Parent Involvement Evaluation Toolkit by eqi19624

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									Parent Involvement Evaluation Toolkit




Florida Regions III & IV Evaluation Working Group




Version 1.0

September 30, 2006
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Table of Contents

Table of Contents.................................................................................................. 2
Overview ............................................................................................................... 3
Indicators of Quality Parental Involvement Programs ........................................... 3
Instrument and Indicator Matrix .......................................................................... 14
Parent Survey ..................................................................................................... 25
Teacher Survey................................................................................................... 29
Teacher Focus Group Protocol ........................................................................... 35
No Child Left Behind, SEC. 1118. Parental Involvement. ................................... 37
Contributors ........................................................................................................ 42




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Overview

This document is designed to assist district and school level educators meet the
evaluation requirements of Section 1118, Parental Involvement in Title 1 of the
No Child Left Behind (NCLB) act. It is a work in progress developed by the
Evaluation Working Group sponsored by the Regions III and IV Regional
Technical Assistance Center at the University of South Florida. The working
group is composed of district level evaluators, Title I program administrators and
others knowledgeable in the fields of measurement and evaluation. Specific
contributors are identified in Appendix A: Acknowledgements and Contributors.

The purpose of the Evaluation Workgroup is to tackle a variety of evaluation
issues and challenges that are important to districts and schools. The first such
challenge was to develop guidelines and evaluation activities that address district
and school level requirements under Section 1118, Parental Involvement. These
guidelines are not prescriptive and do not presume to guarantee favorable results
under state or federal compliance reviews, even though the suggested activities
have been carefully reviewed in light of the literal requirements of Section 1118.
Rather, they are indicators of quality parental involvement programs. This
document shares effective evaluation strategies already in use and suggests
novel ways to gather information that will result in better parental involvement
programs and eventually improved student achievement school performance.


Indicators of Quality Parental Involvement Programs
The Indicators of Quality Parental Involvement Programs are organized
according to the evaluation requirements of Section 1118, specifically conducting
an annual evaluation of the content and effectiveness of the parental involvement
policy in improving the academic quality of Title I schools in the district. The
content of the parental involvement policy is evident in the document itself;
however, determining its effectiveness is an entirely different matter that requires
well thought out evaluation strategies.

Attention is first devoted to subpart (e) Building Capacity for Involvement and
items (1), (2), (3), (4) and (14) which specify what districts and schools must do
in order to be in compliance with the requirements. The format for guidance is
one of posing questions that:

    State what the law requires in language directly from Section 1118. This is
     important so that the user gets a verbatim reference from the law without
     being filtered through any other perspective;
    Suggest what the law means in the context of Florida schools and school
     districts. These are interpretations framed by the Evaluation Work Group;
    Give examples of how schools and districts could meet the minimum
     requirements of the law;


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    Give examples of how schools and districts could go beyond the minimum
     requirements toward developing high quality parental involvement
     programs; and
    Provide some examples of evaluation strategies that could be used to
     present documentation of compliance or gather data for program
     improvement.

Specific requirements in the law are presented in bold face type. Organizing
questions are presented in italics. Guidance for Section 1118 begins on the
following page.

Parental Involvement Indicator (e)(1)

What does the law require?

Each school and local educational agency assisted under this part shall provide
assistance to parents of children served by the school or local educational
agency, as appropriate, in understanding such topics as the State’s academic
content standards and State student academic achievement standards, State
and local academic assessments, the requirements of this part, and how to
monitor a child’s progress and work with educators to improve the achievement
of their children;

What does this mean in Florida?

This provision means that each district and school that receives Title I funds must
provide assistance to parents in understanding the Sunshine State Standards
(SSS), Florida’s academic achievement standards (FCAT Levels), the FCAT and
whatever local assessments apply to all children in the district. Schools and
districts are required to help parents monitor student progress and to work with
educators to improve student achievement.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

      Print materials, web-based resources, student handbooks and newsletters
       are provided to assist parents in understanding the Sunshine State
       Standards, Florida student academic achievement standards, and State
       and local academic assessments.

      Information on assessment and academic standards are provided through
       multiple formats, such as meetings, workshops and the use of multimedia.

      Parents are given state or district produced reports that offer an
       explanation of achievement test scores.




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      There are opportunities for parent conferences, during which report cards
       and assessments are discussed and ways that parents can work with their
       child’s teacher to improve achievement.

      There are opportunities for communication and interaction between
       parents and school staff concerning academic standards and strategies to
       facilitate student learning, based on student needs.

What are some examples of how schools and districts could go beyond the
minimum requirements of this provision toward developing high quality
programs?

      Training/workshops are provided at different locations and times to assist
       parents in understanding the Sunshine State Standards, Florida student
       academic achievement standards, and State and local academic
       assessments.

      There are frequent (at least one each grading period) opportunities for
       regularly scheduled interaction between parent and school concerning a
       child’s achievement through phone, and/or face-to-face formats.

      There are regularly scheduled opportunities for parents to be involved in
       supplemental learning experiences with their children, such as family
       literacy night and Parents as Teachers.

What are some possible tools and activities that evaluators could use to
document compliance and beyond?

      Interviews;
      Focus groups;
      Documentation, such as checklists, samples, distribution dates;
      Survey instruments for teachers and/or parents
Parental Involvement Indicator (e)(2)
What does the law require?

Each school and local educational agency assisted under this part shall provide
materials and training to help parents work with their children to improve their
children’s achievement, such as, literacy training and using technology, as
appropriate, to foster parental involvement.

What does this mean in Florida?

This provision means that each district and school that receives Title I funds must
make a concerted effort to help parents improve their children’s achievement.
This means providing parents with materials and training opportunities focused



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on raising student achievement. Some examples are literacy training and using
technology.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

      A description of available textual materials and technology (software and
       hardware) used for helping parents support their children’s academic
       development. The description represents a range of developmental levels,
       content areas and formats. Materials reflect the home languages of the
       population served, to the extent practicable. Instructions for use are
       included

      A record of contact time (school personnel with parents) devoted to
       training parents to use materials or to work with their children on academic
       achievement.

What are some examples of how schools and districts could go beyond the
minimum requirements of this provision toward developing high quality
programs?

      Frequently scheduled activities exist that parents and children attend
       together where parents learn how to facilitate their children’s literacy
       development. These activities include opportunities for parents to practice
       learned strategies with their children and evidence of parent work with
       children – returned worksheets, questionnaires, products.

      The effectiveness of parent training through ongoing assessment of parent
       and/ or children’s knowledge, understanding, proficiency, attitudes, or
       beliefs is measured.

