Cedar Park Parent Involvement Policy/Procedure
2015-2016
(Revised 10/6/15)
Cedar Park is committed to the goal of providing quality education for every child in this district. To
this end, we want to establish partnerships with parents and with the community. Everyone gains if
school and home work together to promote high achievement by our children. Neither home nor school
can do the job alone. Parents play an extremely important role as children’s first teachers. Their
support for their children and for the school is critical to their children’s success every step along the
way.
Cedar Park recognizes that some students may need the extra assistance available through the Title I
program to reach the state’s high academic standards. Cedar Park intends to include parents in all
aspects of the school’s Title I program. The goal is a school-home partnership that will help all
students in the district to succeed.
PART I. SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS
A. Review and Revision of Title 1 Parent Involvement Policy and Procedure Meeting
When: April 20, 2015
Where: Cedar Park Elementary
Items discussed: The revision and distribution of the 2015-16 Parent Involvement Policy
Next meeting: April 18, 2016
B.
Fall Parent Information Open House
When: During Fall Conferences – November 4 & 5, 2015
Where: Cedar Park Elementary
Purpose: To inform parents about Cedar Park’s Title 1 program and its services.
If a parent is unable to attend the Fall Parent Information Open House on November 4 or 5,
they may request a conference or appointment with the Title One teachers to review the policy.
The policy will also be available at conferences.
Transportation is offered to school meetings. Translators are also available to attend meetings.
Contact Title I at Cedar Park at 952-431-8360 for more information about these services.
Title I Parent Communication
Parents receive information and have an opportunity to give feedback about Cedar Park’s Title I
program through a variety of ways including:
• Review and Revision of Title I Parent Involvement Policy and Procedure Meeting
o April 18, 2016 to plan, review and revise the school plan
• Parent questionnaire scheduled to be sent to all parents of Title 1 children May 2016
• Principal’s News Link
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School Calendar
Before/After School Class brochures
Conferences
Emails
Phone calls
Event flyers when meetings and activities are held.
Cedar Park STEM website at District196.org
If requested by parents, there are opportunities for regular meetings to formulate suggestions and to
participate, as appropriate, in decision relating to the education of their children, and respond to any
such suggestions as soon as practically possible. This communication takes place through a variety of
ways including:
• Parent Teacher Conferences
• Communication via phone and/or email
Title I Curriculum
Students in grades 1 – 5 are serviced by Title I in the areas of reading or math. Title I supports the
curriculum of the school. The district’s curriculum is available on the district website:
http://www.district196.org
Forms of academic assessment and reporting:
o MAP Assessment Progress Testing (MAP)
§ Grades 2-5
§ Administered twice a year
§ Report given to parents includes grade level expectations and their child’s
expected growth target
o Classroom Report cards
o Benchmark Assessment System (BAS) Testing
Additional Parent Resource
Parental Information and Resource Center Bloomington, Minnesota
8161 Normandale Blvd
Bloomington, MN
Phone number: 1-800-537-2237
Website: http://www.pacer.org/mpc/
PART II REQUIRED SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC
ACHIEVEMENT
Title I Parent Compact
As a component of the school-level parental involvement policy, each school shall jointly develop with
parents for all children served under this part a school-parent compact that outlines how parents, the
entire school staff, and students will share the responsibility for improved student academic
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achievement. The Title I Parent Compact is a form that parents are asked to sign to give permission
for their child to receive Title I services.
- Attend or provide input for parent/teacher conference in elementary schools, annually (at a
minimum), during which the compact shall be discussed as the compact relates to the
individual child’s achievement;
Conferences will be held on November 4-5, 2015 and Feb. 9 & 11, 2016.
- Provide reports to parents on their children’s progress; such as
Conferences and classroom report cards are available to parents to check on children’s
progress. Teachers will let parents know if their Title teacher changes during the year.
- Provide parents with reasonable access to staff, opportunities to volunteer and participate in
their child’s class and observation of classroom activities.
