District Engagement Plan*
District Engagement Plan*
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​Please read over the form closely, being sure to address all guiding questions. Note the Assurances section allows you to confirm practices that are required but do not need further elaboration within the written portion of your plan. In the response fields, you may include links to additional information that can help support your story as you answer the guiding questions. At the bottom of this form, you will find guidance on the required documentation upload for Federal Monitoring for 2023-24.
1: Jointly Developed Expectations and Objectives

Describe how the LEA works with parents and families to develop and review relevant plans, policies, and strategies related to engagement, including establishing expectations and objectives. 

Guiding Questions
  • 1.1: How does the LEA involve parents in the development and review of the District Engagement Plan, the School Improvement/Title I Schoolwide/Title I Targeted Assistance Plan and, if applicable, the Comprehensive Support and Improvement and the Targeted Support and Improvement plans?
              ​          [ESSA § 1116(a)(2); A.C.A. § 6-15-1702(a)]
  • 1.2: What efforts have been made to ensure adequate representation of parents and families of  participating children in the process (Title I families)?
                        [ESSA § 1116(a)(1)]
  • 1.3: How has the Engagement Coordinator and/or Committee worked with the School Improvement/District Support Committees in order to incorporate the Engagement Plan into the Schoolwide Plan?
                        [ESSA § 1116(a)(2)]
  • 1.4: What expectations and measurable objectives has the LEA established for meaningful family and community engagement?
                        [ESSA § 1116(a)(2)]

1.1

  • parents were surveyed in the spring
  • the district FACE coordinator along with school FACE facilitators used those ideas to write the school and district engagement policies

1.2

  • the demographics of our schools are considered, and then parents/family members are invited based on those demographics to ensure adequate representation of our student population

1.3

  • each building incorporated parent and family engagement in their schoolwide plans, which are posted on the school website under state required information

1.4

  • keep parents informed of events, opportunities, policies, testing, and more
  • develop a culture where parents feel comfortable on campus and communicating with staff
  • keep parent rooms on campus with helpful materials and brochures
  • be transparent about data, school report card grades, etc. with parents
  • hold meetings for parents to be able to voice concerns
  • provide translation services as needed
​​2: Building Staff Capacity

Describe how the district will support all its Title I schools in planning and implementing effective engagement practices.

Guiding Questions
  • 2.1: How will the district provide support and technical assistance to all of its Title I schools in planning and implementing effective parent and family engagement practices? This includes
            ○ jointly-developing school engagement plans
            ○ implementing effective parent and family involvement activities
    ​        ○ jointly-developing school-parent compacts
             ​               [ESSA § 1116(a)(2)(B)]
  • 2.2: How does the LEA build staff capacity to work with parents as equal partners? This may include workshops, conferences, trainings, webinars, and online resources that will be used to ensure ALL school staff are aware of:
            ○ the value and utility of contributions of parents
            ○ how to reach out to, communicate with, and work with parents as equal partners
            ○ how to implement and coordinate parent programs
            ○ how to build ties between parents and the school
                          [ESSA § 1116(e)(3)]
  • ​2.3: How will the district ensure information related to school and parent programs, meetings, and other activities is provided to parents in a format and in a language that parents can understand (to the extent practicable)?
            ○ How are you ensuring that relevant information is provided in a variety of ways? (For
               example, paper copies made available, as well as social media posts, website links, parent apps,
    ​           etc.?
    ​                      [ESSA § 1116(e)(5)] 

2.1

  • building level FACE facilitators met with the district FACE coordinator in the summer to work on jointly developed PFE plans
  • building level FACE facilitators meet with the district FACE coordinator regularly both virtually and in-person to plan and implement effective PFE involvement activities
  • building level FACE facilitators met with the district FACE coordinator in the summer to work on jointly developed school-parent compacts

2.2

  • the district trains building level leadership and PFE facilitators in the value and utility of the contributions of parents, how to communicate with parents as partners, how to implement parent programs, and how to build ties between parents and the schools
  • building level leaders and facilitators train others in face-to-face and embedded professional development throughout the year
  • parent feedback is used to develop training

2.3

  • newsletters
  • social media posts
  • text/email alert system
  • website
  • local media
  • meetings (volunteer, Title I, report to public, etc.)
  • ParentSquare, Class Dojo, Remind, etc...
3: Building Parent Capacity

Describe how the LEA supports parents in helping with their student’s academic success.

