DPN Event Evaluations - mission-lift.com · students. Thus the sampling size of DPN year end survey exceeds the criteria of statistical sample size in term of number of participants

Acknowledgements This evaluation is dedicated to the parents and teachers at Detroit Public Schools who diligently work every day to make children’s education a priority and a success. This evaluation is also dedicated to the Parent Organizers (Adwoa Muwzea, Amanda Holiday, Amaury Gutierrez, Elonda McCampbell, Joe Coleman, Joi Mausi, Jonathan Parker, Lakeisha Wright, Larry Snell, Melinda Buchanan, Rhonda Askew, Tamika Coleman and Tasha Taylor) and the Parent Organizer Team Leaders (Marie Iles, Reggie Williams and Lee Fitzpatrick) who were instrumental in obtaining parent input through the assessment surveys. Without each of these people, this evaluation would not have been possible. The principle evaluator would also like to acknowledge the DPS Parent Involvement Office staff, Monica Johnson, who provided insight and access to the schools throughout the year and Detroit Parent Network’s Executive Director, Sharlonda Buckman, who is relentless in her desire to improve schools and listen to the voice of parents. The DPN liaisons, Kimberly Williams, the administrative Coordinator, Rosemary Allen, Executive Assistant, Yolanda Eddins, Education Director and Shannon Perry, Deputy Director were invaluable to the project with their daily communication, management of the overall team and provision of training and guidance to the local parent leaders. Much Gratitude also is extended to the evaluation team Rachel Reyst-Carroll and Randy Carroll who spent hours on data compilation, survey input, demographic research, writing and more writing, even into the wee hours of the night, brought the project from an idea to concrete example of how evaluators pulling together the thousand pieces of information into living story telling document. Finally, the Evaluation Team would like to extend appreciation to staff at the Kellogg Foundation, who supported the process to authentically listen to parents in order to develop a responsive parent involvement policy and plan.

Table of Contents

Executive Summary ............................................................................................................... 1

Evaluation Purpose ................................................................................................................ 2

External Evaluator Qualifications and Disclaimer ................................................................... 2

Survey and Evalution Design .................................................................................................. 3

Evaluation Limitations ........................................................................................................... 3

Data Collection ...................................................................................................................... 3

Demographics ....................................................................................................................... 6

Performance Results ............................................................................................................. 7

Parent Participation .................................................................................................................................. 7

Statistical Findings of Parent Surveys ................................................................................................... 8

Statistical Findings of Principal Surveys .............................................................................................. 20

Parent Resource Center .......................................................................................................................... 27

Program Development – Workshops and Trainings ........................................................................... 28

Statistical Findings of Parent Workshop Surveys ....................................................................... 28

Engagement of Community Organizations for Parent Resources ...................................................... 29

Communication ................................................................................................................................... 30

Development of Parent Leadership .................................................................................................... 31

Implications ........................................................................................................................ 34

Recommendations .............................................................................................................. 37

Conclusion ........................................................................................................................... 38

Appendix

Survey Tools ........................................................................................................................................ 40

Parent Survey Tool ...................................................................................................................... 41

Principal Survey Tool .................................................................................................................. 42

Parent Workshop Satisfaction Survey Tool ................................................................................ 44

Workshop Attendance Monthly Tracking .................................................................................. 45

DPN Scope of Service Deliverable Indicators ...................................................................................... 46

Parent Resource Center (PRC) Workshop List ................................................................................... 48

Parent Resource Center Hours of Operation ..................................................................................... 49

List of Detroit Public Schools Included in this Report ................................................................. 50

Individual School Report sample - Academy of the Americas ............................................................ 54

Table of Contents cont…

Table of figures

Figure 1 - Data Collection Plan ......................................................................................................... 4 Figure 2 - Parents Participation in Budgeting Process ..................................................................... 8 Figure 3 - Effective Communication Methods ................................................................................. 9 Figure 4 - What Helps Parents Feel More Connected.................................................................... 11 Figure 5 - Effective Efforts of Parent Organizers ........................................................................... 11 Figure 6 - Do Parents Feel they are More Involved? ..................................................................... 12 Figure 7 - Ways Parents Are Involved ............................................................................................ 13 Figure 8 - Why are Parents Satisfied/Dissatisfied with Communication? ..................................... 16 Figure 9 - Why are Parents Satisfied/Dissatisfied with the Parent Organizers? ............................ 17 Figure 10 - What can Parent Organizers do? ................................................................................. 19 Figure 11 - Did Parents Participate in Budgeting? ......................................................................... 22 Figure 12 - Do Schools have a School-Parent Compact? ............................................................... 22 Figure 13 - Yearly Comparison ....................................................................................................... 26

Evaluation by: Janet Ray & Associates, www.janetrayassociates.com, (313) 320-4850 Page 1

EXECUTIVE SUMMARY

This evaluation was conducted to assist the Detroit Parent Network in determining whether their parent service increased the level and type of parent involvement throughout the district as well as at individual local schools. These levels determine the completion status of the DPS

contract with DPN. There were 2,062 unduplicated parent surveys from 137 different Detroit

Public Schools submitted, which is a representative sample of the Detroit Public Schools population. Additionally, 37 schools (27%) also submitted a principal survey. This evaluation shows that parent involvement has increased over the last year by 30% and that continued parent involvement growth can be seen through additional communication strategies centered on use of the phone blast system and services related specifically to their own child. Overall, parents feel that they have better communication with their children this year than last (81%) and are more involved with the Detroit Public School system (83%). DPN has fulfilled its contractual obligation with the exception of school parent compact documentation. Year End Performance Findings

3,234 “I’m in” cards were distributed to parents in the 2010-2011 school year.

Parent Involvement has increased 30% on average, based on comparing monthly totals of parent sign in sheets from meetings exceeding the scope of service goal of 10%. 80% of all schools have increased involvement by 10% or more. 33 new LSCO organizations were created. The barriers are time and transportation.

Principals reported a 6% increase in the number of schools who have 11-15 community partners over last year. A total of 24 unique partnerships have been created between the Parent Resource Centers (PRC) and community organizations.

82% of parents self reported that they are more involved in school than last year. Parent involvement was highest when the activity directly related to their own child.

On Average, 43% of parents at Detroit public schools are more satisfied with district communication this year over last.

Over 1,701 parents participated in 8 different workshops held at each of the PRCs.

Value Added, non DPS contract services, such as the community outreach to families whose schools were closing, which generated $8,517,000 revenue to the district by enrolling 1,092 students.

Recommendations

Organize parent involvement activities that directly promote parent /children interaction. Explore developing before and after school programs.

Use the full range of communication tools (robocall, email, etc). However, the most impressionable method is the personal approach.

Provide support to promote and document the parent–school compact and parent teacher conferences.

Utilize web-based information and webinars to address parents who cannot attend meetings or training at the schools.

2010-2011 DPS Title I Year End Parent Involvement Report Evaluation by Janet Ray & Associates Page 2

EVALUATOR QUALIFICATIONS The external evaluator, Janet Ray and Associates, was contracted to facilitate the independent and external evaluation process. Janet Ray is a University of Michigan School of Social Work Adjunct Faculty/Lecturer and the president of Janet Ray and Associates. She holds a Masters Degree in Social Work with a specialty concentration in Community Systems and Management. She has twenty-three years of experience in the human service sector. Rachel Reyst-Carroll holds a Masters Degree in Social Work with a concentration in Community Systems and Management and has worked with many Detroit Area non-profit organizations, including the United Way for Southeastern Michigan, Community Coalitions and Parent organizations.

EVALUATOR BIAS DISCLAIMER

This disclaimer is important to the evaluators since the central theme of the evaluation method selected (participative action research) is the authentic voice of the parent participants. Much care has been given to insure the data analysis represents the principal and parents’ voices. Thus the above disclaimer helps to acknowledge cultural, social and economic lenses that could influence the data interpretation.

The principal evaluator, Janet Ray, is university educated Caucasian, and a parent who has worked with the public and charter school system for thirteen years. She lives in an urban setting and has worked professionally with many school district administrations to assist in community and parent involvement.

EVALUATION PURPOSE

The Evaluation was designed to answer the two following questions:

1. Did the Detroit Parent Network fulfill their contractual obligations with the Detroit Public Schools according the scope of services to increase parent involvement? The specific scope of service describes the areas for parent involvement. The detailed scope of service located in the appendix provides specific performance indicators. The general areas are:

Administrate the annual needs assessment at each school;

Increase participation at local schools monthly parent meetings;

Establish 7 Parent Resource Centers to serve as a regional hub;

Provide Parent workshops;

Develop local school program based on parent needs and interests;

Create Community Partnership;

Enhance communication between the District, local schools and parents;

Train local school parent leaders to strengthen of LSCO/PTA/PTOS;

2. Did Detroit Parent Network respond to local school stakeholders (parents and principals) to increase parent involvement at Detroit Public Schools?


