Parental Involvement Requirements for NCLB Programs Title I Statewide School Support/Parental Involvement Initiative Region 16 Education Service Center 2008 - 2009 Skip Forsyth Introduction: NCLB Signed into Law The President Speaks… No Child Left Behind “Today begins a new era, a new beginning for public education in our country. Our schools will have higher expectations – we believe every child can learn. From this day forward all students will have a better chance to learn, to excel, and to live out their dreams.” President George W. Bush www.ed.gov No Child Left Behind Act of 2001 The No Child Left Behind (NCLB) Act of 2001 was signed into law on January 8, 2002. The four main focuses of the law are: ÏStronger accountability for student achievement ÏFlexibility and local control ÏFocus on what works (scientifically based research) ÏParental Involvement No Child Left Behind Overview The NCLB Act recognizes that all children can achieve the same high standards and must be provided the education they need to reach those standards. No Child Left Behind Overview Successful student academic performance depends on the opportunity to attend schools that: ÏProvide instruction to all students that will lead to gains in achievement for all students ÏAre accountable to the public for results ÏHave highly qualified teachers and principals ÏProvide a learning environment that is safe, drug free, and conducive to learning No Child Left Behind Overview Under the new law, Public Law 107-110, schools will strive to provide every student with a highquality education – regardless of income, ability or background. No Child Left Behind (NCLB) gives parents new opportunities to make sure their child receives the very best education possible. National Standards for Family-School Partnerships ÏFamilies are active participants in the life of the school ÏFamilies and school staff will engage in regular, twoway, meaningful communication about student learning ÏFamilies and school staff continuously collaborate to support student learning ÏFamilies are empowered to be advocates for children National Standards for Family-School Partnerships (cont’d) ÏFamilies and school staff are equal partners in decisions that affect children and families ÏFamilies and school staff collaborate with community members to connect to expanded learning opportunities, community services, and civic participation National PTA Keys to Successful Partnerships: Six Types of Involvement ÏParenting ÏCommunicating ÏVolunteering ÏLearning at Home ÏDecision Making ÏCollaborating with the Community Joyce Epstein, National Network of Partnership Schools A Primary Theme: School Accountability Accountability The primary theme of No Child Left Behind (NCLB) is holding schools accountable for improving student performance, and parents are viewed as integral players in that process. Throughout the school improvement process, the state, district, or school must communicate with the parents of each child attending the school. The regulations require State Education Agencies (SEA), Local Education Agencies (LEA), and schools to provide accountability information to parents directly. The regulations also emphasize that all communications must respect the privacy of students and their families. Accountability (cont’d) Perhaps the key mechanism for parental input is the annual school review for determining adequate yearly progress (AYP). The results of this review must be communicated by the LEA to parents, teachers, principals and the community at large. If a school is found to be “In Need of Improvement,” the school must develop a school plan, and parents must be given an opportunity for input. In fact, any LEA may condition approval of the school’s improvement plan on community and parental support. Other Priorities of NCLB Flexibility and Funding ÏFederal funding for education is at an all-time high ÏNCLB funding has increased 62% from 2001 to 2009 ÏThere is greater flexibility to use resources where they are needed most Flexibility and Funding ESEA $$ NCLB $$ IDEA $$ 2001 8,762,721,000 14,274,538,000 7,113,252,000 2009 (estimate) 14,304,901,000 22,740,935,000 12,094,264,000 Increase 5,542,180,000 8,466,397,000 4,981,012,000 % Increase 61% 62% 58% http://www.ed.gov/about/overview/budget/statetables/index.html AYP & School Choice School Choice: ÏSchool has not met AYP for two consecutive years or longer ÏLEA’s must notify parents AYP & Supplemental Educational Services Supplemental Educational Services: ÏSchool has not met AYP for three consecutive years or longer ÏLEA’s must notify parents about providers and if their child qualifies AYP & Parental Influence Two of most powerful vehicles through which parents can exert their influence are school choice and the selection of supplemental educational services. The implementation of these provisions by LEAs requires significant communication with parents to let parents know of their options, assess parents’ preferences, and initiate the school choice or supplemental educational services. A comparably high level of involvement is required at each succeeding stage of school improvement, as a persistently failing school moves through corrective action to restructuring. High-Quality Teachers Ï All teachers in core academic subject areas teaching at schools receiving Title I funds must be highly qualified Ï Title I funds and other federal program funds can be combined to provide teacher training and professional development Ï Parents may request to know the teacher qualifications and schools must inform parents if a teacher in a core subject area is not highly qualified Parental Involvement ÏThere