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Parent Involvement Policies and Parent/School Compacts


The compact must also address the importance of ongoing communication between ... In Target Assistance programs the parents of targeted students receive a compact. ... – PowerPoint PPT presentation

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Title: Parent Involvement Policies and Parent/School Compacts

Parent Involvement Policies and Parent/School
  • Improving Student Achievement Through Strong
    Parent and Community Involvement

Judy Clark Guida July 2005
Parent Involvement
  • Evolution of Parent Involvement
  • Benefits
  • Parent Involvement Policies
  • District Parent Involvement Policy
  • School Parent Involvement Policy
  • Parent-School Compact

Evolution of Parent Involvement
  • Formal role for parents began in early 1970s in
    response to lobbying by parents, educators and
    community activists.
  • Originally, Parent Involvement referred to policy
  • Reauthorization in 1988 through 1994 (IASA)
    schools helping parents help their children to be
    more successful in school partners in education
  • 2001 NCLB - preserved the policy overseer and
    partners in education roles but added consumers
    of the education provided by local schools

Consumers of Education for their Children
  • Put pressure on schools and districts to work on
    continual school improvement.
  • Provide students an opportunity to leave schools
    that are not working for them.
  • Provide students additional services to meet
    their academic needs.

Parental Involvement Title I Subpart A
Non-Regulatory Guidance April 2004
  • http//

What does research tell us about the Influence of
Parent Involvement?
  • When schools work together with families to
    support learning, children tend to succeed not
    only in school, but throughout life.
  • When families and schools cooperate, the results
  • Higher grades and test scores
  • Better attendance
  • More homework completed
  • Higher graduation rates/greater enrollment in
    post-secondary education
  • ADD IT UP Using Research to Improve Education
    for Low-Income Minority Students. Poverty
    Race Research Action Council (2001)

The most accurate predictor of a students
achievement in school is not income or social
status, but the extent that a students family is
able to
  • Create a home environment that encourages
  • Express high (but not unrealistic) expectations
    for their childrens achievement and future
  • Become involved in their childrens education at
    school and in the community.
  • Notes from Research Parent Involvement and
    Student Achievement.
  • San Diego County Office of Education 1997

PTA Benefits of Parent Involvement
  • Teachers
  • Greater morale (and self-esteem)
  • Teaching effectiveness (proficiency) increases
  • Job satisfaction increases
  • Communication/relations with students, parents,
    families, and communities improves
  • Community support of schools increases
  • Parents
  • Communication/relations with children and
    teachers improves
  • Self-esteem increases
  • Education level/skills increase
  • Decision-making skills become stronger
  • Attitude toward school and school personnel

  • National PTA 2005

Parents and their Connection to School
  • Three Main Factors
  • Belief about what is important, necessary, and
    permissible for parents to do at school.
  • Parents sense of efficacy. That they can help
    their children academically even when their own
    education level is not high.
  • How parents perceive the invitation to
    participate. They are wary of contrived

Parent as Consumer
  • To be a good consumer, parents must be informed
    and empowered decision makers in their childrens
  • Parent notification provisions of ESEA is the key
    in the parent role of knowledgeable decision
    maker and active partner.

Parents as Consumers Reports and
  • Understandable Format and Language
  • Provide information to parents directly through
    the mail or e-mail through broader means such
    as the media and the internet.

LEP Students and Opt-Out
  • If LEA is using Title I and/or Title III funds
    for English language instruction programs, the
    parents may opt out of the program.
  • No later than than 30 days after the start of the
    school year parents of LEP students need to
    receive specific information regarding the
    program and their childs level of English
    language proficiency.

Parent Involvement Key Changes
  • If receive 500,000 in Title IA then 1 must be
    used for parent involvement.
  • New to law 95 of the funds set-aside for
    parent involvement must be distributed directly
    back to the Title I funded schools.
  • LEA must develop and distribute to parents a
    written parental involvement policy
  • Describes how LEA will support the involvement of
    parents, and the policy is developed jointly with
    parents and agreed upon by them.

District Parent Involvement Policy
  • Develop jointly with, agree on with, and
    distributed to parents of participating children
    a written parent involvement policy
  • This policy is incorporated into the Districts
    Continuous Improvement Plan (CIP)
  • Establishes the LEAs expectations for parent
  • Describes how the LEA will conduct parent

LEA PolicyThe LEA will
  • Involve parents in the joint development of the
    plan and the process of school review
  • Provide coordination and support necessary to
    assist Title I Schools in planning and
    implementing effective parent involvement to
    improve student academic achievement.
  • Build the schools parents capacity for parent
  • Coordinate and integrate strategies with other
    programs such as Head Start, Even Start
  • Conduct with the involvement of parents an annual
    evaluation of the content and effectiveness of
    the policy.

