prepared by...prepared by: courtney c. zmach, ph.d. coordinator, research and program evaluation...

2015 - 2016

TITLE I PARENT INVOLVEMENT SURVEY

DISTRICT REPORT

Prepared by:

Courtney C. Zmach, Ph.D.

Coordinator, Research and Program Evaluation

Jenny Cruz Federal Grants Specialist

May 2016

Table of Contents

Introduction ............................................................................................................................................................... 1

Survey Form ............................................................................................................................................................... 1

District and School Response Rates ........................................................................................................................... 2

District Results ........................................................................................................................................................... 3

Background ............................................................................................................................................................ 3

Language of the Respondent ............................................................................................................................. 3

Highest Education Level Completed by the Respondent .................................................................................. 4

Modes of Communication ................................................................................................................................. 4

Parental Involvement ............................................................................................................................................ 5

Home-School Parent Involvement ..................................................................................................................... 5

Home-School Communication ........................................................................................................................... 6

Participation in Parental Involvement Activities ............................................................................................... 8

Barriers to Parent Participation in School Activities .................................................................................................. 9

Summary/Recommendations .................................................................................................................................. 15

Appendix A: 2015-2016 LEA Title I Parent Involvement Activities …...………………………………………….…………………….17

Appendix B: 2015-2016 Summary of Parent Involvement Activities…...……………………………………..….………………….19

Appendix C: Survey Monkey Online Title I Parent Survey Response Rates…...……….……………………………………………22

Appendix D: 2015-2016 District Title I Parent Survey Codebook ……...……………………………………………………………….23

Appendix E: District Title I Parent Survey Responses, 2011-2012 through 2015-2016 ...……………………………………24

Appendix F: Review of Missing Data Pattern ….………………………………………………………………………………..………………27

i

District Title I Parent Involvement Survey Report

Introduction

The mission of Collier County Public Schools is to provide exceptional educational opportunities that motivate and engage each student. Such opportunities can be created and fostered through parental involvement as parents are key stakeholders in the education of their children. We also know that education is a responsibility shared between the school and family. Collier County Public Schools and the District’s Title I program are working to strengthen this relationship. To maintain Title I compliance, the Local Education Agency (LEA) must:

• Conduct with parents an annual evaluation of the content and effectiveness of the LEA’s Parental Involvement Policy/Plan in improving the academic quality of schools funded under this part and identifying barriers to greater participation by parents in authorized activities;

• Use the findings to design more effective strategies; and • Revise the Parental Involvement Policy/Plan, if necessary.1

All parents with children attending a Title I school were provided the opportunity to respond to a district-wide parent survey. Information gathered from this survey is intended to assist the LEA and schools design more effective strategies for the upcoming school year.2 This report presents a summary of the 2015-2016 Annual District Title I Parent Survey results.

Survey Form

In 2010-2011, a District Title I Parent Survey form was developed after reviewing parent involvement surveys used within the District and across the nation. The 2010-2011 survey form was designed by the Federal and State Grants department to assess compliance with evaluation requirements of Section 1118, Parental Involvement in Title I of the No Child Left Behind (NCLB) Act, as well as to receive parent’s perceptions regarding home-school involvement, home-school communication, and participation in parent involvement activities within the school. To provide opportunity for comparison across school years, this form has been used for the past five years. The primary method for collecting parent responses was via a paper/pencil survey. Survey forms were distributed to families via student backpack during the week of January 11, 2016, which coincides with the District’s report card distribution. Surveys were collected for one month. The parent letter on the survey included website links for parent’s to have the option of completing the survey online.3 Both forms of the survey (paper survey and the online survey) were available in three languages (English, Spanish and Creole). The codebook is available in Appendix D.

1 All statutory citations in this document are in reference to NCLB. 2 Appendix A provides a brief description of the LEAs parental involvement activities during the 2015-2016 school year. Appendix B provides a brief description of the Parent Involvement Activity Summaries provided by several school sites during the 2015-2016 school year 3 Online survey response rates are provided in Appendix C.

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District and School Response Rates All parents of children in Kindergarten through grade 12 who attend a Title I school were invited to take the 2015-2016 District Title I Parent Survey. Parents were asked to complete one survey per child. We anticipated that parents with more than one child would complete multiple surveys. This provided parents the opportunity to answer questions about each child’s teacher and school experience. Surveys were distributed to 19,916 students to take home via backpack. An electronic notice was placed on the District and school’s websites on January 11, 2016. The notice provided the website address for parents to access the online survey and contact information if they had questions about the survey. A total of 6,192 parent surveys were collected. The response rates for the district and schools were established using school enrollments from February 12, 2016. Table 1 displays the final response rates of surveys returned to the Title I office. The 2015-2016 overall response rate for the district was 30%. The 2015-2016 response rates for individual schools ranged from 11% to 56%. Thirty eight percent of schools (n=9) collected a greater percentage of surveys than the prior year.4 To ensure data accuracy, Federal, State, and Competitive Grants (FSCG) staff conducted various data review procedures at several stages of data processing. Table 1. District Title I Parent Survey Response Rates by School and Overall

4 A brief analysis of the “No response” data is included in Appendix F.

Returned Surveys

School Enrollment

Returned Surveys

School Enrollment

Returned Surveys

School Enrollment

Avalon Elementary 263 490 53.7% 253 487 52.0% 265 527 50.3%East Naples Middle 140 1070 13.1% 79 1135 7.0% 322 1125 28.6%Eden Park Elementary 374 760 49.2% 250 697 35.9% 264 752 35.1%Estates Elementary 215 600 35.8% 210 554 37.9% 229 552 41.5%Everglades City School 23 170 13.5% 35 186 18.8% 53 200 26.5%Golden Gate Elementary 267 900 29.7% 283 872 32.5% 315 968 32.5%Golden Gate High School 318 1610 19.8% 292 1541 18.9% 185 1614 11.5%Golden Gate Middle 249 1050 23.7% 161 1130 14.2% 125 1121 11.2%Golden Terrace Elementar 226 980 23.1% 297 978 30.4% 159 1053 15.1%Highlands Elementary 216 710 30.4% 252 687 36.7% 170 782 21.7%Immokalee Community 127 250 50.8% 90 247 36.4% 59 245 24.1%Immokalee High School 330 1420 23.2% 113 1410 8.0% 454 1533 29.6%Immokalee Middle School 215 830 25.9% 593 1412 42.0% 487 1455 33.5%L. Walker Tech. High Scho 323 580 55.7% 312 554 56.3% 329 584 56.3%Lake Trafford Elementary 279 770 36.2% 288 720 40.0% 134 732 18.3%Lely Elementary 273 660 41.4% 354 627 56.5% 181 668 27.1%Lely High School 439 1500 29.3% 310 1466 21.1% 452 1538 29.4%Manatee Elementary 430 760 56.6% 527 773 68.2% 339 827 41.0%Manatee Middle School 164 880 18.6% 646 934 69.2% 459 918 50.0%Mike Davis Elementary 250 800 31.3% 227 798 28.4% 210 737 28.5%Parkside Elementary 336 680 49.4% 331 683 48.5% 324 769 42.1%Pinecrest Elementary 648 840 77.1% 287 763 37.6% 309 763 40.5%Shadowlawn Elementary 367 560 65.5% 167 582 28.7% 156 575 27.1%Village Oaks Elementary 241 560 43.0% 294 491 59.9% 212 571 37.1%District Total 6713 19430 34.5% 6651 19727 33.7% 6192 20609 30.0%Source: Annual Title I Parent Involvement Survey

Title I Schools

2013-2014 2014-2015 2015-2016

Received (%) Received (%) Received (%)

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District Results Results with interpretation are divided into two parts: background and parental involvement. Unless otherwise noted, data are for school year 2015-2016. Background This section shows the results of the background items. Language of the Respondent To understand more about the respondents, two additional items were asked to gain insight into the parents completing the survey: language and highest education completed. The survey asked parents to indicate the language with which they responded to the survey. Table 2 displays the distribution of the number and percent by language, as well as to a different language and no response.5 Over 44% of parents indicated the Spanish language and 4% indicated Creole. This confirms that nearly 49% of parents may prefer reading or communicating in a language other than English and validates the need to provide parent materials and trainings in multiple languages. Over 21% of parents report they speak two or more languages.6 The low incidence of an “other” language (0.6%) does not suggest a high need to provide language support in languages other than Spanish, Creole or English. Table 2. Language, Results by District and School Grouping