SURVEY & EVALUATION DESIGN

The process evaluation compared year-end performance survey, needs assessment and baseline surveys. All the surveys were intended to be confidential unless parents chose to enter their information for a Parent Card. There was a demographic section and quantitative questions with drop down menus for participants to choose between a set number of responses. “Other” was offered as an option for some of these questions. The evaluation was designed to provide data driven input in order to improve schools, enhance parent involvement and give the school stakeholders the results of their own specific school. The evaluation was designed for parents to have easy access to the survey and for it to be quick to complete. The Evaluation design was individualized for EACH and EVERY school because each school has a unique culture, strengths and needs. The evaluation was longitudinal in design. This report covers year one of a three year project. Comparison will be made pre and post Detroit area Network service delivery. Quantitative evidence such as meeting sign in sheets, post workshop satisfaction and I’m In Parent cards were used as objective indicators of parent involvement. In addition, qualitative data was obtained in order to encourage parents to “speak their minds” and allow their true voice to be heard. EVALUATION LIMITATIONS

The evaluation method reflects the project intent which is to involve and empower as many parent and community members as possible. The advantage of this method is increase capacity in data driven decision making, community building techniques and have more parents and school stakeholders have access to information. The evaluation disadvantage is to accuracies of data collection and survey response is less since parents are not directly interviewed by external evaluator.

DATA COLLECTION

There are several parent involvement indicators that had corresponding data. Tools were collected throughout the academic school year. Those tools include the Fall parent needs assessment, principal and parent surveys year end performance survey, monthly school meeting attendance and specialized parenting workshop and the I’m In parent card. The timeline on the next page illustrates the longitudinal nature of the data collection. The evaluator guided the survey tool creation, while the DPN Parent Organizers were responsible to engage parents to complete the surveys at the local school. Some parents filled out their surveys electronically on the Parent Organizer laptop. Other parents completed a hardcopy survey and Parent Organizers inputted the data into the automatic and electronic survey document. Microsoft Excel was selected for the software since it is readily available to DPN and schools. The timeline on the next page illustrates the longitudinal nature of the data collection.


The parent year end surveys were administered to parents at Detroit Public Schools between the dates of May 9th and June 16th 2011 by DPN Parent Organizers at individual school meetings. See appendix for survey tool. Surveys were translated into Spanish. There were 2,062 unduplicated surveys from 137 different Detroit Public Schools submitted. The sampling size with the standard confidence level of 95% would be 384 parents. DPS has 84,000 enrolled students. Thus the sampling size of DPN year end survey exceeds the criteria of statistical sample size in term of number of participants. The surveys utilized a combination of quantitative and qualitative questions and incorporated the option to provide contact information if desired. Surveys were collected at parent meetings, Parent resource centers, school offices, dismissal and drop off times.

DPS Principals were also invited to provide input regarding parent involvement performance during the same period, May 9th to June 16th, 2011. Principals received their surveys via email from the District or were individually given a survey from DPN Parent Organizers. 37 principals responded electronically or faxed their survey directly to the evaluation team.

The parent and Principal year end surveys will be compared to the Fall/2010 needs assessment survey where 2,213 parents became involved by giving their input from 141 schools. In addition, year end parent involvement performance will be compared to the Spring/2010 baseline service parent and principal surveys that were collected in the Spring/2010 in which 1,757 parents participated.

Figure 1 - Data Collection Plan


Another parent involvement indicator was documenting the monthly attendance of the parents to their local school parenting meetings. Parent Organizers collected parent meeting and annual Title I sign in sheets from local schools beginning in April/2010 (before DPN services were contracted) and for every week after until May/2011.

The “I’m In” parent involvement card registration forms were collected throughout year at each Parent Resource Center and local school. The 2010/2011 academic year is the year to utilize this innovative strategy. 3,432 parents registered for the “I’m In” card.

Lastly, monthly parenting workshops were offered at the 8 Parent Resource Centers. After each workshop, attendance was noted and an evaluation form was collected. 510 workshop evaluation forms were collected by workshop participants.


DEMOGRAPHICS

Age The majority of respondents indicate that they are between the ages of 36 and 50 (44%). The following chart shows the range of responses (n= 1,787):

Age Range

18-25 26-35 36-50 51+

Number of responses (n=)

114 691 787 195

Percentage 6% 39% 44% 11%

Gender The majority of respondents indicated that they identify as female (82%) Below is a table showing the full gender diversity (n=1,973):

Gender

Male Female Self-Defined


349 1,621 3

Percentage 17.7% 82.2% 0.2%

Race The majority of respondents indicated that they are African American or Black (79%). The remaining respondents are listed in the chart below by race (n=1,819):

Race

AA/Black Caucasian Hispanic Romanian Arabic Hmong Bi-Racial Other


1443 50 285 1 - 2 14 24

Percentage 79.3% 2.7% 15.7% .1% - .1% .8% 1.3%

Role The majority of respondents indicated that they are parents (80%). The remaining respondents are listed in the chart below by role (n=1,756):

Role

LSCO/PTA Parent Grandparent Volunteer


185 1,401 119 51



DEMOGRAPHIC COMPARISON CHART The demographics of Detroit and the Demographics of the parents served through the Detroit Parent Networks efforts in Detroit should be the representative sample of the overall school population. In the following chart, one sees how the survey demographics compare to the actual Demographics in Detroit. When the survey sample is the same as the actual population demographic, one insures that all parents have a voice. There are still some efforts needed by Detroit Parent Network to engage Arabic, Hmong, Caucasian and Male parents so that the demographics for Detroit match those served by the Detroit Parent Network.

Demographic Baseline Needs Assessment

Year End Detroit Demographics 2005-2009 (American FactFinder)

Race

AA/Black 74% 75% 79% 78.4%

Caucasian 6% 5% 3% 16.3%

Hispanic 16% 13% 16% 7.1%*

Romanian - - <1% -

Arabic - <1% - -

Hmong - <1% <1% -

Bi-Racial - 5% <1% 1.6%

Sex

Female 87% 82% 82% 53.1%

Male 13% 18% 18% 46.9%

Self-Defined - <1% <1% - * This percentage will bring the total over 100% since people who are Hispanic also fall under one of the other race categories.

PERFORMANCE RESULTS

A. Conduct Annual Needs Assessment

Parent Organizers assisted the annual needs assessment all DPS 141 school in the Fall/2010. 2,213 parents become involved in providing their input to school needs. Results were compiled in two manners, one of the DPS District results and secondly for each individual school. Portions of the needs assessment will be compared the year end performance survey to determine if DPN parent involvement service were responsive to parent’s needs. However, the needs assessment process fulfills their contractual obligation.


B. Parent Participation

Statistical Findings of June /2011 Parent Surveys The following questions were asked of parents who have children enrolled in Detroit Public Schools. A total of 2,062 parents filled out the survey; the following results are listed by question in order. Question 1: How many parent meetings have you attended in the past school year? A total of 2,016 responses were received to this question. The majority of respondents indicated that they attended 1 -3 meetings in the past school year (41%). 14% of participates indicated that they attend zero meetings in the past year. The chart below shows the range of responses (n=2,016):

Zero 1-3 4-6 7-10 10+


277 826 528 351 34

Percentage 14% 41% 26% 17% 2%

Question 2: How many parent teacher conferences did you attend? Out of 1,977 responses, 850 respondents indicated that they attended 3 parent teacher conferences this year (43%). The second highest answer was indicated as 2 conferences (30%), and only 9% of respondents indicated that they attended no parent teacher conferences this year. The range of responses is illustrated below:

1 2 3 None


357 595 850 175


Question 3: Have you participated in the local school parent budget planning process? The majority of the 1,993 respondents indicated that they did not participate in the local school parent budget planning process (63%).

Figure 2 - Parents Participation in Budgeting Process


Question 4: Did you receive the results of the School Needs Assessment? A total of 1,972 responses were received to this question, 52% of which indicated that they did NOT receive the results of the school needs assessment. Question 5: Has your student’s teacher explained to you their testing results? The majority of respondents indicated that they received an explanation of their child’s testing results. Out of 1,976 responses, 1,341 (68%) said yes. Question 6: Have you noticed an increase in the communication between you and your child’s school since last year? If YES, which communication method has helped you stay informed about your child’s school activities? A large percentage of parents (81%) indicated that they have noticed an increase in the communication between them and their child’s school since last year. The following chart illustrates the communication methods that parents highlighted as being the most help to them. There were 3,943 responses. Phone Blasts (Robocalling) and Flyers were the most popular communication tools for parents while personal calls and One on One Personal Communication were also significantly mentioned.

Figure 3 - Effective Communication Methods


Question 7: Did the efforts of the parent organizer help you feel more connected to your child’s school since last year?

