Parent and Family Engagement in the Every Student Succeeds Act (ESSA)

1. Parent and Family Engagement in the Every Student Succeeds Act (ESSA) Penelope Mena, Title I, Program Supervisor Office of Superintendent of Public Instruction (OSPI)

2. Today’s Targets • Go over New Parent and Family Engagement (PFE) Definition • Know key PFE requirements in Title I, Part A • Learn what is new under ESSA • Answer questions • In-depth questions will be answered at the end of the presentation, or • Please send questions after the webinar via email or call our office (contact information on last slide) OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

3. From Parent Involvement to Parent and Family Engagement • “Family engagement refers to the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems.” • U.S. Dept. of Education, U.S. Dept. of Health & HumanServices • Policy Statement On Family Engagement From The Early Years To The Early Grades,2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

4. “Parent” to “Family” Source: U.S. Dept of Health & Human Services; Office of the Asst Secretary for Planning & Evaluation: Children in Nonparental Care: Findings from the 2011-2012 National Survey of Children's Health 03/01/2014 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Inclusive and respective of all adults who raise and care for children, to include biological, adoptive, and foster parents; grandparents; legal and informal guardians; and adultsiblings

5. Students with Engaged Parents and Families • Exhibit faster rates of literacy acquisition. • Have higher grades and test scores. • Are promoted and take more challenging classes. • Adapt better to school and have better attendance. • Have better social skills and behavior. • Graduate. • Go on to community/technical college or university. Henderson, A., & Mapp, L. K. 2002. A new wave of evidence: The impact of school, family, and community connections on student achievement, annual synthesis 2002. Austin, TX: SEDL. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

6. PFE Frameworks and Principles Plus Title I, Part A’s New PFE Infographic OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

7. U.S. Department of Education’s (ED) Partners in Education, Dual Capacity–Framework • Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships is a publication of American Institute for Research (AIR) in collaboration with ED. • It presents a new framework for designing family engagement initiatives that build capacity among educators and families to partner with one another around student success. Based on existing research and best practices, this report is designed to act as a scaffold for the development of family engagement strategies, policies, and programs. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Authors: Karen L. Mapp, Paul J. Kuttner, Lacy Wood (Production Coordinator), April West (Editor), Shaila Abdullah (Designer)

8. NATIONALPTA STANDARDS FOR FAMILY-SCHOOLPARTNERSHIPS

9. PRINCIPLES OF FAMILYENGAGEMENT SUPPORTS EQUITY TO ENSURE GOOD OUTCOMES FOR ALLCHILDREN Engaging Families in Education-U.S. Department of Education

10. Families are Our Partners in Education-Infographic • Families Are Our Partners in Education Learn about the cycle of family participationEnglish | Spanish OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

11. WHY DON’T FAMILIESPARTICIPATE? UNDERSTAND THE BARRIERS TOENGAGEMENT uncomfortable with format, language, rules don’t understand usefulness of participation cultural background don’t see themselves reflected in leadership don’t know purpose of theprogram busy with family,work, kids inconvenient meetingstimes ineffective outreach strategies don’tspeak English don’t have transportation From 5 Steps to Getting Parents to Meetings – MCPS StudyCircles

12. OPPORTUNITY FOR FAMILYENGAGEMENT • AT STATE EDUCATIONAL AGENCY (SEA) & LOCAL EDUCATIONAL AGENCY (LEA)LEVELS • In order to establish and foster sustained, trusting relationships it is importantto: • Always provide information within the context of why family engagement is important for the child and how it will helphim/her. • Identify and address needs of the school, the students, and thefamilies. • Think of engagement as an opportunity to build relationships and partnerships, not an isolatedevent. • Listen to parents and families and incorporate feedback. Engaging Families in Education-U.S. Department of Education OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

13. Parent and Family Engagement Title I, Part A–CommunicationProvisions Communication in general, English learners (el), parents with Diverse languages and parents with disabilities

14. Communication is the foundation for: • Sharing information. • Establishing shared goals for education. • Setting expectations for learning and behavior. • Keeping up on classroom activities and home events. • Helping parents support school instruction. • Helping teachers understand out of school time. • Avoiding misunderstandings. Webinar for US Department of Education Office of School Turnaround/School Support and Rural Programs, May 21, 2012 OFFICE OF SUPERINTENDENT OF PUBLIC Instruction

15. One Out of Three Students are Title I Students 1/3 367,587 707,520 Total Student Population in WA State 1,075,107 School Year 2014-15 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION WA State Report Card and Consolidated State Performance Report Part II

