EHS School & Family

Community Evaluation
Report
Lamar University – ELD 5339

Ann Okafor
11-21-2020
Week 1: Stakeholder Communication Plan

Stakeholder Communication Plan

This week, I met with my mentor to plan for the upcoming School/Faculty/Community (SFC) Evaluation

Partnership committee. I plan on hosting the meeting Thursday, April 23, 2020 from 3 - 5 PM. During this

meeting, we discussed who we wanted to be a part of the committee, what would be the process of communication,

potential community barriers, and how we could improve the effectiveness of communication. First, my mentor

advised that we look at the demographics in the TARP report to make sure that the committee members are

representative of our student population at Elsik High School. About 60% of our student population is Hispanic,

another 30% is African American or black, and about 10% is of Asian descent, specifically Vietnamese. We

would like our committee to have at least five parents, two community members, including community-based

organizations, neighborhood groups, and nonprofit organizations. Our committee will have at least one business

member, one supporting staff member, one administrator, one instructional specialist or counselor, and at least

one teacher from each department, mathematics, science, social studies, and English. We also looked at the best

ways to communicate with the committee members. When deciding on how to communication, we wanted a way

for members to communicate with each other and get quick updates on student and school progress (Blackboard

Inc, 2015). The form of communication that we will use will be face-to-face, large group, email, phone call, letter

or cards, mobile devices, and the remind app. The meeting will be in the North Library and will be face-to-face.

Emails and phone calls will be used to for the initial invitation and surveys. The plan is to start sending out

invitations Wednesday, April 15 through Wednesday, April 22. Cards or letters will be used to distribute contact

information, agendas, and other written documents during the meeting. And the remind app will be used to send

out reminders, follow up information, questions and answers, updates on student progress, and other events

happening at the school. We chose to go with the remind app since it allows for rapid responses and simple to use

(Blackboard Inc, 2015). Parents appreciate that the app allows them to stay on top of what is happening at school

all from their phone. Before the meeting, I will need the acquire the following materials:

• Nametags

• Writing utensil (Pen, Pencil, Markers, Highlighters, Eraser)

 • Sticky paper

• Agenda

• Paper surveys

• Scratch paper

• Laptops

• Projector

• Refreshments

• Paper plates, napkins, cups, spoon, forks

At the beginning of the meeting, committee members wills sign in and fill out a paper demographics

report. I will host a Mix & Mingle to welcome the stakeholders to our first SFC meeting. The committee members

will be provided with some light refreshments and a nametag for them to decorate. I have some music playing in

the background to make the members feel more relaxed and allow them some time to get to know one another.

Members will then be given the following agenda:

 School/Family/Community (SFC) Partnership Evaluation Committee
Agenda
Date: April 23, 2020 Time: 3:00-5:00 Location: North Library

(Elsik Main Campus)

3:00 – 3:10 Sig-in and Complete demographics form

3:10 – 3:30 Mix & Mingle

3:30 – 3:45 Introductions

3:45 – 3:50 Norms and Expectations

3:50 – 3:55 Purpose and Objectives

3:55 – 4:05 Assign Committee Roles

4:05 – 4:45 SFC Evaluation Survey

• Explanation of survey
• How to complete and submit survey using Microsoft
Forms
• Review and discuss survey results
• Feedback survey results

4:45 – 5:00 Wrap up: Provide contact information and next meeting
information

After hours (5:00 – 5:15) Question and Answers

 It is important that my committee members feel welcome and safe at Elsik High School. I know that if

they feel welcome, they are more likely to continue to participate in the SFC Evaluation Committee and other

events on campus (GaDOE, n.d.). As an administrator, it is my job to help mold the school climate at Elsik. To

do so, Elsik needs to not only be a welcoming campus, but a nurturing one as well. A nurturing environment is

very important to parents and can help lead to student achievement.

My mentor and I understand that there will be some potential communication barriers given how diverse

our committee members will be. Some barriers we could see happening unless address include, encoding,

decoding, and semantic (Lunenburg, 2010). To alleviate these communication barriers would be to provide human

and app translators for Spanish and Vietnamese speakers. Materials should also be provided in English, Spanish,

and Vietnamese. For decoding, I will encourage all members to use less jargon with the assumption that most of

us are unfamiliar with the words. I will use terminology that the committee members will understand and provide

them with the latest education terminology. It is also important to be aware of the different meanings of words.

For instance, the Spanish word for black might offend some committee members despite it being an appropriate

word for Spanish speakers. This is something that will discussed in detailed under “Norms and Expectations” part

of the agenda. As for cultural diversity, I will also all members, including myself, to be observant of the members’

behaviors, attitudes, values, beliefs, gender, and socioeconomic status. It will be important for us not to assume

other committee members’ behaviors based on what they look or even their name. For example, an American

born Vietnamese business owner or a black parent originally from Columbia. We will need to be respectful and

patient of the culture differences. My responsibility will be to clarify my ideas before the meeting. For each

communication, I should know what the purpose of each is for. My mentor has encouraged me to consult with

her throughout the process. When communicating, I should be mindful of my tone of voice, gesture, and

mannerism. It is also critical that I follow up on my communications and that my actions support what I am

communicating. And the receiver’s responsibility will be to actively listen to what each of us has to say, especially

for content and feelings. We should be empathetic and respond to their feelings. We should show them that we

are listening by stop talking, rephasing their message, and asking questions. And even if we disagree about the

evaluation results, we should all hold our temper and be respectful toward other people’s opinions.
After we go over the norms and expectations, I will then go over the purpose of the meeting and the meeting

objectives. The committee members’ participation is important for ensuring the success of students at Elsik High

School. Their participation will help improve student achievement, attendance, and behavior (Haines et al., 2015).

Open communication is one of the positive attributes to a student-family-community partnership as it can help

bridge the gap between homes and schools. Both verbal and non-verbal communication can help ensure student

success. To build and maintain success partnerships, I need to ensure that we all have a common vision and that

I provide opportunities for stakeholders to engage in, such as meetings to discuss student progress and decisions

(Black et al., 2012). I will encourage open dialogue by allowing shared ownership and responsibility among the

committee members and engage them by sharing data that will allow them to understand where things stand at

Elsik and how to make progress.

After roles have been assigned, I will then go over the SFC Partnership Evaluation Survey. I first go over

the purpose of the survey and then how to complete it on Microsoft Forms. First, I will pass out laptops and paper

instructions with translations and visuals. To save time, I will already have them logged in to their laptops and on

the Microsoft Forms website (forms.office.com). I, along with the translators, will walk each the members step-

by-step how to create a Microsoft office email account if they currently do not have one and then how to complete

the form. There will be three versions of the survey for them to choose from depending the language they are

most comfortable in reading. I will first go over the rating scale and then the different components of the survey.

I will then leave them alone to let them complete the survey in privacy, while standing by to answer any questions.

Once all forms have been completed and submitted, we will then as a group review the survey results. I will split

the members into small collaborative groups and have them analyze the results first. After several minutes, we

will then come back together and discuss the results. Once everyone had a chance to be heard, I will then provide

positive feedback to the members. Positive feedback helps build and strengthen the relationships between

members (GaDoe, n.d.). For parents, this is extremely important, and it can tighten the bond between a parent and

child. Also, people are more likely to perceive the information more positively if it conforms to their views and

beliefs (Lunenburg, 2010).

 As we wrap up the meeting, I will provide each member my contact information and will encourage all

members to do same as well. I will also share with them the Elsik SFC Partnership remind code for them to join.

I will discuss the advantages of using the remind app for communication over group text. I will then provide a

tentative date, time, and location for the next meeting. I will pass out a reminder card for them to keep and send

out an email as the date nears. For committee members with limited internet access or no electronic devices, they

will receive a phone call instead.

While I look forward to this meeting next week, this communication plan is still subject to some revisions.

I will continue to work with mentor and peers to make the necessary adjusts to this plan in order for the next week

to go off without a hitch.

 Reference:

Blackboard Inc. (2015, September 15). Community engagement part 1: trends impacting k-12 communications

[Video file]. Retrieved from https://youtu.be/8tLGunlpX6c

Blank, M. J., Jacobson, R., & Melaville, A. (2012). Achieving results through community school partnerships:

How district and community leaders are building effective, sustainable relationships. Center for

American Progress. Retrieved from https://cdn.americanprogress.org/wp-

content/uploads/issues/2012/01/pdf/community_schools.pdf

GaDOE Family-School Partnership Program. (n.d.). Home [YouTube channel]. Retrieved from

https://www.youtube.com/channel/UC3gAmski7tYsNKr79ATfb3w

Haines, S. J., Gross, J. M. S., Blue-Banning, M., Francis, G. L., & Turnbull, A. P. (2015). Fostering family–

school and community–school partnerships in inclusive schools: Using practice as a guide. Research

and Practice for Persons with Severe Disabilities, 40(3), 227–239.

https://doi.org/10.1177/1540796915594141

Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1),

p.1-11.
Week 2: Reflection: Implementation of School/Family/Community Initial Meeting and Survey
Completion

Before the Meeting:

At the beginning of the SFC Partnership Committee meeting, members will sign in and complete a

demographics report before seating. The following is the completed demographics report from the members. I

have also included a campus demographics report for Elsik High School.

At the start of the meeting, I will first go over the purpose of the survey and then how to complete it on

Microsoft Forms. I will let them know that as view them as equal and valuable experts in the student’s education

(Bryan & Henry, 2012). Their honesty and participation in the evaluation survey will play a crucial role in the

decision making, planning, and implementation of solutions to address the problems affecting students. Each

member will get a laptop along with paper instructions with translations and visuals. Beforehand, I made sure all

laptops were fully charged and were logged in to the Microsoft Forms website (forms.office.com). I, along with

the translators, will walk each the members step-by-step how to create a Microsoft office email account if they

currently do not have one and then how to complete the form. There will be three versions of the survey for them

to choose from depending the language they are most comfortable in reading. They can choose from English,

Spanish, or Vietnamese. I will first go over the rating scale and then the different components of the survey. While

some members might complain about the length of the survey, I will remind them why they are here and how it

is critical that they take their time and be truthful in their responses. Lastly, I will then then show them how to

submit their forms. I will then leave them alone to let them complete the survey in privacy, while standing by to

answer any questions.

Once all forms have been submitted, I will show my appreciation to them by telling them “thank you” for

their participation in committee and for completing the survey. I will remind them their time and commitment to

this process was in vain, but a vital step in closing the student achievement gap.

Before announcing the next meeting date, I will first ask the committee members on their thoughts about

today’s meeting date, time, and location. If no objections or concerns, I will then announce the next meeting. The
SFC stake committee with hold its next meeting on May 7, at 3:00 PM at the North Library. As we wrap up the

meeting, I will provide each member my contact information and will encourage all members to do same as well.

I will also share with them the Elsik SFC Partnership Remind code for them to join to receive quick updates. I

will also pass out a reminder card for them to keep and send out an email as the date nears. For committee

members with limited internet access or no electronic devices, they will receive a phone call instead.

Initially, the evaluation form was going to be analyze and discussed in the first meeting. Now that the

committee meeting is here, I realize that it would not be feasible due to the length of the survey. Instead, I will let

the committee members know that the leadership team and I will examine and analyze the survey results, write a

summary report, and create an easy to read chart to display the data. This will also allow me time to make sure

the data is translated because of the possible language barriers. I will also let them know that I plan on creating

partnerships based on the evaluation data to address the needs identified. These partnerships will help support

student learning and achievement.

 School/Family/Community Partnership
Evaluation
A Survey for Assessing
School Level Family and Community Partnerships
This survey may be used to assess schoolwide progress in strengthening partnerships between school personnel and the
school’s families and community members. This survey can be used at different points in the school year to assess progress in
the six areas of parent involvement identified by the work of Dr. Joyce Epstein and the PTA’s National Standards for
Parent/Family Involvement Programs. The survey may be modified for use in planning and evaluation within specific school
communities.

Demographics
Campus Leadership Ethnicity Years of Experience
Principal
Ms. Okafor
Assistant Principal
Ms. Sanders
Counselor
Ms. Smith
Teachers Ethnicity Grade/Content and Years of Experience
Mr. Dean Non-Hispanic, White Calculus – 17 years
Ms. Poole Non-Hispanic, African English IV – 11 Years
American
Ms. Richardson Non-Hispanic, African US History – 21 Years
American
Mr. Thompson Non-Hispanic, White Physics – 9 Years
Ms. Hernandez Hispanic Central Office Secretary – 5 years

Parents Ethnicity Grade Level(s) of Children

Ms. Rodriguez Hispanic 10 th
grade
Ms. Garcia Hispanic 10th grade
Mr. Tran Non-Hispanic, Asian 12th grade
Ms. Vo Non-Hispanic, Asian 11th grade
Ms. Williams Non-Hispanic, African 10th grade
American
Community Member(s) [No Ethnicity
child currently in the school]
Mr. Bui Non-Hispanic, Asian
Mr. Sanchez Hispanic
Business Representative(s) Ethnicity
Mr. Jones Non-Hispanic, African
American
Campus Demographics
Alief ISD — Elsik High School
Students
 African Hispanic White Asian Total
American
N= 1,181 2,525 101 435 4,266
%= 27.7% 59.2% 2.4% 10.2% 99.5%

SPED Eco Dis. ELL

N= 279 3,352 1,016
%= 6.5% 78.6% 23.8%

Faculty & Staff

African Hispanic White Asian Total
American
N= 102 43 88 19 252
%= 40.3% 17% 34.6% 7.6% 99.5%

Teachers Years of Experience

Beginning 1 – 5 Years 6 – 10 11 – 20 Over 20 Total
Teachers of Years of Years of Years of
Experience Experience Experience Experience
N 16 87 49 68 33 253
%= 6.4% 34.5% 19.4% 26.8% 12.9% 100%

Reflection:

To prepare for this meeting, I met with my mentor to go over this project and the expected outcomes.

During this meeting, we discussed who we wanted to be a part of the committee, what would be the process of

communication, potential community barriers, and how we could improve the effectiveness of communication.

First, my mentor advised that we look at the demographics in the TARP report to make sure that the committee

members are representative of our student population at Elsik High School. About 60% of our student population

is Hispanic, another 30% is African American or black, and about 10% is of Asian descent, specifically

Vietnamese. We would like our committee to have at least five parents, two community members, including

community-based organizations, neighborhood groups, and nonprofit organizations. Our committee will have at

least one business member, one supporting staff member, one administrator, one instructional specialist or

counselor, and at least one teacher from each department, mathematics, science, social studies, and English. We
also looked at the best ways to communicate with the committee members. The purpose of this committee is to

involve parents and the community in the school learning process. When schools, families, and communities work

together to support learning and student achievement increases. I want the community to be actively involved in

the decision-making, planning, and implementation process when it comes to school programs. This committee

with show that the community’s voice, time, and participation is equally valued to experts.

The meeting took place in the North Library and was face-to-face. At the beginning of the meeting,

committee members signed in and completed a paper demographics report. We then had a Mix & Mingle to

welcome the stakeholders to our first SFC meeting. The committee members were provided with some light

refreshments and a nametag to decorate. I played some music in the background to make the members feel more

relaxed and allow them some time to get to know one another.

When deciding on how to communication, we wanted a way for members to communicate with each other

and get quick updates on student and school progress. I used emails and phone calls for the initial invitation and

surveys. I also shared the Remind app code so that all members can join and sue to communication with each

other before and after a meeting.

Most of the members were very involved and very appreciative to be involved in this process. One member

noted that she had lived in the community for more than 20 years but has never been involved with anything with

the district. She looked forward to helping improve student learning and achievement. The most common

questions I got was what the purpose of the survey was and what will happen next. It was encouraging to know

that the members were committed to being involved in process and seeing it through. I told them that their

participation will help strengthening the partnership between Elsik and the school’s families and community

members and that their time was highly valued.

I had made a Microsoft PowerPoint presentation and used it as I went step by step explaining the survey

and the different parts. Each member was given written instruction as well to follow along or move at their own

pace. Before moving on, I stopped to allow questions from the members and enough time for my Spanish and

Vietnamese speakers to translate the notes. This portion of the meeting took longer than expected, which is one
of the reasons why I postponed the revealing the survey results until the next meeting. While some asked

important questions, others were concerned about the length of the survey or were confused on how to complete

it. Once the questions were answered and everyone appeared to understand the purpose and how to complete the

survey, we then moved on to the actual survey. Each member was given a laptop with the Microsoft Form already

loaded for them to use. Originally, I thought they would have to create an account to complete the survey and was

prepared to walk them through how to do that. However, the technology specialist told me that she set the settings

so that anyone with a link can respond and they can only respond once. She also added a multilingual feature to

the form so that those who prefer to take the survey in Spanish or in Vietnamese could do so. I then allowed the

members to complete the survey at their own pace and with no pressure. I told them they had until 5 pm to

complete the survey. While I was originally concerned about this process due to all the questions they had, the

actual completion of the survey was great. I think discussing with them how to complete the survey and offering

the survey in different languages helped break down some of the communication barriers, but there could be some

improvements for the next meeting.

At the conclusion of the meeting, I asked the committee members if they what they thought about today’s

meeting date, time, and location. Most agreed that Thursdays around 3 PM was a good time and they liked using

the library due the size and equipment available. The SFC stake committee with hold its next meeting on

Thursday, May 7, at 3:00 PM at the North Library. I provided each member my contact information and

encouraged all members to do same as well. I also shared with them the Elsik SFC Partnership Remind code for

them to join to receive quick updates. I told them to expect an email soon regarding the next meeting. Some of

the members mentioned they do not have internet access at home and other said they do not have a computer or

laptop to access email. But they all do have phones, so I may have to use Remind and phone calls for updates and

other communication.

The biggest concern that needs to be address is the language barrier and communication access. It was

apparent during the meeting that many of the members did not speak or hear English very well. While some were

very involved, others appeared lost or disinterested. Even though I had planned for the communication barrier,

the gap was larger than I had anticipated. For the next meeting, I will continue to use translator, but I will also
emphasize more on visuals and chunking the presentation into smaller, easier to understand information. Since

the next meeting will require the members to talk more, I will be collaborating with the ESL specialists for

assistance and guidance. Another issue that will need to be addressed is communication access. Several of the

members told me they do not have reliable internet access, and almost all of them do not have a computer at

home. Since this is the case, communication will almost all be done through phone calls or using the Remind app.