A large portion of the 1,730 parents who answered this question indicated that they do feel that the efforts of the parent organizer helped them feel more connected to their child’s school (82%). There were 682 qualitative responses to this question that indicated why parents felt the way they do. The full range of parent comments (qualitative answers) listed in the appendix by theme. The most frequent comment response at 25% was the parents recognized that Parent Organizer were helpful in providing information and resources. The second most frequent response, 19%, was the POs helped improve school communication. This is important to point out because the communication and desiring resources was the top requested issues in the Fall/2010 needs assessment. The third most frequent comments were a tie between technical assistance to the local social organization and POs helping improve the child/parent relations. Both of these types of comments received 6% each response rates. The final major category for parent comments were the personal approach that POs when working with the parents. Some parents (5%) highlighted how Parent Organizer personally invited them to meetings, workshops and even met the parent at their cars to make sure the parents felt welcome. Other parents (5%) shared comments that POs caring qualities with children, staff and parents. A typical parents was POs were”very personable and polite” and another parents said, “I felt someone really understood what's going on as a parent.” Over all, there were positive comments for POs added to 86% of the parent comment. The negative comments totaled to 4%, while an additional 10% of parent did not know who the Parent Organizer was. Thus, the implication is that Parent Organizers reach and technique should be extended and expanded to impact more parents.

Qualitative Data Theme Number of Responses

Percentage

Did Not Know Who was the Parent Organizers or PO was not present 71 10%

PO Helped with problem solve w/parents or LSCO/PTO/PTA 38 6%

PO Helped Better Communication 127 19%

PO gave more Information or Resources 173 25%

Parents state they attend more Meeting & Workshops 7 1%

PO/School Personally invited parents to Workshop & Meetings & PRC 32 5%

Parents has outside Barrier preventing school involvement 14 2%

PO is Friendly, Nice , Personable, Caring 37 5%

Miscellaneous 97 14%

First Year At this year Or Same Feeling as Last Year 16 2%

Negative 28 4%

Improved child/parent relationship or child's academics 42 6%

“The Organizer has made it a little simpler to

communicate with the school. You almost feel a

personal bond.” DPS Parent


Question 8: Which of the following Parent involvement activities help you feel more connected to your child’s school? (Increased Communication, Understanding Expectations of Parent Involvement at the School, Stopping at the Parent Resource Center) There were 2,569 responses to this question, indicating that some parents chose more than one activity as being helpful for feeling more connected to their child’s school. The top choice was “Increased Communication” which had 47% of the responses.

Question 9: Were you aware that Parent Resource Centers have an Academic Toolbox that can be checked out to help your child academically? Most parents were aware that the parent resource centers have an academic toolbox available (66%). 1,829 responses were received to this question (n=1,829).

Figure 5 - Effective Efforts of Parent Organizers

Figure 4 - What Helps Parents Feel More Connected


Question 10: Were you aware that Parent Resource Centers offer monthly workshops and training? Most parents were aware that Parent Resource Centers offer monthly training (79%). Out of 1,949 responses, only 416 (21%) indicated that they were not aware of options available at the PRC. Question 11: Were you aware that the Parent Resource Centers have created partnerships with community organizations such as non-profits, local businesses and faith-based institutions? There were 1,920 responses to this question, out of which 1,176 parents indicated an awareness of the community partnerships that exist at the PRC (61%). Question 12: Do you feel that you are more involved in your children’s school? Out of 1,914 responses, 1,575 parents said that they feel that they are more involved in their child’s school this year over last (82%). Question 13: Over the past year, do you think there are more ways of getting involved with your children’s school? There were 1,569 out of 1,796 (87%) parents who indicated that they feel there are more ways of getting involved with their child’s school this year over last.

Figure 6 - Do Parents Feel they are More Involved?


Question 14: Check all the ways that you are involved in your child’s education and school: Parents were given a set number of ways that they could be involved at their child’s school according to the categories below, including an “other” category. Those that chose the other category were allowed to enter their own statement. Some responses include things such as volunteering, coaching sports and parenting. The main results of the 10,700 options picked, showing more than one option was chosen per parent respondent, are listed in the chart below. The largest number of responses went to “Ask your child how was her/his school day”, then “take your child to school on time” and then “assist with your child’s homework. See the full range of responses below:

There were 37 additional comments that parents described the ways they are involved in schools. 41% of the comments were regarding volunteering. Another 32% (12 parents) highlighted that parent involvement in schools means being a active parents by providing motivation, discipline and bettering their parenting skills so be more effective parents. Other comments related to being a bridge to the community (11%), promoting communication (3%) and reinforcing academics at home, 3%. Implication: Parents are most involved in ways that directly related to their child. Thus even though parent might not be at the school every day, they are involved daily. Opportunities for promoting parent to children interaction is the key to increase parental school involvement.

Figure 7 - Ways Parents Are Involved


Question 15: How often do you help your children at home with school work compared to last year? Half of the 1,603 respondents to this question answered that they help their children the same as last year, but a significant portion, 42%, said that they help their children more than last year.

Question 15 – Helping with Homework

More than last year

Same as last year

Less than last year

Number of responses (n=1,603)

672 808 123

Percentage 42% 50% 8%

Question 16 – 19: Overall, the majority of respondents are either “Very Comfortable” or “Comfortable” with all of these questions. The highest indicator that people were not comfortable with or only somewhat comfortable was in understanding MEAP and AYP.

How Comfortable are you with: Very Comfortable Comfortable

Somewhat Comfortable

Not at all Comfortable

# % # % # % # %

Question 16: …Working with the leadership (principals, Teachers, counselors) (n=1,918)

867 45% 823 43% 165 9% 63 3%

Question 17: …Showing up/participating in a Parent/Teacher conference (n=1,917)

917 48% 811 42% 153 8% 36 2%

Question 18: …Understanding what the Grade Level Content Expectations are (n=1,927)

785 41% 843 44% 209 11% 90 5%

Question 19: … Understanding MEAP and AYP (n=1,904)

647 34% 832 44% 298 16% 127 7%

Implication: The combined response of comfortable and very comfortable ranges from 87% working with school leader to 78% to understanding the MEAP and AYP. Thus response rates are relatively lower to other educational/workshop themes. Thus, offering training in a parent friendly language will increase these comfortable rates.


Question 20: How satisfied are you with the school/district communication this year compared to last year? Why? The majority of the 1,855 respondents indicated that they are satisfied at the same level they were last year (49%). A significant number of respondents indicated that they are more satisfied this year (41%) and very few respondents chose less than last year (10%). The qualitative component to this question yielded 407 comments as to why people chose the answer that

they did. The full range of responses are presented in the appendix. The highest yielding theme, 27%, among the comments was that in fact parent acknowledged that communication increase and improved. Parents also had many comments 13% describing the new approaches utilized at the schools to better communication. Example of new communication tools were the Robocalls, school calendars, LSCO meetings, fliers and school website. By far the automated phone message received the greatest mention. An additional 6% of parents’ comments described in the caring and personal nature of school and DPN personnel regarding the communication which resulted in more understanding of local school happenings. Below are two representative positive comments. While this question specifically refers to communication, many comments were related to the parents overall feelings with district. Parent took advantage of DPN Parent Organizer survey “listening” to share their opinions on the concern about school closure and district operation. 12% of parent comments reflected district concerns, general state of uncertainty and their worry such as, “Don’t know what’s going to happen to the school and the staff” or “I was worried they would close the school but now I feel better.” The many changes led other parent comments that were negative in nature regarding an uncertain future. Overall 15% of the parent comments expressed a concern or negative statement. An additional 13% of parent comments referred District operations such as students needing new books, a new principal or changing staff. Finally, some parents, 14%, who were new at a school or to the District, stated that they unable to comment on whether communication improved because it was the first year that their child was at the specific school.

“More calls, more visits from administrators, more input and involvement. I was very pleased and for once it felt like everyone was on a common goal. DPS PARENT “

I have been frustrated with staffing changes mid-year with little or no notice. It is disruptive for students, parents, and teachers. Also more timely school calendars and menus with half days and other pertinent information listed would be helpful. DPS PARENT


The chart below illustrates the comments by themes.

Qualitative Data Theme – Parent Comments by Categories Number of Responses

Percentage

Increase Communication Amount 110 27%

Parents have a great understanding of what is happening with their school

12 3%

More Relationship with Schools and District. People Care. 12 3%

Negative 63 15%

Influenced by School Closure 47 12%

No Change in Communication/Can’t Tell 58 14%

Miscellaneous Comment Related to Other Subject 53 13%

Different Approaches to Communication 52 13%

Figure 8 - Why are Parents Satisfied/Dissatisfied with Communication?


Question 21: How satisfied are you with the parent organizer at your school? Why? There were 1,856 responses to this question, 49% of which indicated that they are satisfied with their parent organizer. Only 2% of the total responses indicated that they are unsatisfied or very unsatisfied. 418 Qualitative responses were received from respondents as to “why” they felt the way they did. A table of the responses is listed in the appendix. 87% of the parent comments were favorable. 4% were negative, 2% of parent made the self disclaimer that they could not judge because they were not involved at the school. 7% of parents stated they did not know who the Parent Organizer was or what were their responsibilities. On the positive side, DPN Parents Organizers listened to the Fall needs Assessment and doubled their effort of improving communication. The greatest number of comments, 26% fell under the theme of providing follow through and job performance by meeting parent needs. 23% of the comments referred to providing information and communication. Finally, 17% of the comments fell under the theme of POs being “Personable, Professional, Kind or Caring”. All combined, Parents were satisfied with POs because of comments like, “Very helpful to all the families that come into the building with a bright personality.” The specific breakdown of comment themes and their respective comments percentage is shown below.

