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

2. Today’s Targets
Go over New Parent and Family Engagement (PFE) Definition
Know key PFE requirements in Title I, Part A
Learn what is new under ESSA
Answer questions
In-depth questions will be answered at the end of the presentation, or
Please send questions after the webinar via or call our office (contact information on last slide)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

3. From Parent Involvement to Parent and Family Engagement
“Family engagement refers to the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems.”
U.S. Dept. of Education, U.S. Dept. of Health & Human Services
Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

4. “Parent” to “Family”
Inclusive and respective of all adults who raise and care for children, to include biological, adoptive, and foster parents; grandparents; legal and informal guardians; and adult siblings
Source: U.S. Dept of Health & Human Services; Office of the Asst Secretary for Planning & Evaluation: Children in Nonparental Care: Findings from the National Survey of Children's Health 03/01/2014
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

5. Students with Engaged Parents and Families
Exhibit faster rates of literacy acquisition.
Have higher grades and test scores.
Are promoted and take more challenging classes.
Adapt better to school and have better attendance.
Have better social skills and behavior.
Graduate.
Go on to community/technical college or university.
Henderson, A., & Mapp, L. K A new wave of evidence: The impact of school, family, and community connections on student achievement, annual synthesis Austin, TX: SEDL.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

6. PFE Frameworks and Principles
Plus Title I, Part A’s New PFE Infographic
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

7. U.S. Department of Education’s (ED) Partners in Education, Dual Capacity–Framework
Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships is a publication of American Institute for Research (AIR) in collaboration with ED.
It presents a new framework for designing family engagement initiatives that build capacity among educators and families to partner with one another around student success. Based on existing research and best practices, this report is designed to act as a scaffold for the development of family engagement strategies, policies, and programs.
Intention of the Framework: instead of a roadmap, the framework provides a compass; a direction for the development of effective high impact strategies and initiatives.
Framework was formulated using research on:
Effective home-school partnership strategies
Relational trust
Parent organizing
Adult learning and motivation
Leadership development
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018
Authors: Karen L. Mapp, Paul J. Kuttner, Lacy Wood (Production Coordinator), April West (Editor), Shaila Abdullah (Designer)

8. NATIONAL PTA STANDARDS FOR FAMILY-SCHOOL PARTNERSHIPS
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
Related Content & Resources
PTA Take Your Family to School Week 2017
Parent Assessment Event Toolkit

9. PRINCIPLES OF FAMILY ENGAGEMENT
SUPPORTS EQUITY TO ENSURE GOOD OUTCOMES FOR ALL CHILDREN
Principles
Welcoming All Families
Effective Communication
Links to Student Achievement and Development
Builds Community
Builds Capacity of School Staff and Families
Empowers Families
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
Engaging Families in Education-U.S. Department of Education

10. Families are Our Partners in Education-Infographic
Families Are Our Partners in Education Learn about the cycle of family participation English | Spanish
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

11. WHY DON’T FAMILIES PARTICIPATE? UNDERSTAND THE BARRIERS TO ENGAGEMENT
busy with family, work, kids
don’t see themselves reflected in leadership
don’t understand usefulness of participation
cultural background
uncomfortable with format, language, rules
don’t know purpose of the program
ineffective outreach strategies
inconvenient meetings times
don’t speak English
don’t have transportation
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
From 5 Steps to Getting Parents to Meetings – MCPS Study Circles

12. OPPORTUNITY FOR FAMILY ENGAGEMENT
AT STATE EDUCATIONAL AGENCY (SEA) & LOCAL EDUCATIONAL AGENCY (LEA) LEVELS
In order to establish and foster sustained, trusting relationships it is important to:
Always provide information within the context of why family engagement is important for the child and how it will help him/her.
Identify and address needs of the school, the students, and the families.
Think of engagement as an opportunity to build relationships and partnerships, not an isolated event.
Listen to parents and families and incorporate feedback.
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
Engaging Families in Education-U.S. Department of Education
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

