duty schedules, to provide teacher release time for the purpose of professional development. EFFECTIVE FAMILY AND COMMUNITY ENGAGEMENT TURNAROUND Increase academically focused family and community and engagement. PRINCIPLE 8 INDICATORS Sources of 1 2 3 4 Evidence Ineffective Improvement Necessary Effective/Implemented Highly Effective with Fidelity 8.1 Families are Progress reports and report Family members are informed Family members are actively In addition to having family School climate engaged in cards are sent to parents, but about student learning progress informed about student members actively informed surveys academically there are not systems in place through traditional means such progress toward learning goals about student progress toward School focus related activities, for further engagement. as parent-teacher conferences, and feel included in instructional learning goals and feel included groups school progress reports and report decisions through regularly in instructional decisions Student and and an cards. scheduled parent-teacher through regularly scheduled parent open exchange of conferences, progress reports, parent-teacher conferences, handbooks information report cards and other means. progress reports, and report Job description regarding cards, parents and community of students’ progress members are actively involved in in order to key student learning engagement increase student demonstrations (presentations, staff learning for all student-parent-teacher List of family students. conferences) and community Parent surveys are not used. Structures such as PTOs, PTAs, Families and community Programs and strategies that engagement Student/parent feedback is not and Parent Councils are members are active participants create supportive, activities used as part of the school’s attended by a few consistently in sessions geared to solicit input relationships between improvement efforts. active parents. Input on school on school decisions through teachers and families are decisions is not solicited. PTOs, PTAs, Parent Councils and developed, implemented and School Leadership Councils; evaluated for effectiveness. school leaders use the input to Input on school decisions are make decisions accordingly. solicited and school leaders consider this input when making decisions accordingly. Parents only receive additional Individual staff members reach School leaders and faculty Families are engaged in a variety information about students out to parents/guardians to teacher families how to use of school activities ranging from when they are failing or are in engage them in the academic parent portals that provide celebrations to school leadership behavioral trouble. progress of their student. information on student councils. School staff and performance. families celebrate student success and recognize the importance of their mutual partnership to increase student learning.
duty schedules, to provide teacher release time for the purpose of professional development. EFFECTIVE FAMILY AND COMMUNITY ENGAGEMENT TURNAROUND PRINCIPLE 8 Increase academically focused family and community and engagement. INDICATORS Sources of Evidence 1 Ineffective 2 Improvement Necessary 3 Effective/Implemented with Fidelity 4 Highly Effective 8.1 Families are engaged in academically related activities, school and an open exchange of information regarding students’ progress in order to increase student learning for all students. School climate surveys School focus groups Student and parent handbooks Job description of engagement staff List of family and community engagement activities Progress reports and report cards are sent to parents, but there are not systems in place for further engagement. Family members are informed about student learning progress through traditional means such as parent-teacher conferences, progress reports and report cards. Family members are actively informed about student progress toward learning goals and feel included in instructional decisions through regularly scheduled parent-teacher conferences, progress reports, report cards and other means. In addition to having family members actively informed about student progress toward learning goals and feel included in instructional decisions through regularly scheduled parent-teacher conferences, progress reports, and report cards, parents and community members are actively involved in key student learning demonstrations (presentations, student-parent-teacher conferences) Parent surveys are not used. Student/parent feedback is not used as part of the school’s improvement efforts. Structures such as PTOs, PTAs, and Parent Councils are attended by a few consistently active parents. Input on school decisions is not solicited. Families and community members are active participants in sessions geared to solicit input on school decisions through PTOs, PTAs, Parent Councils and School Leadership Councils; school leaders use the input to make decisions accordingly. Programs and strategies that create supportive, relationships between teachers and families are developed, implemented and evaluated for effectiveness. Input on school decisions are solicited and school leaders consider this input when making decisions accordingly. Parents only receive additional information about students when they are failing or are in behavioral trouble. Individual staff members reach out to parents/guardians to engage them in the academic progress of their student. School leaders and faculty teacher families how to use parent portals that provide information on student performance. Families are engaged in a variety of school activities ranging from celebrations to school leadership councils. School staff and families celebrate student success and recognize the importance of their mutual partnership to increase student learning.