Figure 9 - Why are Parents Satisfied/Dissatisfied with the Parent Organizers?

She helps with translation so that I can be involved, she makes sure that parents understand what is going on so we can participate. DPS PARENT


Qualitative Data Theme - Parent Comments Group Number of Responses

Percentage

Communication & Provided Information 97 23%

Good Follow through, good performance 108 26%

Needs more time at school 6 1%

Brought resources 39 9%

Miscellaneous 39 9%

PO does not help/ no interaction with PO/ don’t know PO 31 7%

Personable, Professional, Kind, Caring 72 17%

Negative 18 4%

Parent was not involved 8 2%

Question 22: In order to help increase parent involvement at your school, what assistance do you need from your assigned Parent Organizer? 520 qualitative responses were received to this question. The full range of responses is listed in the appendix. The most frequent theme was promoting communication at 23%. Parents clearly prioritized the need for communication during the Fall/2010 needs assessment. Thus Parents Organizers and the District have using multi prong approaches to improve this area. Parents have acknowledged improvement because the 10% of comment was to continue using the same communication strategies. One parent comment illustrates a typical response, “The current assistance is plenty adequate”.

11% was not get more parents involved and address the parent barriers to participate. 8% of parent wrote comments about specific barriers. Parents overwhelming stated transportation as the greatest barrier. 10% of parent comments referred to different parent meeting time so that could attend. 5% of parent comments requested more advance notification when promoting events. A typical comment in this area is “Inform parents with enough time so they can attend programs and events.” Less frequent comments at 4% was parent wanting more support for student especially better field trips, anti bullying programs and homework assistance. Some parents commented, 5%, on continued technical support for local parent organizations, come more often/ be more visible to local school. 3% of comments wanted POs to offer workshops at local schools. Finally a small 1% of parent comments shared they did not know who a PO was.

“Parents need notice a week prior not the day before or a

week after.” DPS PARENT


Figure 10 - What can Parent Organizers do?

Qualitative Data Theme – What Were Parent Comments Number of

Responses Percentage

Parent Room at School 9 2%

Promote Communication 120 23%

Resources 29 5%

Nothing/Not Sure 32 6%

Do the Same Thing 55 10%

Get more parents involved/ volunteers 59 11%

Address parent barriers for involvement 45 8%

Unaware of a parent organizer 4 1%

Organize workshops for parents 16 3%

LSCO Technical Assistance Support/ Assistance to parents 29 5%

Miscellaneous/Other 35 7%

Student Support 21 4%

Change Meeting Times, Location 51 10%

Timely Notice 28 5%

Question 23: What is the best way to contact you? 2,207 responses were received to this question, indicating that some parents chose more than one answer. The majority of parents indicated that they would like to be contacted by phone (58%), however, being contacted by Email was the next highest response (12%), over postal mail to the home (11%). The following chart shows the full range of responses: Question 23 – Best Way to be contacted

Phone Email Postal Mail At the School Text In need of an email address

Number of responses (n=2,207)

1,285 268 237 257 154 6

Percentage 58% 12% 11% 12% 7% .3%


Statistical Findings of June/2011 Principal Surveys The following questions were asked of Detroit Public School Principals. A total of 37 Principals filled out the survey; the following results are listed by question in order.

Question 1: Indicate how much the school needs assessment process helped you by placing a mark in the appropriate box. The chart below shows that most principals felt the needs assessment process was helpful or very helpful for the specific functions listed.

Very Helpful Helpful

Somewhat Helpful

Not Helpful

Understand the needs of parents (n=37) 17 46% 12 32% 7 19% 1 3%

Make more informed budget decisions (n=37) 12 32% 19 51% 4 11% 2 5%

Schedule parent meeting times (n=36) 14 39% 13 36% 7 19% 2 6%

Plan for workshops that meet parent needs (n=37) 13 35% 18 49% 5 14% 1 3%

Question 2: what is the percentage of parents who are involved/volunteering in their child’s education at your school by doing the following things: The percentages listed are an average of what all principals reported. These responses correspond with what the parents themselves have indicated they have been doing with the highest percentages assigned to activities such as “taking their child to school on time”, “asking their child how was her/his school day”, “Assisting with children’s homework” and “attending parent teacher conferences”.

Activity Percentage

Take their child to school on time (n=37) 74%

Ask their child how was her/his school day (n=29) 69%

Assist with child(ren)’s homework (n=33) 57%

Attend activities that their child is involved in (concerts, sports, honors assemblies) (n=37) 52%

Attend parent teacher conferences (n=37) 49%

Attend monthly parent meetings (n=36) 22%

Attend the annual Title I parent meeting (n=36) 30%

Participate as an officer of the local school organization (n=30) 12%

Participate in the district wide parent organization (n=30) 9%

Participate in fundraisers and school capacity building initiatives (n=32) 33%

Attend a parent workshop (n=32) 23%


Question 3: Indicate how satisfied you are with the services provided to your school by Detroit Parent Network Organizers: Principals agreed that they are very satisfied overall with the services provided to their schools through the Detroit Parent Network Organizers.

Service Very Satisfied

Satisfied Somewhat Satisfied

Not Satisfied

Parent Resource Center Workshops (n=37) 15 41% 13 35% 6 16% 3 8%

Support to the LSCO officers (n=34) 19 56% 8 24% 6 18% 1 3%

Support to Monthly Parent Meetings (n=37) 19 51% 11 30% 5 14% 2 5%

Enhance Parent Communication using Robocalls and personalized Engagement (n=34)

14 41% 12 35% 4 12% 4 12%

Give examples if your parent organizer has gone above and beyond the call of duty or was not so helpful The following comments were received from the principals regarding their parent organizers. Out of 12 responses received, only one was a negative comment and three comments specifically mention parent organizers by name and how helpful they have been. Individual comments are listed below:

Attend local school meetings - assist with planning and collecting data.

attended LSCO meetings

attended parental involvement workshops, LSCO meetings, worked cooperatively with communities in schools project director with parents, Ms. McCampbell was very helpful and supportive

Frequent in-person visits and follow up to monthly parent meeting

I met our organizer once

Mrs. Tasha Johnson has always been supportive of Hancock. She always makes time to participate in school and parent activities. Mrs. Johnson has assisted many of our parents with their concerns. She has referred parents to organizations that met their needs (inside and outside of the district). The Hancock staff looks forward to working with Mrs. Tasha Johnson for the new school year.

Ms. Joi Mausi was an excellent resource. She was very involved in training parent team members, mediating concerns and promoting healthy relationships among LSCO members and with school staff as well.

On call at school, great community organizer

Organizing LSCO has been very helpful

she is always at the meetings

Talking to parents at entry time about LSCO meetings and be at charter/closure presentations with Mr. Bobb

The school closure rallies


Question 4: How many parents attended Parent Teacher Conferences? The majority of principals indicated that 100 or more parents at their school attended parent teacher conferences (34%). The table below shows the range of results:

0-25 26-50 51-75 76-100 100+

Number of responses 6 6 4 7 12

Percentage 17% 17% 11% 20% 34%

Question 5: Did parents participate in the Local School Parent Budget Planning Process? Parents reportedly participated in the Local School Parent Budget Planning Process at a very high rate (97%). Question 6: Does your school have a “School-Parent Compact” which outlines the shared responsibilities to improve student achievement? Most school principals reported that they participate in “school-parent compacts” (94%). Question 7: Did your school conduct an annual Title I Meeting? If yes, how many parents attended? 100% of principals indicated that their school conducted an Annual Title I Meeting. The majority of principals agreed

that 41 or more parents attended these meetings. Question 8: How many community based organizations/businesses partner with your school?

The majority of principals reported that they have 1-5 community partners affiliated with their school. 14% of principals indicated that they have 11-15 community partners, which is a 6% increase over last year. Question 9: Did your school offer a parent training for GLCE for each grade? The majority of schools did not offer a parent training for each grade to explain the Grade Level Content Expectations (65%).

Figure 11 - Did Parents Participate in Budgeting?

Figure 12 - Do Schools have a School-Parent Compact?


Question 10: In order to help increase parent involvement at your school, what assistance do you need from your assigned Parent Organizer in the upcoming year? 29 comments were made about what parent organizers can do to assist principals in the future.

Barsamian has been scheduled to close unless a charter school picks it up.

Hands on 1 sheeters giving parents information on how to help children in reading, etc. AND coaching/mentoring with officers on ways to get parents involved in more untraditional ways

We would like assurance that the program continues to expand to service a greater number of students, parents and community members.

Solicit incentives to give to parents as motivation for being proactive, involved and engaged.

Nothing, the support CMA received was great.

We are coordination a Parent orientation for Wednesday, August 31, 2011. We hope to offer immunization shots, a uniform swap, a presenter on Anti-Bullying and other activities. It would be helpful if the parent organization can offer support in the form of booths or speakers for this campaign. It would also be helpful if the parent program could offer one or two sessions at the school to have a positive impact on the school environment.

