NORTH GLADE ELEMENTARY SCHOOL Title I, Part A Parental Involvement Plan

I, RAYMOND SANDS , do hereby certify that all facts, figures, and representations made in this application are true, correct, and consistent with the statement of assurances for these waivers. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available for review by appropriate state and federal staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.

Assurances

  • The school will be governed by the statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with the definition outlined in Section 9101(32), ESEA;
  • Involve the parents of children served in Title I, Part A in decisions about how Title I, Part A funds reserved for parental involvement are spent [Section 1118(b)(1) and (c)(3)];
  • Jointly develop/revise with parents the school parental involvement policy and distribute it to parents of participating children and make available the parental involvement plan to the local community [Section 1118 (b)(1)];
  • Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2) [Section 1118(c)(3)];
  • Use the findings of the parental involvement policy review to design strategies for more effective parental involvement, and to revise, if necessary, the school’s parental involvement policy [Section 1118(a)(E)];
  • If the plan for Title I, Part A, developed under Section 1112, is not satisfactory to the parents of participating children, the school will submit parent comments with the plan when the school submits the plan to the local educational agency [Section 1118(b)(4)];
  • Provide to each parent an individual student report about the performance of their child on the state assessment in at least mathematics, language arts, and reading [Section 1111(h)(6)(B)(i)];
  • Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in 34 CFR Section 200.56 [Section 1111(h)(6)(B)(ii)]; and
  • Provide each parent timely notice information regarding their right to request information on the professional qualifications of the student's classroom teachers and paraprofessionals [Section (h)(6)(A)].

 

Signature of Principal or Designee

Date Signed

 

Mission Statement



Parental Involvement Mission Statement (Optional)

Response: North Glade Elementary pledges to alter the curriculum, instruction, and learning environment in order to meet the needs of each child. We recognize that parents and the school are partners in this mission.

Review Rubric:
Mission statements are written concisely, free of jargon, and parent-friendly and inspire stakeholders to be involved and supportive of the program. Strong mission statements include:

·  Explanation of the purpose of the parental involvement program;

·  Description of what will be done; and

·  Description of the beliefs or value of the LEA.

Review Status:

Review Comments:

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Involvement of Parents



Describe how the school will involve parents in an organized, ongoing, and timely manner, in the planning, review, and improvement of Title I programs including involvement in the decisions regarding how funds for parental involvement will be used [Sections1118(c)(3), 1114(b)(2), and 1118(a)(2)(B)].

Response: The school Educational Excellence School Advisory Committee (EESAC) is comprised of 51% parents, students, and community members. They meet monthly to advise the principal on school issues. Additionally, parent workshops are held throughout the year.

Review Rubric:
Strong responses include:

  • Identification of the group responsible for the development, implementation and evaluation of the plans;
  • Description of the procedures for selecting members of the group;
  • Explanation of how the input from parents will be documented; and
  • Description of the process and involvement of parents in the development of required plans; and
  • Information on how the school will provide other reasonable support for parental involvement activities under section 1118 as parents may request [Section 1118(e)(14)].

 

Review Status:

Review Comments:

Coordination and Integration



Describe how the school will coordinate and integrate parental involvement programs and activities that teach parents how to help their children at home, to the extent feasible and appropriate, including but not limited to, other federal programs such as: Head Start, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool, Title I, Part C, Title II, Title III, Title IV, and Title VI [Section 1118(e)(4)].

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Program

Coordination

1

Title I Part A

Services are provided to ensure students requiring additional remediation are assisted through extended learning opportunities (before-school and/or after-school programs, Saturday Academy or summer school). The district coordinates with Title II and Title III in ensuring staff development needs are provided. Support services are provided to students. The Reading Coach develops, leads, and evaluates reading/language arts content standards/ programs; identifies and analyzes existing literature

2

Title II

The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teacher (MINT) Program • training for add-on endorsement programs, such as Reading, Gifted, ESOL

3

Title III

The district uses supplemental funds for improving basic education as follows: • Training to certify qualified mentors for the New Teacher (MINT) Program Training for add-on endorsement programs, such as Reading, Gifted, ESOLTraining and substitute release time for Professional Development Liasons (PDL) at each school focusing on Professional

4

Nutrition

• The school adheres to and implements the nutrition requirements stated in the District Wellness program. • Nutrition education, as per state statute, is taught through physical education. The School Food Service Program, school breakfast, school lunch, and after school snacks, follow the Healthy Food and

Review Rubric:
Strong responses include:

  • Identification of the specific federal programs; and
  • Description of how the programs will be coordinated.