District Parent Involvement Policy
  • Development of a template for districts through
    support of Superintendents Advisory Team UMSAAT
  • UMSAAT Underrepresented and Minority Student
    Achievement Advisory Team
  • For the Parent and Community Involvement subgroup
    of UMSAAT creating a useful template was a major

Policy Template Development
  • Meet NCLB Requirements
  • Understandable to parents and community members
  • Provide support and ideas for district and
  • UMSAAT Parent/Community Involvement subgroup
    included a variety of perspectives
  • Eduardo Angulo, Annalivia Angulo (Salem Keizer
    Coalition for Equality)
  • Anita Olsen (Oregon PTA President Elect)
  • Janet Rash (Intel)
  • And many other group members

TIP SHEET for Parent Involvement Policy
  • Though the law requires this policy apply to only
    Title IA funded schools, parents, community
    members and educators usually desire the policy
    to apply to all schools within the district,
    therefore many districts find it beneficial to
    make this policy district wide.
  • Strive to make this policy easily understandable
    and readable to a wide range of parents and
    community members.

District Wide Parental Involvement PolicyThis
sample template of a District Wide Parental
Involvement Policy is provided as an example.
  • Part I Statutory Requirements
  • The name of school district agrees to implement
    the following statutory requirements
  • The school district will conduct programs,
    activities and procedures for the involvement of
    parents and guardians in all of its Title IA
    funded schools. These programs, activities and
    procedures will be planned and operated with
    meaningful consultation with parents and
    guardians of participating children with
    particular attention to parents who are
    economically disadvantaged, are disabled, have
    limited English proficiency, have limited
    literacy, or are of any racial, cultural or
    ethnic minority background

  • 1. The name of school district will take the
    following actions to involve parents in the joint
    development of its district wide parental
    involvement policy
  • (List actions.)
  • Suggested Actions
  • Include parent representation from the onset of
    the development
  • Hold a series of accessible meetings with parents
    and guardians to develop and review the parental
    involvement policy.
  • Conduct parent meetings to review and update the
    policy yearly (a minimum of one annual meeting is
  • Take parent involvement policy draft to various
    parent/community groups that reflect the
    diversity of the community for feedback, with
    particular attention to parents who are
    economically disadvantaged, are disabled, have
    limited English proficiency, have limited
    literacy, or are of any racial, cultural or
    ethnic minority background.

  • The name of school district will build the
    schools and parents capacity for strong
    parental involvement. This will ensure effective
    involvement of parents and support a partnership
    among the school involved, parents, and the
    community including businesses to improve student
    academic achievement, through the following
    activities described below
  • 1. The school district will, with the assistance
    of its Title I, Part A schools, provide
    assistance to parents in understanding topics
    such as,
  • Oregons academic content standards,
  • Oregons student academic achievement standards,
  • Oregon and local academic assessments including
    alternate assessments,
  • the requirements of Title I Part A,
  • how to monitor their childs progress, and
  • how to work with educators
  • The activities to assist parents are
    described below
  • (List actions)
  • Suggested Actions

Key Changes at the School Level-School Parent
Involvement Policy
  • Each Title I funded school must develop and
    distribute its own written parental involvement
    policy that includes
  • Annual meeting
  • Offer a flexible number of meetings
  • Involve parents in planning, review and
    improvement of Title I programs
  • Provide timely information regarding the programs
  • Provide opportunity to submit dissenting views to

School-Parent Compacts
  • Each Title I funded school must have a compact
  • Developed jointly with parents of the school
  • Describes school and parents responsibilities.
  • The compact must also address the importance of
    ongoing communication between teachers and
    parents. At a minimum
  • Parent-teacher conferences (at least annually) in
    elementary school,
  • Frequent reports to parents on their child
  • Reasonable access to staff and school

  • School Responsibilities
  • Provide high-quality curriculum and instruction
    in a supportive and effective learning
    environment that enables the participating
    children to meet the States student academic
    achievement standards as follows
  • Hold parent-teacher conferences (at least
    annually in elementary schools) during which this
    compact will be discussed as it relates to the
    individual childs achievement. Specifically,
    those conferences will be held
  • Provide parents with frequent reports on their
    childrens progress. Specifically, the school
    will provide reports as follows
  • Provide parents reasonable access to staff.
    Specifically, staff will be available for
    consultation with parents as follows
  • Provide parents opportunities to volunteer and
    participate in their childs class, and to
    observe classroom activities,

  • Student Responsibilities
  • School responsibilities that
  • are required but do not have
  • to be stated in compact.
  • Optional school responsibilities
  • Signatures are not required
  • Note All parents in Schoolwide Title I programs
    receive a compact. In Target Assistance programs
    the parents of targeted students receive a

Parent Involvement
  • Parent Involvement is a complex activity.
  • Ultimately schools that include the legal
    requirements as part of a larger effort for
    establishing effective parental partnerships are
    more likely to improve school-community
    relationships, the school environment, and the
    academic achievement of their students. NREL