N % N % N % N %English 1673 27.0% 837 24.8% 381 27.4% 455 32.0%Spanish 2761 44.6% 1651 48.9% 587 42.1% 523 36.8%Creole 242 3.9% 95 2.8% 74 5.3% 73 5.1%Other Language 35 0.6% 15 0.4% 11 0.8% 9 0.6%Bilingual: English/Spanish 834 13.5% 432 12.8% 184 13.2% 218 15.3%Bilingual: English/Creole 330 5.3% 152 4.5% 93 6.7% 85 6.0%Bilingual: English/Other 26 0.4% 8 0.2% 10 0.7% 8 0.6%Bilingual: Spanish/Creole 10 0.2% 6 0.2% 1 0.1% 3 0.2%Bilingual: Spanish/Other 48 0.8% 34 1.0% 4 0.3% 10 0.7%Trilingual: English/Spanish/Creole 21 0.3% 15 0.4% 1 0.1% 5 0.4%Trilingual: English/Spanish/Other 25 0.4% 16 0.5% 2 0.1% 7 0.5%Trilingual: English/Creole/Other 10 0.2% 3 0.1% 3 0.2% 4 0.3%Trilingual: Spanish/Creole/Other 3 0.0% 3 0.1% 0.0% 0.0%Polyglot: English/Spanish/Creole/ Other 7 0.1% 3 0.1% 1 0.1% 3 0.2%No Response 167 2.7% 108 3.2% 41 2.9% 18 1.3%

Response District Elementary Middle High

Source: 2015-2016 District Title I Parent Survey

5 Everglades City School serves students grades kindergarten through grade 12. Because the majority of returned surveys from this school were from elementary grades, their surveys are reported in the “Elementary” group. 6 Categories were created based upon review of the survey data.

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Highest Education Level Completed by the Respondent

Table 3 displays the distribution of the number and percent by highest education completed. Of parents who completed this item, elementary school was the highest level of education level completed (26%). Because of the strong connection between literacy levels and parents’ education level, this is important information to keep in mind when planning for parent involvement. Compared to the district average, parents of high school students reported the highest education levels with, on average, 16% having graduated college.

Table 3. Highest Education Completed, Results by District and School Grouping

N % N % N % N %Elementary 1579 25.5% 1076 31.9% 306 22.0% 197 13.9%Some high school 1204 19.4% 468 13.9% 316 22.7% 420 29.6%Graduated high school or GED 1491 24.1% 788 23.3% 312 22.4% 391 27.5%Associates/Technical School 681 11.0% 387 11.5% 151 10.8% 143 10.1%College/Bachelor degree or higher 849 13.7% 423 12.5% 206 14.8% 220 15.5%No Response 388 6.3% 236 7.0% 102 7.3% 50 3.5%

District Elementary Middle HighResponse


Modes of Communication Knowing more about parents’ access to the Internet has been a topic of interest for several departments within the school district. It is important to understand how parents prefer information about parent events is shared. Table 4 displays the communication preferences of parents by district and school grouping. This is important, especially to detect whether there are differences in preference when comparing elementary to middle to high school. Across all levels, parents report that backpack is their preferred mode of receiving information about school events with phone calls home running a distant second place.

Table 4. Communication Preferences about Parent Events, Results by District and School Grouping

N % N % N % N %Backpack 3199 43.3% 2074 49.6% 642 39.4% 483 30.7%Email 1668 22.6% 830 19.8% 389 23.9% 449 28.6%Phone call 2001 27.1% 1049 25.1% 471 28.9% 481 30.6%District Website 221 3.0% 57 1.4% 58 3.6% 106 6.7%District App 53 0.7% 22 0.5% 13 0.8% 18 1.1%No Response 244 3.3% 151 3.6% 58 3.6% 35 2.2%



Table 5 displays the distribution of parents reporting access to Internet by district and school grouping. On average, 72% of parents report access to the Internet at home. A limitation of this item is that we do not know if students have access to the Internet. Parents with children in high school (85%) report having greater access to the Internet compared to parents of elementary school children (66%).

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Table 5. Have Internet Access, Results by District and School Grouping

N % N % N % N %Yes 4463 72.1% 2226 65.9% 1035 74.3% 1202 84.6%No 1387 22.4% 951 28.2% 279 20.0% 157 11.0%No Response 342 5.5% 201 6.0% 79 5.7% 62 4.4%

HighDistrict Elementary MiddleResponse


Table 6 displays the distribution of parents reporting having an email address. The majority of parents (62%) report having an email address. More parents of high school students (67%) report having an email address compared to parents of elementary and middle school students (60% and 64%, respectively).

Table 6. Have Email Address, Results by District and School Grouping

N % N % N % N %Yes 3860 62.3% 2010 59.5% 893 64.1% 957 67.3%No 1980 32.0% 1153 34.1% 416 29.9% 411 28.9%No Response 352 5.7% 215 6.4% 84 6.0% 53 3.7%


Source: 2015-2016 District Title I Parent Survey Parental Involvement Overall, survey results show that parents have a positive perception of the home-school partnership addressed in the survey. Survey questions have been divided into three primary themes: Home-School Parent Involvement, Home-School Communication, and Participation in Parental Involvement Activities. Results for each theme are discussed below. Table 7 to 9 present data by District as well as by each school grouping (Elementary, Middle and High).

Home-School Parent Involvement Survey items related to parents’ perceptions of how they can be and are involved in their child’s school or directly with their child provide important information. Table 7 displays the number and percent of responses for the three survey items that relate most closely to this theme. Looking at district-level results and at each school grouping, it is clear that parents feel positive about their belief that they can help at their child’s school (Yes, 59%) and feel encouraged to do so (Yes, 68%). Parents also responded positively about taking initiative to encourage their child to read or read to their child (Yes, 88%). The percentages decline as students increase in school group (elementary to middle to high). The most notable drop occurs at the high school level. While this result is not unexpected, it does indicate an area for improvement.

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Table 7. Home-School Parent Involvement, Results by District and School Grouping

N % N % N % N %Yes 3652 59.0% 2011 59.5% 837 60.1% 804 56.6%No 549 8.9% 267 7.9% 118 8.5% 164 11.5%Not Sure 1802 29.1% 959 28.4% 404 29.0% 439 30.9%No Response 189 3.1% 141 4.2% 34 2.4% 14 1.0%

Yes 4212 68.0% 2457 72.7% 912 65.5% 843 59.3%No 656 10.6% 224 6.6% 163 11.7% 269 18.9%Not Sure 1145 18.5% 570 16.9% 279 20.0% 296 20.8%No Response 179 2.9% 127 3.8% 39 2.8% 13 0.9%


Encouraged my child to read or read to/with my child

HighMiddle

Encouraged to be involved at school

District Elementary

Believed they can help at child's school

Response


Home-School Communication Seven survey items provided information about parents’ perceptions of home-school communication. This theme provided insight related to the information parents may have received to help their child, whether they received state test scores, their comfort level communicating with school administration and teachers, as well as the receiving of language support services. Table 8 displays the distribution of responses. Parents across the District expressed positive opinions about home-school communication. For most questions, patterns for the school groupings mirrored the district combined responses with some exceptions. On average, a smaller percentage of high school parents reported receiving information to help their child (High, Yes = 47% versus District, Yes = 55%) and translation services (High, Yes = 55% versus District, Yes = 64%). It is also worth noting that parents of middle school students reported the highest levels of receiving information about their child’s scores on state tests (Middle, Yes = 78% versus District, Yes = 75%).