I have worked for the district for 25 years and I still do not know what will bring parents to get involved in the school

We must try to get more parents involved in meeting and other school related activities

Parent organizer helped recruit parents but it has to be an ongoing effort. The school and the organizer will work collaboratively to get parent at the beginning of the year to commit more time to the school.

Continued support and resources. Monthly communication of events and organizer meeting with LSCO for additional guidance.

Help with getting out communication to the parents

I cannot think of anything at this time. Mrs. Tasha Johnson is great! Just make sure she stays with us.

Uncertain at this time.

Hancock needs for Mrs. Tasha Johnson to remain our Parent Organizer!

We need to share the results of the Parental Needs assessment with all parents through a meeting newspaper and or phone calls.

We are off to a great start. It would be beneficial to keep communication and planning up throughout the summer so that we are better prepared at the start of the school year.

Assistance in developing a workshop plan for parents for the entire year. Help recruiting parents. Help finding services to offer parents. Continue doing the best job they have been doing.

Offer more programs/workshops where parents can learn skills to improve their child's academics.

To assist and make more personal contacts with parents


Support the parent representative, make specific meeting dates and coach the parent organization on how to build an active parent group.

Continued support with increasing parental involvement in LSCO meetings and parental involvement workshops. Parents have issue with transportation, so focusing on how we can assist parents in this area will be very beneficial.

Establishing election procedures for LSCO Officers. Nolan School needs a president, vice president, treasurer and secretary.

Early Workshops, school wide meeting with other schools.

For some reason, our parent organization and the parent network were unable to consistently work together. Perhaps this is due to the independent nature of our parents who are accustomed to providing services and working here at the local school site. Offering some of the parent workshops that are provided at the Parent Resource Centers at the local school could be very useful. Perhaps the two groups will be able to work together in the future.

To come up with strategies to promote better parent participation

Communicate and coordinate LSCO meetings. Communicate with principal regarding meetings and concerns of parents. Work with community in schools site director

Suggestions on how to get parents to be more committed and involved.

Continued personal contact and communications via email

I need help with getting more parents involved

C. Monthly Meeting Attendance Parents attending their children’s local school for the parent organization monthly meetings and annual title I meeting is integral to communication and understanding key issues of the local school. Thus, one indicator of parent involvement is the sign in sheets for those meetings. Detroit Parent Network began collecting these sign in sheet starting in March, 2010 until the completion of the 2010-2011 academic school year, allowing a pre service and post service comparison to be made. The scope of service also included documentation for parent-teacher conferences as well as documentation of parent – school compacts. DPN has no authority to obligate schools to supply these sign in sheets, thus collecting meeting sign in sheets in order to document parent involvement was voluntary based on each school’s administration. That being said, DPN Parent Organizers did increase the number of sign in sheets collected as well as the number of parents in attendance. The chart on page 28 provides comparisons of the pre and post Title I meeting and the March and April monthly meetings, Parent Organizers were to obtain sign in sheets and document parent meeting attendance. Title I meeting attendance increased. 1,717 parents attended and 35 additional schools had documented evidence of parents signing in for the monthly meeting attendance, both March and April, so an increase of sign in sheet collection and parent involvement at monthly meetings was observed. In March 2010, there were 1,399 attended monthly meetings. After DPN Parent Organizers’ efforts, 2,054 parents attended monthly meetings. During the same comparison month of March, only


68 schools provided their meeting sign in sheets. One year later, DPN Parent Organizers had school documentation from 135 schools, an increase of 67 schools (98% increase) participating. What is clear is in those schools that worked with DPN Parent Organizers, parent involvement in monthly meetings increased by 30%. Of the schools that sign in sheets were collected from, 80% have increased parent meeting attendance by 10%. Title 1 MTG

2010 Title 1 MTG

2011 March 2010

March 2011

April 2010

April 2011

Total Parent Attending Monthly

Meetings 3,690 5,409 1,399 2,054 1,411 1,782

# of Schools with Documentation

106 141 68 135 73 99

Average Meeting Attendance

35 37 21 15 19 18

# of Schools Missing

Documentation 35 0 73 6 68 42 Potential Meeting

Attendance for Missing

Documentation Schools

(average x # of missing schools)

1,218 0 1,502 91 1,314 756

Estimated Total Parent Meeting

Attendance 4,908 5,409 2,901 2,145 2,725 2,538

While the total parent meeting and the title I participation increased, the average school meeting attendance for March and April decreased. The table above shows the average meeting attendance for March 2010 was 21 parents, while in March 2011 the average attendance was 15. In April 2010, the average parent attendance was 19, while in April 2011 the average parent attendance was 18. When estimating the parent participation of schools that did not voluntarily offer their monthly sign in sheets (see table above of the # of schools missing documentation) the parent involvement trend is less attendance for March and April for 2011 compared to 2010. Title I attendance is estimated to rise with non compliant schools included. What should be noted is the school wanting and actively participating in parent involvement strategies obtained increase parental attendance. The Chart below illustrates the pre service and post service


increase of parent attendance in monthly meetings based on physical evidence of school sign in sheets.

Figure 13 - Yearly Comparison

The Scope of Service performance benchmark regarding meeting attendance are listed in the table below. The 30% increase in parent monthly meeting attendance is significant and met the performance benchmark of a 10% increase. Likewise, the Title 1 meeting performance benchmark was fulfilled since the actual increase was 47% far exceeding the 10% goal.

Parent Attending 09-10

BEFORE DPN

10-11 AFTER DPN

% Change Scope of Service

Performance Benchmark

Met Benchmark

March/April Monthly Meeting

2,800 3,836 30% increase

10% Yes

Title I Meeting 3,682 5,409 47% increase

10% Yes

Parent Teacher Conference

Unable to collect sign in Sheets

Unable to collect sign in Sheets

n/a 10% Unknown

School/Parent Compact

Unable to collect

Unable to collect

n/a 10% Unknown

The scope of service required that documentation of Parent-Teacher Conferences and the presence of parent/School compacts. Neither of these services was documented. Thus, this report cannot determine whether parent involvement was increased due to lack of documentation.


C. Parent Resource Center

One indicator of parent involvement is the usage of the Parent Resource Centers, (PRC). The contract required 7 PRCs to be established. Detroit Parent Network established eight PRCs in this first year. The PRCs created a venue for peer support as well as parents having the opportunity to build a positive social network. The performance benchmark was 1,000 parent visits for all the PRCs. There were 27,477 parent visits to the 8 PRCs. The average number of visits per PRC was 1,266. The number of unduplicated parents who visits the 8 PRCs was 10,135. Thus, on average, parents visited the PRC three times. DPN exceeded the contractual obligation by 27 times over the required number of parent visits. For unduplicated parent visits, DPN exceeded the benchmark by 10 times. The breakdown of parent visits per PRC is found below:

2010-2011 PARENT RESOURCE CENTERS- PARENT USAGE - SIGN IN SUMMARY

As of: 05/30/11

Osborn HS

(Brenda Scott) - DUPL.

Central Collegiate Academy -

DUPL.

Cody Upper DUPL.

Garvey Academy -

DUPL.

Priest - DUPL.

DSA-West DUPL.

Welcome Center DUPL.

Phoenix - DUPL

DISTRICT TOTAL : # of Parents

Totals 2185 1877 2351 2424 1653 1494 2870 991 27477

Osborn

Central Cody

Upper Garvey Priest

DSA-West Welcome

Ctr. Phoenix

DUPLICATED # PARENT VISIT

1393 1856 1776 1352 1208 1406 1899 1899 12789

UNDUPLICATED # OF PARENTS

1115 1472 1395 1081 906 1102 1532 1532 10135

Another scope of service requirement was that the 7 PRCs have flexible hours of operation to accommodate parents’ schedules. All centers were open from 9:00am to 5:00pm. Several PRC locations have evening hours until 7:00pm two days a week. One center offered hours two days a week at 8:00am. PRCs were also open during winter and spring breaks. For a comprehensive list of PRC hours of operation, see appendix.


D. Program Development - Workshops and Trainings

The PRCs offered computers in order to access employment information and workshops to address the academic and social barriers. These workshops were offered on a monthly basis. 1,701 parents attended the workshop offered from January through June. See appendix for the monthly total chart. 510 parent completed workshop evaluation forms. This evaluation sampled 76 workshop surveys of the 510 total post workshop surveys collect which is a sample rate of 15%.

PARENT WORKSHOP SURVEY RESULTS

sample size is 76 (n=76)

Post Workshop Survey Question Strongly Disagree

Disagree Neither Agree Strongly Agree

1 Overall, The workshop met my needs as a parent.

0 0 1% 24% 75%

2 The location of the workshop was appropriate and comfortable.

0 0 3% 25% 72%

3 As a result of the workshop, I feel even more equipped to lead my school.

0 0 7% 33% 61%

4 I would recommend this workshop to other parent.

0 0 1% 16% 83%

5

I received the tools/resources that I need to help increase my child's academics.