What are some possible tools and activities that evaluators could use to
document compliance and beyond?

    Parent Surveys
        o Evaluation of training
        o Awareness of availability of materials/resources/training
        o Use of materials
        o Attendance at training
        o What have parents learned/gained?
        o What changes have children evidenced?
        o Possible items might include:

    Teacher Surveys
        o Level of parent involvement
        o Awareness of availability of materials/resources



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          o Changes in children

    Documents/checklists
        o Description of materials/technology
        o Training schedule
        o Sign-in sheets
        o Agendas
        o Marketing materials
        o Parent contact record

    Parent interviews (if parent is not literate)

    Parent focus groups to determine if materials and training meet their needs

    Sample products/publications
        o Training materials
        o Training videos
        o Software
        o Other materials

    Testimonials (as open-ended question on survey or through incidental
     communication)

Parental Involvement Indicator (e)(3)

What does the law require?

Each school and local educational agency assisted under this part shall educate
teachers, pupil services personnel, principals and other staff, with the assistance
of parents, in the value and utility of contributions of parents, and in how to reach
out to, communicate with, and work with parents as equal partners, implement
and coordinate parent programs, and build ties between parents and the school.

What does this mean in Florida?

There are at least two major tasks stated in this subpart, both of which are
directed toward educating school staff, including teachers, principals, counselors,
teacher aides, etc: (1) about the value of parents’ influence on children’s
academic success and (2) how to reach out and work with parents as equal
partners in the educational process. Accordingly, these two major parts will be
dealt with separately.

Educating School Staff About the Value of Parental Contributions

This is one of several responsibilities of district staff whose job functions are paid
for by or aligned with Title I. In this context ―educate‖ is taken to mean provide
information about the value and utility of things that parents do or can do to


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contribute to student achievement, academic improvement, attendance,
graduation, or positive attitude toward school and learning. The recipients of this
educational activity are school personnel, including teachers, principals,
counselors, teacher aides, etc. Clearly, parents are to be involved in this
educational process as co-presenters, exemplars, research assistants, etc. The
content of this educational activity could be research articles that highlight the
contribution of parents towards student achievement, examples of positive things
that parents can do to further student achievement, anecdotes about things that
parents in the district have done to make a difference in the academic success of
their own or other students.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

      A district publication put together with the assistance of parents that
       features research articles about the positive contributions of parents,
       examples of things that parents can do to support student achievement,
       academic improvement, attendance, graduation, or positive attitude
       toward school and learning. It could also include anecdotes about
       successful parental involvement or parent education activities in the
       district, etc.

What are some examples of how schools and districts could go beyond the
minimum requirements of this provision toward developing high quality
programs?

      A PowerPoint presentation put together with the assistance of parents
       containing information about the positive contributions of parents that
       could be shown at staff meetings.

      Live presentations by teams of district staff and parents which feature the
       positive contributions of parents toward student achievement.




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Educating School Staff About How to Reach Out to And Work With Parents

In this context ―educate‖ is taken to mean provide information about how to reach
out, communicate with, and work with parents as equal partners in the
educational process. The recipients of this educational activity are school
personnel, including teachers, principals, counselors, teacher aides, etc. Clearly,
parents are to be involved in this educational process as partners in planning and
designing training modules, co-presenters, exemplars, etc. The content of this
educational activity could be research based training modules that highlight
effective outreach programs, models of parent participation in school decision-
making processes, samples of communication tools, etc., that build ties between
parents and the school.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

      An ongoing staff development program that includes research based
       training modules emphasizing strategies to reach out to, communicate
       with, and work with parents; such as, developing school-parent compacts,
       parent-teacher conferencing, planning the annual meeting, etc.

      Comprehensive staff development to enhance communication skills
       between district/school staff and parents that includes:

          o   Providing parent access to staff
          o   Opportunities for parents to volunteer
          o   Opportunities for parents to participate in class
          o   Varying venues/modes for communicating student progress to
              parents

What are some examples of how schools and districts could go beyond the
minimum requirements of this provision toward developing high quality
programs?

What are some possible tools and activities that evaluators could use to
document compliance and beyond?

      Documentation: e.g. staff development calendar, attendance sheets,
       training evaluations, district staff development in-service point records,
       study group agendas, action research reports
      Sample products and publications: e.g. PowerPoint presentations of staff
       development,
      Interviews;
      Focus groups




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Parental Involvement Indicator (e)(4)

What does the law require?

Each school and local educational agency assisted under this part shall, to the
extent feasible and appropriate, coordinate and integrate parent involvement
programs and activities with Head Start, Reading First, Early Reading First, Even
Start, Home Instruction Programs for Preschool Youngsters, Parents as
Teachers and public preschool and other programs, and conduct other activities,
such as parent resource centers, that encourage and support parents in more
fully participating in the education of their children.

What does this mean in Florida?

Direct coordination exists among programs that provide supplemental services,
especially preschool services, to children in Title I schools. Parental involvement
activities offered through programs are made available to all parents with
similarly situated children.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

    School and district staff identify all programs that exist in their jurisdiction,
     including:

          o   Head Start
          o   Reading First
          o   Early Reading First
          o   Even Start
          o   Home Instruction Programs for Preschool Youngsters (HIPPY)
          o   Parents as Teachers
          o   Public preschool
          o   Other (specify) _________________________________________

    All of the programs identified above are represented in a school wide
     schedule of activities for parents, issue invitations to the appropriate
     groups for the same activity, and share a common source of coordination
     at the district or school level.

What are some possible tools and activities that evaluators could use to
document compliance and beyond?

      Checklist as framed above that affirms representation and coordination of
       all existing programs.
      Schedule of activities
      Invitation/marketing materials



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      Training evaluations from parents
      Teacher/staff surveys, which might include items such as the following:

Parental Involvement Indicator (e)(5)

What does the law require?

Each school and local educational agency assisted under this part shall ensure
that information related to school and parent programs, meetings, and other
activities is sent to the parents of participating children in a format and, to the
extent practicable, in a language the parents can understand.



What does this mean in Florida?

School and district staff must be sensitive to the educational and language
background characteristics of parents. This sensitivity is to be evidenced in
information provided to parents about program availability, meetings and related
activities.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

    Meeting notices are in multiple languages.
    Translators are available at parent programs.
    Non-English speaking parents are involved in activities.
    Compacts, district and school policies are in multiple languages.
    Information (such as report card explanations, school performance reports,
     etc.) that is disseminated at parent meetings and activities are in multiple
     languages.
    Parental information is at an appropriate readability level (no educational
     jargon).