Guiding Questions
  • 3.1: How will the LEA provide assistance to parents in understanding the following?
            ○ the challenging State academic standards
            ○ State and local academic assessments
            ○ the requirements of Title I, Part A
            ○ how to monitor a child’s progress and work with educators to improve the achievement of
               their children
                      [ESSA § 1116(e)(1)] 
  • 3.2: What types of materials and training does the LEA provide to help parents work with their children to improve achievement? This may include:
            ○ literacy training
            ○ technology training, including education about copyright piracy and safe practices
            ○ resources that describe or assist with the child’s curriculum
            ○ other activities such as workshops, conferences, online resources like tutorials or webinars, and
    ​           any equipment or other materials, including parent resource centers
                     [ESSA § 1116(e)(2); ESSA § 1116(e)(4)]
  • 3.3: In what ways does the LEA conduct outreach to ALL Title I, Part A parents and family members (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)? 
                     [ESSA § 1116(a)(1)] 

3.1

  • Facebook Live Title I meetings to cover academic standards, academic assessments, Title I requirements
  • guidance to parents through letters, conferences, and other communication as to how to monitor and improve student achievement

3.2

  • Parent centers in each school hold materials for parent information
  • Parents are invited to FAFSA Night, Literacy Night, and Tale-Gating, all of which will be hosted pending COVID-19 restrictions
  • the district also hosts video tutorials for navigating technology

3.3

  • the district works closely with various community, religious, and educational partners to conduct outreach and serve our diverse populations of students
4: Coordination

Describe how the LEA will coordinate with other organizations, businesses, and community partners to provide additional supports, services, and resources to families that encourage and support parents in more fully participating in the education of their children.

Guiding Questions 
  • 4.1: How does the district coordinate and integrate programs and activities with other Federal, State, and local programs? Some examples include:
            ○ public preschool programs such as Head Start
            ○ organizations/activities to help students transition to elementary, middle, high, and
               postsecondary schools or careers
            ○ wraparound services that allow families to send their children to school ready and able to focus
    ​           on learning
                       [ESSA § 1116(e)(4)]

4.1

  • FACE teams work closely with Title III to aid in their mandated parent/family involvement activities
  • FACE teams support literacy teachers to develop and implement Literacy Night
  • FACE teams support STEM programs through the planning and implementation of Math and Science Night ways in which PFE offer help are in translating, getting out invitations to events, staffing, and providing programs and volunteers
  • local resources shared online and in parent center, including: food banks, adult learning centers, housing help, help with medical, clothing providers, furniture providers, treatment centers, assistance for victims of violence, immigration assistance, and more
  • FACE staff members, counselors, administrators, and other faculty and staff work with students and families to match them with local services when needs are present or suggested
  • FACE staff members keep in touch with local services to build beneficial relationships and stay aware of offerings
​5: Evaluation and Reservation

Describe how the LEA evaluates the content and effectiveness of its Engagement Program in improving the academic quality of all schools. Describe how the LEA reserves and uses Title I funds for parent and family engagement programs and activities.
​
Guiding Questions 
  • 5.1: How does the LEA review and approve the Engagement Plan for each school?
            ○ Describe the process used to ensure each school plan is in full compliance with applicable codes.
                       [ADE Rules Governing Parental Involvement Section 4.03]
  • 5.2: What process does the LEA utilize to conduct an evaluation of the content and effectiveness of the Engagement Program?
            ○ Who is responsible?
            ○ When will it be conducted?
            ○ How will parent input be solicited?
            ○ How will it be disseminated?
            ○ Ensure the evaluation of the Engagement Program in Title I schools includes:
                    ■ barriers to greater participation by parents (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)
                    ■ the needs of parents and family members to assist with their children’s learning, including
    ​                   engaging with school personnel and teachers
                    ■ strategies to support successful school and family interactions
                                [ESSA § 1116(a)(3)(D)(i-iii); A.C.A. § 6-15-1702(b)(9)]
  • 5.3: How does the LEA use the findings from the evaluation to develop strategies for more effective engagement and to revise, if necessary, parent and family engagement policies in order to improve the academic quality of all schools?
            ○ How will the findings of the evaluation be shared with families and the community?
                       [ESSA § 1116(a)(2)(E)]
  • 5.4: If The LEA is required to set aside funds for parent and family engagement (as part of receiving a Title I, Part A allocation greater than $500,000),
            ○ How is the LEA spending those funds?
            ○ How is the LEA determining the priority of how funds are spent?
            ○ Who is involved in determining that?
                       [ESSA § 1116(a)(3)(A)]
  • 5.5: How does the LEA/school provide opportunities for parents and family members to be involved in providing input into how the funds are used? How will the district share the budget for engagement activities and programs with parents and family members?
                       [ESSA § 1116(a)(3)(B); ESSA § 1116(a)(3)(C); ESSA § 1116(a)(3)(D)(i-v)]