16. English Learners & Non-English Households 20% 10% Total Student Population in WA State 1,103,265 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION OSPI Student Information Data Report 2014-15 and 2015-16, October 1 enrollment

17. Interpretation and Translation Requirements, Resources Do • Interpretation and Translation Services • Under state and federal law, all parents have the right to information about their child’s education in a language they can understand. Title IV Regulations | Chapter 28A.642 RCW | Chapter 392-190 WAC • In the link above you will find: • Parents’ Rights: Interpretation and Translation Services • Fact Sheet: Information for Limited-English Proficient Parents • Poster: We can Help you in Your Language! OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

18. Communication-Parents with Disabilities • Make sure to: Have proper supports and services when needed to give a parent with a disability an equal opportunity to participate… Honor their choice of communication.* * Unless the SEA, LEA, or school can demonstrate that another effective means of communication exists, or that use of the means chosen by the parent would result in a fundamental alteration of the service, program, or activity, or in an undue financial and administrative burden. [28 CFR Sections 35.104 and 35.160–164, and Appendix A to Part 35 of Title 28T of the CFR Implementing Subtitle A of Title II of the Americans with Disabilities Act of 1990] OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

19. Parent and Family Engagement Title I, Part A Compliance, best practices, and resources

20. Every Student Succeeds Act and Parent and Family Engagement HighlightsBeginning in School Year 2017–18 • The law uses the term “parent and family engagement,” rather than parental involvement. • The LEA must establish expectations and objectives for meaningful Parent and Family Engagement (PFE) in its policy. • LEAs with over $500,000 allocation–of the one percent of Title I, Part A funds mandated to fund PFE, the school’s LEA now must send 90 percent of these funds directly to the school. In the Elementary and Secondary Education Act (ESEA), the distribution funds to schools was 95 percent. • The LEA must carry out at least one of the following strategies to engage families effectively: professional development (PD) for school staff, which could include parents; and home-based programs, information dissemination, collaboration with community organizations and other related activities. • Schools are permitted to establish a parent advisory board that represents families as staff develop and evaluate school policy. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

21. PFE Policy • LEA & School Level • New under ESSA: LEA PFE Policy must stablish the expectations and objectives • Remember LEA and school policy must be: • Jointly Developed (parents and staff) • Disseminated annually OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

22. PFE Notifications • LEA & School Level What LEAs and schools must send out and when (PDF), New Items under ESSA OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

23. PFE Teacher/Para NotificationNew Under ESSA OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

24. What does it mean to have limited certification and licensure? The WAC related to limited certificates (WAC 181-79A-231) Limited certificate types (see light blue highlight). It should also be noted that not all limited certificates are issued with an endorsement. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

25. PFENotifications–Info on AssessmentsNew Under ESSA Example of how the WA state provides information on Assessments- Overview of State Testing OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

26. PFE Notifications–Policy on Participation in Assessments–New Under ESSA, if applicable State testing is required by state law (RCW 28A.230.095) and federal law (Elementary and Secondary Education Act). Learn more about why testing is required at Assessment’s Frequently Asked Questions Website. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

27. Notifications–Title III English Learners OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

28. OSPI Citizen Complaint Procedures LEAs and/or schools disseminate adequate information about OSPI’s written complaint procedures for resolving federal statute or regulation violations that apply to Title I, Part A programs. This information must reach parents of students, and appropriate private school officials or representatives. Chapter 392-168 WAC, Special Services Programs-Citizen Complaint. Complaints that Allege Discriminationgo to Equity and Civil Rights. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

29. PFE Technical Assistance and Coordination • School Role • LEA Role Provide coordination, technical assistance, and other support necessary to assist participating schools in the planning and implementing of effective Title I, Part A PFE activities. Also help them with PFE requirements to improve student academic achievement and school performance. School leadership has a responsibility to: Involve staff in compliance implementation Include staff and parents in the solutions that improve and strengthen family engagement. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

30. PFE Technical Assistance and CoordinationExamples Part 1 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

31. PFE Technical Assistance and CoordinationExamples Part 2 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

32. Building Capacity • Building Capacity in PFE refers to any effort being made to improve the abilities, skills, and expertise of… Parents and School Staff OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

33. Building Capacity in PFE–Required OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

34. Building Capacity in PFE–Allowable OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

35. Evaluation of the PFE Program and Activities LEAs and schools must conduct an annual evaluation of the content and effectiveness of their PFE policy and program. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