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

14. Communication is the foundation for:
Sharing information.
Establishing shared goals for education.
Setting expectations for learning and behavior.
Keeping up on classroom activities and home events.
Helping parents support school instruction.
Helping teachers understand out of school time.
Avoiding misunderstandings.
Because regular communication is the foundation of effective parent and family engagement, SEAs, LEAs, and schools must provide information to parents of students participating in Title I, Part A programs in an understandable and uniform format, including alternative formats upon request, and, “to the extent practicable,” in a language that parents can understand.
Other Languages: Written translations of printed information must be provided to parents with limited English proficiency in a language they understand, or, if not practicable, orally in a language that parents understand. SEAs and LEAs have flexibility in determining what mix of oral and written translation services may be necessary and reasonable for communicating the required information to parents with limited English proficiency.
Parents with Disabilities: In providing alternative formats for parents with disabilities, SEAs and LEAs must take the necessary steps to ensure that communications with these parents are as effective as communications with other parents. Those steps include that the SEAs, LEAs, and schools must furnish appropriate auxiliary aids and services when necessary to afford a parent with a disability an equal opportunity to participate in, and enjoy the benefits of, Title I, Part A programs, services, and activities, including the parental involvement provisions.
The SEA, LEA, or school must give primary consideration to the expressed choice of the parent with disabilities by honoring that choice, unless the SEA, LEA, or school can demonstrate that another effective means of communication exists, or that use of the means chosen by the parent would result in a fundamental alteration of the service, program, or activity or in an undue financial and administrative burden. [28 CFR sections and –164, and Appendix A to Part 35 of Title 28T of the Code of Federal Regulations (CFR) implementing Subtitle A of Title II of the Americans with disabilities Act of 1990]
Webinar for US Department of Education Office of School Turnaround/School Support and Rural Programs, May 21, 2012
OFFICE OF SUPERINTENDENT OF PUBLIC Instruction
9/18/2018

15. One Out of Three Students are Title I Students
1/3
367,587
707,520
Total Student Population in WA State 1,075,107
School Year
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
WA State Report Card and Consolidated State Performance Report Part II
9/18/2018

16. English Learners & Non-English Households
20%
10%
Currently ten percent of the school population in Washington is composed of English learners, however, non-English speaking households in Washington stands at 20 percent. Communication with parents and families in a language they can understand is the start of building relationships.
Total Student Population in WA State 1,103,265
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
OSPI Student Information Data Report and , October 1 enrollment
9/18/2018

17. Interpretation and Translation Requirements, Resources
Interpretation and Translation Services
Under state and federal law, all parents have the right to information about their child’s education in a language they can understand. Title IV Regulations | Chapter 28A.642 RCW | Chapter WAC
In the link above you will find:
Parents’ Rights: Interpretation and Translation Services
Fact Sheet: Information for Limited-English Proficient Parents
Poster: We can Help you in Your Language! Do
Other Languages: Written translations of printed information must be provided to parents with limited English proficiency in a language they understand, or, if not practicable, orally in a language that parents understand. SEAs and LEAs have flexibility in determining what mix of oral and written translation services may be necessary and reasonable for communicating the required information to parents with limited English proficiency.
Parents with Disabilities: In providing alternative formats for parents with disabilities, SEAs and LEAs must take the necessary steps to ensure that communications with these parents are as effective as communications with other parents. Those steps include that the SEAs, LEAs, and schools must furnish appropriate auxiliary aids and services when necessary to afford a parent with a disability an equal opportunity to participate in, and enjoy the benefits of, Title I, Part A programs, services, and activities, including the parental involvement provisions.
The SEA, LEA, or school must give primary consideration to the expressed choice of the parent with disabilities by honoring that choice, unless the SEA, LEA, or school can demonstrate that another effective means of communication exists, or that use of the means chosen by the parent would result in a fundamental alteration of the service, program, or activity or in an undue financial and administrative burden. [28 CFR sections and –164, and Appendix A to Part 35 of Title 28T of the Code of Federal Regulations (CFR) implementing Subtitle A of Title II of the Americans with disabilities Act of 1990]
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

18. Communication-Parents with Disabilities
Have proper supports and services when needed to give a parent with a disability an equal opportunity to participate… Honor their choice of communication.*
Make sure to:
Parents with Disabilities: In providing alternative formats for parents with disabilities, SEAs and LEAs must take the necessary steps to ensure that communications with these parents are as effective as communications with other parents. Those steps include that the SEAs, LEAs, and schools must furnish appropriate auxiliary aids and services when necessary to afford a parent with a disability an equal opportunity to participate in, and enjoy the benefits of, Title I, Part A programs, services, and activities, including the parental involvement provisions.
The SEA, LEA, or school must give primary consideration to the expressed choice of the parent with disabilities by honoring that choice, unless the SEA, LEA, or school can demonstrate that another effective means of communication exists, or that use of the means chosen by the parent would result in a fundamental alteration of the service, program, or activity or in an undue financial and administrative burden. [28 CFR sections and –164, and Appendix A to Part 35 of Title 28T of the Code of Federal Regulations (CFR) implementing Subtitle A of Title II of the Americans with disabilities Act of 1990]
* Unless the SEA, LEA, or school can demonstrate that another effective means of communication exists, or that use of the means chosen by the parent would result in a fundamental alteration of the service, program, or activity, or in an undue financial and administrative burden.
[28 CFR Sections and –164, and Appendix A to Part 35 of Title 28T of the CFR Implementing Subtitle A of Title II of the Americans with Disabilities Act of 1990]
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