I will still send out emails but only to those who have access to it.
 Reference:

Bryan, J., & Henry, L. (2012). A model for building school-family-community partnerships: Principles and

process. Journal of Counseling & Development, 90(4), 408–420. https://doi.org/10.1002/j.1556-

6676.2012.00052.x
Week 3: School/Family/Community Survey Data Analysis

Part 1: SFC Evaluation Survey Review

Elsik High School
SFC Partnership
Evaluation
English: A Survey for Assessing School Level Family and Community Partnerships
Español: Una encuesta para evaluar Asociaciones familiares y comunitarias a nivel escolar
Việt: Một cuộc khảo sát để đánh Gia đình và đối tác cộng đồng của trường

Rating Scale
Frequently Occurs in most classes or grade levels. Receives substantive time and emphasis. A highly prevalent component of the
Frecuentemente school’s parental involvement plan.
Thường xuyên Ocurre en la mayoría de las clases o niveles de grado. Recibe tiempo sustantivo y énfasis. Un componente altamente
prevalente del plan de participación de los padres de la escuela.
Xảy ra ở hầu hết các lớp hoặc cấp lớp. Nhận được thời gian nội dung và nhấn mạnh.
Một thành phần rất phổ biến của kế hoạch tham gia của phụ huynh của trường.
Sometimes Occurs in some classes or grade levels. Receives minimal or modest time and emphasis. Not a prevalent component
A veces of the school’s parental involvement plan.
Đôi khi Ocurre en algunas clases o niveles de grado. Recibe un tiempo mínimo o modesto y
énfasis. No es un componente predominante del plan de participación de los padres de la escuela.
Xảy ra ở một số lớp hoặc cấp lớp. Nhận thời gian tối thiểu hoặc khiêm tốn và
Nhấn mạnh. Không phải là một thành phần phổ biến trong kế hoạch tham gia của phụ huynh của trường.
Never Strategy does not occur at the school or occurs in isolation.
Nunca La estrategia no ocurre en la escuela o ocurre en forma aislada.
Không bao giờ Chiến lược không xảy ra ở trường hoặc xảy ra trong sự cô lập.

Stakeholder Survey Data Analysis

N=15 (the majority of the questions N=14, 13, or 12 as participants did not answer all survey questions.

1. Improving Communication — Communicate effectively with all families in the community.

Mejorando La Comunicación — Comunicación efectiva con todas las familias y la comunidad.
Cải Thiện Giao Tiếp — Giao tiếp hiệu quả với tất cả các gia đình trong cộng đồng.
Our School Frequently Sometimes Never

Nuestra Escuela Frecuentemente A veces Nunca

Trường của chúng tôi: Thường xuyên Đôi khi Không bao giờ

Conducts parent-teacher conferences with every parent at least once a year. In n=3 23% n=10 77%
high schools with large numbers of students, events are planned to meet with
groups of parents.

Conduce conferencias de padres y maestros con todos los padres al menos una
vez al año. En las escuelas secundarias con un gran número de estudiantes, Los
eventos están planeados para reunirse con grupos de padres.
Tiến hành hội nghị phụ huynh-giáo viên với mỗi phụ huynh ít nhất một lần một
năm. Trong các trường trung học với số lượng lớn sinh viên, các sự kiện được
lên kế hoạch để gặp gỡ với các nhóm phụ huynh.

Provides translators to assist families as needed. n=7 58% n=5 42%

Proporciona traductores para ayudar a las familias según sea necesario.

Cung cấp dịch giả để hỗ trợ gia đình khi cần thiết.
Provides communication in the language of students/families served by the n=9 69% n=4 31%
school.

Proporciona comunicación en el idioma de los estudiantes / familias atendidos

por la escuela.

Cung cấp thông tin liên lạc bằng ngôn ngữ của học sinh/gia đình phục vụ bởi các
trường học.

Models and promotes the continuous and appropriate development of all n=4 29% n=10 71%
stakeholders in the school community to shape the campus culture.

Modela y promueve el desarrollo continuo y apropiado de todos los interesados

en la comunidad escolar para dar forma a la cultura del campus

Mô hình và thúc đẩy sự phát triển liên tục và thích hợp của tất cả các đối tác
trong cộng đồng trường học để hình thành văn hóa khuôn viên trường.

Ensures that parents and other members of the community are an integral part of n=4 29% n=9 64% n=1 7%
the campus culture.

Asegura que los padres y otros miembros de la comunidad sean una parte
integral de la cultura del campus.

Đảm bảo rằng cha mẹ và các thành viên khác của cộng đồng là một phần không
thể thiếu trong văn hóa của trường.

Uses strategies that effectively involve and inform multiple constituencies and n=3 21% n=8 57% n=3 21%
establishes partnerships with parent, businesses, and other groups in the
community to strengthen programs and support campus goals.

Utiliza estrategias que efectivamente involucran e informan a múltiples grupos y

establece asociaciones con padres, empresas y otros grupos en la comunidad para
fortalecer los programas y apoyar las metas del campus.

Sử dụng các chiến lược có hiệu quả liên quan và thông báo nhiều khu vực bầu cử
và thiết lập đối tác với cha mẹ, các doanh nghiệp, và các nhóm khác trong cộng
đồng để tăng cường các chương trình và hỗ trợ các mục tiêu khuôn viên trường.

Provides clear information about report cards and how grades are earned. n=12 86% n=1 7% n=1 7%

Proporciona información clara sobre las boletas de calificaciones y cómo se

obtienen las calificaciones.

Cung cấp thông tin rõ ràng về thẻ báo cáo và cách kiếm được lớp.

Provides clear information about state testing expectations as well as school and n=9 64% n=5 36%
student results.

Proporciona información clara sobre las expectativas de los exámenes estatales,

así como sobre los resultados escolares y estudiantiles.

Cung cấp thông tin rõ ràng về kỳ vọng thử nghiệm của nhà nước cũng như kết
quả trường học và sinh viên.

Has established two-way channels for communication from home to school and n=6 46% n=6 46% n=1 8%
from school to home.

Ha establecido canales de doble vía para la comunicación desde el hogar a la

escuela y desde la escuela al hogar.

Đã thành lập các kênh hai chiều để truyền thông từ nhà đến trường và từ trường
học đến nhà.

Has an automated phone system for delivering important messages or collecting n=13 93% n=1 7%
attendance information.

Cuenta con un sistema telefónico automatizado para enviar mensajes importantes

o recopilar información de asistencia.
Có một hệ thống điện thoại tự động để cung cấp các thông điệp quan trọng hoặc
thu thập thông tin tham dự.

Provides communication opportunities using electronic communication: email, n=14 100%

text, campus and district websites.

Proporciona oportunidades de comunicación utilizando la comunicación

electrónica: correo electrónico, texto, sitios web del campus y del distrito

Cung cấp cơ hội giao tiếp bằng giao tiếp điện tử: email, văn bản, khuôn viên và
trang web của quận.

Provides clear information about selecting courses, programs, and activities. n=5 36% n=9 64%

Proporciona información clara sobre la selección de cursos, programas y

ocupaciones.

Cung cấp thông tin rõ ràng về chọn các khóa học, chương trình và hoạt động.

Regularly sends folders of student work home for parent/family review and n=5 36% n=4 29% n=5 36%
comment.

Termina regularmente las carpetas de trabajo del estudiante en casa para los
padres / familia revisar y comentar.

Thường xuyên gửi thư mục của sinh viên làm việc nhà cho cha mẹ/gia đình và
bình luận.

Sends home positive messages or makes phone calls to parents about students on n=1 8% n=9 69% n=3 23%
a regular basis.

Envía a casa mensajes positivos o hace llamadas telefónicas a los padres sobre
los estudiantes regularmente.

Gửi thư về nhà tích cực hoặc thực sự gọi điện thoại cho phụ huynh về học sinh
một cách thường xuyên.

Notifies families of a student’s academic or behavior problems. Teachers have n=10 77% n=3 23%
easy access to telephones, e-mail, contact information, and are encouraged to
communicate with parents during or after school.

Notifica a las familias sobre los problemas académicos o de comportamiento de

un estudiante. Los maestros tienen fácil acceso a teléfonos, correo electrónico,
información de contacto y se les anima a comunicarse con los padres durante o
después de la escuela.

Thông báo cho gia đình về vấn đề học tập hoặc hành vi của học sinh. Giáo viên
có thể dễ dàng truy cập vào điện thoại, e-mail, thông tin liên lạc, và được khuyến
khích để giao tiếp với phụ huynh trong hoặc sau khi đi học.

Provides parents with the contact information of the school, principal, teachers, n=10 71% n=4 29%
and counselors (at school or at home).

Proporciona a los padres la información de contacto de la escuela, el director, los

maestros y los consejeros (en la escuela o en el hogar).

Cung cấp cho phụ huynh thông tin liên lạc của trường, hiệu trưởng, giáo viên và
cố vấn (ở trường hoặc tại nhà).

Has a homework hotline for students and families to hear daily assignments and n=3 21% n=6 43% n=5 36%
messages and provides an electronic portal for parents to monitor their child’s
grades and assignments.

Tiene una línea directa de tareas para que los estudiantes y las familias escuchen
las tareas y los mensajes diarios y proporciona un portal electrónico para que los
padres monitoreen las calificaciones y tareas de sus hijos.
Có một đường dây nóng bài tập về nhà cho sinh viên và gia đình để nghe công
việc hàng ngày và tin nhắn và cung cấp một cổng điện tử cho cha mẹ để theo dõi
điểm của con mình và bài tập.

Conducts an annual survey for families to share information and concerns about n=2 17% n=3 25% n=7 58%
students’ needs and perceptions of school programs and processes.

Realiza una encuesta anual para que las familias compartan información e
inquietudes sobre las necesidades y percepciones de los estudiantes sobre los
programas y procesos escolares.

Tiến hành khảo sát hàng năm cho các gia đình chia sẻ thông tin và quan ngại về
nhu cầu và nhận thức của học sinh về các chương trình và quy trình của trường.

Communicates a commitment to build and maintain a school culture that ensures n=6 43% n=7 50% n=1 7%
each student and family is treated fairly, respectfully and in a responsive manner
and free from biases associated with characteristics such as race, culture and
language, gender, disability or special status.

Comunica el compromiso de construir y mantener una cultura escolar que

garantice que cada estudiante y familia reciban un trato justo, respetuoso y
receptivo y libre de prejuicios asociados con características tales como raza,
cultura e idioma, género, discapacidad o estatus especial.

Truyền đạt một cam kết xây dựng và duy trì một văn hóa trường học đảm bảo
mỗi học sinh và gia đình được đối xử một cách công bằng, Trân trọng và đáp
ứng và miễn phí từ những khuynh hướng liên quan đến các đặc điểm như chủng
tộc, văn hóa và ngôn ngữ, giới tính, Khuyết tật hoặc tình trạng đặc biệt.

Our School Newsletter/Website Includes: Frequently Sometimes Never

Nuestro Boletín Escolar/Sitio Web incluye:

Bản tin trường học của chúng tôi/Website bao gồm:

Recognition of students, families, and community members as well as student n=6 43% n=7 50% n=1 7%
work and accomplishments.

Reconocimiento de estudiantes, familias y miembros de la comunidad, así como

el trabajo y los logros de los estudiantes.

Công nhận của sinh viên, gia đình, và các thành viên cộng đồng cũng như làm
việc của học sinh.

A calendar of school events. n=11 79% n=3 21%

Un calendario de eventos escolares.

Một lịch của các sự kiện trường học.

Student activity information. n=8 62% n=5 38%

Información de la actividad del alumno.

Thông tin hoạt động của học sinh.

Information about curriculum, assessments, and standards-based instruction. n=8 57% n=4 29% n=2 14%

Información sobre currículo, evaluaciones e instrucción basada en estándares.

Thông tin về chương trình giảng dạy, thẩm định và hướng dẫn dựa trên tiêu
chuẩn.

Information regarding volunteer involvement when and how to volunteer. n=2 14% n=11 79% n=1 7%

Información sobre la participación de voluntarios (cuándo y cómo ser voluntario.

Thông tin về sự tham gia của tình nguyện viên khi nào và làm thế nào để tình
nguyện.
School governance information (how the school is run, site council, etc.). n=3 23% n=8 62% n=2 15%

Información sobre el gobierno escolar (cómo se maneja la escuela, el consejo del

sitio, etc.).

Trường quản trị thông tin (làm thế nào trường được chạy, trang web hội đồng,
vv).

Provide information on school programs, helpful information and resources for n=5 36% n=8 57% n=1 7%
parents as well as a column to address parents’ questions.

Proporcionar información sobre programas escolares, información útil y recursos

para padres.

Cung cấp thông tin về các chương trình học, thông tin hữu ích và nguồn lực cho
phụ huynh cũng như một cột để các câu hỏi của cha mẹ địa chỉ.

Other/Otros /Khác: n=9 60% n=6 40%

Responds to parent questions and emails in an adequate amount of time.

Responds a las preguntas de los padres y correos electrónicos en una cantidad

adecuada de tiempo.

Phản hồi các câu hỏi và email của cha mẹ trong một thời gian đầy đủ.

2. Promoting Positive Parenting — Assist all families with parenting skills and in creating a home environment that supports children as
students.
Promoción De Padres Positivos — Ayudar a todas las familias con habilidades de crianza y en la creación de un ambiente hogareño que
apoye a los niños como estudiantes.
Thúc đẩy nuôi dạy con tích cực — Hỗ trợ tất cả các gia đình có kỹ năng nuôi dạy con cái và trong việc tạo ra một môi trường nhà hỗ trợ
trẻ em là sinh viên.

Our School: Frequently Sometimes Never

Sponsors parent education workshops and other courses or training for parents. n=1 7% n=7 54% n=5 38%

Ayude a todas las familias con habilidades de crianza y en la creación de un

entorno familiar que apoye a los niños como estudiantes.

Tài trợ các hội thảo giáo dục phụ huynh và các khóa học hoặc đào tạo khác cho
phụ huynh.

Respects the different cultures represented in our student population. n=9 69% n=4 31%

Respeta las diferentes culturas representadas en nuestra población estudiantil.

Tôn trọng các nền văn hóa khác nhau đại diện trong dân số học sinh của chúng
tôi.

Provides families with information on child or adolescent development. n=2 15% n=8 62% n=3 23%

Proporciona a las familias información sobre el desarrollo de niños o

adolescentes.

Cung cấp cho các gia đình thông tin về trẻ em hoặc vị thành niên phát triển.

Provides families with strategies that support learning at home. n=2 15% n=10 77% n=1 8%

Proporciona a las familias estrategias que apoyan el aprendizaje en el hogar.

Cung cấp cho các gia đình những chiến lược hỗ trợ học tập tại nhà.

Has a lending library for families with books, video, learning kits, etc. n=2 17% n=6 50% n=4 33%

Cuenta con una biblioteca de préstamo para familias con libros, videos, kits de
aprendizaje, etc.

Có một thư viện cho vay cho các gia đình có sách, video, bộ dụng cụ học tập, vv.
Asks families for information about children’s goals, strengths and talents. n=6 46% n=7 54%

Pide a las familias información sobre las metas, fortalezas y talentos de los niños.

Yêu cầu gia đình thông tin về mục tiêu, thế mạnh và tài năng của trẻ em.

Sponsors home visiting programs or neighborhood meetings to help families n=2 15% n=5 38% n=6 46%
understand schools and to help schools understand families.

Patrocina programas de visitas domiciliarias o reuniones vecinales para ayudar a

las familias a entender las escuelas y para que las escuelas entiendan a las
familias.

Nhà tài trợ các chương trình thăm quan hoặc các cuộc họp khu phố để giúp các
gia đình hiểu các trường học và để giúp các trường học hiểu gia đình.

3. Enhancing Student Learning — Provide information to families about how to help students at home with their homework and other
curriculum-related activities and decisions.
Mejorando El Aprendizaje Del Estudiante — Proporcionar información a las familias sobre cómo ayudar a los estudiantes en el hogar con sus
tareas y otras actividades y decisiones relacionadas con el currículo.
Tăng cường học tập của học sinh — Cung cấp thông tin cho các gia đình về việc làm thế nào để giúp học sinh ở nhà với bài tập của họ và các hoạt
động và quyết định khác liên quan đến chương trình giảng dạy.
Our School: Frequently Sometimes Never

Provides Websites and learning resources for students and families. n=8 57% n=5 36% n=1 7%

Proporciona sitios web y recursos de aprendizaje para estudiantes y sus familias.

Cung cấp trang web và tài nguyên học tập cho sinh viên và gia đình.

Provides family-friendly information to families on Content Standards and n=4 29% n=6 43% n=4 29%
Benchmarks.

Proporciona información a las familias en sobre las evaluaciones.

Cung cấp thông tin thân thiện với gia đình cho các gia đình về tiêu chuẩn nội
dung và điểm chuẩn.

Provides information to families on how to monitor and discuss schoolwork with n=2 15% n=7 54% n=4 31%
their child.

Proporciona información a las familias sobre cómo monitorear y discutir el

trabajo escolar con sus hijos.

Cung cấp thông tin cho các gia đình về cách theo dõi và thảo luận về schoolwork
với con của họ.

Provides information on how to assist students with skills that they need to n=3 23% n=8 62% n=2 15%
improve.

Proporciona información sobre cómo ayudar a los estudiantes con las habilidades
que necesitan mejorar

Cung cấp thông tin về cách hỗ trợ học sinh có kỹ năng mà họ cần để cải thiện.

Has a regular schedule of interactive homework that requires students to n=1 8% n=6 46% n=6 46%
demonstrate and discuss what they are learning with a family member.

Tiene un horario regular de tareas interactivas que requiere que los estudiantes
demuestren y discutan lo que están aprendiendo con un miembro de la familia.

Có một lịch trình thường xuyên của bài tập về nhà tương tác đòi hỏi học sinh để
chứng minh và thảo luận về những gì họ đang học với một thành viên trong gia
đình.

Asks parents to listen to their child read or to read aloud with their child. n=2 14% n=5 36% n=7 50%
Pide a los padres que escuchen a sus hijos leer o que lean en voz alta con sus
hijos.

Yêu cầu cha mẹ nghe con mình đọc hoặc đọc to với con của họ.

Provides calendars with daily or weekly activities for families to do at home and n=1 7% n=7 50% n=6 43%
in the community.

Proporciona calendarios con actividades diarias o semanales para que las familias
hagan en casa y en la comunidad.

Cung cấp lịch với các hoạt động hàng ngày hoặc hàng tuần cho các gia đình làm
tại nhà và trong cộng đồng.

Assists families in helping students to set academic goals, select courses and n=6 43% n=6 43% n=2 14%
programs and plan for college, their next level of schooling (i.e. middle school
and high school) or work.