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Table 8. Home-School Communication, Results by District and School Grouping








Information in language that I understand

Translation services available

Comfortable talking with child's teacher

MiddleResponse HighDistrict

Received information to help child

Elementary

Comfortable communicating with school administration

Language/cultural barriers with participation at school

Received information about child's score on state tests


Language and communication barriers were identified barriers for the 2011-2012 and 2012-2013 school years. These areas continue to be monitored by the Title I program. A survey item was included to test the validity of parent responses. The question about parent’s perceptions of language/cultural barriers with participation at school was a reverse coded item. A “No” response indicated a positive response. As shown in Table 8, 60% of parents read and understood the question, thus confirming the validity of other items related to this barrier. Parents reported that they receive information in a language they understand (Yes, 86%) and know that translation services are available (Yes, 64%). In the Barriers to Parent Participation section of this report, parents’ perceptions of language support services by language is further examined.

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Participation in Parental Involvement Activities The last theme groups items together that involve parents’ participation in activities at the school, including being able to participate in the school’s Parent Involvement Plan; attending parent meetings; and volunteering at their child’s school. Like previous years, results in this section are more mixed; however, the pattern of parent responses remains similar across school grouping (see Table 9). On average, 45% of parents reported that they can participate in the development of their school’s Parent Involvement Plan; however, on average, 32% of parents are not sure whether they can participate. Fewer parents reported attending a meeting where the Title I program was discussed (Yes, 33%) than attending a different parent meeting such as PTO/A, SAC or a conference (Yes, 48%). The District Title I office added a question in the 2012-2013 school year to learn more about whether parents have transportation to attend school events. Transportation to attend school events did not appear to be a district challenge in 2012-2013 as 73% of parents report having access to transportation. The question was included again for confirmation purposes. Over 72% of parents reported in the current year that they have transportation to attend school events. Again, lack of transportation does not appear to be a prevalent barrier for Title I schools; however, schools will want to inspect their school-level reports to determine whether a barrier is present at their school site. Two-thirds of parents (69%) reported that they did not volunteer at their child’s school. Middle school parents reported volunteering the least compared to the district responses. Table 9. Participation in Parental Involvement Activities, Results by District and School Grouping






Attended school meeting where the Title I Program was discussed

Response Middle High

Have transportation to attend school events

District Elementary

Can participate in development of school Parent Involvement plan

Volunteered at child's school

Attended a parent meeting during school year


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Barriers to Parent Participation in School Activities The LEA worked to address several barriers to parent participation in school activities. Such barriers included, increasing participation from Spanish- and Creole-speaking families, time conflicts for families from Title I school sites to attend workshops and meetings, and parents’ lack of comfort in communicating with school-based staff due to limited English communication skills. As shown in Table 8, parents were provided the opportunity to share their impressions of language supports at school activities. To understand more about parent’s perceptions, the survey items that specifically asked about language support services were disaggregated by language reported.

Table 10 disaggregates parents’ perceptions of language support by language. Compared to the previous school year, the majority of parents reported a specific language preference. In 2012-2013, nearly 38% of parents did not indicate a language whereas in 2015-2016 (the current survey) only 2.7% did not indicate a language (see Appendix E). Table 10. Parent Perceptions of Language Support by Language

Response

N % N % N % N % N % N %Yes 197 3.2% 792 12.8% 106 1.7% 14 0.2% 278 4.5% 43 0.7%No 1328 21.4% 1409 22.8% 77 1.2% 14 0.2% 813 13.1% 67 1.1%Not Sure 108 1.7% 434 7.0% 47 0.8% 5 0.1% 172 2.8% 17 0.3%No response 40 0.6% 126 2.0% 12 0.2% 2 0.0% 51 0.8% 40 0.6%

Yes 831 13.4% 2077 33.5% 154 2.5% 13 0.2% 797 12.9% 101 1.6%No 94 1.5% 202 3.3% 32 0.5% 8 0.1% 103 1.7% 17 0.3%Not Sure 710 11.5% 401 6.5% 49 0.8% 11 0.2% 365 5.9% 20 0.3%No response 38 0.6% 81 1.3% 7 0.1% 3 0.0% 49 0.8% 29 0.5%


Creole OtherNo

Language Selected

Language




English Spanish Multilingual

Source: 2015-2016 District Title I Parent Survey Looking more deeply into the data, Table 11 and 12 further disentangles these data by parents’ responses as having attended school and parent meetings. Table 11 displays the home language by meeting attendance. We see that about 2% of Creole-speaking parents report attending a Title I or other parent meeting and between 7 – 23% of English-speaking, Spanish-speaking or multilingual parents attend a meeting at school.

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Table 11. Distribution of Meeting Attendance by Language

Response

N % N % N % N % N % N %Yes 527 8.5% 886 14.3% 96 1.6% 12 0.2% 464 7.5% 53 0.9%No 879 14.2% 1165 18.8% 101 1.6% 11 0.2% 568 9.2% 49 0.8%Not Sure 216 3.5% 578 9.3% 33 0.5% 9 0.1% 236 3.8% 25 0.4%No response 51 0.8% 132 2.1% 12 0.2% 3 0.0% 46 0.7% 40 0.6%




English Spanish Creole MultilingualNo

Language Selected

Language

Other


Table 12 analyzes the meeting attendance responses and parents’ knowledge of the availability of translation services. Parents who attended the meetings were most aware of translation services being available. It is important to share more about the translation services with parents who do not attend the meetings. Fifteen percent of parents who do not attend meetings were not sure whether translation was available. It is certainly possible that if parents were more aware of translation services, they might attend the meetings. Table 12. Distribution of Meeting Attendance by Translation Services Available

ResponseN % N % N % N %

Yes 1611 26.0% 139 2.2% 256 4.1% 32 0.5%No 1554 25.1% 246 4.0% 912 14.7% 61 1.0%Not Sure 669 10.8% 51 0.8% 357 5.8% 20 0.3%No response 139 2.2% 20 0.3% 31 0.5% 94 1.5%

Yes 2291 37.0% 202 3.3% 453 7.3% 52 0.8%No 1295 20.9% 213 3.4% 925 14.9% 51 0.8%Not Sure 283 4.6% 32 0.5% 160 2.6% 15 0.2%No response 104 1.7% 9 0.1% 18 0.3% 89 1.4%



Yes No Not Sure No Translation Services Available

Source: 2015-2016 District Title I Parent Survey Data about communication preferences are disaggregated in three ways in table 13, 14, and 15 to help the District Title I office understand regional preferences with regard to the mode communication for sharing event information. Backpack distribution is the consistent top choice with phone call and email a distant second and third place. Secondary school parents of students in East Naples are slightly more interested in receiving information via email or phone call than other regions. On average across all elementary groups, backpack is the consistent preferred mode of communication as shown in Table 14 for all home language groups. Finally, in table 15, we see parents who do not report having an email address were less likely to select sending messages home via email as the preferred mode of communication.

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Table 13. Distribution of Communication Preferences about Parent Events by School Grouping and Region

N % N % N % N % N % N %Elementary

East Naples 755 18.0% 328 7.8% 420 10.0% 22 0.5% 11 0.3% 48 1.1%Everglades 34 0.8% 15 0.4% 15 0.4% 2 0.0% 7 0.2% 29 0.7%Golden Gate 567 13.6% 289 6.9% 257 6.1% 8 0.2% 0 0.0% 0 0.0%Immokalee 718 17.2% 198 4.7% 357 8.5% 25 0.6% 4 0.1% 74 1.8%

MiddleEast Naples 315 19.3% 270 16.6% 272 16.7% 36 2.2% 6 0.4% 20 1.2%Golden Gate 66 4.0% 35 2.1% 32 2.0% 4 0.2% 2 0.1% 11 0.7%Immokalee 261 16.0% 84 5.2% 167 10.2% 18 1.1% 5 0.3% 27 1.7%

HighEast Naples 237 15.1% 289 18.4% 265 16.9% 59 3.8% 6 0.4% 16 1.0%Golden Gate 52 3.3% 63 4.0% 71 4.5% 11 0.7% 4 0.3% 3 0.2%Immokalee 194 12.3% 97 6.2% 145 9.2% 36 2.3% 8 0.5% 16 1.0%

Region Backpack Email Phone call No ResponseDistrict AppDistrict

Source: 2015-2016 District Title I Parent Survey Table 14. Distribution of Communication Preferences about Parent Events by School Grouping and Home Language