are a number of key stakeholders in a school’s success and student achievement: administrators, teachers, and community members, but parents are paramount Parental Involvement (cont’d) ÏNCLB requires that school districts and campuses notify parents about student progress, school report cards and AYP, school improvement where applicable, highly qualified staff, and annual meetings ÏNCLB also requires that parents be consulted in the development of the schoolwide plan, parental involvement policy and compact, and at the time of the consolidated application Creating Safer Schools ÏSchool must address local needs and parents must be involved in developing programs where violence, gangs, and drugs are not present ÏSchools must continuously monitor and evaluate the effectiveness of its programs ÏA student that has been the victim of a violent crime on school property or students that attend a “persistently dangerous school” will be offered school choice Doing What Works ÏSound scientific research is the basis for instructional decisions Ï“Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.” 9101(B)(37) ÏFederal support is targeted to those educational programs that have demonstrated to be effective through rigorous scientific research, which means there is reliable evidence that the program or practice works The Benefits of an Effective Parental Involvement Program Higher Student Achievement ÏStudents achieve more, regardless of socio-economic status, ethnic/racial background, or the parents’ education level ÏStudents have higher test grades and test scores, better attendance, and complete homework more consistently ÏStudents have higher graduation rates and greater enrollment rates in postsecondary education ÏStudent achievement for disadvantaged students improves dramatically, reaching levels that are standard for middle-class children Improved Student Behavior ÏStudents exhibit more positive attitude and behavior ÏStudents have more self-confidence and feel school is more important ÏStudent behaviors such as alcohol use, violence, and other antisocial behaviors decrease Bridging the Cultural Gap ÏChildren from diverse cultural backgrounds tend to do better when parents and professionals work together to bridge the cultural gap between home and school ÏThe school’s practices to inform and involve parents are stronger determinants of whether inner-city parents will be involved in their children’s education than are parent education, family size, and marital status Bridging the Cultural Gap (cont’d) ÏSuccessful schools engage families from diverse backgrounds, build trust and collaboration, recognize, respect and address family needs, and develop a partnership where power and responsibility is shared ÏFor low-income families, programs offered in the community or at church or through home visits are more successful than programs requiring parents to come to the school Students of All Ages Benefit ÏParental involvement clearly benefits students in the early years, but continued parental involvement shows significant gains at all ages and all grade levels ÏJunior and senior high school students make better transitions, maintain the quality of their work, and develop realistic plans for the future School Quality ÏSchools with parent-teacher groups have higher student achievement ÏSchool experience improved teacher morale and higher ratings of teachers by parents ÏWhen schools are held accountable, school districts make positive changes that include securing resources and funding to improve the curriculum and provide after school and family support programs ÏSchools have more support from families and better reputations in the community A Primary Vision: Building Capacity for Parental Involvement Building Capacity for Parental Involvement To ensure the effective involvement of parents to improve student academic achievement, each school and LEA: ÏShall provide assistance to parents in understanding the State’s academic content standards and academic achievement standards, State and local assessments, how to monitor a child’s progress, and how to work with educators to improve student achievement - Section1118(e)(1) Building Capacity for Parental Involvement (cont’d) ÏShall provide materials and training to help parents work with their children to improve student achievement – Section 1118(e)(2) ÏShall educate teachers and school personnel 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 – Section 1118(e)(3) Building Capacity for Parental Involvement (cont’d) ÏShall coordinate and integrate parental involvement programs and activities with other programs – Section 1118(e)(4) ÏShall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents in a format and language the parents can understand – Section 1118(e)(5) ÏShall provide other reasonable support for parental involvement activities – Section 1118(e)(14) Building Capacity for Parental Involvement (cont’d) ÏMay involve parents in the development of training for teachers – Section 1118(e)(6) ÏMay provide necessary literacy training – Section 1118(e)(7) ÏMay pay reasonable expenses associated with local parental involvement activities – Section 1118(e)(8) ÏMay train parents to enhance the involvement of other parents – Section 1118(e)(9) Building Capacity for Parental Involvement (cont’d) ÏMay arrange school meetings at a variety of times or conduct in-home conferences – Section 1118(e)(10) ÏMay adopt model approaches to improving parental involvement – Section 1118(e)(11) ÏMay establish a districtwide parental advisory council – Section 1118(e)(12) ÏMay develop appropriate roles for community-based organizations in parental