Ayuda a las familias a ayudar a los estudiantes a establecer metas académicas,

seleccionar cursos y programas y planificar para la universidad, su próximo nivel
de escolaridad (es decir, escuela intermedia y secundaria) o trabajo.

Hỗ trợ các gia đình trong việc giúp học sinh thiết lập các mục tiêu học tập, chọn
các khóa học và chương trình và kế hoạch cho đại học, cấp độ tiếp theo của
trường (tức là trung học và trung học) hoặc làm việc.

Provides summer learning packets to help students sustain school skills. n=4 29% n=6 43% n=4 29%

Proporciona paquetes de aprendizaje de verano para ayudar a los estudiantes a

mantener las habilidades escolares.

Cung cấp các gói học tập mùa hè để giúp học sinh duy trì các kỹ năng học.

Engages families, community, and school personnel in strengthening student n=1 7% n=10 71% n=3 21%
learning in and out of school.

Involucra a las familias, la comunidad y el personal de la escuela en el

fortalecimiento del aprendizaje de los estudiantes dentro y fuera de la escuela.

Gia đình, cộng đồng, và nhân viên trường học trong việc tăng cường học tập
trong và ngoài trường học.

Builds and sustains productive partnerships with communities and public and n=1 8% n=11 85% n=2 15%
private sectors to promote student achievement and student development.

Construye y mantiene asociaciones productivas con comunidades y sectores

públicos y privados para promover el logro estudiantil y el desarrollo estudiantil.

Xây dựng và duy trì quan hệ đối tác hiệu quả với các cộng đồng và các khu vực
công và tư nhân để thúc đẩy thành tích học sinh và phát triển sinh viên.

4. Increase Volunteerism — Organize volunteers to support the school and its students.
Aumentar el voluntariado — Organizar voluntarios para apoyar a la escuela y sus alumnos.
Tăng tình nguyện — Tổ chức các tình nguyện viên để hỗ trợ các trường học và học sinh của mình.
Our School: Frequently Sometimes Never

Conducts an annual survey to identify interests, talents, and availability of n=2 15% n=4 31% n=7 54%
volunteers and needs of school staff.

Conduce una encuesta anual para identificar intereses, talentos y disponibilidad de

voluntarios y necesidades del personal de la escuela.

Thực hiện một cuộc khảo sát hàng năm để xác định lợi ích, tài năng, và tính sẵn
sàng của các tình nguyện viên và nhu cầu của cán sự trường.

Provides initial and ongoing training to our volunteers. n=8 62% n=5 38%

Proporciona entrenamiento inicial y continuo a nuestros voluntaries

Cung cấp đào tạo ban đầu và liên tục cho tình nguyện viên của chúng tôi.

Provides a parent room or family center for volunteers or family members to n=1 8% n=6 46% n=6 46%
work, meet, and access relevant resources.

Proporciona una sala para padres o un centro familiar para voluntarios o

miembros de la familia para trabajar, reunirse y acceder a recursos relevantes.

Cung cấp phòng mẹ hoặc trung tâm gia đình cho tình nguyện viên hoặc thành
viên gia đình để làm việc, gặp gỡ và truy cập các tài nguyên có liên quan.

Provides ways for families to be involved at home or in the community if they n=7 54% n=6 46%
cannot volunteer at school.

Proporciona formas para que las familias se involucren en el hogar o en la

comunidad si no pueden ser voluntarios en la escuela.

Cung cấp cách để các gia đình tham gia tại nhà hoặc trong cộng đồng nếu họ
không thể tình nguyện ở trường.

Recognizes volunteers for their time and efforts. n=4 29% n=9 64% n=1 7%

Reconoce a los voluntarios por su tiempo y esfuerzo.

Nhận ra tình nguyện viên cho thời gian và nỗ lực của họ.

Schedules plays, concerts, games, and other events at different times of the day n=4 29% n=8 57% n=2 14%
and evening so that all parents can attend.

Programe juegos, conciertos, juegos y otros eventos en diferentes momentos del

día y de la noche para que todos los padres puedan asistir.

Lịch trình chơi, buổi hòa nhạc, trò chơi, và các sự kiện khác vào các thời gian
khác nhau trong ngày và buổi tối để tất cả các bậc cha mẹ có thể tham dự.

We encourage families and the community to be involved by: Frequently Sometimes Never

Alentamos a las familias y la comunidad a participar mediante:

Chúng tôi khuyến khích các gia đình và cộng đồng tham gia:

Assisting in the classroom (e.g., tutoring, grading papers). n=1 7% n=5 36% n=8 57%

Ayuda en el salon de clases por ejemplo dando tutorías.

Hỗ trợ trong lớp học (ví dụ, dạy kèm, phân loại giấy tờ).

Helping with events and planning. n=3 21% n=9 64% n=2 14%

Ayuda a organizar y a planear eventos.

Giúp đỡ với các sự kiện và lập kế hoạch.

Giving talks (e.g., careers, hobbies, etc.). n=1 7% n=12 86% n=1 7%

Asistir a charlas sobre profesiones, pasatiempos, etc.

Cho các cuộc đàm phán (ví dụ, nghề nghiệp, sở thích, vv).

Checking attendance. n=5 33% n=4 27% n=6 40%

Revisar la asistencia.

Kiểm tra tham dự.

Monitoring halls, working in the library, cafeteria, or other areas. n=2 14% n=3 21% n=9 64%

Monitorear los pasillos, trabajar en el abiblioteca, en la cafetería y en otras áreas.

Giám sát các trường, làm việc trong thư viện, quán cà phê hoặc các khu vực khác.
Leading clubs or activities. n=2 14% n=4 29% n=8 57%

Liderizar clubs y otras actividades.

Các câu lạc bộ hoặc hoạt động hàng đầu.

5. Supporting Decision Making and Advocacy – Include families as participants in school decisions and develop parent and community
leaders.
Apoyo A La Toma De Decisiones Y Alimentación — Incluir a las familias como participantes en las decisiones escolares y desarrollar
líderes de padres y de la comunidad.
Hỗ trợ việc ra quyết định và vận động — Bao gồm các gia đình như những người tham gia vào các quyết định của trường và phát triển
lãnh đạo phụ huynh và cộng đồng.

Our School: Frequently Sometimes Never

Involves parents in selecting school staff (leadership team). n=1 7% n=1 7% n=12 86%

Involucra a los padres en la selección del personal de la escuela (equipo de

liderazgo).

Liên quan đến cha mẹ trong việc chọn nhân viên trường (đội ngũ lãnh đạo).

Has a parent involvement policy and an action team to develop a goal-oriented n=1 8% n=4 31% n=8 62%
program with practices for all six types of involvement.

Tiene una política de participación de los padres y un equipo de acción para

desarrollar un programa orientado a objetivos con prácticas para los seis tipos de
participación.

Có một chính sách tham gia của cha mẹ và một nhóm hành động để phát triển một
chương trình theo định hướng mục tiêu với thực tiễn cho tất cả sáu loại tham gia.

You have an active PTA or other parent organization. n=9 69% n=3 23% n=1 8%

Tiene una PTA activa u otra organización matriz.

Có một chính sách tham gia của cha mẹ và một nhóm hành động để phát triển một
chương trình theo định hướng mục tiêu với thực tiễn cho tất cả sáu loại tham gia.

Invites parents to be on the school’s advisory council, improvement team, or other n=4 29% n=7 50% n=3 21%
committees.

Invita a los padres a estar en el consejo asesor, el equipo de mejora u otros

comités de la escuela.

Mời cha mẹ được vào hội đồng tư vấn của trường, đội ngũ cải tiến, hoặc các ủy
ban khác.

Asks involved parents to make contact with parents who are less involved and n=1 8% n=3 23% n=9 69%
represent their ideas.

Pide a los padres involucrados que se pongan en contacto con los padres que están
menos involucrados y representan sus ideas.

Yêu cầu các bậc phụ huynh liên hệ với cha mẹ ít tham gia và đại diện cho ý tưởng
của họ.

Provides information on school or local elections for school representatives. n=2 15% n=6 46% n=6 46%

Proporciona información sobre las elecciones escolares o locales para los

representantes escolares.

Cung cấp thông tin về các cuộc bầu cử trường học hoặc địa phương cho đại diện
trường.
Develops formal networks to link all families with their parent representatives. n=2 15% n=3 23% n=8 62%

Desarrolla redes formales para vincular a todas las familias con sus representantes
de los padres.

Phát triển mạng lưới chính thức để liên kết tất cả các gia đình với đại diện cha mẹ.

Includes parent representatives in professional development opportunities around n=1 8% n=2 15% n=10 77%
school wide programs.

Incluye representantes de los padres en oportunidades de desarrollo profesional

alrededor de los programas escolares.

Bao gồm các đại diện phụ huynh trong các cơ hội phát triển chuyên môn xung
quanh các chương trình rộng.

Involves parents in revising school/district curricula, developing policies, and n=2 14% n=2 14% n=10 71%
participation in required parent advisory teams.

Incluye representantes de los padres en oportunidades de desarrollo profesional

alrededor de los programas escolares.

Liên quan đến cha mẹ trong việc chỉnh sửa chương trình giảng dạy trường
học/huyện, phát triển chính sách, và tham gia vào các đội tư vấn phụ huynh cần
thiết.

Uses e-mail and quick surveys to obtain parents’ input and ideas on school policy. n=9 64% n=5 36%

Utiliza el correo electrónico y las encuestas rápidas para obtener las opiniones e
ideas de los padres sobre la política de la escuela.

Sử dụng e-mail và khảo sát nhanh để có được đầu vào và ý tưởng của cha mẹ về
chính sách trường học.

6. Collaborating with the Community — Coordinate resources and services from the community for families, students, and schools
and provide services to the community.
Colaboración Con La Comunidad — Proporciona un directorio de recursos comunitarios para padres y estudiantes con información
sobre agencias, programas y servicios comunitarios.
Hợp tác với cộng đồng — Phối hợp các nguồn lực và dịch vụ từ cộng đồng cho gia đình, học sinh, và trường học và cung cấp dịch
vụ cho cộng đồng.
Our School: Frequently Sometimes Never

Provides a community resource directory for parents and students with information n=4 31% n=6 46% n=3 23%
on community agencies, programs, and services.

Proporciona un directorio de recursos comunitarios para padres y estudiantes con

información sobre agencias, programas y servicios comunitarios.

Cung cấp một thư mục tài nguyên cộng đồng cho phụ huynh và học sinh có thông
tin về các cơ quan, chương trình và dịch vụ cộng đồng.

Provides information on community activities that link to learning skills and n=3 21% n=9 64% n=2 14%
talents, including summer programs for students.

Brinda información sobre las actividades de la comunidad que se vinculan con las
habilidades y talentos de aprendizaje, incluidos los programas de verano para
estudiantes.

Cung cấp thông tin về các hoạt động cộng đồng liên kết với các kỹ năng học tập và
tài năng, bao gồm các chương trình mùa hè dành cho sinh viên.

Works with local businesses, industries, and community organizations on programs n=2 14% n=11 79% n=2 14%
to enhance student skills.

Trabaja con empresas locales, industrias y organizaciones comunitarias en

programas para mejorar las habilidades de los estudiantes.
 Làm việc với các doanh nghiệp địa phương, các ngành công nghiệp và các tổ chức
cộng đồng trên các chương trình để nâng cao kỹ năng học sinh.

Offers after school programs for students, with support from community n=3 23% n=5 38% n=5 38%
businesses, agencies, or volunteers.

Ofrece programas extracurriculares para estudiantes, con el apoyo de empresas,

agencias o voluntarios de la comunidad.

Cung cấp các chương trình học cho sinh viên, với sự hỗ trợ của các doanh nghiệp
cộng đồng, cơ quan hoặc tình nguyện viên.

Sponsors inter-generational programs with local senior citizen groups. n=1 8% n=2 17% n=9 75%

Patrocina programas intergeneracionales con grupos locales de adultos mayores.

Tài trợ các chương trình liên thế hệ với các nhóm công dân cấp cao địa phương.

Provides family services through partnerships with school counseling, health, n=1 8% n=8 62% n=4 31%
recreation, job training, and other agencies.

Provee servicios familiares a través de asociaciones con la escuela. Asesoría, salud,

recreación, capacitación laboral y otras agencias.
Cung cấp dịch vụ gia đình thông qua quan hệ đối tác với tư vấn trường học, sức
khỏe, giải trí, đào tạo việc làm và các cơ quan khác.

Organizes service-learning projects for the community, students, families, and n=2 13% n=8 53% n=5 33%
schools.

Organiza proyectos de servicio de aprendizaje para la comunidad, los estudiantes,

las familias y las escuelas.

Tổ chức các dự án học dịch vụ cho cộng đồng, sinh viên, gia đình và trường học.

Building is open for use by the community after school hours. n=1 7% n=6 43% n=7 50%

El edificio está abierto para el uso de la comunidad después del horario escolar.

Xây dựng mở cửa cho cộng đồng sử dụng sau giờ học.

Implements effective strategies to systematically gather input for all campus n=1 7% n=7 50% n=6 43%
stakeholders supporting innovative thinking and an inclusive culture.

Desarrolla e implementa un programa integral de relaciones con la comunidad que

utiliza estrategias que involucrarán e informarán a múltiples electores de manera
efectiva. *

Thực hiện các chiến lược hiệu quả để thu thập hệ thống đầu vào cho tất cả các bên
liên quan hỗ trợ tư duy sáng tạo và văn hóa bao gồm.

Treats all members of the community with respect and develops strong positive n=8 53% n=7 47%
relationships with them.

Trata a todos los miembros de la comunidad con respeto y desarrolla fuertes

relaciones positivas con ellos. *

Xử lý tất cả các thành viên của cộng đồng với sự tôn trọng và phát triển mối quan
hệ tích cực mạnh với họ.

KEY

N = Total Participants

N = 15

n = number of responses in each survey category with the percentage this number represents the total number or participants
Part 2: Survey Results Strengths and Needs Chart

Survey Results Strengths and Needs Chart

Survey Strength Need

Improving Communication Provides communication in the Regularly sends folders of student

language of students/families work home for parent/family
served by the school. review and comment.

Provides clear information about Conducts an annual survey for

report cards and how grades are
earned.
Provides clear information about
state testing expectations as well as
school and student results.
families to share information and
concerns about students’ needs and
perceptions of school programs
and processes.

Has an automated phone system

for delivering important messages
or collecting attendance
information.

Provides communication
opportunities using electronic
communication: email, text,
campus and district websites.

Notifies families of a student’s

academic or behavior problems.
Teachers have easy access to
telephones, e-mail, contact
information, and are encouraged to
communicate with parents during
or after school.

Provides parents with the contact

information of the school,
principal, teachers, and counselors
(at school or at home).

A calendar of school events.

Student activity information.

Information about curriculum,

assessments, and standards-based
instruction.

Promoting Positive Parenting
Enhancing Student Learning
Increasing Volunteerism
Responds to parent questions and
emails in an adequate amount of
time.
Respects the different cultures
represented in our student
population.
Provides Websites and learning
resources for students and families.
Asks families for information
about children’s goals, strengths
and talents.
Sponsors home visiting programs
or neighborhood meetings to help
families understand schools and to
help schools understand families.
Has a regular schedule of
interactive homework that requires
students to demonstrate and
discuss what they are learning with
a family member.
Asks parents to listen to their child
read or to read aloud with their
child.
Provides calendars with daily or
weekly activities for families to do
at home and in the community.
Conducts an annual survey to
identify interests, talents, and
availability of volunteers and
needs of school staff.
Provides a parent room or family
center for volunteers or family
members to work, meet, and
access relevant resources.
Provides ways for families to be
involved at home or in the
community if they cannot
volunteer at school.
Assisting in the classroom (e.g.,
tutoring, grading papers).
Checking attendance.
Monitoring halls, working in the
library, cafeteria or other areas.
Leading clubs or activities.
Supporting Decision-Making and
Advocacy
Collaborating with the Community
Has a parent involvement policy
and an action team to develop a
goal-oriented program with
practices for all six types of
involvement.
Treats all members of the
community with respect and
develops strong positive
relationships with them.
Involves parents in selecting
school staff (leadership team).
Asks involved parents to make
contact with parents who are less
involved and represent their ideas.
Provides information on school or
local elections for school
representatives.
Develops formal networks to link
all families with their parent
representatives.
Includes parent representatives in
professional development
opportunities around school wide
programs.
Uses e-mail and quick surveys to
obtain parents’ input and ideas on
school policy.
Sponsors inter-generational
programs with local senior citizen
groups.
Building is open for use by the
community after school hours.
Implements effective strategies to
systematically gather input for all
campus stakeholders supporting
innovative thinking and an
inclusive culture.
SFC Evaluation Analysis and Summary

This week, my mentor and I went through the data we received from last’s week SFC meeting. Members

of the committee completed a survey that assessed the school’s level of family and community partnerships. The

purpose of the post-meeting with my mentor was to look at the data and hopefully begin the cycle of instruction

improvement (Institution of Education Sciences, 2017). I will admit, we were both overwhelmed with all the data

we received. I was not used to analyzing this amount data. Thankfully, the collection and organizing part was

already done for us thanks the Microsoft Forms. According to Mandinach, it is imperative in today’s word in

which is there is a lot of data out there that we used technology tools that can collect, analyze, and report data in

a meaningful way (2012). I was able to pull up the data in Microsoft Excel spreadsheet to see the data in a more

detailed view. What makes Microsoft Forms so useful for these kinds of projects is that it provides the N (number

of participates), n (number of responses in each survey category) and the % (percentage of this number represents

the total participants). It was colored coded and even gave me suggested charts to best analyze the data. So, the

“data” portion of the conceptual framework for data-driven decision-making was done. Now it was time to look

at the “information.” I was curious to know what this all means. Although, we know that we can improve in all

areas, my mentor and I wanted to focus on our biggest strengths and need for improvement. To complete this

task, I created a chart separated our biggest needs from our strengths into categorizes based on the survey. We

defined weaknesses as those that polled 40% or more and strengths as those that polled 50% of more. Overall, we

both thought the data was a bit concerning which I will go into a bit more.

The survey was completed last week in the North Library. All members were given a laptop and a link to

complete the survey. We had 15 members at the meeting including, the assistant principal, counselor, five general

education teachers, five parents, two community members and one business representative. Members of the

committee were selected based on experience, education attainment level, demographics, and previous

partnerships in the past. For instance, our business representative has been an active participant as school functions

and committee meetings. As a former alumnus, our business representative wanted to be able give back to the

school that helped him become a successful business leader. And this is what I truly want. To see our students be
successful and be proud of the school that helped them succeed. To get to that point, it was important that we do

a needs analysis.