N % N % N % N % N % N %Elementary

Backpack 452 10.8% 1115 26.8% 46 1.1% 7 0.2% 422 10.1% 32 0.8%Email 360 8.6% 206 4.9% 15 0.4% 3 0.1% 235 5.6% 11 0.3%Phone call 175 4.2% 575 13.8% 46 1.1% 5 0.1% 227 5.4% 21 0.5%District Website 22 0.5% 18 0.4% 3 0.1% 0 0.0% 13 0.3% 1 0.0%District App 7 0.2% 6 0.1% 1 0.0% 1 0.0% 7 0.2% 0 0.0%No Response 12 0.3% 65 1.6% 5 0.1% 1 0.0% 13 0.3% 55 1.3%

MiddleBackpack 131 8.1% 327 20.2% 28 1.7% 4 0.2% 145 9.0% 7 0.4%Email 175 10.8% 105 6.5% 14 0.9% 3 0.2% 89 5.5% 3 0.2%Phone call 100 6.2% 226 14.0% 27 1.7% 3 0.2% 111 6.9% 4 0.2%District Website 16 1.0% 15 0.9% 5 0.3% 0 0.0% 20 1.2% 2 0.1%District App 6 0.4% 1 0.1% 1 0.1% 0 0.0% 5 0.3% 0 0.0%No Response 5 0.3% 12 0.7% 7 0.4% 1 0.1% 6 0.4% 27 1.7%

HighBackpack 113 7.2% 220 14.1% 25 1.6% 3 0.2% 120 7.7% 2 0.1%Email 208 13.3% 97 6.2% 11 0.7% 2 0.1% 128 8.2% 3 0.2%Phone call 127 8.1% 205 13.1% 38 2.4% 3 0.2% 106 6.8% 2 0.1%District Website 41 2.6% 28 1.8% 3 0.2% 2 0.1% 31 2.0% 1 0.1%District App 3 0.2% 7 0.4% 2 0.1% 0 0.0% 6 0.4% 0 0.0%No Response 4 0.3% 11 0.7% 2 0.1% 0 0.0% 8 0.5% 10 0.6%

ResponseNo

Language Selected

Home Language

English Spanish Creole MultilingualOther


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Table 15. Distribution of Communication Preferences about Parent Events by School Grouping and Internet Access

Response

N % N % N %Elementary

Backpack 1356 32.4% 634 15.2% 84 2.0%Email 705 16.9% 87 2.1% 38 0.9%Phone call 654 15.6% 354 8.5% 41 1.0%District Website 42 1.0% 12 0.3% 3 0.1%District App 16 0.4% 5 0.1% 1 0.0%No Response 42 1.0% 48 1.1% 61 1.5%

MiddleBackpack 455 27.9% 161 9.9% 26 1.6%Email 355 21.8% 25 1.5% 9 0.6%Phone call 334 20.5% 117 7.2% 20 1.2%District Website 45 2.8% 12 0.7% 1 0.1%District App 11 0.7% 1 0.1% 1 0.1%No Response 19 1.2% 7 0.4% 32 2.0%

HighBackpack 385 24.5% 77 4.9% 21 1.3%Email 412 26.2% 21 1.3% 16 1.0%Phone call 402 25.6% 62 3.9% 17 1.1%District Website 95 6.0% 8 0.5% 3 0.2%District App 14 0.9% 3 0.2% 1 0.1%No Response 19 1.2% 4 0.3% 12 0.8%

Internet AccessYes No No Response

Source: 2015-2016 District Title I Parent Survey Across the three Title I school groupings (elementary, middle and high), parents of high school students, on average across the district, reported the greatest access to Internet. When digging within each school grouping by region, as shown in, the data provide more information. Within the school groupings, parents in East Naples report the highest rates of Internet access across each school grouping. Data related to having an email address mirrors the internet access distributions shown in Table 17.

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Table 16. Distribution of Parent Internet Access by Region and School Grouping


East Naples 919 27.2% 270 8.0% 76 2.2%Everglades 44 1.3% 8 0.2% 1 0.0%Golden Gate 712 21.1% 150 4.4% 51 1.5%Immokalee 551 16.3% 523 15.5% 73 2.2%

MiddleEast Naples 633 45.4% 114 8.2% 34 2.4%Everglades 91 6.5% 23 1.7% 11 0.8%Golden Gate 0 0.0% 0 0.0% 0 0.0%Immokalee 311 22.3% 142 10.2% 34 2.4%

HighEast Naples 700 49.3% 47 3.3% 34 2.4%Everglades 160 11.3% 21 1.5% 4 0.3%Golden Gate 0 0.0% 0 0.0% 0 0.0%Immokalee 342 24.1% 89 6.3% 24 1.7%

Region Yes No No ResponseInternet Access

Source: 2015-2016 District Title I Parent Survey Table 17. Distribution Email address by Region and School Grouping


East Naples 816 24.2% 362 10.7% 87 2.6%Everglades 47 1.4% 6 0.2% 0 0.0%Golden Gate 665 19.7% 198 5.9% 50 1.5%Immokalee 482 14.3% 587 17.4% 78 2.3%

MiddleEast Naples 559 40.1% 183 13.1% 39 2.8%Everglades 86 6.2% 31 2.2% 8 0.6%Golden Gate 0 0.0% 0 0.0% 0 0.0%Immokalee 248 17.8% 202 14.5% 37 2.7%

HighEast Naples 587 41.3% 169 11.9% 25 1.8%Everglades 142 10.0% 41 2.9% 2 0.1%Golden Gate 0 0.0% 0 0.0% 0 0.0%Immokalee 228 16.0% 201 14.1% 26 1.8%

Email Address

Region Yes No No Response


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The District Title I office wanted to understand more about whether transportation is perceived to be a barrier for parents. On average, as shown in Table 9, 72% of parents report having access to transportation to attend parent events. The data from Table 9 is disaggregated by region and school grouping. While there is not a group that stands out as having an exceptional barrier, some regions and school grouping show greater challenges. Again, it is recommended that schools review their school level data to determine the school need. Table 18. Distribution of Transportation by Region and School Grouping

N % N % N % N %Elementary

East Naples 929 27.5% 232 6.9% 49 1.5% 55 1.6%Everglades 46 1.4% 4 0.1% 0 0.0% 3 0.1%Golden Gate 662 19.6% 192 5.7% 26 0.8% 33 1.0%Immokalee 707 20.9% 321 9.5% 72 2.1% 47 1.4%

MiddleEast Naples 607 43.6% 119 8.5% 39 2.8% 16 1.1%Everglades 77 5.5% 33 2.4% 4 0.3% 11 0.8%Golden Gate 0 0.0% 0 0.0% 0 0.0% 0 0.0%Immokalee 330 23.7% 99 7.1% 40 2.9% 18 1.3%

HighEast Naples 638 44.9% 95 6.7% 40 2.8% 8 0.6%Everglades 130 9.1% 35 2.5% 15 1.1% 5 0.4%Golden Gate 0 0.0% 0 0.0% 0 0.0% 0 0.0%Immokalee 320 22.5% 83 5.8% 41 2.9% 11 0.8%

Region

Transportation

Yes No Not Sure No Response


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Summary/Recommendations The District and schools are working together with parents and families as partners in education. The 2015-2016 Title I Parent Survey results provide useful information to drive program improvements. The following recommendations are suggested for the LEA and schools as they plan for the 2016-2017 school year and complete the parent involvement policy, school improvement plan, district improvement plan and grant application:

1) Continue making tri-lingual materials available. For parents to be key stakeholders, they need to be able to understand what is happening in school to best support their child(ren)’s education. On average, the majority of parents (86%) reported that they receive materials in a language they understand. This overall consistency should be applauded. It is critical that home-school communications continue to be provided in English, Spanish and Creole. Schools can review their own documents to ensure key documents for parents are available in a language they can understand or to ensure that parents are aware of resources that are available to translate the information.

• Demonstrate for parents how to use the District Website translation features. The Collier County Public Schools website provides an array of languages for the website to be translated. Schools and district groups hosting meetings with parents can continue to demonstrate for parents how to access the district’s website and how to translate the text. Title I Parent Institute offers a workshop called “Navigating the CCPS Website and Parent Portal”.

2) Continue providing translation services at parent meetings. Across the District, of

parents who responded to the survey, 64% of parents were aware of available translation services. For future meetings and school events where translation services are present, it will be important to continue efforts to make the availability of the services transparent.