involvement activities – Section 1118(e)(13) Elementary and Secondary Education P.L. (Public Law) 107-110, Part A – Improving Basic Programs Operated by Local Educational Agencies, Subpart 1 – Basic Program Requirements www.ed.gov/policy/elsec/leg/esea02/index.html Section 1120A. Fiscal Requirements Section 1111. State Plans Section 1112. Section 1120. Local Educational Agency Plans Participation of Children Enrolled in Private Schools Section 1119. Qualifications for Teachers and Paraprofessionals Section 1113. Eligible School Attendance Areas PL 107-110 Section 1114. Schoolwide Programs Section 1118. Section 1115. Parental Involvement Targeted Assistance Schools Section 1117. Section 1116. School Support and Recognition Academic Assessment and Local Educational Agency and School Improvement NCLB Parental Involvement Requirements Schoolwide Program The schoolwide program shall include: ÏHigh-quality and ongoing professional development for teachers and…if appropriate for parents to enable all children to meet the state’s student academic achievement standards – 1114(b)(1)(D) ÏStrategies to increase parental involvement in accordance with Section 1118 – 1114(b)(1)(F) ÏA plan to provide the individual student academic assessment results to parents including an interpretation of those results – 1114(b)(2)(A)(iv) Schoolwide Program (cont’d) ÏA comprehensive plan developed with the involvement of parents that includes a comprehensive needs assessment and addresses the ten components of a schoolwide program – 1114(b)(2)(B)(ii) ÏInformation to parents and schools of the ability to consolidate funds from Federal, State, and local sources – 1111(c)(1)(A) Targeted Assistance Schools The targeted assistance school program shall include: ÏThe means to identify children not older than 21, who are not at grade level, who are failing or at risk of failing the state’s academic achievement standards. Children in preschool through grade 2 shall be identified on the basis of teacher judgment, interviews with parents, and developmentally appropriate measures – 1115(b)(1)(A)&(B) Targeted Assistance Schools (cont’d) ÏOpportunities for professional development for teachers…and if appropriate for parents who work with participating students in this program – 1115(c)(1)(F) ÏStrategies to increase parental involvement in accordance with Section 1118 – 1115(c)(1)(G) School Support Teams Ï The SEA shall establish a statewide system of intensive and sustained support and improvement for LEA’s and schools. The statewide system can include School Support Teams composed of knowledgeable persons including parents – 1117(a)(5)(A)(iii) Ï Each school support team assigned to a school shall collaborate with parents…in the design, implementation, and monitoring of a plan – 1117(a)(5)(B)(ii) Notification Language and Format Information regarding student interpretive, descriptive, and diagnostic reports, plans, policy, compact, parent meetings, and other required correspondence should be given in an understandable and uniform format, and to the extent practicable, in a language that parents can understand – 1111(b)(3)(C)(xii); 1111(h)(6)(C); 1112(c)(1)(N); 1112(g)(2); 1114(b)(2)(B)(iv); 1116(b)(3)(A)(vi); 1116(b)(6); 1116(b)(7)(E)(ii); 1116(c)(6); 1116(e)(2)(A) Parents Right-to-Know: Professional Qualifications At the beginning of each school year the LEA shall notify the parents that they may request and the LEA will provide information regarding the professional qualifications of the teacher, including: ÏWhether the teacher has met state qualification and licensing criteria Parents Right-to-Know: Professional Qualifications (cont’d) ÏWhether the teacher is teaching under emergency or provisional status ÏThe baccalaureate degree major of the teacher and other graduate certification ÏWhether the child is provided services by a paraprofessional – 1111(h)(6)(A)(i-iv) EXAMPLE Parent Notification Compliance with P.L. 107-110, Section 1111(h)(6)(A) To: From: Date: Subject: All Parents [insert school district name] [insert date] Notification to Parents of Teacher Qualifications As a parent of a student at [insert school name], you have the right to know the professional qualifications of the classroom teachers who instruct your child. Federal law allows you to ask for certain information about your child's classroom teachers, and requires you to receive this information in a timely manner. Specifically, you have the right to ask for the following information about each of your child's classroom teachers: • Whether [insert name of your state's department of education] has licensed or qualified the teacher for the grades and subjects he or she teaches. • Whether [insert name of your state's department of education] has decided that the teacher can teach in a classroom without being licensed or qualified under state regulations because of special circumstances. • The teacher's college major; whether the teacher has any advanced degrees and, if so, the subject of the degrees. • Whether any teachers' aides or similar paraprofessionals provide services to your child and their qualifications. If you would like to receive any of this information, please call [insert name] at [insert telephone number]. EXAMPLE Notification a los Padres Cumplimiento de la Ley Publica 107-110, Seccion 1111(h)(6)(A) A: De: Fecha: Materia: Todos los padres de familia [insert name of school district] [insert date] Notificacion a los padres de familia sobre calificaciones de maestros Como padre de un alumno en [insert name of school], Ud. tiene el derecho de conocer las calificaciones profesionales de los maestros que enseñan a su hijo, y la ley federal