0 1% 0% 21% 77%

Overall, parents most strongly agreed (75%) that the workshops met their needs as a parent. 83% of parents chose strongly agree to recommending PRC workshops to another parent. The lowest ratings of was question 3 As a result of the workshop, I feel even more equipped to lead my school where only 61% of parent strongly agreed. The DPS scope of service benchmark for increase parent awareness for workshops was that for at least 29% of parent to be aware that workshops were available. Based on the year end performance survey, 79% of parents indicated that they were aware of workshops being available. The baseline survey report of June/2010 recorded that 55% of parent were unaware that workshop were available. This shows a 24% increase in the percentage of parents who are aware of workshops available at Detroit Public Schools. Thus, the scope of service expected benchmark is met.

“We enjoy each other a lot and

we also learn from each other”

Workshop Parent


E. Engagement of Community Organization for Parent Resources

The scope of service benchmark for developing community partnerships (CBO) was to provide resources to parents through the PRC. Each PRCs performance goal was to have 10 community partners. A total of 28 community organizations partnered with the 8 PRCs. Thus, the average number of CBOs was 4 partnerships per center. However, many CBOs offered services at more than one PRC. PRC COMMUNITY PARTNERS LIST

1. Focus Hope – Safety workshops and brochures

2. Edu-guide – Academic Workshops and Seminars

3. Neighborhood Legal Services – Academic Workshops and Seminars

4. Urban Farming – Garnering and Farming resources and workshops

5. Wydell and Reid – workshop on Financial Literacy

6. Habitat of Humanities - provided resources and information

7. U of D – Academic workshops –Anti/Bullying/ Learning Styles/

College Scholarships

8. Prosecuting Attorney’s Office – The Effects of Truancy.

9. Don Bosco Hall – provided resources and information

10. College Readiness – provided resources and information

11. BOLD moves – provided resources and information

12. United Way – Beehive financial workshop

13. Wal-mart – provide resources and information

14. U of M – scholarship resources and information

15. DTE and Thaw – provided Energy workshop

16. Department of Health

17. Skillman Foundation– training and resources , kids matter

18. Knight Foundation - training and resources

19. Matrix Center-resources and classes

20. PNC Bank – financial literacy workshops

21. St. John Hospital – health workshops

22. Neighborhood Legal Services- Title I workshops

23. NSO- youth expo

24. Cody Rouge Community Alliance – provided resources and information

25. Communities In Schools of Detroit

26. Community Foundation of SE Michigan.

27. AAS

28. Drug Free World.org

por que puedo entender, las ayudas hay para los padres y la comunidad, y asi poder ayudar mas a los estudiantes

( English: Because I can understand the help there is for the parents and community and that way help for the students) DPS PARENT


F. Communication

Parent’s number one need expressed in the fall/2010 needs assessment was to have better communication with their schools. DPN parent involvement service has included strategies such as phone blast, email blast, door to door canvassing, flyers and school newsletters. The yearend performance survey indicated that 41% of parents felt district-wide communication was better this year than last year. The scope of service also required parent materials to be translated into five languages by reputable translators. The needs assessment was translated into Arabic, Bengali, Hmong, Romanian and Spanish. The year-end survey was translated into Spanish. Two parent Organizers are Spanish speaking for day to day communications. DPN was contracted to implement Outreach and strategies to inform and engage parents of parent involvement activities. Parent Organizers took full advantage to the blackbaud communication system to conduct Robocalls to all the parents in the entire district. Flyers, home visits and text messaging were utilized in order to improve parent-school communications. Personal contact was also the key to building relationship with parents and Parent Organizers. Parent Organizers were visible at school meetings. One cannot miss the signature blue collar shirt of a Parent Organizer. Systemic parent contact information data bases were included in the scope of services. DPN has captured the names of participating parents in a variety of ways. First, the parents who visit the PRC are included in the electronic data base. Secondly, any parent registering for an “I’m In” parent card is included. Thirdly, any parent attending school functions such as the Title I meeting and monthly meetings are included. Fourthly, parents participating in the training/workshops are included. Finally, any community outreach to student homes is recorded in the system database.

G. Development of Parent Leadership

33 schools were assisted in establishing a local parent organization. This is an increase by 24% of functioning parent organizations. Local parent leadership training took place during a 2 day course and was supplemented by ongoing assistance to PTA/PTO/LSCO officers to develop recruitment flyers, establish meeting agendas, receive coaching on how to take meeting minutes, etc. The scope of service benchmark was to increase school organization by 10%. DPN exceeded this performance standard by increasing the percentage of school organization by 24% in the first year of service.

Academic Year # of School with Parent Organization

Percentage of District

2009-2010 96 68%

2010-2011 129 92%


H. Additional Parent Involvement Service – Value Added DPN offered additional parent involvement services that were not included in the scope of services. These services were value added since DPS did not pay for them. “I’m In” parent Card Registration Another incentive strategy to increase parent involvement in school meetings, parent-teacher conferences and parenting workshops was the “I’m In” card. This card that is attached to a person’s keychain is similar to discount or points card that are used at stores such as Meijer or CVS. Parents would receive points by attending school functions. These points could then be redeemed at participating businesses. Monthly raffles were held for “I’m In” parents with prizes ranging from the Family Fun pack to the yearend prize of a family of four weekend trip to Chicago. This incentive program is a value added service because it was not included in the original DPS scope of service. DPN obtained parent registration through local school events, when parents attend the Parent Resource Centers, completing the fall needs assessment or responding to the DPN mailing that was sent to 12,000 households. 3,234 parents responded to the “I’m In” card promotion. This is 8% of the parent population of the 84,000 students assuming that each parent has two children enrolled in DPS. The chart shows the distribution of cards by Parent Resource Center.

2010-2011Parent Resource Centers I’m In Parent Cards

Central 539

Cody 717

Welcome Center 214

Priest 349

Phoenix 83

DSA 376

Osborn 463

Garvey 493

TOTAL PARENTS 3,234


The Benefit for parents obtaining an “I’m In” Parent Card are discounts from area businesses. The business listing is shown below.

Area Business Parent Benefit

Academic Tutoring/Metropolitan Certified Teachers Association

One FREE K-12 Math & Reading Assessment & Resources

Faith Financial Group Free Electronic tax Filing or 30% off other products

Forman Mills 10% off Uniforms Only at all 3 locations-Highland Park, Warren & Conner, and E 8mile

Detroit Goodyear 10% off on selected services $2 off Oil Change

P&D Uniforms 5% off purchase

Positive Media Support Throughout the year, DPS would request Parent Organizer assistance to insure that parents were present when the Media (TV, radio, newspapers) visited or wished to do a feature at a Parent Resource Center. One example of this is when newly appointed emergency manager, Roy Roberts, visited Central High School. Parent Organizers conducted outreach to parents and approximately 120 parents showed up at the meeting. DPAC Elections Facilitation DPAC is the district wide parent organization. DPS wanted to have an outside source facilitate the election which was held on a Saturday at Martin Luther King High School. In response, eight Parent Organizers worked on a normal day off so that all parent candidates could participate. DPN facilitated the school sign in, passing out job descriptions of each post,


monitoring the two minutes speech per candidate and finally, the voting by constellation. 150-200 Parents participated all day. Ren 2012 Info Sessions

Parent Organizers organized and facilitated 3 informational sessions on the The Ren 2012 which is the restructuring plan for closing and/or charter of schools. PRCs were utilized with 100 to 200 parents showing up to each informational session. With 8 PRCs that translates to 24 sessions regarding the school restructuring plan. Support for events DPS requested assistance to POs for parent outreach at special events. During the summer, POs are passing out free summer lunches at 8 different sites. When Paul Robeson School had a building fire, POs were asked to give parents, tours of the new school that were conducted over the weekend. The yearend Parent Appreciation dinner at Golightly was supported by POs hosting the event. Student Enrollment and Outreach During the summer of 2010, Parent Organizers conducted community outreach doing door to door home visits. DPS provided the list of students whose schools were closing. Parent Organizers visited student homes to insure they received the DPS letter indicating what their new school would be. If the student/parent wanted to attend a different school, Parent Organizers assisted in enrolling that student to a school of his/her choice in DPS. Some Parent Organizers rode in the Mobile Unit to parks, Belle Isle and festivals such as Arts, Beats and Eats. Parents Organizers assisted in enrolling 1,902 students generating $8,517,000 revenue to the district. Securing Foundation Revenue Per the DPS website, “The DPS Parent and Community Engagement 2.0 Title I initiative was developed with input from parents and guardians, community leaders and the Detroit Parent Network. It is funded, in part, with a three-year $1.2 million grant from the W.K. Kellogg Foundation.” DPN led the grant writing effort to obtain this foundation grant. Academic Toolkits Each PRC has activities that parents can do at home to reinforce academics. The Academic Tool kits were aligned with State of Michigan Standard GLEC. They were ready to use and provide fun activities that parent can check out from PRCs. Parents especially enjoy these kits during semester breaks.