• Include Translation services in your Title I Parent Involvement Use of Funds. Paying for a translator to provide translation at a Title I parent event is an allowable expense. Work with Federal, State and Competitive Grants (FSCG) if you need to amend your FY17 Parent Involvement Use of Funds plan to include this activity or if you have questions.

• Review advertisement of translation on parent flyers. It is recommended that the District and schools continue to review their flyers to ensure that the language(s) of the translation service is mentioned. A statement such as “Translation will be available in Spanish and Creole at the meeting” is specific and can make a parent feel welcomed or supported at a meeting. This statement should be translated into the appropriate languages.

• Borrow “Talk and Listen Kits” from Federal, State and Competitive Grants (FSCG). Title I schools may borrow “Talk and Listen Kits” if they do not have [enough] devices available at their school. While the devices are relatively easy to use, FSCG has developed and provided guidance that would benefit users of the equipment. Directions explain how to set up the devices for parents, trouble-shooting, and tips for storage. The guidance also provides a list of the schools with devices in inventory.

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3) Continue to strengthen Home-School Communications. The District Title I purchases and provides an online newsletter with Tips and Ideas for parents that is updated every day with a new tip and idea. Schools will want to ensure that the link is available on their school’s website. If you need assistance, contact FSCG. Schools may find it useful to review with parents how they can access this resource at a parent meeting, such as the Title I Annual Meeting.

• Review the Title I Annual Meeting flyer. In addition to including details about the translation support that will be available at parent meetings, schools may want to revisit their Title I Annual flyer to include greater detail about what parents can expect to learn about their school’s Title I program and why it is important to their children’s education. Title I can be an abstract concept to parents.

• Help interested parents register for a free email address. As shown in Table 6, 62% of survey respondents have an email address. Please continue to share information with parents who are interested to have an email address to learn ways to sign up. By increasing parents’ use and perhaps comfort with receiving messages via email, schools and the district can reach out to parents in “real time” more effectively. This will further enhance communication.

4) Continue to review reading level of materials sent home. Of parents who respond

to the survey, 45% did not report graduating from high school. Please continue to check the reading level of information sent home to parents. Remember to keep the language/text clear and concise. FSCG has prepared and provided guidance for Title I schools to use to determine the reading levels of English and Spanish language materials. This guidance document may be found in the Title I Schools, Guidance and Resources, Parent Involvement share drive folder.

5) Continue promoting family involvement. Schools and children benefit when adults are actively engaged in helping them succeed. Across the District, 19% of parents of students in Title I schools reported on the survey that they volunteered at their child’s school. All Title I schools can explore additional ways they can promote volunteerism at their school site. In addition to the FLDOE Title I Parent Involvement tool kit, the following resources are suggested for review:

• FLDOE Family Engagement/Parent Involvement: http://www.fldoe.org/schools/family-community/activities-programs/parental-involvement.stml

• Harvard Family Research Project: http://www.hfrp.org/family-involvement • PTO Today: Parent Involvement Toolkit: http://www.ptotoday.com/parent-

involvement-toolkit • Working Together: School, Family & Community Partnerships (New Mexico

tool kit): http://www.cesdp.nmhu.edu/toolkit/increasing-volunteerism/index.asp • SEDL Toolkit for Title I Parental Involvement:

http://www.sedl.org/connections/toolkit/

6) Continue to update Title I Annual Parent Involvement data collection form. As FSCG plans for the 2016-2017 school year, the team can review and update the instrument used to collect information regarding the Title I program. The team can continue to examine ways to increase the online survey response rate.

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http://www.fldoe.org/schools/family-community/activities-programs/parental-involvement.stml

http://www.fldoe.org/schools/family-community/activities-programs/parental-involvement.stml

http://www.ptotoday.com/parent-involvement-toolkit

http://www.ptotoday.com/parent-involvement-toolkit

http://www.cesdp.nmhu.edu/toolkit/increasing-volunteerism/index.asp

http://www.sedl.org/connections/toolkit/

Appendix A. Brief Description of 2015-2016 LEA Title I Parent Involvement Activities The LEA provided the following description of the LEA-supported Title I Parent Involvement activities during 2015-2016.

LEA Brief Description Collier County Public Schools, Federal, State and Competitive Grants Department

The LEA of Collier County believes that a child’s education is a responsibility and an opportunity shared by the school and family. The Title I office of the LEA has created the District Title I Parent Institute, which benefits parents/caregivers and their children by providing workshops and educational resources for them to use. These resources include bilingual picture dictionaries to increase understanding, reading books to promote home literacy, math and writing materials to promote increased parent involvement at home, and make-and-take activity kits focusing on student learning. Parents/caregivers are invited to participate in monthly workshops, and to meet, discuss, and share input on the LEA Parent Involvement Policy. The District Title I Parent Institute web site provides on-going tips and support to parents/caregivers, targeted at helping children with specific learning goals, as well as placing families in contact with available community service providers to meet their needs. Parents/caregivers are invited to workshops and presentations on but not limited to the following topics:

• A Math Problem a Day Keeps Failure Away • Assisting Your Child with Homework • Basic Health Issues for Families • Building Self Esteem and Asking for Help • Bullying Prevention • Career Counseling and College Options for HS Students • Career Readiness Advice: Career Pathways • Conflict Resolution • Cyber-Mania: Friend or Foe • Dealing with Testing Anxiety • Effective Parent/Teacher Conferences • Empowering Parents: How to Talk so Kids Will Listen • Family Nutrition and Fitness • Goal Setting • Helping Your Special Ed Child Excel in School • How do Special Education Services Relate to Your Child? • Increasing Parent-Child Comm. & Establishing House Rules • Reinforcing Positive Parenting Skills for Effective Change • Sharing our Strengths: Cooking Matters • Substance Abuse: What every parent needs to know • Survival Skills Kit: For Every Conflict, There is a Solution

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LEA Brief Description Collier County Public Schools, Federal, State and Competitive Grants Department

The goal of the LEA of Collier County To increase parents’ access to events, workshops and programs are hosted at the Title I schools throughout the county. These events are organized to coincide with programs and activities already occurring at the schools, thereby boosting parent/caregiver attendance. The LEA also collaborates through the District Title I Parent Institute with outside partners including:

• American Red Cross FL Southern Gulf Region • Grace Place for Children and Families • Collier Youth Resources • FL Department of Health in Collier County • Drug Free Collier • Tobacco Free Collier • Naples Community Hospital • David Lawrence Center • FL Blue Education Foundation • Family and Nutrition Program Collier County Extension Service • Family Network on Disabilities/Parent Education Network • Safe and Healthy Children’s Coalition of Collier County • Immokalee Inner Agency Coalition • House of Gaia

These community partners provide materials and resources to parents and caregivers at the workshops, as well as provide trainers for specific workshop topics.

The LEA collaborates with FDLRS to schedule “Opening Doors,” professional staff development training for school office staff focusing on fostering a positive school climate for parent involvement by increasing two-way communication. The LEA also assists schools in setting up their Parent Resource Centers and starting parent organizations such as PTOs or PTAs. The LEA created a Parent Involvement Schools Resource Booklet with information on staff development workshops promoting parent involvement, parent workshops promoting student learning, special activities for parent involvement throughout the school year, and multiple resources for parent communication and information to support student achievement. The LEA provides information in English, Spanish and Creole for all parent communications to promote parent understanding, involvement, and communication. All of this helps to serve our Title I families and encourage their support of and participation in their children’s education.

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Appendix B. 2015-2016 Summary of Parent Involvement Activities

All Title I schools were provided the opportunity to share a brief summary of their school’s 2015-2016 Title I Parent Involvement activities. The following schools shared descriptions of the Title I Parent Involvement activities provided at their sites. This compilation may be useful for schools to learn what Parent Involvement activities other Title I schools implemented.