requiere que el distrito escolar le facilite esta información oportuna si Ud. la pide. Específicamente, Ud. tiene el derecho de pedir la siguiente información acerca de cada uno de los maestros de su hijo: • Si el maestro cumple las calificaciones y criterios de la certificación estatal para los grados y materias que enseña. • Si el maestro tiene el título provisional o de emergencia debido a circunstancias especiales. • Si el maestro tiene título de postgrado en el currículo que se especializa. • Si los auxiliar de los profesionales tienen las calificaciones esenciales para ofrecer los servicios a su hijo. Si Ud. quiere recibir esta información, puede comunicar con [insert name of contact person] al [insert telephone number]. Parents Right to Know: Highly Qualified Status of Teacher The LEA shall notify the parents that the child has been taught for four or more consecutive weeks by a teacher who is not highly qualified – 1111(h)(6)(B)(ii) EXAMPLE Parent Notification Compliance with P.L. 107-110, Section 1111(h)(6)(B) To: From: Date: Subject: All Parents [insert school district name] [insert date] Notification to Parents of Teachers not “Highly Qualified” As a parent of a student at [insert school name], you have the right to know if your child has been assigned or has been taught for four or more consecutive weeks by a teacher who does not meet the Federal requirements of “highly qualified.” According to the No Child Left Behind Act of 2001 [P.L. 107-110, Section 9505(23)], a highly qualified teacher is one who: • Has obtained a Bachelor’s degree • Has demonstrated competency in the subject area assigned to teach • Has obtained full State certification as a teacher or has passed the State teacher licensing examination; and • Has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis. This notice is to inform you that your child has been assigned to or taught by the following teacher(s) who does not currently meet these requirements: [insert teachers by name] If you have any questions regarding this notice, please contact [insert contact person’s name] at [insert telephone number]. EXAMPLE Notificación a los Padres Cumplimiento de la Ley Pública 107-110, Sección 1111(h)(6)(B) A: Todos los padres de familia De: [insert name of school district] Fecha: [insert date] Materia: Notificación a los padres de familia sobre maestros no “altamente calificados” Como padre de un alumno en [insert name of school], Ud. tiene el derecho de saber si a su hijo le hayan asignado al programa federal, o haya recibido enseñanza por cuatro semanas consecutivas o más por un maestro que no cumple los requisitos federales por ser “bien calificado.” Según la ley “No Child Left Behind” de 2001 [Ley Pública 107-110, Sección 9505(23)], un maestro bien calificado es uno que • Ha obtenido su Licenciatura; • Ha demostrado competencia en la materia que enseña; • Ha conseguido la certificación estatal de maestría, o que ha sido aprobado por un examen estatal de certificación; y • No ha recibido una exención de los requisitos para cumplir la certificación u obtenido la licencia sobre bases provisionales, temporales, o de emergencia. Esta noticia es para informarle a Ud. que a su hijo le han designado, o ha recibido enseñanza por, el(los) siguiente(s) maestro(s) que en la actualidad no cumple (n) estos requisitos: [insert teachers by name] Si Ud. Tiene alguna pregunta sobre esta noticia, puede comunicar con [insert name of contact person] al [insert telephone number]. Parents Right to Know: Results AYP School districts must disseminate to parents, teachers, principals, schools and community the results of the LEA’s annual yearly progress review of each school – 1116(a)(1)(C); 1116(c)(1)(B); 1116(c)(6) Parents Right to Know: Report Cards The SEA shall prepare and disseminate an annual report that is concise, understandable, and in a language parents can understand – 1111(h)(1)(B) The LEA shall publicly disseminate an annual report card to schools and parents in an understandable and uniform format and in a language parents can understand – 1111(h)(2)(E) Parents Right to Know: Student Achievement The SEA shall produce individual student interpretive, descriptive, and diagnostic reports that allow parents to understand and address the specific academic needs of students – 1111(b)(3)(C)(xii) & (xv) The LEA shall provide to parents information on the level achievement of the child in each of the state academic assessments – 1111(h)(6)(B)(i); 1112(c)(1)(N) Parents Right to Know: Student Achievement (cont’d) Ï Schools must provide to parents a description and explanation of the curriculum, the forms of academic assessment, and the expected proficiency levels – 1118(c)(4)(B) Ï Schools must provide frequent reports to parents on their children’s progress – 1118(d)(2)(B) Homeless Children A child who is homeless and attending a targeted assistance school is eligible to receive services – 1115(b)(2)(E) When a child is homeless and attending a LEA receiving Title I, Part A funds, the LEA is required to provide Title I, Part A services to that student – Section 722(g)(6)(A)(iv,vii) School Improvement Parents Right to Know: School Improvement The LEA shall promptly provide to parents: ÏAn explanation of what the identification means ÏThe reasons for the identification ÏAn explanation of what the school is doing to address the problem of low achievement ÏAn explanation of what the LEA or SEA is doing to help the school Parents Right to Know: Improvement (cont’d) School ÏAn explanation of how the parents can become involved in addressing the academic issues at hand ÏAn explanation of the parents’ options to transfer their