# data[].attributes.headline
Discuss the following question with your team or group then add a summary of your group's responses: What are some obstacles districts face in engaging or getting feedback from educational partners?

# data[].attributes.subject
Discuss the following question with your team or group then add a summary of your group's responses: What are some obstacles districts face in engaging or getting feedback from educational partners?

# data[].attributes.body
A summary of the process used to engage educational partner and how this engagement was considered before finalizing the LCAP

MAKE SURE TO CALL OUT ALL REQUIRED STAKEHOLDER GROUPS

# data[].attributes.body
A summary of the feedback provided by specific educational partners

BREAK OUT FEEDBACK/TRENDS BY EDUCATIONAL PARTNERS or VICE VERSA

# data[].attributes.body
A description of the aspects of the LCAP that were influenced by specific input from educational partners (specificity needed:

CONNECT EPS TO GOALS

# data[].attributes.headline
Share your district's current efforts to engage educational partners.

# data[].attributes.subject
Share your district's current efforts to engage educational partners.

# data[].attributes.headline
Provide at least one idea your team developed to improve consultation practices with educational partners.

# data[].attributes.subject
Provide at least one idea your team developed to improve consultation practices with educational partners.

# data[].attributes.body
Keeping input focused on appropriate topics

# data[].attributes.body
Getting authentic feedback (not repeating information the district shared)

# data[].attributes.body
Just to get attendance and representation

# data[].attributes.body
Language barrier can impact parent participation

# data[].attributes.body
Confusion

# data[].attributes.body
Virtual environment is difficult

# data[].attributes.body
Helping educational partners understand the use of funds and what the plan entails

# data[].attributes.body
No accountability/responsibility if stay invisible

# data[].attributes.body
Parents aren't always available...they don't check emails, answer calls...call back...not available when we are..."checked out" - don't check backpacks....need an incentive...no consequences - they don't see the big picture

# data[].attributes.body
Lack of communication via multiple methods

# data[].attributes.body
Difficult with incarcerated youth

# data[].attributes.body
Parents
Staff
Students

# data[].attributes.body
Parent Booster
School Site Council
Board Meetings
Virtual & In-person
ELAC
DELAC
Committees

# data[].attributes.body
How to get parents other than boosters

# data[].attributes.body
Students
Parents
Teachers

# data[].attributes.body
Parents (Pre-Covid)

# data[].attributes.body
Carnival
BTS Night
Recruitment

# data[].attributes.body
Provide better training for committee members

# data[].attributes.body
Reaching out personally

# data[].attributes.body
Parent meetings at a later time, so more parents attend

# data[].attributes.body
Works to meet parent needs to attend meetings (babysitting, door prizes, materials, etc...)

# data[].attributes.body
Hold Separate meetings for educational staff and parents to encourage parent discussion

# data[].attributes.body
Specify types of mental health service requests

# data[].attributes.body
Use text messaging feature to share survey links

# data[].attributes.body
Tracking responses by subgroups

# data[].attributes.body
Build into classroom discussions with teachers once a month

# data[].attributes.body
Include site principals in process to invite and encourage parents to participate

# data[].attributes.body
Keep the information shared simple. Focus the time and discussion with groups around open-ended questions

# data[].attributes.body
Parent Advisory Committee (PAC) example provided by HESD

Over the last couple of years HESD has made it a priority to improve their work and methods in meeting with their education partners.  They refined the structure of their meetings to get more thoughtful input.  They have members all vote on each recommendation.  They summarize the results of the meeting, get the superintendents written response, then take the report to the board as an information item.  The Report to the Board from their first PAC meeting is linked as an example.  These reports are part of the board meeting public record.

Thank you HESD!

# data[].attributes.attachment_link.title
SAMPLE Parent Advisory Engagement: Mtg 1 PAC Report to Board-Gabler Input.docx

# data[].attributes.headline
Capabilities: Human Capital, Skills, & Knowledge

# data[].attributes.subject
Capabilities: Human Capital, Skills, & Knowledge

# data[].attributes.body
Educational partners...
- possible lack understanding of their role in shaping school culture
- misunderstand difference between school and facility
- sometimes have a mistrust of the school system
- don't fully understand the plan development feedback process. They think it is a forum to discuss issues with their child/school/teacher
- have a lack of knowledge and understanding/don't understand the process or the reason

# data[].attributes.body
Educational partners...
- feel nothing changes - not heard
- feel their voice does not make a difference
- are sometimes intimidated by the meeting setting
- don't feel they have any new ideas to contribute
- are afraid of showing their "not-understanding"
- feel that they are not qualified
- believe the district has made up their mind on what "they" are going to do so why voice an opinion
- don't believe their opinion is important
- prefer to "leave it to the experts"
- are unsure whether their feedback matters/makes a difference
- feel engaging is a waste of time/leaders won't listen/they won't be heard

# data[].attributes.headline
Connections: Important Relationships & Networks - Social Capital

# data[].attributes.subject
Connections: Important Relationships & Networks - Social Capital

# data[].attributes.body
Educational partners...
- work long hours (parents)
- have other commitments/lack the time to participate/busy with life
- may be uncomfortable with in-person meetings (COVID)
- only engage if they have a complaint
- unaware we exist and they have the opportunity to participate in this level of work
- do not feel connected to the school culture/lack of personal connection

# data[].attributes.body
Educational partners need
- open lines of communication to build trust
- the prerequisite information provided so they can make informed recommendations
- multiple types of communication (brochure, newsletter, social media, personal contact, etc...)
- meeting structures that compel participation/feedback
- their peripheral needs met (i.e., food, babysitting, hospitality)
- connections with people on things they are passionate about
- convenience (offer multiple opportunities to participate/various times/variety of formats)

# data[].attributes.body
Provide information about school and programs in a variety of ways to build educational partner knowledge.

Conduct specific group meetings or "learning sessions"

# data[].attributes.body
Conduct specific group meetings or "learning sessions" for individual like groups (students, parents) Ensure an open discussion format to answer questions

Ensure proper training of committees at the beginning of each year because there will be new members (ELAC/DELAC, SSC, etc...)

# data[].attributes.body
- Provide opportunities for networking at meetings
- Provide opportunities for dialogue between staff and parents to build trust
- Increase calls home and possible include students or use video calling

# data[].attributes.headline
Specific Ideas for Building Connections, Capabilities, Confidence, & Cognition

# data[].attributes.subject
Specific Ideas for Building Connections, Capabilities, Confidence, & Cognition