1. u will type directly into the report template. This template is set according to APA margins.
2. You will consistently double-space in your report.
3. The report template provides instructions and guidelines for how to write your report. It is important that you carefully read through the report directions before you begin writing.
4. As you write your report, you will delete the guideline information.
5. Remember, that you must provide in-text citations for any literature or resources you may use in your report. Use the OWL Purdue resource to help you with APA citation protocol.

see attached

Running head: ABBREVIATED VERSION OF TITLE IN ALL CAPS 1

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

[School Name] School/Family/Community Partnership Evaluation Report

 

by

Student’s Name

EDLD 5339

Date of Submission

 

 

 

 

 

 

 

 

Your evaluation report should be:

· Double-spaced between all text lines

· Times New Roman typeface

· 12-pt font

· 1-inch margins on all sides

· The general rule is to use numerals to express numbers 10 and above and words to express numbers below 10.

· In-text citations: Follow the author-date method. This means that the author’s last name and the year of publication for the source should appear in the text, for example, (Jones, 2014), and a complete reference should appear in the reference list at the end of the paper.

· Each source cited in text must appear in the reference list at the end of the paper and “each entry in the reference list must be cited in text” (APA, 2010, p. 174). A personal conversation is the only exception. You will cite a personal conversation within the text, however, you will not list it within the references.

· Review carefully the APA guidelines to ensure all references and citations are formatted correctly.

· Use direct quotes only if you have good reason. Most of your paper should be in your own words. You should summarize or paraphrase.

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Title of Evaluation Report

Center and Bold the Title

(Lamar Requirement)

 

Section One

 

Because the introduction is clearly identified by its position in the paper, it does not have a heading. Your paper opens with an introduction that sets the stage for the reader to better understand the overall school/family/community partnership evaluation process. Your report’s first paragraph is an introduction to your evaluation process. In this section you explain the process by which your stakeholder committee, which includes administration, faculty, parents (families), community members, and business partners, work collaboratively to evaluate school level family and community communication and partnerships. The purpose of the report should be stated in the first or second paragraph. The first part is typically several paragraphs describing the overall scenario or context of your study, e.g. name of school, location, relevant history, campus demographics (ethnicity and socio-economic level of students, grade levels, urban or rural, etc.), stakeholder committee demographics as well as any other relevant information that will assist the reader in understanding the context of your report. Include any significant challenges or biases discovered that might impact the project. The reader should have a good idea what the paper is about before finishing the first page.

 

Background

Level 2 Heading

 

In the background section provide a description of how you have worked with your campus mentor to involve the principal or assistant principal, counselor(s), teachers from each grade level or department, parents (families), community members, and business representatives in the SFC stakeholder committee to assess schoolwide progress in strengthening communication and partnerships between the school and the school’s families, community and business members. Describe the timeline and process for establishing the committee as well as the process of guiding the committee in the completion of the evaluation. Additionally, discuss the process the SFC stakeholder committee used to identify areas of strengths and needs based upon the survey results.

Review of the Literature

Level 1 Heading

 

Section Two

 

This is a new section of the paper. Use APA Level 1 heading (a bold, centered text header). The Review of the literature consists of an introduction, body (with subtopics/themes) and a summary (conclusion). The subtopics/themes that are identified should be APA Level 2 headings in this section. You should have at least two Level 2 headings. Write your literature review using the third person (i.e., do not use “I”). Use the past tense to describe results (e.g.., “Ames observed that . . . “).

A literature review is a way of organizing what has been written about a topic by accredited scholars and researchers. Your purpose is to convey to your reader what you have learned through a careful reading of literature related to school/family/community partnerships and the impact of this involvement on student learning. The goal of this section is to introduce the reader to the major issues and themes from experts in the field. By broadening your readers’ understanding of the major issues surrounding your research, you further solidify the credibility and trustworthiness of your work. The review of the literature section should contain no commentary, personal opinion; only synthesize the findings of the experts to give an objective review of the issues involved. Highlight areas that have been successful in a school/family/community partnerships. Also examine areas that pose challenges to the development of partnerships. The goal of the literature review is to create a coherent narrative that lays the foundation for the understanding of the impact of school/family/community partnership involvement on student learning. You will cite research from articles, studies, etc., including district or state information gathered that is pertinent to your study. There is no limit on the number of references cited but typically, eight to ten studies will suffice. You are expected to include a minimum of eight current references (no more than 10 years old) that clearly support best practices that relate to your study. Use direct quotes only if you have good reason. Most of your paper should be in your own words. You should summarize and paraphrase with appropriate APA citations documenting the source of information. The review of the literature section may be several pages or many pages that explain what the current research shows about your topic. Typically, this section is four to six pages. Remember that each reference cited in the literature review should be written in APA format and included in the references section of your report.