School Brief Description Eden Park Elementary

The following is a brief description of the parent involvement activities held at Eden Park Elementary during the 2015-2016 school year: Annual Title I meeting/Open House, Welcome Back Breakfast/Parent Workshop, Report Card pick night/ STEAM (art activities sponsor by Golisano) Harry Chapin food distribution, book fair , Parenting Class through Golisano Children’s Hospital, STEM (hand- on activities) SAC meeting , Fall Festival in October, English Class every Thursday, Naples volunteers (former teachers that tutor students) , parent resource room (parents can come to borrow language art and math materials), This year there were two new parent involvement events: Turkey Day, where parents from PreK, Kindergarten, 1st came to have lunch with their child, also Dad take your child to school day (student read a book in the library and a photo was taken of them).

Everglades City School

Everglades City School (EVG) plans to implement Family Academic Nights starting school year 2015-2016 Everglades City School will have monthly SAC meeting and four parent nights. The SAC meetings will include time to discuss Title I programs and how parent involvement funds will be used. The evenings would consist of Math Night, Science Night, Literacy Night, and Student-Led Conferences. The established Parent Resource Room would also be open during these Academic Nights so that parents could check out materials for take home use.

Golden Gate Middle

Golden Gate Middle School (GGMS) has sponsored several programs promoting parent involvement. As always, we hope to increase our parental involvement numbers this school year with some academic and family events. We kicked off the school year on September 17, 2015 with our Annual Title 1 meeting and Curriculum Night. Parents and students met with the teacher to learn what the curriculum would be and the expectations for the students. The first Student-Led Conferences were also held on this evening. Student set their goals for the up-coming school year. The follow-up Student-Led Conferences will be held in Spring 2016. At these conferences, students will showcase their progress and achievements during the school year. The GGMS Family Fall Festival was held on October 22, 2015. Almost 400 parents, students, children, and community members enjoyed an evening of entertainment, music, games, and a barbeque. On MLK day, the Jazz Band participated in the MLK Parade. The Nurturing Parenting Classes began on January 19th through March 8th. They are a part of the Positive Discipline Program offered throughout the district. The classes focus on effective nurturing routines, communication skills, and behavior management. On January 28, 2016, the Cambridge Secondary Info Night was held at GGMS for our students as well as students that were invited from nearby elementary schools. Students and their parents received information and applications to attended Cambridge Secondary. Students will participate in the “Food Bowl” on February 13, 2016. Packages of healthy, easy to prepare foods will be distributed to needy families in the community. On February 18, 2016, GGMS will hold their Multi-Cultural Festival to celebrate the diverse cultures of GGMS. Food, dance and costume were featured at the festival. Guests from the school and community attended. “Grace Place” is offered after school to aid student who need extra help and homework help. Teacher and volunteers from the community provide this service. Our biggest challenge with our

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Golden Gate Middle Con’t

Title I Parent Involvement is just that…getting parents involved. We have increased our parental involvement by using the auto-dialer to notify families of the GGMS events. Work and travel still seem to be the key factors that keep our parents from attending and participating in our programs.

Highlands Elementary

Highlands Elementary (HLE) has had many successful parent involvement events throughout the school year. We invite parents to a variety of morning and evening events on campus. We begin the year with our Annual Title I meeting and curriculum night. This is when parents get an overview of the use of funds, shared goals and objectives of the years Parent Involvement Plan and the programs that will be offered throughout the school year that they can participate in with their child. We often provide refreshments, reading, math or support materials to increase parent involvement. Events include Student Led Conferences, SAC attendance, literacy events to include Literacy Night, STEM nights, Books and Bagels, Math and Muffins, Science and Sweets, Leadership Academies for parents, etc. Parents have opportunities to attend School Advisory Council Meetings and PTO Meetings offered monthly. Surveys indicated parents want to see more of a variety of activities and times offered for events to include mornings, afternoons and evenings. To meet this request, we have scheduled our Parents and Play quarterly event. This event offers parents and their child an opportunity to participate in sports activities prior to the start of the academic day. We have also offered a variety of times and activities for them to attend. We began our 7 Habits series for families. This training assists families in learning how to incorporate the 7 habits into their lives, develop a mission for their family, and express the importance of balance. Through Title I support, we have hosted a variety of home support parent trainings focusing on academic and non-academic content. We have been increasing our parent involvement through the volunteer program. We have extended our days to include Tuesday and Thursday for our Naples volunteers who consist of former teachers, business leaders and entrepreneurs. We will continue to explore new ways to engage our parents in our school through surveys, a suggestion box, open forums and conversations.

Lake Trafford Elementary School

Lake Trafford Elementary (LTE) communicates all parent involvement events to LTE families in the three languages of English, Spanish, and Creole. School events are widely publicized through notes home, phone and e-mail messages, school website, social media, and school marquee. Parents of children attending LTE receive timely information about the school’s Title I programs. LTE parents are invited to participate in all school decision-making events to include School Advisory Council meetings, Parent Teacher Organization, and monthly Parent University meetings. The Parent-Teacher-Student compacts were developed jointly with parents to outline the responsibilities for improved student achievement.

Lely Elementary

The following is a brief description of the parent involvement activities held at Lely Elementary during the 2015-2016 school year: Raising Reader- Workshop discussed books that allow parents to expand the language environment as they become their children’s first and most important teachers. Hearing words in terms of syllables, consonants and vowels encourages phoneme awareness, which is the first step towards reading phonetically. First, reading exposes your child to rich language and diverse content. Next, when reading with your children the activity assists in preparing their minds to succeed in school. Finally, reading with your child can enrich family ties and intimacy. Reading together is family time; it is fun time, cuddle time, a time to share your passions, perspective, and your values and most importantly, a time to listen. Positive Parenting Techniques –The workshop discussed dealing with problem behaviors, celebrating success and tips for better communication for parents. Math & Muffins – To help improve the home-school connection and to provide parents with suggestions for how to help their child practice math skills at home, our school

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Lely Elementary Con’t

offers parents a morning math workshop. Parents are able ask questions about our math curriculum and materials, as well as be given hands-on materials which they can keep at home to use with their child. Items will include whiteboards, number cubes, flash cards, and other instructional math games. Additionally, parents have been provided with online and direct access to the student math handbook. This resource will strengthen the connection between the math instruction happening in the classroom and the review of skills which students work on in their daily homework assignments. Materials in our Parent Resource Center were increased. We had parent volunteer’s chronicle, through photographs, our school events. Through our Destiny system in the media center, we now offer Math easy textbook checkout for our parents. Parents joined us for our Reading Counts Celebrations to recognize our students who met their reading goals.

Mike Davis Elementary

Mike Davis Elementary (MDE) has continued to actively involve parents by promoting communication between the parent and the staff at MDE. In addition we have had several activities throughout the year in which our parents were actively involved. Parents and students participated in the following events: Literacy and Math Night, book fairs, parent workshops, Love & Logic Training, Holiday Nutcracker musical, and the Father/daughter dance. This year as in the past couple years we have been able to provide our families transportation to their child’s Student LED conferences. Their child shares their work and communicates their progression and goals. We also have held additional meetings to give our parents the opportunity to stay informed of events. These meetings are monthly SAC, PTO as well as our Annual Title I meeting. MDE also encourages our parents to become volunteers in their child’s classroom or field trips that may occur throughout the year. MDE continues to give back to our families on those nights that meetings are held our Food Pantry donated by Harry Chapin Food Bank is also available to them.

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Appendix C. Survey Monkey Online Title I Parent Survey Response Rates Table C-1. District Online Title I Parent Survey Responses Rates by School, 2013-2014, 2014-2015, and 2015-2016.