According to the data, members said that we excelled at communication. For instance, members agreed

that we provide communication in the language of students/families served by the school. A significant portion

of our school population speak another language at home that is not English. In fact, over half of our students

speak Spanish only at home and significant only speak Vietnamese. We also have a growing Burmese population,

and we are doing our best to hire Burmese paraprofessional to help with this need. Out automated phone system

is delivered in the language of preference and has also helped curbed attendance since it will read out what classes

their child missed for the day. Parents can opt in to receiving email and text alerts for school events, testing,

school closures, and emergencies. We redesign our website last year to me it more intuitive and interactive for all

to use. Parents interested in viewing information for particular course or department can head over the district or

campus website to see our contact information for every staff and faculty member, curriculum documents, grades,

attendance, calendar, and so much more. Overall, we were very pleased with the results, especially the 100% that

agreed that we provide communication opportunities using electronic communication. As for the other categories,

we do our best to promote a respectful and welcoming environment in our campus. We understand that if we want

to increase parent and community involvement at our campus, we need to make sure that they would want to

come back. This includes a welcoming district website, encouraging volunteers, and making sure we hire the right

people to work the front office as they will serve as ambassadors for our campus.

Now, for areas of need for improvement. It was disappointing to see that members of our committee did

not feel that our campus did enough to include them for volunteering opportunities or the shared decision-process.

Some numbers that concerned me are the 77% who say we never include parent representatives in professional

development opportunities around school wide programs and another 71% say we never involve parents in

revising school/district curricula, developing policies, and participation in required parent advisory teams. The

big takeaway for me was that parents and community members felt they were not able to participate in more

school activities as they would have liked to have been. This dispels the idea that parents in our community are

too busy or not interested in participating in school functions, like clubs or committees. Despite the praise we got
for our communication skills, we somehow still missed the mark on how to reach out to our community members.

This indicates that we still have a lot of work to do to build strong partnerships with parents and the community.

Due to increased security, we are limited on who is allowed in classrooms, hallways, and other parts of the

building, we can find ways find ways for families to be involved in their child’s learning while at home or in the

community. This will also include letting our building and facilities be used by the community after school hours.

Our campus is large and many of our sports facilities are left unused most of the day. We can be creative in how

we can use our school for academic learning and other initiatives (Desravines et al 2016).

Next week, the SFC will meet again this time to discuss the results and their thoughts about the findings.

I would like to hear from them why they voted the way they did. It is going to be important that at the next meeting

we create a vision before moving forward with the knowledge portion of the data-driving decision-making process

(Mandinach, 2012). We can then start working collaboratively to create goals and build metrics or benchmarks

that align with our unified vision (Olson, 2018). We will synthesize and prioritize the data from the survey to help

inform those goals (Institute of Education Sciences, 2017). Once we understand the direction we would like to

take, we can then start forming hypotheses or solutions to the needs that were addressed in the needs analysis.

From there we can implement the changes and receive feedback to see what areas are still need of improvement.

(Mandinach, 2012). This loop will continue until all goals are satisfied which could take months or years. I am

excited for the next meeting and already have an activity in mind to help generate ideas from the members.
 Reference:

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: a step-by-step guide to building

stronger schools. San Francisco, CA: Jossey-Bass, a Wiley Brand.

[Institute of Education Sciences]. (2017, November 30). Data-driven instructional decision making [Video].

YouTube. https://youtu.be/PU5_LYN_-ls

Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform

practice. Educational Psychologist, 47(2), 71–85. doi: 10.1080/00461520.2012.667064

Olson, L. A. (2018). School-community partnerships: Joining forces to support the learning and development of

all students. Aspen Institute, National Commission on Social, Emotional, & Academic Development

(NCSEAD), pp. 1-12.

Part 3: Communication & Agenda

Remind Message (document attached)

English:

Hello [First Name],

Glad we had the chance to meet last week. Thank you for taking time out of our schedule to meet with us.

I would like to inform you that we will be having our next SFC meeting next week Thursday, May 7 at the North
Library from 3-5 PM. We will be going over the results from the SFC Partnership Evaluation, particularly the
strengths and areas of need for improvement. Your participation and voice in the SFC is highly valued, so your
attendance is imperative in order for us to move forward in the decision-making process.

I have attached the agenda for next week. Please RSVP by responding to this message. Feel free to respond to
this message if you have any additional questions or concerns.

Again, thank you for your participation and I look forward to collaborating more with next week. Have a good
one!

Ms. Ann Okafor

SFC Facilitator
@msaokafor

Spanish:

Hola [Nombre],

Me alegra que nos hayamos reunido la semana pasada. Gracias por tomarse el tiempo fuera de nuestro horario
para reunirse con nosotros.

Me gustaría informarles que tendremos nuestra próxima reunión de SFC la próxima semana jueves 7 de mayo en
la Biblioteca Norte de 3-5 PM. Repasaremos los resultados de la evaluación de las asociaciones del SFC, en
particular las fortalezas y las áreas de necesidad de mejora. Su participación y voz en el SFC es muy valorada,
por lo que su asistencia es imprescindible para que podamos avanzar en el proceso de toma de decisiones.

He adjuntado la agenda para la próxima semana. Por favor RSVP respondiendo a este mensaje. No dude en
responder a este mensaje si tiene alguna pregunta o inquietud adicional.

Una vez más, gracias por su participación y espero colaborar más con la próxima semana. ¡Que tengas una buena!

Sra. Ann Okafor

Facilitador de SFC
@msaokafor
Vietnamese:

Xin chào [tên],

Vui mừng chúng tôi đã có cơ hội gặp gỡ tuần qua. Cảm ơn bạn đã dành thời gian ra khỏi lịch trình của chúng tôi
để gặp gỡ với chúng tôi.

Tôi muốn thông báo cho bạn rằng chúng tôi sẽ có cuộc họp SFC tiếp theo của chúng tôi trong tuần tới thứ năm 7
tháng 5 tại thư viện Bắc từ 3-5 PM. Chúng tôi sẽ được đi qua các kết quả từ việc đánh giá đối tác SFC, đặc biệt
là những điểm mạnh và các lĩnh vực cần cải thiện. Sự tham gia và tiếng nói của bạn trong SFC được đánh giá
cao, vì vậy việc tham dự của bạn là bắt buộc để chúng tôi tiến bước trong quá trình ra quyết định.

Tôi đã kèm theo chương trình nghị sự cho tuần tới. Vui lòng RSVP bằng ứng phó với thư này. Cảm thấy tự do để
trả lời tin nhắn này nếu bạn có bất kỳ câu hỏi bổ sung hoặc quan tâm.

Một lần nữa, cảm ơn bạn đã tham gia của bạn và tôi mong được cộng tác nhiều hơn với tuần tới. Có một tốt!

Bà Ann Okafor
Điều giải SFC
@msaokafor
Phone Message (Transcript, receiving letter in mail)
English:

Hello [First Name]. This is Ann Okafor, the SFC Facilitator. I hope all is well.

Thank you for taking time out of our schedule to meet with us.

I would like to inform you that we will be having our next SFC meeting next week Thursday, May 7 at the North
Library from 3-5 PM. We will be going over the results from the SFC Partnership Evaluation, particularly the
strengths and areas of need for improvement. Your participation and voice in the SFC is highly valued, so your
attendance is imperative in order for us to move forward in the decision-making process.

I have mailed out the agenda for next week. You should receive it by end of this week. Look for the Alief ISD
banner on the upper right corner. Please RSVP by calling me back at this number. My extension is #26258. Feel
free to call me if you have any additional questions or concerns.

Again, thank you for your participation and I look forward to collaborating more with next week. Have a good
one!

Spanish:

Hola [Nombre]. Esta es Ann Okafor, la facilitadora del SFC. Espero que todo esté bien.

Gracias por tomarse el tiempo fuera de nuestro horario para reunirse con nosotros.

Me gustaría informarles que tendremos nuestra próxima reunión de SFC la próxima semana jueves 7 de mayo en
la Biblioteca Norte de 3-5 PM. Repasaremos los resultados de la evaluación de las asociaciones del SFC, en
particular las fortalezas y las áreas de necesidad de mejora. Su participación y voz en el SFC es muy valorada,
por lo que su asistencia es imprescindible para que podamos avanzar en el proceso de toma de decisiones.

He enviado por correo la agenda para la semana que viene. Deberías recibirlo antes de finales de esta semana.
Busque el banner Alief ISD en la esquina superior derecha. Por favor, RSVP llamándome a este número. Mi
extensión es #26258. No dude en llamarme si tiene alguna pregunta o inquietud adicional.

Una vez más, gracias por su participación y espero colaborar más con la próxima semana. ¡Que tengas una buena!
Vietnamese:

Xin chào [tên]. Đây là Ann Okafor, người điều phối SFC. Tôi hy vọng tất cả là tốt.

Cảm ơn bạn đã dành thời gian ra khỏi lịch trình của chúng tôi để gặp gỡ với chúng tôi.

Tôi muốn thông báo cho bạn rằng chúng tôi sẽ có cuộc họp SFC tiếp theo của chúng tôi trong tuần tới thứ năm 7
tháng 5 tại thư viện Bắc từ 3-5 PM. Chúng tôi sẽ được đi qua các kết quả từ việc đánh giá đối tác SFC, đặc biệt
là những điểm mạnh và các lĩnh vực cần cải thiện. Sự tham gia và tiếng nói của bạn trong SFC được đánh giá
cao, vì vậy việc tham dự của bạn là bắt buộc để chúng tôi tiến bước trong quá trình ra quyết định.

Tôi đã gửi ra các chương trình nghị sự cho tuần tới. Bạn sẽ nhận được nó vào cuối tuần này. Tìm biểu ngữ Alief
ISD ở góc trên bên phải. Xin vui lòng RSVP bằng điện thoại cho tôi trở lại số này. Phần mở rộng của tôi là
#26258. Hãy gọi cho tôi nếu bạn có bất kỳ câu hỏi bổ sung hoặc quan tâm.

Một lần nữa, cảm ơn bạn đã tham gia của bạn và tôi mong được cộng tác nhiều hơn với tuần tới. Có một tốt!
Agenda

School/Family/Community (SFC) Partnership Evaluation Committee

Agenda
Date: May 7, 2020 Time: 3:00-5:00 Location: North Library

(Elsik Main Campus)

3:00 – 3:05 Sig-in and Pick up Agenda and Survey Analysis Packet

3:05 – 3:20 Mix & Mingle

3:20 – 3:30 Introductions

3:30 – 3:35 Norms and Expectations

3:35 – 3:40 Purpose and Objectives

3:40 – 4:00 The Rules we Live By (trust building activity)

4:00 – 4:50 SFC Evaluation Survey

• Review and discuss survey results

• Feedback from survey results
• Break into smaller groups (pick top three area of need for
improvement)
• Select top three overall
• Create a vision statement based on Elsik’s vision
statement

4:50 – 5:00 Wrap up: Provide contact information and next meeting
information

After hours (5:00 – 5:15) Question and Answers

Week 4: School/Family/Community Stakeholder Partnership Development Reflection

School/Family/Community Stakeholder Partnership Development Reflection

This week I held my second School-Family-Community Partnership (SFC) meeting with key stakeholders.

The last time we met, I discussed the importance of the group and their input in improve school’s partnership

with families and the community. They were asked to complete an online survey that covered a variety of topics,

including improving community, promoting positive parenting, and increasing volunteerism. Since then, I

analyzed the data and created a strength and needs chart based on their responses. In preparation for this week’s

meeting, I created an agenda, copies of the survey results, and the strength and needs chart. As I went over the

data analysis process, the participants were less than surprised than I was at the results. I also provided each

member a copy of the student/parent handbook that explained the district’s policy for community partnerships. I

then broke the group into several smaller groups that were reflective of the representation of school, family, and

community stakeholders. Each group was given three tasks. The first task was for each group to identify and

prioritize areas of strength as well as areas in need of improvement on a chart paper. Next, they were tasked to

narrow down the needs of improvement to their top three (3). After each group identified and wrote down their

top three areas of need, their last task as a group was to brainstorm potential plans for school-family-community

partnership projects or programs. Once each group came up with their lists of potential project or program ideas,

I asked each group to send a representative to front to write down their ideas on a large chart paper. I gave every

member three colored dots and instructed them place their dots on their top three (3) favorite project or program

idea. Some of the ideas I saw included after-school programs that offered tutoring services, homework assistance,

credit restoration, or opportunities to learn college and career ready skills. These programs would be directed by

parents and community members and would take place on campus after school. Another idea I saw was creating

a Parent and Family Leadership Advisory Group. The group would be organized by students and their family and

their purpose is to provide urgent and ongoing community needs. They would use the campus to create a physical

space to connect families with the school and gives community partners a space to offer services that will help

those families. While all those ideas sounded great, overall, the group voted to expand and improve the Family &
Community Engagement Program. While like the Parent and Family Leadership Advisory Group, the Family &

Community Engagement Program has already been approved by the Board of Trustees and meets the district

policy of community partnerships (Alief ISD Family Engagement Policy, 2019). By expanding and improving

the Family & Community Engagement Program, this will help address our campus’ needs, including

volunteerism, supporting decision-making and advocacy, and collaboration with the community, while also

solidifying our strengths in communication.

Once we decided on the project idea, we then looked at creating a framework for organizing and planning

the actions steps needed to initiate the project, deciding who was going to be involved and at what capacity, a

roadmap for each action step, and how we will evaluate of progress of the action step. We also came up with ways

to evaluate the impact of this revamped program. Once the roles were designated and a roadmap was created, our

first step was to plan the use of campus and community resources to improve school programs, student learning,

and stakeholder communication and participation. We have an underutilized family center on campus that could

be used for school programs and student learning. Our campus family center will continue to provide it current

services but will also expand its role by providing promoting positive parenting, such as parenting skills, active

parenting, and active parenting of teens. I want us to coordinate with community-based organizations, such as

Communities in Schools (CIS) and the Alief YMCA and also with our campus site-based decision-making council

(SDC). Our campus will provide opportunities for families to engage at different levels including volunteering

through the Alief Volunteers in Public Schools (VIPS) Program. For us to use school facilities, we will need to

complete a request form online. It will be reviewed by the Board of School Trustees at their monthly Board

meetings, which are usually held the second Tuesday of the month.

To create effective school–family–community partnerships, I understand that it will take time,

commitment, and trust before we will see the successes along the way. That is why it is critical for us to have a

strong advocacy for Family & Community Engagement Program. To do this will require several components.

First, this program will need to improve awareness by require all staff members to review the beginning-of-year

professional development on the value and contribution of parents and family that is required by Title I. Next, we

need to lower potential barriers to participation by parents by incorporating research on parental involvement that
fosters achievement for all students. Family and community engagement in school activities will be encouraged

at all levels, including presentations at monthly Board of Trustee meetings, be a member of the Family &

Community Engagement Program, and offering a variety of volunteer and mentor programs at schools. Then, we

need to turn our family and community members into advocates. By involving families and community members

in the program and the decision-making process, we can inspire more of them persuade others in the community

to get involve.

The reason we decided on expanding and improving the Family & Community Engagement Program was

because it was district approved by the Board of Trustees and is in adherence to the district policies (Alief ISD

Family Engagement Policy, 2019). In our district, partnerships are categorized based on several factors, including

the program and serviced offered, the amount of contact time the partners have with students/families/staff, the

type of data shared, and the duration of the partnership. For the SFC committee to have started a new partnership,

we would have had to first had to complete an online inquiry form. After the form is reviewed to determine if it

aligns with the district’s goals, the district would have then contacted the potential partner to set up a planning

meeting with the appropriate staff members. A partnership agreement would be drawn and if this a medium or

high intensity partnership, it would have needed approval from the Board of Trustees. Our Family & Community

Engagement Program is classified as high intensity as we plan to collaborate with neighboring schools, there will

be ongoing, regular contact with students, families and/or staff, and we expect the program duration to last more

than three years. According to the Board of Trustees, or program will be reviewed regularly, any specific data

created will be monitored and analyzed, and a formal evaluation is required. To evaluate the impact of the

program, our group will incorporate self-assessments throughout the year which will include both qualitative and

quantitative data. This evaluation will determine if the implementation of the policy helped to improve the

academic quality of schools, identify barriers to participation by families, any necessary revisions to the family

engagement policy, and what should be shared with campus and the community. In the end, we thought this was

more feasible than starting a new partnership and would allow us to initiate our goals more sooner with less

potential roadblocks.
 An important part of the meeting was getting suggestions to target communication to staff, families, and

community members. I had each member individually write down their ideas on a chart, present their ideas, and

then vote. Our committee came up with several ideas for communication. The first suggestion was for our campus

to hold annual meetings to inform families of the school’s participation in federal programs and of the families’

right to be involved. These meetings should provide timely information concerning programs on campus, school

and student performances, and information about the curriculum. The second suggestion was to explore

opportunities to increase communication with families thought the use of technology. To increase two-way

communication between school-family-community, our campus would need to provide professional development

opportunities and training for staff and families to build their capacity to utilize digital resources to connect homes

and schools. We will need to increase awareness of tools available to connect school to home, such as Schoology

Parent Portal and Home Access. We suggested that it should be Family & Community Engagement Program

responsibility to provide professional development focused on technology tools and provide tips on how to

communicate effectively with families. Members of the SFC committee told me that they were very fond over

the Remind app that we had been using to communicate between meetings and we would like to increase the use

of the Remind app on campus. The third suggestion was survey families regarding satisfaction level of home-to-

school communication. The evaluation survey that was given at the last meeting was a great start to opening the

conversation and I think we should continue to give out the survey for the duration of the program.