What are some examples of how schools and districts could go beyond the
minimum requirements of this provision toward developing high quality
programs?

    Communication occurs through multiple formats according to the needs of
     parents.
    Parents report understanding of school communications and documents.

What are some possible tools and activities that evaluators could use to
document compliance and beyond?

    Documentation



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          o   Meeting notices
          o   Notice of availability of translator
          o   Sign-in sheets
          o   Compacts/policies
          o   Other information translated
          o   Sample phone call scripts, newsletters, etc

    Parent surveys, teacher surveys, interviews and/or focus groups (for
     beyond the minimum—parent understanding).




Parental Involvement Indicator (e)(14)

What does the law require?

Each school and local educational agency assisted under this part shall provide
such other reasonable support for parental involvement activities under this
section as parents may request.

What does this mean in Florida?

School and district staff must provide opportunities for parents to make requests
for support and assistance. This requirement is tempered in the sense that such
requests, in order to be honored, must be ―reasonable‖ in light of existing
resources and policy.

What are some examples of how schools and districts could meet the minimum
requirements of this provision?

    There are written procedures for parental requests for support and
     assistance that include specific staff to contact, whatever forms there may
     be for such requests and a timeline for submitting requests and receiving a
     response.

What are some examples of how schools and districts could go beyond the
minimum requirements of this provision toward developing high quality
programs?

    Requests for assistance are addressed in parental surveys.
    Parents have access to ―suggestion boxes‖ or other forms of providing
     requests for assistance.
    The school plan indicates how parental requests have actually been
     incorporated.



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What are some possible tools and activities that evaluators could use to
document compliance and beyond?

      Interviews or focus groups with parents which include such questions as:
       o Have you made a request for support or assistance beyond what is
           readily available?
       o What was the procedure for making such a request?
       o What was the response?
       o How would you make a request if you had one?

      Interviews with principal or district staff which ask to see a request from a
       parent and how the request was handled.
       o How do you encourage parents to make requests for assistance?
       o Which aspects of this year’s plan are a result of parental requests?

    Documentation of procedures and parent requests that have been met

    Parent and/or teacher surveys or interviews to determine if requests have
     been met




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Instrument and Indicator Matrix

The following matrix identifies sources of information that could inform the specific evaluation indicators listed on the left. Although
the toolkit presently includes only parent surveys, teacher surveys, and parent and teacher interview protocols, the working group
identified additional information sources that might be considered by parent involvement committees or others evaluating parent
involvement policies.

#        Indicator                 Parent       Parent    Parent   Teacher      Teacher     School      Documents      Sample          Testi-
                                   Interviews   Surveys   Focus    Interviews   Focus       Staff       (checklists,   products and    monials
                                                          Group                 Group       Survey      attendance     publications
                                                                                                        sheets,
                                                                                                        emails)
D1       The district develops,
         jointly with parents, a
         written parent
                                                                                                                                   
         involvement policy,
         updates it periodically
         with input from
         parents and
         distributes policy to
         parents
D2       The district helps
         schools in planning
         and implementing
                                                                                                                                      
         parent involvement
         activities to improve
         student academic
         achievement and
         school performance
D3       The district promotes
         family literacy and
         parenting skills
                                                                                                                                   
D4       The district decides,
         with parents, how
         Title I funds will be
                                                                                                                                      
         used for parent
         involvement activities
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#    Indicator                  Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                                Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                       Group                 Group       Survey       attendance        publications
                                                                                                      sheets,
                                                                                                      emails)
D5   Each school and
     district receiving
     assistance under Title
                                                                                                                                      
     I, Part A must ensure
     effective involvement
     of parents and
     support a partnership
     among the school,
     the parents, and the
     community to
     improve student
     academic
     achievement through
     training, information,
     and coordination
     activities. The district
     helps build schools’
     and parents’ capacity
     for strong parent
     involvement:




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#     Indicator                Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                               Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                      Group                 Group       Survey       attendance        publications
                                                                                                     sheets,
                                                                                                     emails)
D5a   District assists
      parents in
      understanding the
                                                                                                                                    
      State’s academic
      content standards,
      student academic
      achievement
      standards and
      academic
      assessments,
      including how to
      monitor their
      student’s academic
      progress, and how to
      work with school staff
      to improve the
      achievement of
      students, including
      written materials and
      training for staff.
D5b   District provides
      materials and training
      to help parents work
                                                                                                                                      
      with their children to
      improve their
      children’s
      achievement, such as
      literacy training and
      using technology, to
      foster parent
      involvement.




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#     Indicator                 Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                                Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                       Group                 Group       Survey       attendance        publications
                                                                                                      sheets,
                                                                                                      emails)
D5c   District educates
      school personnel,
      with the assistance of
                                                                                                                                     
      parents, in the value
      and utility of
      contributions of
      parents, how to
      reach, communicate
      and work with
      parents.
D5d   District coordinates
      and integrates parent
      involvement
                                                                                                                            
      programs and
      activities with other
      organizations such as
      Head Start, Parents
      as Teachers, etc.
D5e   District ensures that
      information related to
      school and parent
                                                                                                                         
      programs, meetings
      and other activities is
      sent to parents in a
      format and language
      that parents can
      understand.
D5f   District provides
      reasonable support
      for parent
                                                                                                                         
      involvement activities
      as parents may
      request.




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#        Indicator                 Parent        Parent      Parent    Teacher        Teacher     School       Documents         Sample             Testi-
                                   Interviews    Surveys     Focus     Interviews     Focus       Staff        (checklists,      products and       monials
                                                             Group                    Group       Survey       attendance        publications
                                                                                                               sheets,
                                                                                                               emails)
D6       District coordinates
         parent involvement
         strategies with other
                                                                                                                                                   
         programs, such as
         Head Start, Parents
         as Teachers, etc.
D7       District must set
         aside 1% of the Title I
         allocation for parent
                                                                                                                                                    
         involvement,
         distributes 95% of
         this set aside to
         schools receiving
         Title I funds.
D8       District conducts,
         with the involvement
         of parents, an annual
                                                                                                                                                 
         evaluation of the
         content and
         effectiveness of the
         parent involvement
         policy in improving
         the academic quality
                         1
         of the schools
D8a      District uses
         evaluation to identify
         barriers to greater
                                                                                                                                     
         participation by
         parents of diverse
         backgrounds
D8b      District uses
         evaluation findings to
         design more effective
                                                                                                                                                  
         strategies for greater
         parent involvement

1
  This evaluation requires documentation of ―content‖ of the parent involvement policy and its ―effectiveness‖ in terms of improvements in
―academic quality of the school.‖ This is a big undertaking—perhaps impossible, in the real world.


