KB – R:  Regulation for Family Engagement (Including Title 1 Family Engagement)

The following regulation was developed by an advisory council and adopted by the Superintendent for the implementation of School Board Policy KB – Family Engagement.

The Superintendent or designee shall implement this regulation according to the timeline set herein and consistent with the District’s legal obligations, and this regulation and the accompanying Policy shall be incorporated into the district’s Title I plan.

District support for family engagement

The district shall provide coordination, technical assistance and other support necessary to assist participating schools in building the capacity for strong family engagement to improve student academic achievement and school performance.

This coordination, assistance and support shall include:  

• Resources through the Office of Family and Community Engagement for district staff, school leaders, site-based family and community liaisons, and families

• Creation of a District Family Advisory Council to provide advice on all matters related to family engagement to include programs supported by Title I funds (this may be a subcommittee of the District Accountability Committee) and family engagement obligations under the Consent Decree (2012) related to the District’s English Language Acquisition Program (“Consent Decree”)

• Adoption of district model approaches to improving family engagement at the school level, such as the Family and Community Engagement Standards

• Designating district resources such as the Office of Culture, Equity and Leadership Team for support on cultural responsiveness and a focus on equity in all family engagement practices

• Making a Family Engagement Coordinator or site-based designee available to support each Title I school

• Ensuring that each school is adhering to the Consent Decree, and state and federal law regarding family engagement, and appropriately incorporating these requirements into their Unified Improvement Plan

• Designating district support for family development and training including, but not limited to, Parent Leadership Training, Parents as Academic Partners, Parents as Educational Advocates, Parent Portal Training, and ELA DAC and PACs

• Providing information to families, as appropriate, to help them understand the district’s academic standards, ELA program services, state and local academic assessments, the requirements of Title I, how to monitor students’ academic progress and how to work with school staff to improve the achievement of students

• Providing written materials and training for staff to help families work with students to improve student achievement

Coordination of family engagement activities with other community programs

The district shall, to the extent feasible and appropriate, coordinate and integrate Family engagement programs and activities with other community programs and partnerships that encourage and support families in more fully participating in the education of their students

• All information related to school and family programs, meetings and other activities shall be sent to families in a format and, to the extent required or practicable, in a language families can understand

• The District shall provide written translation and oral interpretation to parents who request communication in those languages as practical

• Pursuant to the Consent Decree, the District will translate “essential information” into Spanish and other non-English languages that are commonly used by parents

• The District shall provide qualified interpreter and translator services upon request and free of charge to the parent for IEP and Section 504 meetings

• The District will strive to communicate information that is family-friendly and accessible to all families utilizing multiple methods of delivery

Title 1 Family Engagement

The district shall coordinate and integrate family engagement strategies (including Title 1 family engagement) with those of other educational programs in the district. The purpose of this coordination shall be to improve the academic quality of the schools served, including identifying barriers to greater participation by parents in activities authorized by law, particularly by parents who:

• are economically disadvantaged
• have disabilities
• have limited English proficiency
• have limited literacy
• are of any racial or ethnic minority background
• are parents of migratory children

The district recognizes the importance of having parents involved in the educational programs of their children. Since current research indicates that a home/school partnership and greater involvement of parents in the education of their children generally result in higher achievement scores, improved student behavior, and reduced absenteeism, parents of students enrolled in the district´s Title I schools shall be encouraged to take an active role in the education of their children.

The district shall provide, to schools and parents as appropriate, information to help them understand the Colorado Academic Standards (CAS), state and local academic assessments, the requirements of Title I, how to monitor students’ academic progress and how to work with school staff to improve the achievement of students. The district shall develop written materials and training for staff to help parents work with students to improve student achievement.