When I had first approached my mentor about this SFC project, I told her that I was overwhelmed, did not

have the time or capacity to complete the project, and was unsure what was the purpose of this. In order words, I

was afraid to get out of my comfort zone and start tackling issues as if I was an acting administrator. My mentor,

on the other hand, thought this was a great project for me to showcase what I have learned so forth from the

program and to start the application process of leadership. Working with my mentor, I got to see firsthand the

thought process that goes behind planning partnership meetings, creating the agenda, allocating resources, and

communicating with different departments. Although I was the one facilitating the meeting, there was a lot of

time and effort put into and it could not have been done without a team effort. Being a transformational leader

means changing and transforming the group, and in this case, the Family & Community Engagement Program
(Desravines, Aquino & Fenton, 2016). From the very being, I tried to be articulate about my goals and I set very

high expectations for the committee members and myself. I made sure before each meeting to come fully

prepared, such having communications sent out, agenda created, reviewed, and approved, location and time

secured, and materials and technology were accounted for. I also made sure at each meeting to include time for

Mix & Mingle, introductions, and team-building activities. Before I created the work groups, I wanted to be sure

that each member was comfortable being a part of the committee, that they understand their purpose, and that

their participation was valued. All small group formations were strategic. I purposely placed group members in

certain groups to get a diversified set of opinions. I made sure each group knew what their task were and the

purpose of the activity. I tried to stand back and facilitate the meeting so that the participants could collaborate

with each other and understand the decision-making process. I was really surprised the variety of answer I got for

the SFC Partnership project. We had many to choose but we had to go with what was most feasible. In the end,

we all left the meeting at a much better place than when it began. I also learned more about myself through this

as well. In 5311, we took a series of self-assessments to assess our leadership styles and personalities. For instance,

I was labeled as a Guardian, I was a team leader as I have high a concern for tasks and high concern for people,

and I ranked myself high on Transformational Leadership Framework (TLF) as an intrapersonal leader (Black &

Mouton, 1985; Desravines, Aquino & Fenton, 2016; Keirsey, n.d.). In order words, while I would characterize

myself as dependable, responsible, and stabilizing leader, I am uncomfortable with being the center of attention,

I avoid confrontation, and I am extremely cautious with change. However, that was four months ago. I have

changed a lot and even my coworkers have seen the noticeable changes as well. While I am still a bit sensitive at

time, I found that facilitating versus managing is where I am most comfortable at. My view of this project has

completely change and I am glad to have gone through this experience. I would remember the lessons learned

from the project and carry it with me as I continue to build my capacity as a leader.
 Reference:

Alief ISD Family Engagement Policy. (2019). Family engagement policy. Retrieved from:

https://www.aliefisd.net/cms/lib/TX01917308/Centricity/Domain/118/FINAL%202019-

2020%20Alief%20DISTRICT%20FAMILY%20ENGAGEMENT%20POLICY.pdf

Blake, R.R., Mouton, J.S. (1985). The managerial grid III: the key to leadership excellence. Houston: Gulf

Publishing Co.

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: a step-by-step guide to building

stronger schools. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Keirsey Temperament Assessment. (n.d.). Retrieved January 28, 2020, from https://www.keirsey.com/
Week 5: School/Family/Community Partnership Evaluation Report

Elsik High School/Family/Community Partnership Evaluation Report

by

Ann Okafor

EDLD 5339

May 13, 2020

 School-Family-Community Partnership Evaluation Report

Over the past month I had the wonder opportunity to begin an important conversation at my campus: How

can I as collaborative instructional leader provide the necessary supports and resources to meet the needs of my

students, their families, and the surrounding community? To answer this question required several steps, including

planning, collaboration, communication, evaluation, data-driven decision making, and implementation. I began

this journey by first meeting with my mentor to explain my project was about and the expected outcome from it.

My campus is Elsik High School, and we are in Alief ISD, which is in Houston, Texas. We are a medium-sized

district with just over 42,000 students and three high schools. My campus is one of the largest high schools in

state of Texas with over 4,000 students spread over two campuses. The main campus serves grades 10 through

12, while the other building serves 9th graders. Our community is very diverse, with most of our students being

minorities, recent immigrants, and multilingual.

With our current situation in mind, I needed to create a School-Faculty-Community (SFC) Evaluation

Partnership committee with the focus of involving parents and the community in the school learning process.

When schools, families, and communities work together to support learning, student achievement increases. I

want the community to be actively involved in the decision-making, planning, and implementation process when

it comes to school programs. This committee will show that the community’s voice, time, and participation is

equally valued to the experts. The plan would be for the committee members to complete an evaluation survey

during our first meeting. We would then meet again to use the results from the evaluation data analysis to discuss

and suggest possible partnerships to address needs that will support student learning Before I could start the

process of creating the committee, it was important for me to figure out what challenges or biases that could

impede the success of this project. Some things that came to mind were constraints and barriers such as lack of

training or time, negative attitudes about the campus and our staff, and the language barrier. That also includes

me examining my own attitudes and beliefs about the community I serve and the implicit biases that could affect

my judgement about family and community members who are different from my cultural background.
Background

With my mentor’s guidance, we first looked what would be the process of communication, potential

communication barriers, and how we could improve the effectiveness of communication (Lunenburg, 2010). My

mentor advised that we look at the demographics in the TARP report to make sure that the committee members

are representative of our student population at Elsik High School. About 60% of our student population is

Hispanic, another 30% is African American or black, and about 10% is of Asian descent, specifically Vietnamese

(Texas Education Agency, 2019). 78.65% of our student population is classified as economically disadvantaged

and 84.1% are considered at-risk. We have a very large English Language Learners (ELLs) population with 23.8%

of students needing language support compared to Texas state average of 19.5%. Having this data in hand, we

then started to build our committee that would be reflective of our student demographic. According to Bryan and

Henry (2012), our committee should comprise about eight to 15 members that includes faculty and staff members,

students and families, and community and business members. In the end, we decided on 15 members. Our

committee has two administrators, one counselor, four teachers, one secretary, four parents, two community

members and one business representatives. Faculty and staff members were chosen based their ethnicity, content

area, and years of experience. Parents were selected based on their level of participation on campus. We also

looked for community members and business leaders who had previous interactions or partnerships with Elsik.

We wanted to ensure our committee members were willing participants and were committed to the cause.

We looked at the best ways to communicate with the committee members. When deciding on how to

communication, we wanted a way for members to communicate with each other and get quick updates on student

and school progress (Blackboard Inc, 2015). Before we held the first SFC Partnership committee meeting, the

forms of communication we wanted to use were face-to-face, small group with no more 15 members, email, phone

calls, letter or cards, mobile devices, and the Remind app. The location we selected for our inaugural meeting was

going to be in the North Library and face-to-face. Emails and phone calls were to be used for the initial invitation

and surveys. The plan was to start sending out invitations Wednesday, April 15 through Wednesday, April 22.

Cards or letters were to be used to distribute contact information, agendas, and other written documents during

the meeting. And the purpose of the Remind app is to send out reminders, follow up information, questions and
answers, updates on student progress, and other events happening at the school. I chose to go with the Remind

app since it allows for rapid responses and is simple to use (Blackboard Inc, 2015). Based on pervious feedback,

parents appreciate that the app allows them to stay on top of what is happening at school all from their phone.

Once the invitations were sent out and the participants RSVP, I then secured our meeting date, time, and location

by meeting by getting approval from the head principal of instruction and the librarian. I also made a checklist of

materials that I need to acquire before the meeting, including nametags, writing utensil (pen, pencil, markers,

highlighters, eraser), easel paper, an approved agenda, scratch paper, laptops, projector, refreshments, and paper

plates, napkins, cups, spoon, forks.

The meeting eventually took place in the North Library and was face-to-face. At the beginning of the

meeting, committee members were asked to sign in and completed a paper demographics report. We then had a

Mix & Mingle to welcome the stakeholders to our first SFC Partnership committee meeting. The committee

members were provided with some light refreshments and a nametag to decorate. I played some music in the

background to make the members feel more relaxed and allow them some time to get to know one another. Most

of the members were involved and very appreciative to be involved in this process. One member noted that she

had lived in the community for more than 20 years has attended many of our football and soccer games but has

never been directly involved with anything with the district. She looked forward to helping improve student

learning and achievement. The most common questions I got was what the purpose of the survey was and what

will happen next. It was encouraging to know that the members were committed to being involved in process and

wanting to see it through. I reiterated to them that their participation will help strengthening the partnership

between Elsik and the school’s families and community members and that their time was highly valued. I had

made a Microsoft PowerPoint presentation and used it as I went step by step explaining the survey and the

different parts. Each member was given written instruction as well to follow along or move at their own pace.

Before moving on, I stopped to allow questions from the members and enough time for my Spanish and

Vietnamese speakers to translate the notes. This portion of the meeting took longer than expected, which is one

of the reasons why I postponed the revealing the survey results until the next meeting. While some asked

important questions, others were concerned about the length of the survey or were confused on how to complete
it. Once the questions were answered and everyone appeared to understand the purpose and how to complete the

survey, we then moved on to the actual survey. Each member was given a laptop with the Microsoft Form already

loaded for them to use. Originally, I thought they would have to create an account to complete the survey and was

prepared to walk them through how to do that. However, the technology specialist told me that she set the settings

so that anyone with a link can respond and that they could only respond once. She also added a multilingual

feature to the form so that those who prefer to take the survey in Spanish or in Vietnamese could do so. I then

allowed the members to complete the survey independently, at their own pace. I told them they had until 5 pm to

complete the survey. While I was originally concerned about this process due to all the questions they had, the

actual completion of the survey went by smoothly. I think discussing with them how to complete the survey and

offering the survey in different languages helped break down some of the communication barriers. At the

conclusion of the meeting, I asked the committee members if they what they thought about today’s meeting date,

time, and location. Most agreed that Thursdays around 3 PM was a good time and they liked using the library due

the size and equipment available. I provided each member my contact information and encouraged all members

to do same as well. I also shared with them the Elsik SFC Partnership Remind code for them to join to receive

quick updates. Some of the members mentioned they do not have internet access at home or a computer or laptop

to access emails. But they all do have phones, so I decided that the Remind app and phone calls would be our

medium for communication.

During the second meeting, I had the committee members analyze the results from the evaluation survey

they had completed. The survey covered a variety of topics, including improving community, promoting positive

parenting, and increasing volunteerism. The purpose of this meeting was to find the areas in need of improvement

and to brainstorm potential plans for school-family-community partnership projects or programs. I also provided

each member a copy of the student/parent handbook that explained the district’s policy for community

partnerships. I then broke the group into several smaller groups that were reflective of the representation of school,

family, and community stakeholders. Each group was given three tasks. The first task was for each group to

identify and prioritize areas of strength as well as areas in need of improvement on a chart paper. Next, they were

tasked to narrow down the needs of improvement to their top three. After each group identified and wrote down
their top three areas of need, their last task as a group was to brainstorm potential plans for school-family-

community partnership projects or programs. Once each group came up with their lists of potential project or

program ideas, I asked each group to send a representative to front to write down their ideas on a large chart

paper. I gave every member three colored dots and instructed them place their dots on their top three favorite

project or program idea. The group voted to expand and improve the Family & Community Engagement Program.

The Family & Community Engagement Program has already been approved by the Board of Trustees and meets

the district policy of community partnerships (Alief ISD Family Engagement Policy, 2019). By expanding and

improving the Family & Community Engagement Program, this will help address our campus’ needs, including

communication, volunteerism, supporting decision-making and advocacy, and collaboration with the community.

Review of the Literature

The purpose of school, family, and community partnerships is to provide support and resources to meet

the needs students and their families, the faculty and staff, and the community and business members (Gross et

al., 2015). Partnerships between key stakeholders are vital for ensuring the success of all students. Creating

trusting partnerships among schools, students, family, and the community contribute to student success, especially

in schools with diverse populations (Haines et al., 2015). Research has shown that students from low-income

families regularly experience hardships, such as missed rent payments, utility shutoffs, and periods of hunger

(Blank, Melaville, & Shah, 2003). These experiences affect students’ performance at school, their attendance,

and ultimately graduation rates. When schools share their resources with the surrounding community by forming

partnerships, they can then address these challenges and create appropriate conditions for student learning.

According to several studies, they have arrived at two common themes about schools with successful family and

community partnerships. The first theme that will be addressed is when partnerships are reciprocal (Gross et al.,

2015). That is when partnerships result in benefits for all stakeholders. The second theme that will be addressed

are school factors that lead to successful family and community partnerships. These factors include, creating a

common vision, a welcoming and inviting school culture, the use of data, and communication.
Partnerships Should Be Reciprocal

Current data has revealed the reciprocal nature of successful school-family-community partnerships

(Gross et al., 2015). Families, communities, and businesses look for opportunities for reciprocal partnerships.

Several academic studies have found that when families and community members are given opportunities to

partner with their local schools, it gave them a chance to build partnerships that mutually benefited them and the

schools (Haines et al., 2015). How these partnerships benefited each other varied greatly depending on the

situation. Before forming a partnership, each partner looks for what might be in it for them (Luecking et al., 2015).

Each side will ask themselves what will be gained from this partnership and how long do they expect this

partnership to last. Successful partnerships involve preparation, implementation, and evaluation. Schools that

developed trusting partnerships with key stakeholders benefitted from the increased resources, supports, and

relationships (Gross et al., 2015). Members of different organizations, including churches, local municipalities,

and non-profits want to make positive differences in their community (Kladifko, 2013). These groups want to

provide the necessary support and services to help the school be successful. So, while the school benefits from

the community’s contributions, each community partner also benefitted as well, including increased interest in

their business or program, personal satisfaction for giving back, and personal growth (Gross et al., 2015). It is

then the school’s leaderships responsibility to invests their time and be proactive in knowing the community and

establishing these partnerships. Principals looking to form partnerships can pick from the various types of

community partnerships and can compare these partners’ relationships with the schools and what the mutual

benefits that will gained. Principals can realize the benefits from these relationships, such as funds for travel,

classroom materials and technology, volunteers, and guest speakers (Kladifko, 2013).

A common partnership among schools is with universities. University partnerships provide services, such

as professional development, continuing education, instructional support, and training (Gross et al., 2015). They

also provide school with student teachers who are looking to gain valuable in-person teaching experience. Schools

benefit from this kind of relationship they receive ongoing training and support. Universities can then benefit with

hands on experience for their student teachers and job placements for graduating students.
 Another common school partnership is with local businesses. These types of partnerships are popular

because businesses can provide schools with funding, materials such as, books, equipment, and technology for

students and teachers (Haines et al., 2015). A local business can donate equipment for CTE programs, furniture

for classrooms, and flooring to the school (Kladifko, 2013). In these reciprocal partnerships, both groups can

benefit in a variety of ways. Businesses can work with students and help prepare the future workforce (Luecking

et al., 2015). Some business owners felt an increased sense of belonging in the school community and personal

satisfaction for helping (Haines et al., 2015). Others business leaders learned valuable instructional techniques

from the educators and were able to implement these strategies at home with their own children or at work with

their clients.

A third type of school-community partnership is with the local municipality. These are local government

workers, such as fireman, policeman, and city commissioner. These partnerships tend to form naturally since both

groups serve the same populations (Haines et al., 2015). Schools benefit from this type of partnership by improved

infrastructure in and around the school building, crime and fire safety, school activities sponsored by the local

government, etc. (Gross et al., 2015). Government officials and workers can develop a better understanding of

schools when a more formal partnership is created (Kladifko, 2013). Stakeholders become much more aware of

needs of the school and surrounding community. This will give students a chance to work directly with adults and

gain both relevant experiences and increased motivation in learning. Schools can also work with legislators to

address issues related to education. Principals can reach out to legislators’ staff members, lobbyists, and

government officials on behalf of their community.

Other partnerships include social services, such as healthcare, child advocacy, and juvenile detention

agencies (Gross et al., 2015). These partnerships benefitted the schools because they provided students and the

community free or reduced cost health care services and educational services in other environments for at-risk

students. These social services benefit from the partnership because it allows convenient access for those who

need their services.

School Factors That Lead to Successful SFC Partnerships

Creating and sustaining school-family-community partnerships require several school factors that can help

lead to its success. Such factors include, creating a common vision, a welcoming and inviting school culture, the

use of data, and communication (Gross et al., 2015).

After a school-family-community partnership has been created, the next step is crafting a partnership

vision (Bryan & Henry, 2012). School leaders, such as principals, superintendents, and school boards, must ensure

a common vision among all key stakeholders (Blank, Melaville, & Shah, 2003). Drafting a shared vision with key

stakeholders and goals that align with it are critical to the overall success of the partnership (Bryan & Henry,

2012). During these partnership meetings, school leaders need to be intentional about shared decision making and

creating a common vision. This vision and goals must be aligned with the school’s improvement plan and other

required documents (Blank, Melaville, & Shah, 2003). This would require family, community, and business

partners to adjust or adapt this mission to align with school’s vision.

According to a focus group, having an inviting school culture was important and necessary for community

partnership development (Gross et al., 2015). Partners prefer an “open door policy” in which they felt welcomed

by schools to contribute to student learning. When creating a partnership plan, it would be imperative to include

strategies to improve and promote a positive and inviting school climate (Bryan & Henry, 2012). This is especially

true for communities with diverse populations and who family and community members with little to no

involvement in the school. A great place to start is by building the central-office capacity to sustain community

schools’ work. (Blank, Melaville, & Shah, 2003).

Another important fact to success SFC partnerships is the use of data to engage stakeholders. Collecting

useful data on community school initiatives can be challenging, but sharing these data enable all stakeholders to

understand the needs to the school and community (Blank, Melaville, & Shah, 2003). It allows for stakeholders

to hold themselves and each other accountable to make sure they make progress on their goals. Throughout the

partnership, there should be time dedicated for evaluation and further improvement (Bryan & Henry, 2012). The

purpose of the data is to inform continuous improvement, not just to hold people and schools accountable

(Mandinach, 2012). The group should meet to examine and analyze evaluation data and the data itself should be
presented in a way that would be understood by all key stakeholders (Blank, Melaville, & Shah, 2003). This could

mean using charts, tables, stories, and quotes. The data should present the outcomes of the partnership and how

each side benefited (Bryan & Henry, 2012). Community and business partners can contribute by using their data

expertise to help schools’ complete evaluations, select appropriate activities based on goals for student

achievement, attendance, and behavior (Blank, Melaville, & Shah, 2003).

Partnerships should encourage open dialogue about challenges and solutions (Blank, Melaville, & Shah,

2003). School leaders must be able to work well with key stakeholders and create a shared vision with clear goals

(Lunenburg, 2010). Doing this requires effective communication. Good communication skills are essential for

school leader to be successful. Effective communication by school leaders means developing rules and roles,

methods of communication, and sharing of responsibilities with key stakeholder (Bryan & Henry, 2012). Leaders

should acknowledge the barriers to communication and how to communicate more effectively (Lunenburg, 2010).

Meetings should be held at convenient times for members and much of the team’s communication may have to

be done outside of meetings, either by phone or e-mail.

