IDR Assessment of Schoolwide Achievement in Involving Parents and Community          Implementation of Essential 6: Involving Parents and the Community in the Citywide Learning Standards and Assessments Explanation: The sixth essential element for Whole School Improvement is to involve parents and the community in the citywide learning standards and assessments and introduce ways parents and the community can support students.       The school's level of accomplishment in identifying an instructional focus will be assessed in the following indicators (areas): 1. Ownership The degree to which parents know and understand what their students are expected to do based on teh State Frameworks and BPS Citywide Learning Standards, assessments, the school's instructional focus and the school's implemenation plan. 2. Ongoing Communication The degree to which student progress toward meeting expectations is communicated routinely to parents. 3. Community Support The degree to which the school has established community/business/university/agency partnerships that understand and support the school's instructional focus. 4. Diversity The degree to which parent participation reflects the diversity of the student body. 5. Participation Partcipation of parents is high in the school, particularly in academic programs.    Accomplishment in each indicator will be scored as follows: Level 1 = Little or No Accomplishment Level 2 = Some Accomplishment Level 3 = Substantial Accomplishment Level 4 = Outstanding Accomplishment    (cllick on each indicator below for more information)            Expectations for Planning of Parental and Community Involvement ILT and other staff work with parents to plan for parent education in the school's instructional focus, standards, assessments, and LASW to better support their children at home. Goals and benchmarks are set to monitor the plan for parent education in the school's instructional focus, standards, assessments, and LASW Planning ensures active participation by the parents and community members on the ILT..   Expectations for Implementation of Parental and Community Involvement A diverse group of parents and community members are active participants in discussions and decisions of the ILT. A clearly defined home program is established that connects with and uses assessment results that support student learning. Multiple outreach strategies are used to involve parents. The process for dealing with parental concerns addresses cultural and language differences.             The following evidence must be included in each school's portfolio addressing their accomplishment in Essential #6: Outreach plan for parents and partners Data on participation rates among parents and other partners                 Ownership The degree to which parents know and understand what their students are expected to do based on teh State Frameworks and BPS Citywide Learning Standards, assessments, the school's instructional focus and the school's implemenation plan. Questions to Answer for the Visiting Team The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 6: 1. What materials are available to help parents understand the CLS, assessments and the school's instructional focus? To what degree do parents of children in geneal education, special education, and bilingual education have a common understanding of the CLS, assessments, the school's instructional focus and the school's implementation plan? 2. To what extent are the materials accurate, complete and "user-friendly"? 3. To what extent are the materials available in the language spoken by parents of children enrolled in the school? 4. To what degree do parents find the materials useful? 5. What evidence is there that parents of children who have been in school longer have a richer understanding of the CLS, assessments and the school's instructional focus? Outcome Rubrics for Ranking School Accomplishment Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #6: Ownership   Little or No Accomplishment (Level 1)   Some Accomplishment (Level 2)   Substantial Accomplishment (Level 3)   Outstanding Accomplishment (Level 4) Parents are familiar with the BPS Citywide Learning Standards, assessments, and school’s instructional focus, but may not know how these components are related/aligned.. Parents know and understand the BPS Citywide Learning Standards, assessments, and the school’s instructional focus. Parents know and understand what their students are expected to do based on the Sate Frameworks and BPS Citywide Learning Standards, assessments, the school’s instructional focus, and the school’s implementation plan. Parents know and understand what students are expected to do academically and have formed strong partnership with teachers to support student learning.     Ongoing Communication The degree to which student progress toward meeting expectations is communicated routinely to parents. Questions to Answer for the Visiting Team The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 6: 1. What materials and procedures (e.g. parent - teacher conferecing) are available for parents that explain their child's progress and expectations for student progress? 2. What evidence is there that the information presented through the materials and dialogues are accurate, complete and user friendly? 3. What evidence is there that the information is available in the languages spoken by parents of children enrolled in the school? 4. To what degree do parents of children in general education, special education and bilingual education have a clear understanding of their child's progress? 5. To what degree do teachers and parents engage in regualr and ongoing dialogues about child progress?   Outcome Rubrics for Ranking School Accomplishment Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #6.  Ongoing Communication   Little or No Accomplishment (Level 1)   Some Accomplishment (Level 2)   Substantial Accomplishment (Level 3)   Outstanding Accomplishment (Level 4) Student progress is communicated to parents, however, school does not provide interpretations, thus parents are confused about their child’s progress. Student progress is communicated to parents, but how these results are related to the school’s expectations is not made explicit. Student progress toward meeting the school’s expectations for students is communicated routinely to all parents. Student progress toward meeting the school’s expectations for students is communicated routinely to all parents both in written format and through meetings/conferences with parents.   Community Support The degree to which the school has established community/business/university/agency partnerships that understand and support the school's instructional focus. Questions to Answer for the Visiting Team The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 6: 1. What is the strategy for ensuring that the community/business/university/agency partnerships support the school's Whole School Improvement Plan? 2. In what ways are the community/business/university/agency partnerships focusing on improving instruction? 3. What is the impact of these partnerships?   Outcome Rubrics for Ranking School Accomplishment Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #6. Community Support   Little or No Accomplishment (Level 1)   Some Accomplishment (Level 2)   Substantial Accomplishment (Level 3)   Outstanding Accomplishment (Level 4) The school may have formed community/ business/ university/ agency partnerships, but these partnerships are weak or at a casual level. The established community/business/university /agency partnerships do not fully understand the school’s instructional focus and therefore, is able to provide minimal or inappropriate support. The school has established community/business/university/agency partnerships that understand and support the school’s instructional focus. The school’s community/business/university/agency partnerships understand and support the school’s instructional focus and are actively involved in the school’s activities centered on student learning     Diversity The degree to which parent participation reflects the diversity of the student body. Questions to Answer for the Visiting Team The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 6: 1. What practices does the school use to honor cultural and linquistic differences when communicating about various issues? 2. What are the participation rates and levels of activity of the various racial/ethnic/liquistic groups?   Outcome Rubrics for Ranking School Accomplishment Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #6.   Diversity   Little or No Accomplishment (Level 1)   Some Accomplishment (Level 2)   Substantial Accomplishment (Level 3)   Outstanding Accomplishment (Level 4) Parent participation does not reflect the diversity of the student body but there are some efforts to address this issue Parent participation does not fully reflect the diversity of the student body but there is evidence of improvement over time Parent participation reflects the diversity of the student body. Parent participation in all areas e.g. academic, governance, and support, reflects the diversity of the student body.      Participation Partcipation of parents is high in the school, particularly in academic programs. Questions to Answer for the Visiting Team The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 6: 1. What kinds of involvement is the school trying to provide? 2. How are parents actively involved in the various activities or programs that support the instructional focus of the school and the academic progress of their children? 3. What evidence is there that parents feel that (a) they have been involved in ways they want to be involved (b) they have had successful experiences in their involvement in school?     Outcome Rubrics for Ranking School Accomplishment Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #6.   Participation   Little or No Accomplishment (Level 1)   Some Accomplishment (Level 2)   Substantial Accomplishment (Level 3)   Outstanding Accomplishment (Level 4) Participation of parents is not very high but there some efforts in place to address this issue. Participation of parents varies considerably within the school, e.g. across grade level, or programmatic level. Participation of parents is high in the school, particularly in academic programs.. Participation of parents is high in the school, particularly in academic programs. The participation is seen as a support to the school and the academic accomplishment of the students.