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

20. Every Student Succeeds Act and Parent and Family Engagement Highlights Beginning in School Year 2017–18
The law uses the term “parent and family engagement,” rather than parental involvement.
The LEA must establish expectations and objectives for meaningful Parent and Family Engagement (PFE) in its policy.
LEAs with over $500,000 allocation–of the one percent of Title I, Part A funds mandated to fund PFE, the school’s LEA now must send 90 percent of these funds directly to the school. In the Elementary and Secondary Education Act (ESEA), the distribution funds to schools was 95 percent.
The LEA must carry out at least one of the following strategies to engage families effectively: professional development (PD) for school staff, which could include parents; and home-based programs, information dissemination, collaboration with community organizations and other related activities.
Schools are permitted to establish a parent advisory board that represents families as staff develop and evaluate school policy.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

21. PFE Policy LEA & School Level
New under ESSA: LEA PFE Policy must stablish the expectations and objectives
Remember LEA and school policy must be:
Jointly Developed (parents and staff)
Disseminated annually
Expectation: “a strong belief that something will happen or be the case in the future.”
Objective: “A specific result that a person or system aims to achieve within a time frame and with available resources. In general, objectives are more specific and easier to measure than goals. Objectives are basic tools that underlie all planning and strategic activities.”
Involve Parents in Decision-making Develop Title I, Part A programs together with parents. LEAs and schools must involve parents–in an organized, ongoing and timely way–with the planning, review, and improvement of Title I, Part A programs. Two activities essential to effective PFE deal with policy and strategic planning.
Planning, review and improvement of the LEA and school PFE policy and at a school level, development of any schoolwide program plan under Title I, Part A Section 1114 (b)(2).
Comments & Criticism If parents are not satisfied with your PFE policy, program, or the schoolwide plan, make sure they are able to submit comments.
Meet or Connect Offer a variety of opportunities to meet or connect with parents. LEA and schools must offer parents as much time flexibility as possible to attend meetings. Early mornings and in the evening are two options. The goal is to maximize the opportunity for parents to show up for meetings and engage with school staff. Outreach is an important responsibility. LEA and schools should offer alternate locations to meet with parents. Community centers, neighborhood libraries and other local spaces could overcome issues related to distance or accessibility, and increase the participation of parents.
LEA Level PFE Policy
PFE procedures can be revised and designed to be more “parent friendly.”
Targeted Program Requirement
LEA and school policy is jointly develop with parents and staff, and disseminated only to those parents of students participating in the program.
Schoolwide Program
LEA and school policy is jointly developed with parent and staff, and disseminated to all parents of participating schoolwide schools.
Existing Process If your LEA/school has a process that involves parents in planning and program design, continue to use that process, but the LEA/school must make sure that the PFE policy contains the Title I, Part A required elements.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

22. PFE Notifications LEA & School Level
What LEAs and schools must send out and when (PDF), New Items under ESSA
The communication and notification components that impact family involvement must demonstrate a results-oriented effort between LEAs, schools and OSPI. At different times, communications and notifications could be a cooperative effort among LEAs, schools, and OSPI–all of us have an obligation to distribute information to the parents/guardians of students who receive services through Title I, Part A programs.
What LEAs and Schools Must Send Out and When includes references to the Title I, Part A statutory and regulatory requirements that apply to notification, or to information that schools must hand out or send to the parents of students who receive Title I, Part A services. This checklist is not complete, and does not include the consultation, collaboration, technical assistance, training, and other kinds of direct and indirect communication that occurs among school staff, and the families and children they serve.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

