Family Engagement Framework

Transcription

1 Family Engagement Framewrk A TO OL F OR C ALI F OR NI A S C HOOL DI S TR I C TS Califrnia Department f Educatin SACRAMENTO

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3 Family Engagement Framewrk A TOOL FOR CALIFORNIA SCHOOL DISTRICTS Califrnia Department f Educatin SACRAMENTO 2011

4 The Family Engagement Framewrk was develped by the Califrnia Department f Educatin (CDE) in cllabratin with the Califrnia Cmprehensive Center at WestEd. Fundatinal cntent and nging supprt were prvided by the Family Area Netwrk Bard, an infrmal Title I advisry bdy t the CDE. This wrk was supprted by the Califrnia Cmprehensive Center (CA CC) at WestEd thrugh funding frm the U.S. Department f Educatin, PR/Award Number S283B It des nt necessarily reflect the views r plicies f the U.S. Department f Educatin, and readers shuld nt assume endrsement by the federal gvernment. The Califrnia Cmprehensive Center a partnership f lead agency WestEd and the American Institutes fr Research and Schl Services f Califrnia is part f a federal netwrk f 16 reginal cmprehensive centers. Prductin Team: CDE Deb Sigman, Deputy Superintendent, Curriculum, Learning, and Accuntability Branch Carl Dicksn, Educatin Prgrams Cnsultant, Title 1 Accuntability and Partnerships Office CA CC Virginia Reynlds, Task Lead Angela McGuire, Primary Writer Janice Lwen Agee, Editr Carlyn Walker, Editr Kelley Versteegh, Graphic Designer Cpyright 2011 Califrnia Department f Educatin. Permissin t reprduce with the Califrnia Department f Educatin cpyright ntice is hereby granted.

5 Family Engagement Framewrk 1 Table f Cntents Message frm the State Superintendent f Public Instructin....3 Intrductin....5 District Principles Required District Activities and Implementatin Rubrics Build Capacity Demnstrate Leadership...15 Resurces/Fiscal and Other...17 Mnitr Prgress...18 Access and Equity...20 Tls fr Cmmunicating with Families...23 Appendixes Appendix A: Matrix f Federal and State Parent Invlvement Requirements...37 Appendix B: Linking Parent Invlvement t Student Achievement: A Review f Recent Literature...39 Appendix B.1. Anntated List f Selected Articles Linking Parent Invlvement t Student Achievement...45 References... 49

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7 Family Engagement Framewrk 3 Message frm the State Superintendent f Public Instructin I am pleased t annunce the publicatin f the Family Engagement Framewrk, a jint prject f the Califrnia Department f Educatin (CDE) and the Califrnia Cmprehensive Center (CA CC) at WestEd. This framewrk is an excellent tl fr schl districts and schls t use in develping and expanding schl/family partnerships t supprt imprved student learning utcmes. The CDE has lng supprted family engagement thrugh plicies and prgrams that encurage parents and ther family members t be actively invlved in their children s educatin and in district and schl educatinal prgrams. Parents, families, and ther caring adults prvide the primary educatinal envirnment fr children; parents are a child s first teacher, and the hme is a child s first schl. While the schl and the hme may perate independently, individuals and activities in each arena shape the educatin and develpment f the child. Tgether we can be mre effective. This Family Engagement Framewrk brings tgether research, prmising practices, and prgram requirements t prvide a tl fr leaders in schl districts and cunty ffices f educatin t plan, implement, and evaluate family engagement practices that directly impact imprved student achievement. At the cre f the framewrk are district principles that were develped cllabratively with input frm a wide variety f parent, educatin, and cmmunity rganizatins. The district principles are essential actins fr supprting family engagement at the district level. The principles describe expectatins, r standards, fr districts t engage family members in supprting their children s educatin. The principles address capacity building, leadership, resurce allcatin, prgress mnitring, access, and equity. Implementatin activities are prvided fr each district principle, citing legal references where apprpriate. Please share this resurce with schl bard members, parent invlvement crdinatrs, schl administratrs, family members serving in leadership psitins, and cmmunity partners t strengthen invlvement and build relatinships amng critical partners in the educatin f Califrnia s students. Tm Trlaksn

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9 Family Engagement Framewrk 5 Intrductin Purpse In supprt f establishing strng, healthy, and systematic schl, family, and cmmunity partnerships statewide, the Califrnia Department f Educatin (CDE) engaged the assistance f the Califrnia Cmprehensive Center at WestEd (CA CC) t develp a tl describing expectatins and implementatin strategies fr integrated family engagement within state educatinal prgrams. This Family Engagement Framewrk is intended t prvide guidance t educatrs, districts, schls, families, and cmmunities as they plan, implement, and evaluate strategies acrss multiple prgrams fr effective family engagement t supprt student achievement and clse the academic achievement gap. Develpment In 2003, the Family Area Netwrk (FAN) Bard, an infrmal advisry bdy t the CDE Title I Office, engaged parent and educatinal leaders in develping a set f draft Mdel Standards fr Family Invlvement (Standards) grunded in legal statute and academic research. The draft Standards were aligned with six types f parent invlvement described in the mdel fr schl, family, and cmmunity partnerships frm the Natinal Netwrk f Partnership Schls at Jhns Hpkins University (Epstein, 2002): (1) parenting, (2) cmmunicating, (3) vlunteering, (4) learning at hme, (5) decisin making, and (6) cllabrating with the cmmunity. The draft Standards addressed all levels (state, reginal, cunty, district, schl, classrm, and family) f the educatinal system and identified pprtunities t strengthen schl, family, and cmmunity partnerships thrugh leadership, capacity building, and accuntability. Althugh stakehlders, including parent leaders, teachers, schl and district administratrs, and prfessinal assciatins, expressed a need and appreciatin fr the Standards, they suggested that the guidance shuld be prvided in a mre cncise frmat. In 2006, CDE, with the assistance f the CA CC, began t analyze and revise the draft Standards. After several mnths f discussin, editing, and rerganizatin, the Family Engagement Framewrk (Framewrk) was cnceptualized. Natinal educatinal plicies cntinued t emphasize the imprtance f establishing prgrams t invlve families and practices t empwer and engage families in the educatinal prcess (ED, 2010). Over the next several years, additinal activities were cnducted t assure that Family Engagement Framewrk Principles Reference prgram requirements as well as six types f parent invlvement. Differentiate fr each level f educatin implementatin, such as district and schl. Address five dmains: Capacity building, leadership, resurces, prgress mnitring, and equity. Required District Activities Incrprate federal and state laws and regulatins. Implementatin Rubrics Reflect FAN draft Standards. Plan and evaluate. Link t research and prmising practices. Tls fr Cmmunicating with Families Are reprducible r adaptable. May be disseminated in print r via the Internet.

10 6 Family Engagement Framewrk the Framewrk addressed state and federal requirements and integrated recent research and useful resurces. CA CC staff cnducted an extensive review f the Califrnia Educatin Cde (EC) and pertinent regulatins fr CDE prgrams t identify requirements related t parent invlvement acrss prgrams; CDE staff acrss prgrams prvided verificatin f the identified requirements. Within regulatins fr educatinal prgrams implemented by CDE, the review fund the fllwing requirements: Brad parent invlvement requirements that apply t all instructinal prgrams Requirements that apply t all categrical prgrams Requirements specific t 20 different categrical and individual prgrams The Matrix f Federal and State Parent Invlvement Requirements (Appendix A) lists the legal citatins fr parent invlvement requirements acrss CDE prgrams. The citatins are categrized by prgram and by CDE Categrical Prgram Mnitring (CPM) dimensins t prvide a link t state accuntability and mnitring prcesses and t illustrate the breadth f parent invlvement requirements acrss prgrams. With infrmatin prvided by CPM instruments and the effrts f CDE staff acrss prgrams, the principles f the Family Engagement Framewrk are crdinated with the seven CDE CPM dimensins: I. Invlvement. Parents, staff, students, and cmmunity members participate in develping, implementing, and evaluating cre and categrical prgrams. II. Gvernance and Administratin. Plicies, plans, and administratin f categrical prgrams meet statutry requirements. III. Funding. Allcatin and use f funds meet statutry requirements fr allwable expenditures. IV. Standards, Assessment, and Accuntability. Categrical prgrams meet state standards, are based n the assessed needs f prgram participants, and achieve the intended utcmes f the categrical prgram. V. Staffing and Prfessinal Develpment. Staff members are recruited, trained, assigned, and assisted t ensure the prgram s effectiveness. VI. Opprtunity and Equal Educatinal Access. Participants have equitable access t all prgrams the lcal educatinal agency (LEA) prvides, as required by law. VII. Teaching and Learning. Participants receive cre and categrical prgram services that meet their assessed needs. T further infrm the develpment f the Framewrk s cntent, CA CC staff cnducted a fcused review f recent literature t identify a current bdy f research linking specific parent invlvement activities t student achievement. The search phrases used t identify research articles were parent invlvement and parent participatin. Currently, in educatinal research, the term engagement is assciated mst ften with early parent-child relatinships and bnding. Parent invlvement and parent participatin mre frequently link t research examining the kind f engaged cmmunicatin and interactin described in the Family Engagement Framewrk. T ensure that articles relevant t current practice and written under a rigrus standard f research were identified, nly peer-reviewed articles published within the last nine years ( ) were sught. The fcused literature review (Appendix B, Linking Parent Invlvement t Student Achievement: a Review f Recent Literature) may serve as a resurce t administratrs and teachers seeking t identify, select, and supprt effective and prmising practices in parent invlvement. The Anntated List f Selected Articles Linking Parent Invlvement t Student Achievement (Appendix B.1) describes each f the articles referenced in the Framewrk. Cntent describing required and recmmended districtlevel parent and cmmunity invlvement activities was peridically sent t parent resurce and invlvement grups fr review and input. Members f the FAN Bard, Parent Infrmatin and Resurce Centers, Parent Training and Infrmatin Centers, Family Empwerment Centers, and the Califrnia Parent Teacher Assciatin prvided input. In 2009, the FAN Bard endrsed the draft Framewrk as a tl and recmmended that CDE and the CA CC mve frward with prductin and disseminatin.

11 Family Engagement Framewrk 7 Cmpnents and Layut f the Framewrk Just as the cntent f the Family Engagement Framewrk has undergne significant transfrmatin ver the last five years, s t has the name. Originally referred t as the Parent Invlvement Standards, the final name reflects cmmitment t cmprehensive partnering amng schl, family, and cmmunity members in supprt f educatin. The terms parent invlvement and family invlvement generally refer t a range f activities. They are ften used interchangeably with ther terms, like parent engagement, parent participatin, and family engagement. The prpsal t reauthrize the Elementary and Secndary Educatin Act (ED, 2010) uses the term family engagement, referring t an integrated strategy acrss multiple prgrams. The Family Engagement Framewrk prvides guidance fr pursuing an integrated strategy t supprt the exchange f infrmatin, purpseful interactin, and meaningful participatin amng schls, families, and cmmunity partners t supprt student learning and achievement. In this dcument, parent invlvement and family invlvement are generally used interchangeably. District Principles The District Principles f the Family Engagement Framewrk prvide a ne-page verview f the essential actins fr family and cmmunity invlvement at the district level. Citatins in supprt f specific principles are prvided. There are 18 principles arranged within five actin areas; the five actin areas reference the CPM dimensins: 1. Build Capacity addresses CPM Dimensin I: Invlvement; CPM Dimensin V: Staffing and Prfessinal Develpment; CPM Dimensin VII: Teaching and Learning 2. Demnstrate Leadership addresses CPM Dimensin II: Gvernance and Administratin 3. Resurces: Fiscal and Other addresses CPM Dimensin III: Funding 4. Mnitr Prgress addresses CPM Dimensin IV: Standards, Assessment, and Accuntability 5. Access and Equity addresses CPM Dimensin VI: Opprtunity and Equal Educatinal Access Required District Activities and Implementatin Rubrics The Required District Activities and Implementatin Rubrics f the Family Engagement Framewrk describe specific district actins fr each f the 18 District Principles. The Required District Activities clumn in the rubrics presents parent invlvement activities that are required under educatinal prgram regulatins; citatins fr specific laws and regulatins fllw each requirement. Actins fr implementatin f the required activities are described qualitatively in the crrespnding rubrics clumns prgressing left t right frm Basic t Prgressive and Innvative Implementatin. The descriptin f Basic Implementatin actins reflects Required Activities. The descriptins f Prgressive and Innvative Implementatin reflect research and prmising practice mdels. The research infrming the Framewrk is reviewed in Appendix B, Linking Parent Invlvement t Student Achievement: A Review f Recent Literature. Tls fr Cmmunicating with Families The Tls fr Cmmunicating with Families present the cntent frm the Principles, Required District Activities, and Implementatin Rubrics in a simpler, mre straightfrward frmat. They may be used t present cncepts in the Framewrk t family and cmmunity members wh d nt need access t legal citatins and regulatry language. Each single page may be used as a stand-alne cmmunicatin within a newsletter, parent rientatin guide, bulk , r training packet. Required District Activities are described alng with suggestins fr parents t pursue invlvement at the level at which they are cmfrtable. The suggestins fr parent invlvement may lead t develpment f deeper family invlvement and engagement activities at mre prgressive and innvative levels.

