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Escambia County School District PFEP 2020-2021

Title I
District Parent & Family Engagement Plan
2020-2021
Escambia County School District

If you do not understand this information because of a language barrier, please contact your child’s school for a translation of the information. Thank you. 
Si usted no entiende esta información debido a una barrera idiomática favor de ponerse en contacto con la escuela de su niño(a). Gracias. 
Nếu quý vị không hiểu tin tức này bởi vì ngôn ngữ bất đồng, xin vui lòng liên hệ với trủờng học của con quý vị để được bản dịch của tin tức này. Thành thật cám ơn.
如果您由于语言障碍而无法理解此信息,请与您孩子所在的学校联系,以翻译该信息。谢谢。

LEA Written Policy-Each LEA that receives funds under this part shall develop jointly with, agree on with, and distribute to, parents and family members of participating children a written parent and family engagement policy. The policy shall establish the agency's expectations and objectives for meaningful parent and family involvement.
Describe how the agency will:
• involve parents and family members in jointly developing the LEA plan under section 1112, and the development of support and improvement plans under paragraphs (1-2) of section 1111(d).
• provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the LEA in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education;
• coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant federal, state, and local laws and programs;
• conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background); ii. The needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and iii. strategies to support successful school and family interactions;
• use the findings of such evaluation in subparagraph (D) to design evidence based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies described in this section; and
• involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the LEA to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.
Response:
The District Parent Engagement Committee, composed of parents from Title I schools representative of the school's demographics, and district administrators will develop, implement, support, and review the District Parent and Family Engagement Plan (PFEP). The district committee will meet up to two times each school year to review revised plans and monitor progress of plans based on needs and feedback. This committee will also be involved in making decisions about how the Title I, Part A family engagement funds are spent. Title I schools were asked to nominate parents to serve on the District Parent Committee. The committee will have representation from both elementary and secondary level schools. All parents nominated were invited to participate.
Due to the state closure of schools, the TSA for Family Engagement contacted all nominees of this committee to determine the best way to receive their input (phone, email, virtual meeting, etc.) into constructing the LEA PFEP. During each initial phone call, the LEA PFEP was reviewed and parent input on strategies and funding solicited. Input given during these calls, district parent survey data, and feedback forms from our website were used in writing the LEA PFEP. A summary of evaluation results will be provided to Title I principals and discussed. Principals will, in turn, share results with parents and school-based Parent Engagement Teams/SACs. Schools will consider the district results when revising school-based plans, in particular, barriers to family engagement and ways to overcome these barriers, as well as adoptions of best practices revealed in the program evaluation.
A summary of the district Parent and Family Engagement Plan will be posted on the Title I webpage and provided to schools for dissemination to parents during the school year. The summary will instruct families on how to obtain hard copies of the complete district PFEP (available at the school office, Title I office, district and school websites, or a request can be made for a copy to be sent home with the child). Language needs of parents will be re-evaluated each nine week grading period. The most common language translations provided are Spanish and Vietnamese. Foreign Language teachers and Migrant Coordinator provide translation services. At this time, Title I has not been made aware of any parent notification needs related to parents with disabilities (i.e., hearing or visually impaired). Should such a need arise, Title I will work with FLDRS and the ESE Department to provide assistance.
School review and improvement will be facilitated by the sharing of school assessment data both in written format and in School Advisory Council and PTA meetings at the school level. Biannual meetings of School Advisory Council representatives with the Superintendent will allow review of district wide data and input from parents in planning for school improvement. Information from the district and school level meetings will be combined to develop the LEA plan and develop priorities.
Families are invited and encouraged to participate in all levels of family engagement planning and activities. Families are notified of opportunities to participate in parental involvement planning and activities through PTA and SAC membership, letters and newsletters sent home, social media, automated call-out system, face-to-face invitations from teachers and administrators, and information posted on district and school websites and marquees. Parental input and the evaluation of Parent and Family Engagement Plans will be documented through agendas, sign in sheets, evaluation and feedback forms/surveys and detailed minutes recorded at Annual Title I Meetings, SAC Meetings, District Parent Engagement Meetings, and other parent engagement activities.
Title I staff will provide support and technical assistance to schools in planning and implementing effective family engagement activities that focus on addressing barriers for greater participation by families and aimed at improving student achievement in the following ways:
Title I Director and Assistant Director will provide training (as needed) along with newsletters (Director’s Dialogue) for Title I principals to review Title I, Part A family engagement requirements. Topics will include Annual Title I Meeting requirements, data collection methods for assessing family needs, documentation practices for recording family input, feedback and suggestions, regulations and procedures for use of funds, effective strategies to consider when developing Parent and Family Engagement Plans, translation services available and translation requirements, customization of School Compacts, program evaluation and parent notification requirements of all of the aforementioned.
The Director of Title I and staff will consult with stakeholders and school personnel to ensure that they are equally involved in the collaboration and decision making process as required by Every Student Succeeds Act (ESSA).
Title I Director and Assistant Director will provide extra support to new Title I schools including meetings with faculty and parents/families if needed.
Title I Teacher on Special Assignment (TSA) for Family Engagement will provide technical assistance to school principals as Parent and Family Engagement Plans are developed. Each school will develop, with input from parents/families, a plan which provides activities to increase the capacity of families to support student achievement based on evidence-based strategies. This plan will be submitted to the LEA for approval and then updated on school websites. Family engagement resources will be available to principals as requested.
Title I Teacher on Special Assignment (TSA) for Family Engagement will work with schools to ensure all required Title I family engagement activities are implemented in the most meaningful way possible and help build the capacity of families. Some examples of this will be take home activities addressing 1st grade retention and ELA/Math for elementary and secondary schools.The TSA will also work with schools to present examples and ideas on best practices for spending their parent involvement funds at the annual budget meeting where all principals, assistant principals, and secretaries were in attendance. The TSA will offer onsite planning meetings with school staff, email, phone calls, and professional development as needed. Additional ideas/activities are shared in Google folders for convenient use at Title I schools. A key component of each activity is to receive feedback and discover ways to partner with families in the future.
Title I Teacher on Special Assignment (TSA) for Family Engagement will partner with school-based liaisons and provide professional development on best practices in family engagement. The professional development will include a book study of Powerful Partnerships by Dr. Karen Mapp that focuses on strategies to support successful school and family interactions. The school-based liaisons will also meet with the TSA for planning of future activities.
Title I Teacher on Special Assignment (TSA) for Family Engagement and Title I TSA for Professional Development will provide professional development for our Title I district FEAPS (alternative certification program), principal pool, and other school leaders. The focus will be strategies to support successful school and family interactions by overcoming barriers for greater participation by parents. These barriers will include (but not limited to) families who are economically disadvantaged, disabled, limited literacy, limited English proficiency, and of any racial or ethnic minority background. We will address these barriers by also offering Poverty Simulations with strategic follow up activities for schools. Other book studies will also be available such as Disrupting Poverty, Emotional Poverty, Powerful Partnerships, and Engaging Every Family. These book studies provide a look at evidence-based strategies where participants will be equipped with best practices to implement at their school.
Title I Teacher on Special Assignment (TSA) for Family Engagement will attend ECTAC meetings three times a year to collaborate with other family engagement specialists across our state who have expertise in effectively engaging parents and family members in education. The TSA will also collaborate with Boys and Girls Club for planning of future events for Title I families.
Title I Teacher on Special Assignment (TSA) for Family Engagement will partner with the Math Specialists to provide take home materials for all Title I 6th grade students and their families in conjunction with the Math Boot Camp offerings. Teachers will be given evidence-based strategies on how to engage and follow up with families concerning the take home materials.
Title I staff (various) will attend randomly selected school-based family engagement meetings and activities to provide guidance, review family engagement data, monitor implementation of plan and documentation of compliance.