36. WHY ARE YOU INCLUDINGFAMILIES? • Clarify yourgoals • What are you trying toaccomplish? • Who would benefit most from the proposed activity or is most impacted by the proposedpolicy? • Are there any racial/economic disparities beingaddressed? • Identify and engagestakeholders • What families should be involved? Why would they want to beinvolved? • Reach out to diversegroups • Consider community demographics–race, economics, language, neighborhood • Go outside of the normalparticipants

37. LEA PFE Evaluation Tools • Tools to Evaluate Your PFE Program:The LEA has a responsibility to 1.) evaluate their PFE policy; and 2.) help participating schools create effective PFE programs. • The following inventory tool can help gauge the effectiveness and the scope of PFE efforts. If the inventory reveals that efforts are concentrated at one level of the system or in one focus for engagement, staff will know where to direct additional resources and efforts in their future work. Any planning committee or any group exploring PFE may complete this form. Parents should be represented in whatever process is used. • LEA Parent and Family Engagement–Support Inventory Tool OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

38. School Level Evaluation Tool • Schools must conduct an annual evaluation of the content and effectiveness of the PFE policy and program. The ultimate goal of this yearly evaluation is to improve the quality of Title I, Part A programs and services. Use the findings from these annual evaluations to develop new strategies able to increase the effectiveness of your PFE policy and program. • Survey with All Sections A–FEnglish | Cambodian | Chinese | Korean | Punjabi | Russian | Somali | Spanish | Tagalog | Vietnamese • Separate sections and other online surveys can be found at School role in Parent and Family Engagement, click on section 7 Evaluate. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

39. Parent Advisory Board–New Under ESSA (Optional) OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION • Schools are permitted to establish a parent advisory board that represents families as staff develop to evaluate school policy.

40. School–Parent Compact Dust Off Your Old School-Parent Compact, Your "New" Tool for Linking Family Engagement to Student Learning–Connecticut Department of Education • These video presentations will help LEAs and school staff create a more meaningful grade level, goal oriented school-parent compact that helps children reach the learning goals of state academic standards. • The compact takes the form of a written agreement that identifies specific activities–shared responsibilities–that parents, school staff, and students will carry out to improve academic achievement. The School-Parent Compact must also outline activities that build productive partnerships. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

41. New item on School–Parent Compact OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

42. New on the Web, School LevelTitle I, Part A Annual Meeting Templates OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

43. PLANNING FOR FAMILYENGAGEMENT • Consider these questions in planning your selected schoolactivity. • Why are we doingthis? • Who should beincluded? • When will it be done (day, time,season)? • Where will wemeet? • What will wedo? • How will we engage families? How willwe… • Welcome allfamilies • Communicateeffectively • Link this to student achievement & development • Buildcommunity • Build capacity of school staff &families • Empowerfamilies OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

44. Share your Story–Effective Parent and Family Engagement • This case study form is provided by the Title I, Part A and Learning Assistance (LAP) department at the Office of Superintendent of Public Instruction (OSPI) to gather descriptive information from • K–12 schools on specific PFE strategies (i.e., larger district-wide initiatives or smaller projects involving one or more classrooms) that have helped to increase student academic outcomes. • Use this for activities that were funded with federal or state dollars as well as projects that were supported by local or other funding sources. • Next steps: • Complete all questions and save this document for your records. • Email completed form to Penelope.mena@k12.wa.us • Story review by OSPI staff • Selected stories will be highlighted in the PFE newsletter and on the Title I, Part A PFE Website starting school year 2017–18 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

45. Title I, Part APFE Funding Under ESSA Compliance, best practices and resources

46. Title I Funded LEAs and Schools OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

47. PFE Funding Under ESSA–Part I, LEAs with over $500,000 Allocation • Parents and families must be involved in the decision-making process that impacts PFE policy, programs and activities. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

48. PFE Funding Under ESSA–Part 2, LEAs with over $500,000 Allocation • Parents and families must be involved in the decision-making process that impacts PFE policy, programs and activities. Starting School Year 2017-18 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

49. PFE Funding Under ESSA–Part 1, LEA’s with over $500,000 Allocation OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION LEA–Implement activities and strategies consistent with their parent and family engagement policy, including carry out at least one of the following:

50. PFE Funding Under ESSA–Part 2, LEA’s with over $500,000 Allocation OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION LEA–Implement activities and strategies consistent with their parent and family engagement policy, including carry out at least one of the following: