Family Engagement Evaluation

ECTAC Quarterly Family Engagement Team Meeting

August 26, 2016

Tampa – Embassy Suites

Why do we evaluate?

NCLB Section 1118(a)(2)(E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under this part, including identifying barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described in this section

ESSA Section 1116(a)(2)(D) conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying—

(i) barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);(ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and(iii) strategies to support successful school and family interactions;

(E) use the findings of such evaluation in subparagraph (D) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies described in this section; and

(F) involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.

• Did we do what we said we were going to do?• Were the goals and objectives met?

• Did we do it with fidelity?

• Did it have the desired results? Did it make a difference?

• Was it a good use of our funds?

• If it didn’t work, why didn’t it?

• What would it take to do it better next time?

What is Evaluation?

• Formal Process

• Point-In-Time

• Data driven

• Answers “What works?” and “What doesn’t work?”

• Tool for program’s evidence base

• Used in the development of next year’s CNA and planning process

The Big Question

How do we evaluate Family Engagement?

Current PIP Evaluation• Building Capacity: Summary of activities offered to help build the capacity

of parents to improve their child’s academic achievement.• Staff Training: Provide a summary of professional development activities

provided by the LEA to educate staff on the value and utility of the contributions of parents; how to reach out to, communicate with, and work with parents as equal partners; the implementation and coordination of parent programs; and how to build ties between parents and the school.

• Private School: Provide a summary of the parental involvement activities provided for private schools implementing a Title I, Part A Program.

• Barriers: Describe the barriers which hindered participation of parents in parental involvement activities during the previous year. Include the steps the LEA will take during the upcoming school year to overcome the barriers and design more effective parental involvement policies (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background).

NCLB Section 1118(a)(2)(E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under this part, including identifying barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described in this section

ESSA Section 1116(a)(2)(D) conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying—

(i) barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);(ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and(iii) strategies to support successful school and family interactions;

(E) use the findings of such evaluation in subparagraph (D) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies described in this section; and

(F) involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.

(D) conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying—

…including identifying—(i) barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background)

…including identifying—(ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers

…including identifying—(iii)strategies to support successful school and family interactions

(E) use the findings of such evaluation in subparagraph (D) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies described in this section; and

(F) involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.

Family Engagement is a Continuous Process• Conduct a Needs Assessment with Parents

• Identify the need of students, parents and teachers• Consider the needs of and collaborate with other programs• Review available data (student achievement, parent and teacher surveys, etc.)• Prioritize needs• Define the vision

• Develop the Plan with Parents• Dual Capacity Framework (Opportunity Conditions, 4 C’s)• Goals/Objectives• Activities/Strategies that are sustainable and systemic • Budget

• Implement the Plan• Discuss the plan with district and school staff, communicate expectations and how to

implement with fidelity• Continuous review and revision• Monitor expenditures and activities

Contact Us!

Marjorie Murray, Director407.320.0244 OfficeMarjorie_Murray@scps.us

Kathi Harmon, Program Specialist407.320.0197 OfficeKatherine_Harmon@scps.us

Celine Smith, Administrative Assistant407.320.0302 OfficeCeline_Smith@scps.us

Anna Moore, Program Specialist850.251.9928 OfficeAnna_Moore@scps.us

ECTAC400 East Lake Mary Boulevard

Sanford, FL 32773-712717