Chapter 6: Parent and Family Engagement

School English Learner Advisory Committee (ELAC)

Legal Requirements, ELAC

Each school with 21 or more English learners must establish a functioning English learner Advisory Committee (ELAC) to advise the school principal and staff on the following legal requirements:

• To advise the School Site Council(SSC) on the development of the school’s Single Plan for Student Achievement 
• To advise the principal and staff on the school’s programs for English learners 
• To assist in the development of the school’s:
  • Needs assessment
  • Language Census 
  • Efforts to enhance parents’ awareness of the importance of regular school attendance

ELAC members could also vote to delegate their responsibilities to the SSC biannually on even numbered school years.

ELAC Membership Guidelines

1. The proportion of ELAC members who are parents of English learners must at least equal the percentage of English learners enrolled in the school. 
2. Membership will include parents and school staff. (Staff member representatives will be fewer than the number of parents). 
3. All parents/guardians of English learners vote and elect ELAC officers. 
4. ELAC officers will serve for two years. If a member must be replaced during the year, the replacement will serve for the remainder of the year. At the beginning of the next year, an election must be held to fill the position. 
5. At its first or second meeting of the year, the ELAC will elect one representative and one alternate representative to the District English learner Advisory Committee (DELAC). 
6. The ELAC will appoint one member to attend school site council meetings and report back to the ELAC (or SSC if the committees are joined) on development and implementation of the school site plan. School sites will provide translation of documents and interpretation during meetings, as needed. 
7. Each year members will receive materials in their home language and training related to carrying out their legal responsibilities.

ELAC Implementation Guidelines

1. The site principal (or designee) is responsible for establishing the ELAC. 
2. The site principal is responsible for ensuring that regular meetings of the ELAC take place in accordance to ELAC bylaws. (It is suggested that the number of ELAC meetings held mirror the number of DELAC meetings as possible).
3. The principal and ELAC chairperson will coordinate meetings, communication, and documentation (i.e. calendar, topics covered, and members). 
4. The principal will arrange an agenda planning session with the ELAC president prior to each meeting. 
5. The principal will attend the meetings and assist the ELAC president in running the meetings in a consistent manner throughout the year. 
6. Meeting dates and times will be determined, with ELAC input, and publicized in English and other languages in advance (minimum 72 hours prior to meeting). 
7. ELAC meetings will be conducted with agendas and minutes. 
8. Childcare will be provided by sites. 
9. The ELAC will adopt bylaws and conduct business according to the bylaws (posted on AESD website). The district will provide support and guidance. 
10. The principal will maintain all ELAC documentation (calendar, fliers/meeting notices, agendas, sign-in sheets and all handouts) in a designated online folder on Google Drive and in hard copy for a period of 5 year.  

Training for ELAC Members

Each year, the school and district will provide materials and training for ELAC members to assist them in carrying out their legal responsibilities by November 30. This training will include a description of both the opportunities and limitations on actions members may take. ELAC members will provide input into the selection of training content. 

The site principal will provide an overview of roles and responsibilities, and the district will provide further appropriate training, including information about the relation between ELACs and the DELAC, and the responsibility of ELAC representatives to the DELAC, who function as liaisons between both groups.

District English Learner Advisory Committee (DELAC)

Legal Requirements, DELAC

The Anaheim Elementary School District has more than 51 English learners enrolled and is required to establish a functioning District English learner Advisory Committee (DELAC) to advise the governing board on the following requirements related to programs and services for English learners: 

• The development of a district Master Plan for English learner Programs and Services 
• The district wide needs assessment on a school-by-school basis 
• The district program goals and objectives for English learner services 
• The plan to ensure compliance with applicable teacher or instructional assistant requirements 
• The administration of the annual language census 
• Review of and comment on the District’s student reclassification procedures 
• Review and comment on written notifications required to be sent to parents and guardians 

DELAC Membership Guidelines 

1. At its first or second meeting of the year, each site ELAC or joint SSC/ELAC will elect 2 representatives to the District English learner Advisory Committee (DELAC). 
2. The DELAC representatives serve for one year. If a member must be replaced during the year, the replacement will serve for the remainder of the year. At the beginning of the year, all school sites will provide the district with the DELAC representatives’ information. 
3. The representatives will be responsible to attend all DELAC meetings and present the information received at the meetings at the school level ELAC or joint SSC/ELAC. 
4. The DELAC representatives will elect a DELAC Chairperson, Vice-Chairperson and Secretary and these officers will serve for two years. If a member must be replaced during the year, the replacement will serve for the remainder of the year. 