Title I Assistant Director and staff (various) will post tools and ideas on the Title I website with parent tips and articles related to helping students increase academic skills (available year round).
Documentation for monitoring purposes will be collected and maintained by the TSA and the Title I Monitoring Resource Teacher. 
Title I staff will coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies with other relevant federal, state, and local laws and programs in the following ways: 

1.Head Start - LEA co-funds Head Start classes for 155 children. These services are provided in schools with our highest poverty. Family events provide guidance and modeling of emergent literacy development activities
2.Voluntary Pre-Kindergarten - Title I Part A co-funds VPK services, by extending full day services in schools with our highest poverty. Family events provide guidance and modeling of emergent literacy development activities. VPK teachers are required to offer two Title I approved parent events each year.
3. Title I, Part C - Migrant families participate in a LEA Advisory Council for English Language Learners. Translators are available for teacher conferences as well as to assist with translation of documents to be provided for families. Family events provide guidance and modeling of emergent literacy development activities.
4. Title I, Part D - Resources are provided for parents whose children are enrolled in N&D programs.
5. Title IX, Part A - provides professional development for instructional staff, hygiene items, school supplies, and tutors at area homeless shelters to support families. Assistance for housing, food, and other emergency support are available for families referred under Title IV. Counseling services and shelter based tutoring/parent training is available.
6. ESOL-Title III - provides supplemental resources for English Language Learners (ELL) such as services and paraprofessionals.
7. Title IV, Part A - provides students with a well-rounded education, supports safe and healthy students, and supports the effective use of technology. Schools benefit through Capturing Kids’ Hearts training and the services of the secondary schools' guidance Teacher on Special Assignment. Suite360 (software) provides emotional and social support for students.