ACSA Affiliate Content

Family Engagement Toolkit

The Association of California School Administrators is the largest umbrella organization for school leaders in the United States, serving more than 17,000 California educators.

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36 Fa m i l y En g a g e m e n t To o l k i t APPENDIX A: DEVELOPMENT OF TOOLKIT AND KEY THEMES FROM LITERATURE ON FAMILY ENGAGEMENT A P P E N D I X A Development of Toolkit and Key Themes from Literature on Family Engagement This toolkit is the product of a collaboration among six developers from six different edu- cation entities, each entity having extensive responsibility for, and experience with, sup- porting districts and schools on a range of education improvement efforts: The California Comprehensive Center at WestEd, the California Department of Education's Title I Policy and Program Guidance Office, and four California County Offices of Education: Alameda, Nevada, Riverside, and Sacramento. Recent events and conversations with educators in local education agencies (LEAs) across California prompted us to develop this toolkit to strengthen family engagement work. The events that stand out are the 2013 passage of the Local Control Funding Formula (LCFF) in California, the 2013 publication of Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships (Dual Capacity-Building Framework), and the 2015 reauthorization of the Elementary and Secondary Education Act as the Every Student Succeeds Act (ESSA). The passage of the LCFF, which replaced the previous kindergarten through grade 12 (K–12) finance system in California, created new LEA requirements related to family engagement. The LCFF identifies eight education priority areas for California LEAs, with two additional priorities for county offices of education. One of the state priority areas is parental involve- ment. Each California LEA is required to develop a Local Control and Accountability Plan (LCAP) that addresses all of the state priority areas. For the parental involvement area, the plan must specifically address: 1) seeking parent input in making decisions for the school district and each individual school site, and 2) promoting parental participation in programs for economically disadvantaged pupils, English learners, foster youth, and individuals with exceptional needs (California Department of Education, 2017b).

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