Summary

The purpose of family and community partnerships is to provide support and resources to meet the needs

of the community. For school-family-community partnerships to be successful requires several factors that have

been identified by several academic studies. Potential partners look for opportunities for reciprocal partnerships

(Gross et al., 2015). When given the opportunity to partner with their local schools, key stakeholders used the

chance to build partnerships that mutually benefited them and the schools (Haines et al., 2015). The several types

of partnerships include, universities, local businesses and municipalities, and social services. Studies have also

found several school factors that have led to successful SFC partnerships. Such factors include, creating a common

vision, a welcoming and inviting school culture, the use of data, and communication (Gross et al., 2015).

Findings

This section will provide an overview of the data collected from the SFC Partnership Evaluation survey.

During the first SFC Partnership committee meeting, members were asked to complete a survey that assessed the

school’s level of family and community partnerships. The first meeting had 15 members including, the assistant
principal, counselor, five general education teachers, five parents, two community members and one business

representative. All members were given a laptop and a link to complete the survey on Microsoft Forms. Members

were asked to rate our campus either “Frequently”, “Sometimes”, or “Never” based on the following categories:

a) Improving Communication, b) Promoting Positive Parenting, c) Enhancing Student Learning, d) Increasing

Volunteerism, e) Supporting Decision-making and Advocacy, and f) Collaborating with the Community. At the

second meeting, members were tasked with identify and prioritize areas of strength as well as areas in need of

improvement on a chart. They then narrow down the needs of improvement to their top three. After each group

identified and wrote down their top three areas of need, their last task as a group was to brainstorm potential plans

for school-family-community partnership projects or programs. After reviewing the different ideas from each

group, the committee voted on expanding and improving the Family & Community Engagement Program

(FACE).

After the first SFC Partnership committee meeting, my mentor and I went through the survey data to make

sense of it all and begin the cycle of instruction improvement (Institution of Education Sciences, 2017) While the

amount of data that need to be analyze was overwhelming, the data collecting and sorting had already been done

by Microsoft Forms. According to Mandinach (2012), it is imperative in today’s world in which is there is a lot

of data out there that we used technology tools that can collect, analyze, and report data in a meaningful way. I

was able to pull up the data in Microsoft Excel spreadsheet to see the data in a more detailed view. The spreadsheet

included the N (number of participates), n (number of responses in each survey category) and the % (percentage

of this number represents the total participants). The data was colored coded and provided suggested charts to

best analyze the data. So, the data” portion of the conceptual framework for data-driven decision-making was

done. Now it was time to look at the “information” and make sense of it all. To complete this task, a chart was

created to separate the biggest needs from the school’s strengths into categorizes based on the survey. At the

second meeting, members were given figure 1, a table of their survey results and figures 2-9, which showed a

clustered bar of their survey results. They were also given figure 10 which showed the breakdown of the strengths

and needs based on the percentage who voted frequently or never.

 Members were broken into groups to discuss the results and create their own needs analysis chart. The

purpose of this activity was for stakeholders to view the data and come up with suggestions for a project or

program collaboratively to address the areas in need of improvement. Each group was given three tasks. The first

task was for each group to identify and prioritize areas of strength as well as areas in need of improvement on a

chart paper. Next, they were tasked to narrow down the needs of improvement to their top three. After each group

identified and wrote down their top three areas of need, their last task as a group was to brainstorm potential plans

for school-family-community partnership projects or programs. Once each group came up with their lists of

potential project or program ideas, each group sent a representative to front to write down their ideas on a large

chart paper. Every member was given three colored dots and were instructed to place their dots on their top three

favorite project or program idea. Some of the ideas included after-school programs that offered tutoring services,

homework assistance, credit restoration, or opportunities to learn college and career ready skills. These programs

would be directed by parents and community members and would take place on campus after school. Another

idea was creating a Parent and Family Leadership Advisory Group. The group would be organized by students

and their family and their purpose is to provide urgent and ongoing community needs. They would use the campus

to create a physical space to connect families with the school and gives community partners a space to offer

services that will help those families. The committee decided to expand and improve the Family & Community

Engagement Program (FACE). While like the Parent and Family Leadership Advisory Group, the Family &

Community Engagement Program has already been approved by the Board of Trustees and meets the district

policy of community partnerships (Alief ISD Family Engagement Policy, 2019). Members commented that by

expanding and improving the FACE, this will help address our campus’ top three identified needs including,

improving communication, increasing volunteerism, and supporting decision-making and advocacy.

An important part of the meeting was getting suggestions to target communication to staff, families, and

community members. The first suggestion was for our campus to hold annual meetings to inform families of the

school’s participation in federal programs and of the families’ right to be involved. These meetings should

provide timely information concerning programs on campus, school and student performances, and information

about the curriculum. The second suggestion was to explore opportunities to increase communication with
families through the use of technology. To increase two-way communication between school-family-community,

our campus would need to provide professional development opportunities and training for staff and families to

build their capacity to utilize digital resources to connect homes and schools. We will need to increase awareness

of tools available to connect school to home, such as Schoology Parent Portal and Home Access. We suggested

that it should be FACE’s responsibility to provide professional development focused on technology tools and

provide tips on how to communicate effectively with families. The third suggestion was to continue surveying

families regarding satisfaction level of home-to-school communication.

Lastly, the committee created action steps that aligned with the committee’s vision and the data that was

presented to them:

 Expand and improve Family & Community Engagement Program (FACE)

 Obtain federal, state, and local funds

 Provide training to all FACE members

 Identify starting points

 Develop a Three-Year and Five-Year outline

 Write a One-Year Action Plan

 Designate roles and enlist others to help conduct activities

 Evaluate implementation and results

 Celebrate and report progress to all participants

 Continue working toward a comprehensive, ongoing, goal-oriented program of partnerships

 Figure 1 Elsik High School SFC
Partnership Evaluation

English: A Survey for Assessing School Level Family and Community Partnerships

Español: Una encuesta para evaluar Asociaciones familiares y comunitarias a nivel escolar

Việt: Một cuộc khảo sát để đánh Gia đình và đối tác cộng đồng của trường

Rating Scale
Frequently Occurs in most classes or grade levels. Receives substantive time and emphasis. A highly prevalent component of
Frecuentemente the school’s parental involvement plan.
Thường xuyên Ocurre en la mayoría de las clases o niveles de grado. Recibe tiempo sustantivo y énfasis. Un componente
altamente prevalente del plan de participación de los padres de la escuela.
Xảy ra ở hầu hết các lớp hoặc cấp lớp. Nhận được thời gian nội dung và nhấn mạnh.
Một thành phần rất phổ biến của kế hoạch tham gia của phụ huynh của trường.
Sometimes Occurs in some classes or grade levels. Receives minimal or modest time and emphasis. Not a prevalent
A veces component of the school’s parental involvement plan.
Đôi khi Ocurre en algunas clases o niveles de grado. Recibe un tiempo mínimo o modesto y
énfasis. No es un componente predominante del plan de participación de los padres de la escuela.
Xảy ra ở một số lớp hoặc cấp lớp. Nhận thời gian tối thiểu hoặc khiêm tốn và
Nhấn mạnh. Không phải là một thành phần phổ biến trong kế hoạch tham gia của phụ huynh của trường.
Never Strategy does not occur at the school or occurs in isolation.
Nunca La estrategia no ocurre en la escuela o ocurre en forma aislada.
Không bao giờ Chiến lược không xảy ra ở trường hoặc xảy ra trong sự cô lập.

Stakeholder Survey Data Analysis

N=15 (the majority of the questions N=14, 13, or 12 as participants did not answer all survey questions.

7. Improving Communication — Communicate effectively with all families in the community.

Mejorando La Comunicación — Comunicación efectiva con todas las familias y la comunidad.
Cải Thiện Giao Tiếp — Giao tiếp hiệu quả với tất cả các gia đình trong cộng đồng.
Our School Frequently Sometimes Never

Nuestra Escuela Frecuentemente A veces Nunca

Trường của chúng tôi: Thường xuyên Đôi khi Không bao giờ

Conducts parent-teacher conferences with every parent at least once a year. In high schools n=3 23% n=10 77%
with large numbers of students, events are planned to meet with groups of parents.

Conduce conferencias de padres y maestros con todos los padres al menos una vez al año.
En las escuelas secundarias con un gran número de estudiantes, Los eventos están
planeados para reunirse con grupos de padres.
Tiến hành hội nghị phụ huynh-giáo viên với mỗi phụ huynh ít nhất một lần một năm.
Trong các trường trung học với số lượng lớn sinh viên, các sự kiện được lên kế hoạch để
gặp gỡ với các nhóm phụ huynh.

Provides translators to assist families as needed. n=7 58% n=5 42%

Proporciona traductores para ayudar a las familias según sea necesario.

Cung cấp dịch giả để hỗ trợ gia đình khi cần thiết.

Provides communication in the language of students/families served by the school. n=9 69% n=4 31%

Proporciona comunicación en el idioma de los estudiantes / familias atendidos por la

escuela.

Cung cấp thông tin liên lạc bằng ngôn ngữ của học sinh/gia đình phục vụ bởi các trường
học.

Models and promotes the continuous and appropriate development of all stakeholders in n=4 29% n=10 71%
the school community to shape the campus culture.

Modela y promueve el desarrollo continuo y apropiado de todos los interesados en la

comunidad escolar para dar forma a la cultura del campus
Mô hình và thúc đẩy sự phát triển liên tục và thích hợp của tất cả các đối tác trong cộng
đồng trường học để hình thành văn hóa khuôn viên trường.

Ensures that parents and other members of the community are an integral part of the n=4 29% n=9 64% n=1 7%
campus culture.

Asegura que los padres y otros miembros de la comunidad sean una parte integral de la
cultura del campus.

Đảm bảo rằng cha mẹ và các thành viên khác của cộng đồng là một phần không thể thiếu
trong văn hóa của trường.

Uses strategies that effectively involve and inform multiple constituencies and establishes n=3 21% n=8 57% n=3 21%
partnerships with parent, businesses, and other groups in the community to strengthen
programs and support campus goals.

Utiliza estrategias que efectivamente involucran e informan a múltiples grupos y establece

asociaciones con padres, empresas y otros grupos en la comunidad para fortalecer los
programas y apoyar las metas del campus.

Sử dụng các chiến lược có hiệu quả liên quan và thông báo nhiều khu vực bầu cử và thiết
lập đối tác với cha mẹ, các doanh nghiệp, và các nhóm khác trong cộng đồng để tăng
cường các chương trình và hỗ trợ các mục tiêu khuôn viên trường.

Provides clear information about report cards and how grades are earned. n=12 86% n=1 7% n=1 7%

Proporciona información clara sobre las boletas de calificaciones y cómo se obtienen las
calificaciones.

Cung cấp thông tin rõ ràng về thẻ báo cáo và cách kiếm được lớp.

Provides clear information about state testing expectations as well as school and student n=9 64% n=5 36%
results.

Proporciona información clara sobre las expectativas de los exámenes estatales, así como
sobre los resultados escolares y estudiantiles.

Cung cấp thông tin rõ ràng về kỳ vọng thử nghiệm của nhà nước cũng như kết quả trường
học và sinh viên.

Has established two-way channels for communication from home to school and from n=6 46% n=6 46% n=1 8%
school to home.

Ha establecido canales de doble vía para la comunicación desde el hogar a la escuela y

desde la escuela al hogar.

Đã thành lập các kênh hai chiều để truyền thông từ nhà đến trường và từ trường học đến
nhà.

Has an automated phone system for delivering important messages or collecting attendance n=13 93% n=1 7%
information.

Cuenta con un sistema telefónico automatizado para enviar mensajes importantes o

recopilar información de asistencia.

Có một hệ thống điện thoại tự động để cung cấp các thông điệp quan trọng hoặc thu thập
thông tin tham dự.

Provides communication opportunities using electronic communication: email, text, n=14 100%
campus and district websites.

Proporciona oportunidades de comunicación utilizando la comunicación electrónica: correo

electrónico, texto, sitios web del campus y del distrito

Cung cấp cơ hội giao tiếp bằng giao tiếp điện tử: email, văn bản, khuôn viên và trang web
của quận.

Provides clear information about selecting courses, programs, and activities. n=5 36% n=9 64%

Proporciona información clara sobre la selección de cursos, programas y ocupaciones.

Cung cấp thông tin rõ ràng về chọn các khóa học, chương trình và hoạt động.
Regularly sends folders of student work home for parent/family review and comment. n=5 36% n=4 29% n=5 36%

Termina regularmente las carpetas de trabajo del estudiante en casa para los padres /
familia revisar y comentar.

Thường xuyên gửi thư mục của sinh viên làm việc nhà cho cha mẹ/gia đình và bình luận.

Sends home positive messages or makes phone calls to parents about students on a regular n=1 8% n=9 69% n=3 23%
basis.

Envía a casa mensajes positivos o hace llamadas telefónicas a los padres sobre los
estudiantes regularmente.

Gửi thư về nhà tích cực hoặc thực sự gọi điện thoại cho phụ huynh về học sinh một cách
thường xuyên.

Notifies families of a student’s academic or behavior problems. Teachers have easy access n=10 77% n=3 23%
to telephones, e-mail, contact information, and are encouraged to communicate with
parents during or after school.

Notifica a las familias sobre los problemas académicos o de comportamiento de un

estudiante. Los maestros tienen fácil acceso a teléfonos, correo electrónico, información de
contacto y se les anima a comunicarse con los padres durante o después de la escuela.

Thông báo cho gia đình về vấn đề học tập hoặc hành vi của học sinh. Giáo viên có thể dễ
dàng truy cập vào điện thoại, e-mail, thông tin liên lạc, và được khuyến khích để giao tiếp
với phụ huynh trong hoặc sau khi đi học.

Provides parents with the contact information of the school, principal, teachers, and n=10 71% n=4 29%
counselors (at school or at home).

Proporciona a los padres la información de contacto de la escuela, el director, los maestros

y los consejeros (en la escuela o en el hogar).

Cung cấp cho phụ huynh thông tin liên lạc của trường, hiệu trưởng, giáo viên và cố vấn (ở
trường hoặc tại nhà).

Has a homework hotline for students and families to hear daily assignments and messages n=3 21% n=6 43% n=5 36%
and provides an electronic portal for parents to monitor their child’s grades and
assignments.

Tiene una línea directa de tareas para que los estudiantes y las familias escuchen las tareas
y los mensajes diarios y proporciona un portal electrónico para que los padres monitoreen
las calificaciones y tareas de sus hijos.

Có một đường dây nóng bài tập về nhà cho sinh viên và gia đình để nghe công việc hàng
ngày và tin nhắn và cung cấp một cổng điện tử cho cha mẹ để theo dõi điểm của con mình
và bài tập.

Conducts an annual survey for families to share information and concerns about students’ n=2 17% n=3 25% n=7 58%
needs and perceptions of school programs and processes.

Realiza una encuesta anual para que las familias compartan información e inquietudes
sobre las necesidades y percepciones de los estudiantes sobre los programas y procesos
escolares.

Tiến hành khảo sát hàng năm cho các gia đình chia sẻ thông tin và quan ngại về nhu cầu và
nhận thức của học sinh về các chương trình và quy trình của trường.

Communicates a commitment to build and maintain a school culture that ensures each n=6 43% n=7 50% n=1 7%
student and family is treated fairly, respectfully and in a responsive manner and free from
biases associated with characteristics such as race, culture and language, gender, disability
or special status.

Comunica el compromiso de construir y mantener una cultura escolar que garantice que
cada estudiante y familia reciban un trato justo, respetuoso y receptivo y libre de prejuicios
asociados con características tales como raza, cultura e idioma, género, discapacidad o
estatus especial.

Truyền đạt một cam kết xây dựng và duy trì một văn hóa trường học đảm bảo mỗi học sinh
và gia đình được đối xử một cách công bằng, Trân trọng và đáp ứng và miễn phí từ những
khuynh hướng liên quan đến các đặc điểm như chủng tộc, văn hóa và ngôn ngữ, giới tính,
Khuyết tật hoặc tình trạng đặc biệt.
Our School Newsletter/Website Includes: Frequently Sometimes Never

Nuestro Boletín Escolar/Sitio Web incluye:

Bản tin trường học của chúng tôi/Website bao gồm:

Recognition of students, families, and community members as well as student work and n=6 43% n=7 50% n=1 7%
accomplishments.

Reconocimiento de estudiantes, familias y miembros de la comunidad, así como el trabajo

y los logros de los estudiantes.

Công nhận của sinh viên, gia đình, và các thành viên cộng đồng cũng như làm việc của học
sinh.

A calendar of school events. n=11 79% n=3 21%

Un calendario de eventos escolares.

Một lịch của các sự kiện trường học.

Student activity information. n=8 62% n=5 38%

Información de la actividad del alumno.

Thông tin hoạt động của học sinh.

Information about curriculum, assessments, and standards-based instruction. n=8 57% n=4 29% n=2 14%

Información sobre currículo, evaluaciones e instrucción basada en estándares.

Thông tin về chương trình giảng dạy, thẩm định và hướng dẫn dựa trên tiêu chuẩn.

Information regarding volunteer involvement when and how to volunteer. n=2 14% n=11 79% n=1 7%

Información sobre la participación de voluntarios (cuándo y cómo ser voluntario.

Thông tin về sự tham gia của tình nguyện viên khi nào và làm thế nào để tình nguyện.

School governance information (how the school is run, site council, etc.). n=3 23% n=8 62% n=2 15%

Información sobre el gobierno escolar (cómo se maneja la escuela, el consejo del sitio,
etc.).

Trường quản trị thông tin (làm thế nào trường được chạy, trang web hội đồng, vv).

Provide information on school programs, helpful information and resources for parents as n=5 36% n=8 57% n=1 7%
well as a column to address parents’ questions.

Proporcionar información sobre programas escolares, información útil y recursos para

padres.

Cung cấp thông tin về các chương trình học, thông tin hữu ích và nguồn lực cho phụ huynh
cũng như một cột để các câu hỏi của cha mẹ địa chỉ.

Other/Otros /Khác: n=9 60% n=6 40%

Responds to parent questions and emails in an adequate amount of time.

Responds a las preguntas de los padres y correos electrónicos en una cantidad adecuada de
tiempo.

Phản hồi các câu hỏi và email của cha mẹ trong một thời gian đầy đủ.

8. Promoting Positive Parenting — Assist all families with parenting skills and in creating a home environment that supports children
as students.
Promoción De Padres Positivos — Ayudar a todas las familias con habilidades de crianza y en la creación de un ambiente hogareño
que apoye a los niños como estudiantes.
Thúc đẩy nuôi dạy con tích cực — Hỗ trợ tất cả các gia đình có kỹ năng nuôi dạy con cái và trong việc tạo ra một môi trường nhà hỗ
trợ trẻ em là sinh viên.