DELAC Implementation Guidelines 

1. The DELAC will meet at least 7 times per year and will operate according to guidelines contained in state and federal regulations and local bylaws. 
2. DELAC will adopt and follow bylaws. 
3. Agendas and minutes of DELAC meetings will be posted on the District’s Web site Parent Page. 
4. The District Curriculum Specialist for parent and family engagement or designee will serve as district liaison to the DELAC. This person will assist with agenda preparation, meeting notices, arrangements for meetings, preparation of minutes, and all communications pertaining to the DELAC. 
5. The DELAC Chairperson will preside at meetings and sign all letters, reports and other committee communications, with prior approval of the membership. In the Chairperson’s absence, resignation or inability to perform the duties, the Vice- Chairperson will assume these duties. 
6. The DELAC Chairperson will assist with the preparation of the agenda and will conduct the meeting. The Vice- Chairperson will conduct the meeting in the absence of the Chairperson. 
8. The Curriculum Specialist for parent and family engagement will plan and organize the meeting details (meeting notices, childcare, translation and interpretation services, refreshments, and any other reasonable expectations).  
9. The DELAC will communicate their ongoing advice to the Superintendent and Governing Board via the Director of Special Programs
10. As requested the DELAC will make a presentation to the Superintendent and the Governing Board.

DELAC Training 

The district will provide all DELAC members with appropriate training, materials, and information to assist each member in carrying out his/her responsibilities and any required duties; DELAC members will have input into the content of training each year. The minutes of the DELAC meeting will clearly reflect the training areas that had been covered during the meeting. It is the responsibility of site DELAC representatives to share information between ELAC and DELAC.

Parent & Family Engagement

Parent and family engagement is the exchange of information (communication), purposeful interaction, and meaningful participation between parents and schools to support student learning and achievement (CDE, 2011). Anaheim Elementary School District’s Board Policy on parent & family engagement makes references to parents and guardians being their child’s first and most influential teacher. Parent & family engagement in education that is sustained contributes greatly to student achievement and a positive school environment. The policy also states that schools must develop opportunities for shared responsibility, advisory/decision-making/ and advocacy roles, and support learning at home. 

The school district’s goal for parent & family engagement recognizes the importance of promoting it with the following activities:

• Offer district trainings for parents at school sites in order to help children attain proficiency in English and in core academic subjects
• Increase the leadership capacity of parents.

Educational Services has designed training opportunities to help meet this goal.

Types of Parent and Family Engagement

The district is committed to promoting all levels of parental involvement. Epstein (2001) states that there are six types of parental involvement:

1. Parenting	Families provide basic support for children’s health, growth, and development. Schools provide assistance and information to help parents support developmental ages and stages from preschool through high school.
2. Communicating	Two-way communication on a regular basis happens between families and schools about educational standards/expectations, children’s progress, educational programs and choices. Communication in the home language is a critical factor. When 15% or more of the school’s students are speakers of the same language, the school will provide written translations of all school information in that language. Translators will be made available for all parent/ teacher conferences; school meetings; SST, IEP, and retention meetings; suspension and expulsion hearings; and for all due process actions held at the district level.
3. Volunteering	Develop volunteer opportunities for parents and community and opportunities to attend and participate in school/program activities for children.
4. Learning at Home	Provide information, resources, and materials to assist families to support and monitor their children’s learning. Offer various parent trainings where parents become aware of English Learner needs and progress towards meeting expected learning goals.
5. Decision Making and Advocacy	Educators and parent leaders work together in advisory/decision making groups. Develop parent leaders and parents who advocate for children.
6. Relationship Building/Collaborating with the Community	Establish a welcoming school environment, celebration events, and activities that create positive relationships among families, schools and the community. These can serve as a “gateway” for strengthening long-term partnerships. The district provides ongoing staff development to all school staff on how to work with parents, including communication skills and sensitivity to their backgrounds, needs and concerns. The district and schools will continue to provide parent outreach and education, including meetings, workshops, and programs for parents and families. The District’s LCAP and school plans outline measurable goals, objectives and activities that promote parent and family engagement. Activities intended to promote all levels of parent and family engagement include:

Epstein (2001) Identified Six Types of Parent Involvement

Dr. Joyce Epstein of Johns Hopkins University has developed a framework for defining six different types of parent involvement. This framework assists educators in developing school and family partnership programs.

Parenting	School District Trainings
Communicating	Communication in home language (15%) Website Surveys Coffee Chats District App Social Media
Volunteering	School, district and community activities
Learning at Home	Curriculum Based Parent / Student Activities Parent Trainings Back to School Night Access to Higher Education Learning Walks Parent/Teacher Conferences
Decision Making and Advocacy	School Site Council ELAC, DAC/DELAC District & Community Events
Relationship Building / Collaboration with the Community	School Assemblies Family School Events Open House Community Resources Presentations

Research on Parent and Family Engagement

Similar to the types of parent and family engagement, there are specific activities within parent and family engagement that have a positive impact on student achievement. The California Department of Education Family Engagement Framework (2011) outlines various parent and family engagement activities that help promote student achievement such as:

• Activities that support learning at home
• Building on parents strengths
• Strategies utilizing parents to reinforce classroom instruction (content specific and supported by parent education and training)
• School-home communication (i.e.-regular progress reports)
• And parent and family engagement by itself may have a “ripple effect” on student achievement and benefit other areas not previously identified.

Parent & Family  Engagement Policy and School Compact

The district and all school sites have a parent and family engagement policy which defines how parents are involved in their child’s education. Parents are also consulted and participate in the needs assessment, planning, design, implementation, and evaluation of the parent and family engagement program.                                  

In order to support parent and family engagement, each of the schools in the district has a Home School Compact Home School Compact A document that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement. . This document outlines how parent/guardians, the entire school staff, and students will share responsibility for improved student academic achievement. The compact should note various responsibilities for the school, student, and parent/guardian which include but are not limited to:

• School will ensure that a high quality curriculum and instruction is provided in a supportive and effective learning environment.
• Student will attend school everyday, complete classwork, act responsibly and respectfully, and utilize goal setting to monitor their progress.
• Parents/Guardians will monitor student attendance, academic progress, volunteer in the classroom, serve on committees, and attend/support school events.

As part of the compact there are also shared responsibilities such as ensuring there exists ongoing communication, attending parent-teacher conferences, frequent reports on student progress, and accessibility to school.

Family Engagement Framework

The California Department of Education, Family Engagement Framework also provides some guidance for parent and family engagement activities for all students and for students of English learners.  The framework provides practical activities that the school can do as well as what the family can do to promote positive school involvement.

Family Engagement Activities

At the District

At School

At Home

The Family Engagment Framework was developed by the California Department of Education (CDE) in collaboration with the California Comprehensive Center at WestEd. Complete documents available their website wested.org

Emergent Bilingual Council

Group of stakeholders, including district, site level, and parent leaders who provide feedback, direction, and guidance that range from instruction to policy to ensure the needs of all emergent bilinguals’ and language acquisition programs’ needs are met.

Curriculum, Instruction, & Assessment Committee (CIA)

Local Control Accountability Plan (LCAP)

The LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. The LCAP provides an opportunity for local educational agencies (LEAs) to share their stories of how, what, and why programs and services are selected to meet their local needs. The components of the LCAP for the 2022–2023 LCAP year must be posted as one document assembled in the following order:

• LCFF Budget Overview for Parents
• Supplement to the Annual Update to the 2021–22 LCAP
• Plan Summary
• Engaging Educational Partners
• Goals and Actions
• Increased or Improved Services for Foster Youth, English Learners, and Low-income students
• Action Tables
• Instructions

Parent Workshops

These workshops take place no less than three times during a school year and address timely communication on Emergent Bilingual topics.