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#    Indicator                 Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                               Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                      Group                 Group       Survey       attendance        publications
                                                                                                     sheets,
                                                                                                     emails)
D9   District informs
     parents and parent
     organizations of the
                                                                                                                                        
     existence and
     purpose of the Florida
     Parent Information
     and Resource Center
S1   The school jointly
     develops with, and
     distributes to, parents
                                                                                                                         
     of participating
     children a written
     parental involvement
     policy, agreed on by
     such parents, that
     describes the means
     for carrying out the
     stated requirements.
     Parents are notified of
     the policy in an
     understandable and
     uniform format in a
     language the parents
     can understand. The
     policy is made
     available to the local
     community and
     updated periodically
     to meet the changing
     needs of parents and
     the school.
S2   The school convenes
     an annual meeting, at
     a convenient time, to
                                                                                                                                        
     explain the
     requirements of the
     written parent
     involvement policy.




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#    Indicator                Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                              Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                     Group                 Group       Survey       attendance        publications
                                                                                                    sheets,
                                                                                                    emails)
S3   Meetings are offered
     to parents at varying
     times, e.g. morning
                                                                                                       
     and evening.
S4   Parents are provided
     with timely
     information about
                                                                                                                         
     parent involvement
     programs.
S5   Parents are provided
     with a description and
     explanation of the
                                                                                                                         
     school’s curriculum.
S6   Parents are provided
     with a description and
     explanation of (a) the
                                                                                                                          
     forms of academic
     assessment used to
     measure student
     progress, and (b) an
     explanation of the
     proficiency levels
     students are expected
     to meet.
S7   If requested by
     parents, schools
     provide regular
                                                                                                        
     meetings for parents
     to offer suggestions
     and to participate in
     decisions relating to
     the education of their
     children.




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#     Indicator               Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                              Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                     Group                 Group       Survey       attendance        publications
                                                                                                    sheets,
                                                                                                    emails)
S8    School jointly
      develops, with
      parents, a school-
                                                                                                                       
      parent compact that
      outlines how parents,
      school staff and
      students will share
      responsibility for
      improved student
      academic
      achievement:
S8a   The compact
      describes the
      school’s
                                                                                                                          
      responsibility to
      provide high-quality
      curriculum and
      instruction, and
      parents’
      responsibility for
      supporting their
      children’s learning.
S8b   The compact
      addresses the
      importance of
                                                                                                                          
      communication
      between teachers and
      parents through
      conferences and
      reports to parents on
      children’s progress.




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#           Indicator                Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                                     Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                            Group                 Group       Survey       attendance        publications
                                                                                                           sheets,
                                                                                                           emails)
S8c         The compact
            addresses how
            parents have
                                                                                                                                 
            reasonable access to
            staff, are provided
            frequent reports on
            their children’s
            progress, and have
            opportunities to
            volunteer and
            observe classroom
            activities.
S9          The school helps to
            build parents’
            capacity for strong
                                                                                                                                              
            parent involvement:
S9a         School assists
            parents in
            understanding the
                                                                                                             
            State’s academic
            content standards,
            student academic
            achievement
            standards and
            academic
            assessments,
            including how to
            monitor their
            student’s academic
            progress, and how to
            work with school staff
            to improve the
            achievement of
            students, including
            written materials and
                                2
            training for staff.

2
    Aligns with D5a


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#           Indicator                  Parent       Parent    Parent   Teacher         Teacher     School       Documents         Sample             Testi-
                                       Interviews   Surveys   Focus    Interviews      Focus       Staff        (checklists,      products and       monials
                                                              Group                    Group       Survey       attendance        publications
                                                                                                                sheets,
                                                                                                                emails)
S9b         School provides
            materials and training
            to help parents work
                                                                                                                                    
            with their children to
            improve their
            children’s
            achievement, such as
            literacy training and
            using technology, to
            foster parent
                           3
            involvement.
S9c         School educates
            personnel, with the
            assistance of parents,
                                                                                                                                                  
            in the value and utility
            of contributions of
            parents, how to
            reach, communicate
            and work with
            parents.
S9d         School coordinates
            and integrates parent
            involvement
                                                                                                                                                   
            programs and
            activities with other
            organizations such as
            Head Start, Parents
            As Teachers, etc.




3
    S9b aligns with D5b, S9c with D5c, S9d with D5d, S9e with D5e, and S9f with D5f.


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#     Indicator                 Parent       Parent    Parent   Teacher      Teacher     School       Documents         Sample             Testi-
                                Interviews   Surveys   Focus    Interviews   Focus       Staff        (checklists,      products and       monials
                                                       Group                 Group       Survey       attendance        publications
                                                                                                      sheets,
                                                                                                      emails)
S9e   School ensures that
      information related to
      school and parent
                                                                                                                           
      programs, meetings
      and other activities is
      sent to parents in a
      format and language
      that parents can
      understand.
S9f   School provides
      reasonable support
      for parent
                                                                                                                                        
      involvement activities
      as parents may
      request.
S10   The School informs
      parents about the
      Florida Parent
                                                                                                                                          
      Information and
      Resource Center.




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Parent Survey
The parent survey is intended to be used toward the end of the school year to measure
a school parent involvement program over the course of the year and to facilitate an
evaluation of the parent involvement program that could inform planning for the following
year. The Evaluation Working Group expects that surveys will be adapted for the
specific needs of any individual school. In particular, schools choosing to use the survey
should consider customizing the list of information sources to match those that are
available in your school. Additionally, Section 6 contains items that either cover areas
that are not strictly required under NCLB, or areas that could be documented through
means other than a survey. Schools may wish to modify or delete the section,
depending on their specific needs.


This survey is designed to help our school parent involvement team find out how well we
are working with parents so that we can improve our parent involvement program.
Please answer each question honestly. We appreciate your feedback!

Section 1 – Awareness of Standards and Testing
Answer each question in the following sections by selecting           Yes         No         Do not
Yes, No, or Do not Know. All questions refer to the current                                  Know
school year.