child to another public school – 1116(b)(6)(AF) ÏIf a majority of the parents believe the proposed identification is in error the principal may provide supporting evidence to the LEA – 1116(b)(2)(B) School Improvement ÏThe LEA shall provide all students enrolled in a school identified for school improvement the option to transfer to another public school served by the LEA that has not been identified for school improvement, and this notice must be provided not later than the first day of the school year following the identification. (1116.b.1.E) School Improvement (cont’d) ÏEach school shall develop or revise a school plan in consultation with parents – 1116(b)(3)(A) & 1116(c)(7)(A) ÏThe plan shall describe how the school will provide written notice about the identification to parents – 1116(b)(3)(A)(vi) ÏThe plan shall include strategies to promote effective parental involvement in the school – 1116(c)(7)(A)(viii) School Improvement (cont’d) ÏThe LEA shall provide annual notice to parents about: ¾ the availability of supplemental education services ¾ the identity of approved providers ¾ a brief description of the services, qualifications, and demonstrated effectiveness of providers – 1116(e)(2)(A) ÏThe LEA shall, if requested, provide assistance to parents in choosing a provider – 1116(e)(2)(B) School Improvement (cont’d) ÏWhen a parent selects an approved provider the LEA shall develop in consultation with the parents and the provider an agreement for: ¾specific goals for the student ¾how student progress will be measured ¾a timetable for improvement School Improvement (cont’d) ¾ how parents and teachers will be informed of student progress ¾ a termination clause ¾ a method of payment ¾ a clause that prevents the release of student identification by the provider without the written permission of the parents – 1116(e)(3) School Improvement (cont’d) ÏThe SEA shall promote maximum participation by providers to ensure parents have as many choices as possible and maintain an updated list of providers – 1116(e)(4) ÏThe SES provider shall provide information to parents in a format and language the parents can understand – 1116(e)(5) School Improvement (cont’d) ÏThe LEA shall publish and disseminate to the public and to parents information regarding the corrective action the LEA pursues – 1116(b)(7)(E)(i) ÏThe LEA shall provide prompt notice to teachers and parents whenever a school is subject to restructuring and alternative governance 1116(b)(8)(C)(i); and the LEA shall provide teachers and parents with an adequate opportunity to comment before taking any action and to participate in developing a plan – 1116(b)(8)(C)(ii) School Improvement (cont’d) ÏThe SEA shall publicize and disseminate to parents…the results of the state review and the reasons for the LEA to be identified for improvement and how parents can participate in upgrading the quality of the LEA – 1116(c)(1)(B) & 1116(c)(6) & 1116(c)(10)(E) Parents Right to Know: Student Participation in Language Instruction Educational Program Title III, Part C The LEA shall inform a parent of a limited English proficient child identified for participation in a language instruction education program: ÏThe reasons for identification of the child ÏThe child’s level of English proficiency ÏThe methods of instruction used in the program ÏHow the program will meet the child’s needs Parents Right to Know: Student Participation in Language Instruction Education Program Title III, Part C (cont’d) ÏHow the program will help the child learn English ÏThe specific exit requirements ÏInformation pertaining to children with disabilities ÏInformation pertaining to parental rights ÏHow the program meets the objectives of the child’s IEP – 1112(g)(1)(A)(i-viii) Parents Right to Know: Student Participation in Language Instruction Education Program Title III, Part C (cont’d) As a separate notification, the LEA shall inform the parent that the LEA has failed to make progress on the annual measurable achievement objectives in the language instruction educational program – 1112(g)(1)(B) The LEA shall implement an effective means of outreach to parents of limited English proficient students to inform the parents how they can be involved in the education of their child – 1112(g)(4) Victim of a Violent Crime or Persistently Dangerous School Parents must be notified that a student is allowed to transfer to a safe public school or charter school within the district if the student is a victim of a violent crime in or on the grounds of a public school OR if the student is enrolled at a campus identified as a “persistently dangerous school” – Section 9532(a) Consultation Parental Involvement Policy Parental Involvement Policy: LEA Each LEA that receives funds shall develop a written policy that: ÏIs developed jointly with, agreed on with, and distributed to parents, and it shall be incorporated into the LEA plan ÏProvides the coordination, technical assistance, and other support in planning and implementing effective parental involvement activities to improve student academic achievement and student performance Parental Involvement Policy: LEA (cont’d) ÏBuilds the schools’ and parents’ capacity for strong parental involvement ÏCoordinates and integrates parental involvement strategies at the school with other programs ÏConducts, with the involvement of parents, an annual evaluation of the effectiveness of the parental involvement policy…and use the findings to devise new strategies and revise the parental involvement policies ÏInvolves parents in the activities of the school – 1118(a)(2)(A-F) Parental Involvement Policy: Campus Each school shall develop a written