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2018-19 Promising Practices - Effective Parent and Family Engagement (PFE) This promising practice form is provided by the Title I, Part A Parent and Family Engagement Statewide Initiative to gather descriptive information from PK-12 schools on specific PFE strategies that have helped to increase parent & family engagement and student outcomes. Submission is voluntary.

Use this for activities that were funded with federal, state, or local dollars and/or other funding sources.

Next steps: 1. Complete all questions and save this document for your records. 2. Please submit one promising practice per submission form. (You may submit more than one practice) 3. Email completed form to terri.stafford@esc16.net Please cc a copy of completed form to your ESC

contact(s). 4. Applications will be accepted from March 1, 2019 through May 8, 2019. 5. Promising practice submitted will be reviewed and scored by statewide committee and initiative staff. 6. Selected promising practices will be highlighted in the PFE newsletter and on the Title I, Part A PFE

Statewide Initiative Website starting with the 2019-2020 school year.

General Information (Replace the gray text with your specific data and narrative.) 1. LEA or Campus Name: LEA or Campus

Crockett County Consolidated Common School District

2. School Name & Address: School Name and Address Parent Engagement Center

3. Contact/Title: First Name, Last Name, Position Title Janina Savala, Director of Federal Programs/Parent Liaison

4. Contact Email/Phone #: Email Address/Phone # janina.savala@ozonaschools.net 325-392-5501 ext. 5980

5. Name of practice and brief description of practice:

Write a brief practice description in 150 words or less. Think about the key message or idea you want to convey about this practice. (This is your elevator speech.) We support our teachers by creating take-home activity bags for all of our Pre-Kindergarten and Kindergarten students to take home each week. The backpacks include hands-on activities that correspond with the content that is being taught for that particular week. For Grades, 1st thru 3rd, we send home the Frog Publications Family Engagement activities. These are also take-home activities that are ready made for the teachers to easily distribute to all the students. We have just ordered them and are in the process of implementing the activities at each grade level. We have sent home activities for three years to all Pre-Kindergarten students and beginning in January for Kindergarten students.

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Initial Planning and Implementation – Promising Practice 9. What is the goal of the

practice? Explain goal of the practice. (limit to 75 words) Our goal is to increase student assessment scores (E-Circle and TPRI) at the end of the year and to build a strong foundation in reading and math. The objective is to send fun games or activities that the parents and the students can engage in while they are reinforcing some of the skills that students are struggling with in school. These skills include rhyming, small motor skills, letter and sound recognition, money identification, numeracy and other areas. Some of the games include playdoh, manipulatives, coin rubbing, chutes and ladders, and memory card games. By providing the parents with the ready made activities, we know that many of them do engage their child in these learning games during the school year.

10. How was the practice identified as a need?

Describe how practice was identified as a need. This practice was identified as a continued need at the end of our Pre-Kindergarten Grant. We had enough resources and personnel to continue with the activities after our grant monies had expired. We strive to provide a high quality prekindergarten and kindergarten program in order to strengthen phonemic awareness and numeracy during early childhood. This year we have added the activities for grades 1st thru 3rd and we strive provide additional support in reading and math. Parents are the most involved at the elementary level and this is the level that the most impact can be made especially since many of our parents are eager to be engaged in their child's education. We are a team, as teacher work with students during the day and parents work with them during the evening or on weekends.

6. Demographics: Description of the populations served: ☒Rural ☐Urban ☐Suburban Size of District: ☐ 1A ☒ 2A ☐ 3A ☐ 4A ☐ 5A ☐ 6A

Ethnicity %s: Hispanic: 76% African American: .39% White: 21% Asian: Amer Indian/Alaskan Native: .77% Native Hawaiian/Pacific Islander: 2 or more: .64%

7. Which funds, if any, helped to support the project? (Check all that apply)

☒ESSA Title I, Part A (Parent and Family Engagement) ☐This practice was (partially or fully) funded by local dollars. ☐Other - please specify:

8. Grades impacted: ☒PK-Kindergarten ☒Elementary

☐Middle School/Junior High ☐High School

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11. Describe the implementation.