“I went everywhere to enroll

students during outreach like

Arts, Beats and Eats. I know

one day I enrolled 50

students. At $7,800 per pupil

in State aid, our DPN parent

involvement contract paid

for itself.” Reggie Williams – DPN Project Director


IMPLICATIONS

Comparison of Data between Reports (Baseline, Needs Assessment, Year End) The 2010-2011 parent year end surveys were compared to the Fall/2010 needs assessment and Spring 2010 baseline survey in order to compare apples to apples. Did DPN efforts improve parent involvement? The comparison chart on the following page shows that demographically DPN reaches the majority group (African-American, Caucasian and Hispanic). The minority population of Hmong and Arab need more inclusion if the project wants to mirror the demographic of the school/city population. More males are needed to have a representative sample as well. Regarding parent involvement in the school budget process and meeting attendance, DPN has made an impact since both areas have increased, 8% and 10% respectively. No improvement has been made to making Parents more comfortable with school leadership, understanding standardized tests such as MEAP and AYP and Grade Level Expectation Content (GLEC). When responding to the Fall/2010 needs assessment, DPN has made significant improvement in the top three areas of parental concern. There was a 30% improvement in monthly parent meeting attendance and a 47% increase in parents attending the annual Title I meeting. 81% of parents felt that communication had improved. Parents’ top three workshops were Parent Classes (love and Logic), computers and money management. All 8 PRCs offered training in parenting and money management. Computers were accessible at the PRC. 510 new parents participated in workshops. Finally, the top three resources requested were after school programs, home work help and Parent Resource Centers. This evaluation did not document the creation of after school program, nor was that program include in the DPN contract. DPN however did open 8 instead of 7 PRCs and offer academic tool kits and community partners with homework assistance.


WHAT? What were the Findings ?

SO WHAT? Any Change?

Comparison Group / Question/ area

2010-2011 Year End

Spring/2010 Base Line

Fall /2010 Needs Assessment

1 year Change

Demographic - Are we representing everyone ?

Age N= 1,787 18-25 - 6% 26-35= 39% 36-50 = 44% 51+ = 11%

N=1553 18-25 = 7% 26-35 =33% 36-50= 42% 51+= 18%

N=2,179 <20 = 2% 20-29 = 24% 30-39 = 39% 40-49 =24% 50-59 = 9% 60+ = 2

6% > of 26-35 yr olds Less Seniors 51+

Race N=1,818 AA/Black=79% Caucasian= 3% Hispanic= 16 Bi-Racial= 1% Other = 1% Arabic = 0 Hmong = .1%

N=1,553 AA/Black = 74% Caucasian = 6% Hispanic = 16% Bi-Racial = 1% Other = % Arabic = 0% Hmong = 0%

N=2,161 AA/Black= 75% Caucasian= 5% Hispanic=13% Bi-Racial= 5% Other= 1% Arabic = . 2% Hmong = .1% Native = 0%

3% more Hispanic 3 % < Caucasian Consistent 0% representation of Arabic, Hmong & Native Not a representative Sample of City Population

Gender N=1,973 Male = 17.8% Female = 82% Self Defined = .2%

N=1,553 Male = 13% Female = 87% Self Defined – not asked

N=2181 Male = 18% Female = 82% Trans = 0%

5 % more male Inclusive of Self Defined

Parenting Status

N=1,765 LSCO officer = 11% Parent = 80% Grandparent = 7% Volunteer = 3%

Not asked Not Asked No comparison


PARENT INVOLVEMTN & COMFORT WITH SCHOOL INTERACTION, ACADEMIC TESTS

WHAT? What were the Findings?


Comparison Group / Question/ area

2010-2011 Year End

Spring/2010 Base Line

Fall /2010 Needs Assessment

1 year Change

# of meetings Attended

0 = 14% 1-3 = 41% 4-6 = 26%% 7-10 =17% %

0 = 20% 1-3 = 33% 4-6 = 21% 7-10 = 18%

---- 8% increase of parents going to 1-3 meetings

Parent participated in budget process

Q 3 Yes = 37% No = 63%

Q5 Yes = 27% No = 73%

----- 10% more parent participation

Teachers explained test results

Q 5 Yes = 68 % No = 32%

Q8 Yes = 66% No = 26% Unsure = 8%

------ No change

Comfort with Leadership

Q16 Very Comfortable or Comfortable = 88%


----- 3% increase (not statistically significant) No Change

Comfort with parent teacher conference



---- No change

Comfort with GLEC Q23 Very Comfortable or Comfortable = 86% Not at All 5%

Q12 Very Comfortable or Comfortable = 83% Not at All 5%

---- No Change

Comfort with MEAP and AYP



---- 2% increase No change (Statistically not significant) 1% decease


RESPONDING TO THE FALL/2010 NEED ASSESSMENT

WHAT? What were the Findings?


Top suggestion to improve the school

1 - no 2 – attendance Monthly Mtg > 30% Title I Mtg > 47% 3 - 81% of parents say > of communication

----- 1 – programs 2 – parent involvement 3 - Communication

1 - No data 2 – attendance Monthly Mtg > 30% Title I Mtg > 47% 3 - 81% of parents say > of communication

Top workshop request

Q10 79% of parent aware of PRC training

------ Parenting classes, love and logic, computers, money management, parent support groups

79% of parent aware of PRC training

Top resource request

1 – no way to tell 2 – Academic Tool kits 3 – establish 8 instead of 7 4 - Q11 – community partnership

---- 1 -Before and after school program 2. Homework help 3. Parent Resource Centers 4. Clothes closet

1- no data 2- academic tool kit check out 3 & 4 – 23 community partnership & 8 PRC

RECOMMENDATIONS

Continue to listen to parent voices so that the barriers of parental involvement are addressed, including a full range of diverse parents from all represented ethnic/racial identities residing in Detroit and utilizing Detroit Public Schools. Fully utilize the parent databases to communicate on a regular basis with parents. Parents want more communication in a variety of formats. Areas to improve are supporting the promoting and documentation of parent –teacher conference and parent-school compacts. Thoughtful discussion/policy could assist individual schools that do not provide meeting attendance documentation nor understand the extent of assistance available from Parent Organizers. These schools, approximately 20%, did not meet performance targets.

“Very good workshop - please think about providing free bus tickets for parents who want to be involved with DPS/DPN but do not drive.”

- Workshop parent Participant


CONCLUSION

Detroit Parent Network has met all of its goals and more, hitting every benchmark required in the scope of services with the exception of documentation of parent school compacts. Parents have realized 37% more involvement this year than last year and they self-report (81%) that communication has increased since last year. Continued communication efforts should include thank you letters to parents who fill out surveys and utilizing web-based tools and options for parents. Parent Involvement has increased through multi-pronged strategies. The meeting attendance, workshop and training, local parent organization support and Parent Resource Centers have all exceeded the benchmark performance targets for year one. Parents are ready and willing to become involved in Detroit Public Schools especially their local schools. Continue building successful interventions such as personal relationship/trust among parents and between Parent Organizers. The continued outreach to non English speaking parents will continue strong involvement in certain areas of the city. Personal outreach, such visiting student homes, celebrating birthdays and development of peer parent support through workshops will continue to increase parent involvement numbers. Training for school personnel on survey tools may offer additional options and success for future surveys conducted by DPN. Overall, parents are using their voice and Schools are hearing that voice through the efforts of the Detroit Parent Network. Communication, implementation of strategic interventions and diligence toward capturing the parent perspective will be crucial to continuing the trends evidenced in this yearend report into 2012 and beyond.


Appendix






Parent Resource Center Workshop Evaluation

This evaluation instrument is designed to determine if the training, as delivered, met your needs. For each

of the following statements, please circle the number from that most closely matches your feeling about

that statement using the following scale.

(5=Strongly 4 = Agree 3 = Neither 2 = Disagree 1= Strongly Disagree).

Date:_________________ Title: _____________________ Facilitator:____________________

Statement Level of Agreement

1. Overall, the workshop met my needs as a parent 1 2 3 4 5

2. The location of the workshop was appropriate and comfortable 1 2 3 4 5

3. As a result of the workshop, I feel even more equipped to lead at

my school.

1 2 3 4 5

4. I would recommend this workshop to other parents. 1 2 3 4 5

5. I received the tools/resource that I need to help increase my child’s

Academic.