Did you receive information from your school or district
about:
   What the school teaches your child?                                Y            N          DK
   The Sunshine State Standards?                                      Y            N          DK
   State tests, such as the FCAT, DIBELS or Stanford-10?              Y            N          DK
   How your child scored on the state tests?                          Y            N          DK
   What a score on the state tests means                              Y            N          DK
   The information used to determine whether your child               Y            N          DK
      moves to the next grade or repeats the same grade?
   How to keep track of your child’s progress?                        Y            N          DK
   How you can work with teachers to help your child                  Y            N          DK
      succeed?
  Did you receive information about monitoring your child’s            Y            N          DK
  progress?
  Did you receive information about working with teachers to           Y            N          DK
  improve your child’s achievement?
  Did you go to an open house or a meeting where the                   Y            N          DK
  goals and activities of the Title I program were discussed?




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Section 2 – Helping Your Child With School


Answer each question in the following sections by selecting             Yes          No        Do Not
Yes, No, or Do not Know. All questions refer to the current                                    Know
school year.
Did you receive materials to help you work with your child to            Y           N           DK
do better in school?
Did someone show you how to use these materials?                         Y           N           DK
Did you go to one or more meetings (trainings, events, etc.)             Y           N           DK
on this topic?
Did you help your child with their homework at least once a              Y           N           DK
week?


Where did you get information about standards, testing, and helping your child succeed in
school? (Mark all that apply)

____    Conference with a teacher
____    A Title I Meeting
____    Title I Brochure
____    Parent Compact
____    Other meeting at school
____    Meeting at the district offices
____    School web site
____    District web site
____    Florida Department of Education (DOE) web site
____    Web sites not run by the school system
____    Mailed by the school system
____    Books, magazines, or videos purchased in stores
____    Local newspaper
____    Local television
____    School district television station
____    Religious organization (for example, a church, synagogue, or related organization)
____    Parent center
____    Friends, relatives, or other parents
____    Other (please describe below)

________________________________________________________________________

____    I have received no information about this topic



Section 3 – Parents As Partners
Answer each question in the following sections by selecting             Yes         No         Do not
Yes, No, or Do not Know. All questions refer to the current                                    Know
school year.


Did you feel that teachers, principals, and other school staff            Y           N          DK
willing to communicate with you?
Did your child’s school value your suggestions for your child’s           Y           N          DK
learning?



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Did your child’s school ask your advice on how they can best            Y           N          DK
teach your child?
Do you feel respected by your child’s school?
Were you aware that you may participate in the development              Y           N          DK
and review of your school and district parent involvement
policies?


Section 4 – Communication
Answer each question in the following sections by selecting Yes,       Yes        No       Do not
No, or Do not Know. All questions refer to the current school                              Know
year.
Do you know how to contact your child’s teacher?                           Y       N         DK
Was the information from your child’s school easy to                       Y       N         DK
understand?
Was the information from your child’s school given in a                    Y       N         DK
language that you understand?
If needed, were translators available and able to help you at              Y       N         DK
parent meetings and other school activities?




Section 5 – Schools Open to Parental Involvement
Answer each question in the following sections by selecting Yes,       Yes        No       Do not
No, or Do not Know. All questions refer to the current school                              Know
year.


Did you ask for specific activities, meetings, or materials from           Y       N         DK
your child’s school ?
        If yes:
                Did the school respond quickly?                            Y       N         DK
                Were you satisfied with the response? And did              Y       N         DK
                they explain it to you?
Do you feel welcome at your child's school?                                Y       N         DK

Section 6 (optional) -- Additional Parent Involvement Indicators
Answer each question in this section by marking Yes, No, or           Yes          No        Do not
Do not Know below. All questions refer to the current school                                 Know
year.
Did your school or district tell you about the Florida Parent          Y           N           DK
Information and Resource Center?
Did your school or district give you a written parent                  Y           N           DK
involvement policy?
Was the policy easy to understand?                                     Y           N           DK
Was the policy given to you in a language that you                     Y           N           DK
understand?
Did your school have a meeting to explain the parent                   Y           N           DK
involvement policy?
Did you attend that meeting?                                           Y           N           DK



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Were parent meetings offered at different times of the day?          Y           N           DK
Would you like to know more about:                                   Y           N           DK
    The state standards and testing?                                Y           N           DK
    The Title I program?                                            Y           N           DK
    How to work with your child at home?                            Y           N           DK
    How to work with your child’s teachers?                         Y           N           DK
    How to get involved with the school?                            Y           N           DK
    How to get resources for parents?                               Y           N           DK

                             Thank you for your input!




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Teacher Survey

Section 1 – Standards and Assessments
Looking back at this school year…




                                                                                                                                          Strongly Agree
Respond to each statement in this section by marking whether




                                                                                                        Neither Agree




                                                                                                                                                                     Do Not Know
                                                                                                        nor Disagree
you Strongly Disagree, Disagree, Neither Agree nor
Disagree Agree, or Strongly Agree.




                                                                       Disagree
                                                                                  Disagree
                                                                       Strongly




                                                                                                                          Agree
Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
When children did well in school, my school made sure their            SD         D                       N                A              SA                         DK
parents knew about it
I participated in school-wide efforts to help parents understand       SD         D                       N                A              SA                         DK
standards, assessments, and student progress benchmarks
I felt comfortable helping my students’ parents understand             SD         D                       N                A              SA                         DK
standards, assessments, and student progress benchmarks.
I regularly explained standards to my students’ parents.               SD         D                       N                A              SA                         DK
I regularly explained assessments to my students’ parents.             SD         D                       N                A              SA                         DK
I regularly explained student progress benchmarks to my                SD         D                       N                A              SA                         DK
students’ parents.
I participated regularly in school-wide efforts to help parents        SD         D                       N                A              SA                         DK
monitor their child’s progress and work with teachers to
improve achievement.
I felt comfortable providing information to my students’ parents       SD         D                       N                A              SA                         DK
to help them monitor their child’s progress and work with
teachers to improve achievement.
I kept my students’ parents informed about their child’s               SD         D                       N                A              SA                         DK
progress


Section 2 – Parental Help With Children in School
Looking back at this school year…
                                                                                                                                                    Strongly Agree
                                                                                                               Neither Agree




                                                                                                                                                                             Do Not Know
Respond to each statement in this section by marking the letter
                                                                                                               nor Disagree




code indicating whether you Strongly Disagree, Disagree,
                                                                          Disagree
                                                                                             Disagree
                                                                          Strongly




Neither Agree nor Disagree, Agree, or Strongly Agree.
                                                                                                                                  Agree




Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
My school made sure that teachers were aware of the materials             SD             D                      N                 A              SA                       DK
and training available for parents.
I participated regularly in school-wide efforts to help parents work      SD             D                      N                 A              SA                       DK
with their children to improve achievement.