N % N % N %Avalon ES 4 2.7% 2 1.9% 0 0.0% -1.9%East Naples MS 61 41.8% 11 10.6% 8 12.7% 2.1%Eden Park ES 19 13.0% 3 2.9% 0 0.0% -2.9%Estates ES 1 0.7% 2 1.9% 2 3.2% 1.3%Everglades City 0 0.0% 0 0.0% 0 0.0% 0.0%Golden Gate ES 2 1.4% 3 2.9% 0 0.0% -2.9%Golden Gate HS 9 6.2% 0 0.0% 0 0.0% 0.0%Golden Gate MS 1 0.7% 4 3.8% 3 4.8% 0.9%Golden Terrace ES 3 2.1% 6 5.8% 1 1.6% -4.2%Highlands ES 2 1.4% 0 0.0% 1 1.6% 1.6%Immokalee 1 0.7% 13 12.5% 1 1.6% -10.9%Immokalee HS 4 2.7% 14 13.5% 1 1.6% -11.9%Immokalee MS 2 1.4% 10 9.6% 6 9.5% -0.1%L. Walker Tech HS 8 5.5% 3 2.9% 0 0.0% -2.9%Lake Trafford ES 3 2.1% 4 3.8% 1 1.6% -2.3%Lely ES 4 2.7% 7 6.7% 0 0.0% -6.7%Lely HS 6 4.1% 5 4.8% 1 1.6% -3.2%Manatee ES 1 0.7% 2 1.9% 2 3.2% 1.3%Manatee MS 5 3.4% 4 3.8% 30 47.6% 43.8%Mike Davis ES 2 1.4% 3 2.9% 2 3.2% 0.3%Parkside ES 3 2.1% 1 1.0% 1 1.6% 0.6%Pinecrest ES 0 0.0% 1 1.0% 1 1.6% 0.6%Shadowlawn ES 2 1.4% 2 1.9% 1 1.6% -0.3%Village Oaks ES 1 0.7% 3 2.9% 1 1.6% -1.3%No Response 2 1.4% 1 1.0% 0 0.0% -1.0%District Total 146 - 104 - 63 - -

2013-2014Title I Schools Percent Change

from 2015 to 20162014-2015 2015-2016

Source: Annual Title I Parent Involvement Survey

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Appendix D. 2015-2016 District Title I Parent Survey Codebook School Code Highest education Code Learn about

parent events Code

AVE 0201 Elementary 1 Backpack 1EPE 0631 Some high School 2 Email 2EVG 0051 Graduated HS or GED 3 Phone call 3GGE 0231 Associates/Tech. School 4 District Website 4GGM 0321 College 5 District App 5GGH 0501 Missing Data 0 Missing Data 0GTE 0351HLE 0181 Language Code Email address Code IMS 0361 English 1 Yes 1I HS 0271 Spanish 2 No 2LTE 0191 Creole 3 Missing Data 0LHS 0261 Other Language 4LWH 0282 Bilingual: English/Spanish 5 Internet at home Code MES 0421 Bilingual: English/Creole 6 Yes 1MMS 0422 Bilingual: English/Other 7 No 2MDE 0531 Bilingual: Spanish/Creole 8 Missing Data 0PSE 0551 Bilingual: Spanish/Other 9PCR 0161 Trilingual: English/Spanish/Creole 10ICS 9021 Trilingual: English/Spanish/Other 11SLE 0171 Trilingual: English/Creole/Other 12VOE 0341 Polyglot: English/Spanish/Creole/ Other 13Missing Data 0 Missing Data 0

NumberQuestion 1Question 2Question 3Question 4Question 5Question 6Question 7Question 8Question 9Question 10Question 11Question 12Question 13Question 14Question 15

Participated in development of school Parent Involvement planAttended school meeting where Title I Program was discussedAttended a parent meeting during school yearVolunteered at child's school

QuestionBelieved they can help at child's schoolReceived information to help childReceived information about child's score on state testsEncouraged to be involved at schoolComfortable communicating with school administrationComfortable talking with child's teacherLanguage/cultural barriers with participation at schoolTranslation services available Information in language that I understandHelped my child with homework at least once a weekEncouraged my child to read or read to my child

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Appendix E. District Title I Parent Survey Responses, 2011-2012 through 2015-2016 Appendix D contains tables that compare the district results by school years 2011-2012 through 2014-2015. Results show the percent change from 2014-2015 to 2015-2016. Table E-1. Language, District Results by School Year

N % N % N % N % N %English 1701 32.8% 1772 27.0% 2266 33.7% 1784 26.8% 1673 27.0% 0.2%Spanish 1989 38.3% 2118 32.3% 2723 40.6% 2940 44.2% 2761 44.6% 0.4%Creole 248 4.8% 193 2.9% 282 4.2% 305 4.6% 242 3.9% -0.7%Other/Bilingual/Trilingual/Polyglot 18 0.3% 12 0.2% 1200 17.9% 1446 21.7% 1349 21.8% 0.0%No Response 1237 23.8% 2471 37.6% 244 3.6% 176 2.6% 167 2.7% 0.1%

2012 2013Response Percent Change from 2015 to 2016

2014 2015 2016

Source: Annual District Title I Parent Survey Table E-2. Highest Education Completed, District Results by School Year

N % N % N % N % N %Elementary 1394 26.8% 1651 25.1% 2010 29.9% 1727 26.0% 1579 25.5% -0.5%Some high school 612 11.8% 877 13.4% 1112 16.6% 1233 18.5% 1204 19.4% 0.9%Graduated high school or GED 840 16.2% 1359 20.7% 1454 21.7% 1630 24.5% 1491 24.1% -0.4%Associates/Technical School 374 7.2% 581 8.8% 628 9.4% 781 11.7% 681 11.0% -0.7%College/Bachelor degree or higher 351 6.8% 601 9.2% 908 13.5% 847 12.7% 849 13.7% 1.0%No Response 1622 31.2% 1497 22.8% 603 9.0% 433 6.5% 388 6.3% -0.2%

2012 2013 2014 2015 2016 Percent Change from 2015 to 2016Response

Source: Annual District Title I Parent Survey Table E-3. Communication Preferences about Parent Events, District Results by School Year

N % N % N % N % N %Backpack - - - - 3884 51.0% 3682 46.0% 3199 43.3% -2.7%Email - - - - 1455 19.1% 1604 20.0% 1668 22.6% 2.5%Phone call - - - - 1969 25.8% 2183 27.3% 2001 27.1% -0.2%District Website - - - - - - 198 2.5% 221 3.0% 0.5%District App - - - - - - 63 0.8% 53 0.7% -0.1%No Response - - - - 310 4.1% 275 3.4% 244 3.3% -0.1%

2016Response 2012 2013 2014 Percent Change from 2015 to 2016

2015

Source: Annual District Title I Parent Survey Table E-4. Have Internet Access at Home, District Results by School Year

N % N % N % N % N %Yes - - - - 5126 76.3% 4391 66.0% 4463 72.1% 6.1%No - - - - 131 4.1% 1609 24.2% 1387 22.4% -1.8%No Response - - - - 278 2.0% 651 9.8% 342 5.5% -4.3%

Percent Change from 2015 to 2016Response 2012 2013 2014 2015 2016

Source: Annual District Title I Parent Survey Table E-5. Have Email Address, District Results by School Year

N % N % N % N % N %Yes - - - - 4619 68.8% 3991 60.0% 3860 62.3% 2.3%No - - - - 1838 3.8% 1992 10.0% 1980 5.7% -4.4%No Response - - - - 258 27.4% 668 30.0% 352 32.0% 2.0%

2016Response 2012 2013 2014 2015 Percent Change from 2015 to 2016

Source: Annual District Title I Parent Survey

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Table E-6. Home-School Parent Involvement, District Results by School Year

N % N % N % N % N %Yes 3503 67.5% 4314 65.7% 4262 63.5% 4061 61.1% 3652 59.0% -2.1%No 432 8.3% 612 9.3% 571 8.5% 584 8.8% 549 8.9% 0.1%Not Sure 1107 21.3% 1505 22.9% 1634 24.3% 1744 26.2% 1802 29.1% 2.9%No Response 151 2.9% 135 2.1% 248 3.7% 262 3.9% 189 3.1% -0.9%

Yes 3754 72.3% 4818 73.4% 4821 71.8% 4744 71.3% 4212 68.0% -3.3%No 516 9.9% 662 10.1% 664 9.9% 643 9.7% 656 10.6% 0.9%Not Sure 776 14.9% 949 14.5% 1047 15.6% 1056 15.9% 1145 18.5% 2.6%No Response 147 2.8% 137 2.1% 183 2.7% 208 3.1% 179 2.9% -0.2%


2016

Believed they canhelp at child's school

Encouraged to be involved at school

Encouraged my child to read or read to/with my child

Response 2012 2013 2014 2015 Percent Change from 2015 to 2016

Source: Annual District Title I Parent Survey Table E-7. Home-School Communication, District Results by School Year