1 2 3 4 5

Please share any additional comment or feedback:

_____________________________________________________________________________________

_____________________________________________________________________________________

A Title 1 Initiative


Monthly Workshop Totals





PARENT RESOURCE CENTER SCHEDULE BY SITE

CENTER Monday Tuesday Wednesday Thurs. Friday

Phoenix 9:00 AM-5:00 PM

9:00 AM-5:00 PM

9:00 AM- 5:00 PM

8:00 AM-4:00 PM

8:00 AM-3:00 PM

Priest 9:00 AM-5:00 PM

9:00 AM-7:00 PM

9:00 AM- 5:00 PM

9:00 AM-7:00 PM

9:00 AM-4:00 PM

Marcus Garvey

9:00 AM-5:00 PM

9:00 AM-5:00 PM

9:00 AM- 5:00 PM

9:00 AM-5:00 PM

9:00 AM-4:00 PM

Central 9:00 AM-5:00 PM

9:00 AM-7:00 PM

9:00 AM- 5:00 PM

9:00 AM-7:00 PM

9:00 AM-4:00 PM

Osborn 9:00 AM-5:00 PM

9:00 AM-7:00 PM

9:00 AM- 5:00 PM

9:00 AM-5:00 PM

9:00 AM-4:00 PM

DSA 9:00 AM-5:00 PM

9:00 AM-5:00 PM

9:00 AM- 5:00 PM

9:00 AM-5:00 PM

8:00 AM-4:00 PM

Cody 9:00 AM-5:00 PM

9:00 AM-5:00 PM

9:00 AM- 5:00 PM

9:00 AM-5:00 PM

8:00 AM-4:00 PM

Welcome Center

9:00 AM-5:30 PM

9:00 AM-5:30 PM

9:00 AM- 5:30PM

9:00 AM-5:30 PM

9:00AM-12:00 PM


List of Detroit Public Schools Included in this Report with the Number of surveys provided.

School Parent Organizer Surveys

Received

Principal Survey

Received?

Academy of The Americas Amaury Gutierrez 20

Ann Arbor Trail Magnet Middle School Amaury Gutierrez 20

Bagley Elementary School Rhonda Askew 13

Barsamian Preparatory Center y

Barton Elementary School Tamika Coleman 19

Bates Academy Rhonda Askew 16

Beard Elementary School Amanda Holiday 30

Beckham, William J. Academy Lakeisha Wright 10

Bennett Elementary School Amanda Holiday 30

Blackwell Institute Joi Mausi 21

Bow, Warren E. Elonda McCampbell 12

Breithaupt Career and Technical Center

Brenda Scott Academy for Theatre Arts Joe Coleman 2

Brewer Elementary School Joe Coleman 6

Brown, Ronald Academy Larry Snell 12

Bunche Elementary School Larry Snell 30

Burns Elementary School Jonathan Parker 8

Burton International School Amanda Holiday 30 y

Carleton Elementary School Lakeisha Wright 11 y

Carstens Elementary School Adwoa Muwzea 5

Carver Elementary School Tamika Coleman 14

Cass Technical High School Joe Coleman 13

Central High School Marie Iles 29 y

Chrysler Elementary School Joi Mausi 14

Clark, J.E. Preparatory Academy Joe Coleman 7 y

Clemente, Roberto Academy Amanda Holiday 27 y

Clippert Academy Amaury Gutierrez 19

Cody - Academy of Critical Thinkers Rhonda Askew 12 y

Cody - Detroit Institute of Technology Rhonda Askew 15

Cody - Medicine and Community Health Academy Rhonda Askew 14

Cody Academy of Public Leadership Rhonda Askew 14

Cody College Preparatory Upper School of Teaching and Learning Rhonda Askew 11

Communication & Media Arts HS Tasha Taylor 11 y

Cooke Elementary School Elonda McCampbell 15 y

Crockett Career and Technical Center

Crockett High School Adwoa Muwzea 6 y



Received

Principal Survey

Received?

Davis Aerospace High School Joi Mausi 28

Davison Elementary School Rhonda Askew 16

Denby High School Joe Coleman 2 Y

Detroit City High School Jonathan Parker 8

Detroit Day School For The Deaf Amanda Holiday 10

Detroit International Academy for Young Women Tasha Taylor 13 y

Detroit Lions Alternative Education Larry Snell 11 y

Detroit School of Arts Joi Mausi 8

Detroit School of Arts East - Duke Ellington Campus Lakeisha Wright 14

Detroit School of Arts West - Langston Hughes Campus Reggie Williams 22

Drew Transition Center Tasha Taylor 30

Dixon Educational Learning Academy Jonathan Parker 9

Dossin Elementary School Jonathan Parker 10 Y

Douglass Academy for Young Men Jonathan Parker 21

Durfee Elementary School Melinda Buchanan 16

Earhart Middle School Amaury Gutierrez 19

Edison Elementary School Jonathan Parker 7

Edmonson Elementary School Jonathan Parker 9

Emerson Elementary School Elonda McCampbell 14

Farwell Middle School Adwoa Muwzea 10 y

Ferguson Academy for Young Women Jonathan Parker 10

Field, Moses Larry Snell 24

Finney High School Larry Snell 5

Fisher Magnet Lower Academy Lakeisha Wright 10

Fisher Magnet Upper Academy Lakeisha Wright 12

Fitzgerald Bethune Rhonda Askew 13

Ford High School Elonda McCampbell 12

Foreign Language Immersion Melinda Buchanan 30

Gardner Elementary School Tamika Coleman 18

Garvey Academy Larry Snell 30

Glazer Elementary School Tasha Taylor 15 y

Golightly Career and Technical Center

Golightly Education Center Joi Mausi 17

Gompers Elementary School Elonda McCampbell 18

Greenfield Union Elementary School Adwoa Muwzea 6 y

Hally Magnet Middle School Tasha Taylor 13

Hamilton Elementary-Middle School Larry Snell 11



Received

Principal Survey

Received?

Hancock Tasha Taylor 11 y

Harms Elementary School Amanda Holiday 25 y

Henderson Academy Tamika Coleman 15

Holmes, A.L. Elementary School Joi Mausi 11 Y

Holmes, O.W. Elementary-Middle School Amanda Holiday 30

Howe Elementary School Joi Mausi 15

Hutchins Elementary School Jonathan Parker 9

Hutchinson Elementary School Joi Mausi 16

Jemison, Mae C. Jonathan Parker 13

Jerry L. White Center High School Elonda McCampbell 15

Keidan Special Education Center y

Kettering High School Adwoa Muwzea 6 y

Kettering West Wing Adwoa Muwzea 7

King High School Joi Mausi 18

King, John R. Academic and Performing Arts Academy Melinda Buchanan 15

Law Academy Joe Coleman 4

Logan Elementary School Amanda Holiday 30 Y

Loving Elementary School Tasha Taylor 11

Ludington Magnet Middle School Elonda McCampbell 14 y

MacDowell Elementary School Rhonda Askew 17

Mann Elementary School Melinda Buchanan 17

Mark Twain Elementary School Rhonda Askew 18

Marquette Elementary School Larry Snell 15

Marshall, Thurgood Elementary School Elonda McCampbell 13

Mason Elementary School Adwoa Muwzea 7 y

Maybury Elementary School Amanda Holiday 29

Mumford High School Elonda McCampbell 19

Murphy Elementary-Middle School Elonda McCampbell 15 y

Neinas Elementary School Amaury Gutierrez 30

Nichols Elementary School

Noble Elementary School Jonathan Parker 8

Nolan Elementary School Rhonda Askew 14 y

Northwestern High School Tasha Taylor 22

Oakman Elementary - Orthopedic School Tamika Coleman 20

Osborn Academy of Mathematics Lakeisha Wright 7

Osborn College Preparatory Academy Lakeisha Wright 10

Osborn Evergreen Academy of Design and Alternative Energy Lakeisha Wright 6

Osborn Upper School of Global Communications and Culture Lakeisha Wright 10



Received

Principal Survey

Received?

Palmer Park Preparatory Academy Elonda McCampbell 18

Parker Elementary School Melinda Buchanan 15

Pasteur Elementary School Rhonda Askew 10 y

Pershing High School Adwoa Muwzea 9 y

Phoenix Elementary Amanda Holiday 30

Priest Elementary School Amanda Holiday 30

Pulaski Elementary School Joe Coleman 6

Randolph Career and Technical Center

Remus Robinson Academy Larry Snell 4 y

Renaissance High School Melinda Buchanan 8 y

Robeson Academy Tasha Taylor 11

Rutherford Elementary School Elonda McCampbell 26 y

Sampson Academy Amaury Gutierrez 30

Schulze Elementary School Reggie Williams 26

Sherrill Elementary School Melinda Buchanan 18

Southeastern High School Adwoa Muwzea 3 y

Southwestern High School Amaury Gutierrez 22

Spain Elementary School Joi Mausi 8

Stewart Elementary School Tasha Taylor 22

Thirkell Elementary School Jonathan Parker 11

Trix Elementary School Joe Coleman 5 y

Trombly Alternative High School

Turning Point Academy Joe Coleman 19 y

Van Zile Elementary School Jonathan Parker 8 y

Vernor Elementary School Melinda Buchanan 12

Vetal Elementary School Elonda McCampbell 11

Wayne Elementary School Lakeisha Wright 10

Webster Elementary School Amaury Gutierrez 24

West Side Academy Alt. Ed Rhonda Askew 13

Western International High School Amaury Gutierrez 21

White Elementary School Melinda Buchanan 14

Wilkins Elementary School Joe Coleman 6

Wright, Charles School Elonda McCampbell 22 y

Young, Coleman A. Elementary Melinda Buchanan 11

Total number of surveys received 2062

Total number of school spreadsheets returned 137

Total number of Principal Surveys Returned 37







Documents

DPN Event Evaluations - mission-lift.com · students. Thus the sampling size of DPN year end survey exceeds the criteria of statistical sample size in term of number of participants