parental involvement policy that: ÏIs jointly developed with and distributed to parents – 1118(b)(1) ÏConvenes an annual meeting at a convenient time to inform parents of the school’s participation and requirements in the Title I, Part A program and the parents’ right to be involved – 1118(c)(1) ÏOffers a flexible number of meetings – 1118(c)(2) Parental Involvement Policy: Campus (cont’d) ÏInvolve parents in an ongoing and organized way in the planning, review, and improvement of the parental involvement policy and the schoolwide program plan – 1118(c)(3) Parental Involvement Policy: Campus (cont’d) ÏProvides parents timely information about programs; a description of the curriculum and the forms of academic assessment; and expected proficiency levels; and if requested, opportunities for regular meetings to formulate suggestions and to participate in decisions relating to the education of their children – 1118(c)(4) ÏAllows parents to express their dissatisfaction with the schoolwide program plan and submit their comments to the LEA – 1118(c)(5) Parental Involvement Policy: Campus (cont’d) ÏHas as a component of the plan a school-parent compact – 1118(d ) ÏBuilds the capacity for effective involvement of parents to improve student academic achievement – 1118(e) ÏProvides opportunities for parents with limited English proficiency, disabilities, and parents of migratory children to participate – 1118(f) Written Parental Involvement Policy Each LEA must develop and distribute to parents a written parental involvement policy saying how it will support the involvement of parents. ED’s parental involvement guidance from 2004 provides a helpful sample template of an acceptable district-wide parental involvement policy, although federal law does not mandate a specific format. This policy must be developed jointly with parents and agreed upon by them. The policy becomes part of the LEA plan submitted to the state. (If parents object to the LEA’s overall plan, their comments must be included when the LEA submits its plan to the SEA.) If an LEA has a parental involvement plan for all parents, the LEA may simply amend that plan to meet the Title I standard. Written Parental Involvement Policy (cont’d) The only significant change to the mandate for an LEA-level parental involvement policy relates to the requirement for an annual review of the parental involvement plan to determine its effectiveness. Under the old law, this review focused on the plan’s success in increasing parental involvement; under the new law, the review will focus on whether the parental involvement plan increased the academic quality of the school. Source: The New Title I: The Changing Landscape of Accountability, March 2005 by K. Cowan and C. Edwards. Reprinted with permission © Thompson Publishing Group Inc. __________ INDEPENDENT SCHOOL DISTRICT Parent Involvement Program Sample Campus Parent Involvement Policy The ____________ School will involve parents in the joint development of the Title I plan and the process of school review and improvement. An adequate number of parents will work collaboratively with ____________ School committee in an organized, ongoing, and timely way, in the planning, review, and improvement of the Title I program. (Examples: Parent Advisory, Title Advisory) Annually the school will convene a meeting to which all parents of participating students are invited to inform the parents of the school’s participation in the Title I program and of the parents’ right to be involved. (Parent Goals Night, Parent-Teacher Conferences, Assessment Overview/Explanation Night) Parents will be provided timely information about available programs. (Newsletters, flyers, television) Parents will be provided with the school performance profiles and assistance with interpreting their child’s individual assessment results. (Parent Goals Night, ParentTeacher Conferences, Assessment Overview/Explanation Night) Parents will be provided a description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the proficient levels students are expected to meet. (Parent Goals Night) __________ INDEPENDENT SCHOOL DISTRICT Parent Involvement Program Sample Campus Parent Involvement Policy (cont.) Parents will be provided with opportunities for regular meetings to formulate suggestions, share experiences with other parents, and to participate in decisions relating to the education of their children. (Advisory, Campus/District Meetings) Parents will receive a timely response to their suggestions. The school will coordinate, provide technical assistance, and other support necessary to assist parents in actively participating in the planning and implementing of a parent involvement program. (Parent Advisory Council Team) Parent Involvement will be coordinated and integrated with the parent involvement strategies of other programs such as Head Start Program, Reading First Program, Early First Reading program, Even Start Program, Parents as Teachers Program, and Home Instruction Program for Preschool Youngsters, and State Preschool Programs. Parents will jointly conduct an evaluation of the content and effectiveness of the parental involvement policy and revise as necessary. (Fall and Spring Advisory Meetings) School-Parent Compact School-Parent Compact Each school shall develop a written school-parent compact that: ÏIs jointly developed with parents ÏOutlines how parents, school staff, and children share the responsibility for improved student academic achievement – describing the school’s responsibility to provide high-quality curriculum and instruction and the ways each parent will be responsible for supporting their child’s