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13 Family Engagement Framewrk 9 District Principles Adapted frm Family Area Netwrk (FAN) Bard Mdel Standards fr Family Invlvement 1. BUILD CAPACITY Ensure that all principals understand and implement required and effective parental invlvement practices at their schls [Title I, Part A, 1118 (a)(1)] Establish family-friendly vlunteer plicies t recruit and rganize help and supprt frm parents Train parents t successfully participate in curricular and budgetary decisin making Identify and integrate resurces and services frm the cmmunity t strengthen schl prgrams, family practices, and student learning and develpment Ensure staff and family access t training in effective schl, family, and cmmunity partnerships Train staff, with the assistance f parents, in hw t reach ut t and wrk with parents as equal partners in their children s educatin [Title I, Part A, 1118 (e)(3)] Ensure that teachers and families have knwledge and tls t help students with hmewrk and ther curriculum-related activities. 2. DEMONSTRATE LEADERSHIP Ensure that all schls have parent/family invlvement prgrams (EC ) Meet requirements f state and federal law regarding family invlvement. a. Ensure parent representatin n district and schl cmmittees as required by law. b. Establish district family invlvement plicies and prgrams [Title I, Part A, 1118 (a)(2); EC ] Invlve families in advisry bdies and training strategies. 3. RESOURCES: FISCAL AND OTHER Allcate resurces and assign staff t implement the plan. 4. MONITOR PROGRESS Ensure all schls integrate parental invlvement prgrams int the schl s Single Plan fr Student Achievement [EC 11502(e), 11504] Prvide versight, supprt, and crdinatin f parent invlvement activities amng district schls and prgrams Dcument prgress f each schl s implementatin f its parent invlvement prgram [EC 11503(c)(d), refers specifically t Title I] Assess every principal s effectiveness in establishing and maintaining schl, family, and cmmunity partnerships at his r her schl. 5. ACCESS AND EQUITY Ensure that critical parent infrmatin is readily available in accessible frmats and languages spken by families in the district [EC 48985] Ensure that parent representatin n cmmittees reflects the cmpsitin f the student bdy Ensure that schls have a system in place with multiple strategies t facilitate tw-way cmmunicatin with parents and cmmunity members n a regular basis [EC 11502(c), EC 11503(b)(4)]. 1. Items 1.01 thrugh 1.04 supprt Categrical Prgram Mnitring (CPM) Dimensin I: Invlvement Parents, staff, students, and cmmunity members participate in develping, implementing, and evaluating cre and categrical prgrams. Items 1.05 and 1.06 supprt CPM Dimensin V: Staffing and Prfessinal Develpment Staff members are recruited, trained, assigned, and assisted t ensure the prgram s effectiveness. Item 1.07 supprts CPM Prgram Dimensin VII: Teaching and Learning Participants receive cre and categrical prgram services that meet their assessed needs. 2. Items in this dmain supprt CPM Dimensin II: Gvernance and Administratin Plicies, plans, and administratin f categrical prgrams meet statutry requirements. 3. Items in this dmain supprt CPM Dimensin III: Funding Allcatin and use f funds meet statutry requirements fr allwable expenditures. 4. Items in this dmain supprt CPM Dimensin IV: Standards, Assessment, and Accuntability Categrical prgrams meet state standards, are based n the assessed needs f prgram participants, and achieve the intended utcmes f the categrical prgram. 5. Items in this dmain supprt CPM Dimensin VI: Opprtunity and Equal Educatinal Access Participants have equitable access t all prgrams the lcal educatinal agency prvides, as required by law.

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15 Required District Activities and Implementatin Rubrics Family Engagement Framewrk Build Capacity This set f rubrics describes prgram implementatin addressing CPM Dimensin I: Invlvement, CPM Dimensin V: Staffing and Prfessinal Develpment, and CPM Dimensin VII: Teaching and Learning Ensure all principals understand and implement required and effective parental invlvement practices at their schls. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Prvide crdinatin, technical assistance, and ther supprt t schl staff fr including families as participants in lcal educatinal agency (LEA) and schl gvernance and decisin making [20 United States Cde (USC) 6318(a) (2)(B)]. Establish parent/cmmunity advisry cmmittees [5 Califrnia Cde f Regulatins (CCR) 18275, EC 56190]. Ensure that plans fr parent invlvement and educatin include Parent cnferences At least tw per year [5 CCR 18275]. Prvide t principals technical assistance materials fr training advisry cmmittees in their rles and respnsibilities; infrmatin, supprt, and prfessinal develpment pprtunities addressing the rle f families as participants in LEA and schl gvernance and decisin making; infrmatin and mdels fr required schl-level plans fr parent invlvement; infrmatin and guidance n invlving families in the develpment f required parent invlvement and educatin plans; supprt t establish and hld regular, calendared meetings f required parent cmmunity advisry cmmittees; and supprt schl sites t cnduct at least tw parent-teacher cnferences per year. In additin t basic training n the rle f families in gvernance and decisin making, prvide principals with training and resurces n engaging with family members individually r as members f advisry grups t slve prblems, draft plicy, and make decisins; and/r linking schl-level plans and schl-parent cmpacts t student learning; and/r fcusing advisry grup and cuncil activities t supprt student achievement; and/r encurage principals t increase pprtunities fr parent-teacher cnferences, in additin t the required tw. In additin t basic and prgressive training fr principals, emply jint training and team-building activities fr principals and parent leaders t build relatinships; engage in strategic planning; examine student achievement in relatinship t parent invlvement; and/r encurage principals t schedule nging pprtunities fr parentteacher cmmunicatin and interactin Establish family-friendly vlunteer plicies t recruit and rganize parent help and supprt. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Facilitate supervisin f family members vlunteering time and resurces t imprve schl facilities and prgrams [28 EC 51101(a)(3)]. Prvide teachers with written infrmatin and guidance n supervising parent vlunteers wh are assisting in classrms. In additin t basic infrmatin and guidance, develp and disseminate vlunteer management resurces and prvide teachers with training n their use, including: handbk; vlunteer frms; guidelines fr recruiting, screening, training, and retaining vlunteers; certificates f recgnitin. In additin t teacher training and resurces, prvide training fr parents in specific skills fr wrking with children in classrms and/r prvide fiscal r ther real supprt fr a recgnitin prgram fr classrm vlunteers and family/ teacher leaders.

16 12 Required District Activities and Implementatin Rubrics 1.03 Train parents t successfully participate in curricular and budgetary decisin making. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Prvide training and resurces t parents n cntent standards; academic achievement standards; academic assessment; parent invlvement requirements; mnitring academic prgress; wrking with teachers. [20 USC 6318(e)(1)] Prvide training and resurces t parents, especially thse serving n advisry cmmittees, t include cntent standards; academic achievement standards; academic assessment; parent invlvement requirements; mnitring academic prgress; wrking with teachers. In additin t prviding training t parents serving n advisry cmmittees, prvide training accessible t all families n parent/family invlvement plicies, plans, rles, and respnsibilities; and/ r actively recruit new parents t participate in training and n advisry cmmittees; invlve parents in the develpment f training. In additin t prgressive training activities, utilize the Internet t survey parents and/r prvide infrmatin and training t facilitate their participatin in decisin making; and/r adpt a train-the-trainer mdel, using veteran parents fr nging training f new parents; prvide parents/family members Internet access thrugh public cmputer labs. Prvide targeted training and resurces t advisry cmmittee members [EC , 5 CCR 11308(d), 20 USC 6312(g)(4)] Identify and integrate resurces and services frm the cmmunity t strengthen schl prgrams, family practices, and student learning and develpment. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Cnduct utreach t cmmunity agencies t infrm f services; slicit supprt. [5 CCR 18277] Crdinate and integrate parent invlvement activities with public preschl; ther public educatinal prgrams; parent resurce centers. [20 USC 6318(e)(4)] Utilize ne-way cmmunicatin utlets (mailers, brchures, public service annuncements) t cmmunity agencies t prvide infrmatin abut educatinal services; slicit supprt fr educatinal prgrams; and ensure that parent invlvement activities address the needs f and are available t families with children acrss educatin prgrams; in public preschl; and wrk with parent resurce centers (established under Title I and the Individuals with Disabilities Educatin Act) t implement parent invlvement activities. In additin t basic activities, prvide teachers with lists f available cmmunity resurces; and/r prvide presentatins fr, attend functins f, and maintain cmmunicatins with cmmunity rganizatins t cultivate relatinships in supprt f educatin; and/r cllabrate with ther public agencies prviding services t families t supprt parent/ family invlvement in educatin; and/r encurage parent resurce centers t cllabrate t prvide services and supprt t all families. Frm a partnership* with cmmunity-based rganizatins and ther public agencies t plan r crdinate parent/ family invlvement activities and prgrams; btain r prvide technical assistance; establish effective channels fr cmmunicating with families; btain r prvide training fr families; disseminate resurces and infrmatin n an nging basis; and/r supprt the establishment f a cmprehensive, cllabrative parent resurce center t meet the needs f all families. * Example: Actin Team fr Partnerships as described by Epstein, 2002.

17 Family Engagement Framewrk Ensure staff and family access t training in effective schl, family, and cmmunity partnerships. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Prvide parent rientatin [5 CCR 18275]. Infrm parents and parent rganizatins f infrmatin available frm Parental Infrmatin and Resurce Centers (PIRCs) [20 USC 6318(g)]. Prvide printed infrmatin and resurces t supprt parent rientatin activities at schls and disseminate t parents and parent rganizatins, via mail and Internet, infrmatin abut the apprpriate PIRC. In additin t prviding basic infrmatin and linkage t resurces, survey parents t determine infrmatin, skill, and supprt needs fr participatin; and/r prvide training fr staff and families n and/r respectful partnerships; rganizing prgrams; cnducting meetings; linking prgram activities t academic gals; skills fr cllabratin; access PIRC as a training resurce fr staff and families. In additin t prviding training fr staff and families, invlve parents in training design and delivery; and/r supprt participatin f district and schl teams in train-thetrainer pprtunities, such as the Natinal Netwrk f Partnership Schls Leadership Institute; and/r encurage the frmatin f parent grups, even when nt state-mandated, and prvide space fr frmal and infrmal meetings Train staff, with the assistance f parents, in hw t reach ut t and wrk with parents as equal partners in their children s educatin. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Educate staff in the value f parent invlvement, utreach t parents, cmmunicatin with parents, partnering, implementing parent prgrams, and building ties between parents and the schl [20 USC 6318(e)(3), EC (c)]. Prvide infrmatin, supprt, and prfessinal develpment fr staff n parent/family invlvement, including the value f parent/family invlvement; utreach, cmmunicatin, and partnering with parents/ families; implementing parent/family prgrams; building ties between the hme and the schl; and utilize parent input t design and deliver staff training n parent invlvement. Augment basic infrmatin and supprt with prfessinal develpment in specific strategies fr parent/family invlvement prvided annually via regular in-service days; principals meetings; leadership days; and/r prvide prfessinal develpment, including strategies and resurces fr cmmunicating with parents abut cntent standards; expectatins fr student achievement; strategies fr parents t supprt student achievement and learning at hme. In additin t prviding infrmatin and training fr all staff, establish and prvide training t a designated district parent invlvement leadership team, and/r in additin t cnsulting parents fr input n training, utilize parent leaders as partners in the delivery f training.

18 14 Required District Activities and Implementatin Rubrics 1.07 Ensure that teachers and families have the knwledge and tls t help students with hmewrk and ther curriculum-related activities. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Establish guidelines and prcedures fr classrm bservatins [27 EC (b)]. Survey parents t plan and cnduct activities t help parents supprt child learning and develpment [5 CCR 18280]. Prvide infrmatin t families [20 USC 6318(e)(1), 28 EC 51101(a)(11-12)] regarding academic perfrmance standards; prficiencies; expected skills; schl rules; results f standardized and statewide tests [28 EC 51101(a) (5)]; materials and training t help parents wrk with their children [20 USC 6318(e)(2); 20 USC 6381d(2),(4),(7); EC ]; training t participate in team meetings and decisins invlving their wn children [EC 56363(b)(11); CCR ]. Cnduct ther activities t encurage and supprt parents, including parent resurce centers [20 USC 6381(e)(4)]. Establish guidelines and prcedures fr parents visiting classrms t bserve. and Survey parents, r supprt schls t survey parents, t plan and cnduct activities t help parents supprt child learning and develpment. and Disseminate infrmatin t families n academic perfrmance standards; prficiencies; expected skills; schl rules; results f standardized and statewide tests; materials and training t help parents wrk with their children; training t participate in team meetings and decisins invlving their wn children. Develp parent guides and tls t link classrm bservatin t supprting learning at hme. and/r Include items in the survey t parents/families t assess what families are already ding and what they need t learn t supprt learning at hme. and/r Translate basic written infrmatin and resurces int languages used by families in the district. and/r In additin t written infrmatin fr families, prvide training fr parents. and/r Include in parent training specific skill areas identified thrugh the district survey. and/r Train teachers in the use f interactive hmewrk; ther effective strategies fr supprting hmewrk. and/r Prvide family literacy services t develp skills f family members t supprt learning at hme. Develp parent-teacher bservatin fllw-up activities t encurage partnering; and/r supprt parent resurce centers t cllect and disseminate resurces n envirnments and appraches that supprt learning at hme; publish and/r pst infrmatin; establish an accessible infrmatin library and/r center; establish a mbile library and/r center; and/r train family members and teachers tgether and/r in teams t supprt strategies fr learning at hme.

19 Family Engagement Framewrk Demnstrate Leadership This set f rubrics describes prgram implementatin addressing CPM Dimensin II: Gvernance and Administratin Ensure that all schls have family/parent invlvement prgrams. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Establish a districtwide, bardadpted parent invlvement plicy applicable t all schls [7 EC 11504]. Integrate parent invlvement prgrams int schl plans fr academic accuntability [7 EC 11502(e)]. Ensure that plicies and prgrams fr Title I prgrams meet requirements fr parent invlvement under Title I [EC 11503]. Dcument that the district gverning bard has adpted a parent invlvement plicy applicable t all schls that addresses the prgram requirements fr Title I schls in its district (see 2.02). Establish a parent invlvement leadership team t guide and crdinate parent invlvement prgrams thrughut the district, including membership f teachers, parents, administratrs, and ther partners; regularly scheduled meetings; and/r in develping the district parent invlvement plicy and plan, utilize a planning mdel t analyze surveys; set gals and expectatins; identify and design supprts t achieve expectatins; identify staff and resurces t supprt the plan. Include in the district parent invlvement leadership team membership representative f all district schls; a plan fr cntinuity during changes in district leadership; and/r include in the district parent invlvement plicy persnnel plicies that incrprate parent invlvement in staff selectin, evaluatin, prmtin, and develpment; preparatin f new staff; cntract time fr meeting with families; rewards and incentives; schl-hme cmmunicatin; guidelines fr agreements with cmmunity agencies; partnering with businesses; district- and schl-level decisin making; parent chice amng schls and prgrams Meet requirements f state and federal law regarding family invlvement. a. Ensure parent representatin n district and schl cmmittees as required by law. b. Establish district family invlvement plicies and prgrams. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Establish a District English Learner Advisry Cmmittee (DELAC), at least 51 percent f whse members are parents f English learners [5 CCR 11308, EC 52176(a)]. Establish a Parent Advisry Cmmittee (Child Care and Develpment) [5 CCR 18276]. Establish a Cmmunity Advisry Cmmittee, including parents f individuals with exceptinal needs and ther pupils enrlled in schl [EC 56190]. Ensure that at least 51 percent f DELAC members are parents f English learners. and Ensure that the district has a Parent Advisry Cmmittee fr early childhd prgrams. and Ensure that the district Cmmunity Advisry Cmmittee includes parents f students with exceptinal needs and ther pupils enrlled in schl. Actively infrm and recruit parents representative f the student ppulatin abut pprtunities t participate in advisry grups. Train parents t serve n advisry bdies, including schl site and district cuncils. cntinued next page

20 16 Required District Activities and Implementatin Rubrics 2.02 (cntinued) Meet requirements f state and federal law regarding family invlvement. a. Ensure parent representatin n district and schl cmmittees as required by law. b. Establish district family invlvement plicies and prgrams. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Develp and review with and distribute t parents a written parent invlvement plicy [20 USC 6318(a)(2), 28 EC 51101(b)] describing hw the LEA will invlve parents in prgram planning, review, and imprvement [20 USC 6318(a)]; assist schls t implement effective parent invlvement activities; build capacity fr parent invlvement; crdinate and integrate parent invlvement strategies acrss prgrams; cnduct an annual evaluatin f the impact f the parent invlvement plicy, including imprvement in academic achievement; barriers t parent participatin; strategies fr effective parent invlvement. Include in the plan regular and peridic training [7 EC 11503(b)] n hw parents can supprt learning at hme and at schl; activities, strategies, and materials t supprt learning at hme and at schl; child develpment; psitive discipline; healthy parent-child relatinships; effective tw-way, hme-schl cmmunicatin. Invlve parents in draft and review f the plicy. Update the plicy peridically. Develp with and distribute t parents an annually updated written parent invlvement plicy, utlining the district s Title I plan fr invlving parents in prgram planning, review, and imprvement; assisting schls t implement effective parent invlvement activities; building capacity fr parent invlvement; crdinating and integrating parent invlvement strategies acrss prgrams; cnducting an annual evaluatin f the impact f the parent invlvement plicy, including imprvement in academic achievement; barriers t parent participatin; strategies fr effective parent invlvement; regular and peridic parent training n hw t supprt learning at hme and at schl; activities, strategies, and materials t supprt learning at hme and at schl; child develpment; psitive discipline; healthy parent-child relatinships; effective tw-way, hme-schl cmmunicatin. In develping the district parent invlvement plicy and plan, establish schl imprvement effrts and student perfrmance gals as the fundatin. T facilitate linking the parent invlvement plicy and plan t schl imprvement and student achievement, establish an annual wrk plan identifying strategies; timelines; persns respnsible fr implementatin; measurable gals; a plan fr disseminatin.

