This document provides directions to LEAs to develop family engagement plans

(24) “Stake\holder” means those who directly affect or are affected by the educational success of a school district and school. Stakeholders may include, but are not limited to, colleges and universities, school district and school staff, employers, parents, students, and other individuals or groups in the community. For nonpublic schools, the governing authority of the school identifies “stakeholders”.

(A) To ensure that student and other stakeholder needs are understood and addressed, the school district or school shall: (1) Establish and communicate clear, high expectations for academic performance, attendance and conduct for all students regardless of gender, race, ethnicity, English proficiency or disability; (2) Diagnose and assess the needs of students and other stakeholders and use assessment results and the value-added progress dimension to make informed decisions about curriculum, instruction, assessment, and goals; (3) Monitor and analyze its performance index score, educational offerings, facilities, services and instructional materials to determine their effectiveness in helping students meet performance objectives; (4) Continually improve programs and policies to better meet student needs by: (a) Considering input from stakeholders; (b) Monitoring and considering the changing needs and expectations of stakeholders; (c) Regularly conducting stakeholder satisfaction evaluations using objective, reliable methods; and (d) Comparing the results of stakeholder evaluations to those of benchmark school districts or schools. (5) Communicate information about student attendance, conduct, academic performance and progress to parents on a regular basis. (B) The school district or school shall implement a curriculum and instructional program that is characterized by systematic planning, articulation, and evaluation. The school district’s curriculum shall be developed with input from and dialogue with parents, community members, and other stakeholders. (1) In addition to those subjects required by the Revised Code, school districts also shall provide for study of the following: (a) Personal safety and assault prevention in grades kindergarten through six; (b) Foreign language; (c) Technology; (d) Family and consumer sciences; and (e) Business education. (2) Courses of study shall define the key components of a school district’s curriculum and instruction. (a) A course of study shall be adopted for each subject taught. Each course of study shall (i) Comply with the provisions of section 3313.60 of the Revised Code; (ii) Align with the school district vision, mission, philosophy, educational goals, and strategic plan; (iii) Specify learning and performance expectations; (iv) Establish a scope and sequence of knowledge and skills to be learned; (v) Provide a way to assess student progress and the need for intervention; (vi) Address the various developmental needs of early childhood, middle childhood, and adolescent through young adult students; (vii) Use technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences; (viii) Be guided by Ohio’s state-adopted academic content Standard; (ix) For career and technical courses, be guided by state board approved career and technical core Standard and performance measures. (b) Courses of study shall be reviewed and updated as needed. (c) School districts shall provide for an assessment system that aligns with their courses of study and includes: (i) Regular assessment of student performance; (ii) A policy governing the provision of academic prevention/intervention services for all grades and all schools through the school district; (iii) Guidelines for using assessment results and the value-added progress dimension for instruction, evaluation, intervention, guidance, and grade-promotion decisions; (iv) Written policies and procedures regarding the participation of students with disabilities; (v) Ongoing professional staff development that teaches accepted Standard of practice in the selection, administration, interpretation, and use of assessments; (vi) Multiple and appropriate assessments that shall be used to measure student progress; (vii) Assessment practices that, when used to qualify students for graduation, promotion or special programs or services, conform to current professional Standard for validity and reliability; and (viii) Sharing information with parents, students, and the community regarding assessment purposes and results.

(A) Educational programs and experiences shall be designed and implemented to provide a general education of high quality for all students. Students shall be provided sufficient time and opportunity to achieve local school district performance requirements and objectives measured by required local, approved and state achievement assessments. Instruction shall be focused on the personalized and individualized needs of each student and include intervention that is designed to meet student needs. Instruction and instructional activities shall be: (1) Consistent with educational research and proven practices; (2) Appropriate to student ages, developmental needs, learning styles, abilities, and English proficiency; and (3) Designed to ease the transition of students from one educational environment to another. (4) Phonics shall be used as a technique to teach reading in kindergarten through third grade. (B) Stakeholder partnerships (1) The school district or school through its board of education, superintendent, and staff shall work with key stakeholders, including, but not limited to, the following: (a) Parents, in part through the adoption of a policy on parental involvement in the schools; (b) Business advisory councils; (c) Family and civic engagement teams; (d) School-parent or school-business partnerships; (e) Other schools, social services, and organizations that impact educational programs for students. (2) In addition to its regular budget process, the school district shall work with key stakeholders to review the school district’s allocation of educational resources. This evaluation shall be conducted at least once every three years to ensure that the school district’s resources are allocated in an effective and equitable manner. Allocation and expenditure of school district resources must be aligned with the school district’s strategic plan and reflect best practices in financial management. (C) Educational options (1) All educational options shall require: (a) An instructional and performance plan that is based on individual student needs and shall include: (i) Instructional and performance objectives that align with the school district’s curriculum requirements; (ii) An outline that specifies instructional activities, materials, and learning environments; and (iii) A description of the criteria and methods for assessing student performance. (b) Parental permission for students under age eighteen; (c) Superintendent approval prior to student participation; (d) Involvement of a credentialed teacher in reviewing the instructional plan, which may include providing, supervising, or reviewing instruction or learning experiences, and the evaluation of student performance; and (2) Credit for approved educational options shall be assigned according to student performance relative to stated objectives of the approved instructional and performance plan and in accordance with local board policy and established procedures. (3) Each school district shall communicate information and procedures related to credit flexibility and educational options available in the school district to students, parents and all interested stakeholders. (D) School districts may contract with public and private providers of academic remediation and intervention in mathematics, science, reading, writing, and social studies to assist students in grades one through six outside of regular school hours.