Describe the practice in as much detail as possible, such as logistical challenges/solutions. What happened that was compelling? (limit to 175 words) As parent liaison, I coordinate with the High School students and volunteers who are willing to help make the activity packs or at least help with some cutting. They often help with cutting memory cards or removing old activities from previous weeks. This is our third year providing them for Pre-Kindergarten and first year for Kindergarten. I have the TEKS for each six weeks or I ask teachers for the content that will be taught at least one week in advance. I have a notebook of activities for each year and I store the supplies which are recycled each year. I have master copies to make copies replace items that are not returned. Recycling the activities and supplies is key. Once or twice a year, I purchase colored ink, card stock colored paper, plastic bags, manipulatives, dry erase markers, labels, paper, bags and other supplies that are disposable. During pockets of time, I coordinate the activities and get them ready during the week for delivery to the campus. Activities are place in a container outside their room and the Prekindergarten teachers send their home on Mondays and the Kindergarten teachers send theirs home on Fridays. Other teachers vary on when they send their activities home (Frog Publications activities).

12. Who was involved in the planning & implementation? What was their role?

Describe the people and their roles involved in the project and their role in the promising practice. How does this practice contribute to building the capacity of your staff to increase family engagement? (limit to 75 words) Teachers are involved in the planning and they know what skills need to be targeted or what skills need to be reinforcement at home. My role is to prepare and have activities ready each Monday. I place their activities in their boxed outside their room and I pick up the ones from the previous week. Teachers encourage our parents to use the games or activities in order to increase family engagement. Parents are also encouraged to check out items from the Parent Engagement Center in addition to the send home activities.

Evaluating Effectiveness of Practice

13. How does this promising practice link to increased student outcomes?

How did this practice support effective parent and family engagement practices, and lead to increased student performance outcomes? (limit to 75 words) Student growth is monitored during the year by the Prekindergarten and Kindergarten teachers. Prekindergarten students have increased student growth by the end of the year assessment used through E-Circle. This is the first year for Kindergarten, we began in January and we hope to see increase results with the EOY TPRI. Report cards and curriculum-based assessments are also used to measure growth in student outcome.

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14. How did you evaluate the practice and who was involved in the evaluation process? What was your measurable goal?

Describe the process used for evaluation and include the list of people involved (administrators, teachers, parents, etc.). What was your measurable goal? (limit to 75 words) The EOY results from the E-Circle assessments are evaluated at the end of the year by the administrators, teachers and parents during parent-teacher conferences. There are requirements or skill sets that students must have met at the end of the year in order to be considered ready to progress to the kindergarten classroom. The goal is to have 100% of our Prekindergarten students master teachers' end of year skills and goals and to increase student outcome on their EOY assessments. I also send an easy rubric for parents to evaluate our activities during the year.

15. What did you learn from the evaluation? What advice would you offer to someone wanting to implement the practice?

Describe lessons learned from the evaluation. (limit to 75 words) Make sure that the grade level teachers have met and set goals and have compiled a list of skill sets that the students must complete at the end of the year. Skill sets and goals may be measured through E-Circle EOY assessment or curriculum based assessment in addition to teacher made objectives.

16. Identify the most important factors and conditions necessary for the success of the practice.

What were the most important factors that made this practice successful? (limit to 75 words) The most important factor in the success of this practice is to identify the person in charge of creating the activities for the teachers on a weekly basis. It is also important to identify a person who has early childhood experience who can work with the Prekindergarten and Kindergarten teachers and find suitable activities. Another factor is having a central place to store games and supplies needed to make the games as well as funds to purchase the supplies needed.

Sharing the Benefits 17. Recommendations for

other schools: What recommendations or variations of the practice do you have for other LEAs or schools interested in replicating your project? (limit to 75 words) We began with Prekindergarten and have now expanded to Third grade. Prekindergarten and Kindergarten activities are similar. However, we are unable to provide the same level of individualized packets for 1st thru 3rd. For those grades, we are implementing Family Engagement Family Fun Packs from Frog Publications. The teachers are developing checking out systems in their classrooms so that students may check out items on a weekly basis. The activity packs were purchased and are ready to go home with the students in order to increase parent engagement and student outcomes at those grade levels.

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Other Information 18. Include other

information you would like to share: pictures, videos, attachments, references, and/or links.

Include visual aids/materials/information that helps to better understand the practice. Pictures with samples of the activities for Prekindergarten and Kindergarten are included. A picture with the containers for the activities for 1st thru 3rd is also included.

Special Considerations 19. How does your practice

align with the TEA Strategic Priorities?

Our district goal is to build a foundation in reading and math. https://tea.texas.gov/About_TEA/Welcome_and_Overview/TEA_Strategic_Plan/

Permission Required 20. Is the principal or leader

of the organization aware that you have submitted this practice.

☒Yes ☐No Janina Savala 2/22/19 Signature of person submitting application Date Janina Savala 2/22/19 Signature of administrator or leader Date Application will not be accepted without signatures.