23. PFE Teacher/Para Notification New Under ESSA
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9/18/2018

24. What does it mean to have limited certification and licensure?
The WAC related to limited certificates (WAC A-231)
Limited certificate types (see light blue highlight). It should also be noted that not all limited certificates are issued with an endorsement.
The purpose of the conditional certificate is to assist local school LEAs, approved private schools, and educational service LEAs in meeting the state's educational goals by giving them flexibility in hiring decisions based on shortages or the opportunity to secure the services of unusually talented individuals. The professional educator standards board encourages in all cases the hiring of fully certificated individuals and understands that LEAs will employ individuals with conditional certificates only after careful review of all other options. The professional educator standards board asks LEAs when reviewing such individuals for employment to consider, in particular, previous experience the individual has had working with children.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

25. PFE Notifications–Info on Assessments New Under ESSA
Example of how the WA state provides information on Assessments- Overview of State Testing
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9/18/2018

26. PFE Notifications–Policy on Participation in Assessments–New Under ESSA, if applicable
Requirements
Why is State Testing Required?  School LEAs and communities are different across the state. Families have the right to know how their child is progressing toward college and career readiness. LEAs need to know if the curriculum they have chosen to teach their students to the state learning standards is working, or if they should make adjustments.
State testing is required by state law (RCW 28A ) and federal law (Elementary and Secondary Education Act). Learn more about why testing is required at Assessment’s Frequently Asked Question Website:
State testing is required by state law (RCW 28A ) and federal law (Elementary and Secondary Education Act). Learn more about why testing is required at Assessment’s Frequently Asked Questions Website.
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9/18/2018

27. Notifications–Title III English Learners
First notification is under the Civil Rights Requirements-ESSA guidance -A3
Outreach to EL parent participation (e.g., regular EL parent meetings) (ESEA Section 1116(f)) can continue to be paid for out of Title III.  See A-4.
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9/18/2018

28. OSPI Citizen Complaint Procedures
LEAs and/or schools disseminate adequate information about OSPI’s written complaint procedures for resolving federal statute or regulation violations that apply to Title I, Part A programs. This information must reach parents of students, and appropriate private school officials or representatives. Chapter WAC, Special Services Programs-Citizen Complaint.
Complaints that Allege Discrimination go to Equity and Civil Rights.
Complaints Related to Federal Programs
LEAs are responsible for disseminating annually OSPI’s citizen complaint process. LEAs can delegate this requirement to participating schools. Be sure to provide evidence during CPR that this requirement is been implemented. A citizen complaint is a written statement that alleges a violation of a federal rule, law, or regulation, or state regulation that applies to a federal program.
Anyone can file a citizen complaint.
There is no special form.
There is no need to know the law that governs a federal program to file a complaint.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

29. PFE Technical Assistance and Coordination
LEA Role
School Role
Provide coordination, technical assistance, and other support necessary to assist participating schools in the planning and implementing of effective Title I, Part A PFE activities. Also help them with PFE requirements to improve student academic achievement and school performance.
School leadership has a responsibility to:
Involve staff in compliance implementation
Include staff and parents in the solutions that improve and strengthen family engagement.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

30. PFE Technical Assistance and Coordination Examples Part 1
LEA Role–Sample Strategies
Provide participating schools with a list of compliance items and templates. OSPI’s Title I, Part A website, under Parent and Family Engagement
Conduct site visits to make sure participating schools implement PFE requirements and strategies.
Include in the LEA PFE policy the steps the LEA will take to support schools in planning and implementing these activities.
Make sure schools display their school level parent and family engagement policies so parents can see.
Coordinate activities within the participating schools and other state and federal programs to inform parents of the program(s) and activities.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

31. PFE Technical Assistance and Coordination Examples Part 2
LEA Role–Sample Strategies
Provide trainings at staff meetings or professional development (PD) days regarding:
Creating welcoming school environments.
Effective two-way communication with families.
Involving parents in the homework process.
Utilize parents in trainings of school staff as guest speakers, parents as trainers, or part of an open-table discussion or forum on how to increase PFE. If you have a Parent Advisory Committee or Group, ask them to help. These parents should be representative of the Title I, Part A student population.
Survey staff on the understanding between PFE and student achievement. Use survey results to:
Customize webinars, trainings, teaching tip sheets, or other trainings to improve their understanding and abilities to implement effective PFE.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

32. Parents and School Staff
Building Capacity
Building Capacity in PFE refers to any effort being made to improve the abilities, skills, and expertise of…
Parents and School Staff
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9/18/2018