 

Review Status:

Review Comments:

Annual Parent Meeting



Describe the specific steps the school will take to conduct an annual meeting designed to inform parents of participating children about the school’s Title I program, the nature of the Title I program (schoolwide or targeted assistance), Adequately Yearly Progress, school choice, supplemental educational services, and the rights of parents. Include timeline, persons responsible, and evidence the school will use to demonstrate the effectiveness of the activity [Section 1118(c)(1)].

count

Activity/Tasks

Person Responsible

Timeline

Evidence of Effectiveness

1

Flyer

Sands

9/16//14

Flyer

Review Rubric:
Strong responses include:

  • Identification of specific activities or tasks;
  • Identification of the person(s) responsible for completing the task;
  • Reasonable and realistic timelines; and
  • Description of the evidence the school will use to demonstrate the effectiveness and/or completion of the activity/task.

 

Review Status:

Review Comments:

Flexible Parent Meetings



Describe how the school will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide with Title I funds, transportation, child care, or home visits, as such services related to parental involvement [Section 1118(c)(2)].

Response: Monthly meetings are planned. Some of the meetings will be held at 8:00, 1:00 PM, and 6:30 PM.

Review Rubric:
Strong responses include:

  • Description of the process the school will use to ensure that workshops/meetings are offered at a flexible times; and
  • Specific examples of the flexible schedule offered to parents.

 

Review Status:

Review Comments:

Building Capacity



Describe how the school will implement activities that will build the capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement [Section 1118(e)]. Describe the actions the school will take to provide materials and training to help parents work with their child to improve their child’s academic achievement [Section 1118(e)(2)].Include information on how the school will provide other reasonable support for parental involvement activities under Section 1118 as parents may request [Section 1118(e)(14)].

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Content and Type of Activity

Person Responsible

Anticipated Impact on Student Achievement

Timeline

Evidence of Effectiveness

1

Parent Portal

Sands/Williams/Fernandez

Parents monitoring progress

September -May

Attendance Sheet

2

Importance of Involvement

PTA President/Fernandez

Involvement-cooperation

September-May

Attendance Sheet

3

Writing

Lewis/Howard

Writing

November-May

District W test results

4

Reading-Grade 3

Gr. 3 teachers/Lewis

Reading

December-May

Interim Test results

5

Science

Sands

Science

August-May

Attendance Sheet

6

FSA Math

Sands/WILLIAMS

Math/Reading

August-May

Attendance Sheet

7

Early Childhood

K teachers

School Readiness

August-May

Attendance Sheet

8

Parent Focus Groups

Sands/Williams/Fernandez

Parental input

August-May

Attendance sheet

9

Science Fair

Mc Lean

Science

August-May

Attendance Sheet

10

Orientation

Sands/Williams

Increase Scores

August-September

Flyer

11

Reading

Sands/Williams

Increase Scores

August-May

FSA Test results

12

Title 1 Parent Meeting

Sands/Williams/Fernandez

Increase parent participation

August-May

Flyer

Review Rubric:
Strong responses include:

  • Description of the content and type of activity including the following: o The state’s academic content standards and state student academic achievement standards, State and local assessments including alternative assessments, Parental involvement requirements of Section 1118, and How to monitor their child’s progress and work with educators to improve the achievement of their child;
  • Identification of the person(s) responsible;
  • Correlation to student academic achievement;
  • Reasonable and realistic timelines; and
  • Description of the evidence the LEA will use to demonstrate the effectiveness and/or completion of the activity/task

 

Review Status:

Review Comments:

Staff Training



Describe the professional development activities the school will provide to educate the teachers, pupil services personnel, principals, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and schools [Section 1118(e)(3)].