21 Family Engagement Framewrk Invlve families in advisry bdies and training strategies. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Include parents in the decisins regarding hw funds are alltted fr parent invlvement activities [20 USC 6318(3)(8)]. Invlve DELAC [5 CCR 11308(c)]. Cnsult parents as prgrams are being develped [20 USC 7424(c)]. Send ntice f and hld regular meetings t btain recmmendatins f parents f English learners [20 USC 7012(e)(2)]. Include parents in decisins regarding the alltment f funds and develpment f prgrams fr parent/ family invlvement activities, specifically invlve DELAC; send ntice f and hld regular meetings t btain input f parents f English learners. Actively prmte and dedicate time at advisry meetings fr public input t btain additinal parental perspectives and/r invite and encurage parents t be active members f district persnnel develpment wrk grups r cmmittees. Encurage parents t chair r c-chair advisry bdies and/r supprt parent advisry cmmittee members t serve as liaisns t families in their schls r cmmunities. 3. Resurces/Fiscal and Other This set f rubrics describe prgram implementatin addressing CPM Prgram Dimensin III: Funding Allcate resurces and assign staff t implement plan. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Reserve nt less than 1 percent f Title I funds t carry ut requirements fr parent invlvement, unless 1 percent f district allcatin is $5,000 r less [20 USC 6318(a)(3)(A)]. Prvide ther reasnable supprt fr parent invlvement activities as parents may request [20 USC 6318(e)(14)]. Dedicate nt less than 1 percent f Title I funds t carry ut requirements fr parent invlvement, unless 1 percent f district allcatin is $5,000 r less, and prvide ther reasnable supprt fr parent invlvement activities as parents may request. Set and expend an adequate budget fr parent invlvement prgrams and activities, with input frm parents/families and apprpriate advisry grups. Hire a full-time parent invlvement staff persn, ideally a parent leader, respnsible fr crdinating the training, strategies, cmmunicatin prcesses, and resurces; reprting n parent invlvement.

22 18 Required District Activities and Implementatin Rubrics 4. Mnitr Prgress This set f rubrics describes prgram implementatin addressing CPM Dimensin IV: Standards, Assessment, and Accuntability Ensure that all schls integrate parent invlvement prgrams int their Single Plan fr Student Achievement. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Ensure that the Single Plan fr Student Achievement (SPSA) has been prepared with review and advice frm apprpriate parent/ cmmunity advisry cmmittees, including DELAC and parents f English learners [EC 64001(a), 5 CCR 11308(c)(3), 20 USC 6312(g) (1)(B)(2), 20 USC 7012]. Develp and implement prcesses t verify that each schl s SPSA has been prepared with review and advice frm apprpriate parent/ cmmunity advisry cmmittees, including DELAC and parents f English learners. In additin t verifying cntent f SPSAs, prvide infrmatin and resurces t schl administratrs and advisry grup members n linking parent invlvement plans t SPSA and special educatin district perfrmance gals. In additin t verifying cntent f SPSAs, prvide training t schl administratrs and advisry grup members n linking parent invlvement plans t SPSA and special educatin district perfrmance gals Prvide versight, supprt, and crdinatin f parent invlvement activities amng district schls and prgrams. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Crdinate and integrate parent invlvement strategies under Title I; Head Start/Early Head Start; Even Start; Parents as Teachers; Hme Interactin Prgram fr Preschl Yungsters; state preschls. [20 USC 6318(a)(2)(D)] Crdinate and integrate parent invlvement strategies acrss prgrams, including Title I; Head Start/Early Head Start; Even Start; Parents as Teachers; Hme Instructin Prgram fr Preschl Yungsters; state preschls. Cllect dcuments frm all parent invlvement grups and prgrams and make them available at ne central access pint, nline, and/ r at a district ffice, including agendas; meeting ntes; utreach materials; reprts; and/r Hld regular meetings f advisry cmmittee chairs, acrss prgrams, t facilitate cllabratin; and/r supprt parent resurce and advisry bdies acrss prgrams t jintly cnduct parent events and trainings; include parent/ family input in the cllectin f data fr district mnitring prcesses (Categrical Prgram Mnitring, Cnslidated Applicatin, and thers as apprpriate). and/r include family members n district mnitring teams (Categrical Prgram Mnitring, Cnslidated Applicatin, and thers as apprpriate).

23 Family Engagement Framewrk Dcument prgress f each schl s implementatin f its parent invlvement prgram. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Evaluate the cntent and effectiveness f the parent invlvement plicy: Identify barriers t participatin, especially fr diverse parents. Use findings t design mre effective strategies. Revise parent invlvement plicies, as needed. [Refers specifically t Title I, 20 USC 6318(a)(2)(E), EC 11503(c)- (d)] Survey families r cllect ther evaluatin data annually t evaluate the cntent and effectiveness f the parent invlvement plicy and t identify barriers t participatin, especially fr diverse parents; and use the survey results t design mre effective parent invlvement strategies; and use the evaluatin data t infrm district administratin and advisry grups in the revisin f parent invlvement plicies annually. Expand cllectin f evaluatin feedback t include students, teachers, administratrs, and cmmunity members, in writing r via the Internet; and/r create an evaluatin panel, including parents, t crdinate the review f parental invlvement with representatin frm all schls; and/r in additin t addressing challenges, acknwledge successes in parent/ family invlvement. In additin t evaluative feedback, include prgram evaluatin within the parent invlvement plan: Identify measures f effectiveness linked t student achievement; specific parent invlvement activities. Identify tls and prcesses fr cllecting data. Implement a schedule fr data cllectin. Analyze data t identify practices that prduce specific results fr students and schls Assess every principal s effectiveness in establishing and maintaining schl, family, and cmmunity partnerships at his r her schl. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Address parent invlvement in schl principal s jb descriptin, including rles and respnsibilities; expectatins and gals. In additin t the jb descriptin, address parent invlvement in the schl principal s perfrmance planning, including prfessinal develpment gals; achievements; and/r In additin t perfrmance planning, include parent invlvement in principal perfrmance evaluatin: Recmmend prfessinal develpment t address issues. Recgnize achievements. prvide infrmatin, resurces, and/r training t principals n the use f reflective practice and self-assessment t examine their wn skills and actins in parent invlvement.

24 20 Required District Activities and Implementatin Rubrics 5. Access and Equity This set f rubrics describes prgram implementatin addressing CPM Dimensin VI: Opprtunity and Equal Educatinal Access Ensure that critical parent infrmatin is readily available in accessible frmats and languages spken by families in the district. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Prvide parents with timely infrmatin abut schls and students in a language and frmat that they can understand [20 USC 6318(f), 28 EC , EC 56506(a), EC (i)]. Prvide parent invlvement plicy t parents in an understandable and unifrm frmat [20 USC 6318(a)(2) and (f)]. Slicit review and cmment frm DELAC n written ntificatins [5 CCR 11308(c)(7)]. Infrm parents f English learners hw they can be invlved in the educatin f their children [20 USC 7012(e)(1)]. Meet parent ntificatin requirements (under Titles I, III, IX, and X; Federal Educatin Rights and Privacy Act; and IDEA) [EC 51101(a)(4) and (16); 20 USC 7012(b) and (e)(2); EC 48985; EC 56301(d)(1); EC 56329; EC 56346]. Develp and disseminate critical schl and student infrmatin t families in their hme language, when required; in a time frame that reasnably allws fr family fllw-up r respnse, if needed, including and district parent invlvement plicy; ntice t parents f English learners abut hw they can be invlved in the educatin f their children; all required parent ntificatins (under Titles I, III, IX, and X; Federal Educatin Rights and Privacy Act; and IDEA); slicit review and cmment frm DELAC n all required written ntificatins. In additin t the develpment and disseminatin f infrmatin establish systems t supprt schls t address a brad range f hme languages with translatin and interpretatin; and/r prvide training and infrmatin t principals and staff n and/r cmmunicating with families f English learners; required parent ntificatins; in additin t DELAC, slicit input frm a variety f parent advisry grup members n the develpment and disseminatin f parent infrmatin. In additin t disseminatin f critical infrmatin via schl utlets, make imprtant infrmatin, including the parent invlvement plicy, available t cmmunity grups fr brader disseminatin; and/r in additin t prviding infrmatin and training t staff, actively recruit and hire staff fluent in the dminant languages used by parents; and/r in additin t sliciting input frm advisry grups, establish a wrk grup, including staff, parents/families, and cmmunity members, dedicated t nging examinatin f challenges and develpment f slutins fr prviding critical infrmatin t a diverse ppulatin f families.

25 Family Engagement Framewrk Ensure that parent representatin n cmmittees reflects the cmpsitin f the student bdy. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Prvide pprtunities fr the participatin f parents wh are ecnmically disadvantaged, have limited English prficiency, have disabilities, are migratry, r have children with disabilities [20 USC 6318(a)(2)(E) and (f), EC 56193]. Invlve family and cmmunity members representative f the student ppulatin [20 USC ]. Prvide reasnable supprt fr parent invlvement and participatin [20 USC 6318(e) (14)]. Invlve parents representative f the student ppulatin, including thse wh are ecnmically disadvantaged, have limited English prficiency, have disabilities, are migratry, r have children with disabilities t serve n cmmittees, by cnducting utreach targeted t these grups; prviding reasnable supprt fr invlvement and participatin. Regularly survey members and mnitr membership t ensure that parent representatin n cmmittees is representative f the student ppulatin and includes parents wh are ecnmically disadvantaged, have limited English prficiency, have disabilities, are migratry, r have children with disabilities. Establish plicies that supprt and respect family respnsibilities; the variety f parenting traditins and practices within the cmmunity s cultural and religius diversity; disability as anther frm f diversity Ensure that schls have a system in place with multiple strategies t facilitate tw-way cmmunicatin with parents and cmmunity members n a regular basis. Federal and State Activities Basic Implementatin Prgressive Implementatin Innvative Implementatin Crdinate scheduling f parentteacher cnferences acrss the district [5 CCR 18275]. Cnduct parent input meetings and/r surveys with the required respnse rate (fr Special Educatin Self-Review) [20 USC 1416(a) (3)(A) as cited in the Califrnia Part B State Perfrmance Plan , Indicatr #8]. Crdinate scheduling f parentteacher cnferences acrss the district and cnduct input meetings and/ r surveys t cllect input frm parents f children receiving special educatin services with the required respnse rate (fr Special Educatin Self-Review). In additin t regular print utreach and cmmunicatin, emply Web-based applicatins t supprt nging cmmunicatin and interactin between schls and parents/families and/r prvide training and resurces t persnnel n effective tw-way cmmunicatin; interactive meetings and events; interactive Web sites; cmmunity utreach; translatin fr parent/teacher cnferences. In additin t print and Web-based utreach and cmmunicatin, cllabrate with parent and cmmunity grups t cnduct regularly scheduled cmmunity/ twn hall meetings, infrmatin fairs, and public frums and/r in additin t persnnel develpment, cnduct jint training fr schl persnnel, parents/ families, and cmmunity members n effective tw-way cmmunicatin and building relatinships t supprt educatin.

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27 Family Engagement Framewrk 23 Tls fr Cmmunicating with Families Past and emerging natinal educatinal plicies emphasize the imprtance f establishing prgrams t invlve families and practices t empwer and engage families in the educatinal prcess (ED, 2010). Implementing these services means mving away frm checklists f discrete activities twards cmprehensive family engagement prgrams that create pen cmmunicatin and strng cllabratin amng schls, families, teachers, and districts t increase student achievement. A cmmn understanding f the guiding principles, gals, and strategies fr family engagement will supprt effective cmmunicatin and cllabratin. These Tls fr Cmmunicating with Families present the cntent frm the required district activities and implementatin rubrics, described in the preceding part f this dcument, in a simpler, mre straight-frward frmat. The tls may be cpied r adapted fr use in newsletters, s, and ther utreach effrts t families t encurage family engagement and partnering with the district. The infrmatin n pages 26 thrugh 31 may be disseminated as single pages, a series, r a five-page dcument t cmmunicate the Framewrk s family engagement principles t families. The Lcal Educatinal Agency (LEA) may add schl cntact infrmatin at the bttm f these pages by hand r with labels prir t cpying fr distributin.