learning School-Parent Compact (cont’d) ÏAddresses the importance of communication between teachers and parents – ¾annual parent-teacher conference in elementary schools ¾frequent reports to parents on children’s progress ¾reasonable access to staff, including opportunities to volunteer and/or observe classroom activity – 1118(d) REQUIRED: An annual parent-teacher conference in the elementary school during which the compact shall be discussed as it relates to the child’s individual achievement. School-Parent Compact [Public law 107-110 Section 1118(d)] One of the major innovations in the 1994 law was a mandate for school-parent compacts. These compacts set out the respective responsibilities of the school staff, parents and students in striving to raise student achievement and explain how an effective home-school partnership will be developed. School-Parent Compact (cont’d) [Public law 107-110 Section 1118(d)] Schools must develop compacts jointly with parents. The compact must describe the school’s responsibility for providing a high-quality curriculum in a supportive and effective learning environment. The compact also must describe the way parents will support their children’s learning. These might include strategies such as monitoring homework completion, television time, and attendance; volunteering in their children’s classrooms; and participating, as appropriate, in decisions relating to the education of their children and the positive use of their extracurricular time. If interested in helping the school district develop or update the existing School-Parent Compacts, contact your local district. Source: The New Title I: The Changing Landscape of Accountability, March 2005 by K. Cowan and C. Edwards. Reprinted with permission © Thompson Publishing Group Inc. BACK TO SCHOOL CHECKLIST Questions and tips for Parents, Schools and the Community Back to School Checklist Online – Click Here (Then click on PDF) State, District and Campus Plans State Education Agency Plans ÏThe SEA shall submit to the Secretary a plan, developed by the SEA, in consultation with…parents – 1111(a)(1) ÏThe state plan shall describe how the SEA will provide information to LEA’s and schools regarding effective parental involvement practices that increase student achievement and lower barriers to parental involvement – 1111(d)(1&2) Local Education Agency Plans ÏThe LEA plan shall include a description of how teachers, in consultation with parents…will identify children most in need of services in targeted assistance schools – 1112(b)(1)(H) ÏThe LEA plan shall describe the strategy to implement effective parental involvement – 1112(b)(1)(P) ÏThe LEA plan shall be developed in consultation with…parents – 1112(d)(1); 1114(b)(2)(B)(ii) Campus Plans A school that operates a schoolwide or targeted assistance program shall develop a comprehensive plan with the involvement of parents that includes a comprehensive needs assessment of the entire school and addresses the schoolwide reform strategies (or ten components) – 1114(b) (1)(A) and (B), 1114(b)(2)(A)(i) and (B)(ii) Parents Right to be Consulted: Consolidated Application Parents must be consulted prior to the application being completed regarding… ÏTitle I Program Plan – 1112(d)(1) ÏTitle II Application and Needs Assessment – 2122(b) ÏTitle IV Application – 4114(c)(1)(A), 4114(c)(2) ÏTitle V Application – 5133(b)(7) Reservation of Funds Reservation of Funds ÏIf the LEA’s Title I, Part A entitlement is $500,000 or more, the LEA must reserve not less that 1% for parental involvement activities, including promoting family literacy and parenting skills ÏParents shall be involved in the decisions regarding how reserved funds are allotted for parental involvement activities ÏNot less than 95% of the reserved funds shall be distributed to schools – 1118(a)(3)(A-C) Reservation of Funds (Example) Entitlement 1% Reserve 95% to School $500,000 $5,000 $4,750 $600,000 $6,000 $5,700 $750,000 $7,500 $7,125 Ice Breakers and Parental Involvement Activities BALLOONS Children are like this balloon with a message inside. They start out small and we inflate them with something of ourselves. As we pour our lives into them-they spread sunshine and give joy. They remind us of being young and that life is fragile. They celebrate living. When discouraged, they are like a balloon that deflates. A simple openness allows us to refill them... With hope for the future, A feeling that they are special, And the knowledge that they are loved. Their enthusiasm is like a balloon Carried on the wind with never ending energy. They need our support and loving guidance, without the wrong kind of pressure that might cause them to burst. When filled with courage, a sense of connections, and the knowledge that they count, they will soar high into the air when the string is out. BUT TOO MANY NEVER MAKE IT OFF THE GROUND GLOBOS Los niños son como este globo con un mensaje adentro. Comienzan pequeño y lo inflamos con algo de nosotros mismos. Mientras que veremos nuestras vidas en ellos Dan la luz del sol y alegría. Nos recuerdan ser jóvenes y que la vida es frágil. Ellos celebran la vida. Cuando están desalentados, son como un globo que se desinfla Una franqueza simple permite que los rellenemos... Con la esperanza del futuro, Con la sensación de que son especiales, y reconocer que son amados. Su entusiasmo es como un globo, Que lo lleva el viento Con una energía continua. Necesitan de nuestro apoyo, sin mucha presión que los pueda hacer estallar. cuando están llenos de valor, y con un sentido de conexíon, y con el conocimiento con el que cuentan, se elevarán en el aire cuando la cuerda se ha