The department of education shall encourage, seek out, and publicize to the general public and the school districts of this state, innovative and exemplary school-parent and school-business partnerships. The board of education of a district involved in such a partnership shall cooperate with the department by providing information about the partnership. As used in this section: (A) “School-parent partnership” means a program that actively involves parents of students in the decision-making process of the school district or individual schools within the district;

(A) (1) If a community learning center process is initiated under section 3302.17 of the Revised Code for any school building operated by a city, exempted village, or local school district or a community school established under Chapter 3314. of the Revised Code, the district board of education or community school governing authority shall create a school action team for the school building. ... (C) In addition to the responsibilities listed in section 3302.17 of the Revised Code, the school action team shall do all of the following: (1) Monitor and assist in the implementation of the school improvement plan, if adopted; (2) Meet with candidates for principal and other administrative positions and make recommendations to the superintendent and board of education of the district or governing authority of the community school; (3) Advise on school budgets; (4) Establish ongoing mechanisms that engage students, parents, and community members in the school; (5) Continue to collect feedback and information from parents using an annual survey; (6) Develop and approve a written parent involvement policy that outlines the role of parents and guardians in the school; (7) Monitor school progress on data related to academic achievement; attendance, suspensions, and expulsions; graduation rates; and reclassifications disaggregated by major racial and ethnic groups, English learners, economically disadvantaged students, and students with disabilities; (8) Receive regular updates from the principal on policy matters affecting the school and provide advice on such matters; (9) Meet regularly with parents and community members to discuss policy matters affecting the school.

(A) The board of education of each city, exempted village, local, and joint vocational school district shall adopt a policy on parental involvement in the schools of the district. The policy shall be designed to build consistent and effective communication between the parents and foster caregivers of students enrolled in the district and the teachers and administrators assigned to the schools their children or foster children attend. The policy shall provide the opportunity for parents and foster caregivers to be actively involved in their children’s or foster children’s education and to be informed of the following:

• (1) The importance of the involvement of parents and foster caregivers in directly affecting the success of their children’s or foster children’s educational efforts;
• (2) How and when to assist their children or foster children in and support their children’s or foster children’s classroom learning activities;
• (3) Techniques, strategies, and skills to use at home to improve their children’s or foster children’s academic success and to support their children’s or foster children’s academic efforts at school and their children’s or foster children’s development as future responsible adult members of society.

(B) The state board of education shall adopt recommendations for the development of parental involvement policies under this section. Prior to adopting the recommendations, the state board shall consult with the national center for parents at the university of Toledo.

(A) Annually, beginning in the 2019-2020 school year, each school district shall report to the department of education, in the manner prescribed by the department, the types of prevention-focused programs, services, and supports used to assist students in developing the knowledge and skills to engage in healthy behaviors and decision-making and to increase their awareness of the dangers and consequences of risky behaviors, including substance abuse, suicide, bullying, and other harmful behaviors. The district shall report the following information regarding such programs, services, and supports for each building operated by the district and for each of grades kindergarten through twelve served by the building: ... (4) Partnerships with community coalitions and organizations to provide prevention services and resources to students and their families; (5) School efforts to engage parents and the community; (6) Activities designed to communicate with and learn from other schools or professionals with expertise in prevention education.

This document provides directions to LEAs to develop family engagement plans

This document provides directions to LEAs to develop family engagement plans