28 24 Family Engagement Framewrk What Is Family Invlvement? Family invlvement is cmmunicating and ding things with yur student, yur student s teacher, r yur student s schl t supprt yur student s learning and success. Parents, family members, and ther caregivers can be invlved in a student s educatin in many ways. What yu can d at hme: Talk with yur student abut hmewrk and ffer t help yur student understand and learn. Talk with yur student abut the imprtance f learning. Talk with yur student abut cllege and careers. Help yur student rganize hmewrk. Read ntes, annuncements, and newsletters frm the schl. Send ntes r call the schl t cmmunicate with teachers and ther schl staff. Fill ut and send back surveys t share yur ideas abut supprting yur student s learning and grwth. Fill ut and send back surveys t share yur ideas abut parent invlvement. Ask fr and read a cpy f yur district s parent invlvement plicy. Visit ne f the Califrnia Parental Infrmatin and Resurce Center (PIRC) Web sites: Califrnia PIRC 1 at Califrnia PIRC 2 at What yu can d at the schl: Attend parent rientatin r Back-t-Schl Night. Visit the parent resurce center. Talk with the principal abut yur student. Talk with the principal abut parent invlvement pprtunities at the schl. Attend parent educatin and infrmatin events. Attend advisry cmmittee meetings. Serve n an advisry cmmittee t prvide input n imprtant decisins and spending. Help write and review the parent invlvement plans. What yu can d at the district ffice: Attend trainings n the curriculum and schl budgets. Attend advisry cmmittee meetings. Serve n an advisry cmmittee t prvide input n imprtant decisins and spending. Help write and review the parent invlvement plicy and plans. Help plan, design, and prvide training fr principals and teachers. Link the district with ther cmmunity rganizatins yu knw. Fr mre infrmatin, cntact: What yu can d in the classrm: Talk with yur student s teachers. Visit and see what the teachers and students are ding. Help with learning activities. Attend yur student s parent-teacher cnferences.

29 Family Engagement Activities Family Engagement Framewrk 25 SCHOOL INITIATED At the District FAMILY INITIATED Slicit input frm families n district family engagement plicies. Prvide training n curricular and budgetary decisin-making fr parent crdinatrs and families. Create and supprt parent centers at schl sites. Participate n district-level advisry cmmittees. Participate in planning and delivery f staff training n parent invlvement. Participate in develpment and review f district- and schl-level parent invlvement plans and plicies. At Schl Create a welcming envirnment. Celebrate families and the assets they bring t schls. Wrk with families as partners t imprve student achievement. Assist families t access cmmunity resurces. Attend parent-teacher cnferences. Visit yur child s classrm. Vlunteer in the classrm (yur child s r anther classrm). Vlunteer at lunch r after schl t supprt students. Attend r supprt schlwide events. Visit the parent resurce center. Attend advisry cmmittee meetings. Participate n schl-level advisry cmmittees. At Hme Prmte effective tw-way cmmunicatin with families. Assist families t create hme cnditins t supprt academic achievement. Prvide infrmatin n expectatins, standards, and hw families can be invlved, in an accessible language and frmat. Keep families infrmed n student prgress and maintain regular cmmunicatin. Prvide quiet space at hme fr hmewrk. Limit TV watching and vide games. Read ut lud t yur student. Talk abut schl and the imprtance f learning. Respnd t schl surveys. Cmmunicate with teachers abut questins r cncerns. Talk abut cllege and careers. Help rganize hmewrk. Link learning t current events.

30 26 Family Engagement Framewrk Family Engagement Framewrk: District Principles With the help f parents, educatrs and cmmunity partners, the Califrnia Department f Educatin (CDE) has develped a Family Engagement Framewrk. The Framewrk is intended t help district, schl, family, and cmmunity leaders plan activities t invlve families in educatin t supprt student learning and success. The Framewrk prvides principles that describe requirements and activities fr districts t supprt schls in wrking with families and prviding family members with pprtunities t actively supprt their children s educatin. Here is a summary f the District Principles: Capacity Make sure that all principals understand and implement required and effective parent invlvement practices at their schls. Put in place family-friendly vlunteer plicies t build and rganize help and supprt frm parents. Train parents t successfully participate in decisins abut curriculum and budget. Find and use resurces and services frm the cmmunity t strengthen schl prgrams, family practices, and student learning and develpment. Make sure staff and family knw abut and may attend training in effective schl, family, and cmmunity partnerships. Train staff, with the help f parents, in hw t reach ut t and wrk with parents as equal partners in the educatin f their children. Make sure that teachers and families knw hw t help students with hmewrk and ther curriculum-related activities. Leadership Make sure that all schls have parent/family invlvement prgrams. Meet requirements f state and federal law regarding parent/family invlvement. Make sure parents are n district and schl cmmittees. Put in place district family invlvement plicies and prgrams. Invlve families in advisry grups and training activities. Resurces Prvide funding and staff t put the parent/family invlvement plan int practice. Prgress Make sure all schls include parent invlvement prgrams in the schl s Single Plan fr Student Achievement. Supervise and crdinate parent invlvement activities acrss prgrams. Keep a recrd f prgress f each schl s parent invlvement prgram. Assess the effectiveness f schl, family, and cmmunity partnerships at each schl. Access and Equity Make sure that parent infrmatin is prvided in ways that are easy t find and read and in languages spken by families in the district. Make sure parents serving n cmmittees reflect the make-up f the student bdy. Make sure schls have ways t cmmunicate frm schl t hme and frm hme t schl n a regular basis. Search fr the Family Engagement Framewrk at Fr mre infrmatin n family and parent invlvement pprtunities at yur schl, cntact:

31 Family Engagement Framewrk 27 Helping the District Increase Family Engagement: What Can Yu D? The Califrnia Department f Educatin s Family Engagement Framewrk (Framewrk) describes requirements fr parent invlvement in educatin and ways that districts may meet thse requirements. Are yu interested in becming mre invlved in the district s family engagement prgram? Here are sme ideas abut hw yu can supprt the learning and success f yur wn and ther students in the district. Framewrk District Principle 1.01: Ensure that all principals understand and implement required and effective parent invlvement practices at their schls. What des the district d? Prvide principals with infrmatin, supprt, and training abut the rle f families in district and schl administratin and decisin-making, required schl plans fr parent invlvement, invlving families in develping parent invlvement and educatin plans, required parent cmmunity advisry cmmittees. Supprt schls t cnduct at least tw parent-teacher cnferences per year. What can yu d? Jin training and team building activities with principals and parent leaders. Jin an advisry grup r cuncil that is wrking t supprt student achievement. Attend yur student s parent-teacher cnferences; cmmunicate with yur student s teacher at ther times besides during scheduled cnferences. Framewrk District Principle 1.02: Establish family-friendly vlunteer plicies t recruit and rganize parent help and supprt. What des the district d? Prvide teachers with written infrmatin n hw t supervise parent vlunteers in classrms. What can yu d? Attend parent training t learn hw t wrk with students in classrms. Framewrk District Principle 1.03: Train parents t successfully participate in curricular and budgetary decisin-making. What des the district d? Prvide training and resurces t parents, especially thse serving n advisry cmmittees. What can yu d? Participate in training abut the wrk f advisry cmmittees. If yu are a mre experienced parent, help t supprt and train new parents. Search fr the Family Engagement Framewrk at Fr mre infrmatin n family and parent invlvement pprtunities at yur schl, cntact:

32 28 Family Engagement Framewrk Framewrk District Principle 1.04: Identify and integrate resurces and services frm the cmmunity t strengthen schl prgrams, family practices, and student learning and develpment. What des the district d? Reach ut t cmmunity agencies t prvide infrmatin abut educatin services and t encurage agencies t supprt educatin prgrams. Prvide parent invlvement activities fr families with children acrss educatin prgrams and in public preschl. Wrk with parent resurce centers (established under Title I, the Individuals with Disabilities Educatin Act, and High Pririty Schl Grants) t implement parent invlvement activities. What can yu d? Encurage cmmunity rganizatins and public agencies that yu may knw t becme invlved with the district r neighbrhd schl. Start r jin a grup that brings tgether schls and cmmunity rganizatins. Visit yur schl and district parent resurce centers fr infrmatin. Help ut in ne f yur schl r district parent resurce centers t supprt ther families. Ask abut family resurce centers funded under Title I, special educatin, and High Pririty Schls Grants. Framewrk District Principle 1.05: Ensure staff and family access t training in effective schl, family, and cmmunity partnerships. What des the district d? Prvide infrmatin and supprt fr parent rientatin activities at schls. Prvide infrmatin abut the Parental Infrmatin and Resurce Center (PIRC). What can yu d? Attend parent rientatin (such as Back-t-Schl Night ) and read the student handbk. Visit a PIRC Web site fr mre infrmatin: Framewrk District Principle 1.06: Train staff, with the assistance f parents, in hw t reach ut t and wrk with parents as equal partners in the educatin f their children. What des the district d? Prvide infrmatin, supprt, and training fr staff n parent/family invlvement. Use parent input t design and deliver staff training n parent invlvement. What can yu d? Answer and return surveys asking fr input abut staff training. Offer t help design and deliver staff training. Jin the district parent invlvement leadership team. Framewrk District Principle 1.07: Ensure that teachers and staff have knwledge and tls t help students with hmewrk and ther curriculum-related activities. What des the district d? Prvide guidelines fr parents visiting classrms t bserve. Survey parents t plan activities t help parents supprt child learning and develpment. What can yu d? Ask fr a parent guide fr visiting classrms. Answer and return surveys asking fr input abut help yu may need t supprt yur student. Attend parent training n hw t help with hmewrk.

33 Family Engagement Framewrk 29 Prviding Leadership fr Family Engagement: What Can Yu D? The Califrnia Department f Educatin s Family Engagement Framewrk (Framewrk) describes requirements fr parent invlvement in educatin and ways that districts may meet thse requirements. Are yu interested in becming mre invlved in the district s family engagement prgram? Here are sme ideas abut hw yu can supprt the learning and success f yur wn and ther students in the district. Framewrk District Principle 2.01: Ensure that all schls have family/parent invlvement prgrams. What des the district d? Put a parent invlvement plicy in place that is apprved by the schl bard, applies t all schls, and includes requirements fr Title I schls in the district. What can yu d? Review the parent invlvement plicy; lk fr infrmatin abut schl-hme cmmunicatin, partnering, and decisin-making. Start r jin a parent invlvement leadership team t help the district crdinate parent invlvement prgrams. Framewrk District Principle 2.02: Meet requirements f state and federal laws regarding family invlvement. a. Ensure parent representatin n district and schl cmmittees. b. Establish district family invlvement plicies and prgrams. What des the district d? Have parent members n the fllwing cmmittees: District English Learners Advisry Cmmittee (DELAC) Parent Advisry Cmmittee fr early childhd prgrams Cmmunity Advisry Cmmittee fr special educatin prgrams Develp with and send t parents a written parent invlvement plicy, utlining the district s Title I plan. What can yu d? Attend training fr parents wh serve r wuld like t serve n advisry grups. Jin an advisry grup. Review the district s parent invlvement plicy when it is sent t yu each year. Help t review and update the parent invlvement plicy. Framewrk District Principle 2.03: Invlve families in advisry bdies and training strategies. What des the district d? Include parents, including DELAC, in decisins abut planning and spending funds fr parent/ family invlvement activities. Annunce and hld regular meetings fr input frm parents f English learners. What can yu d? Prvide public input at advisry cmmittee meetings. Becme an advisry cmmittee chair r c-chair. Jin a district persnnel develpment wrk grup r cmmittee.

34 30 Family Engagement Framewrk Framewrk District Principle 3.01: Allcate resurces and assign staff t implement the parent invlvement plan. What des the district d? Spend at least 1 percent f Title 1 funds fr parent invlvement, unless 1 percent f the district allcatin is $5,000 r less. Prvide ther supprt fr parent invlvement activities. What can yu d? Meet yur district parent invlvement staff persn. Answer and return surveys asking fr input abut supprt fr parent invlvement activities. Search fr the Family Engagement Framewrk at Fr mre infrmatin n family and parent invlvement pprtunities at yur schl, cntact:

35 Family Engagement Framewrk 31 Effective Family Engagement: What Can Yu D? The Califrnia Department f Educatin s Family Engagement Framewrk (Framewrk) describes requirements fr parent invlvement in educatin and ways that districts may meet thse requirements. Are yu interested in becming mre invlved in the district s family engagement prgram? Here are sme ideas abut hw yu can supprt the learning and success f yur wn and ther students in the district. Framewrk District Principle 4.01: Ensure all schls integrate parent invlvement prgrams int the schl s Single Plan fr Student Achievement (SPSA). What des the district d? Ensure the SPSA has been reviewed by and received input frm parent and cmmunity advisry cmmittees, including the District English Learners Advisry Cmmittee and parents f English learners. What can yu d? Review the SPSA. Framewrk District Principle 4.02: Prvide versight, supprt, and crdinatin f parent invlvement activities amng district schls and prgrams. What des the district d? Crdinate parent invlvement acrss prgrams, including Title I, Head Start/Early Head Start, Even Start, Reading First/Early Reading First, Parents as Teachers, Hme Interactin Prgram fr Preschl Yungsters, and State preschls. What can yu d? Attend parent invlvement events and activities. Answer and return surveys asking fr input abut parent invlvement activities. Help plan parent invlvement events and activities. Framewrk District Principle 4.03: Dcument prgress f each schl s implementatin f its parent invlvement prgram. What des the district d? Cllect infrmatin t review the parent invlvement plicy and t identify barriers t participatin, especially fr diverse parents. Survey families t plan mre effective strategies and t revise parent invlvement plicies annually. What can yu d? Cmplete and return evaluatin frms and surveys abut family invlvement activities.