33. Building Capacity in PFE–Required
Provide trainings on:
How to monitor a child's progress, and
How to work with educators
Assist parents in understanding the challenging State academic standards.
Provide professional development to teachers, specialized instructional personnel, and other staff on the value of parents and their communities to increase academic achievement.
Coordinate and integrate parent engagement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parent engagement.
Provide materials and training to help parents to work with their children, such as literacy training and using technology (including education about the harms of copyright piracy).
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.
This is something new from ESSA and we have not received guidance from the department of education. I would like to know if LEAs already have resources/guides to inform students about the harms of copyright piracy.
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9/18/2018

34. Building Capacity in PFE–Allowable
Involve parents as you develop training for instructional staff, principals, and other educators.
Provide literacy training for parents.
Pay reasonable and necessary expenses associated with PFE activities, such as transportation and child care, to make it possible for parents to participate.
Train parents to support the involvement of other parents.
Schedule in-home conferences between parents, and the teachers and other educators that work directly with their children.
Establish a LEA or school level parent advisory council to provide advice to parents in Title I, Part A programs.
Develop appropriate roles for outside organizations, like businesses, community and faith-based organizations that support community participation.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

35. Evaluation of the PFE Program and Activities
Surveys
Forums
Focus Groups
Families
Staff
LEAs and schools must conduct an annual evaluation of the content and effectiveness of their PFE policy and program.
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9/18/2018

36. WHY ARE YOU INCLUDING FAMILIES?
Clarify your goals
What are you trying to accomplish?
Who would benefit most from the proposed activity or is most impacted by the proposed policy?
Are there any racial/economic disparities being addressed?
Identify and engage stakeholders
What families should be involved? Why would they want to be involved?
Reach out to diverse groups
Consider community demographics–race, economics, language, neighborhood
Go outside of the normal participants
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education

37. LEA PFE Evaluation Tools
Tools to Evaluate Your PFE Program: The LEA has a responsibility to 1.) evaluate their PFE policy; and 2.) help participating schools create effective PFE programs.
The following inventory tool can help gauge the effectiveness and the scope of PFE efforts. If the inventory reveals that efforts are concentrated at one level of the system or in one focus for engagement, staff will know where to direct additional resources and efforts in their future work. Any planning committee or any group exploring PFE may complete this form. Parents should be represented in whatever process is used.
LEA Parent and Family Engagement–Support Inventory Tool
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9/18/2018

38. School Level Evaluation Tool
Schools must conduct an annual evaluation of the content and effectiveness of the PFE policy and program. The ultimate goal of this yearly evaluation is to improve the quality of Title I, Part A programs and services. Use the findings from these annual evaluations to develop new strategies able to increase the effectiveness of your PFE policy and program.
Survey with All Sections A–F English | Cambodian | Chinese | Korean | Punjabi | Russian | Somali | Spanish | Tagalog | Vietnamese
Separate sections and other online surveys can be found at School role in Parent and Family Engagement, click on section 7 Evaluate.
Important: When your school is attempting to do a comprehensive survey process, you may find that breaking the survey into smaller pieces and administering it over a few weeks is a more manageable process.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

39. Parent Advisory Board–New Under ESSA (Optional)
Schools are permitted to establish a parent advisory board that represents families as staff develop to evaluate school policy.
Innovative Implementation
Allow the parent advisory board the flexibility and authority to establish plans and set goals to improve PFE programs.
Develop a schoolwide parent advisory board that elects a representative to serve on a districtwide Parent Advisory Board ensuring equal representation of all Title I schools in the district.
Ensure the parent representation reflects the composition of the student body, and recruit future members through effective networking, support, and training
Exceptional Implementation
Coordinate a leadership conference to provide the parent advisory council with additional skill-building opportunities and strategy planning.
Address an area of need in the LEA by assigning the parent advisory council an annual project that will focus on improving an identified concern or further advancement of parental involvement.
Convene regular meetings structured around well-defined goals and objectives aligned with LEA and schoolwide plans.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

40. School–Parent Compact
Dust Off Your Old School-Parent Compact, Your "New" Tool for Linking Family Engagement to Student Learning–Connecticut Department of Education
These video presentations will help LEAs and school staff create a more meaningful grade level, goal oriented school-parent compact that helps children reach the learning goals of state academic standards.
The compact takes the form of a written agreement that identifies specific activities–shared responsibilities–that parents, school staff, and students will carry out to improve academic achievement. The School-Parent Compact must also outline activities that build productive partnerships.
The New Compact Will:
Link to the goals of the School Improvement Plan/Schoolwide Plan and the grade-level achievement data
Describe strategies families can use at home to strengthen students’ skills
Explain what teachers will do to support family learning
Describe what students will do to reach their achievement goals
Be written in family-friendly language with meaningful input from families and students
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9/18/2018

