Developing Shared Understanding of Family and Community Engagement

· Leadership teams do not include stakeholders. 

· Stakeholders do not have an opportunity to voice their questions and concerns related instruction. 

· Leadership teams identify a stakeholder as someone from the education system who is also a stakeholder. 

· Stakeholders who are already aware of instruction have opportunities to voice their questions and concerns. 

· Leadership teams include stakeholders. 

· Stakeholders know who represents them in discussions about instruction and have multiple opportunities to voice their questions and concerns. 

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· Stakeholders find out about instruction and plans after are complete. 

· Stakeholders have to go through a complex process to find out what is happening related to instruction. Agendas for meetings are rarely provided publicly. 

· Most stakeholders in the community do not know what standards are and how implementation decisions have been made. 

· Stakeholders find out what is happening related to curriculum and instruction planning via a variety of communication formats.

· Agendas for discussion are usually publicly provided. Decision-makers are made obvious to stakeholders, though accessing them is difficult for many families in the community.

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· Implementation process and plans include multiple, explicit opportunities to engage stakeholders. 

· Stakeholders know how their input will be used to inform instruction.

· Decision-makers are made obvious to stakeholders and they ensure there are strong systems in place to respond to questions, suggestions and concerns related to instruction. 

· Most stakeholders in the community, regardless of socioeconomic status or language, know what standards means, and how and when to engage in the curriculum and instruction process. 

· No efforts are made to engage diverse members of the community in instruction plans. 

· Stakeholder groups are not represented in instruction planning discussions. 

· Some efforts are made to engage diverse members of the community in instruction plans. 

· Stakeholder groups are present in instruction planning discussions, although they are treated by others in the group more as “token” stakeholders for diversity than true advocates. 

· Significant efforts are made to engage diverse members of the community in planning for instruction.

· Inequities in stakeholders access and power are addressed openly and honestly.

· Education leaders help build a culture of trust and actively encourage stakeholders to voice their perspectives and challenge assumptions in conversations about instruction.

· Stakeholder groups are present, actively engaged in planning for instruction discussions and treated as true advocates by others in the group.

· Few or no stakeholders understand how instruction will affect children and school. 

· Documents shared with stakeholders are often multiple pages in length, complicated, filled with education jargon and only available in English. 

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· Some stakeholders understand how instruction will affect children and school. 

· Documents shared with stakeholders are written with a stakeholder audience in mind. 

· If there are stakeholders in the community who speak a language other than English, these documents are translated into the next most spoken language. 

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· Most stakeholders understand how instruction will affect  children and school, as well as what actions they can or should take with this information. 

· Information shared with stakeholders is presented in multiple formats, with a stakeholder audience in mind, and makes use of visuals.

·  If there are stakeholders in the community who speak a language other than English, these documents are translated into most or all of these other languages. 

· Where opportunities for stakeholders to inform instruction plans exist, they happen during work hours, are only in English, and are held at locations convenient for education officials. 

· Opportunities for stakeholders to inform instruction happen at multiple locations and times of day; these opportunities are sometimes well-publicized. 

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· Opportunities for stakeholders to inform instruction happen at multiple times of day and locations, as well as through well-publicized multimedia and survey opportunities.

· Planning for stakeholder input is done in partnership with community organizations and/or leaders who have deep relationships with the community.

· Accommodations for disability, transportation, interpretation and child care are addressed to remove barriers to stakeholder participation. 

· Opportunities for stakeholder input into instruction are limited to a one-time meeting or survey. 

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· There are up-front opportunities to inform instruction plans. 

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· In addition to up-front input to inform planning, there are ongoing opportunities for stakeholders to give feedback on instruction after plans have been established.