36 32 Family Engagement Framewrk Framewrk District Principle 4.04: Assess every principal s effectiveness in establishing and maintaining schl, family, and cmmunity partnerships at their schl. What des the district d? May include family and cmmunity engagement in jb descriptins, perfrmance planning, and perfrmance evaluatin fr principals. What can yu d? Talk with yur student s principal abut parent invlvement activities. Offer t help plan r carry ut parent invlvement activities at yur student s schl. Search fr the Family Engagement Framewrk at Fr mre infrmatin n family and parent invlvement pprtunities at yur schl, cntact:

37 Family Engagement Framewrk 33 Engaging All Families: What Can Yu D? The Califrnia Department f Educatin s Family Engagement Framewrk (Framewrk) describes requirements fr parent invlvement in educatin and ways that districts may meet thse requirements. Are yu interested in becming mre invlved in the district s family engagement prgram? Here are sme ideas abut hw yu can supprt the learning and success f yur wn and ther students in the district. Framewrk District Principle 5.01: Ensure that critical parent infrmatin is readily available in accessible frmats and languages spken by families in the district. What des the district d? Prvide parent infrmatin t families in their hme language and in a timely manner. Ask fr and use input frm the District English Learner Advisry Cmmittee n all written ntificatins. What can yu d? Assist with translatin and interpretatin. Help prvide training and infrmatin t staff abut wrking with families f English learners. Jin the district wrk grup n cmmunicatins. Framewrk District Principle 5.02: Ensure that parent representatin n cmmittees reflects the cmpsitin f the student bdy. What des the district d? Reach ut t and supprt parents wh are ecnmically disadvantaged, have limited English, have disabilities, are migrants, r have children with disabilities t serve n cmmittees. What can yu d? Jin an advisry cmmittee t represent yur family and ther families similar t yur wn. Framewrk District Principle 5.03: Ensure that schls have a system in place with multiple strategies t facilitate tw-way cmmunicatin with parents and cmmunity members n a regular basis. What des the district d? Schedule parent-teacher cnferences acrss the district. Ask fr input abut special educatin prgrams frm parents f children receiving special educatin services. What can yu d? Attend yur student s parent-teacher cnferences. Attend advisry cmmittee meetings, infrmatin fairs, and public frums. Cmplete and return surveys and evaluatins r attend parent input meetings t prvide yur input n special educatin prgrams, if yur student receives special educatin services. Search fr the Family Engagement Framewrk at Fr mre infrmatin n family and parent invlvement pprtunities at yur schl, cntact:

38

39 Appendixes Family Engagement Framewrk 35

40

41 Family Engagement Framewrk 37 Appendix A. Matrix f Federal and State Parent Invlvement Requirements Educatin Prgrams All Instructinal Prgrams All Categrical Prgrams Adult Educatin American Indian Educatin Basic and Cmpensatry Ed (Title I- Part A) Invlvement Gvernance & Administratin Categrical Prgram Mnitring Dimensins Funding Standards, Assessment, & Accuntability Staffing and Prfessinal Develpment Opprtunity and Equal Educatinal Access Teaching and Learning 27 EC* EC (b)(3) 28 EC (c) 28 EC 51101(a) 28 EC (c) 28 EC 51101(a-b) 28 EC (a) 5 CCR** CCR 3932 EC USC 7424(c)(3)(C) 20 USC 6311(h)(6) (B)(ii) 20 USC*** EC (d) EC 41976(a)(1) 20 USC 9241(b)(2) 20 USC 7424(c)(4) 20 USC 7425(b)(10) 20 USC 6312(g) 20 USC 6318(a)(3) & (e)(14) 20 USC 6318(a)(2)(E) & (c)(3) 20 USC 6311(h)(6)(A) 20 USC USC USC 6314(b)(1)(D) EC USC 6318(e) & (g) 20 USC 6315(c)(1)(F) 20 USC 6318(a)(2)(D) 20 USC 6318(c)(4) 20 USC 6318(e)(4-5) 20 USC 6318(a)(2)(C) 20 USC 6318(e)(1-3) 20 USC 6318(g) EC EC USC 6318(f) EC USC 6318(e)(1-20 USC 3) 6320(a)(1) Befre and After EC 8422(b) 20 USC 20 USC Schl Prgrams 6318(e)(5) 7171(a)(3) EC (b) EC CalSAFE EC CCR CCR EC 8202(f), EC 8203 EC 54742(a) & (d), 5 CCR EC 54744(a) & (b), 5 CCR EC 54745(b) & (c) 5 CCR 18275(b), 5 CCR Child Develpment EC 8203(d) EC 8202(e) EC 8203(d) 5 CCR 18275(b) EC 8203(c), (e), (h) and (i) Child Develpment 5 CCR CCR 18275(b)(5) 5 CCR EC 8203(c), (g), 5 CCR 18275(b) and (h) General Child EC 8240(c) EC 8240(c) EC 8240 Care & Develpment Schl Age Cmmunity Child Care Services Family Child Care Hme Netwrks Even Start (Title I Part B) EC 8463(i) EC USC 6381d(1), 6381d(3)(A), 6381d(9), 6381d(11) EC 8245(b)(3) 20 USC 6381d(2), (4) and (7) Pre-K/Family Lit EC 8238(b) EC 8238(b) EC (c) EC (b) EC (a) District Assistance DAIT D.3. & D.4. DAIT D.2. DAIT D.1. & D.4. Interventin Team (DAIT) Educatinal Equity EC 251(b) EC 221.5(d) EC English Learners 20 USC USC USC (Title III)- Limited- 20 USC USC 6318(e)(5) 5 CCR 11303(c) 6312(g)(1)(A) English Prficient 20 USC USC 7012 EC 313(d)(3) 5 CCR 11309(b) and Immigrant 20 USC 5 CCR EC (e)(2) 5 CCR EC 313(d)(3) EC (b),(c) & (d) EC EC EC EC EC (c) EC EC 52168(b)(4) EC 52176(a-c) EC 64001(a) *EC stands fr Educatin Cde. **CCR stands fr Califrnia Cde f Regulatins. ***USC stands fr United States Cde. Nte: Citatins in bld type are fund in the law but are nt nted n Categrical Prgram Mnitring Instruments.

42 38 Family Engagement Framewrk Educatin Prgrams Invlvement Gvernance & Administratin Categrical Prgram Mnitring Dimensins Funding Standards, Assessment, & Accuntability Staffing and Prfessinal Develpment Opprtunity and Equal Educatinal Access Gifted and Talented 5 CCR 3831(j)(8) 5 CCR 3831(j) EC 52205(f) 5 CCR 3831(f) Educatin (GATE) EC 52205(f) EC 52205(f) EC 52205(f) HIV/AIDS EC 51933(b)(6) Educatin Hmeless Educatin EC 51938(a) 42 USC 11432(g)(6)(A)(iv) 20 USC 6318(e)(5) 42 USC 11432(g)(3)(B) (Title X, Part C) 42 USC 11432(g)(3)(E) EC Imprving Teacher Quality (Title II, Part A) Individuals with Disabilities Educatin Act (IDEA) Transitin/Wrkability Family Empwerment Centers 20 USC 6622(b)(7) 20 USC 6311(h)(6)(A) 20 USC 6622(b)(9)(C) 20 USC 6623(a)(3)(B)(iv) Teaching and Learning 42 USC 11432(g)(6)(A)(iv) 42 USC 11432(g)(3)(C)(iii) EC 56462(a)(5) & 5 CCR (d) EC 56404(c), EC 56406(b)(2)(D) EC 56410(c) EC 56406(b)(2)(C) EC EC 56406(b)(1) EC 56408(a) & (c) EC EC 56408(b) Special Educatin EC EC EC (d) EC (c)(2) EC 56001(k) 20 USC 1482 Special Educatin EC EC (a) EC EC 56194(c) EC Special Educatin EC EC EC 56321(b-g) EC 56363(b)(11) EC Special Educatin EC EC , EC EC (c) EC Special Educatin EC (a)(6) EC (a)(3) & (7) Special Educatin EC (a)(4) Migrant Educatin Neglected, Delinquent r At- Risk (Title I, Part D) Reading First (Title I, Part B) Safe & Drug Free (Title IV, Part A) 20 USC 20 USC 6318(e)(5) 6394(c)(3) EC EC EC EC EC (b) 20 USC 6455(8) EC EC USC 7114(c)(1)(A) 20 USC 7114(c)(2) 20 USC 7115(a)(1)(E) Twenty-First Century Cmmunity Learning Centers (Title IV, Part B) Nte: Citatins in bld type are fund in the law but are nt nted n CPM Instruments. 20 USC 6362(c)(7)(B) 20 USC 7115(b)(1)(D)(i) 20 USC 7171(a)(3) 20 USC 7171(a)(3)

43 Family Engagement Framewrk 39 Appendix B. Linking Parent Invlvement t Student Achievement: A Review f Recent Literature Intrductin f Findings The Elementary and Secndary Educatin Act f 2001 (ESEA) stressed shared accuntability between schls and parents fr high student achievement; bth state and lcal educatinal agencies wrestle with effective planning, implementatin, and evaluatin f parent invlvement prgrams. In 2001, Jrdan et al. wrte in Emerging Issues in Schl, Family, and Cmmunity Cnnectins, What practitiners and plicymakers really want is a single breakthrugh study that resundingly and unequivcally prvides bth cncrete evidence abut the impact f family and cmmunity cnnectins with schls and a recipe t make it happen. While there is as yet n single breakthrugh study, a current bdy f evidence links student achievement t specific parent invlvement activities. The fllwing findings f this literature review prvide infrmatin useful in making decisins and recmmendatins fr parent invlvement prgram planning: Activities that supprt learning at hme (engaging parents directly with their students) and schl/hme cmmunicatin activities (engaging parents directly with schl persnnel) hld the mst significant prmise fr supprting student achievement. Even the mst basic, ne-way cmmunicatins (regular prgress reprts) are assciated with increased student achievement. Fr students frm minrity grups experiencing a variety f challenges, learning at hme and schl/hme cmmunicatin activities shw special prmise. Building n parent strengths by prviding parent training and educatin enhances the effectiveness f learning at hme and schl/hme cmmunicatin. Strategies utilizing parents t reinfrce classrm instructin, either in the hme r in the classrm, are successful when they are cntent specific and supprted by explicit parent educatin and training. Parent invlvement activities ften have a ripple effect, initiating ther beneficial activities r cnditins and building parent and student capacity. Purpse f the Literature Review In Califrnia, the U.S. Department f Educatin has charged the Califrnia Cmprehensive Center (CA CC) at WestEd with the missin t build state capacity t implement fully the federal ESEA, imprve student achievement, and clse the achievement gap. Embracing the federal emphasis n parent invlvement, the CA CC assists the Califrnia Department f Educatin (CDE) t develp structures, cmmitment, and tls t increase meaningful parent invlvement. One such tl is the Family Engagement Framewrk, which describes expectatins and implementatin strategies fr parent invlvement activities acrss state educatin prgrams. The Framewrk prvides guidance t districts, cunty ffices f educatin, schls, and parents as they plan, implement, and evaluate strategies that effectively invlve families t supprt student achievement. The Framewrk describes implementatin activities that federal and state regulatins require, parent invlvement experts recmmend, and research supprt. T incrprate evidence-based activities int the Framewrk, CA CC staff first referenced existing research in plicy and resurce dcuments. Examinatin f these reference lists revealed literature that was nt recent, relevant, r methdlgically rigrus. Much f the research was cnducted prir t 2001 and, therefre, prir t implementatin f the N Child Left Behind Act f Research in parent invlvement at that time was in early stages f develpment (Jrdan et al., 2001; Epstein, 2008), typically examining characteristics f invlved parents and frequency and types f parent invlvement but nt yet linking t specific mdels r t student utcmes. Measures used t assess invlvement, effectiveness, and utcmes were ften highly subjective; descriptins f parent invlvement activities ften included an assrtment f activities under ne heading and were, therefre, unclear. CA CC staff determined that it was advisable t cnduct a fcused review f recent literature t identify a current bdy f evidence linking specific parent invlvement activities t student achievement. In additin t infrming the develpment f the Family Engagement Framewrk, this literature review serves as a resurce t administratrs and teachers seeking t identify, select, and supprt effective and prmising practices in parent invlvement. The Anntated List f Selected Articles Linking Parent Invlvement t Student Achievement (Appendix B.1) describes articles that met specific methdlgical criteria and fund a statistically significant, psitive relatinship between parent invlvement activities and student achievement. Additinally, the review prvides criteria fr the cnsideratin f research in parent invlvement and highlights the need fr educatrs t help build the bdy f research by engaging in research and evaluatin f the activities and prgrams they are implementing.

44 40 Family Engagement Framewrk Defining Parent Invlvement and Establishing Criteria fr Examining Evidence The first step in cnducting the literature review was t clarify the definitins f parent invlvement and student achievement that wuld guide the search and review. After reviewing several definitins and descriptins f parent invlvement appearing in federal and state plicy, CA CC staff cnstructed this wrking definitin f parent invlvement: Parent invlvement is the exchange f infrmatin (cmmunicatin), purpseful interactin, and meaningful participatin between parents and schls t supprt student learning and achievement (CA CC, 2008). It was determined that bth parent invlvement and student achievement, fr the purpse f this review, must be measurable r bservable. Graduatin rates, reprt card grades, test scres, and scres n validated teacher rating scales wuld all be indicatrs f student achievement. Indicatrs f parent invlvement are mre challenging t determine. Data n parent invlvement are expressed in this literature review primarily thrugh survey respnses and parent and teacher reprts. Reviewers specifically lked fr practical descriptins f bservable parent invlvement activities (e.g., prvided help with hmewrk, attended parentteacher meetings, received reprts frm the schl, participated in a schl site cuncil meeting). T ensure that articles relevant t practice and written under a rigrus standard f research were identified, CA CC staff nly examined peer-reviewed articles published within the last nine years ( ). Keywrds were used in varius cmbinatins t search fr articles in the PrQuest and ERIC databases. Initially, 79 articles were identified fr further review. A review matrix was cnstructed t track findings as they emerged and t grund the review within a particular theretical framewrk. The matrix headings are derived frm the parent invlvement types described by Jyce Epstein (2002): parenting (building n parent strengths), cmmunicating, vlunteering, learning at hme, decisin making, and cllabrating with the cmmunity. These types have been incrprated int plicy and guidance in Califrnia and are widely referenced in research literature. The matrix als cntains fields fr the number f subjects invlved in the study, the student r family characteristics, and the measures fr student utcmes. Articles that did nt meet all f the fllwing criteria were eliminated frm the review: Clear identificatin f parent invlvement strategies Valid islatin f parent invlvement strategies as variables Cntrl f r attentin t family r child characteristics (demgraphics) that may accunt fr statistically significant results Use f valid measures fr parent invlvement activities Use f valid measures fr student achievement Presence f educatinally significant utcmes fr students Presence f statistically significant utcmes fr students Presence f a statistically significant relatinship amng variables Nineteen articles emerged as prviding cmpelling evidence f a link between parent invlvement activities and student achievement. These 19 articles met the methdlgical criteria and fund a statistically significant, psitive relatinship between specific parent invlvement activities and student achievement. The articles, included in the Anntated List f Selected Articles, are discussed belw. Sixteen articles were brderline because they either reprted psitive relatinships between parent invlvement activities and student achievement but did nt clearly meet the methdlgical criteria r, in ne case, they met the methdlgical criteria but the relatinships amng variables were nt psitive. The brderline articles were subjected t further review by tw reviewers and rated in terms f the methdlgical standards. The ratings were cmpared, and 7 f the 16 brderline articles, rated similarly by bth reviewers, were identified t include in the List f Selected Articles. Parent Invlvement Activities Assciated with Student Achievement Twenty-six articles ffer cmpelling evidence linking identifiable parent invlvement activities t measurable student achievement. The articles include experimental, quasi-experimental, and nn-experimental research; statistical analyses f large bdies f lngitudinal data, such as the Natinal Educatin Lngitudinal Study; and meta-analyses f previus studies. Table 1 categrizes the findings f the articles by parent invlvement activity area. Prmising parent invlvement activity areas are mst frequently assciated with student achievement. These activities, shwn in Table 1, include activities that directly engage parents with their individual students (learning at hme) and with schl persnnel (schl/hme cmmunicatin). The richness and cmplexity that characterize parent invlvement in educatin preclude the drawing f strict cause-effect cnclusins. An infinite variety f demgraphic variables impact the experiences f children and families. Parent invlvement activities are practically never cnducted in islatin frm each ther r t the exclusin f ther educatinal r child-rearing activities. Additinally, the nature (psitive/negative) and intent (supprtive/ punitive) f the implementatin f a specific parent invlvement activity affect its utcme. Results f the literature review are therefre discussed in terms f assciatin and nt causality. The remainder f this discussin will examine the prmising parent invlvement activity areas, the relatinships amng activity areas, and exceptins within activity areas.