Our School: Frequently Sometimes Never

Sponsors parent education workshops and other courses or training for parents. n=1 7% n=7 54% n=5 38%

Ayude a todas las familias con habilidades de crianza y en la creación de un

entorno familiar que apoye a los niños como estudiantes.

Tài trợ các hội thảo giáo dục phụ huynh và các khóa học hoặc đào tạo khác
cho phụ huynh.

Respects the different cultures represented in our student population. n=9 69% n=4 31%

Respeta las diferentes culturas representadas en nuestra población estudiantil.

Tôn trọng các nền văn hóa khác nhau đại diện trong dân số học sinh của chúng
tôi.

Provides families with information on child or adolescent development. n=2 15% n=8 62% n=3 23%

Proporciona a las familias información sobre el desarrollo de niños o

adolescentes.

Cung cấp cho các gia đình thông tin về trẻ em hoặc vị thành niên phát triển.

Provides families with strategies that support learning at home. n=2 15% n=10 77% n=1 8%

Proporciona a las familias estrategias que apoyan el aprendizaje en el hogar.

Cung cấp cho các gia đình những chiến lược hỗ trợ học tập tại nhà.

Has a lending library for families with books, video, learning kits, etc. n=2 17% n=6 50% n=4 33%

Cuenta con una biblioteca de préstamo para familias con libros, videos, kits de
aprendizaje, etc.

Có một thư viện cho vay cho các gia đình có sách, video, bộ dụng cụ học tập,
vv.

Asks families for information about children’s goals, strengths and talents. n=6 46% n=7 54%

Pide a las familias información sobre las metas, fortalezas y talentos de los
niños.

Yêu cầu gia đình thông tin về mục tiêu, thế mạnh và tài năng của trẻ em.

Sponsors home visiting programs or neighborhood meetings to help families n=2 15% n=5 38% n=6 46%
understand schools and to help schools understand families.

Patrocina programas de visitas domiciliarias o reuniones vecinales para ayudar

a las familias a entender las escuelas y para que las escuelas entiendan a las
familias.

Nhà tài trợ các chương trình thăm quan hoặc các cuộc họp khu phố để giúp các
gia đình hiểu các trường học và để giúp các trường học hiểu gia đình.

9. Enhancing Student Learning — Provide information to families about how to help students at home with their homework and other
curriculum-related activities and decisions.
Mejorando El Aprendizaje Del Estudiante — Proporcionar información a las familias sobre cómo ayudar a los estudiantes en el hogar
con sus tareas y otras actividades y decisiones relacionadas con el currículo.
Tăng cường học tập của học sinh — Cung cấp thông tin cho các gia đình về việc làm thế nào để giúp học sinh ở nhà với bài tập của họ
và các hoạt động và quyết định khác liên quan đến chương trình giảng dạy.
Our School: Frequently Sometimes Never

Provides Websites and learning resources for students and families. n=8 57% n=5 36% n=1 7%

Proporciona sitios web y recursos de aprendizaje para estudiantes y sus

familias.

Cung cấp trang web và tài nguyên học tập cho sinh viên và gia đình.

Provides family-friendly information to families on Content Standards and n=4 29% n=6 43% n=4 29%
Benchmarks.

Proporciona información a las familias en sobre las evaluaciones.

Cung cấp thông tin thân thiện với gia đình cho các gia đình về tiêu chuẩn nội
dung và điểm chuẩn.

Provides information to families on how to monitor and discuss schoolwork n=2 15% n=7 54% n=4 31%
with their child.

Proporciona información a las familias sobre cómo monitorear y discutir el

trabajo escolar con sus hijos.

Cung cấp thông tin cho các gia đình về cách theo dõi và thảo luận về
schoolwork với con của họ.

Provides information on how to assist students with skills that they need to n=3 23% n=8 62% n=2 15%
improve.

Proporciona información sobre cómo ayudar a los estudiantes con las

habilidades que necesitan mejorar

Cung cấp thông tin về cách hỗ trợ học sinh có kỹ năng mà họ cần để cải thiện.

Has a regular schedule of interactive homework that requires students to n=1 8% n=6 46% n=6 46%
demonstrate and discuss what they are learning with a family member.

Tiene un horario regular de tareas interactivas que requiere que los estudiantes
demuestren y discutan lo que están aprendiendo con un miembro de la familia.

Có một lịch trình thường xuyên của bài tập về nhà tương tác đòi hỏi học sinh
để chứng minh và thảo luận về những gì họ đang học với một thành viên trong
gia đình.

Asks parents to listen to their child read or to read aloud with their child. n=2 14% n=5 36% n=7 50%

Pide a los padres que escuchen a sus hijos leer o que lean en voz alta con sus
hijos.

Yêu cầu cha mẹ nghe con mình đọc hoặc đọc to với con của họ.

Provides calendars with daily or weekly activities for families to do at home n=1 7% n=7 50% n=6 43%
and in the community.

Proporciona calendarios con actividades diarias o semanales para que las

familias hagan en casa y en la comunidad.

Cung cấp lịch với các hoạt động hàng ngày hoặc hàng tuần cho các gia đình
làm tại nhà và trong cộng đồng.

Assists families in helping students to set academic goals, select courses and n=6 43% n=6 43% n=2 14%
programs and plan for college, their next level of schooling (i.e. middle school
and high school) or work.

Ayuda a las familias a ayudar a los estudiantes a establecer metas académicas,

seleccionar cursos y programas y planificar para la universidad, su próximo
nivel de escolaridad (es decir, escuela intermedia y secundaria) o trabajo.

Hỗ trợ các gia đình trong việc giúp học sinh thiết lập các mục tiêu học tập,
chọn các khóa học và chương trình và kế hoạch cho đại học, cấp độ tiếp theo
của trường (tức là trung học và trung học) hoặc làm việc.

Provides summer learning packets to help students sustain school skills. n=4 29% n=6 43% n=4 29%

Proporciona paquetes de aprendizaje de verano para ayudar a los estudiantes a

mantener las habilidades escolares.

Cung cấp các gói học tập mùa hè để giúp học sinh duy trì các kỹ năng học.

Engages families, community, and school personnel in strengthening student n=1 7% n=10 71% n=3 21%
learning in and out of school.

Involucra a las familias, la comunidad y el personal de la escuela en el

fortalecimiento del aprendizaje de los estudiantes dentro y fuera de la escuela.

Gia đình, cộng đồng, và nhân viên trường học trong việc tăng cường học tập
trong và ngoài trường học.
Builds and sustains productive partnerships with communities and public and n=1 8% n=11 85% n=2 15%
private sectors to promote student achievement and student development.

Construye y mantiene asociaciones productivas con comunidades y sectores

públicos y privados para promover el logro estudiantil y el desarrollo
estudiantil.

Xây dựng và duy trì quan hệ đối tác hiệu quả với các cộng đồng và các khu
vực công và tư nhân để thúc đẩy thành tích học sinh và phát triển sinh viên.

10. Increase Volunteerism — Organize volunteers to support the school and its students.
Aumentar el voluntariado — Organizar voluntarios para apoyar a la escuela y sus alumnos.
Tăng tình nguyện — Tổ chức các tình nguyện viên để hỗ trợ các trường học và học sinh của mình.
Our School: Frequently Sometimes Never

Conducts an annual survey to identify interests, talents, and availability of n=2 15% n=4 31% n=7 54%
volunteers and needs of school staff.

Conduce una encuesta anual para identificar intereses, talentos y disponibilidad

de voluntarios y necesidades del personal de la escuela.

Thực hiện một cuộc khảo sát hàng năm để xác định lợi ích, tài năng, và tính
sẵn sàng của các tình nguyện viên và nhu cầu của cán sự trường.

Provides initial and ongoing training to our volunteers. n=8 62% n=5 38%

Proporciona entrenamiento inicial y continuo a nuestros voluntaries

Cung cấp đào tạo ban đầu và liên tục cho tình nguyện viên của chúng tôi.

Provides a parent room or family center for volunteers or family members to n=1 8% n=6 46% n=6 46%
work, meet, and access relevant resources.

Proporciona una sala para padres o un centro familiar para voluntarios o

miembros de la familia para trabajar, reunirse y acceder a recursos relevantes.

Cung cấp phòng mẹ hoặc trung tâm gia đình cho tình nguyện viên hoặc thành
viên gia đình để làm việc, gặp gỡ và truy cập các tài nguyên có liên quan.

Provides ways for families to be involved at home or in the community if they n=7 54% n=6 46%
cannot volunteer at school.

Proporciona formas para que las familias se involucren en el hogar o en la

comunidad si no pueden ser voluntarios en la escuela.

Cung cấp cách để các gia đình tham gia tại nhà hoặc trong cộng đồng nếu họ
không thể tình nguyện ở trường.

Recognizes volunteers for their time and efforts. n=4 29% n=9 64% n=1 7%

Reconoce a los voluntarios por su tiempo y esfuerzo.

Nhận ra tình nguyện viên cho thời gian và nỗ lực của họ.

Schedules plays, concerts, games, and other events at different times of the day n=4 29% n=8 57% n=2 14%
and evening so that all parents can attend.

Programe juegos, conciertos, juegos y otros eventos en diferentes momentos

del día y de la noche para que todos los padres puedan asistir.

Lịch trình chơi, buổi hòa nhạc, trò chơi, và các sự kiện khác vào các thời gian
khác nhau trong ngày và buổi tối để tất cả các bậc cha mẹ có thể tham dự.

We encourage families and the community to be involved by: Frequently Sometimes Never

Alentamos a las familias y la comunidad a participar mediante:

Chúng tôi khuyến khích các gia đình và cộng đồng tham gia:

Assisting in the classroom (e.g., tutoring, grading papers). n=1 7% n=5 36% n=8 57%

Ayuda en el salon de clases por ejemplo dando tutorías.

Hỗ trợ trong lớp học (ví dụ, dạy kèm, phân loại giấy tờ).
Helping with events and planning. n=3 21% n=9 64% n=2 14%

Ayuda a organizar y a planear eventos.

Giúp đỡ với các sự kiện và lập kế hoạch.

Giving talks (e.g., careers, hobbies, etc.). n=1 7% n=12 86% n=1 7%

Asistir a charlas sobre profesiones, pasatiempos, etc.

Cho các cuộc đàm phán (ví dụ, nghề nghiệp, sở thích, vv).

Checking attendance. n=5 33% n=4 27% n=6 40%

Revisar la asistencia.

Kiểm tra tham dự.

Monitoring halls, working in the library, cafeteria, or other areas. n=2 14% n=3 21% n=9 64%

Monitorear los pasillos, trabajar en el abiblioteca, en la cafetería y en otras

áreas.

Giám sát các trường, làm việc trong thư viện, quán cà phê hoặc các khu vực
khác.

Leading clubs or activities. n=2 14% n=4 29% n=8 57%

Liderizar clubs y otras actividades.

Các câu lạc bộ hoặc hoạt động hàng đầu.

11. Supporting Decision Making and Advocacy – Include families as participants in school decisions and develop parent and
community leaders.
Apoyo A La Toma De Decisiones Y Alimentación — Incluir a las familias como participantes en las decisiones escolares y desarrollar
líderes de padres y de la comunidad.
Hỗ trợ việc ra quyết định và vận động — Bao gồm các gia đình như những người tham gia vào các quyết định của trường và phát
triển lãnh đạo phụ huynh và cộng đồng.

Our School: Frequently Sometimes Never

Involves parents in selecting school staff (leadership team). n=1 7% n=1 7% n=12 86%

Involucra a los padres en la selección del personal de la escuela (equipo de

liderazgo).

Liên quan đến cha mẹ trong việc chọn nhân viên trường (đội ngũ lãnh đạo).

Has a parent involvement policy and an action team to develop a goal-oriented n=1 8% n=4 31% n=8 62%
program with practices for all six types of involvement.

Tiene una política de participación de los padres y un equipo de acción para

desarrollar un programa orientado a objetivos con prácticas para los seis tipos
de participación.

Có một chính sách tham gia của cha mẹ và một nhóm hành động để phát triển
một chương trình theo định hướng mục tiêu với thực tiễn cho tất cả sáu loại
tham gia.

You have an active PTA or other parent organization. n=9 69% n=3 23% n=1 8%

Tiene una PTA activa u otra organización matriz.

Có một chính sách tham gia của cha mẹ và một nhóm hành động để phát triển
một chương trình theo định hướng mục tiêu với thực tiễn cho tất cả sáu loại
tham gia.

Invites parents to be on the school’s advisory council, improvement team, or n=4 29% n=7 50% n=3 21%
other committees.

Invita a los padres a estar en el consejo asesor, el equipo de mejora u otros

comités de la escuela.

Mời cha mẹ được vào hội đồng tư vấn của trường, đội ngũ cải tiến, hoặc các ủy
ban khác.
Asks involved parents to make contact with parents who are less involved and n=1 8% n=3 23% n=9 69%
represent their ideas.

Pide a los padres involucrados que se pongan en contacto con los padres que
están menos involucrados y representan sus ideas.

Yêu cầu các bậc phụ huynh liên hệ với cha mẹ ít tham gia và đại diện cho ý
tưởng của họ.

Provides information on school or local elections for school representatives. n=2 15% n=6 46% n=6 46%

Proporciona información sobre las elecciones escolares o locales para los

representantes escolares.

Cung cấp thông tin về các cuộc bầu cử trường học hoặc địa phương cho đại
diện trường.

Develops formal networks to link all families with their parent representatives. n=2 15% n=3 23% n=8 62%

Desarrolla redes formales para vincular a todas las familias con sus
representantes de los padres.

Phát triển mạng lưới chính thức để liên kết tất cả các gia đình với đại diện cha
mẹ.

Includes parent representatives in professional development opportunities n=1 8% n=2 15% n=10 77%
around school wide programs.

Incluye representantes de los padres en oportunidades de desarrollo profesional

alrededor de los programas escolares.

Bao gồm các đại diện phụ huynh trong các cơ hội phát triển chuyên môn xung
quanh các chương trình rộng.

Involves parents in revising school/district curricula, developing policies, and n=2 14% n=2 14% n=10 71%
participation in required parent advisory teams.

Incluye representantes de los padres en oportunidades de desarrollo profesional

alrededor de los programas escolares.

Liên quan đến cha mẹ trong việc chỉnh sửa chương trình giảng dạy trường
học/huyện, phát triển chính sách, và tham gia vào các đội tư vấn phụ huynh
cần thiết.

Uses e-mail and quick surveys to obtain parents’ input and ideas on school n=9 64% n=5 36%
policy.

Utiliza el correo electrónico y las encuestas rápidas para obtener las opiniones
e ideas de los padres sobre la política de la escuela.

Sử dụng e-mail và khảo sát nhanh để có được đầu vào và ý tưởng của cha mẹ
về chính sách trường học.

12. Collaborating with the Community — Coordinate resources and services from the community for families, students,
and schools and provide services to the community.
Colaboración Con La Comunidad — Proporciona un directorio de recursos comunitarios para padres y estudiantes con
información sobre agencias, programas y servicios comunitarios.
Hợp tác với cộng đồng — Phối hợp các nguồn lực và dịch vụ từ cộng đồng cho gia đình, học sinh, và trường học và cung
cấp dịch vụ cho cộng đồng.
Our School: Frequently Sometimes Never

Provides a community resource directory for parents and students with n=4 31% n=6 46% n=3 23%
information on community agencies, programs, and services.

Proporciona un directorio de recursos comunitarios para padres y estudiantes

con información sobre agencias, programas y servicios comunitarios.

Cung cấp một thư mục tài nguyên cộng đồng cho phụ huynh và học sinh có
thông tin về các cơ quan, chương trình và dịch vụ cộng đồng.

Provides information on community activities that link to learning skills and n=3 21% n=9 64% n=2 14%
talents, including summer programs for students.
Brinda información sobre las actividades de la comunidad que se vinculan con
las habilidades y talentos de aprendizaje, incluidos los programas de verano
para estudiantes.

Cung cấp thông tin về các hoạt động cộng đồng liên kết với các kỹ năng học
tập và tài năng, bao gồm các chương trình mùa hè dành cho sinh viên.

Works with local businesses, industries, and community organizations on n=2 14% n=11 79% n=2 14%
programs to enhance student skills.

Trabaja con empresas locales, industrias y organizaciones comunitarias en

programas para mejorar las habilidades de los estudiantes.

Làm việc với các doanh nghiệp địa phương, các ngành công nghiệp và các tổ
chức cộng đồng trên các chương trình để nâng cao kỹ năng học sinh.

Offers after school programs for students, with support from community n=3 23% n=5 38% n=5 38%
businesses, agencies, or volunteers.

Ofrece programas extracurriculares para estudiantes, con el apoyo de

empresas, agencias o voluntarios de la comunidad.

Cung cấp các chương trình học cho sinh viên, với sự hỗ trợ của các doanh
nghiệp cộng đồng, cơ quan hoặc tình nguyện viên.

Sponsors inter-generational programs with local senior citizen groups. n=1 8% n=2 17% n=9 75%

Patrocina programas intergeneracionales con grupos locales de adultos

mayores.

Tài trợ các chương trình liên thế hệ với các nhóm công dân cấp cao địa
phương.

Provides family services through partnerships with school counseling, health, n=1 8% n=8 62% n=4 31%
recreation, job training, and other agencies.

Provee servicios familiares a través de asociaciones con la escuela. Asesoría,

salud, recreación, capacitación laboral y otras agencias.
Cung cấp dịch vụ gia đình thông qua quan hệ đối tác với tư vấn trường học,
sức khỏe, giải trí, đào tạo việc làm và các cơ quan khác.

Organizes service-learning projects for the community, students, families, and n=2 13% n=8 53% n=5 33%
schools.

Organiza proyectos de servicio de aprendizaje para la comunidad, los

estudiantes, las familias y las escuelas.

Tổ chức các dự án học dịch vụ cho cộng đồng, sinh viên, gia đình và trường
học.

Building is open for use by the community after school hours. n=1 7% n=6 43% n=7 50%

El edificio está abierto para el uso de la comunidad después del horario

escolar.

Xây dựng mở cửa cho cộng đồng sử dụng sau giờ học.

Implements effective strategies to systematically gather input for all campus n=1 7% n=7 50% n=6 43%
stakeholders supporting innovative thinking and an inclusive culture.

