, district administration and acknowledge successes in parent/ • Analyze data to identify advisory groups in the revision family involvement. practices that produce specific of parent involvement policies results for students and schools. annually. 4.04 Assess ever y principal’s effectiveness in establishing and maintaining school, family, and community par tnerships at his or her school. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Address parent involvement in In addition to the job description, In addition to performance school principal’s job description, address parent involvement in the planning, include parent including school principal’s performance involvement in principal • roles and responsibilities; planning, including performance evaluation: • expectations and goals. • professional development goals; • Recommend professional • achievements; development to address issues. and/or • Recognize achievements. Provide information, resources, and/or training to principals on the use of reflective practice and self-assessment to examine their own skills and actions in parent involvement.
20 Required District Activities and Implementation Rubrics 5. Access and Equity This set of rubrics describes program implementation addressing Program Dimension VI: Opportunity and Equal Educational Access. 5.01 Ensure that critical parent information is readily available in accessible formats and languages spoken by families in the district. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Provide parents with timely Develop and disseminate critical In addition to the development and In addition to dissemination of information about schools and school and student information to dissemination of information critical information via school students in a language and format families outlets, make important • establish systems to support that they can understand [20 USC information, including the parent • in their home language, when schools to address a broad range 6318(f), 28 EC 51101.1, involvement policy, available to required; of home languages with EC 56506(a), EC 56341.5(i)]. community groups for broader • in a time frame that reasonably translation and interpretation; dissemination; allows for family follow-up or and/or and/or Provide parent involvement policy response, if needed, including • provide training and to parents in an understandable information to principals and In addition to providing o district parent and uniform format [20 USC staff on information and training to staff, involvement policy; 6318(a)(2) and (f)]. actively recruit and hire staff o notice to parents of o communicating with fluent in the dominant languages English learners about families of English used by parents; Solicit review and comment from how they can be learners; and/or DELAC on written notifications involved in the education o required parent [5 CCR 11308(c)(7)]. of their children; notifications; In addition to soliciting input from advisory groups, establish o all required parent and/or a work group, including staff, Inform parents of English learners notifications (under In addition to DELAC, solicit parents/families, and community how they can be involved in the Titles I, III, IX, and X; input from a variety of parent members, dedicated to ongoing education of their children Federal Education Rights advisory group members on the examination of challenges and [20 USC 7012(e)(1)]. and Privacy Act; and development and dissemination development of solutions for IDEA); of parent information. providing critical information to a and diverse population of families. Meet parent notification requirements (under Titles I, III, Solicit review and comment from IX, and X; Federal Education DELAC on all required written Rights and Privacy Act; and IDEA) notifications. [EC 51101(a)(4) and (16); 20 USC 7012(b) and (e)(2); EC 48985; EC 56301(d)(1); EC 56329; EC 56346].
Family Engagement Framework 21 5.02 Ensure that parent representation on committees reflects the composition of the student body. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Provide opportunities for the Involve parents representative of Regularly survey members and Establish policies that support and participation of parents who are the student population, including monitor membership to ensure respect economically disadvantaged, have those who are economically that parent representation on • family responsibilities; limited English proficiency, have disadvantaged, have limited committees is representative of the disabilities, are migratory, or have English proficiency, have student population and includes • the variety of parenting children with disabilities [20 USC disabilities, are migratory, or have parents who are economically traditions and practices within 6318(a)(2)(E) and (f), EC 56193]. children with disabilities to serve disadvantaged, have limited the community’s cultural and on committees, by English proficiency, have religious diversity; • conducting outreach targeted disabilities, are migratory, or have • disability as another form of Involve family and community mem- children with disabilities. diversity. bers representative of the student to these groups; population [20 USC 1400 § 650]. • providing reasonable support for involvement and participation. Include parents representative of students eligible for free or reduced- price meals, foster youth, and pupils of limited English proficiency on the LCAP parent advisory committee [EC 52063(a)(2)]. • If district enrollment includes at least 15 percent English learners and enrolls at least 50 pupils who are English learners, establish an English learner parent advisory committee for LCAP [EC 52063(b)]. Provide reasonable support for parent involvement and participa- tion [20 USC 6318(e)(14)].
22 Family Engagement Framework 5.03 Ensure that schools have a system in place with multiple strategies to facilitate two-way communication with parents and community members on a regular basis. Federal and State Activities Basic Implementation Progressive Implementation Innovative Implementation Coordinate scheduling of parent- Coordinate scheduling of parent- In addition to regular print In addition to print and Web-based teacher conferences across the teacher conferences across the outreach and communication, outreach and communication, district [5 CCR 18275]. district employ Web-based applications to collaborate with parent and and support ongoing communication community groups to conduct and interaction between schools regularly scheduled community/ Conduct parent input meetings Conduct input meetings and/ and parents/families town hall meetings, information and/or surveys with the required or surveys to collect input from fairs, and public forums response rate (for Special Educa- parents of children receiving and/or tion Self-Review) [20 USC 1416(a) special education services with the and/or Provide training and resources to (3)(A) as cited in the California required response rate (for Special personnel on In addition to personnel develop- Part B State Performance Plan Education Self-Review) ment, conduct joint training • effective two-way communica- 2005-2010, Indicator #8]. and for school personnel, parents/ tion; families, and community members Conduct parent surveys or use • interactive meetings and events; on effective two-way communica- Conduct parent surveys or use other local methods to measure tion and building relationships to • interactive Web sites; other local methods to measure school climate for LCAP. support education. school climate (for LCAP) [EC • community outreach; 52060(d)(6)(C)]. • translation for parent/teacher conferences.
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