count

Content and Type of Activity

Person Responsible

Anticipated Impact on Student Achievement

Timeline

Evidence of Effectiveness

1

Flex Math

Reading Coach/ CSS

Reading

August-October

Walkthroughs

2

FSLA Writing

Writing CSS

Writing

September-December

Lesson Plans

3

Reading Series

Williams/Julmis

Collaborative learnng

August-February

Interim results

4

Common Core

Sands/Williams

Increase passing rate

September-December

FSA

5

Cella

Williams/Howell

Increase passing rate

September-December

CELLA Sores

6

Gradual Release

Coaches

Increase passing rate

September-December

FSA Scores

7

Intervention

Coaches

Increase passing rate

September-December

FSA Scores

8

ESE/ELL Compliance

Sands

Monitor programs

September-December

Documentation

9

Inclusion

Sands/Williams

Increase student learning

September-March

Least restrictive environment

10

Testing Security/Procedures

Williams/Coaches

Guidelines implemented

August-May

Meets compliance

11

Family Math Night

Williams/Coaches

To increase math scores

August-May

FSA Scores

12

Family Science Night

Williams/Coaches

To increase science scores

August-May

FSA Scores

13

Parent Portal Training

L. Fernandez

Access to student information

August-May

FSA Scores

Review Rubric:

·  Content and type of activity including the following:Valuefollowing:

  • Valuing of parental involvement,
  • Communicating and working with parents,
  • Implementation and coordination of parental involvement program,
  • Building ties between home and school,; and
  • Cultural sensitivity;

·  Identification of person(s) responsible;

·  Correlation to student academic achievement;

·  Reasonable and realistic timelines; and

·  Description of the evidence the LEA will use to demonstrate the effectiveness and/or completion of the activity/task.

Review Status:

Review Comments:

Other Activities



Describe the other activities, such as parent resource centers, the school will conduct to encourage and support parents in more fully participating in the education of their children [Section 1118 (e)(4)].

Response: School has a Parent Resource Center with LeapFrog and Brainchild technology.

Review Rubric:
Strong responses include:

  • Identification of the type of activity;
  • Specific steps necessary to implement this activity;
  • Person(s) responsible;
  • Timeline; and
  • Description of the evidence the school will use to demonstrate the effectiveness and/or completion of the activity/task.

 

Review Status:

Review Comments:

Communication



Describe how the school will provide parents of participating children the following [Section 1118(c)(4)]:

  • Timely information about the Title I programs [Section 1118(c)(4)(A)];
  • Description and explanation of the curriculum at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet [Section 1118(c)(4)(B)];
  • If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children[Section 1118(c)(4)(C)]; and
  • If the schoolwide program plan under Section 1114 (b)(2) is not satisfactory to the parents of participating children, the school will include submit the parents’ comments with the plan that will be made available to the local education agency [Section 1118(c)(5)].

Response: PTA and parent training meetings will be scheduled. The principal and many teachers will be available at these times. The school principal has an open door policy for parents, students, and community members.

Review Rubric:
Strong responses include:

  • Process for providing information to parents;
  • Dissemination methods;
  • Reasonable and realistic timelines for specific parent notifications; and
  • Description of how the school will monitor that the information was provided.

 

Review Status:

Review Comments:

Accessibility



Describe how the school will provide full opportunities for participation in parental involvement activities for all parents (including parents with limited English proficiency, disabilities, and migratory children). Include how the school plans to share information related to school and parent programs, meetings, school reports, and other activities in an understandable and uniform format and to the extent practical, in a language parents can understand [Section 1118(e)(5) and 1118(f)].

Response: Most reports are issued in English and Spanish. Most Parent meetings have a translator.

Review Rubric:
Strong responses include:

  • Process the school will use for translating information into a parent’s native language;
  • Description of how the school will ensure that parents with disabilities will have access to parental involvement activities and/or services;
  • Description of how the school will ensure that information is available to parents considering the fluctuating student populations;
  • Specific languages in which information will be provided; and
  • Process the school will use to monitor that schools provide information to parents in a language they can understand, if feasible.

 

Review Status:

Review Comments:

Discretionary Activities



Discretionary School Level Parental Involvement Policy Components Check if the school does not plan to implement discretionary parental involvement activities. Check all activities the school plans to implement:

count

Activity

Description of Implementation Strategy

Person Responsible

Anticipated Impact on Student Achievement

Timeline

1

Maximizing parental involvement and participation in their children’s education by arranging school meetings at a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at school [Section 1118(e)(10)];

School meetings will be held in the morning, immediately before school dismissal, and a t night.

Principal

This should provide for more flexibility (and hopefully better attendance) at parental involvement activities.

Monthly

Review Rubric:
Strong responses include:

  • Identification of the activity which may include the following:
  • Involving parents in the development of staff training, providing literacy training, paying reasonable and necessary expenses to conduct parental involvement activities, training parents to help other parents, adopting and implementing model parental involvement programs, organizing a local education agency parent advisory council, and/or developing roles for community organizations and/or business in parental involvement activities;
  • Description of the implementation strategy;
  • Identification of person(s) responsible;
  • Correlation to student academic achievement; and
  • Reasonable and realistic timelines.

