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1 Flushing High School Title I Parent Involvement Overview & Guidelines Presenters: Magdalen Radovich, Principal, IA Mary Vacarr, Parent Coordinator.

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Presentation on theme: "1 Flushing High School Title I Parent Involvement Overview & Guidelines Presenters: Magdalen Radovich, Principal, IA Mary Vacarr, Parent Coordinator."— Presentation transcript:

1 1 Flushing High School Title I Parent Involvement Overview & Guidelines Presenters: Magdalen Radovich, Principal, IA Mary Vacarr, Parent Coordinator

2 2 Strengthen Knowledge of Title I Parent Involvement Understand Role of Parents regarding Title I Program Review Title I Parent Leadership Structures, Roles, and Responsibilities Understand the role of the Parent Coordinator Overview of Meeting

3 3 Overview of Title I Programs Parent Involvement Requirements Levels of Parent Leadership Budget Requirements Parent Coordinators Resources Agenda

4 4 Overview: What Is Title I? Oldest and largest federally funded program under Elementary Secondary Education Act (ESEA) of 1965 Reauthorized as the No Child Left Behind Act of 2001 – “Improving the Academic Achievement of the Disadvantaged” NCLB divided into titles, each with different educational focus Title I focus is on improving academic achievement of children who come from low-income families and who need extra support to meet challenging academic standards.

5 5 Overview: Types of Title I Programs NCLB makes provision for two types of Title I schools: Targeted Assistance Schools School-wide Program Schools

6 6 Targeted Assistance School Funds are used only to benefit those students who are identified as being at most at-risk to achieve state standards At-risk students are identified for supplementary Title I service. Specific staff are funded to provide instructional support services.

7 7 School-wide Program Schools T he school’s Title I funds are coordinated with other funds to implement reforms to upgrade the entire educational program. The program’s goal is to improve the overall academic performance of all children in the school. All students are Title I participants.

8 8 Title I Parent Involvement Requirements Title I provides for “substantive parental involvement” at every level of the program and includes requirements related to policies, consultation, rights to specific information, and availability of parent involvement activities

9 9 Title I Funds – Support of Parent Involvement Parent Involvement Policy (PIP) Parent-School Compact Title I Parent Involvement Requirements

10 10 Parent Involvement Funds A minimum of 1% of the school’s total Title I allocation must be set aside for activities that support the involvement of parents of children who are Title I eligible. These parents must be substantively involved in decision-making regarding the use of these funds. The New York City Department of Education recommends that a budget and spending plan be created by the school-based group representing Title I parents, and that the budget and plan are given to the Principal and SLT as the group’s documented recommendation on how the parent involvement funding should be spent. All expenditures must be made in accordance with the Department of Education’s Standard Operating Procedures Manual. Schools must follow these recommendations to the extent that they are allowable, feasible, and consistent with the CEP and standard operating procedures.

11 11 Parent Involvement Policy (P I P)  The PIP is developed by the Principal in consultation with the parents of all student participants.  The PIP must be distributed to the parents of all student participants.

12 12 The school policy must specify: How parents will be included in the development of school-level parent involvement activities funded through Title I in both Targeted Assistance and Schoolwide Program Schools How parents will be involved in the planning, implementation, evaluation, and continuous improvement of school-level programs funded through Title I Parent Involvement Policy (PIP)

13 13 A flexible schedule of regular meetings with parents—before, during, and after the school day— so that they may network with other parents, make suggestions, and provide input into decisions relating to the education of their children; How parents will be provided with timely information about instructional programs, curriculum, performance standards and assessment instruments as well as their child’s individual student assessment results and proficiency levels and their meaning, promotion policy, after school and summer programs and SES Parent Involvement Policy (PIP)

14 14 how the school will increase the accessibility for participation of parents with disabilities, and how communication with non-English speaking/limited English proficient parents will be provided in parents’ native language to the extent practicable, e.g., notifications, translations during meetings, etc. how parents and schools will share responsibility for high student performance capacity-building activities for parents and school staff that support strong parental involvement when an annual meeting will be convened for parents of participating children in Targeted Assistance Schools to (a) provide information about the school’s Title I program and the types of services provided; (b) inform parents of their right to be involved in the program; and (c) offer suggestions for specific school-level opportunities for parent involvement Parent Involvement Policy (PIP)

15 15 School-Parent Compact  Is a written agreement developed jointly by schools and parents.  Outlines how parents, entire school staff, and students will share responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s standards.