45 Family Engagement Framewrk 41 Learning at Hme Learning at hme, the activity area mst ften psitively assciated with student achievement, includes activities such as parent-child discussins abut schl, mindful rganizatin f space in the hme t supprt learning, and the use f interactive hmewrk (i.e., hmewrk that requires parents and students t discuss and wrk tgether n a learning activity r assignment). Sheldn and Epstein (2005) and Xu (2006) fund that the use f activity r infrmatin packets sent hme t parents by teachers was assciated with gains in math scres. Fur f the 12 studies examining learning at hme activities als cnsidered sme kind f parent preparatin activities and fund them t be significantly assciated with increased student achievement as well (Bailey, 2006; Bradshaw, 2009; Ingram, 2007; Redding, 2004). While parent training was nt fund t be necessary t supprt the relatinship between learning activities in the hme and increased student achievement, Bailey, in ne f the few cntrlled studies presented, fund that prviding parents infrmatin and training t use that infrmatin t supprt learning at hme increased student achievement levels t a greater degree. Bradshaw, in anther cntrlled study, fund that parent wrkshps fcusing n supprt f academics and behavir management techniques, althugh nt intensive r systematically supprted, resulted in sustained, psitive utcmes. Sme fairly straightfrward, basic parent invlvement activities seem t have a ripple effect, initiating ther beneficial activities r cnditins. Fr instance, Dearing (2006) fund that parent invlvement is psitively assciated with better perfrmance, especially fr students with less educated mthers. This finding cntradicts expectatins that less educated parents have less capacity t be successfully invlved in educatin. It wuld seem that parent invlvement activities build parent capacity even when they are nt explicitly designed t d s. Similarly, Canci (2004), in a very small study f an apprach t invlving parents in hmewrk, highlighted that ding s als seems t increase the students capacity t cmplete the hmewrk. It is unclear whether it is parents invlvement r the students increased awareness f accuntability that imprves hmewrk cmpletin and verall achievement; hwever, the psitive results are the same. Fr students traditinally cnsidered t be at risk (lw-incme, African American, and urban students, specifically), the studies indicated that learning-at-hme activities were especially prmising. Cx (2005) examined 18 studies fcusing primarily n lw-incme, African American student ppulatins and fund that learning at hme activities, in tandem with schl/hme cmmunicatin, were assciated with imprved wrk quality, imprved student behavir, higher attendance rates, better study skills, and higher student academic achievement. Fantuzz (2004) fund that hme-based parent invlvement, including reading at hme, setting aside hmewrk space, and discussing schl, mst strngly crrelated t higher levels f classrm cmpetency and lwer levels f behavir prblems in children. Ingram (2007), appraching the examinatin frm a whle-schl perspective, lked fr cmmnalities amng cnsistently high-achieving schls with at-risk, lw-incme ppulatins and fund that parents in thse schls were mre likely t engage in learning-at-hme activities. Gutman (2000) and Jeynes (2007, 2005a) indicated that specific, targeted parent behavirs implemented in a supprtive manner with psitive expectatins fr student success are assciated with student achievement. Hng (2005), Lee (2006), and Yan (2005), each examining differences in parent invlvement amng varius ethnic grups, fund that families acrss ethnic grups reprted that they were actively invlved in educatin and that parent-child cmmunicatin and high parent expectatins were assciated with high student achievement. Hwever, there were exceptins within the results. Lee, fr instance, fund student achievement t be negatively assciated with parent-child cmmunicatin fr Hispanic/Latin families. Similarly, student achievement was fund t be negatively assciated with hmewrk help fr Eurpean American families. Lee stated that it was hardly likely that talking with children abut schl r helping with hmewrk caused lwer achievement. Mst likely, parents frm these respective grups tended t engage mre in a particular parent invlvement activity when their students were experiencing academic struggles. Lee s findings acknwledged the cmmn values f parents and schls t supprt learning, highlighted sme cultural differences in hw and when parents chse t be invlved in their children s educatin, and recmmended that schls ffer a variety f ways fr parents t be invlved at hme and at schl. Schl/Hme Cmmunicatin Schl/hme cmmunicatin, the activity area with the secnd highest frequency f assciatin with student achievement, includes pprtunities fr ne-way and tw-way exchanges f infrmatin as well as face-t-face meetings between family members and schl persnnel. Sirvani (2007), in a very fcused, cntrlled study, examined the effectiveness f a simple ne-way cmmunicatin strategy: regular math prgress reprts. Sirvani suggested that the apparent success f that strategy may be attributed t the fact that it has a ripple effect in the hme, increases parent awareness f the need fr mre attentin, r increases student effrts in respnse t increased parent awareness. McBride (2005) fund physical (n-site) invlvement by mthers and face-t-face meetings between parents and schl persnnel t be mst highly assciated with high student achievement. In particular, fathers were mre likely t participate in meetings with schl persnnel and that activity was assciated with higher student achievement. Crsne (2009), in a study that fcused specifically n grups f children targeted under ESEA (i.e., English learners and children frm ecnmically disadvantaged areas), examined the quantity f and plicies behind tw-way schl-hme cntact. The study

46 42 Family Engagement Framewrk Table 1. Parent Invlvement Activities Assciated with Student Achievement Table 1. Parent Invlvement Activities Assciated with Student Achievement Parent Invlvement Activity Area Learning at hme Schl/hme cmmunicatin Building n parent strengths Vlunteering Decisin making Miscellaneus Specific Parent Invlvement Strategies Fund t Be Assciated with Student Achievement Articles Presenting Evidence Interactive hmewrk Bailey, 2006; Sheldn & Epstein, 2005 Reinfrcement f learning r instructinal strategies in the hme Bradshaw, 2009; Cx, 2005; Fan, 2010; Hill, 2009; Ingram, 2007; Sheldn & Epstein, 2005; Xu, 2006 Reading at hme Fantuzz, 2004; Senechal, 2002 Prviding space at hme fr educatinal Canci, 2004; Fantuzz, 2004; Ingram, 2007 activities Talking abut schl Fan, 2010; Fantuzz, 2004; Gutman, 2000; Hill, 2009; Hng, 2005; Ingram, 2007; Jeynes, 2007, 2005a, 2005b Hmewrk help Gutman, 2000; Ingram, 2007 Explicit, research-based hmewrk plicies Redding, 2004 Parents visit schl r attend schl event Dearing, 2006; Jeynes, 2005b; Lee, 2006; Redding, 2004; Xu, 2006 One-way, schl-t-hme cmmunicatin Bradshaw, 2009: Cx, 2005; Fan, 2010; Sirvani, 2007; Xu, 2006 Tw-way cmmunicatin exchange Cx, 2005; Crsne, 2009; Fan, 2010; Gutman, 2000 Parent-teacher meetings Gutman, 2000; McBride, 2005; Redding, 2004 Hme visits by teachers Redding, 2004; Xu, 2006 Family resurce library Redding, 2004 Parent training t supprt learning at hme Bailey, 2006; Bradshaw, 2009; Canci, 2004; Ingram, 2007 Supprtive and helpful parenting apprach Jeynes, 2007, 2005a Parent educatin n reading and study Redding, 2004 habits General vlunteering in the classrm r n Fan, 2010; Dearing, 2006; Lee, 2006; McBride, field trips 2005 Parents as advisers r aides in the Kyriakides, 2005 classrm Parent participatin in parent-teacher Dearing, 2006 rganizatins Parent invlvement in schl cmmittees Grdn, 2009 Parent invlvement in develping plicies Redding, 2004 and cmpacts Teacher training t invlve parents Bailey, 2006; Bradshaw, 2009 High parent expectatin fr student achievement Explicit parent partnership plicy Kyriakides, 2005 Father invlvement McBride, 2005 Use f a specific prgram (Slid Redding, 2004 Fundatins) District, schl, teacher perceptin, r Grdn, 2009; Xu, 2006 supprt f parent invlvement Supprtive parent-child relatinship Yan, 2005 Fan, 2010; Hng, 2005; Jeynes, 2007, 2005a; Lee, 2006; Levpuscek, 2009; Yan, 2005

47 Family Engagement Framewrk 43 cncluded that building lines f cmmunicatin amng parents and schl persnnel may prmte cntinuity during transitin frm middle schl t high schl and may reduce disparities related t language issues. Fan (2010) examined the cntent f schl-parent cntacts by islating cmmunicatins abut prblems and cmmunicatins abut benign issues and fund that cmmunicatins abut prblems had a negative impact n student mtivatinal utcmes. In mre than half the articles examining schl/hme cmmunicatin, bth this activity area and learning at hme activities were examined and fund t be psitively assciated with student achievement (Bradshaw, 2009; Cx, 2005; Gutman, 2000; Jeynes, 2005b; Redding, 2004; Xu, 2006). Dearing (2006), Lee (2006), and McBride (2005) lked at cmmunicatin and at vlunteer activities as well and fund bth t be assciated with student achievement levels. Nne f these researchers sught specifically t examine the interplay amng cmmunicatin strategies, hmewrk, supprting learning at hme, and vlunteering; hwever, cnsidered altgether, the assciatins imply supprt fr strng schl-hme partnerships. As Funkhuser and Gnzales (1997) cntended: Schls that are mst successful in engaging parents and ther family members in supprt f their children s learning lk beynd traditinal definitins f parent invlvement participating in a parent-teacher rganizatin r signing quarterly reprt cards t a brader cnceptin f parents as full partners in the educatin f their children. Rather than striving nly t increase parent participatin in schlbased activities, successful schls seek t supprt families in their activities utside f schl that can encurage their children s learning. Schls that have develped successful partnerships with parents view student achievement as a shared respnsibility, and all stakehlders including parents, administratrs, teachers, and cmmunity leaders play imprtant rles in supprting children s learning. Other Parent Invlvement Activity Areas Funkhuser and Gnzales als stated that, If families are t wrk with schls as partners in the educatin f their children, schls must prvide them with the pprtunities and supprt they need t becme invlved. The literature reviewed fund that parent invlvement activities building n parent strengths shwed prmise fr supprting student achievement. Bailey (2006), Bradshaw (2009), Canci (2004), and Kyriakides (2005) included explicit, fcused parent training in the parent invlvement activities being implemented in their individual studies. Bailey and Canci fund increased parent capacity t be supprtive f hmewrk strategies. Kyriakides fund parent and teacher training and n-ging cmmunicatin increased the effectiveness f vlunteering activities. Studies by Ingram (2007) and Redding (2004) linked increased student achievement t parent educatin effrts specific t learning at hme activities. Jeynes meta-analyses (2007, 2005a) implied that parent training intended t instill r increase supprtive and helpful parenting appraches shwed prmise fr increasing student achievement. Of the six studies that examined activities in the vlunteering area, Kyriakides (2005) presented the mst thrugh descriptin f the parents rles, respnsibilities, and preparatin activities, including the develpment f a parent partnership plicy. While the schls invlved in this study were in Greece, the principles and practices seem similar enugh t generalize t American schls. The ther studies that fund a significant assciatin between vlunteering activities and student achievement (Dearing, 2006; Lee, 2006; McBride, 2005) were nt explicit in describing activities, referring t visiting and bserving... in the classrm r n field trips. All f the studies that assciated vlunteering activities with student achievement als assciated hme/schl cmmunicatin activities with student achievement. Again, this finding implies supprt fr strng schl-hme partnerships in the effective implementatin f parent invlvement activities. Tw parent invlvement activity areas are underrepresented in the literature: decisin making and cllabratin with the cmmunity. These areas are especially challenging in terms f measuring and making direct links t student achievement; nly three f the reviewed studies even attempted t include them. In tw f the three studies (Dearing, 2006; Redding, 2004), data fr decisin-making invlvement activities were nt separated frm ther parent invlvement activities, making valid attributin f effectiveness a challenge. Dearing included parent-teacher rganizatin attendance as ne f eight yes/n items within the family invlvement variable being examined, s there was n way t determine the true impact f that specific parent invlvement activity, even thugh family invlvement, verall, had a psitive assciatin with student achievement. Similarly, Redding examined parent invlvement in the develpment and implementatin f plicies thrugh the Slid Fundatin prgram, but did nt present separate data r analyses fr activities within the verall prgram. In the third study, Sheldn and Epstein (2005) explained why decisin making and cllabrating with cmmunity activities were nt analyzed in their study f the impact f parent invlvement n achievement in mathematics: Schls did nt reprt using any Type 5 decisinmaking invlvement activities t imprve students mathematics skills, and t few schls using Type 6 practices, cllabrating with the cmmunity activities, prvided 2 years f achievement test scres. As a result, we investigated nly the relatinships between the implementatin f fur types f invlvement practices and changes in students perfrmance n standardized tests.