 

Review Status:

Review Comments:

Upload Evidence of Input from Parents



Upload evidence of parent input in the development of the plan.

Review Rubric:

Review Status:

Review Comments:

Upload Parent-School Compact



Note: As a component of the school-level parental involvement policy/plan, each school shall jointly develop, with parents for all children served under this part, a parent-school compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement Section 1118(d)].

Upload an electronic version of the Parent-School Compact.

Review Rubric:
School-Parent Compact must include the following components:

  • Description of the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children to meet the State’s student academic achievement standards;
  • Identification of ways parents will be responsible for supporting their children’s learning (for example, monitoring attendance, homework completion, or television watching; volunteering in their child’s classroom; and participating as appropriate in decisions relating to the education of their children and positive use of extracurricular time); and
  • Highlight the importance of communication between teachers and parents on an ongoing basis through, at a minimum: parent-teacher conferences in elementary schools, at least annually, during which the compact will be discussed as it relates to the individual child’s achievement; Frequent reports to parents on their child’s progress; and Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities; and
  • Evidence that parents were involved in the development/revisions to the compact [Section 1118(d), ESEA].

 

Review Status:

Review Comments:

Upload Evidence of Parent Involvement in Development of Parent-School Compact



Note: As a component of the school-level parental involvement policy/plan, each school shall jointly develop, with parents for all children served under this part, a parent-school compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement Section 1118(d)].

Upload evidence of parent input in the development of the compact.

Review Rubric:

Review Status:

Review Comments:

Evaluation of the previous year's Parental Involvement Plan

Building Capacity Summary



Provide a summary of activities provided during the previous school year that were designed to build the capacity of parents to help their children [Section 1118 (e)(1-2)]. Include participation data on the Title I annual meeting.

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Content and Type of Activity

Number of Activities

Number of Participants

Anticipated Impact on Student Achievement

1

SCIENCE WITH PARENTS

2

112

ACADEMIC SUPPORT

2

READING WITH PARENTS

6

208

ACADEMIC SUPPORT

3

MATH WITH PARENTS

6

206

ACADEMIC SUPPORT

4

HOLIDAY PROGRAMS

2

322

COMMUNITY INVOLVEMENT ACTIVITY

5

TITLE 1 MEETINGS

9

456

PARENTAL INVOLVEMENT/ACADEMIC SUPPORT

Review Rubric:
Strong responses include the content and type of activity, number of activities, number of participants, and the correlation to student achievement.

Review Status:

Review Comments:

Staff Training Summary



Provide a summary of the professional development activities provided by the school during the previous school year to educate staff on the value and utility of contributions of parents; how to reach out to, communicate with, and work with parents as equal partners; the implementation and coordination of parent programs; and how to build ties between parents and the school [Section 1118 (e)(3)].

count

Content and Type of Activity

Number of Activities

Number of Participants

Anticipated Impact on Student Achievement

1

No meetings were held

0

0

N/A

Review Rubric:
Strong responses include the content and type of activity, number of activities, number of participants, and the correlation to student achievement.

Review Status:

Review Comments:

Barriers



Describe the barriers that hindered participation by parents during the previous school year in parental involvement activities. Include the steps the school will take during the current school year to overcome the barriers (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background) [Section 1118(a)(E)].

count

Barrier (Including the Specific Subgroup)

Steps the School will Take to Overcome

1

Some meeting did not take place

Meetings will be scheduled with administration approval

2

No night meetings were scheduled

Schedule at least one night meeting

Review Rubric:
Strong responses include:

  • Identification of barrier which hindered participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background); and
  • Description of how the LEA will use the information gathered from the evaluation to design strategies for more effective parental involvement policies described in Section 1118.

 

Review Status:

Review Comments:

Best Practices (Optional)



Describe the parental involvement activity/strategy the school implemented during the previous schoool year that the school considers the most effective. This information may be shared with other LEAs and schools as a best practice. (Optional)

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Content/Purpose

Description of the Activity

Review Rubric:
Activities described in this section should be correlated to student achievement and include sufficient detail that another LEA or school could use the information to develop a similar program.

Review Status:

Review Comments: