This chapter provides tools and guidelines for districts, organizations, states, and schools to assess the quality and progress of work on partnerships. An introductory article discusses how to evaluate the quality of pro- gram implementation and what is required to measure results for students. Leaders are introduced to the range of evaluations from simple (low cost) to complex (costly) assessments of activities, program structures and processes, and results for students, parents, and teachers.

The CD includes the following information and tools from Chapter 9.

Table 9.1. “Built-In” Evaluation Tools in this Handbook

CD 9_1

Handbook p. 329

This table outlines the “built-in” evaluations in this Handbook that district leaders and school teams may use to plan their programs, reflect on teamwork, assess the quality of program development and outreach to all fami- lies, and monitor progress on these measures over time.

Table 9.2. Simple to Complex Evaluations of Programs and Practices

CD 9_2

Handbook p. 330

This table outlines several ways to monitor programs and practices of school, family, and community partnerships ranging from simple, inexpensive strategies to more complex and costly studies. Of course, any evaluation— simple or complex—starts with a clear question. Leaders must consider the time, talent, and resources available to evaluate the quality, progress, and results of their programs of family and community engagement and to follow up evaluations with program improvements.

Measure of School, Family, and Community Partnerships

CD 9_3

CD 9_3s (Spanish)

Handbook pp. 342–347

This inventory helps an ATP assess how strongly and how extensively the school focuses on various activities for the six types of involvement. The measure includes activities that show the school is working to meet key challenges to involve all families. Used annually or every other year, the Measure of School, Family, and Community Partnerships promotes insights and ideas about which practices to continue, improve, or add to the next One-Year Action Plan for  Partnerships.

Annual Evaluation of Activities: Form G–Goals or Form T–Types

The Annual Evaluation of Activities helps an ATP assess the quality of each engagement activity after it is con- ducted. The form mirrors that of the One-Year Action Plan for Partnerships so that an ATP can easily conduct an inquiry process to discuss and evaluate each implemented activity. By the end of the year, the collection of reviews and ratings will help the ATP reflect on the strengths and weaknesses of each activity and how to improve it if it is to be repeated in the next school year.

Annual Evaluation of Activities: Form G–Goals

CD 9_4

Handbook pp. 348–352

Use this form if the ATP wrote its One-Year Action Plan for Partnerships using Form G–Goals.

Annual Evaluation of Activities: Form T–Types

CD 9_5

Handbook pp. 353–359

Use this form if the ATP wrote its One-Year Action Plan for Partnerships using Form T (Types).