48 44 Family Engagement Framewrk Miscellaneus Activities: Activity Areas Outside the Mdel Finally, five f the studies fund a significant relatinship between parents educatinal expectatins and student achievement (Hill, 2009; Hng, 2005; Jeynes, 2007 & 2005a; Lee, 2006; Yan, 2005). Epstein (2008) described the rle f parents educatinal expectatins as cmplicated and misunderstd. There is a lngitudinal lp where expectatins are driven by students achievement (prir and new) and by sme parents knwledge f schls and educatin. Fur f the studies invlved quantitative analyses f extremely large banks f data. Nne f the five studies were experimental, allwing fr manipulatin f any f the variables and tracking f changes ver time. S, while the assciatin was strng, the directin f the relatinship was unclear: D students have higher achievement because parents have high expectatins? Or d parents have high expectatins because their students are high achievers? Tw f the researchers, Jeynes (2007, 2005a) and Yan (2005), specifically placed the parents expectatins within the cntext f supprtive and helpful parenting appraches and parent-child relatinships, implying that high expectatins f a less supprtive nature might be less prmising. Levpuscek (2009) dcumented a strng assciatin between negative cmmunicatins f educatinal aspiratin, r parental pressure, and adlescent student efficacy and achievement in math; in ther wrds, parent invlvement that is perceived as pressure by adlescents may have a negative impact n adlescents academic cnfidence and perfrmance. And Lee (2006) fund student achievement t be negatively assciated with parent expectatins fr children frm sciecnmically disadvantaged families. As stated earlier cncerning Lee s findings arund cultural differences in parent invlvement activities, it is hardly likely that hlding high educatinal aspiratins fr a student wuld cause lwer achievement. It is mre likely that ther human and scial challenges presented by pverty must be addressed fr prer families t be mre effectively invlved in educatin and t supprt student achievement. Recmmendatins fr Prmising Practices in Parent Invlvement Activities Early research, examining whether parents are invlved and hw that relates t their children, shws that parents wh are mst invlved have the highest f mst f things, including higher achieving students When parents are invlved, attentive, and have high aspiratins, their children tend t be the nes that d better (Epstein, 2008). The research articles included in this review find psitive relatinships between specific parent invlvement activities and student achievement, but mre carefully designed experimental research is necessary t draw firm cnclusins abut causal relatinships. Secnd-generatin studies are nw emerging; these studies are lngitudinal and have a variable (a specific prgram, fr instance) that is cntrlled r implemented ver time. Results f this research will identify prgrams and practices that mst effectively influence what parents are ding and that translate t imprved utcmes fr students. The findings f this literature review prvide infrmatin useful in making sme recmmendatins abut prmising practices: Increase pprtunities and skills fr parents t engage directly with their students abut schl and learning at hme. Increase pprtunities and skills fr schl persnnel t engage parents directly thrugh regular ne-way and tw-way cmmunicatin and parent-teacher cnferences. Increase pprtunities and skills fr parents t interact directly with schl persnnel. Recgnize and accmmdate challenges experienced by varius minrity grups in the design and implementatin f learning at hme and schl/hme cmmunicatin activities, as these activity areas shw special prmise fr supprting achievement fr these grups. Prvide parent and teacher training and educatin t enhance the effectiveness f learning at hme and schl/hme cmmunicatin activities. Prvide parent training and educatin in instructinal strategies and specific cntent areas t utilize parents t reinfrce classrm instructin, either in the hme r in the classrm.

49 Family Engagement Framewrk 45 Appendix B.1. Anntated List f Selected Articles Linking Parent Invlvement t Student Achievement Bailey, Lra B. Interactive Hmewrk: A Tl fr Fstering Parent-Child Interactins and Imprving Learning Outcmes fr At-Risk Yung Children. Early Childhd Educatin Jurnal 34, n. 2 (2006): This reprt examined the effect f parent training n parent-child interactins during the cmpletin f interactive hmewrk assignments (IHA), specifically in secnd grade reading instructin. Researchers engaged 84 at-risk students with lw reading scres and their parents. Parents received infrmatin and/r training n IHA, designed t increase parent invlvement and student achievement. The results indicated that students whse parents received infrmatin, but n training, n IHA increased time spent n hmewrk and their level f achievement; students whse parents received infrmatin and training shwed greater levels f achievement. Researchers cncluded that specific parent training during a brief perid f time, apprximately fur weeks, had the ptential fr imprving academic perfrmance fr academically at-risk students. Bradshaw, Catherine, and thers. Lngitudinal Impact f Tw Universal Preventive Interventins in First Grade n Educatinal Outcmes in High Schl. Jurnal f Educatinal Psychlgy 101, n. 4 (2009): This randmized, cntrlled study cmpared the lng-term impact f tw first-grade preventive interventins: a classrm-centered interventin, cmbining the use f the Gd Behavir Game with enhanced academic curriculum and teacher training and supprt; and the Family-Schl Partnership, prmting parent invlvement in educatinal activities and supprting parents behavir management strategies. The participants included 678 urban, primarily African American children. The interventin ccurred in first grade; utcmes fr achievement, graduatin, and pstsecndary educatin were examined fr participants thrugh age 19. Bth interventin prgrams shwed imprvements in student utcmes cmpared t the cntrl grup. The Family-Schl Partnership interventin shwed less significant utcmes than the classrm-centered interventin. Hwever, the authrs acknwledged that the intensity f implementatin f the interventins was nt equivalent; the classrm-centered interventin was much mre intensive in bth the training f the interveners and the time students were expsed t the interventin. hmewrk cmpletin) were nt examined separately; s, while the prgram definitely resulted in psitive utcmes, it was nt pssible t attribute the psitive utcmes t any ne variable. Cx, Diane. Evidence-Based Interventins Using Hme-Schl Cllabratin. Schl Psychlgy Quarterly 20, n. 4 (2005): The authr analyzed 18 empirical studies f hme-schl cllabratin interventins that als measured a schl-based utcme. Guidelines utlined by the American Psychlgical Assciatin s Divisin 16 Task Frce n Evidence-Based Interventins in Schl Psychlgy were used t cde and evaluate the studies. The mst effective interventins were thse where parents and schl persnnel wrked tgether t implement interventins utilizing a tw-way exchange f infrmatin (e.g., parent-teacher actin research teams) and thse invlving cmmunicatin between schl and hme (e.g., daily reprt cards, schl-t-hme ntes). Specifically, these strategies were linked t imprved wrk quality, academic achievement, behavir, attendance, study skills, and attentin. The analysis includes a discussin f methdlgical strengths and limitatins f hme-schl cllabratin studies, as well as recmmendatins fr future research. Crsne, Rbert. Family-Schl Cnnectins and the Transitins f Lw-Incme Yuths and English Language Learners frm Middle Schl t High Schl. Develpmental Psychlgy 45, n. 4 (2009): This research examined the link between patterns f hme-schl cmmunicatins and initial math curse-level placement after transitin t high schl. Data frm the Natinal Adlescents Educatin Lngitudinal Study were utilized t lk specifically at grups f students targeted by the N Child Left Behind Act f 2001 (English learners and ecnmically disadvantaged). Examinatin f the quantity and plicies f schl-hme cntact and math level placement fr nearly 18,000 students cncluded that building lines f cmmunicatin amng parents and schl persnnel was assciated with higher level placement and may prmte cntinuity during transitin frm middle schl t high schl and reduce disparities related t language issues. Cntent f schl-hme cntact culd nt be accessed fr this study. Canci, Edward J., R. P. West, and K. R. Yung. Imprving Mathematics Cmpletin and Accuracy f Students with EBD Thrugh Self- Management and Parent Participatin. Jurnal f Emtinal and Behaviral Disrders 12, n. 1 (2004): This study investigated the feasibility f teaching parents f students with emtinal and behaviral disrders (EBD) t establish and maintain a hmewrk cmpletin prgram based n student selfmnitring. Six middle schl students with EBD and their parents participated in the study; parents received training and implemented the prgram s strategies. Parent participatin in the hmewrk prgram was investigated t determine the effect n students rate f hmewrk cmpletin and accuracy, academic achievement, and perceived hmewrk prblem ratings. Researchers reprted that hmewrk cmpletin and hmewrk accuracy increased fr all students. In additin, mathematics achievement increased and perceived hmewrk prblem ratings diminished. Independent variables (hmewrk mnitring, self-mnitring, increased Dearing, Eric, and thers. Family Invlvement in Schl and Lw-Incme Children s Literacy: Lngitudinal Assciatins Between and Within Families. Jurnal f Educatinal Psychlgy 98, n. 4 (2006): This study examined lngitudinal data frm kindergarten t fifth grade n parent invlvement in schl and children s literacy perfrmance. It included data cllected frm 281 ethnically diverse, lw-incme families. Overall, parent invlvement did nt shw statistically significant influence; but, fr children with mthers with lwer incme levels, higher parent invlvement led t higher literacy levels. Additinally, within families, increased parent invlvement predicted imprved child literacy. Hwever, data fr a range f parent-reprted parent invlvement activities were averaged int brad categries s the influence f individual activities culd be determined. Researchers cncluded that these results supprted arguments that parent invlvement in schl shuld be a central aim f practice and plicy slutins t the achievement gap between lwer and higher incme children.

50 46 Family Engagement Framewrk Fan, Weihua, and C. M. Williams. The Effects f Parental Invlvement n Students Academic Self-Efficacy, Engagement and Intrinsic Mtivatin. Educatinal Psychlgy 30, n. 1 (2010): This study examined distinct parent invlvement activities in relatinship t student characteristics that lead t academic achievement. Researchers accessed data fr ver 15,000 students frm the Educatinal Lngitudinal Study f Cmmunicatins abut prblems and cmmunicatins abut benign issues were islated in the study, allwing fr analysis f cntent f schl-parent cntacts. Cmmunicatins abut prblems were negatively assciated with mtivatinal utcmes; parent cmmunicatins prviding advice t students were psitively assciated with mtivatinal utcmes. The authrs cautined that assciatin des nt necessarily mean causality. Fantuzz, Jhn, and thers. Multiple Dimensins f Family Invlvement and Their Relatins t Behaviral and Learning Cmpetencies fr Urban, Lw-Incme Children. Schl Psychlgy Review 33, n. 4 (2004): This article presented the results f a study f parent invlvement and end-f-the-year utcmes fr 144 urban children participating in Head Start. Hme-based parent invlvement activities were fund t be mst strngly crrelated t classrm cmpetencies, including children s mtivatin t learn, attentin, task persistence, receptive vcabulary skills, and lw cnduct prblems. Schl-based parent invlvement and hme-schl cnferencing als shwed psitive influence, but significantly less s than hme-based parent invlvement. Grdn, Mlly F., and K. Seashre Luis. Linking Parent and Cmmunity Invlvement with Student Achievement: Cmparing Principal and Teacher Perceptins f Stakehlder Influence. American Jurnal f Educatin 116, n. 1 (2009): This study examined data frm principal and teacher surveys frm anther study, Learning frm Leadership, in relatinship t state mathematics achievement data. Specifically, authrs lked at the influence f district and principal leadership n parent and cmmunity invlvement, the inclusin f parents and cmmunity members n schl site cuncils, and penness t cmmunity and parent invlvement in schls. In schls where teachers perceived greater invlvement by parents and where teachers indicated there is shared leadership (including parents and cmmunity members), student achievement was higher. The authrs cautined that the utcmes were related but nt causal. Gutman, Leslie M., and V. C. McLyd. Parents Management f Their Children s Educatin Within the Hme, at Schl, and in the Cmmunity: An Examinatin f African-American Families Living in Pverty. Urban Review 32, n.1 (2000): Researchers surveyed African American parents abut the management f their child s educatin within the hme, schl, and cmmunity and examined the effect f their management n a child s academic achievement. Findings indicated that parents f bth high- and lw-achieving students engaged in parent invlvement but the nature f the invlvement was different. Researchers described specific strategies that appeared t be mst supprtive, including help with hmewrk, maintaining cntact with schl t ensure prgress, and engaging in encuraging cnversatins with students. They cautined that these strategies were related but nt necessarily causal. Hill, Nancy E., and D. F. Tysn. Parental Invlvement in Middle Schl: A Meta-Analytic Assessment f the Strategies That Prmte Achievement. Develpmental Psychlgy 45, n. 3 (2009): This meta-analysis f 50 studies examined hme-based parent invlvement, schl-based parent invlvement, and academic scializatin (parent expectatins, aspiratins fr their children, valuing f educatin) in relatinship t student achievement. Overall, the authrs fund a psitive relatinship between general parent invlvement and student achievement. Of hme-based invlvement activities, hmewrk help was negatively assciated with achievement; prviding educatinally enriching activities at hme was psitively assciated with achievement. Authrs cautined that relatinships cannt be defined as causal. Hng, Sehee, and H. Z. H. Direct and Indirect Lngitudinal Effects f Parental Invlvement n Student Achievement: Secnd-Order Latent Grwth Mdeling Acrss Ethnic Grups. Jurnal f Educatinal Psychlgy 97, n. 1 (2005): This study, using data frm the Natinal Educatin Lngitudinal Survey, included cnsideratin f multidimensinal, lngitudinal, mediatinal, and ethnic factrs. Results indicated significant ethnic differences in the direct effects f parent invlvement n academic achievement. Acrss ethnic grups, greater parent invlvement, in terms f cmmunicatin and educatinal aspiratins fr children, was assciated with enhanced student educatinal aspiratins and beliefs that success r failure resulted primarily frm their wn behavir and actins. Ingram, Melissa, R. B. Wlfe, and J. M. Lieberman. The Rle f Parents in High-Achieving Schls Serving Lw-Incme, At-Risk Ppulatins. Educatin and Urban Sciety 39, n. 4 (2007): This study presented survey data frm 220 parents whse children attended three Chicag public elementary schls, serving largely minrity, lw-incme ppulatins and scring in the tp third f the Illinis State Achievement Tests. Using Epstein s framewrk f parent invlvement, researchers fund that parents f children in high-achieving schls were mre likely t participate in tw f Epstein s types f parent invlvement: parenting and learning at hme. Results suggested that schls struggling with unsatisfactry student achievement may benefit frm fcusing parent invlvement effrts n building parenting capacity and encuraging learning-athme activities. Jeynes, William H. A Meta-Analysis f the Relatin f Parental Invlvement t Urban Elementary Schl Student Academic Achievement. Urban Educatin 40, n. 3 (2005a): This meta-analysis f 41 studies examined the relatinship between parent invlvement and the academic achievement f urban elementary schl children. Analyses f verall parent invlvement and f specific invlvement strategies indicated a significant, psitive relatinship with academic achievement. This relatinship applied t white and minrity children and als t bys and girls. Parent expectatins, parent style, and parent-child cmmunicatin were the specific parent invlvement activities with the highest assciatins with academic achievement. Additinally, Jeynes fund assciatins with student utcmes fr general parent invlvement activities as well as fr parent invlvement prgrams.