We have an office staff member and parent volunteer contact to provide access for parents to
volunteer in a variety of activities in the school. Parents and teachers communicate through
verbal, email, phone, and notes.
BUILDING CAPACITY REQUIREMENTS FOR INVOLVEMENT
To ensure effective involvement of parents and to support a partnership among the school involved,
parents, and the community to improve student academic achievement, each school and local
educational agency assisted under this part –
a. Shall provide assistance to the parents of children served by the school or local educational
agency, as appropriate, in understanding such topics as the State’s academic content standards
and State student academic achievement standards, State and local academic assessments, the
requirements of this part, and how to monitor a child’s progress and work with educators to
improve the achievement of their children;
School District 196’s curriculum frameworks are aligned with the Minnesota’s Academic
Standard’s Benchmarks. Grade level expectations are monitored and evaluated throughout the
year through MCAs, MAPs, BAS, and report cards.
b. Shall provide materials and training to help parents to work with their children to improve
their children’s achievement, such as literacy training and using technology, as appropriate, to
foster parental involvement;
District resources are available for parent training in math and reading. Ideas and materials are
shared at Parent Information Meetings in the fall. Appropriate reading and math materials are
sent home with students for extra practice.
c. Shall educate teachers, pupil services personnel, principals, and other staff, with the
assistance of parents, in the value and utility of contributions of parents, and in how to reach
out to, communicate with, and work with parents as equal partners, implement and coordinate
parent programs, and build ties between parents and the school;
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Staff training on best practices relative to working effectively with parents is done during staff
meetings. District reading and math trainers work with teachers.
d. Shall, to the extent feasible and appropriate, coordinate and integrate parent involvement
programs and activities with Head Start, Reading First, Early Reading First, Even Start, the
Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and
public preschool and other programs, and conduct other activities, such as parent resource
centers, that encourage and support parents in more fully participating in the education of their
children;
Our cultural family liaisons go into homes and work with families on primary needs and then
secondary needs (teach child to read, understand school system and how to access support
services for their children). We also have Social Workers that can assist parents. English
Language Learners (ELL) teachers inform staff of cultural events held in the community.
e. Shall ensure that information related to school and parent programs, meetings, and other
activities is sent to the parents of participating children in a format and, to the extent
practicable, in a language parents can understand;
Parent Compacts are written in a language that parents understand. Currently we have Title I
Compacts in English, Spanish, Somali, Chinese, Hmong, and Vietnamese. District interpreters
are available for meetings, conferences, and phone calls.
f. Shall provide such other reasonable support for parental involvement activities under this as
parents may request.
Teachers are available by phone, note, email and conferences. Transportation and translators
provided for meetings as needed. Additional conferences or meetings may be set up as needed.
Contact Cedar Park at 952-431-8360 for more information.
PART III ACCESSIBILITY REQUIREMENTS
In carrying out the parental involvement requirements of this part, districts and schools, to the extent
practicable, shall provide full opportunities for the participation of parents with children with limited
English proficiency, parents with children with disabilities, and parents of migratory children,
including providing information and school reports in a format and, to the extent practicable, in a
language such parents can understand.
Translators are available for meetings and phone calls. We have ELL staff at CP. Family
liaisons are available to provide information to families.
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PART IV ADOPTION
This Cedar Park Parental Involvement Policy/Procedures has been developed/revised jointly with, and
agreed on with, parents of children participating in Title I program, as evidenced by meeting minutes.
The Parent Involvement Policy/Procedures was developed/revised by Cedar Park on April 20, 2015
and will be in effect for the period of school year 2015-16. The school will distribute this Parent
Involvement Policy/Procedures to all parents of participating Title I children and make it available to
the community on or before October 1, 2015.
_______________________________________
(Signature of Title I Authorized Representative)
_______________________________________
(Date)
These parents were involved with the development of this document:
Tiffany Goldammer
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