Desarrolla e implementa un programa integral de relaciones con la comunidad

que utiliza estrategias que involucrarán e informarán a múltiples electores de
manera efectiva. *

Thực hiện các chiến lược hiệu quả để thu thập hệ thống đầu vào cho tất cả các
bên liên quan hỗ trợ tư duy sáng tạo và văn hóa bao gồm.

Treats all members of the community with respect and develops strong positive n=8 53% n=7 47%
relationships with them.

Trata a todos los miembros de la comunidad con respeto y desarrolla fuertes

relaciones positivas con ellos. *

Xử lý tất cả các thành viên của cộng đồng với sự tôn trọng và phát triển mối
quan hệ tích cực mạnh với họ.
KEY

N = Total Participants

N = 15

n = number of responses in each survey category with the percentage this number represents the total number or participants
Figure 2

1. Improving Communication — Communicate effectively with all families

in the community.

Communicates a commitment to build and maintain a…

Conducts an annual survey for families to share…
Has a homework hotline for students and families to…
Provides parents with the contact information of the…
Notifies families of a student’s academic or behavior…
Sends home positive messages or makes phone calls to…
Regularly sends folders of student work home for…
Provides clear information about selecting courses,…
Provides communication opportunities using electronic…
Has an automated phone system for delivering important…
Has established two-way channels for communication…
Provides clear information about state testing…
Provides clear information about report cards and how…
Uses strategies that effectively involve and inform…
Ensures that parents and other members of the…
Models and promotes the continuous and appropriate…
Provides communication in the language of…
Provides translators to assist families as needed.
Conducts parent-teacher conferences with every parent…
0 2 4 6 8 10 12 14 16

Never Sometimes Frequently

Figure 3

1. Improving Communication — Our School Newsletter/Website Includes:

Other: Responds to parent questions and emails in an

adequate amount of time.
Provide information on school programs, helpful
information and resources for parents as well as a…
School governance information (how the school is run,
site council, etc.).
Information regarding volunteer involvement when and
how to volunteer.
Information about curriculum, assessments, and
standards-based instruction.

Student activity information.

A calendar of school events.

Recognition of students, families, and community

members as well as student work and accomplishments.

0 2 4 6 8 10 12

Never Sometimes Frequently

Figure 4

2. Promoting Positive Parenting — Assist all families with parenting skills

and in creating a home environment that supports children as students.

Sponsors home visiting programs or neighborhood

meetings to help families understand schools and to help…

Asks families for information about children’s goals,

strengths and talents.

Has a lending library for families with books, video,

learning kits, etc.

Provides families with strategies that support learning at

home.

Provides families with information on child or adolescent

development.

Respects the different cultures represented in our

student population.

Sponsors parent education workshops and other courses

or training for parents.

0 2 4 6 8 10 12

Never Sometimes Frequently

Figure 5

3. Enhancing Student Learning — Provide information to families about

how to help students at home with their homework and other
curriculum-related activities and decisions.

Builds and sustains productive partnerships with…

Engages families, community, and school personnel in…
Provides summer learning packets to help students…
Assists families in helping students to set academic…
Provides calendars with daily or weekly activities for…
Asks parents to listen to their child read or to read…
Has a regular schedule of interactive homework that…
Provides information on how to assist students with skills…
Provides information to families on how to monitor and…
Provides family-friendly information to families on…
Provides Websites and learning resources for students…

0 2 4 6 8 10 12

Never Sometimes Frequently

Figure 6

4. Increase Volunteerism — Organize volunteers to support the school

and its students.

Schedules plays, concerts, games, and other events at

different times of the day and evening so that all parents
can attend.

Recognizes volunteers for their time and efforts.

Provides ways for families to be involved at home or in

the community if they cannot volunteer at school.
Provides a parent room or family center for volunteers or
family members to work, meet, and access relevant
resources.

Provides initial and ongoing training to our volunteers.

Conducts an annual survey to identify interests, talents,

and availability of volunteers and needs of school staff.

0 1 2 3 4 5 6 7 8 9 10

Never Sometimes Frequently

Figure 7

4. Increase Volunteerism — We encourage families and the community to

be involved by:

Leading clubs or activities.

Monitoring halls, working in the library, cafeteria, or other

areas.

Checking attendance.

Giving talks (e.g., careers, hobbies, etc.).

Helping with events and planning.

Assisting in the classroom (e.g., tutoring, grading papers).

0 2 4 6 8 10 12 14

Never Sometimes Frequently

Figure 8

5. Supporting Decision Making and Advocacy – Include families as

participants in school decisions and develop parent and community
leaders.

Uses e-mail and quick surveys to obtain parents’ input…

Involves parents in revising school/district curricula,…

Includes parent representatives in professional…

Develops formal networks to link all families with their…

Provides information on school or local elections for…

Asks involved parents to make contact with parents who…

Invites parents to be on the school’s advisory council,…

You have an active PTA or other parent organization.

Has a parent involvement policy and an action team to…

Involves parents in selecting school staff (leadership…

0 2 4 6 8 10 12 14

Never Sometimes Frequently

Figure 9

6. Collaborating with the Community — Coordinate resources and

services from the community for families, students, and schools and
provide services to the community.

Treats all members of the community with respect and…

Implements effective strategies to systematically gather…

Building is open for use by the community after school…

Organizes service-learning projects for the community,…

Provides family services through partnerships with school…

Sponsors inter-generational programs with local senior…

Offers after school programs for students, with support…

Works with local businesses, industries, and community…

Provides information on community activities that link to…

Provides a community resource directory for parents and…

0 2 4 6 8 10 12

Never Sometimes Frequently

Figure 10

Survey Strength Need

Improving Communication Provides communication in the language of Regularly sends folders of student work home for
students/families served by the school. parent/family review and comment.

Provides clear information about report cards Conducts an annual survey for families to share
and how grades are earned. information and concerns about students’ needs
and perceptions of school programs and
processes.
Provides clear information about state
testing expectations as well as school and
student results.

Has an automated phone system for

delivering important messages or collecting
attendance information.

Provides communication opportunities using

electronic communication: email, text,
campus, and district websites.

Notifies families of a student’s academic or

behavior problems. Teachers have easy
access to telephones, e-mail, contact
information, and are encouraged to
communicate with parents during or after
school.

Provides parents with the contact

information of the school, principal, teachers,
and counselors (at school or at home).

A calendar of school events.

Student activity information.

Information about curriculum, assessments,

and standards-based instruction.

Responds to parent questions and emails in

an adequate amount of time.

Promoting Positive Parenting Respects the different cultures represented Asks families for information about children’s
in our student population. goals, strengths, and talents.

Sponsors home visiting programs or

neighborhood meetings to help families
understand schools and to help schools
understand families.

Enhancing Student Learning Provides Websites and learning resources for Has a regular schedule of interactive homework
students and families. that requires students to demonstrate and

Increasing Volunteerism
Supporting Decision-Making and
Advocacy
Has a parent involvement policy and an
action team to develop a goal-oriented
program with practices for all six types of
involvement.
discuss what they are learning with a family
member.
Asks parents to listen to their child read or to
read aloud with their child.
Provides calendars with daily or weekly activities
for families to do at home and in the community.
Conducts an annual survey to identify interests,
talents, and availability of volunteers and needs
of school staff.
Provides a parent room or family center for
volunteers or family members to work, meet, and
access relevant resources.
Provides ways for families to be involved at home
or in the community if they cannot volunteer at
school.
Assisting in the classroom (e.g., tutoring, grading
papers).
Checking attendance.
Monitoring halls, working in the library, cafeteria,
or other areas.
Leading clubs or activities.
Involves parents in selecting school staff
(leadership team).
Asks involved parents to make contact with
parents who are less involved and represent their
ideas.
Provides information on school or local elections
for school representatives.
Develops formal networks to link all families with
their parent representatives.
Includes parent representatives in professional
development opportunities around school wide
programs.
Uses e-mail and quick surveys to obtain parents’
input and ideas on school policy.
 Collaborating with the Community Treats all members of the community with Sponsors inter-generational programs with local
respect and develops strong positive senior citizen groups.
relationships with them.

Building is open for use by the community after

school hours.

Implements effective strategies to systematically

gather input for all campus stakeholders
supporting innovative thinking and an inclusive
culture.

Summary

Members were asked to complete an evaluation survey that assessed the school’s level of family and

community partnerships. Members were asked to rate our campus either “Frequently”, “Sometimes”, or “Never”

based on the following categories: a) Improving Communication, b) Promoting Positive Parenting, c) Enhancing

Student Learning, d) Increasing Volunteerism, e) Supporting Decision-making and Advocacy, and f)

Collaborating with the Community. The data from the survey was transferred to Microsoft Excel. The spreadsheet

included the N (number of participates), n (number of responses in each survey category) and the % (percentage

of this number represents the total participants). The data was colored coded and provided suggested charts to

best analyze the data. Reviewing the data showed some surprising results. I expected the data to show high marks

on communication but looking deeper shows that parents and community members were generally unaware of

the opportunities for them to be involved in campus. Our campus still needs to work on how to communicate to

stakeholders.

In a later meeting, members were tasked to identify and prioritize areas of strength as well as areas in need

of improvement on a chart. They then narrow down the needs of improvement to their top three. The top three

identified needs were improving communication, increasing volunteerism, and supporting decision-making and

advocacy. After each group identified and wrote down their top three areas of need, their last task as a group was

to brainstorm potential plans for school-family-community partnership projects or programs. After reviewing the

different ideas from each group, the committee voted on expanding and improving the Family & Community

Engagement Program (FACE). Members came up with suggestions to target communication to staff, families,

and community members. Suggestions included, holding annual meetings to inform families of the school’s
participation in federal programs and of the families’ right to be involved, exploring opportunities to increase

communication with families using technology, and to continue surveying families regarding satisfaction level of

home-to-school communication. The committee also created action steps that aligned with the committee’s vision

and the data that was presented to them.

These findings bring me back to my original question: How can I as collaborative instructional leader

provide the necessary supports and resources to meet the needs of my students, their families, and the

surrounding community? Families, communities, and businesses look for opportunities for reciprocal

partnerships. When families and community members are given opportunities to partner with their local

schools, it gave them a chance to build partnerships that mutually benefited them and the schools (Haines et

al., 2015). Before forming a partnership, each partner looks for what might be in it for them (Luecking et al.,

2015). Each side will ask themselves what will be gained from this partnership and how long do they expect

this partnership to last. Successful partnerships involve preparation, implementation, and evaluation. Schools

that developed trusting partnerships with key stakeholders benefitted from the increased resources, supports,

and relationships (Gross et al., 2015). Members of different organizations, including churches, local

municipalities, and non-profits want to make positive differences in their community (Kladifko, 2013). These

groups want to provide the necessary support and services to help the school be successful. After creating a

school-family-community partnership, the next step should be is crafting a partnership vision (Bryan & Henry,

2012). Partnerships should encourage open dialogue about challenges and solutions (Blank, Melaville, &

Shah, 2003). Effective communication by school leaders means developing rules and roles, methods of

communication, and sharing of responsibilities with key stakeholder (Bryan & Henry, 2012). Another

important piece is data. Collecting useful data on community school initiatives can be challenging, but sharing

these data enable all stakeholders to understand the needs to the school and community (Blank, Melaville, &

Shah, 2003). It allows for stakeholders to hold themselves and each other accountable to make sure they make

progress on their goals. Throughout the partnership, there should be time dedicated for evaluation and further

improvement (Bryan & Henry, 2012).

Conclusions, Reflection and Recommendations

 In the previous sections, I presented background information, review of literature, and findings

regarding the school, family, and community partnership evaluation project. In the final section, I will present

my conclusions from findings, my reflection over this project, and recommendations to other SFC on how they

can work to improve communication and student learning and suggestions for how the SFC evaluation process

could be improved or refined.

Conclusions

There are several school factors that can help lead to SFC partnership success. These include, creating a

common vision, a welcoming and inviting school culture, the use of data, and communication (Gross et al., 2015).

Based on the findings, our campus needs to improve in three key areas: communication, volunteerism, and

supporting decision-making and advocacy. While our campus has done a great job communicating to parents

about their student’s grades and behaviors, parents and the community are often left out from shared decision-

making teams. To improve decision-making advocacy, key stakeholders should be included as representatives in

professional development opportunities around school wide programs. They should also be included in quick and

annual surveys to obtain parents’ input and ideas on school policy and concerns about needs and perceptions of

school programs and processes. Allowing their input will ensure buy-in, shared responsibility, and accountability

from parents and the community to help support student learning. This means improving communication among

the school and the surrounding community. Parents and the community are generally unaware of the variety of

opportunities for them to help support our students. Our campus has failed to reach our communities by mainly

using one-way communication and random nights of parents’ engagement Two-way communication should be

interactive, equal, and feedback oriented. School leaders need to work with stakeholders and develop a shared

vision of what the school is trying to achieve (Lunenburg, 2010). Once a shared vision is created, the school-

family-community partnership will become more effective. The data has shown that families are more than willing

to assume an equal responsibility for the success of their child. School leaders need to also be mindful to barriers

to effective communication and inclusive language. These suggestions will help increase volunteerism. Through

effective communication, schools can help spread the words about volunteer opportunities. In turn, stakeholders

can advertise these opportunities to other members of the community. Volunteerism should be reciprocal for the
partnerships to be successful. The FACE program can develop parents and other members capacity as volunteers,

while stakeholders feel a sense of pride for giving back through their efforts.

Reflection

There was a lot to be gain from the school-family-community partnership evaluation process. This was

my first real test as a future collaborative instructional leader in identifying a problem and coming up with

solutions to address it. While I have hosted professional developments in the past, usually about topics that I am

familiar with, I normally only had to show up, facilitate, and then leave. I knew the project was going to ask more

of me and push me past my limits. I was tasked with creating a stakeholders committee in a short amount of time

to find way for my campus to improve the school’s relationship with the community. The entire process was

collaborative from start to finish. I had to first understand the purpose of this project and the meeting. This was

important in determining whether this needed to be done face to face or through email or phone. Since I am trying

to solve a problem, I decided face to face communication with a small, but diverse group was the best choice.

Next, I needed to develop an agenda. Since I have hosted meetings before, I already had an idea of what I wanted

to be included, such as introductions, norms and expectations, after-hour questions and answers. Since many of

the members had never met each other, I thought it was important to include a Mix & Mingle at the start to help

break the ice. The tricky part was during how long the meeting was going to last and how long should be spent

on each activity. Once my agenda was approved, I then needed to select who was going to be a part of the

committee. We decided on 15 members. They were chosen based their ethnicity, content area, and years of

experience. Parents were selected based on their level of participation on campus. I also looked for community

members and business leaders who had previous interactions or partnerships with Elsik. I wanted to ensure our

committee members were willing participants and were committed to the cause. I then had to figure out the date,

time, location, and resources needed. I had to get the meeting approval from the main principal, secure the north

library with the librarian, and work with the tech specialist to get laptops, prepare the presentation, and the online

survey. I used the department funding to acquire supplies and money for food. I also made sure to make copies

of the agenda and other documents for the members. The last part was measuring the results and follow up. The

whole process was quite overwhelming. It is hard to believe that administrators must do this every week with
several committees. Now I fully understand the importance of collaboration, effective communication, and data-

driven decision-making. Overall, it was a learning process, and I am satisfied with the results and outcome,

especially given the short amount of time to work on this. The only minor change I would consider next time

would be to make the survey more inclusive. Many of the questions used the word parents, but some of our

members were guardians, business leaders, and community members. Also, no students were surveyed so that

data is missing.

Recommendations

My recommendation to other SFC programs looking for additional actions that could support their

partnership is to understand that there is no one size fits all solution. The school that I serve at is in an urban area,

with a high crime rate and large immigrant population. The needs of my students and community may be different

from the needs of others. But there are few things from my findings that I think will resonate with all. There are

several school factors that can help lead to SFC partnership success. These include, creating a common vision, a

welcoming and inviting school culture, the use of data, and communication (Gross et al., 2015). Drafting a shared

vision with key stakeholders and goals that align with it are critical to the overall success of the partnership (Bryan

& Henry, 2012). This vision and goals must be aligned with the school’s improvement plan and other required

documents (Blank, Melaville, & Shah, 2003). According to a focus group, having an inviting school culture was

important and necessary for community partnership development (Gross et al., 2015). When creating a partnership

plan, it would be imperative to include strategies to improve and promote a positive and inviting school climate

(Bryan & Henry, 2012). This is especially true for communities with diverse populations and who family and

community members with little to no involvement in the school. Collecting useful data on community school

initiatives should be shared with all stakeholders from them to understand the needs to the school and community

(Blank, Melaville, & Shah, 2003). It allows for stakeholders to hold themselves and each other accountable to

make sure they make progress on their goals. Good communication skills are essential for school leader to be

successful. Effective communication by school leaders means developing rules and roles, methods of

communication, and sharing of responsibilities with key stakeholder (Bryan & Henry, 2012). School leaders must

be able to work well with key stakeholders and create a shared vision with clear goals (Lunenburg, 2010).
 My recommendation to improve communication and student learning should begin by identifying the

strengths and needs of families, students, and school staff, and community. Based on my findings, stakeholders

want to be included in professional development and shared decision meetings. SFC should strengthen the school-

family-community partnership with professional development and training for all key stakeholders, including

educators, parents, community, and business members. The whole community should have knowledge and skills

to enable them to support student learning. As stated before, communication is essential for successful

partnerships. Before the formation of the committee, I anticipated potential communication barriers, such as the

encoding and decoding barriers (Lunenburg, 2010). When developing the survey and other correspondence, I

made sure to use Spanish and Vietnamese in addition to English, minimal tech and education jargon, and more

inclusive language. Effective communication is a two-way process, so I tried my best to be available for questions

after meetings, I shared my contact information for them to reach me at their convenience, and I made

accommodations to those who could not reach me through electronic means. And most important, be a good

listener. A common theme that I noticed in the area in need of improvement was the community wanting more

input into the decision-making process. They wanted their voices to be heard. My purpose throughout this project

was to get feedback from the members and to help facilitate the process of creating a project and the

implementation of it. This required me to listen to each member’s opinions and input and being open to their

recommendations.

I wish I were given more time to work on this project if I had to do this all over again. There were a lot of

issue that needed to be addressed and there were some disagreements among members what areas should we

prioritize over others. I would include more staff and student input into the survey. I would be interesting to see

the perception teachers and students have about school-family-community partners compared to parents and

community members. It was exiting to dig through all the data, and I would also like to see their thoughts on how

we could improve community and student learning. Overall, it was great learning experience, but it takes time,

planning, communication, collaboration, and evaluation for SFC to be successful.

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