Since there is a lot of information to convey in this section, in the introduction, you should identify the general topic, thus providing an appropriate context for reviewing the literature. Point out the overall trends in what has been published about your topic and establish your reason for reviewing the literature. In the body, the main themes/subtopics that are identified as APA Level 2 headings. As you review the articles you found on your topic, look for at least two variables or themes that are consistently described in the articles you read. See if you can divide the articles by theme of the research or any other significant factor. Make these groupings and decide what the subtopics should be based on your subgroups. These subgroups will evolve into a separate heading of the literature review. You should have at least 2 APA Level 2 headings. Finally, use an APA Level 2 heading for the summary section of your literature review.

Subtopic/Theme One

Indent and objectively present the best information you have found relevant to your first theme. Each subheading should have at least three references.

Subtopic/Theme Two

Indent and objectively present the best information you have found relevant to your second theme. Each subtopic should have at least three references.

Summary

Text goes here. Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction. No new information should be presented or cited in the summary.

Findings

Section Three

 

This section presents the findings from your study. Notice that this is a new section of the paper. Use APA Level 1 heading (a bold, centered text header). In this section, you report your data analysis process as well as the results from your data analysis. Remember you are just reporting in this section. Save your interpretations of the findings or results for the “Conclusions and Recommendations” section. In the first paragraph of the “Findings” section, it is helpful to give the reader a brief introduction into the section’s content.

You collected quantitative data (rating scale survey) and should present the data in a clear fashion with tables, bar graphs, etc. In short, present the numerical data in a simple way so that the reader can easily see the results. You may want to consider organizing the data by the survey categories: a) Improving Communication, b) Promoting Positive Parenting, c) Enhancing Student Learning, d) Increasing Volunteerism, e) Supporting Decision-making and Advocacy,

f) Collaborating with the Community.

You have also collected qualitative data from your stakeholder meetings such as

1) minutes of meetings and discussion, 2) committee member comments regarding identified strengths and needs based on data analysis findings and 3) recommendations by committee members for prioritized action steps to be taken based upon the findings. Based on qualitative data, provide a thorough discussion of stakeholders’ collaborative decision-making process in the identification of the top three needs and the partnership that was chosen to address the need identified as highest priority. Describe the elements of the SFC partnership and potential plans to implement the partnership. You will present your qualitative findings in a narrative. You may consider using bullets or sub-headings where appropriate to help the reader better understand your results.

Summary

For the “Findings” section, it is helpful to include a short summary paragraph. Use APA Level 2 heading to introduce the paragraph and summarize your findings. Describe the results in terms of what you expected to find, and whether or not your original expectations were supported by the data. Tie the results back to the introduction, referring back to the articles you presented in the review of the literature.

Conclusions, Reflection and Recommendations

Section Four

 

This is a new section of the paper. Use APA Level 1 heading (a bold, centered text header). The previous sections presented the information regarding the school/family/community partnership evaluation project. This section begins with a brief summary of your project.

Conclusions

This final section is for you to present the conclusions that you believe can be drawn from the results you found. This is your judgment, as you are now an expert on your study. The discussion should be thorough and include information about how the results relate to the development of a school/family/community partnership.

Your study may have shown major or minor results in the areas you were evaluating. Regardless of whether you got the results you hoped for, the findings of your study are a help to others. To understand what aspects of school/family/community partnership and communication is working well at your school, as well as what aspects are not being implemented or working well, is good information for educational leaders and all school/family/community stakeholders to have. Discuss the strengths as well as the areas of need identified from the evaluation as well as the action steps that are planned to develop a partnership that address the area of concern identified through the collaborative decision-making process.

Reflection

Use APA Level 2 heading. Following your conclusions, you should reflect on your entire study and findings and conclusions. Remember there is no such thing as a perfect evaluation study, the very purpose is to identify what is in place that works well and what areas are in need of improvement. In this reflection you summarize and explain what you gained from the school/family/community partnership evaluation process. Reflect on how your findings will contribute to a change in practice for you, your colleagues, your school with the support of families and community members. Reflect on aspects of your study that you might want to do differently next time.