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Looking back at this school year…




                                                                                                                   Do Not Know
Respond to each statement in this section by marking the letter




                                                                        Exemplary
code indicating whether you think the work in this area was




                                                                                    Average
Exemplary, Average, or Poor level of quality.




                                                                                                 Poor
Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
School-provided materials to help parents work with their               E           A            P               DK
children to improve student achievement were:
School-provided training to help parents work with their children       E           A            P               DK
to improve student achievement were:

Section 3 – Parents as Partners
Looking back at this school year…




                                                                                                                                 Strongly Agree
                                                                                               Neither Agree




                                                                                                                                                  Do Not Know
Respond to each statement in this section by marking the letter




                                                                                               nor Disagree
code indicating whether you Strongly Disagree, Disagree,




                                                                       Disagree
                                                                                    Disagree
                                                                       Strongly
Neither Agree nor Disagree, Agree, or Strongly Agree.




                                                                                                               Agree
Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
I participated in professional development about the value of          SD           D           N              A                 SA               DK
parent involvement and how to reach out to parents.
I participated in professional development about how to                SD           D           N              A                 SA               DK
communicate with parents.
I participated in professional development about how to work           SD           D           N              A                 SA               DK
with parents respectfully.
Parents were involved in the design and delivery of this               SD           D           N              A                 SA               DK
professional development. [delivery, but not design]
My participation in this professional development was                  SD           D           N              A                 SA               DK
encouraged by school-level administrators.



                                                                                                                        Do Not Know
                                                                        Exemplary

                                                                                     Average

                                                                                                     Poor




Please rate the quality of the professional development you
received in the following areas:
     the value of parent involvement and how to reach out to           E            A               P             DK
       parents.
     how to communicate with parents.                                  E            A               P             DK
     how to work with parents respectfully.                            E            A               P             DK




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Looking back at this school year…




                                                                                                                                                      Strongly Agree
                                                                                                                     Neither Agree




                                                                                                                                                                       Do Not Know
Respond to each statement in this section by marking the letter




                                                                                                                     nor Disagree
code indicating whether you Strongly Disagree, Disagree,




                                                                                    Disagree
                                                                                                   Disagree
                                                                                    Strongly
Neither Agree nor Disagree, Agree, or Strongly Agree.




                                                                                                                                              Agree
Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
My school provided multiple opportunities for parents to interact                   SD             D                  N                  A            SA               DK
with teachers and stay involved.
Parents are equal partners in their child’s education.                              SD             D                  N                  A            SA               DK
I learned multiple strategies to communicate with parents and                       SD             D                  N                  A            SA               DK
involve them in their children’s education.
I felt comfortable working to get my students’ parents involved.                    SD             D                  N                  A            SA               DK
I am able to establish rapport with all my student’s parents.
I need input from parents to be effective in teaching their children.               SD             D                  N                  A            SA               DK


Section 4 – Coordination


Looking back at this school year…




                                                                                                                                Do Not Know
Respond to each statement in this section by marking the



                                                                        Exemplary
letter code indicating your rating of the quality of each activity




                                                                                         Average
or material provided by your school.




                                                                                                              Poor
Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
How well did your school coordinate and integrate Title I                 E               A                   P                DK
parent involvement activities with other Title programs or
parent programs?


Section 5 – Communication
Looking back at this school year…
                                                                                                                                Do Not Know



Respond to each statement in this section by marking the
                                                                        Exemplary




letter code indicating your rating of the quality of each activity
                                                                                         Average




or material provided by your school.
                                                                                                              Poor




Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
How well was information which my school sent to parents               E                A                     P                DK
about school and parent programs, meetings, and other
activities (e.g. the school newsletter) provided in the major
languages spoken by parents in my school?
How well was Information which my school sent to parents               E                A                     P                DK
provided in a format that they can easily understand, was at
an appropriate readability level, and avoided educational
jargon?
How well did your school provided additional support for               E                A                     P                DK
parental involvement activities at the request of parents?




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Section 6 – Parent Input
Looking back at this school year…




                                                                      Strongly Disagree




                                                                                                     Neither Agree nor
Respond to each statement in this section by marking the




                                                                                                                                 Strongly Agree

                                                                                                                                                  Do Not Know
letter code indicating whether you Strongly Disagree,
Disagree, Neither Agree nor Disagree, Agree, or Strongly




                                                                                          Disagree



                                                                                                     Disagree
Agree.




                                                                                                                         Agree
Mark “DK” under Do Not Know, if you do not have enough
information to respond to the statement.
Parents in my school are given multiple opportunities to              SD                   D          N                   A      SA               DK
request specific support for parental involvement activities.
I provided additional support for parental involvement activities     SD                   D          N                   A      SA               DK
at the request of my students’ parents.



What did you do to make sure that parents could understand materials you
created and sent to them?




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Parent Focus Group Questions


The following questions are designed to guide a parent focus group toward
addressing key areas of NCLB parent involvement policies in more depth than is
possible in parent surveys. Schools and districts will likely craft their own focus
group protocols, but the Evaluation Working Group identified the following areas
of questioning as most likely to provide useful information for informing an overall
evaluation of parent involvement policies. The indicators in brackets tie back to
the Indicator and Instrument Matrix.


 Has your child’s school or district engaged you in developing a parental
  involvement policy? If so, how? Have you been made aware of the policy once
  it is complete? How were you notified? [D1]

 Does your child’ school involve you in deciding how Title I funds are used to
  involve parents? How is this done? [D4]

 Does your child’s school offer training and/or information on how to help your
  child succeed in school? How so specifically? [D6]

 How does your child’s school help you understand state tests and what they
  mean for your child’s education? [D5a]

 How does you child’s school provide you with training and/or materials to help
  your child improve their school work/education [5b]

 How often have you attended district-sponsored family literacy and parenting
  activities? How did you find out about these activities? [D3]

 How are you involved in developing the parental involvement policy for your
  child’s school? How so? [S1]

 How does your school give you information about parent involvement
  programs? Is the information useful and clear? [S4]

 Were you given an explanation and description of the school’s curriculum? [S5]

 How were you involved with the school in developing a school-parent compact
  on how parents and the school will share responsibility for student
  achievement? [S8]

 How has the school staff tried to help you get involved in you child’s education?
  [S9]



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 Has the school been responsive to your requests for support in getting
  involved with your child’s school? How so? [S9e]

 How does the school usually keep you informed about what’s going on with
  your child and how to get involved with your child’s education? Is most of the
  communication done by phone, in person, email, regular mail? [general]

      What are the biggest problems in terms of getting more involved with your
       child’s education at school? [general]