Creating a Culture that embraces Family and Community Engagement

School staff shall create an environment that values family and community engagement in student learning and is respectful, welcoming, and responsive.  This shall be achieved through the following:

• School leaders will set the expectations that families and communities share responsibility for student achievement by developing a school culture with corresponding policies and procedures for an on-going, open, two-way communication between parents, the community and the school

• Schools will provide regular progress updates, including successes and challenges, and communicate overall and grade-specific academic expectations and learning to families and community members and to the extent possible, in the language of the students and their families

• Schools will identify and integrate resources and services from the community to strengthen school-based services and offerings for student learning and development

• Schools will tap into families' talents, cultural heritage, language, skills and knowledge to strengthen curriculum, student and family activities, and learning

• Schools will have a communication plan to effectively communicate with parents and the community on a frequent and regular basis throughout the school year, formally and informally, in the languages spoken by the parents and the community as indicated by language preference selection on their student’s enrollment document

• Schools will develop two-way channels for communication from home to school and from school to home

• Office staff will be trained in culturally responsive high quality service and will be welcoming and respectful

• When possible, office staff will reflect the languages and cultures of the school community

• School staff will be informed and knowledgeable about all activities related to the school and provide accurate and timely information to parents and demonstrate a commitment to find information that may not be readily available

• Schools will have dedicated space, venue, and opportunities for families and the community to network and share news, updates, resources, and their needs

• Schools will have an administrator, teachers and additional staff members trained and designated to listen to families to address their concerns, suggestions and/or positive feedback for school improvement

• Schools will communicate respectfully with parents from diverse culture/language background and asks for parent input about important school decisions

Volunteering, Decision-Making and Collaborating

Schools will share responsibility, offer opportunities, and remove obstacles for families to be partners in the school and in student learning

• Schools will have policies, procedures and processes to actively consult with families from diverse backgrounds and solicit feedback before making important decisions such as changes in curriculum, school policies and new school programs; and communicate decisions to families in a timely and effective manner

• Parent, school, and DPS community committees, such as School Accountability Committee, ELA PAC, ELA DAC, and the Superintendent Parent Forum will be fully functioning and abide by State and Federal law and District policies and regulations

• Schools will have an effective volunteer and engagement program developed collaboratively with parents which includes:

• Assigning a point person(s) to organize and oversee efforts;
• Training for teachers and staff on how to effectively utilize parent and community volunteers;
• Orientation, training, supervisions, support, evaluation, feedback, and recognition of the volunteers;
• A variety of opportunities for family and community members to participate throughout the year; and
• Volunteer and school engagement opportunities that are publicly communicated and open to all

• School staff will take responsibility to identify and remove barriers to family engagement related to race, ethnicity, language, culture, socio-economic status, family structure, religion, and families with special needs

• Schools will have policies and procedures to ensure that all families and students have access to school-sponsored programs and events, including academic services. Policies and procedures include, but are not limited to:  

• Locations of the activities are easily accessible and activities are offered during times and dates when families are most likely to attend
• Advanced notice is provided with details of the activities so that families can make accommodations, if needed
• There is no cost or very little cost to participate
• Interpretation is made available to families to maximize participation and outreach

Supporting Student Learning and Success

The school and families will work together to support student learning and success. The school will keep families informed about their child’s academic progress and how the school is performing; and actively engage parents as academic partners.

• Schools will tap into families’ talents cultural heritage, language, skills and knowledge to strengthen curriculum, student and family activities, and learning

• Schools will have structures in place to offer all parents ongoing trainings and resources to build their capacity and actively engage them in their children’s education

• Teachers and school staff will communicate with parents about specific ways to support their students’ academic achievement at home

• Schools will provide multiple opportunities to make individual and positive connections with families to build relationships

• Throughout the year, schools will create opportunities for families and students to participate in learning and engaging activities together

• Schools will provide opportunities to connect parents with each other at the school as well as providing opportunities to connect parents with each other at the school and provide resources (verbal, printed materials, or online) to communicate on ways parents can support their child’s learning at home

• Schools will have has dedicated space, venue and opportunities for families and the community to network and share news, updates, resources, and their needs

Annual Review of Regulation and Accompanying Policy

The district shall conduct, with the involvement of families, an annual review and evaluation of the content and effectiveness of this regulation and the accompanying policy. Effectiveness shall be measured in part by improvements in student academic achievement and in school performance.

The evaluation shall specifically address barriers to greater participation by families, particularly by parents who:

• are economically disadvantaged
• have disabilities
• have limited English proficiency
• have limited literacy
• are of any racial or ethnic minority background
• are parents of migratory children

The district shall use the findings of the evaluation to design strategies for more effective family engagement and to revise, if necessary, this regulation and the accompanying policy.

The district shall provide such other reasonable support for family engagement activities as families may request.