Recommendations

Since you facilitated the evaluation project, you were in the position to best advise the reader with recommendations. Present recommendations based on your findings . Avoid the temptation to present recommendations based your own beliefs or biases that are not specifically supported by your data. Recommendations fall into two categories. The first is recommendation to those close to your study. Ensure the actions you recommend are based upon the data. A recommendation could be for other ways the school, families and community can continue to work together. The second is recommendations to other schools, families and communities working to improve communication and student learning. There are always ways that a study could be improved or refined. What would you change if you were to do your study again? In short, this section is your opportunity to teach those reading your study what worked, what did not work, and ways to better solve the any issues, as well as make recommendations for future evaluation.

 

References

Final Section – New Page

 

Begin typing here. Do not press the Enter key until the entire entry has been typed. Press Enter to begin the next entry. The references below are provided only as examples.

Barbour, M., & Ferdig, R. E. (2012). Virtual schooling. In S. McLeod & C. Lehmann (Eds.), What school leaders need to know about digital technologies and social media (pp. 53-66). San Francisco, CA: Jossey-Bass.

Reference from a chapter in a Book

 

Bonvillian, W. B., & Singer, S. R. (2013). The online challenge to higher education. Issues in Science & Technology, 29(4), 23-30. Retrieved from http://www.issues.org

Article from periodical with no DOI, provide home page URL for the online archive.

 

Harding, T. (2010). Fostering creativity for leadership and leading change. Arts Education Policy Review, 111(2), 51-53. doi:10.1080/10632910903455827

Article from periodical with DOI.

 

Mertler, C. (2014). Action research: Improving schools and empowering educators (4th ed.). Los Angeles, CA: Sage Publications, Inc.

Reference from a book.

 

Milligan, C., Littlejohn, A., & Marjaryan, A. (2013). Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9(2), 149-159. Retrieved from http://jolt.merlot.org/vol9no2/milligan_0613.pdf

Article from an online periodical.

 

Texas Education Agency. (2013). Texas academic performance reports. Retrieved from http://ritter.tea.state.tx.us/perfreport/tapr/2013/index.html

· The reference section begins on a separate page.

· References are listed in alphabetical order by last name of the first author.

· Use hanging indention.

· Double-space all entries.

· Format all hyperlinks so they appear with no underline.

· Capitalize only the first word of a title, proper nouns, and a word after a colon or terminal punctuation.

· Italicize book titles and journal titles.

· Italicize journal volume number, but do not italicize the journal issue number.

· A common error is to forget a comma before the “&” when two authors or more authors are listed in a reference.

· Only list references mentioned in the paper on the reference page.

· Use current references, no more than 10 years old.

 

 

 

 

