Q1 Traditional Family Engagement Report FY25

Q1 Traditional Family Engagement Report FY25

Quarterly Reporting: Parent Mentors report on the work they are doing in their schools and community. Reporting dates are: October 15th, January 15th , and April 15th.
BEST PRACTICE: Plan with your Director/Administrator/other partners and begin working with your target families early so that you have time to support them through the year.
Parent Mentor Region
School District Name
Parent Mentor's Email
example@example.com
Parent Mentor's Name

First NameLast Name
2nd Parent Mentor's Email (if applicable)
example@example.com
2nd Parent Mentor's Name (if applicable)

First NameLast Name
What is your primary focus this year?
Improved Academic/Behavior/Attendance (ABCs)Graduation/TransitionSelf-determination/IEP ParticipationImproved Post-school OutcomesLiteracyBuilding Partnerships and Communication
Using the Evidence to Practice Guides pick one SMART Goal to impact through your targeted work
SMART Goal

By April 15th ___% of or ___ out of ___ target families will apply learned skills/strategies during activities with their child to improve post-secondary/behavior/academic outcomes with 60% completion as measured by regular reporting.By April 15th ___% of or ___ out of ___ target families will contribute during school-home-community collaboration opportunities to increase engagement with 60% completion measured by regular reporting.By April 15th ___% of or ___ out of ___ target families will utilize learned communication strategies to improve parent-teacher relationship by reporting ongoing, positive communication with their child's teacher with 60% completion as measured by regular reporting.By April 15th ___% of or ___ out of ___ target families will implement skills and strategies to improve post-secondary outcomes with 60% completion as measured by regular reporting.By April 15th ___% of or ___ out of ___ target families will participate in high school completion, post-secondary education and/or employment activities with 60% completion as measured by regular reporting.
Using the Evidence to Practice Guides (E2P) select the Vital Behavior that you will plan your work around; supporting families as they implement the actions you are targeting. Remember this should relate to the SMART goal you selected.
Vital Behavior #1

Family and student will participate in person centered planning and complete tasks regularly that are related to their plan and goals.Family and student will use an IEP checklist or planning tool to review and plan for conversations related to setting and meeting their goals.Family and student will review behavior strategies to guide conversations/activities, regularly reporting progress.Family and student will utilize the results of a transition checklist to complete work-readiness exercises, regularly reporting progress.Family and student will use a graduation timeline as a guide to track individual activities identified as needing to be completed.Student will be supported by family or community mentor to assist in meeting needs of student as they reach goals, regularly reporting progress.Family and student will identify _____ actions from a transition activity list to complete, regularly reporting progress.Family and student will utilize the results of a transition checklist to complete work-readiness exercises, regularly reporting progress.Family and student will complete a vision sheet related to student’s interests, strengths, and challenges, identifying task to complete, regularly reporting progress.Family and student will use a self-determination checklist to identify task to complete, regularly reporting progress.Family and student will use provided exercises to practice at home, regularly reporting efforts using preferred method of communication.Family and student will track ongoing conversations by using conversation starters or progress reporting to discuss attendance, behaviors, and academic needs of student.Family and student will utilize resources and supports, in order to make connections to improve academic or post-secondary outcomes (such as mentors, tutors, work related internships, leisure/recreational connections, or others).Teacher and family will discuss child’s progress report regularly.Family will plan and utilize a regular positive communication plan with their child’s teachers.Family and student will use a graduation timeline as a guide to track individual activities identified as needing to be completed.Family will participate as a team member of a school-family-community team and partner to discuss and plan actions to improve student outcomes.Other
From one of the Evidence to Practice Guides (E2P) select the Vital Behavior that you will plan your work around; supporting families as they implement the actions you are targeting. Remember this should relate to the SMART goal you selected.
Vital Behavior #2

