School districts must notify parents of each attending student regarding the professional qualifications of the student’s classroom teacher regarding:
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Whether the teacher has met State qualifications and licensing criteria for grades and subject areas in which the teacher provides instruction;
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Whether the teacher is teaching under emergency or other provisional status;
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The baccalaureate degree major of the teacher and any other certification or degree held by the teacher, and the filed of discipline of the certification or degree;
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Whether the child is provided services by paraprofessionals and, if so, their qualifications.
Schools must also provide parents:
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Information about each child’s level of proficiency of the State academic assessment; timely notice that the child has been taught for four or more consecutive weeks by a teacher who is not highly qualified. The notice must be in an understandable format, and to the extent practicable, provided in a language that the parents can understand.
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School districts must provide notice to parents of ELL students regarding reasons for identification, child’s level of English proficiency, instructional methods, programmatic requirements, exit requirements, in cases where the child has a disability, the parents must be notified as to how the program meets the objectives of the IEP. The notice must also provide information on the parents’ rights to have the child removed from the program at their request; and the options that parents have to decline to enroll their child in such a program or to choose another program or method of instruction. The district must also provide assistance to parents in selecting among various programs and methods of instruction; if more than one program or method is offered by the LEA.
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School districts must provide outreach to the parents of ELL students to inform parents regarding participation in the education of their children.
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School districts receiving Title I, Part A funds must articulate strategies for increasing parental involvement in school and district level plans.
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Title I, Part A includes provisions for public school choice, parental notification and supplemental educational services.
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School districts must support parental involvement through written policy, reservation of funds, annual meetings to involve parents in the planning, review and improvement of the school parental involvement policy and joint development of the school-wide program plan; provision of information about curriculum, assessment; opportunities for parents to participate in decisions about their children’s education; implementation of a school compact; building capacity for involvement; provision for full participation of parents of ELL students.
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School districts are required to address the establishment of family literacy programs .
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Title I requires consultation with parent advisory councils, at both the state and local levels. In addition, to the extent feasible, programs must provide for advocacy and outreach activities for migratory children and their families, including informing such children and families of, or helping children and families gain access to, other education, health, nutrition and social services.
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Where feasible, parents are to be involved in the efforts to improve the educational achievement of their children and prevent further involvement of children in delinquent activities.
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Parents and the local community are to be involved in planning, implementing and evaluating school improvement activities.
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School districts must provide a description of how the LEA, teachers, paraprofessionals, principals, and parents have collaborated in the planning of grant activities.
 School districts may use funds to provide training to enable teachers and principals to involve parents in their child’s education, especially parents of
ELL and immigrant children.
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School districts are responsible for parent notifications. No later than 30 days after the beginning of the school year inform parents regarding the reason for identification, language proficiency, the method of instruction used in the program, how the program will meet the educational strengths and needs of their children, how the program will their child learn English and meet the academic standards for grade promotion and graduation; the specific exit requirements of the program, and for students with disabilities, how the program meets the objectives of the IEP and parental rights.
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School districts may use funds for activities that involve families and others in setting clear expectations against violence and illegal use of drugs and appropriate consequences for violence and illegal use of drugs.
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