Title I Schools - Parent and Family Engagement - 4130

Mukilteo School District

Community Relations - Series 4000
Title I Schools - Parent and Family Engagement - 4130

The Board recognizes that parent and family engagement contributes to the achievement of academic standards by students participating in District programs.

The Board views the education of students as a cooperative effort among school, parents and family, and community. The Board expects that its schools will carry out programs, activities and procedures in accordance with the statutory definition of parent and family engagement. Parent and family engagement means the participation of parents and family in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring that parents and families:

  1. Play an integral role in assisting their child's learning;
  2. Are encouraged to be actively involved in their child's education at school; and
  3. Are full partners in their child's education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child.

The Board of Directors adopts as part of this policy the following guidance for parent and family engagement. The District will:

  1. Involve parents and family members in jointly developing the District's Title I plan. Parents and family members will be invited to annual building meetings and other District committees and activities for the opportunity to review and provide input into the plan;

  2. Provide the coordination, technical assistance, and other support necessary to assist participating schools in the planning and implementing of effective parent and family engagement activities to improve student academic achievement and school performance;

  3. Build the schools' and parents' capacity for strong parent and family engagement;

  4. Coordinate and integrate Title I parent and family engagement strategies with parent and family engagement strategies under other programs;

  5. Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of this policy in improving the academic quality of the schools served with Title I funds including:

    1. Identifying barriers to greater participation of parents and family members in Title I-related activities, with particular attention to participation of parents and family members with limited English proficiency, parents with disabilities and parents of migratory children;

    2. Removing barriers by holding meetings at various times of the day and evening, providing childcare and transportation, and by holding meetings in community locations;

    3. Identifying the needs of parents and family members to assist with the learning of their children including engaging with school personnel and teachers;

    4. Implementing strategies to support successful school and family interactions; and

    5. Using the findings from the annual evaluation to design evidence-based strategies for more effective parental engagement and to revise this policy if necessary.

  6. Involve the parents and family members of children served in Title I, Part A schools in decisions about how the Title I, Part A funds reserved for parent and family engagement are spent. The District may use Title I funds reserved for parent and family engagement for at least one of the following:

    1. Providing professional development for local educational agency school personnel and parents and family members regarding parent and family engagement strategies;

    2. Supporting programs that reach parents and family members at home, in the community and at school;

    3. Disseminating information on best practices focused on parent and family engagement.

  7. The District, and each of the schools within the District providing Title I services, will do the following to support a partnership among schools, parents and the community to improve student academic achievement:

    1. Provide assistance to parents and family of Title I students, as appropriate, in understanding the following topics:

      1. Washington's challenging academic standards;
      2. State and local academic assessments, including alternate assessments;
      3. The requirements of Title I;
      4. How to monitor their child's progress; and
      5. How to work with educators to improve the achievement of their children.

    2. Provide materials and training to help parents and family work with their children to improve their children's academic achievement, such as literacy training and using technology, as appropriate, and strategies for assisting their child at home to foster parent and family engagement. Opportunities to meet with teachers to discuss their child's progress will also be made available.

    3. Educate teachers, specialized instructional support personnel, principals, other school leaders, and other staff with the assistance of parents, in the value and utility of contributions of parents and how to do the following:

      1. Reach out, communicate with, and work with parents and family as equal partners;
      2. Implement and coordinate parent and family programs; and
      3. Build ties between parents, family and the school.

    4. Ensure that information related to the school and parent and family programs, meetings, and other activities is sent to the parents and family of participating children. The information will be provided in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents and family can understand.

School-Based Parent and Family Engagement Plans

Each school offering Title I services will have separate parent and family engagement plans, which will be developed with parents and family members of Title I students. Parents and family members will receive notice of their school's parent and family engagement plan in an understandable and uniform format and, to the extent practicable, in a language the parents and family can understand.

Each school-based plan will describe how each school will do the following:

  1. Convene an annual meeting at a convenient time, to which all parents and family of Title I students will be invited and encouraged to attend, to inform parents and family of their school's participation under Title I, to explain the requirements of Title I, and to explain the rights that parents and family have under Title I;

  2. Offer a flexible number of meetings, such as meetings in the morning or evening;

  3. Involve parents and family in an organized, ongoing and timely way in the planning, reviewing and improving of Title I programs; and

  4. Provide parents and family of Title I students the following:

    1. Timely information about Title I programs;

    2. A description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels of the challenging state academic standards; and

    3. If requested by parents and family, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any suggestions as soon as practicably possible.

Each school-based plan will include a school-parent and family compact that outlines how parents and family, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents and family will build and develop a partnership to help children achieve state standards. The compact must do the following:

  1. Describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables Title I students to meet Washington's challenging academic standards and describe the ways in which each parent and family member will be responsible for supporting their children's learning, such as volunteering in their child's classroom, and participating, as appropriate, in decisions relating to the education of their children; and

  2. Address the importance of communication between teachers and parents and family on an ongoing basis, and to the extent practicable, in a language that family members can understand, through the following:

    1. Annual parent-teacher conferences in elementary schools during which the compact will be discussed as it relates to the individual child's achievements;
    2. Frequent reports to parents and family on their children's progress; and
    3. Reasonable access to staff, opportunities to volunteer and participation in their child's class.



Cross References:

Board Policy 4240 - Collaborative Decision-Making

 

Legal References:

20 U.S.C. 1118

 

Adoption Date: October 13, 2003
Revised: January 26, 2009
Revised: November 13, 2018