caído. PERO MUCHOS NUNCA SE LEVANTAN DEL SUELO Even Eagles Need A Push The eagle gently coaxed her offspring toward the edge of the nest. Her heart quivered with conflicting emotions as she felt their resistance to her persistent nudging. “Why does the thrill of soaring have to begin with the fear of falling?” she thought. This ageless question was still unanswered for her. As in tradition of the species, her nest was located high on the shelf of a sheer rock face. Below there was nothing but air to support the wings of each child. “Is it possible that this time it will not work?” she thought. Despite her fears, the eagle knew it was time, her parental mission was all but complete. There remained one final task – THE PUSH. The eagle drew courage from an innate wisdom. Until her children discovered their wings, there was no purpose for their lives outside the nest. Until they learned to soar, they would fail to understand the privilege it was to have been born an eagle. The push was the greatest gift she had to offer. It was her supreme act of love. And so, one by one, she pushed them and they flew. We must remember that success begins when we understand that life is about growing; it is about acquiring the knowledge and skills we need to live more fully and effectively. También Las Águilas Necesitan Un Empujón El águila convenció suavemente a sus aguiluchos hacia el borde del nido. Su corazón tembló con un conflicto de emociones mientras sentia la resistencia a su persistente empujón. “¿Por qué es que la emoción de volar alto tiene que empezar con el miedo de caer?” se preguntó a si misma. Ella no pudo encontrar la respuesta a esa pregunta eternal. Como en la tradición de las especies, el nido se encontraba ubicado muy alto en la cordillera al lado de unas piedras. Debajo no había nada excepto el aire para apoyar las alas de cada uno de sus hijos. “¿Es posible qué esta vez no funcionara?” pensó la mamá águila. A pesar de sus temores, el águila sabia que ya era tiempo, su misión como madre estaba por terminar. Nada más faltó una tarea final-EL EMPUJÓN. El águila agarro valor de su sabiduría natural. Hasta que sus hijos descubrieron sus alas, no habría un propósito para una vida afuera del nido. Hasta que aprendieron a volar, no podrían entender el privilegio a haber nacido águila. El empujόn fue el regalo más grande que la mamá pudo ofrecer. Era su acto supremo del amor. Entonces, uno por uno, ella los empujó y volaron. Tenemos que recordar que el éxito comienza cuando entendemos que la vida se trata del desarrollo; se trata de adquirir el conocimiento y las destrezas que necesitamos para vivir una vida más amplia y eficaz. TO REALIZE THE VALUE OF ONE YEAR: ASK A STUDENT WHO JUST FAILED HIS FINAL EXAM. TO REALIZE THE VALUE OF ONE MONTH: ASK A MOTHER WHO HAS GIVEN BIRTH TO A PREMATURE BABY. TO REALIZE THE VALUE OF ONE WEEK: ASK AN EDITOR OF A WEEKLY NEWSPAPER. TO REALIZE THE VALUE OF ONE DAY: ASK A DAILY WAGE LABORER WHO HAS 10 KIDS TO FEED. TO REALIZE THE VALUE OF ONE HOUR: ASK TWO PEOPLE IN LOVE WHO ARE WAITING TO MEET. TO REALIZE THE VALUE OF ONE SECOND: ASK A PERSON WHO HAS JUST SURVIVED AN ACCIDENT. TO REALIZE THE VALUE OF ONE MILLISECOND: ASK A PERSON WHO HAS WON A SILVER MEDAL IN THE OLYMPICS. TIME WAITS FOR NO ONE. TREASURE EVERY MOMENT YOU HAVE. YOU WILL TREASURE IT EVEN MORE WHEN YOU CAN SHARE IT WITH YOUR CHILD. Para darse cuenta del valor de un año: PREGÚNTELE AL ALUMNO QUE ACABA DE REPROBAR SU EXAMEN FINAL. Para darse cuenta del valor de un mes: PREGÚNTELE A LA MAMÁ QUE DIO A LUZ A UN BEBÉ PREMATURO. Para darse cuenta del valor de una semana: PREGÚNTELE AL EDITÓR DE UN PERIODICO SEMANAL. Para darse cuenta del valor de un día: PREGÚNTELE AL TRABAJADOR QUE RECIBE UN SALARIO POR DÍA QUE TIENE 10 HIJOS QUE ALIMENTAR. Para darse cuenta del valor de una hora: PREGÚNTELE A DOS ENAMORADOS QUE ESPERAN REUNIRSE. Para darse cuenta del valor de un minuto: PREGÚNTELE A UNA PERSONA QUE PERDIÓ EL TREN, EL CAMIÓN, O EL AVIÓN. Para darse cuenta del valor de un segundo: PREGÚNTELE A UNA PERSONA QUE SOBREVIVIÓ UN ACCIDENTE. Para darse cuenta del valor de un milisegundo: PREGÚNTELE A UNA PERSONA QUE GANÓ UNA MEDALLA DE PLATA EN LAS OLIMPIADAS. EL TIEMPO NO ESPERA A NADIE. VALORE USTED CADA MOMENTO QUE TENGA. USTED LO VALORARÁ AUN MÁS CUANDO USTED PUEDE COMPARTIRLO CON SU HIJO. Hot Buttons to Parental Involvement Resources Parent Involvement Promising Programs Boys Town Press www.girlsandboystown.org Dr. Dorothy Rich – Mega Skills www.megaskillshsi.org Compass Learning Parent Modules www.compasslearning.com HIPPY www.hippyusa.org “I Care” Positive Parenting Curriculum www.icarenow.com Love and Logic www.loveandlogic.com Family Frameworks www.parentinvolvementnetwork.org Parent Involvement Promising Programs National / State PTAs www.pta.org National / State Fatherhood Initiative www.fathers.com Parent Institute www.par-inst.com Passports to Success – “Parents Assuring Student Success” www.solution-tree.com Parents as Teachers www.patnc.org Practical Parent Education www.practicalparent.org Dr. Joyce Epstein – School, Family, and Community Partnerships: Preparing Educators and Improving Schools www.westviewpress.com Parent Involvement Promising Programs Title I Statewide School Support Initiation at Region 16 ESC http://www.esc16.net/dept/isserv/title1swi/ Want to print this PowerPoint? Go to www.esc16.net Click on “Title I Statewide School Support/Parental Involvement Initiative” Click on “Requested Materials” Click on “Parental Involvement Requirements for NCLB Programs” Questions? Terri Stafford, (806) 677-5126, terri.stafford@esc16.net Skip Forsyth (806) 677-5186, skip.forsyth@esc16.net