      What has the school done that is most helpful in terms of making it easier
       for you to understand how your child is doing in school? [general]

      What has the school done that is most helpful in terms of making it easier
       for your to get more involved in your child’s schoolwork both in school and
       at home? [general]

      What would you like to see your child’s school do in order to make it
       easier for you to understand how your child is doing and to get more
       involved in your child’s education? [general]

      What is the most confusing or difficult part of understanding how your child
       is doing in school? [general]

      What is most frustrating in terms of dealing with your child’s school?
       [genera]

      What do you like best about dealing with your child’s school? [general]




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Teacher Focus Group Protocol

Group facilitator_______________________________

Date_________________

Number of participants_________

District(s)_____________________________

School(s)_________________________________________________________

Grades taught by
participants__________________________________________


Introductory script: This focus group session is intended to obtain information on
your school’s parental involvement activities as they relate to federal No Child
Left Behind requirements. Our aim is to use the data contained in your responses
to help the district and individual schools improve their parental involvement
activities in order to ensure that these schools comply with federal law and
engage parents in their child’s schooling to the most beneficial extent possible.

Your answers are anonymous and your honest responses will be a great help for
evaluators in determining the current status of your school’s parental
engagement strategies and how to improvement. Thank you for your
participation!

Potential Prompts for Teacher Focus Group Protocol

      How does your school include parents in developing a written parental
       involvement strategy? [S1]
             How often is the parental involvement policy updated? [S1]

      How is the school curriculum explained to parents? [S5]

      Do your parents understand how their children are assessed and what
       their child’s proficiency scores mean for their child’s educational
       advancement? [S6]

      How are parents involved in developing the school’s school-parent
       compact? [S8]




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   How specifically does your school help build parents’ capacity for
    involvement in their child’s education and in the activities of the school?
    [S9]
        regarding state academic standards
        academic assessments
        how to monitor student academic progress
        how to work with the school to improve student achievement

   Does your school leadership discuss the importance of parental
    involvement in schools with you and other teachers? [S9c]

   How well are parent involvement programs integrated with programs like
    Head Start, Parents As Teachers, etc?

   Are you able to respond to parent requests and help parents with their
    questions regarding involvement as much as you’d like to? [S9e]

   What type of help or direction do you get form the district in terms of
    materials and strategies for engaging parents in your school? [general]

   Who is more important in terms of engaging parents in your child’s
    education: your school leaders or district staff? How and why? [general]




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No Child Left Behind, SEC. 1118. Parental Involvement.
(a) LOCAL EDUCATIONAL AGENCY POLICY-

(1) IN GENERAL- A local educational agency may receive funds under this part
only if such agency implements programs, activities, and procedures for the
involvement of parents in programs assisted under this part consistent with this
section. Such programs, activities, and procedures shall be planned and
implemented with meaningful consultation with parents of participating children.

(2) WRITTEN POLICY- Each local educational agency that receives funds under
this part shall develop jointly with, agree on with, and distribute to, parents of
participating children a written parent involvement policy. The policy shall be
incorporated into the local educational agency's plan developed under section
1112, establish the agency's expectations for parent involvement, and describe
how the agency will —

(A) involve parents in the joint development of the plan under section 1112, and
the process of school review and improvement under section 1116;
(B) provide the coordination, technical assistance, and other support necessary
to assist participating schools in planning and implementing effective parent
involvement activities to improve student academic achievement and school
performance;
(C) build the schools' and parents' capacity for strong parental involvement as
described in subsection (e);
(G) coordinate and integrate parental involvement strategies under this part with
parental involvement strategies under other programs, such as the Head Start
program, Reading First program, Early Reading First program, Even Start
program, Parents as Teachers program, and Home Instruction Program for
Preschool Youngsters, and State-run preschool programs;
(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; and
(F) involve parents in the activities of the schools served under this part.

(3) RESERVATION-

(A) IN GENERAL- Each local educational agency shall reserve not less than 1
percent of such agency's allocation under subpart 2 of this part to carry out this


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section, including promoting family literacy and parenting skills, except that this
paragraph shall not apply if 1 percent of such agency's allocation under subpart 2
of this part for the fiscal year for which the determination is made is $5,000 or
less.
(B) PARENTAL INPUT- Parents of children receiving services under this part
shall be involved in the decisions regarding how funds reserved under
subparagraph (A) are allotted for parental involvement activities.

(C) DISTRIBUTION OF FUNDS- Not less than 95 percent of the funds reserved
under subparagraph (A) shall be distributed to schools served under this part.
(b) SCHOOL PARENTAL INVOLVEMENT POLICY-

(1) IN GENERAL- Each school served under this part shall jointly develop with,
and distribute to, parents of participating children a written parental involvement
policy, agreed on by such parents, that shall describe the means for carrying out
the requirements of subsections (c) through (f). Parents shall be notified of the
policy in an understandable and uniform format and, to the extent practicable,
provided in a language the parents can understand. Such policy shall be made
available to the local community and updated periodically to meet the changing
needs of parents and the school.

(2) SPECIAL RULE- If the school has a parental involvement policy that applies
to all parents, such school may amend that policy, if necessary, to meet the
requirements of this subsection.

(3) AMENDMENT- If the local educational agency involved has a school district-
level parental involvement policy that applies to all parents, such agency may
amend that policy, if necessary, to meet the requirements of this subsection.
(4) PARENTAL COMMENTS- If the plan under section 1112 is not satisfactory to
the parents of participating children, the local educational agency shall submit
any parent comments with such plan when such local educational agency
submits the plan to the State.

(c) POLICY INVOLVEMENT- Each school served under this part shall —
(1) 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;

(2) 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;
(3) involve parents, in an organized, ongoing, and timely way, in the planning,
review, and improvement of programs under this part, including the planning,
review, and improvement of the school parental involvement policy and the joint
development of the schoolwide program plan under section 1114(b)(2), except



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that if a school has in place a process for involving parents in the joint planning
and design of the school's programs, the school may use that process, if such
process includes an adequate representation of parents of participating children;

(4) provide parents of participating children —
(A) timely information about programs under this part;
(B) a description and explanation of the curriculum in use at the school, the forms
of academic assessment used to measure student progress, and the proficiency
levels students are expected to meet; and
(C) if requested by parents, opportunities for regular meetings to formulate
suggestions and to participate, as appropriate, in decisions relating to the
education of their children, and respond to any such suggestions as soon as
practicably possible; and
(5) if the schoolwide program plan under section 1114(b)(2) is not satisfactory to
the parents of participating children, submit any parent comments on the plan
when the school makes the plan available to the local educational agency.