41. New item on School–Parent Compact
Describes 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 challenging State academic standards, and
The ways in which each parent will be responsible for supporting their children's learning; 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
Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum:
Parent-teacher conference in elementary schools, at least annually, during which the compact must be discussed as it relates to the individual child’s achievement.
Frequent reports to parents on their children’s progress.
Reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities;
Ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand
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9/18/2018

42. New on the Web, School Level Title I, Part A Annual Meeting Templates
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9/18/2018

43. PLANNING FOR FAMILY ENGAGEMENT
Consider these questions in planning your selected school activity.
Why are we doing this?
Who should be included?
When will it be done (day, time, season)?
Where will we meet?
What will we do?
How will we engage families? How will we…
Welcome all families
Communicate effectively
Link this to student achievement & development
Build community
Build capacity of school staff & families
Empower families
Taken from Frances Frost’s presentation Engaging Families in Education, U.S. Department of Education
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

44. Share your Story–Effective Parent and Family Engagement
This case study form is provided by the Title I, Part A and Learning Assistance (LAP) department at the Office of Superintendent of Public Instruction (OSPI) to gather descriptive information from
K–12 schools on specific PFE strategies (i.e., larger district-wide initiatives or smaller projects involving one or more classrooms) that have helped to increase student academic outcomes.
Use this for activities that were funded with federal or state dollars as well as projects that were supported by local or other funding sources.
Next steps:
Complete all questions and save this document for your records.
completed form to
Story review by OSPI staff
Selected stories will be highlighted in the PFE newsletter and on the Title I, Part A PFE Website starting school year 2017–18
This form will be housed at the PFE website and will be shared through our PFE Bulletin in GovDelivery
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

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

46. Title I Funded LEAs and Schools
LEAs and School must fulfill and implement Parent and Family Engagement requirements of Section 1116 of ESSA regardless of allocation.
Title I Funded
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9/18/2018

47. PFE Funding Under ESSA–Part I, LEAs with over $500,000 Allocation
Parents and families must be involved in the decision-making process that impacts PFE policy, programs and activities.
Funding Requirement
PFE Requirements
Resources
Must reserve at least 1% to fund PFE activities.
Involve parents in the decision-making on how to spend PFE funds. Create opportunities for parent feedback. Listen to what parents say about engagement activities.
Sample Survey from the Georgia Department of Education. Use parent feedback to:
Make recommendations to schools about parent and family engagement activities.
Generate suggestions that could improve or create new activities that involve parents.
Develop a report that you share with parents, staff, and the community.
LEA must take the lead to survey parents about how they would like the LEA to fund PFE. LEAs may delegate this requirement to participating schools, but be sure to explain to participating schools that evidence of surveys, feedback, and results must be maintained. During CPR, the Title I, Part A office monitors that these requirements have been implemented.
LEAs with over $500,000 allocation The LEA ensures it will:
Involve parents and families in the decisions on how the one percent will be used for PFE activities.
Use the required one percent set-aside in allowable PFE activities.
Track how participating schools use their allocation for PFE activities.​
(3) RESERVATION.— (A) IN GENERAL.—Each local educational agency shall reserve at least 1 percent of its allocation under subpart 2 to assist schools to carry out the activities described in this section, except that this subparagraph shall not apply if 1 percent of such agency’s allocation under subpart 2 for the fiscal year for which the determination is made is $5,000 or less. Nothing in this subparagraph shall be construed to limit local educational agencies from reserving more than 1 percent of its allocation under subpart 2 to assist schools to carry out activities described in this section.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