51 Family Engagement Framewrk 47 Jeynes, William H. Effects f Parental Invlvement and Family Structure n the Academic Achievement f Adlescents. Marriage & Family Review 37, n. 3 (2005b): Using the 1992 Natinal Educatin Lngitudinal Study data set, this study examined family structure and three aspects f parent invlvement in relatinship t academic achievement. Family structure and tw f the three aspects f parent invlvement were assciated with higher adlescent academic achievement, with family structure being the single greatest predictr f academic achievement. Parents discussing schl issues and attending schl functins als had a psitive assciatin with adlescent academic achievement. Jeynes, William H. The Relatinship Between Parental Invlvement and Urban Secndary Schl Student Academic Achievement: A Meta- Analysis. Urban Educatin 42, n. 1 (2007): This meta-analysis f 52 studies is smewhat repetitive f Jeynes earlier wrks, applying the same prcesses in examining the influence f parent invlvement n the educatinal utcmes f urban secndary schl children. Measures f educatinal utcmes included an verall measure f cmbined cmpnents f academic achievement, grades, standardized tests, teacher rating scales, and indices f academic attitudes and behavirs. Results f statistical analyses indicated that parent invlvement, verall, had significant effects fr the academic variables under study and applied fr bth white and minrity children. Kyriakides, Lenidas. Evaluating Schl Plicy n Parents Wrking with Their Children in Class. The Jurnal f Educatinal Research 98, n. 5 (2005): , 320. The study examined the effects f a plicy n partnerships, implemented at an elementary schl in Cyprus, that encuraged parents t wrk with their children in schl. Parents and teachers were trained and engaged in nging cmmunicatin arund vlunteering in classrms. In cmparisn t students at a cntrl schl, students at the experimental schl shwed higher attainment in each cre subject, regardless f sciecnmic backgrund. Parents at the experimental schl reprted imprved teacher cmmunicatin as well as imprved student behavir at hme. Lee, Jung-Sk, and N. K. Bwen. Parent Invlvement, Cultural Capital, and the Achievement Gap Amng Elementary Schl Children. American Educatinal Research Jurnal 43, n. 2 (2006): , 206, This study f 415 third thrugh fifth graders wh cmpleted the Elementary Schl Success Prfile examined the level and impact f five types f parent invlvement n elementary schl children s academic achievement and cnsidered race/ethnicity, pverty, and parent educatinal attainment. Parents with different demgraphic characteristics engaged in different types f invlvement, and the types f invlvement exhibited by parents frm dminant grups had the strngest assciatin with achievement. Visiting the schl and parent expectatins had high crrelatin t academic achievement, verall. Talking abut the schl and prviding help with hmewrk were negatively related t academic achievement fr sme ethnic grups. Separate parent invlvement activities were gruped t prvide cmpsite scres, s the effects f individual activities were difficult t identify. Levpuscek, Melita P., and M. Zupancic. Math Achievement in Early Adlescence: The Rle f Parental Invlvement, Teachers Behavir, and Students Mtivatinal Beliefs Abut Math. The Jurnal f Early Adlescence 29, n. 4 (2009): This study f 365 eighth-grade students in Slvenia dcumented a strng assciatin between negative parent cmmunicatins (i.e., pressure ) n student self-efficacy and achievement. Mre psitive assciatins were fund between parent academic supprt and student self-efficacy and achievement. McBride, Brent A., S. J. Schppe-Sullivan, and M. H. H. The Mediating Rle f Fathers Schl Invlvement n Student Achievement. Jurnal f Applied Develpmental Psychlgy: An Internatinal Lifespan Jurnal 26, n. 2 (2005): The study examined the relatinship between schl-, neighbrhd-, and family-level resurces and children s academic achievement, giving special attentin t the rle f father invlvement in children s learning. Data frm 1,334 families with children between the ages f five and twelve were drawn frm the 1997 Child Develpment Supplement f the Panel Study f Incme Dynamics and analyzed. Findings assciated the fllwing relatinships with student achievement: physical invlvement at schl by mthers, meetings with teachers r administratr by mthers and fathers, and direct invlvement f fathers in their children s educatin. Redding, Sam, and thers. The Effects f Cmprehensive Parent Engagement n Student Learning Outcmes. Presented at the American Educatinal Research Assciatin Cnventin, San Dieg, Califrnia, Nvember This paper, presented at the annual cnventin f the American Educatinal Research Assciatin, examined the effectiveness f a specific parent invlvement prgram, Slid Fundatins, implemented in 129 high-pverty schls in Illinis. The prgram was described very bradly, and specific parent invlvement activities were nt separated ut fr analysis. Hwever, analysis f the Illinis Standards Assessment Test scres fr ver 42,000 children attending the Slid Fundatin schls in cmparisn t scres f students in a cntrl set f matched schls in the state shwed a significant difference in student achievement in favr f the schls implementing the parent invlvement prgram. Senechal, Mnique, and J. LeFevre. Parental Invlvement in the Develpment f Children s Reading Skill: A Five-Year Lngitudinal Study. Child Develpment 73, n. 2 (2002): This article presented the findings f a five-year lngitudinal study f 168 middle- and upper-middle-class children, examining the interplay f early hme literacy experiences, receptive language, emergent literacy skills, and reading achievement. Evidence f the fundatinal nature f early parent invlvement in learning at hme was discussed.

52 48 Family Engagement Framewrk Sheldn, Steven B., and J. L. Epstein. Invlvement Cunts: Family and Cmmunity Partnerships and Mathematics Achievement. The Jurnal f Educatinal Research 98, n. 4 (2005): Lngitudinal data, including standardized mathematics test scres and reprt card grades frm elementary and secndary schls, were examined fr links between specific family and cmmunity invlvement activities and student achievement in mathematics. Analyses indicated that parent invlvement t supprt their children s mathematics learning at hme was assciated with higher percentages f students wh scred at r abve prficiency n standardized mathematics achievement tests. The authrs suggested that subjectspecific practices f schl, family, and cmmunity partnerships may imprve students mathematics skills and achievement. Sirvani, Hsin. The Effect f Teacher Cmmunicatin with Parents n Students Mathematics Achievement. American Secndary Educatin 36, n. 1 (2007): This randmized, cntrlled study established a clear relatinship between ne specific parent invlvement strategy, ne-way cmmunicatin, and students mathematics achievement. Parents f the students in the experimental grup received teacher cmmunicatins twice a week, reprting hmewrk scres and test grades; parents in the cntrl grup did nt. Lwer achieving students in the experimental grup significantly utperfrmed similar students in the cntrl grup. The researcher suggested that the ne-way cmmunicatin may have increased parent invlvement at hme r student effrts n hmewrk and in class, knwing that parents were receiving extra infrmatin. Yan, Wenfan, and Q. Lin. Parent Invlvement and Mathematics Achievement: Cntrast Acrss Racial and Ethnic Grups. The Jurnal f Educatinal Research 99, n. 2 (2005): This study using lngitudinal data frm the 1998 Natinal Educatin Lngitudinal Study, examined the relatinships f three dimensins f parent invlvement (family bligatins, family nrms, and parent infrmatin netwrks) t twelfth-grade students mathematics achievement and ways in which these relatinships varied acrss fur racial and ethnic grups (i.e., Caucasians, African Americans, Hispanics, and Asians). Thirty-nine parent invlvement variables were cllapsed int nine cmpsites and then analyzed in relatinship t twelfth graders mathematics scres. Findings indicated that, regardless f racial r ethnic backgrund, parents educatinal expectatins had the mst cnsistent psitive effect n twelfth graders mathematics achievement. Parent invlvement (specifically tw-way cmmunicatin and attending schl functins) was an indicatr fr mathematics achievement fr Caucasian students. Clse parent-teenager relatinships psitively influenced the senirs mathematics utcme in mst minrity families, with the exceptin f Hispanic families. Authrs presented an interesting discussin related t mentring and cnsideratins fr students in minrity culture grups. Xu, Zeyu and C. A. Gulsin. Hw Des Teacher Quality Matter? The Effect f Teacher-Parent Partnership n Early Childhd Perfrmance in Public and Private Schls. Educatin Ecnmics 14, n. 3 (2006): This study examined the teacher-parent partnership and, specifically, the teacher s rle in establishing and maintaining a gd teacherparent relatinship. Findings suggested that teacher-parent interactin was psitively related t student perfrmance in mathematics; findings fr student perfrmance in reading were nt s cmpelling. Different effects were shwn fr private and public schls.

53 Family Engagement Framewrk 49 References Bailey, Lra B. Interactive Hmewrk: A Tl Fr Fstering Parent- Child Interactins and Imprving Learning Outcmes Fr At-Risk Yung Children. Early Childhd Educatin Jurnal 34, n. 2 (2006): Bradshaw, Catherine, and thers. Lngitudinal Impact f Tw Universal Preventive Interventins in First Grade n Educatinal Outcmes in High Schl. Jurnal f Educatinal Psychlgy 101, n. 4 (2009): Califrnia Cmprehensive Center. Analysis f Parent Invlvement Requirements Acrss Califrnia Department f Educatin Prgrams. Unpublished internal analysis, WestEd, Canci, Edward J., R. P. West, and K. R. Yung. Imprving Mathematics Cmpletin and Accuracy f Students with EBD Thrugh Self-Management and Parent Participatin. Jurnal f Emtinal and Behaviral Disrders 12, n. 1 (2004): Cx, Diane. Evidence-Based Interventins Using Hme-Schl Cllabratin. Schl Psychlgy Quarterly 20, n. 4 (2005): Crsne, Rbert. Family-Schl Cnnectins and the Transitins f Lw-Incme Yuths and English Language Learners frm Middle Schl t High Schl. Develpmental Psychlgy 45, n. 4 (2009): Dearing, Eric, and thers. Family Invlvement in Schl and Lw- Incme Children s Literacy: Lngitudinal Assciatins Between and Within Families. Jurnal f Educatinal Psychlgy 98, n. 4 (2006): Epstein, Jyce, and thers. Schl, Family, and Cmmunity Partnerships: Yur Handbk fr Actin, Secnd Editin. Thusand Oaks, CA: Crwin Press, Inc., Epstein, Jyce. (2008). Persnal cmmunicatin, Octber 10, Fan, Weihua, and C. M. Williams. The Effects f Parental Invlvement n Students Academic Self-Efficacy, Engagement and Intrinsic Mtivatin. Educatinal Psychlgy 30, n. 1 (2010): Fantuzz, Jhn, and thers. Multiple Dimensins f Family Invlvement and Their Relatins t Behaviral and Learning Cmpetencies fr Urban, Lw-Incme Children. Schl Psychlgy Review 33, n. 4 (2004): Grdn, Mlly F., and K. Seashre Luis. Linking Parent and Cmmunity Invlvement with Student Achievement: Cmparing Principal and Teacher Perceptins f Stakehlder Influence. American Jurnal f Educatin 116, n. 1 (2009): Gutman, Leslie M., and V. C. McLyd. Parents Management f Their Children s Educatin Within the Hme, at Schl, and in the Cmmunity: An Examinatin f African-American Families Living in Pverty. Urban Review 32, n.1 (2000): Hill, Nancy E., and D. F. Tysn. Parental Invlvement in Middle Schl: A Meta-Analytic Assessment f the Strategies That Prmte Achievement. Develpmental Psychlgy 45, n. 3 (2009): Hng, Sehee, and H. Z. H. Direct and Indirect Lngitudinal Effects f Parental Invlvement n Student Achievement: Secnd-Order Latent Grwth Mdeling Acrss Ethnic Grups. Jurnal f Educatinal Psychlgy 97, n. 1 (2005): Ingram, Melissa, R. B. Wlfe, and J. M. Lieberman. The Rle f Parents in High-Achieving Schls Serving Lw-Incme, At-Risk Ppulatins. Educatin and Urban Sciety 39, n. 4 (2007): Jeynes, William H. A Meta-Analysis f the Relatin f Parental Invlvement t Urban Elementary Schl Student Academic Achievement. Urban Educatin 40, n. 3 (2005a): Jeynes, William H. Effects f Parental Invlvement and Family Structure n the Academic Achievement f Adlescents. Marriage & Family Review 37, n. 3 (2005b): Jeynes, William H. The Relatinship Between Parental Invlvement and Urban Secndary Schl Student Academic Achievement: A Meta- Analysis. Urban Educatin 42, n. 1 (2007): Jrdan, Catherine, and thers. Emerging Issues in Schl, Family, and Cmmunity Cnnectins. Austin, TX: Suthwest Educatinal Develpment Labratry, Available nline at research-syntheses.html (accessed July 17, 2008). Kyriakides, Lenidas. Evaluating Schl Plicy n Parents Wrking with Their Children in Class. The Jurnal f Educatinal Research 98, n. 5 (2005): , 320. Lee, Jung-Sk, and N. K. Bwen. Parent Invlvement, Cultural Capital, and the Achievement Gap Amng Elementary Schl Children. American Educatinal Research Jurnal 43, n. 2 (2006): , 206, Levpuscek, Melita P., and M. Zupancic. Math Achievement in Early Adlescence: The Rle f Parental Invlvement, Teachers Behavir, and Students Mtivatinal Beliefs Abut Math. The Jurnal f Early Adlescence 29, n. 4 (2009): McBride, Brent A., S. J. Schppe-Sullivan, and M. H. H. The Mediating Rle f Fathers Schl Invlvement n Student Achievement. Jurnal f Applied Develpmental Psychlgy: An Internatinal Lifespan Jurnal 26, n. 2 (2005): Redding, Sam, and thers. The Effects f Cmprehensive Parent Engagement n Student Learning Outcmes. Presented at the American Educatinal Research Assciatin Cnventin, San Dieg, Califrnia, Nvember Senechal, Mnique, and J. LeFevre. Parental Invlvement in the Develpment f Children s Reading Skill: A Five-Year Lngitudinal Study. Child Develpment 73, n. 2 (2002): Sheldn, Steven B., and J. L. Epstein. Invlvement Cunts: Family and Cmmunity Partnerships and Mathematics Achievement. The Jurnal f Educatinal Research 98, n. 4 (2005): Sirvani, Hsin. The Effect f Teacher Cmmunicatin with Parents n Students Mathematics Achievement. American Secndary Educatin 36, n. 1 (2007): United States Department f Educatin. A Blueprint fr Refrm: The Reauthrizatin f the Elementary and Secndary Educatin Act. Washingtn, DC: Office f Planning, Evaluatin and Plicy Develpment, Xu, Zeyu, and C. A. Gulsin. Hw Des Teacher Quality Matter? The Effect f Teacher-Parent Partnership n Early Childhd Perfrmance in Public and Private Schls. Educatin Ecnmics 14, n. 3 (2006): Yan, Wenfan, and Q. Lin. Parent Invlvement and Mathematics Achievement: Cntrast Acrss Racial and Ethnic Grups. The Jurnal f Educatinal Research 99, n. 2 (2005):

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