(d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC
ACHIEVEMENT- As a component of the school-level parental involvement 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. Such compact shall —
(1) describe the school's responsibility to provide high-quality curriculum and
instruction in a supportive and effective learning environment that enables the
children served under this part to meet the State's student academic
achievement standards, and the ways in which each parent will be responsible
for supporting their children's learning, such as monitoring attendance, homework
completion, and television watching; volunteering in their child's classroom; and
participating, as appropriate, in decisions relating to the education of their
children and positive use of extracurricular time; and
(2) address the importance of communication between teachers and parents on
an ongoing basis through, at a minimum —
(A) parent-teacher conferences in elementary schools, at least annually, during
which the compact shall be discussed as the compact relates to the individual
child's achievement;
(B) frequent reports to parents on their children's progress; and
(C) reasonable access to staff, opportunities to volunteer and participate in their
child's class, and observation of classroom activities.

(e) BUILDING CAPACITY FOR INVOLVEMENT- To ensure effective
involvement of parents and to support a partnership among the school involved,
parents, and the community to improve student academic achievement, each
school and local educational agency assisted under this part —



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(1) shall provide assistance to parents of children served by the school or local
educational agency, as appropriate, in understanding such topics as the State's
academic content standards and State student academic achievement
standards, State and local academic assessments, the requirements of this part,
and how to monitor a child's progress and work with educators to improve the
achievement of their children;
(2) shall provide materials and training to help parents to work with their children
to improve their children's achievement, such as literacy training and using
technology, as appropriate, to foster parental involvement;
(3) shall educate teachers, pupil services personnel, principals, and other staff,
with the assistance of parents, in the value and utility of contributions of parents,
and in how to reach out to, communicate with, and work with parents as equal
partners, implement and coordinate parent programs, and build ties between
parents and the school;
(4) shall, to the extent feasible and appropriate, coordinate and integrate parent
involvement programs and activities with Head Start, Reading First, Early
Reading First, Even Start, the Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program, and public preschool and other
programs, and conduct other activities, such as parent resource centers, that
encourage and support parents in more fully participating in the education of their
children;
(5) shall ensure that information related to school and parent programs,
meetings, and other activities is sent to the parents of participating children in a
format and, to the extent practicable, in a language the parents can understand;
(6) may involve parents in the development of training for teachers, principals,
and other educators to improve the effectiveness of such training;
(7) may provide necessary literacy training from funds received under this part if
the local educational agency has exhausted all other reasonably available
sources of funding for such training;
(8) may pay reasonable and necessary expenses associated with local parental
involvement activities, including transportation and child care costs, to enable
parents to participate in school-related meetings and training sessions;
(9) may train parents to enhance the involvement of other parents;
(10) may arrange school meetings at a variety of times, or conduct in-home
conferences between teachers or other educators, who work directly with
participating children, with parents who are unable to attend such conferences at
school, in order to maximize parental involvement and participation;
(11) may adopt and implement model approaches to improving parental
involvement;
(12) may establish a districtwide parent advisory council to provide advice on all
matters related to parental involvement in programs supported under this section;
(13) may develop appropriate roles for community-based organizations and
businesses in parent involvement activities; and
(14) shall provide such other reasonable support for parental involvement
activities under this section as parents may request.




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(f) ACCESSIBILITY– In carrying out the parental involvement requirements of
this part, local educational agencies and schools, to the extent practicable, shall
provide full opportunities for the participation of parents with limited English
proficiency, parents with disabilities, and parents of migratory children, including
providing information and school reports required under section 1111 in a format
and, to the extent practicable, in a language such parents understand.

(g) INFORMATION FROM PARENTAL INFORMATION AND RESOURCE
CENTERS- In a State where a parental information and resource center is
established to provide training, information, and support to parents and
individuals who work with local parents, local educational agencies, and schools
receiving assistance under this part, each local educational agency or school that
receives assistance under this part and is located in the State shall assist parents
and parental organizations by informing such parents and organizations of the
existence and purpose of such centers.

(h) REVIEW- The State educational agency shall review the local educational
agency's parental involvement policies and practices to determine if the policies
and practices meet the requirements of this section.




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Contributors
Many people contributed generously of their time, talents and resources to this
project. Participants in the Evaluation Working Group and contributors to this
document include:

Bacen, Lisa. East Coast Technical Assistance Center.
Black, Mary. Kissimmee Charter Academy.
Brooks, Vicki. Orange County Public Schools.
Buhr, Diane. Independent Consultant.
Curry, Brian. Regions III & IV Regional Technical Assistance Center.
Dailey, Kathleen. Polk County Public Schools.
Darden, Frank. Regions III & IV Regional Technical Assistance Center.
Eakins, Jeff. School District of Hillsborough County.
Ferguson, Dave. Manatee County Schools.
Foster, Sharyn. Regions III & IV Regional Technical Assistance Center.
Guffain, Carlos. East Coast Technical Assistance Center.
Hannas, Gail. Brevard County Schools.
Hensley, Trudy. Regions III & IV Regional Technical Assistance Center and
        RMC Research.
Janiak, Richard. Charlotte County Public Schools.
Kirsch, Lonnie. Okeechobee County Schools.
Kline, Marilyn. Regions III & IV Regional Technical Assistance Center.
Knarzer, Mary Jo. Charlotte County Public Schools.
Knestis, Kirk. Arroyo Research Services.
Levitt, Jerome. Miami-Dade County Public Schools.
Linder, Patricia. Regions III & IV Regional Technical Assistance Center.
Lindsay, Alice. Florida and the Islands Comprehensive Center at ETS.
Lindsay, Karyn. Florida and the Islands Comprehensive Center at ETS.
Longa, Maria. Collier County Public Schools.
McLeod, Julie. Pinellas County Public Schools.
Mendoza, Ivette. Hernando County Schools.
Miller, Don. Osceola County Public Schools.
Mungillo, Sheila. Manatee County Public Schools.
Ramirez-Talavera, Carmen. Manatee County Schools.
Richardson, Gerry. Educational Enhancement Services.
Scanga, David. Pasco County Schools.
Silverstein, Amy. School District of Hillsborough County.
Smith, Sue Ellen. Desoto County Schools.
Tomlinson, Bruce. Region II Regional Technical Assistance Center.
Vandersall, Kirk. Regions III & IV Regional Technical Assistance Center and
        Arroyo Research Services. Evaluation Working Group Facilitator.
Wainer, Andrew. Arroyo Research Services.
Young, Doris. Polk County Schools.



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