48. PFE Funding Under ESSA–Part 2, LEAs with over $500,000 Allocation
Parents and families must be involved in the decision-making process that impacts PFE policy, programs and activities.
Starting School Year
Funding Requirement
PFE Requirements
Comments
Allocate and distribute no less than 90 (previously 95%) percent of the 1% set-aside for parent and family engagement to participating schools – with priority given to high need schools.
Track PFE expenditures with proper coding at the LEA or school level.
Unspent LEA or schools PFE set-aside from previous year must be carried forward and added to current year budget for PFE activities.
Something to keep in mind: if LEA decides to distribute PFE funding only to Title I high priority need schools, the LEA must have plan in place for the other Title I schools that did not receive PFE funds. Since, those schools still have to fulfill PFE requirements.
LEAs must take the lead to survey parents about how they would like the LEA to fund PFE. LEAs may delegate this requirement to participating schools, but be sure to explain to participating schools that evidence of surveys, feedback, and results must be maintained. During CPR, the Title I, Part A office monitors that these requirements have been implemented.
LEAs with over $500,000 allocation The LEA ensures it will:
Involve parents and families in the decisions on how the one percent will be used for PFE activities.
Use the required one percent set-aside in allowable PFE activities.
Track how participating schools use their allocation for PFE activities.​
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

49. PFE Funding Under ESSA–Part 1, LEA’s with over $500,000 Allocation
LEA–Implement activities and strategies consistent with their parent and family engagement policy, including carry out at least one of the following: 1
Supporting schools and nonprofit organizations in providing professional development for local educational agency and school personnel regarding parent and family engagement strategies. 2
Supporting programs that reach parents and family members at home, in the community, and at school.
Resources: 1.
Professional Development in Family Engagement – Harvard Family Research Project
Parent Teacher Association (PTA) Family Engagement Tools – PTA Tools include, PTA National Standards, Diversity and Inclusion Toolkit, Male Engagement, and more.
2. Funds of Knowledge and Home Visits Toolkit – Migrant and Bilingual Education at OSPI
Academic Parent-Teacher Teams – Harvard Family Research Project
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

50. PFE Funding Under ESSA–Part 2, LEA’s with over $500,000 Allocation
LEA–Implement activities and strategies consistent with their parent and family engagement policy, including carry out at least one of the following: 3
Disseminating information on best practices focused on parent and family engagement, especially best practices for increasing the engagement of economically disadvantaged parents and family members. 4
Collaborating, or providing subgrants to schools to enable such schools to collaborate, with community-based or other organizations or employers with a record of success in improving and increasing parent and family engagement
Resources: 3.
Practicing Communication Skills: A Framework – Harvard Family Research Project
Family Engagement: Effective Communication is Key – Edutopia
Schools, Families, and Social Emotional Learning – Ideas and Tools for Working with Parents and Families (2005).
Welcoming New Families – Academic Development Institute has created a short video clip highlighting strategies that schools have used to welcome new families into their school community. 4.
Achieving Results Through Community School Partnerships (Strategies on p.13) – Institute for Educational Leadership
Strengthening Partnerships: Community School Assessment Checklist –Coalition for Community Schools
School-Community Partnerships: A Guide – UCLA Center for Mental Health in Schools
Business Partnerships with Schools – Eric Clearing House on Educational Management. Policy guidelines for schools seeking to establish and maintain productive and ethical relationships with corporations.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

51. PFE Funding Under ESSA–Part 3, LEA’s with over $500,000 Allocation
LEA–Implement activities and strategies consistent with their parent and family engagement policy, including carry out at least one of the following: 5
Engaging in any other activities and strategies that the LEA determines are appropriate and consistent with such agency’s parent and family engagement policy.
Resources: 5.
ParentCamp Tool Kit – U.S. Department of Education. This tool kit is intended to give some general guidance on how to produce a ParentCamp of your own. ParentCamp is a free "un-conference" that brings parents, caregivers, community leaders, educators, and children together to have conversations about how best to support students
Family Engagement Capacity Building Framework with Resources – U.S. Department of Education.
Parent Advisory Council (PAC) Training Manual – Migrant Education at OSPI. This training manual can serve as a blue print to create a LEA or school level PACs to advise the LEA or school with concerns of parents that relate to education and LEA/school policies. This manual is available in English and Spanish.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

52. PFE Allowable Costs Compliance is Critical
Make sure the PFE activities you plan comply with Title I, Part A laws and regulations. The activities allowable under the PFE provisions of Title I, Part A are reasonably broad in scope, but generally linked to education and training, participation in school-related meetings, and inclusion in the education of their children.
Compliance is Critical
Gifts and Incentives Are Not Allowable. Do not use state or federal funds to pay for gifts/incentives related to parent engagement programs or activities. Title I, Part A Section 1116 of ESEA and WA State Constitution Article 8, Section 5 and 7.
Gifts and Incentives Are Not Allowable
Do not use state or federal funds to pay for gifts/incentives related to PFE programs or activities. The provisions of Title I, Part A Section 1116 forbid this use of your allocation, as does the Washington State Constitution (Article 8, Sections 5 and 7). If you have questions about the gifting provision of state and federal law, contact the Title I, Part A office at OSPI.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