Family and student will participate in person centered planning and complete tasks regularly that are related to their plan and goals.Family and student will use an IEP checklist or planning tool to review and plan for conversations related to setting and meeting their goals.Family and student will review behavior strategies to guide conversations/activities, regularly reporting progress.Family and student will utilize the results of a transition checklist to complete work-readiness exercises, regularly reporting progress.Family and student will use a graduation timeline as a guide to track individual activities identified as needing to be completed.Student will be supported by family or community mentor to assist in meeting needs of student as they reach goals, regularly reporting progress.Family and student will identify _____ actions from a transition activity list to complete, regularly reporting progress.Family and student will utilize the results of a transition checklist to complete work-readiness exercises, regularly reporting progress.Family and student will complete a vision sheet related to student’s interests, strengths, and challenges, identifying task to complete, regularly reporting progress.Family and student will use a self-determination checklist to identify task to complete, regularly reporting progress.Family and student will use provided exercises to practice at home, regularly reporting efforts using preferred method of communication.Family and student will track ongoing conversations by using conversation starters or progress reporting to discuss attendance, behaviors, and academic needs of student.Family and student will utilize resources and supports, in order to make connections to improve academic or post-secondary outcomes (such as mentors, tutors, work related internships, leisure/recreational connections, or others).Teacher and family will discuss child’s progress report regularly.Family will plan and utilize a regular positive communication plan with their child’s teachers.Family and student will use a graduation timeline as a guide to track individual activities identified as needing to be completed.Family will participate as a team member of a school-family-community team and partner to discuss and plan actions to improve student outcomes.Other
Target Group Size
What grade level are the students of the target families? Select one or more grade level.
Grade Level

PreschoolElementaryMiddle SchoolHigh School
Who will you partner or collaborate with in your system and/or community to meet your goal? Select one or more partners.
Partners

Child's teacherDirector of programSpecial Education AdministratorVocational Rehabilitation CounselorPrincipal or School AdministratorTransition SpecialistTesting CoordinatorBusiness owner or employeeCTI CoordinatorTeacher CollaborativeTitle ISocial WorkerCounselorCommunity Agency/Service ProviderCivic ClubGLRSGraduation CoachGeneral Education Teacher/StaffAcademic or GAA CoachBehavior SpecialistCase ManagerHigh School High TechPost-secondary School (College/Tech)Transition AllianceSupport Agency (Arc/GCDD/AADD)Special OlympicsSSIP StakeholdersSSIP Success CoachPublic SafetyChamber of CommerceSupport GroupDept of Juvenile JusticeRetired TeacherStudent-led groupESOL and/or Language InterpreterSupported/Customized Employment AgencySchool/Community Mentoring ProgramSchool/Community Reading ProgramASPIRE staffParent Council/Advisory TeamOther
Training and Support
Describe your initial training (include topic(s), learning targets, vital behavior introduction, and tool modeling)
Description of initiative
Learning Targets

I CAN statements related to what you expect FAMILIES to learn as a result of your training which will prepare them to complete the vital behaviors.
Learning Target #1 for Initial Training
Learning Target #2 for Initial Training
Measuring Learning

Learning should be measured at the time the training occurs. Before you begin to support the family with the vital behavior, you will measure their knowledge and understanding.
Describe how you will know that parents learned the information you shared and understand the skill or tool you trained them on.
Measuring Action
Describe how you will introduce selected vital behaviors, their benefits, and their associated tools? How will you collect the action data?
Benchmark Checks- Select THREE months you will check on families' efforts to complete vital behaviors through the year.

OctoberNovemberDecemberJanuaryFebruaryMarch
Measuring Student Success
How will your family engagement target work lead to student success? What data will you collect to identify student outcomes were impacted?
Additional Details- Share any details about your planned work that you have not already shared.
Have you reviewed these webinars on the Reporting tab of the Learning Curve?

Learning TargetsDetails for ReplicationPre-planning for Data Collection
Should be Empty:

Q1 Traditional Family Engagement Report FY25

BEST PRACTICE: Plan with your Director/Administrator/other partners and begin working with your target families early so that you have time to support them through the year.

What is your primary focus this year?

Training and Support

Describe your initial training (include topic(s), learning targets, vital behavior introduction, and tool modeling)

Learning Targets

Measuring Learning

Measuring Action

Measuring Student Success