5.1

  • school FACE plans will be approved by annually by the district FACE committee
  • the district PFE plan will be approved annually by the school board and reviewed annually by the district FACE committee

5.2

  • the district FACE coordinator along with building level FACE facilitators are responsible for evaluation of engagement program
  • evaluation will be conducted annually in the spring
  • parent surveys will be sent to provide data

5.3

  • the data collected through surveys will be reviewed by the PFE committee and, where applicable, forwarded to other employees to address-concerns, corrections, and modifications to programs will be made with evidence-based strategies in mind

5.4

  • not applicable 

5.5

  • surveys provide data that help FACE teams determine spending needs
  • FACE committees review funding regarding parental involvement activities
  • budgets are shared on school website
Assurances
​Please read the following statements closely. By checking these boxes, the LEA understands the legal requirements and will meet them accordingly.
Please read the following statements closely. 
  • A.1: LEA understands that by August 1st annually, it must review and update accordingly the District Engagement Plan. [A.C.A. § 6-15-1704(a)(1-2)]
  • A.2: LEA understands that the District Engagement Plan should be sent to the State for review in Indistar no later than August 1st. If the plan is returned for revisions, those revisions should be made and the plan sent for an additional review within two weeks. [A.C.A. § 6-15-1704(a)]
  • A.3: LEA understands that the District Engagement Plan must be made available to families and the local community on the district website under State Required Information no later than August 1st; if revisions are necessary, the final accepted copy should take its place once available. [A.C.A. § 6-15-1704(a)]
  • A.4: LEA understands that a parent-friendly summary/explanation of the Engagement Plan should be included in the current student handbook. [A.C.A. § 6-15-1704(a); ADE Rules Governing Parental Involvement Section 3.02]
  • A.5: LEA understands its obligation for ensuring professional development requirements related to parent and family engagement are met and that records are maintained accordingly. [A.C.A. § 6-15-1703(a); A.C.A. § 6-17-709]
  • A.6: LEA understands its obligation to train all volunteers at least annually and be able to provide proof of that training, if requested. [A.C.A. § 6-15-1703(b)]
  • A.7: LEA understands its obligation to obtain signatures for each parent acknowledging receipt of the District’s Engagement Plan summary/explanation. [A.C.A. § 6-15-1704(a)(3)(B)]
  • A.8: LEA understands its obligation to reserve at least 1 percent of its Title I, Part A allocation for engagement purposes should such total allocation amount to $500,000 or more. Nothing limits LEAs from reserving more than 1 percent of its allocation for engagement purposes. [ESSA § 1116(a)(3)(A)]
  • A.9: LEA understands that all Title I, Part A funded engagement activities and strategies should remain consistent with all information set forth in this parent and family engagement plan. [ESSA § 1116(a)(3)(D)]
  • A.10: LEA understands its obligation to submit to the State any comments from parents who deem the schoolwide plan unsatisfactory. These comments can be sent to ade.engagementmatters@ade.arkansas.gov [ESSA § 1116(b)(4)]
  • A.11: LEA understands its obligation to provide other reasonable support for engagement activities to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. [ESSA § 1116(e)(14)]
  • A.12: LEA understands that if it has 20 or more children of military families enrolled or has a total enrollment of 3,000 students overall that it must appoint a district military education coordinator, and the district military education coordinator shall be included in the establishment and adoption of a public school district’s and public school’s parent and family engagement plan. [A.C.A. § 6-28-116(2)(A)(3)(B]

(Please Note:  This form will not save unless the following box has been checked.)

By checking this box, the LEA understands the legal requirements and will meet them accordingly.
LEA Information
District/LEA Name: Danville Public Schools
District Engagement Coordinator’s Name: Brittany Blankenship
Plan Revision/Submission Date: 7/31/23
District Level Reviewer Name, Title: District Coordinator
Committee Members, Role
(Select "Repeat" to open more entry fields to add additional team members)
First Name Last Name Role (Teacher, Staff, Parent, Student, or Community Member)
Brittany Blankenship District Coordinator
Leslee Lay DMS FACE Facilitator
Ashley McKnight S.C. Tucker Elementary FACE Facilitator
Jessica Carroll DHS FACE Facilitator
Kendra Dominguez Elementary Parent
Rachel Wilhelms Middle School Parent
Committee Members, Role
(Select "Repeat" to open more entry fields to add additional team members)
First Name Last Name Role (Teacher, Staff, Parent, Student, or Community Member)
Randy Isely Community Member
Holly Brents High School Parent
​(Find additional guidance on the DESE Parent and Family Engagement Requirements webpage. For any questions about completing this form or meeting legal compliance, please contact the DESE Engagement Unit at ade.engagementmatters@ade.arkansas.gov or 501-371-8051.)
Parent and Family Engagement: Required Uploads for 2023-24
​​​Monitoring is the regular and systematic examination of a state’s administration and implementation of a federal education grant, contract, or cooperative agreement. The monitoring process is designed to assess the degree to which program requirements are being fulfilled. Note: the following boxes are just a portion of the full Federal Monitoring tool. The full list of evidences you should maintain can be found here: https://dese.ade.arkansas.gov/Offices/public-school-accountability/federal-programs

