1. ESSA Accountability Parent and Family Engagement
Requirements, best practices, and resources
March 2018

2. 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.

3. Every Student Succeeds Act and Parent and Family Engagement Targeted Support Schools
(B) TARGETED SUPPORT AND IMPROVEMENT PLAN.—Each school, in partnership with stakeholders (including principal sand other school leaders, teachers and parents), shall develop and implement a school-level targeted support and improvement plan to improve student outcomes based on the indicators in the statewide accountability system for each subgroup of students:
(i) is informed by all indicators described in subsection(c)(4)(B), including student performance against long-term goals;
(ii) includes evidence-based interventions;
(iii) is approved by the local educational agency prior to implementation of such plan;
(iv) is monitored, upon submission and implementation, by the local educational agency; and
(v) results in additional action following unsuccessful implementation of such plan after a number of
years determined by the local educational agency.

4. Every Student Succeeds Act and Parent and Family Engagement Comprehensive Support Schools
LOCAL EDUCATIONAL AGENCY ACTION.—Upon receiving such information from the State, the local educational agency shall, for each school identified by the State and in partnership with stakeholders (including principals and other school leaders, teachers, and parents), locally develop and implement a comprehensive support and improvement plan for the school to improve student outcomes, that—(i) is informed by all indicators described in subsection(c)(4)(B), including student performance against State-determined long-term goals;
(ii) includes evidence-based interventions;(iii) is based on a school-level needs assessment;
(iv) identifies resource inequities, which may includes a review of local educational agency and school level budgeting, to be addressed through implementation of such comprehensive support and improvement plan;
(v) is approved by the school, local educational agency, and State educational agency; and
(vi) upon approval and implementation, is monitored and periodically reviewed by the State educational
agency.

5. Parent/Family Engagement Policy
LEA & School Level
New under ESSA: LEA PFE Policy must establish 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.

6. PFE Teacher/Para Notification New Under ESSA

7. PFE Notifications–Info on Assessments New Under ESSA
Example of how the WA state provides information on Assessments- Overview of State Testing

8. 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.

9. 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.

10. 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.

11. Community Engagement
State Focus Supported in Washington’s ESSA Consolidated Plan
Encourage the creation, expansion, and quality improvement of community-based supports that can be integrated into the academic environment of schools and school districts.
Examples in Plan:
Title IV Part B: 21st Century Community Learning Centers: creates community learning centers that provide academic enrichment opportunities during non‐school hours for children, particularly students who attend high‐poverty and low‐performing schools.
School Support Plans: Comprehensive and Targeted Support Schools, in partnership with key school, LEA, family, and community stakeholders, must develop and implement a school‐level support and improvement plan to improve student outcomes for the identified groups.
School Conditions: School districts must periodically review and update district discipline policies and procedures in consultation with staff, students, families, and the community.