53. How do I know if a PFE activity is allowable under Title I, Part A
How do I know if a PFE activity is allowable under Title I, Part A? Part 1
Whether funds used at the LEA or building level, business managers must be able to respond appropriately to each of the following questions to determine whether a Title I, Part A PFE expenditure would be allowable:
How is the expenditure reasonable and necessary to carry out the intent and purpose of the program?
What need, as identified in the comprehensive needs assessment, does the expenditure address? Explain how the expenditure addresses this need.
Provide a written description in the building or LEA improvement plan, of the program, activity, or strategy that will be addressed by the expenditure requested. How would the program, activity, or strategy be funded if the Title I, Part A funds were not available?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

54. How do I know if a PFE activity is allowable under Title I, Part A
How do I know if a PFE activity is allowable under Title I, Part A? Part 2
Whether funds used at the LEA or building level, business managers must be able to respond appropriately to each of the following questions to determine whether a Title I, Part A PFE expenditure would be allowable:
How will the expenditure be evaluated to measure a positive impact on student achievement?
If for a schoolwide program, how will the expenditure upgrade the entire educational program on the building?
How is the expenditure supplemental to other nonfederal programs?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

55. Examples of Allowable PFE Purchases
PFE Allowable Title I, Part A Purchases
PFE Unallowable Title I, Part A Purchases
Consumables such as paper, glue, scissors for make and take projects that promote academic learning,
Instructional kits, workbooks, educational related games for playing at home.
Books for loan programs or check out system.
The following items may be donated by others:
Gifts or items that appear to be gifts.
Souvenirs, memorabilia, or promotional items, such as T-shirts, caps, tote bags, imprinted pens, and key chains.
Door prizes, movie tickets, gift certificates, pass to amusement parks, etc.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

56. PFE Allowable Costs–Examples
The activities allowable under the PFE provisions of Title I, Part A are reasonably broad in scope, but generally linked to education and training, participation in school related meetings, and inclusion in the education of their children.
Transportation and child care costs*
Meals/refreshments*
Registration and travel costs*
Translation and interpretation services*
Unavoidable costs related to the facility*
Be careful of supplanting! If the LEA has a LEA wide initiative to provide any of the service(s) with Basic Ed Funds, then Title I, Part A cannot pay for the expense(s). (i.e. general translation, civil rights, etc.)
LEAs and schools must provide a broad range of services designed to help parents help their children succeed at school. The activities allowable under the PFE provisions of Title I, Part A are reasonably broad in scope, but generally linked to education and training, participation in school-related meetings, and inclusion in the education of their children.
Be careful of Supplanting
If the LEA has a LEA wide initiative to provide any of the following services mentioned on this slide, then Title I, Part A cannot pay for the expenditure(s).
*Transportation and child care costs, as needed, to make it possible for parents to attend meetings and training sessions.
*Meals/refreshments to encourage attendance when PFE meetings and trainings conflict with family meals or schedules. You can provide snacks but only if you can prove that these refreshments increase participation. Do not pay for snacks or refreshments at staff meetings with Title I, Part A funds no matter what the purpose of the meeting. If there is no other scheduling option for a staff meeting, you can pay for a working meal–but be ready to demonstrate that this accommodation increased productivity.
*Registration and travel costs for parent representatives/committee members to attend in-state workshops and conferences that support PFE. The expectation is that parent participants will share new knowledge with other parents.
*Translation and interpretation services that make sure parents have access to school-related information–in a format and language the parent can understand.
*Unavoidable costs related to the facility in which you conduct PFE activities.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

57. PFE Website and Resources
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9/18/2018

58. Organizing Schools For Improvement
Long-term Study of Chicago Schools
When schools have strong family and community ties, their students are:
Four times more likely to make significant gains in reading.
Ten times more likely to make significant gains in math.
Anthony S. Bryk et al, (2010) Organizing Schools for Improvement: Lessons from Chicago (Chicago: University of Chicago Press).
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018

59. Technical Assistance & Questions
Title I/LAP and CPR Main Line
Program Supervisors – Title I, Part A & Learning Assistance Program (LAP) Larry Fazzari, Jamey Schoeneberg, Mary Jo Johnson, Nate Marciochi, Penelope Mena, Jason Miller,
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/18/2018