​As part of federal monitoring, the following items are required to be uploaded into Indistar in the 2023-2024 Engagement folder by October 1, 2023:
The Engagement Plan was developed jointly with parents, agreed upon, and disseminated to parents. ESSA §1116(a)(2)(A) and (b)(1)

Evidence that the LEA involves parents in the development of the District Engagement Plan (Provide each of the following two items.)
- One example of a Committee meeting sign-in sheet that clearly identify parents in attendance and minutes from that committee meeting
- One example of other communications such as emails or open-response surveys regarding topics related to the Engagement Plan that verify parent input

(The following information should be located on the District website.) Evidence of how the Engagement Plan is disseminated to families and the community
- Required: posted to district website by August 1st
- Required: parent-friendly summary as supplement in student handbooks

LEA ensures the Title I school Engagement Plan has been implemented and that each Title I school has carried out requirements to build parent capacity. ESSA §1116 (e)(1-5,14)

[Upload the below documentation for one Title I school. LEA should maintain documentation for EACH Title I school at the local level to be available for upload into Indistar at the request of the SEA.]

Evidence that the Title I school provides assistance to parents in understanding challenging state academic standards, assessments, and how to monitor students' progress (Provide each of the following two items.)
- Title I meeting agenda/minutes/slide deck
- One example of parent/teacher conference documentation showing how teachers work with families on these topics

Evidence that the Title I school provides materials and training to help parents work with their children to improve student achievement. (Provide at least two examples.)
- Photos of parent resource centers or links to digital resource centers
- Resources posted to the website, LMS, social media, etc.
- Recordings or agendas from workshops to address literacy or math strategies
- Tutorials/videos posted on website and/or social media
- Materials sent home to assist parents with curriculum, assessments, or other concepts that assist with student achievement

LEA should use the annual evaluation findings to help improve the Engagement efforts. ESSA §1116 (a)(2)(E)

Evidence the LEA has used the findings from the annual evaluation to design evidence-based strategies for more effective parental engagement and to revise, if necessary, the Engagement policies (Provide at least one example.)
- Survey results with meeting minutes
- Focus group notes/minutes/reports
- Written reports citing data indicating how the LEA will respond with policies, plans, and/or practices

At the beginning of each school year, the LEA notifies the parents of each student about the right to request information regarding the professional qualifications of the student's classroom teachers and paraprofessionals. ESSA §1112(e)(1)(A-B)

LEA must upload a completed Copy of the Annual Parent Notice: Right to Request Teacher Qualifications into Indistar to the 2023-2024 Engagement folder by October 1, 2023 verifying that parents were informed and received timely notification if their student has been assigned to or taught four or more consecutive weeks by a teacher who does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

*Search TransAct ParentNotices for document “TPQ-01” for editable template in 10 languages, if needed.
References
​State
  • Ark. Code Ann. § 6-15-1701 et seq.
  • Arkansas Department of Education Rules Governing Parental Involvement Plans and Family and Community Engagement
​Federal
  • ​Elementary and Secondary Education Act, as amended by Every Student Succeeds Act, 114 P.L. 95, 20 U.S.C. §§ 6312,6318, 6320
Find additional guidance on the DESE Parent and Family Engagement Requirements webpage. For any questions about completing this form or meeting legal compliance, please contact the DESE Engagement Unit at ade.engagementmatters@ade.arkansas.gov or 501-371-8051.
​

​DESE Reviewer Responses

Section 1 - Jointly Developed Expectations and Outcomes
Changes Required
Compliance is Met
Comments:

10/23/23 David R. Terrell - This section meets compliance.

Section 2 - Building Staff Capacity through Training and Technical Assistance
Changes Required
Compliance is Met
​Comments:

10/23/23 David R. Terrell - This section meets compliance.

​Section 3 - Building Parent Capacity
Changes Required
Compliance is Met
​Comments:

10/23/23 David R. Terrell - This section meets compliance.

Section 4 - Coordination
Changes Required
Compliance is Met
​Comments:

10/23/23 David R. Terrell - This section meets compliance.

​Section 5 - Evaluation and Reservation
Changes Required
Compliance is Met
​Comments:

10/23/23 David R. Terrell - This section meets compliance.

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