Parent Involvement Evaluation Toolkit

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Florida Regions III & IV Evaluation Working Group Version 1.0 September 30, 2006

Transcript of Parent Involvement Evaluation Toolkit

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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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    Parent Involvement Evaluation Toolkit

    Arroyo Research ServicesPage 2 of 42

    Version 1.0: Final Versions Available at http://www.nclbeval.org

    Table of Contents

    Table of Contents..................................................................................................2Overview...............................................................................................................3

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

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    Overview

    This document is designed to assist district and school level educators meet theevaluation requirements of Section 1118, Parental Involvement in Title 1 of theNo Child Left Behind (NCLB) act. It is a work in progress developed by the

    Evaluation Working Group sponsored by the Regions III and IV RegionalTechnical Assistance Center at the University of South Florida. The workinggroup is composed of district level evaluators, Title I program administrators andothers knowledgeable in the fields of measurement and evaluation. Specificcontributors are identified in Appendix A: Acknowledgements and Contributors.

    The purpose of the Evaluation Workgroup is to tackle a variety of evaluationissues and challenges that are important to districts and schools. The first suchchallenge was to develop guidelines and evaluation activities that address districtand school level requirements under Section 1118, Parental Involvement. Theseguidelines are not prescriptive and do not presume to guarantee favorable results

    under state or federal compliance reviews, even though the suggested activitieshave been carefully reviewed in light of the literal requirements of Section 1118.Rather, they are indicators of quality parental involvement programs. Thisdocument shares effective evaluation strategies already in use and suggestsnovel ways to gather information that will result in better parental involvementprograms and eventually improved student achievement school performance.

    Indicators of Quality Parental Involvement Programs

    The Indicators of Quality Parental Involvement Programs are organizedaccording to the evaluation requirements of Section 1118, specifically conductingan annual evaluation of the content and effectiveness of the parental involvementpolicy in improving the academic quality of Title I schools in the district. Thecontent of the parental involvement policy is evident in the document itselfhowever, determining its effectiveness is an entirely different matter that requireswell thought out evaluation strategies.

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

    State what the law requires in language directly from Section 1118. This isimportant so that the user gets a verbatim reference from the law withoutbeing filtered through any other perspective

    Suggest what the law means in the context of Florida schools and schooldistricts. These are interpretations framed by the Evaluation Work Group

    Give examples of how schools and districts could meet the minimumrequirements of the law

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    Give examples of how schools and districts could go beyond the minimumrequirements toward developing high quality parental involvementprograms and

    Provide some examples of evaluation strategies that could be used topresent documentation of compliance or gather data for program

    improvement.

    Specific requirements in the law are presented in bold face type. Organizingquestions are presented in italics. Guidance for Section 1118 begins on thefollowing 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 educationalagency, as appropriate, in understanding such topics as the States academiccontent standards and State student academic achievement standards, Stateand local academic assessments, the requirements of this part, and how tomonitor a childs progress and work with educators to improve the achievementof their children

    What does this mean in Florida?

    This provision means that each district and school that receives Title I funds mustprovide assistance to parents in understanding the Sunshine State Standards

    (SSS), Floridas academic achievement standards (FCAT Levels), the FCAT andwhatever local assessments apply to all children in the district. Schools anddistricts are required to help parents monitor student progress and to work witheducators to improve student achievement.

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

    Print materials, web-based resources, student handbooks and newslettersare provided to assist parents in understanding the Sunshine StateStandards, Florida student academic achievement standards, and State

    and local academic assessments.

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

    Parents are given state or district produced reports that offer anexplanation of achievement test scores.

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    There are opportunities for parent conferences, during which report cardsand assessments are discussed and ways that parents can work with theirchilds teacher to improve achievement.

    There are opportunities for communication and interaction between

    parents and school staff concerning academic standards and strategies tofacilitate student learning, based on student needs.

    What are some examples of how schools and districts could go beyond theminimum requirements of this provision toward developing high quality

    programs?

    Training/workshops are provided at different locations and times to assistparents in understanding the Sunshine State Standards, Florida studentacademic achievement standards, and State and local academicassessments.

    There are frequent (at least one each grading period) opportunities forregularly scheduled interaction between parent and school concerning achilds achievement through phone, and/or face-to-face formats.

    There are regularly scheduled opportunities for parents to be involved insupplemental learning experiences with their children, such as familyliteracy night and Parents as Teachers.

    What are some possible tools and activities that evaluators could use todocument 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 providematerials and training to help parents work with their children to improve theirchildrens 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 mustmake a concerted effort to help parents improve their childrens 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 usingtechnology.

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

    A description of available textual materials and technology (software andhardware) used for helping parents support their childrens academicdevelopment. The description represents a range of developmental levels,content areas and formats. Materials reflect the home languages of thepopulation served, to the extent practicable. Instruc