16 16 The School-Parent Compact must: describe the school’s responsibility to provide high- quality curriculum/instruction in a supportive/effective learning environment that enables students to meet the State and City performance standards describe the ways in which parents will be responsible for supporting their children’s learning address the importance of establishing ongoing communication between teachers and parents through at least one annual parent teacher conference, student progress reports, reasonable access to staff, and opportunities to volunteer School-Parent Compact

17 17 Levels of Participation and Leadership:  School  District  Citywide Levels of Parent Leadership

18 18 Parent Leadership – School Level In Title I schools where a Parent Advisory Council (PAC) exists, the PAC serves as the consultative body for parents to engage in meaningful discussion of issues related to the school’s Title I programs In Title I schools where a Parent Association or Parent Teacher Association (PA/PTA) has assumed responsibility for Title I issues, then the PA or PTA President should regularly consult with parents of Title I students on such issues.

19 19 The New York City Department of Education recommends that PACs should exist in Targeted Assistance Schools. o This is due to the fact that in Targeted Assistance Schools, only Title I participating students receive services from Title I funding. Thus, only Title I parents should have a stake in the consultation and decision making process regarding Title I. Parent Leadership – School Level

20 20 The New York City Department of Education recommends that PA/PTAs should represent Title I parents in Schoolwide Programs Schools. In this case, where all children participate in programs funded through a combination of Title I and other sources, schools should encourage all parents and existing parent groups to work together for the benefit of all children within the school. In this case, a Title I update must be on the PA/PTA’s meeting agenda at each regularly scheduled meeting during the year. Parent Leadership – School Level

21 21 PACs should be operated in accordance with established bylaws, which are aligned with the individual school’s policies and philosophy. o Bylaws should include: membership requirements, meeting schedule, parliamentary authority, voting requirements, the annual election of officers, officer positions, qualification of officers, if any, term limits of offices, if any, removal of officers, creation of committees, regular review of bylaws, and amendment of bylaws. Parent Involvement Policy (PIP) with election protocols can be used in lieu of by-laws PACs should conduct at least three (3) public meetings per year and maintain records of meetings including agendas, minutes, and attendance sheets. Technical assistance to PACs that are developing bylaws can be provided by their Regional Parent Support Office, or other persons designated by the Regional Superintendent. The Office of Parent Engagement will issue a PAC bylaws template. This template may also be used as a guide for developing District PAC bylaws. Parent Leadership – School Level

22 22 Whether represented by a PAC or the PA/PTA, Title I parents should regularly receive information on issues that are of importance to the education of their children, and it is the role of the leadership of these organizations to ensure that this information is made available and disseminated. Parent Leadership – School Level

23 23 Parent Coordinator – Mary Vacarr “The parent’s resource person” Is knowledgeable on Title I Parent Involvement issues and requirements. Shares information with parents about Title I. Encourages Title I parent involvement and help build partnership with parents to support student achievement Supports Title I PACs and Title I related parent activities/events. Provides Outreach to get parents to participate in Title I meetings and parent involvement activities.

24 24 What the Research Says? Research indicates that “Informed as well as involved parents create an academic environment conducive to learning.” [1][1] Federal Register, Tuesday June 2, 1998, Part IV Department of Education, Reauthorization of Elementary and Secondary Education Programs; Notice

25 25 What the Research Says? Further more, when parents value education;  Children receive higher grades and higher test scores  Children attend school more regularly  Children complete school assignments  Children demonstrate more positive behaviors and attitudes  Children graduate from high school at higher rates  Children are more likely to enroll in higher education.

26 26 For additional information on No Child Left Behind and Title I, visit the following websites: – U.S. Department of Education: – New York State Education Department: For assistance with planning effective parent involvement programs, contact your school’s Parent Coordinator or Region’s Parent Support Office. A list of 2004-2005 Title I eligible schools and their allocations are incorporated within the Division of Budget Operations and Review’s (BOR) Allocation Memorandum #1, dated June 8, 2004. The memorandum is accessible on the New York City Department of Education’s website at memo/fy03-04/ memo/fy03-04/am.html For additional information about Title I and other reimbursable programs, please see the Reimbursable Handbook, which can be accessed at Additional information on NCLB School Improvement identification and requirements, and the list of NYC SINI schools, can be found on the NYCDOE website at: The Directory of Approved SES Providers is available on the Department of Education’s website at Title I Parent Involvement Requirements: Resources

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