N % N % N % N % N %Yes 3185 61.3% 4175 63.6% 3773 56.2% 3787 56.9% 3412 55.1% -1.8%No 1490 28.7% 1786 27.2% 2147 32.0% 2008 30.2% 603 9.7% -20.5%Not Sure 373 7.2% 483 7.4% 621 9.2% 664 10.0% 2014 32.5% 22.5%No Response 145 2.8% 122 1.9% 174 2.6% 192 2.9% 163 2.6% -0.3%

Yes 3834 73.8% 4990 76.0% 4982 74.2% 4918 73.9% 4621 74.6% 0.7%No 715 13.8% 935 14.2% 925 13.8% 894 13.4% 826 13.3% -0.1%Not Sure 428 8.2% 481 7.3% 530 7.9% 543 8.2% 518 8.4% 0.2%No Response 216 4.2% 160 2.4% 278 4.1% 296 4.5% 227 3.7% -0.8%

Yes 4356 83.9% 5621 85.6% 5521 82.2% 5494 82.6% 5141 83.0% 0.4%No 330 6.4% 343 5.2% 375 5.6% 366 5.5% 296 4.8% -0.7%Not Sure 395 7.6% 510 7.8% 560 8.3% 589 8.9% 567 9.2% 0.3%No Response 112 2.2% 92 1.4% 259 3.9% 202 3.0% 188 3.0% 0.0%

Yes 4539 87.4% 5871 89.4% 5915 88.1% 5806 87.3% 5347 86.4% -0.9%No 217 4.2% 238 3.6% 252 3.8% 248 3.7% 212 3.4% -0.3%Not Sure 291 5.6% 347 5.3% 364 5.4% 413 6.2% 456 7.4% 1.2%No Response 146 2.8% 110 1.7% 184 2.7% 184 2.8% 177 2.9% 0.1%

Yes 1352 26.0% 1619 24.7% 1589 23.7% 1484 22.3% 1430 23.1% 0.8%No 3102 59.7% 4094 62.4% 4092 60.9% 4093 61.5% 3708 59.9% -1.7%Not Sure 516 9.9% 660 10.1% 704 10.5% 763 11.5% 783 12.6% 1.2%No Response 223 4.3% 193 2.9% 330 4.9% 311 4.7% 271 4.4% -0.3%

Yes 3713 71.5% 4624 70.4% 4415 65.7% 4337 65.2% 3973 64.2% -1.0%No 345 6.6% 456 6.9% 531 7.9% 494 7.4% 456 7.4% -0.1%Not Sure 942 18.1% 1360 20.7% 1516 22.6% 1587 23.9% 1556 25.1% 1.3%No Response 193 3.7% 126 1.9% 253 3.8% 233 3.5% 207 3.3% -0.2%

Yes 4601 88.6% 5886 89.6% 5815 86.6% 5710 85.9% 5326 86.0% 0.2%No 278 5.4% 392 6.0% 424 6.3% 447 6.7% 431 7.0% 0.2%Not Sure 186 3.6% 203 3.1% 245 3.6% 273 4.1% 248 4.0% -0.1%No Response 128 2.5% 85 1.3% 231 3.4% 221 3.3% 187 3.0% -0.3%

2016




Comfortable talking with child's teacher

Response 2012 2013 2014 2015 Percent Change from 2015 to 2016

Received information to help child

Received information about child's score on state tests

Comfortable communicating with school administration


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Table E-8. Participation in Parental Involvement Activities, District Results by School Year

N % N % N % N % N %Yes 2856 55.0% 3524 53.7% 3369 50.2% 3141 47.2% 2813 45.4% -1.8%No 789 15.2% 1001 15.2% 1020 15.2% 1078 16.2% 1128 18.2% 2.0%Not Sure 1347 25.9% 1887 28.7% 1978 29.5% 2077 31.2% 1958 31.6% 0.4%No Response 201 3.9% 154 2.3% 348 5.2% 355 5.3% 293 4.7% -0.6%

Yes - - 4759 72.5% 4740 70.6% 4748 71.4% 4446 71.8% 0.4%No - - 1342 20.4% 1387 20.7% 1341 20.2% 1213 19.6% -0.6%Not Sure - - 345 5.3% 391 5.8% 351 5.3% 326 5.3% 0.0%No Response - - 120 1.8% 197 2.9% 211 3.2% 207 3.3% 0.2%

Yes 2160 41.6% 2549 38.8% 2373 35.3% 2207 33.2% 2038 32.9% -0.3%No 2010 38.7% 2782 42.4% 2825 42.1% 2907 43.7% 2773 44.8% 1.1%Not Sure 846 16.3% 1087 16.6% 1159 17.3% 1196 18.0% 1097 17.7% -0.3%No Response 177 3.4% 148 2.3% 358 5.3% 341 5.1% 284 4.6% -0.5%

Yes 2874 55.3% 3846 58.6% 3554 52.9% 3443 51.8% 2998 48.4% -3.3%No 1806 34.8% 2160 32.9% 2460 36.6% 2472 37.2% 2484 40.1% 2.9%Not Sure 335 6.5% 403 6.1% 464 6.9% 516 7.8% 490 7.9% 0.2%No Response 178 3.4% 157 2.4% 237 3.5% 220 3.3% 220 3.6% 0.2%



Volunteered at child's school

20162014 2015 Percent Change from 2015 to 2016

Can participate in development of school Parent Involvement plan

Have transportation to attend school events


Response 2012 2013


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Appendix F. Review of Missing Data Patterns

Appendix F contains tables that examine the missing data from the 2015-2016 survey. It was noted during the analyses of these survey data that some questions had increased percentages of questions left unanswered. The missing data patterns were examined to determine any plausible patterns. Table F-1 displays by school the number of surveys that had the primary questions of the survey not completed (questions 1 – 15) as well as the number of missing responses to any question on the survey. The percentages are also provided. Table F-2 displays the missing data (number and percent) for each survey question. The low incidence of incomplete surveys by school and the sporadic missing data across the individual questions alleviated the concern. Table F-1. Total and Average Missing Data by School

N % N % N %Avalon ES 2 4.3% 180 5.6% 243 5.2%East Naples MS 2 4.3% 96 3.0% 126 2.7%Eden Park ES 3 6.4% 179 5.6% 239 5.1%Estates ES 1 2.1% 81 2.5% 97 2.1%Everglades City 1 2.1% 43 1.3% 96 2.0%Golden Gate ES 2 4.3% 185 5.8% 240 5.1%Golden Gate HS 0 0.0% 49 1.5% 83 1.8%Golden Gate MS 6 12.8% 133 4.2% 186 4.0%Golden Terrace ES 1 2.1% 138 4.3% 192 4.1%Highlands ES 2 4.3% 110 3.4% 151 3.2%Immokalee Communit 1 2.1% 59 1.8% 129 2.8%Immokalee HS 1 2.1% 153 4.8% 279 5.9%Immokalee MS 1 2.1% 203 6.3% 298 6.4%L. Walker Tech HS 0 0.0% 54 1.7% 93 2.0%Lake Trafford ES 0 0.0% 56 1.8% 90 1.9%Lely ES 3 6.4% 109 3.4% 149 3.2%Lely High 1 2.1% 105 3.3% 191 4.1%Manatee ES 5 10.6% 207 6.5% 312 6.7%Manatee MS 3 6.4% 189 5.9% 268 5.7%Mike Davis ES 5 10.6% 194 6.1% 279 5.9%Parkside ES 3 6.4% 229 7.2% 340 7.2%Pinecrest ES 2 4.3% 214 6.7% 279 5.9%Shadowlawn ES 1 2.1% 116 3.6% 179 3.8%Village Oaks ES 1 2.1% 278 8.7% 196 4.2%District Total 47 100.0% 3197 100.0% 4690 100.0%

Main Question Incomplete

(all Q1 TO Q15)

Missing Individual Responses

(any from Q1 to Q15)

Missing Individual Responses

(any background to Q15)School

Source: 2015-2016 District Title I Parent Survey Note: bolded italics = questions with lower missing data (less than 2%); Solid line = questions with higher missing data (greater than 8%)

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prepared by...prepared by: courtney c. zmach, ph.d. coordinator, research and program evaluation...

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