Reference from governmental agency.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tasks	Level 1 Does not meet minimum criteria	Level 2 Approaches minimum criteria	Level 3 Meets criteria	Level 4 Exceeds criteria
Week 5 Assignment: School/Family/Partnership Evaluation Report
Introduction   Candidate provides relevant information on the school campus, student demographics and SFC committee stakeholders and School/Family/Community partnership evaluation.	Candidate provides limited information on campus demographics.                   (2 points)	Candidate evaluates communication support for student learning. Candidate describes campus demographics.                 (3 points)	Candidate describes process by which stakeholders evaluate communication and support for student learning through SFC partnership evaluation. Candidate describes campus demographics, and stakeholder demographics.           (5 points)	Candidate describes process by which stakeholders work collaboratively evaluating communication and addresses support for student learning in and out of school through SFC partnership evaluation process. Candidate describes campus demographics, location, relevant history and general context of the school. Candidate describes stakeholder demographics. (7 points)
Background   Candidate provides a detailed discussion of the process for initiating the School/ Family/Community Partnership Evaluation	Candidate develops relationships with families.                                   (2 points)	Candidate conducts needs assessment of campus staff and families.   Candidate develops relationships with families.   Candidate describes timeline for establishing committee.               (6 points)	Candidate conducts SFC needs assessment of campus staff, families, community and business members.   Candidate develops relationships with families, community and business members.   Candidate describes timeline and process for establishing committee.             (8 points)	Candidate conducts SFC needs assessment of campus staff, families, community and business members.   Candidate develops relationships with family, community and business members and involves them in the decision-making process of the school.   Candidate describes the timeline and process for establishing committee and process for guiding committee in completion of SFC evaluation. (10 points)
Review of Literature Candidate presents well-developed review of literature with a minimum of two subtopics supported by professional literature.	Candidate presents review literature with one or no subtopics.   Candidate incorporates 3 or less literature references and some are more than 10 years old.   Candidate does not provide APA citations and references.           (2 points)	Candidate presents a review of literature supporting one subtopic.   Candidate incorporates 6 current literature references (no more than 10 years old).   Candidate does not provide APA citations and references for all of references.       (6 points)	Candidate presents a review of literature with a minimum of two subtopics supported by professional literature.   Candidate incorporates a minimum of 8 current literature references (no more than 10 years old).   Candidate provides appropriate APA citations and references.         (8 points)	Candidate presents a well-developed review of literature with a minimum of two subtopics supported by professional literature.   Candidate incorporates a minimum of 8 current literature references (no more than 10 years old).   Candidate summarizes and paraphrases information in the literature and provides appropriate APA citations and references. (10 points)
Findings Candidate presents data in well-organized tables or graphs and provides discussion of decision-making process in identification of highest priority need. Candidate describes selected SFC partnership and potential implementation plans.	Candidate does not present data in an organized manner.   Candidate addresses two of survey categories in findings.                         (2 points)	Candidate presents data in labeled tables or graphs representing 4 of the survey categories.   Candidate vaguely and generally discusses an identified need addressed by stakeholders.                 (6 points)	Candidate presents data in labeled tables or graphs representing the 6 survey categories.   Candidate discusses stakeholders’ identification of top 3 needs.   Candidate describes elements of SFC partnership.             (8 points)	Candidate presents data in well-organized and labeled tables or graphs that represent the 6 survey categories.   Candidate provides a thorough discussion of stakeholders’ collaborative decision-making process in the identification of top 3 needs and the SFC partnership chosen to address the identified highest priority need.   Candidate describes elements of SFC partnership and potential implementation plans. (10 points)
Conclusions Candidate discusses data re- sults and evaluation identifying strengths, needs and action steps to address partnership Reflection Candidate provides thorough reflection on findings and conclusions, personal and professional learning. Candidate describes how experience contributed to change in personal practice and impact on families, community and businesses.   Recommendations Candidate provides recommendations and suggestions for additional actions to support SFC partnership, how other schools might improve communication, and suggestions for improvement of SFC evaluation process.	Candidate vaguely discusses the SFC partnership, but does not address the results of the evaluation.             Candidate does not reflect on findings.                                       Candidate provides one recommendation.                                 (2 points_	Candidate provides a vague discussion of results with few details on SFC evaluation development.             Candidate reflects on findings and provides a limited discussion of what was learned.   Candidate provides a limited reflection on the SFC evaluation but does not address how the experience may have contributed to candidate’s practice.                 Candidate provides vague, limited recommendations for actions that could support the SFC partnership.                         (6 points)	Candidate discusses results in relation to SFC partnership evaluation.   Candidate discusses identified strengths and areas of needs.         Candidate reflects on findings and conclusions and explains what was learned personally through facilitating the SFC evaluation process.   Candidate reflects on how the experience may have contributed to a change in personal practice.                     Candidate provides recommendations for actions that could support the SFC partnership.   Candidate provides recommendations on how other schools might work to improve communication and student learning.               (8 points)	Candidate provides a thorough discussion indicating how results relate to the evaluation of SFC partnership.   Candidate discusses identified strengths and areas of need, and action steps planned to address partnership. Candidate provides a thorough reflection on findings and conclusions and explains what was learned and gained personally and professionally through facilitating the SFC evaluation process.   Candidate reflects on how the experience may have contributed to a change in personal practice and how it may impact families, community and businesses.         Candidate provides data-based recommendations for additional actions that could support the SFC partnership.   Candidate provides recommendations on how other schools, families and communities might work to improve communication and student learning.   Candidate provides suggestions for how the SFC evaluation process could be improved or refined. (10 points)
Mechanics/APA	4 or more errors in spelling, grammar, punctuation or APA   (0 points)	3 errors in spelling, grammar, punctuation or APA     (1 point)	2 errors in spelling, grammar, punctuation or APA   (2 points)	0-1 errors in spelling, grammar, punctuation or APA   (3 points)